The study provides an econometric analysis of the impact of economic growth on the matric pass rate in South Africa. The model used provincial pass rates from the year 2008 to 2013 as well as the economic growth rates of each province from the same period. A panel data random effects model was used to run the model and produce the results. An extensive literature review was conducted to analyse the pass rate in the Eastern Cape which has been the lowest in South Africa for some years. The results of the model suggest that economic growth in the different provinces has a positive effect on the matric pass rate except for the Eastern Cape, Limpopo and Mpumalanga. The model also produced a low R2 indicating that economic growth does not sufficiently explain the matric pass rate in the different provinces and other factors which were not included in the model are important.

The shortage of manpower in South Africa with technological skills is a widespread problem. Technikons are under extreme pressure to develop these skills in the student population. Admission statistics at Technikon Natal show a marked increase in ESL students enrolling in a wide variety of national diploma courses. The inadequate education received by the majority of ESL students in South Africa has not prepared them for the demands of tertiary education. As English is the medium of instruction at Technikon Natal, underdeveloped language skills tend to hinder the students' progress. Technikon Natal is currently considering an Educational Development Strategy designed to assist students. In order for a response to perceived language-related problems to be meaningful, a survey of such issues was considered a practical starting point to establish that these issues were in fact problematic. The survey was intended to probe certain perceptions held by students and staff regarding attitudes, which might have been preconceived. It also provided clarification that some of these perceptions are inaccurate, and in some cases, incorrect. In addition to this, it established that there is considerable support among students and staff for departmentally-integrated support programmes. In terms of Technikon Natal's present position on an ESL educational development continuum, the findings indicate that much benefit could be derived from the research carried out in other tertiary institutions with regard to academic support programmes. Areas in which there was a considerable disparity of views held were identified and commented upon. In conclusion, it was felt that attention should be focussed on the following: recognition of the need for an integrated ESL programme; departmental reinforcement of academic skills; decentralisation of the ASP programme. The survey concludes with a brief comment on current developments in response to ESL needs at Technikon Natal.

This research is an investigation into the factors that influence the decisions of grade 12 learners from Grahamstown East disadvantaged communities to pursue higher education. Research on learner aspirations has largely focused on access to higher education and little or no attention has been has been paid to the enabling or limiting factors and what can be done to increase the numbers of learners from disadvantaged communities who enrol at higher education institutions. This study aims to fill that gap. The research was a qualitative case study located in the interpretive paradigm. The data was gathered using questionnaires and focus group interviews for grade 12 learners. Individual interviews were conducted with the parents of the grade 12 research participants, educators and the school management team. Observation and documentary evidence from school documents were also used for data collection. The data were analysed using systematic patterning, were interpreted, and given meaning linking it to the literature surveyed. The main findings indicate that a number of enabling factors that influence grade 12 learners to pursue higher education co-exist with limiting factors. Recommendations arising from the main findings are presented and the limitations of the research are identified. Areas for possible further research in strengthening learner support so as to increase the numbers of learners who qualify for higher education and to enable the learners from disadvantaged communities to realise their aspirations, are suggested.

