The aim of the study was to investigate the experiences and challenges of the SGBs in secondary schools in KwaZulu-Natal. The research study focused mainly on the following key areas: the handling of learner discipline, the management of school finances, the formulation of the admissions policy and finally, the appointment of staff. The South African Schools Act promulgated in 1994 was committed to ensuring democracy in education through the active involvement of all stakeholders such as parents, learners (in secondary schools), educators and principal in the decision-making processes in schools. However, the evolution of school governance within the South African context during the past sixteen years has gone through many challenges in its determination to create an equitable society. Many School Governing Boards (SGBs), especially those in rural and previously disadvantaged schools do not adhere to the practices stipulated within the South African School Act of 1996 and as a result fail in their mandate. The empirical approach, namely qualitative research was successful in obtaining information from participants about the challenges they faced in school governance. The study revealed that SGBs faced immediate challenges and were not adequately capacitated to handle these challenges. Findings on learner discipline included cases such as stabbings, bullying, theft, alcohol and substance abuse, gang fights, school violence and learner fights. Findings on the handling school finances included cases such as the misappropriation of funds and the lack of proper financial planning. The adoption of discriminatory admissions practices by schools was also evident. In particular, cases of discrimination against age, religion and the use of admission tests were reported. A high level of corruption, nepotism, personal preferences and the abuse of power was common in the staff appointments vii made by the SGBs were also reported. Finally, the study made a number of recommendations with regard to the research findings for all stakeholders in South African education to consider. / Educational Leadership and Management / D. Ed. (Education Management)

The focus of the study was to investigate the role of Learning and Teaching Support Materials (LTSMs) in determining a school performance and quality education. For sampling purposes, a rural disadvantaged school was selected to reveal how such schools organise and implement their instructional programs devoid of LTSMs. A school library, school laboratory and computer technology were prioritised for their bearing on National Curriculum Statement (NCS) implementation. According to the study‘s findings, the prioritised LTSMs were found to be vital in modernising, appropriating and improving a school performance and the quality of education. The study argued that without relevant LTSMs, schools can neither hope nor manage to successfully implement outcomes based education. Hence, learners in those schools are still excluded from quality education. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies and Didactics)

TQM has been identified as an approach that can be adopted to improve quality in business as well as in education. The main aim of this approach is to involve everybody in decision-making of the organization, in this case a school, with the purpose of achieving highest commitment from staff and customer satisfaction. TQM can be a way which can bring about changes in the education system. It is a philosophy with continuous improvement which can provide a set of practicable tools and techniques to meet the present and the future desires of any educational system. Therefore, this study sought to investigate the influence of TQM on school improvement in secondary schools in the Uthungulu District, Kwazulu-Natal. The questionnaires were handed to schools in the Uthungulu District which is made up of 5 circuits, namely, Umhlathuze Circuit, Umfolozi Circuit, Umlalazi Circuit, Mthonjaneni Circuit and Inkandla Circuit. The research concentrated mainly on School Management Teams (SMTs) and Post Level 1 educators (PL1 educators) from senior secondary schools (high schools). On the whole, respondents in the study area have shown a positive attitude towards understanding the significance of Total Quality Management principles in schools. The findings seem to suggest that everyone has a responsibility of encouraging implementation of TQM in schools. It is important to develop quality management systems, because without them, it is impossible to implement. The quality improvement teams should be empowered to manage themselves and provide programmes that will enable them to be more effective. The proposed model of the study provides information about basic elements and factors which need to be taken into cognisance during the TQM and implementation process. The model identifies the main principles of TQM with continuous improvement at the centre of them all. The main aim of implementing TQM in school should be continuous improvement. / Educational Leadership and Management / D. Ed. (Education Management)

The purpose of this study was to investigate the implementation of Whole School Evaluation (WSE) policy in the Libode District, Eastern Cape Province (ECP). The ECP consists of 23 districts with different learner performance levels. Libode is one of the districts in ECP with poor learner performance. The qualitative case study was used to examine the role of the stakeholders in implementing WSE policy. The empirical research was done through the semi-structured interviews with district and provincial education officials, open-ended interviews with School Management Teams (SMTs) and documents from sampled schools were analysed. The findings suggested that there was a concern in the implementation of WSE in secondary schools; they are not implementing the School Self-Evaluation (SSE). This suggested that there was a need for training schools on how to conduct SSE. The stakeholders were not conversant about the policy and inevitably not performing their roles as stipulated in the policy. This suggested clarity and redefining of roles of the stakeholders and capacity building. There were systemic barriers in the implementation of WSE policy. That implied provision of human and financial resources and accountability of the role players in monitoring and evaluating the implementation of the policy. In conclusion, the findings and recommendations in this study will provide valuable contribution to the implementation of WSE in Libode secondary schools. / Educational Leadership and Management / D. Ed. (Education Management)

