M.Ed. / In Chapter I an expOsition of the purpose of this study is given and the background to the research problem is explained. The problem statement is presented and demarcated into the aims of the research and the research methodologies. Both research methodologies (quantitative and qualitative) research were used. Concepts that were used in this study are clarified. Chapter 2 concentrates on the literature review to establish what other theorists say about learner mobility and school marketing. It emerged that many township schools lacked adequate financial resources. Most importantly, in some schools, a vision and mission statement was lacking. Township schools need to be marketed. Market research, analysing a school's product and service and the management of the school marketing process were aspects that are explored. Schools need to be market-orientated. In Chapter 3 the design of the research instruments, both quantitative and qualitative, are discussed. The questionnaire, consisting of 25 open-ended items, is discussed and was found unreliable. The qualitative research was explored. Focus group interviews were conducted at three secondary schools in the Stanwest circuit, Standerton. Chapter 4 contains an analysis and interpretation of some of the empirical data. The analysis procedure is looked into and the following categories and sub-categories have been derived from the analysis: Resources (physical, human and financial); Stability; Parent participation; Participation of the Mpumalanga Education Department; Discipline; School marketing. Chapter 5 provides an overview of the study, discusses the limitations thereof and makes recommendations. Township schools need to be marketed. Topics such as market research, analysing a school's product and service, defining and redefining a school's product and service, and managing the marketing process, were recommended in the marketing of township schools.

Environmental education is a response to the environmental crisis. Due to the diversity of the environment, environmental education processes face a challenge, locally and globally, because it should respond to the diversity of local environmental issues, and contribute towards the addressing of local environmental issues. It is therefore important that environmental education programs focus on local environmental issues, and in the analysis there of accommodates investigative, problem solving and environmental action skills, because such programs proof to be more successful. The introduction of environmental education into formal education can only be successful within a structure that is conducive to a holistic integrated approach and accommodates investigative, problem solving and environmental action skills. Research however proves that within the school context, environmental education processes, as well as the addressing of local environmental issues, is fragmented. The development of a school environmental policy and management plan can provide a valuable framework for a holistic approach to the organization of environmental education processes in schools, that is integrated with the curriculum, resulting in the effective management of resources and the addressing of local environmental issues. Through this research, the implementation of school environmental policies and management plans in Mpumalanga was evaluated, in terms of the integration of environmental education processes in the curriculum, the organization of environmental education processes in schools, the effective management of resources in schools, and the addressing of local environmental issues. The conclusion was drawn that the implementation of school environmental policies and management plans contributes towards curriculum integration of environmental education, the organization of environmental education processes, the management of resources and the addressing of environmental issues in schools. The more exposure a school gets in terms of implementation of school environmental policies and management plans the higher the achievement in the mentioned areas. It can therefore be deducted that exposure to the implementation of school environmental policies and management plans will lead to the integration of the environment in the curriculum, the organization of environmental education processes in schools, the management of resources and the addressing of environmental issues in schools. / Educational Studies / D.Ed (Didactics)

Environmental education is a response to the environmental crisis. Due to the diversity of the environment, environmental education processes face a challenge, locally and globally, because it should respond to the diversity of local environmental issues, and contribute towards the addressing of local environmental issues. It is therefore important that environmental education programs focus on local environmental issues, and in the analysis there of accommodates investigative, problem solving and environmental action skills, because such programs proof to be more successful. The introduction of environmental education into formal education can only be successful within a structure that is conducive to a holistic integrated approach and accommodates investigative, problem solving and environmental action skills. Research however proves that within the school context, environmental education processes, as well as the addressing of local environmental issues, is fragmented. The development of a school environmental policy and management plan can provide a valuable framework for a holistic approach to the organization of environmental education processes in schools, that is integrated with the curriculum, resulting in the effective management of resources and the addressing of local environmental issues. Through this research, the implementation of school environmental policies and management plans in Mpumalanga was evaluated, in terms of the integration of environmental education processes in the curriculum, the organization of environmental education processes in schools, the effective management of resources in schools, and the addressing of local environmental issues. The conclusion was drawn that the implementation of school environmental policies and management plans contributes towards curriculum integration of environmental education, the organization of environmental education processes, the management of resources and the addressing of environmental issues in schools. The more exposure a school gets in terms of implementation of school environmental policies and management plans the higher the achievement in the mentioned areas. It can therefore be deducted that exposure to the implementation of school environmental policies and management plans will lead to the integration of the environment in the curriculum, the organization of environmental education processes in schools, the management of resources and the addressing of environmental issues in schools. / Educational Studies / D.Ed (Didactics)

