The aim of this study was to explore how effectively educators in primary schools in the Thabo Mofutsanyana district (rural QwaQwa area, Free State province) affected by the HIV/AIDS pandemic can be supported to cope more resiliently with the pandemic's challenges, using the Resilient Educators programme (REds). REds has been piloted with urban educators previously, but not with rural educators. In order for me to achieve this aim, I used mixed methods to gather data: qualitative and quantitative data were gathered in the pre- and post-tests (before and after the implementation of REds) to comment on participant empowerment. I interpreted the data to comment on whether and how the REds programme supported educators affected by HIV/AIDS. Previous Reds piloting was done with urban educators. My piloting would explore if and how REds would enable rural educators. To actualise the study, I recruited ten participants (two males and eight females), but only the eight females completed the study. My participants were Sesotho-speaking educators frorn one of the primary schools in the rural area in the Thabo Mofutsanyana district (QwaQwa area) and all were affected by the pandemic. My findings indicated that REds was a meaningful intervention, but that it needs to be improved as regards the following: • Facilitators should take note of the strengths that participants have relating to HIV/AIDS. • Future REds should encourage positive interpersonal relationships. • The entire staff and different stakeholders in the community should be involved in future REds participation. • REds should be an ongoing intervention strategy for supporting infected educators and those otherwise affected by the pandemic. / M.Ed., North-West University, Vaal Triangle Campus, 2010

The aim of this study was to explore how effectively educators in primary schools in the Thabo Mofutsanyana district (rural QwaQwa area, Free State province) affected by the HIV/AIDS pandemic can be supported to cope more resiliently with the pandemic's challenges, using the Resilient Educators programme (REds). REds has been piloted with urban educators previously, but not with rural educators. In order for me to achieve this aim, I used mixed methods to gather data: qualitative and quantitative data were gathered in the pre- and post-tests (before and after the implementation of REds) to comment on participant empowerment. I interpreted the data to comment on whether and how the REds programme supported educators affected by HIV/AIDS. Previous Reds piloting was done with urban educators. My piloting would explore if and how REds would enable rural educators. To actualise the study, I recruited ten participants (two males and eight females), but only the eight females completed the study. My participants were Sesotho-speaking educators frorn one of the primary schools in the rural area in the Thabo Mofutsanyana district (QwaQwa area) and all were affected by the pandemic. My findings indicated that REds was a meaningful intervention, but that it needs to be improved as regards the following: • Facilitators should take note of the strengths that participants have relating to HIV/AIDS. • Future REds should encourage positive interpersonal relationships. • The entire staff and different stakeholders in the community should be involved in future REds participation. • REds should be an ongoing intervention strategy for supporting infected educators and those otherwise affected by the pandemic. / M.Ed., North-West University, Vaal Triangle Campus, 2010

The objective of this research was to investigate the perceptions and experiences of educators and Grade 6 and 7 learners on the effectiveness of school rules at public primary schools within the Fezile Dabi school district. Chapter Two of this dissertation focused on the specific identification of what effective school rules comprise of, as perceived by the academic community. In order to provide the reader with an overview of the nature of effective school rules, this chapter was divided into providing a short historical reflection on discipline, looking at the nature of discipline, developing a South African framework for legal school rules and taking note of international and foreign law relevant to the topic of this dissertation. The researcher then discussed the outlines of the research design used to collect, edit and analyse the data in Chapter Three. The chapter included the research paradigm, and the difference between research designs was highlighted to motivate the choice for the research design. The research design chosen for this study was a quantitative design. The researcher also indicated that she used a pilot study while conducting the empirical research of this dissertation. It was followed by the data collection method and the data collection strategies were discussed. Reliability and validity were dealt with and the guarantees thereof included. The chapter negotiated ethical considerations and ended with a discussion of foreseen research challenges. The data were extrapolated from questionnaires. This study was conducted at 6 primary schools in the smaller Metsimaholo district. Learner participants (n = 421), as well as educator participants (n = 54), were selected to answer the same/similar questions on the effectiveness and experiences concerning school rules so as to enable comparisons of learners and educators’ perceptions of learner misconduct. The data were analysed and interpreted. Learner responses were used to determine the factor analysis, after which the same factors were applied for educators. The empirical study led to the following findings: • According to this study, it appears that educators with more experience than the average educator do not necessarily have command of content on the contemporary approach to dealing with learner discipline, which may contribute to learner misconduct. • According to the responses of participants, it seems that the role players are not aware of their influence on one another in terms of learner misconduct. *Educators are not aware of the influence of gang activities on learners. *Educators are not aware of the high prevalence of abuse within their school communities. *Learners are not aware of the educators’ concerns for the influence of family structures and divorces. *Educators feel that they are not respected by parents. • Learners acknowledge that they have less control over and input into the drawing up of school rules, than educators are willing to admit. • Some learners indicate that educators turn to illegal forms of punishment in a desperate attempt to maintain discipline. / MEd, North-West University, Vaal Triangle Campus, 2012

