The present government places tremendous faith in academic performance as a crucial tool for transforming the country's society. However, academic performance in the majority of historically disadvantaged schools is poor. What this means is that these schools are hardly in a position to contribute to this hoped for transformation. This is despite the numerous policies generated by the government in an effort to improve the performance. Underpinning this study was a view that this is because the policies do not address issues that are foundational for academic performance. One such issue, as indicated by widespread findings, is school culture, and associated leadership. In response to this view, an examination was in this study conducted on the relationship between academic performance, school culture and school leadership in two historically disadvantaged African township secondary schools (HDATSS). The purpose was to develop better understanding of school cultures that have the potential of enabling good academic performance in HDATSS, and, in the process, develop better understanding of leadership associated with the formation of such school cultures. The examination was conducted by means of ethnography. The advantage of ethnography for this study was that the methodology results in micro/thick descriptions more likely to inform practice than is the case with thin descriptions provided by other methodologies. Findings were that school cultures that are most likely to enable good academic performance in HDATSS are those that are predominantly communal in nature, but also incorporate societal features. Of particular advantage about communality for the schools' academic performance are common, consensual understandings in relation to the schools' academic goals and behavioural norms. Of advantage about the societal incorporation, on the other hand, is societal capacity to compensate for communality's failure to negotiate common understandings in organizations that are as complex, ever-changing and multifaceted as are HDATSS. It was further found that for such school cultures to be enabling for HDATSS they need to creatively supplement historical deprivations and reflect the cultural backgrounds of the schools' populations. A style of leadership that was found to be associated with the formation of such school cultures is that which emerges organically and is therefore diffused, serving and diversified. / Theses (Ph.D.)-University of Kwazulu-Natal, 2005.

M.Ed. (Psychology of Education) / Please refer to full text to view abstract

FEBRUARY, 2016 A research report submitted to the Faculty of Engineering and the Built Environment, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Science in Development Planning. / Since the dawn of democracy in South Africa, significant strides have been made in (ensuring equal access to) education. With that Section 29 of the highest law in the land – the Constitution of the Republic of South Africa (Act 108 of 1996) – has made provision for the realisation of a basic education for all citizens. Moreover, significant portions of the national budget have since been set aside annually in ensuring the realisation of this right. Yet, the quality of education remains unequal across municipal space(s), even against the backdrop of the amalgamation of previously disadvantaged spaces (such as Luphisi) with affluent areas (such as Mbombela/Nelspruit). This has resulted in the persistence of ‘two worlds of education’ within municipalities as in the case of Mbombela Local Municipality. A world of well-resourced schools and exceptional matric pass rates flourish in Nelspruit/Mbombela, while a world of impoverishment and low academic performance rates is experienced in Luphisi. This research refers to this predicament as ‘structural inequalities between Model C and Rural Schools’ resulting in spatial educational inequalities. The research explores the problems re structural inequalities between Model C and Rural Schools, using the case of Sdungeni Secondary School in Mbombela Local Municipality’s Luphisi village to uncover these hindrances. The report departed by focusing on birth location and the socioeconomic background of learners and how this has a great influence in the kind of education a learner is likely to receive. Using the qualitative method of enquiry, which is a multi-layered type of research technique that crosscuts disciplines, fields, and subjects, the study arrived at presenting a cohort and demonstration of multiple truths rather than ‘a single truth’. The research brought to light that whilst the government has made concerted efforts at ensuring the equal structures of education in different municipal spaces, these efforts are still hampered by class (as a residue of apartheid) as well as government’s adoption of neoliberalist policies which further perpetuate the rich-poor divide. It was also noted that the confusion regarding the governance of schools – due in large part to traditional and/or structural issues – may be hindering the upgrading of rural schools with amenities and higher grades. Consequently, schools – by virtue of their location, morphology, still play a significant role in reproducing and perpetuating social class divisions as well as ordering different societies according to their ‘latently prescribed’ nature(s) of function

Historically, educator post provisioning in South African public schools has been a / Thesis (Ph.D.) - University of Kwazulu-Natal, 2005.