Submitted in fulfilment of the qualification of Master's Degree in Food and Nutrition, Durban University of Technology, 2017. / Aim The purpose of this study was to investigate the nutritional status of adolescent girls attending a private high school in Durban and included an investigation of what food the girls consumed on a daily basis and an account of physical activity they participated in within a one-week period to determine a relationship between the variables. Methods Adolescent girls were selected as part of a convenience study at a private high school. A total of 225 adolescent girls aged 13-18 years were surveyed for nutritional status and dietary intake as well as physical activity levels. The parent/ caregiver of each girl who participated was interviewed to ascertain socio-demographic indicators. Data was collected by interviewing the adolescent girls and the parents/ caregivers using pre-designed and pre-tested questionnaires. Weight and height were measured, physical activity levels were identified through the use of a physical activity questionnaire and socio-demographic data was collected by means of a questionnaire. Dietary intake data was gathered over two week days and one weekend day by using a 24-hour recall questionnaire and a food frequency questionnaire (FFQ). Results The majority of the participants were from well-off, financially stable families with good living conditions and well-educated and employed parents/ caregivers who provided a more than adequate variety of food and regular meals every day. The girls were of normal BMI (72.2%) and collectively had a mean BMI of 21.9, lower than the South African national average found for adolescent girls. There was a surprising number of underweight individuals (12.6%) as compared to overweight girls (10.3%). Furthermore, 99.6 percent of the girls were of normal height-for-age (≥-2 <+3SD) but were consuming far less energy than is required for the allocated age category. Energy came from the normal recommended macronutrient range with fat being on the borderline higher end of the normal range and carbohydrates coming from the lower end of the normal range; protein sources were adequately consumed. Fruit and vegetable consumption was reported to be very low subsequently leading to the poor dietary fibre intake identified across the sample group. Supplementation is taken by nearly a third (32.7%) of the girls which may contribute to their overall nutritional wellbeing. Among the top twenty foods consumed, milk, sugar, bread, tea and lettuce were the top five foods in the order stated. Although a wide variety of foods was consumed across all nine food groups over a week period, a mean daily DDS was lower but still adequate with 5.5 and the quantity of foods consumed were not of a substantial enough amount leading to poor total energy consumed and some micronutrient levels such as calcium, magnesium and folate not being met. All the participants were seen to be fairly physically active, performing a wide variety of sporting activities during school time and after school hours. The girls completed on average 199.64 minutes (SD±134.97) of physical activity per week, which is less than half of the WHO recommended physical activity minutes per week for adolescents. Significant correlations were seen between BMI and physical activity done on the weekend (p=0.041) and BMI and the amount of money spent on food per month (p=0.016) as well as extremely significant correlations between BMI and the number of minutes spent performing physical activities per week (p=0.002), as well as BMI and the amount of sport done over a one week period (p=0.005). Conclusion The results confirm that a relationship does exist between the physical activity levels and nutritional status of the adolescent girls surveyed. The majority of the population had low physical activity levels as well as low energy intake, which was supported by an inadequate quantity of food items consumed; however, anthropometric measurements showed to be majority within normal parameters with cases of underweight girls being more prominent than overweight which may suggest that over- and/ or under-reporting may have occurred. A high dietary diversity indicated a higher nutrient intake suggesting the importance of a diversified diet. / M

Submitted in fulfilment of the requirements of the Degree of Master's in Public Management, Durban University of Technology, 2017. / The purpose of the study explores the perception and experiences of students regarding weapons in schools, in a bid to create a peaceful and conducive learning environment. This study concentrated on four high schools in Umgungundlovu District. Students, educators and principals were asked to participate in this study on a voluntary basis. The study recognises that existing data related to weapons in South African schools is largely anecdotal. The significance of the study is that it collected data related to the weapons in schools and used data to inform recommendations on ways in which we can make schools safer places to the young people and staff. This was a mixed methods survey; however, the bulk of the findings were drawn from the quantitative data, which was conducted through surveys. The qualitative data was collected in interviews and in focus group discussions. The data revealed that a high proportion of students have seen weapons in school, which might be an indication that weapons find easy access onto school premises. The results revealed the types of weapons brought to schools. Knives were the weapons most seen at school followed by guns, while some other weapons mentioned were pepper sprays, screwdrivers, pangas and bats The study showed that in other schools, drugs, alcohol, substance abuse were reported in the sample. Among the contributing factors raised by the respondents on the reasons for the presence of weapons onto schools were the issue of drugs, alcohol, bullying, fights among students, and being involved on gang activities. Some policy recommendations regarding school security measures were proposed on the basis of the findings which were drawn from this study. As part of the study, it is recommended that the Department of Education ensure that all South African schools implement well-documented discipline policies, a code of conduct and school rules for their school which must clearly indicate seriousness of carrying a weapon in school as well as the consequences of misbehaviour. The policy must have steps to be followed by the principals and or educators where there are elements of misconduct against the students and sanctions to be issued if the student is found guilty. Other recommendations were made in line with the findings based on the results. Limitations of the study were further pointed out. / M