The study focuses on the extent to which the “no fee” policy affects the financial management and support for educational programmes at “no fee” secondary schools in Mpumalanga. The “no fee” policy derives from the Education Laws Amendment Act (Act No. 24 of 2005) according to which the levying of mandatory fees have been abolished at public schools that are declared “no fee” institutions. The State has subsequently assumed the role of funding these “no fee” schools in order to create greater access to quality education and to improve the supply of educational resources as well as equipment in the impoverished schools. The findings of the research study eventually led to the recommendations that are presented as guidelines for the SGBs, principals as well as education authorities on the management of “no fee” schools. / Further Teacher Education / M.A. (Education Management)

Thesis (PhD (Curriculum Studies))--Stellenbosch University, 2008. / In the Mpumalanga Province, the high rate of black African people aged 20 years or older who had no schooling, namely, 32% in 1996 and 30.1% in 2001, was a cause for concern. The unemployment rate in the province increased from 18.6% in 1996 to 26.3% in 2007. The unemployment rate for black Africans in particular increased from 20.3% in 1996 to 24.6% in 2001. The rural areas in the province are mainly populated by black Africans and since Mpumalanga is a rural province, the conclusion could be drawn that most of the people affected by these figures were found in the rural areas of the province. The Further Education and Training colleges (FET colleges) are the delivery arm of government in skills training programmes, which are primarily suited to the development of human resources in South Africa and especially in rural areas. A research project was carried out to investigate the role of the Further Education and Training colleges in the development of human resources in the rural areas of Mpumalanga Province. A questionnaire was administered to managers of industries, and another one to the managers of Further Education and Training colleges in the province. The results of the research project showed that Further Education and Training colleges did not make a significant contribution towards skills development of human resources in the targeted areas and that the existing offering of programmes were not addressing the critical needs of the people in these areas. Lack of funding contributed towards the limited involvement of the Further Education and Training colleges. It was shown that both Further Education and Training colleges and industries believed that through collaboration in a number of fields such as learnerships, sharing of resources, and planning together can improve their prospects for development. In interpreting the findings within the context of the literature review it was concluded that the role and involvement of Further Education and Training colleges in the rural areas should be directed by the genuine development needs of people in these areas. The identification of training and development needs is critical towards a successful intervention for the development of human resources in rural areas. Furthermore, the training providers targeting rural areas should be informed by both theoretical and practical considerations towards the provision of training intervention programmes. The research presented a number of recommendations, some of the most important being that Further Education and Training colleges be transformed, that there should be collaboration between Further Education and Training colleges and the private sector, that advocacy of the Further Education and Training colleges should take place, that the approaches to planning and development of skills training programmes should be meaningful, that training needs be identified and that funding should be made available for rural development projects.