The objective of this research was to investigate the perceptions and experiences of educators and Grade 6 and 7 learners on the effectiveness of school rules at public primary schools within the Fezile Dabi school district. Chapter Two of this dissertation focused on the specific identification of what effective school rules comprise of, as perceived by the academic community. In order to provide the reader with an overview of the nature of effective school rules, this chapter was divided into providing a short historical reflection on discipline, looking at the nature of discipline, developing a South African framework for legal school rules and taking note of international and foreign law relevant to the topic of this dissertation. The researcher then discussed the outlines of the research design used to collect, edit and analyse the data in Chapter Three. The chapter included the research paradigm, and the difference between research designs was highlighted to motivate the choice for the research design. The research design chosen for this study was a quantitative design. The researcher also indicated that she used a pilot study while conducting the empirical research of this dissertation. It was followed by the data collection method and the data collection strategies were discussed. Reliability and validity were dealt with and the guarantees thereof included. The chapter negotiated ethical considerations and ended with a discussion of foreseen research challenges. The data were extrapolated from questionnaires. This study was conducted at 6 primary schools in the smaller Metsimaholo district. Learner participants (n = 421), as well as educator participants (n = 54), were selected to answer the same/similar questions on the effectiveness and experiences concerning school rules so as to enable comparisons of learners and educators’ perceptions of learner misconduct. The data were analysed and interpreted. Learner responses were used to determine the factor analysis, after which the same factors were applied for educators. The empirical study led to the following findings: • According to this study, it appears that educators with more experience than the average educator do not necessarily have command of content on the contemporary approach to dealing with learner discipline, which may contribute to learner misconduct. • According to the responses of participants, it seems that the role players are not aware of their influence on one another in terms of learner misconduct. *Educators are not aware of the influence of gang activities on learners. *Educators are not aware of the high prevalence of abuse within their school communities. *Learners are not aware of the educators’ concerns for the influence of family structures and divorces. *Educators feel that they are not respected by parents. • Learners acknowledge that they have less control over and input into the drawing up of school rules, than educators are willing to admit. • Some learners indicate that educators turn to illegal forms of punishment in a desperate attempt to maintain discipline. / MEd, North-West University, Vaal Triangle Campus, 2012

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2017-06-23T14:58:13Z No. of bitstreams: 1 Alecson Marcon_.pdf: 663372 bytes, checksum: 2cb5cdd2761a6858e85329719e0e3839 (MD5) / Made available in DSpace on 2017-06-23T14:58:13Z (GMT). No. of bitstreams: 1 Alecson Marcon_.pdf: 663372 bytes, checksum: 2cb5cdd2761a6858e85329719e0e3839 (MD5) Previous issue date: 2017-04-06 / UNISINOS - Universidade do Vale do Rio dos Sinos / Esta pesquisa buscou compreender como que se dá a construção dos saberes, proposto pelos educadores sociais, nas aulas do Programa Jovem Aprendiz de duas Obras Sociais do Instituto Leonardo Murialdo, sendo uma em Porto Alegre e a outra em Caxias do Sul. Tendo como foco a educação popular, procurou entender como os educadores sociais ministram suas aulas e as estratégias por eles vivenciadas que corroboram para transformar os educandos do Programa Jovem Aprendiz em sujeitos críticos e reflexivos. Com o intuito de atender as demandas investigativas, o estudo pautou-se numa pesquisa qualitativa e ouviu por meio de entrevistas em profundidade e pela escrita da memória pedagógica, quatro educadores, sendo dois da Obra Social Murialdo de Porto Alegre e dois da Obra Social Murialdo de Caxias do Sul. Para complementar os dados coletados ouviu-se quatro educandos da Obra Social Murialdo de Porto Alegre, utilizando-se da escrita da memória pedagógica e diálogos em roda. Os aportes teóricos principais, que deram base ao estudo, foram Freire, Brandão, Gohn,Tardif, Giroux, Arroyo, Nóvoa, Vasconcellos. Para responder os objetivos da pesquisa, algumas questões – dimensões foram necessárias: Formação e concepções do educador social; Saberes e a práxis pedagógica do educador social; Desafios encontrados na gestão das aulas; Educandos: construção de sujeitos críticos-reflexivos; Ser educador social nas obras sociais Murialdo. O estudo concluiu que os saberes que favorecem a construção de sujeitos críticos e reflexivos não estão prontos, nem são dados, precisam ser constantemente construídos na parceria educador/educando, considerando as suas histórias pessoais e o contexto onde se inserem. / This research sought to understand how the construction of knowledge, proposed by social educators, is taught in the classes of the Young Apprentice Program of two Social Works of the Leonardo Murialdo Institute, one in Porto Alegre and the other in Caxias do Sul. Popular education, sought to understand how social educators teach their classes and the strategies they experience that corroborate to transform the learners of the Young Apprentice Program into critical and reflective subjects. In order to meet the research demands, the study was based on a qualitative research and heard through in-depth interviews and written pedagogical memory, four educators, two from the Murialdo Social Work of Porto Alegre and two from the Murialdo Social Work Of Caxias do Sul. In order to complement the collected data, four students of the Murialdo Social Work of Porto Alegre were heard, using pedagogical memory writing and dialogues in wheel. The main theoretical contributions, which gave basis to the study, were Freire, Brandão, Gohn, Tardif, Giroux, Arroyo, Nóvoa, Vasconcellos. To answer the objectives of the research, some questions - dimensions were necessary: Formation and conceptions of the social educator; Knowledge and pedagogical praxis of the social educator; Challenges encountered in class management; Educandos: construction of critical-reflexive subjects; Be a social educator in social works Murialdo. The study concluded that the knowledge that favors the construction of critical and reflexive subjects is not ready, nor is it given, needs to be constantly built in the educating / educating partnership, considering their personal histories and the context in which they are inserted.