Teenage pregnancy is one of the social and health problems in many communities of South Africa and is escalating (Richter, 2005). Teenage pregnancy is also a global health problem as it affects the whole world and has been a concern to health workers like medical doctors, nurses, community developers, educators and parents (Maholo, 2009). In addition, the risk of dropping out of school due to pregnancy is considerable to teenagers as it results in a lack of qualifications and future unemployment.The purpose of this study was to determine the perceptions and experience of teenage fathers who are both learners and fathers and their views on the effects of teenage pregnancy. Furthermore, this investigation was undertaken to investigate the implications of teenage fathers‘ experiences on sex education. This study followed qualitative research approach as it is based on male teenage pregnancy which is a real consequence of teenagers engaging in sexual activities (Silverman, 2006). In this study the data collected through in depth interviews and personal journals were analyzed.This study revealed that all the teenage fathers interviewed were not happy that they were teenage fathers instead they were disappointed, shocked, and regretful and did not believe that they could become fathers at their respective ages. They also regretted themselves for becoming teenage fathers as it delays them in their studies. They have been taught about sex education at school in a learning area called life orientation so they do not blame school but themselves for their actions.

Youth crime has been and still is a social problem in South Africa. It is a problem that shakes the very fabric of the society. The problem with the youth in modern society is both a national concern and an important subject for academic study. High school environments are where youths converge for learning purposes, but they have also turned to hotspots for crime. Different theories on explanations for high school crime have been developed over time. This particular study, conducted in 2008, adopts the criminal opportunity theory to study the social, economic and the demographic characteristics of selected environments in which high schools are located to determine significant factors that are conducive for high schools to be crime hotspots. Three schools were selected in different neighbourhoods in East London for the study. The study used an intensive case design technique to conduct the research. Different characteristics of the communities in which the schools that were studied were located showed different crime pattern. The Law enforcement agencies also realize these differences and they try to address crime issues in various communities in the study areas individually

This research investigates the vision of excellence in secondary schools leadership in Ekurhuleni East District (Gauteng East District) and the existence of a vision of excellence in schools. A literature study investigated models of leadership related to vision of excellence and aspects of vision of excellence in school leadership. An empirical investigation used both a quantitative and qualitative research design to collect data from a purposefully selected and stratified sample of participants and secondary schools in the Ekurhuleni East District (Gauteng East Education District). A questionnaire and focus group interviews were used to gather data from the respondents. Data were analysed and interpreted using quantitative and qualitative approach. The findings of both the literature study and the empirical research on the above-mentioned vision of excellence in secondary schools leadership in Ekurhuleni East District revealed that there is a lack of support from school leadership and the School Management Team (SMT) in realising a vision of excellence in secondary schools leadership. The main challenges that were identified by qualitative method were the lack of support by both the district office and school management or school leadership. The realisation of the vision of excellence is dependent on how the information is managed and disseminated by the school leadership, principals and SMTs. It appears that the realisation of the vision of excellence would enhance the level of understanding of new developments in the education system including the curriculum change and technological advancement. / Educational Leadership and Management / M. Ed. (Education Management)

The study focuses on the extent to which the “no fee” policy affects the financial management and support for educational programmes at “no fee” secondary schools in Mpumalanga. The “no fee” policy derives from the Education Laws Amendment Act (Act No. 24 of 2005) according to which the levying of mandatory fees have been abolished at public schools that are declared “no fee” institutions. The State has subsequently assumed the role of funding these “no fee” schools in order to create greater access to quality education and to improve the supply of educational resources as well as equipment in the impoverished schools. The findings of the research study eventually led to the recommendations that are presented as guidelines for the SGBs, principals as well as education authorities on the management of “no fee” schools. / Further Teacher Education / M.A. (Education Management)