Thesis (PhD (Curriculum Studies))—University of Stellenbosch, 2009. / ENGLISH ABSTRACT: The rural nature of most parts of Mpumalanga Province poses a number of human resources development challenges to the people in the rural communities of the province. The high rate of black African people aged 20 years or older who had no schooling (32% in 1996 and 30.1% in 2001) in the province is one such a challenge. The overall unemployment rate in Mpumalanga increased from 18.6% in 1996 to 23.1% in 2001 and 26.3% in 2007 (Statistics SA, 1996; 2001 & 2007), while for black Africans in particular it increased from 20.3% in 1996 to 24.6% in 2001. Since Mpumalanga is a rural province that is populated mainly by black Africans, the conclusion may be drawn that most of the people who are affected by unemployment live in the rural communities of the province. Research was carried out to investigate the role of the University of South Africa in the development of human resources in the rural communities of Mpumalanga. The institutes/bureaus of the University of South Africa were identified as the target population for the research. A questionnaire was administered to the managers of 21 sampled institutes/bureaus of the University of South Africa. The colleges at the University of South Africa offer the non-formal, non-subsidised and need-driven training programmes through the institutes/bureaus which are regarded as the delivery arm of those programmes. The research found that the institutes/bureaus of the University of South Africa had no significant contribution to make towards the development of human resources in the targeted communities and that most of the programmes presented were not targeting the critical developmental needs of the people in rural communities. The role and involvement of the University of South Africa and other higher education institutions in rural communities should be directed by the genuine developmental needs of people in these communities. The training providers targeting rural areas should be informed by both theoretical and practical considerations towards the provision of training intervention programmes. The identification of training and developmental needs is crucial to a successful intervention for the development of human resources in rural communities. iii The research concluded, among others, that the University of South Africa is lacking in observing the stakeholder role and the strategic partner role of a university in the development of human resources in rural communities. It is however focusing, to a certain extent, on the service provider role. Furthermore, the University of South Africa is not carrying out the service learning practice through which the university students could participate and contribute to the development of human resources in rural communities. Universities have the knowledge base, expertise, networks and, in most cases, the required resources to make a contribution to the development of human resources in rural communities. The universities should therefore commit themselves to this aspect in order to assist in the development of rural communities. The practice of social responsibility implies that universities should become involved in community development activities in the needy rural communities without a profit intent, but with a community development rationale. Many poor people from rural communities would benefit from the practice of social responsibility by universities. / AFRIKAANS OPSOMMING: Vanweë die landelike aard van die grootste deel van Mpumalanga ervaar die plattelandse bevolking in hierdie provinsie talle uitdagings met betrekking tot die ontwikkeling van menslike hulpbronne. Een so ʼn uitdaging in die provinsie is die groot persentasie swart mense bo die ouderdom van 20 jaar wat geen skoolopleiding ontvang het nie (32% in 1996 en 30.1% in 2001). Die totale werkloosheidsyfer in Mpumalanga het van 18.6% in 1996 tot 23.1% in 2001 en 26.3% in 2007 gestyg (Statistics SA, 1996; 2001 & 2007), en vir swart mense in hierdie provinsie in die besonder het dit van 20.3% in 1996 tot 24.6% in 2001 toegeneem. Aangesien Mpumalanga ʼn landelike provinsie is wat hoofsaaklik deur swart mense bevolk word, kan die afleiding gemaak word dat die meeste van die mense wat deur werkloosheid geraak word in die landelike gebiede van die provinsie woon. Navorsing is gedoen om ondersoek in te stel na die rol van die Universiteit van Suid-Afrika in die ontwikkeling van menslike hulpbronne in die landelike gemeenskappe van Mpumalanga. Die institute/buro’s van die Universiteit van Suid-Afrika is as die teikenpopulasie van die navorsing geïdentifiseer. Die bestuurders van 21 institute/buro’s van die Universiteit van Suid-Afrika wat as steekproef gedien het, het ʼn vraelys voltooi. Die Kolleges aan die Universiteit van Suid-Afrika bied die nie-formele, nie-gesubsidieerde en behoeftegedrewe opleidingsprogramme aan deur die institute/buro’s wat as die vertakking beskou word wat diens moet lewer ten opsigte van hierdie programme. Die navorsing het bevind dat die institute/buro’s van die Universiteit van Suid-Afrika ten tyde van die ondersoek nie in staat was om enige beduidende bydrae te maak tot die ontwikkeling van menslike hulpbronne in die geteikende gemeenskappe nie en dat die meeste van die programme wat aangebied is nie op die kritieke ontwikkelingsbehoeftes van die mense in landelike gebiede gerig was nie. Daar word aanbeveel dat die rol en betrokkenheid van die Universiteit van Suid-Afrika en ander hoëronderwysinstellings in landelike gemeenskappe deur die werklike ontwikkelingsbehoeftes van die mense in hierdie gemeenskappe gerig word. v Voornemende verskaffers van opleiding in landelike gebiede behoort beide teoretiese en praktiese oorwegings in ag te neem wanneer hulle intervensieprogramme vir opleiding beplan en ontwerp. Die identifisering van opleidings- en ontwikkelingsbehoeftes is van kritieke belang in die daarstelling van ʼn suksesvolle intervensie vir die ontwikkeling van menslike hulpbronne in landelike gebiede. Op grond van die navorsing is tot die gevolgtrekking gekom dat UNISA nie sy belanghebberrol en sy rol as strategiese vennoot as universiteit in die ontwikkeling van menslike hulpbronne in landelike gemeenskappe nakom nie. Daar word wel in ʼn mate aan die eise van die diensverskafferrol voldoen. Voorts kom die toepassing van diensleer, waardeur studente deel kan word van en bydra tot die ontwikkeling van menslike hulpbronne in landelike gemeenskappe, nie tot sy reg nie. Universiteite beskik oor die kennisbasis, kundigheid, netwerke en, in die meeste gevalle, oor die nodige bronne om ’n bydrae te maak tot die ontwikkeling van menslike hulpbronne in landelike gemeenskappe. Universiteite behoort hulle dus te verbind tot hierdie aspek van hulle sosiale verantwoordelikheid ten einde ’n bydrae te maak tot die ontwikkeling van landelike gemeenskappe. Die toepassing van sosiale verantwoordelikheid impliseer dat universiteite, sonder winsmotief, betrokke behoort te raak by gemeenskapsontwikkelingsaktiwiteite in die arm, landelike gemeenskappe. Baie arm mense in landelike gemeenskappe sal deur die toepassing van sodanige sosiale verantwoordelikheid deur universiteite baat vind.