Abstracts in English, Zulu and Swazi / This study aimed to investigate and find strategies that might improve School A's Grade 12 results through the principal's visionary leadership. The theoretical framework that informed this study was the school principal as a visionary leader, which plays a critical role in ensuring the quality of teaching and learning is improved by providing necessary resources for teachers and learners and creating a sound culture of teaching-learning. Upper Echelon Theory's effectiveness is based on strategic choices by visionary leadership and school performance principles that served as the theoretical framework. A qualitative research approach was used for this study, as it allowed the researcher to conduct in-depth interviews with ten school principals in Ehlanzeni District, Mpumalanga, and examined relevant documents to collect data. The research indicates that most schools acknowledge the importance of visionary leadership and proved that there were many execution gaps in implementing the intervention strategies that needed to be addressed, such as lack of effective visionary leadership, lack of unity, support to teachers, monitoring of teaching and learning and recruiting quality teachers in Grade 12. The study recommends that school principals need to implement more effective leadership, strategic planning and implementation of policy, communication, parental involvement accountability, effective monitoring and placement of quality teachers to teach Grade 12 learners. / Izindlela ezsetshenziswa ngothisha-nhloko abanobuholi obubhekela phambili ekwenzeni ncono izinga lokuphumelela ebangeni leshumi nambili kuzikole ezinemiphumela emihle. Lolucwaningo lugcile ekufunisiseni izindlela ezingenza ncono izinga lokuphumelela ngamalengiso ebangeni leshumi nambili ngokuholwa ngothisha-nhloko ababonela phambili izinto.Lolucwaningo lusekelwe ngolwazi olutholakele kwabanye ababonise ukuthi ubukhona bukathisha-nhloko obukela izinto phambili budlala inzima enkulu ekucinisekiseni ngezinga eliphezulu lokufundisa nokufunda ngoku nikeza izinsiza zokufunda nokufundisa kubothisha nakubafundi kanye nokwakha isiko lokufunda nokufundisa .I- ‘Upper Echelon Theory’, ukuphumelela kwayo kusekeleke kuzindlela nakuncubo-mgomo yabaholi abanombono. Lolucwaningo olukhethekile lokuthola ulwazi ngokukhulumisana nalabo abathinteka-ngco ivumela ukuthi uhlolo lwenziwe ngendlela yamanje yobuchwepheshe ngokukhulumisana nabothisha-nhloko abalishumi kusiyingi sase- Ehlanzeni, e-Mpumalanga, nokuthola eminye lanemininngwane ezincwadini zesikolo . Lolucwaningo luthole ukuthi abahlanganyeli abaningi bavumelana ngokuthi othishanhloko abanemibono babalulekile ekucinisekiseni ukuthi izindlela ezintsha zokuphumelelisa imiphumela; ukuncenga othisha abasezingeni eliphezulu kudinga ukwakhiwa .Lolucwaningo lusekela umbono wokuthi izikolo zidinga othisha –nhloko abazocinisekisa ukusethenziswa kwezindlela ezintsha kanye neku heha othisha abasezingeni eliphezulu ukuze bafundise abafundi bebanga leshumi-nakubili ukuze kukhushulwe imiphumela yebanga leshumi nakubili. / Tindlela letisentjentiswa ngubothishela-nhloko labanemibono kwenta ncono lizinga lekuphumelela ebangeni lelishumi-nakubili etkolweni letinemiphumela lemihle. Lelicwaningo ligxile ekufunisiseni tindlela letingenta ncono lizinga lekuphumelela ngemalengiso elibangeni lelishumi nakubili Lelicwaningo lelikhetsekile lokutfola lwati ngekucocisananalabo labatsintseka-nco kuloko lokukhulunyiswana ngako, ivumela nekutsi lokucocisana kungentiwa ngetindlela tamanje tebuchwepheshe ngekukhulumisana nabothishela-nhloko labalishumiesiyingini sase-Ehlanzeni, eMpumalanga, nekutfola leminye mininngwane etincwadzini tesikolwa letigciniwe. Lelicwaningo litfole kutsi labahlanganyeli kulelicwaningo bayavumelana ngekutsi bothishela-nhloko lababukela tintfo phambili babaluleke kakhulu ngobe ngibo labacinisekisa kutsi kusetshentiswa kwetindlela letisha nekuheha bothishela labasezingeni lelisetulu kuyayikhuphula miphumela yetikolwa. ngekuholwa ngubothishela-nhloko lababonela tintfo phambili. Lolucwaningo lutfole kutsi kuliciniso kutsi bothishela-nhloko lababonela tintfo phambili bayakwati kutsi kuheha bothishela labasezingeni lelisetulu nekusebentisa tindlela letihlukahlukene ekufundziseni kuyayi phakamisa imphumelelo yebafundzi nemiphumela yesikolo. / Educational Management and Leadership / M. Ed. (Education Management)