Doctor Educationis / This study examined the three education poverty alleviation policies in relation to learners’ capabilities and was grounded in the Capability Approach as a conceptual framework pioneered by the economist and philosopher, Amartya Sen. The study posits the view that the policies investigated and evaluated are essential in terms of contributing to the well-being of learners, particularly those living in poverty, as well as offering opportunities for every child, irrespective of social and/or economic background. The theoretical framework which conceptualise the dimensions of poverty, re-imagines the South African case. A local investigation was undertaken to understand the poverty dynamics in the Quintile 1 schools in the Frances Baard District of the Northern Cape Province. The empirical research was done using a mixed methodology within the pragmatic paradigm. The investigations were based on and informed by the policies and the components of the Capability Approach. An investigation into the extent and processes of the implementation of these policies, and their impact on poverty alleviation in the schools, was considered necessary in order to provide information on the successes and limitations encountered in the implementation processes. A framework is proposed including capabilities for the effective implementation of the educational poverty alleviation policies namely autonomy, knowledge and accountability.

The study investigated the impact of computer simulations on the teaching and learning of photoelectric effect in Grade 12. The Grade 12 Physical Sciences curriculum has components of physics and chemistry. The photoelectric effect is a section in the physics curriculum and examination in the National Senior Certificate. In this case study, thirty learners were randomly divided into three groups in one rural school in the Frances Baard district in the Northern Cape Province. A randomised pre-test - post-test control group design was implemented. Data were collected through pre and post tests, by observation of the lessons and learner interviews. An analysis of variance performed showed that there was no significant difference on pre-test scores for the three groups. A paired -sample t-test on the post-test scores discovered that the Teacher-Centred Experimental Group (TCEG) performed better than the Learner-Centred Experimental Group (LCEG); (t statics, t (9) = -6.135, p < 0.05). In addition, the Control Group (CG) where the teacher used the traditional method of teaching performed even better than the Learner-Centred Experimental group. An analysis of covariance on the post-test scores with learners' pre-test scores as the covariate showed a significant effect on the instructional group favouring the TCEG (F (2,29) = 52.763, p < 0.05). The Hake's normalised gain, <g> was used to measure the effectiveness of the intervention. The normalised gain showed a high-g (0.794) for the TCEG, a medium-g (0.405) for the CG and a low-g (0.134) for the LCEG. The interview data also confirms that the TCEG learners benefited more than the LCEG learners. It is, therefore, suggested that the TCEG approach is a better method for the effective teaching of photoelectric effect. / Science and Technology Education / M. Sc. (MSTE)