The study focuses on the extent to which the “no fee” policy affects the financial management and support for educational programmes at “no fee” secondary schools in Mpumalanga. The “no fee” policy derives from the Education Laws Amendment Act (Act No. 24 of 2005) according to which the levying of mandatory fees have been abolished at public schools that are declared “no fee” institutions. The State has subsequently assumed the role of funding these “no fee” schools in order to create greater access to quality education and to improve the supply of educational resources as well as equipment in the impoverished schools. The findings of the research study eventually led to the recommendations that are presented as guidelines for the SGBs, principals as well as education authorities on the management of “no fee” schools. / Further Teacher Education / M.A. (Education Management)

MEd (Educational Management) / Department of Educational Management / In South Africa, violence continues to undermine the functioning of schools. Literature has revealed that the subject of school violence is quite varied and covers a wide variety of related areas from sociology to educational psychology; these examine psychological factors such as peer pressure, stress, cognition, emotional development and their relation to school violence. The study was aimed at investigating the effects of school violence in South African rural schools in Mpumalanga Province. The study used mixed methods approach employing both qualitative and quantitative approaches. For the quantitative part of the study, the study adopted simple random sampling to select the learners. A 'purposive sample' was used to select the principals and educators for the qualitative part of the study. A sample of 423 learners from the 9 secondary schools in the circuit was selected for the quantitative part of the study. A purposive sample of 9 principals and 18 educators was also be deemed appropriate for the qualitative part of the study. IBM SPSS version 23 was used to analyse quantitative data. Frequency tables were generated (univariate analysis), and the Chi-square test was used to calculate significant differences in the effects and coping strategies between male and female victims of school-based violence. Qualitative data was analysed thematically and used to support and complement the quantitative data. Principals and educators in schools with high prevalence of school-based violence was prioritised. It was expected that the effects of school-based violence in the study area were described. Causes of violence, its effects and ways to improve coping strategies in the respective schools are also anticipated to be comprehensively covered as expected outcomes. / NRF

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / The Department of Basic Education has a duty of ensuring that all children enjoy free and equal access to basic education despite their socio-economic status and backgrounds. The South African constitution also recognises universal access to quality primary education as a fundamental human right. This compels the Department of Basic Education to ensure that every child is provided with basic primary education at no cost, hence the expansion of no-fee schools and the National Schools Nutrition Programme. In an attempt to fulfil the Millennium Developmental Goal 2, which advocates for the provision of equal access to primary education, the multi-grade teaching practice was then introduced to ensure the provision of education to children in sparsely-populated and rural communities. However, this type of teaching practice comes with myriad difficulties which teachers face as they manage curriculum delivery. This study, therefore, seeks to examine the various difficulties that teachers face as they have to deal with multi-grade teaching and how they overcome those difficulties. The literature revealed that multi-grade teaching is not limited to the South African situation alone, but a global phenomenon practised in both developing and developed countries. It also emanates from the literature that multi-grade teaching, if used correctly and effectively could yield positive results. The study adopted a qualitative research approach. This study follows a case study design. Following that the study adopted the qualitative research approach, data collection tools linked to the approach were used and included: Interviews, document review and observations. A principal, teacher and parent from three schools managing difficulties associated with multi-grade classes were purposively sampled. The research findings, based on the interviews, document review, observation and the literature reviewed revealed that the insufficient backing from the Department of Basic Education, heavy workload of teachers and general shortage of teaching staff are some of the difficulties that teachers in multi-graded schools have to grapple with. Based on the findings, the researcher concludes that the dearth of intervention from the Department of Basic Education hugely affects the effective curriculum delivery in multi-graded schools. To mitigate the identified difficulties, the researcher recommended that a different post-provisioning norm and funding model for the multi-graded schools be experimented with.

Considering that Mpumalanga province has a large petrochemical plant owned by a multinational company that runs and owns mines, the province should abound with employment opportunities for Technical and Vocational Education and Training (TVET) college graduates, especially those from the local Gert Sibande TVET College. However, students with TVET college qualifications struggle to attract employment. Therefore, this study explored the question, “What can TVET providers in Mpumalanga do to enhance students’ employability?” The research was conducted in a selected TVET college in the province. The study employed a qualitative approach and an interpretive paradigm. Data were collected using semi-structured interviews, focus groups and document analysis. The identities of all respondents were protected. Upon analysis of the results, several measures that the TVET college, stakeholders and employers could employ, emerged. There was a lack of proper skills for graduates, qualifications without relevance and employers hardly acknowledging the TVET college qualifications. Some of the recommendations made include collaboration, relationship building between stakeholders and revision of the National Certificate (Vocational) [NC-(V)] curriculum. Topics for future research are also suggested. / Educational Management and Leadership / M. Ed. (Education Management)