In the light of the HIV/AIDS pandemic in South Africa, the Department of Education is promoting HIV/AIDS awareness programmes in public schooling. This dissertation focuses on the management of these programmes in secondary schools in the North West Province using a literature review and empirical investigation. The former discusses the disease and treatment, its prevalence and impact on education and the role of principal, educators and parents in prevention. A qualitative study investigated the views of a small sample of principals, teachers and learners from three secondary schools in the North West Province. Sites and participants were selected by purposeful sampling. Data gathering took place by interviewing principals and educators and by essays written by tenth grade learners. Findings illustrated the importance of community values, information, a school policy, inservice teacher training and the contribution of parents and the church. Obstacles to successful awareness programmes were identified and recommendations made. / Educational Studies / M. Ed. (Education Management)

In the light of the HIV/AIDS pandemic in South Africa, the Department of Education is promoting HIV/AIDS awareness programmes in public schooling. This dissertation focuses on the management of these programmes in secondary schools in the North West Province using a literature review and empirical investigation. The former discusses the disease and treatment, its prevalence and impact on education and the role of principal, educators and parents in prevention. A qualitative study investigated the views of a small sample of principals, teachers and learners from three secondary schools in the North West Province. Sites and participants were selected by purposeful sampling. Data gathering took place by interviewing principals and educators and by essays written by tenth grade learners. Findings illustrated the importance of community values, information, a school policy, inservice teacher training and the contribution of parents and the church. Obstacles to successful awareness programmes were identified and recommendations made. / Educational Studies / M. Ed. (Education Management)

The new democratic government in South Africa introduced an education system that focused on quality and equality for all. The introduction of the new education system intended to remove inequality in the schooling system. The new education system was been accomplished through phasing out school fees and introducing a no-fee school policy. The aim of the no-fee school policy was to redress the imbalances of the past and to attract the poor and orphans to access education without paying mandatory fees (Wilderman, 2009:32). The no-fee policy came with interesting ideas for relieving pressure on both parents and learners. It attracted many learners who had dropped out of school in many years. This led to a dramatic increase of enrolment in no-fee schools. However, Borkum (2009:1) sees the disadvantages of the increased enrolment as overcrowding that reduces the quality of education, increases lawlessness in schools, and insufficient resources such as textbooks. The major challenges faced by these schools is the delay in releasing provincial funds, inadequate state funding, and loss of income from school funding. These make no-fee schools vulnerable, affecting quality of education and influences on the enrolment pattern of learners (Nsapato, 2007:2). Against this background, the study aimed to investigate factors influencing poor enrolment in a no-fee school in the foundation phase and to suggest strategies that could be used to overcome these challenges. The study adopted a qualitative research method and its design was a case study. Four educators were purposeful selected on the basis of three years teaching experience in a no-fee school in the foundation phase. Data collection strategies were semi-structured interviews and document analysis. Data analysis was done according to a systematic process of coding and categorising. Gathered data was categorised into constituent parts for coding purposes. Ethical issues considered were the following: permission to conduct the study, informed consent, confidentiality, and anonymity. Participants’ confidentiality and anonymity were maintained by using pseudonyms in the report. The voluntary nature of participation and the absence of punishment for withdrawal from the study were emphasised prior to commencement of the semi-structured interviews. The issue of trustworthiness in this study was considered through the following: credibility, transferability, dependability and confirmability. The data analysis from semi-structured interview revealed the following: the no-fee school policy has a negative impact on parents because parents were no longer involved themselves in the education of their children. The overburdened infrastructure has a negative effect on quality of education and the enrolment status, deterioration of quality of education in no-fee schools force parents to withdraw their children and register them to better schools, cooperation amongst stakeholders is necessary for the improvement of quality of education, teachers’ remuneration should also be improved and the maintenance of professionalism through discipline. Findings from document analysis revealed that poor enrolment in no fee school was caused by high rate of absenteeism in all registers. This compelled educators to withdrew learners’ from class registers hence poor enrolment figures in no fee schools. Staff meeting minutes revealed that enrolment of learners in no-fee schools could be improved through improvement of teaching and learning and the provision of adequate infrastructure and the reinforcement of the no-fee school policy packages such as the National School Nutrition Program in order to attract more vulnerable learners to these schools. Based on the findings, the following strategies are recommended for improving poor enrolment in no-fee schools: strengthening collaboration amongst the stakeholders in education; maintenance of discipline; enforcement of professionalism among teachers; continuous training of all stakeholders; and punctual disbursement of funds to no-fee schools. / Educational Leadership and Management / M. Ed. (Education Management)