In South Africa the idea of a peer helping service has gained impetus and is viewed as a viable option given the fact that there is a shortage of professional school-counsellors and complementary care-givers in the public school environment. This research emanated from an awareness that there was a need to develop an objective assessment tool regarding the identification of peer-counsellors. This instigated an investigation of the essential criteria, predominant characteristics and requirements of effective peer-counsellors. The primary focus of this research has been to develop a self-assessment instrument that will assist in the identification and selection of potential peer-counsellors. The self-assessment instrument proved to be a valuable tool in discriminating between good, average and weak peer-counsellors. Findings indicate that the self-assessment instrument should be used in conjunction with other modes of assessment such as the self-report data, teacher ratings and peer ratings. / Psychology of Education / M. Ed. (Guidance and Counselling)

In South Africa the idea of a peer helping service has gained impetus and is viewed as a viable option given the fact that there is a shortage of professional school-counsellors and complementary care-givers in the public school environment. This research emanated from an awareness that there was a need to develop an objective assessment tool regarding the identification of peer-counsellors. This instigated an investigation of the essential criteria, predominant characteristics and requirements of effective peer-counsellors. The primary focus of this research has been to develop a self-assessment instrument that will assist in the identification and selection of potential peer-counsellors. The self-assessment instrument proved to be a valuable tool in discriminating between good, average and weak peer-counsellors. Findings indicate that the self-assessment instrument should be used in conjunction with other modes of assessment such as the self-report data, teacher ratings and peer ratings. / Psychology of Education / M. Ed. (Guidance and Counselling)

The study investigated challenges in School Guidance and Counselling (SGC) services provisions for children with disabilities in Zimbabwean inclusive primary schools as a context for strategizing on overcoming them and proposing a model of School Guidance and Counselling services provisions for children with disabilities. The survey design, which was mainly quantitative in nature, was used. Self-administered questionnaires were used to collect data. Three hundred inclusive primary school administrators and three hundred school counsellors participated in the study. The Statistical Package for the Social Sciences, version 11.0 was used to analyze data. Frequency tables, ratios and Chi-square tests were computed. The study revealed that Zimbabwean inclusive primary school counsellors lacked training in School Guidance and Counselling and Special Needs Education. The school counsellors also lacked experience in teaching children with disabilities and the stakeholders had negative attitudes towards School Guidance and Counselling services provisions for children with disabilities. It was further revealed that inclusive primary schools lacked materials and supplies, time, finance, physical and curricular resources. The study revealed that there was no mandatory School Guidance and Counselling policy and legislation, clear mission statement, School Guidance and Counselling Framework, school counsellor certification requirements nor a School Guidance and Counselling national model. These facilities, together with Special Needs Education, experience in teaching children with disabilities and staff development, were found to positively impact on SGC services provisions for children with disabilities. School counsellors’ training in School Guidance and Counselling, advocacy on disabilities, stakeholders’ collaboration, passing mandatory School Guidance and Counselling policy and legislation, adequate budgetary and time allocation were seen as strategies to overcome challenges in SGC services provisions for children with disabilities in Zimbabwean inclusive primary schools. It was recommended that School Guidance and Counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools would improve if there would be promulgation of mandatory School Guidance and Counselling policy and legislation, school counsellors’ training in School Guidance and Counselling, requisition of adequate resources and development of positive attitudes among stakeholders. Recommendations for further research were made. / Inclusive Education / D. Ed. (Inclusive Education)

Enrolments in agriculture programmes at universities in South Africa are low when compared to the other programmes. The purpose of this study was therefore to identify factors influencing the choice of agriculture as a study discipline by undergraduates in agriculture, in an open distance education university in South Africa. The study also investigated the impact of the three agriculture curricula taught at school level, as well as how well it prepares students for tertiary education. Both qualitative and quantitative research methods were used. Open distance-learning agriculture students and agriculture educators participated in the survey. A structured online questionnaire and an open-ended questionnaire were employed. The study revealed that two major composite variables, namely family and friends, as well as job considerations, were highly significant in the students’ choice of agriculture at tertiary level. The impact of the agriculture curricula taught in the schools in preparation for tertiary education gave learners basic terminology and concepts involved in agriculture. The study also revealed challenges faced by agricultural science educators amongst which were the revealed challenges faced by agricultural science educators amongst which were the learners’ negative attitude towards the subject, inadequate or lack of infrastructure, and lack of proper guidance and counselling regarding choosing of subjects as factors that could hinder effective teaching and learning of agriculture in South Africa schools. Students studying through open distance learning indicated convenience, flexibility of studying at own pace, and ample time to spend with family and work, as factors that influenced their choice of studying through open distance learning. Recommendations on how to improve the agriculture curriculum in South African schools and attract more students’ enrolment in agriculture as a field of study at tertiary level upon completion of grade 12 are discussed in detail in the study / Agriculture, Animal Health and Human Ecology / M. Sc. (Agriculture)