The study explores barriers to learning and development experienced by learners at a rural school situated in Upper Tongaat, on the North Coast of KwaZulu-Natal. Qualitative research methodology, which took the form of a case study, was used. The barriers to learning that the learners at the school experienced were examined from the perspective of both the learners and teachers. Other social factors that may affect a learner's development such as poverty, poor health and poor living conditions were also explored. The data was gathered through semi-structured interviews and participant observation. Although policy documents such as the White Paper on Education and Training (1995) and the South African Schools Act (1996) emphasize the provision of quality basic education for all learners, the study found that learners at this rural school continue to be marginalized. Factors in this schooling context, such as the poor physical environment, overcrowded classrooms, inadequate teaching resources, lack of ongoing professional development, and socio-economic factors such as poverty and poor health care, impede access to the curriculum. The major challenge at the school is how areas such as school organization, ethos, curriculum, teacher development and community involvement can be improved so that the barriers to learning and development can be overcome. / Thesis (M.Ed.)-University of Natal, 1998.

M.Ed. / The White Paper on the provision of education in the RSA (1983: 3) has made proposals for a new policy framework on issues of ownership, governance, finance and legal categories of schooling. On launching the White Paper (1993) on Education Provision, Prof. Sibusiso Bhengu (Minister of Education) (Learning Press No 7:712/03/1993:49) said that S.A. has never had a truly national system of education and training and does not have one yet. He added that the White Paper describes the process of transformation in education and training so that a system serving all our people, democracy and the RDP can come into existence. According to the ANC Discussion Document (1994:50) the upgrading of the teacher's quality will improve their competence. The country needs a dynamic system with a clear mission and sufficient scope to perform it. The ANC Discussion Document (1994: 50)states that teacher preparation and development would be the cutting-edge of educational

M.Ed. (Multiculturalism and Education) / This project will endeavour to turn misconceptions of the past into mutual trust, understanding and respect for each of the population groups involved. It is hypothesized that: Intergroup contact can help refine information related to stereotypes and prejudice (Engels, 1993:1). Engels (1993:1) further argues that "intergroup contact alone is not sufficient to improve intergroup relationships and counter prejudices permanently". This research endeavours to probe into the possibility of reducing prejudice by creating a situation in which juveniles from different population groups will interact and engage in communication. To this, Czula (1979:31), contends that "only the type of contact that leads people to do things together is likely to result in changed attitudes". As a result, non-racial extra-curricula activities have been organised to provide a common ground where interpersonal and intergroup encounters will take place. Such an encounter is meant to instill in the youth (i.e. high school students, black and white) respect and understanding for other cultural groups irrespective of their pigmentation. In preparation for an integrated, multicultural education system which does not deny cultural plurality, it is necessary to prepare our youth for the advent of such a system by exposing them to a situation in which they will learn about each other's perceptions. It is hoped that this will enable students to rid themselves of unfounded misconceptions by laying the ground for them to acquire knowledge about each other and share matters of common concern, in order to bridge the chasm which exists between them.

In terms of Section 9 of the Constitution of the Republic of South Africa of 1996, Chapter Two, the Bill of Rights, there should be gender equality amongst other things. In terms of Section15 (i) of the Employment Equity Act (Act 55 of 1998), there should be equal representation of suitably qualified people from the designated groups (blacks, women and people with disabilities) in all occupational categories and levels in the workforce. Section 15 (ii)provides that an employer who employs more than 50 employees must conduct a gender audit and make a gender equity plan and implement it when new employees are employed. In the Department of Education in the District of Butterworth, there is no gender equality in the number of senior secondary school managers. Men constituted 65 percent and women constituted 35 percent. The study investigated reasons for unequal representation of men and women as senior secondary school managers. The study was qualitative in design. The participants in the study were the Assistant Director of the Human Resource Section of the Department of Education and school governing body members, who were parents and educators. Interviews were used to collect data from the participants The study found that, amongst other things, gender equity was not considered when senior secondary schools managers were employed. That was why there was unequal representation of men and women in senior secondary schools’ management positions. This implied that those involved in the employment of secondary school managers in the district of Butterworth did not consider the Employment Equity Act (Act 55 of 1998) as a guide when employing senior secondary school managers in order to be able to achieve gender equality in this position. That was why there was unequal representation of men and women in senior secondary schools’ management positions.

M.Ed. / The aim of this study is to investigate and determine the effect of a strategy like the computer in the equalisation of the educational opportunities for people with visual impairment. Furthermore, the study seeks to establish the effect of computer usage in subjects considered inaccessible to people with visual impairment. The attitude and perception of the educator toward) both the learner and the role the assistive device plays in the education situation will be examined. The perception that the person with visual impairment has about his potentials will be studied. Ultimately, educational opportunities constitute the core of the research. In other words, the focus of this study will be on what must be done to fully and in the best possible terms meet the educational needs of persons with visual impairment. What strategies must be employed to equalise educational opportunities for visually impaired people?

M.Ed. (Educational Management) / Please refer to full text to view abstract