The main assertion in this dissertation is that there is a lack of adequate and appropriate parent involvement in Hlanganani South Schools to make them centres of teaching and learning excellence. The empirical research was conducted in one of the most under-researched and often misunderstood areas of education in South Africa. The purpose was to investigate how effective parent involvement in the schools could improve the learning culture in the Hlanganani schools and their communities. A qualitative investigation of parent involvement in four secondary schools of Hlanganani South was conducted by collecting data through interviews with four school managers (principals), twenty-eight parents and six educators (teachers). The literature that was reviewed focused on the history of parent involvement in the world and South Africa, factors that increase and hinder parent involvement, legislation concerning parent involvement in education and issues involved in education provision to South African rural areas such as Hlanganani South. The research has revealed that the lack of a culture of learning in Hlanganani is influenced by factors such as high unemployment rate, poor socio-economic background, high illiteracy rate, high failure rate of learners, and urbanisation of the area. The investigation further found that there is an urgent need for school managers to acquire knowledge, skills, and strategies for active involvement of parents in schools. The participation of parents in schools needs effective school management strategies, regular communication between parents and schools, and clearly communicated community expectations for the schools. There must be training of School Governing Bodies, educators, and school managers for parent involvement to be effective in the improvement of a learning culture. / Educational Studies / M.Ed. (Comparative Education)

Thesis (MPhil)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: Technological literacy is a competency that is widely espoused both locally and internationally (UNESCO, 1984; TAAP, 1991). Technological literacy has been described as a multi-dimensional construct consisting of a knowledge, skills and an affective component. This study investigated learner performance in the cognitive domain. Intact classes of Foundation (Grade 3), Intermediate (Grade 6) and Senior phase (Grade 9) learners from 12 Western Cape schools participated in a standardised paper-and-pencil assessment, the Pupil's Understanding of Technology (PUT) test. The study attempted to measure the effect of two variables - geographic location and gender, on learner knowledge and understanding of technology. The main substantive findings to emerge are firstly that geographic location is significantly related to performance in specific content areas of technology. Secondly, gender appears to be less significant in determining learner knowledge of technology on most questions. Furthermore, the level of knowledge of technology appears to correspond with phase or developmental level, thus supporting the conception of technological knowledge as a subset of general achievement. In addition, this study describes various methodological limitations pertaining to the PUT format and content. The main methodological limitations to an assessment of learner knowledge and understanding of technology using the PUT instrument relates to the nature of technological knowledge, and the understanding that technological literacy is a complex, multi-dimensional and activity-based subject. The study further highlights the need for an interrogation of the monolithic categories of 'geographic location' and 'socio-economic' category. / AFRIKAANSE OPSOMMING: Tegnologiese geletterdheid is 'n vaardigheid wat beide nasionaal en internasionaal voorgestaan word (UNESCO, 1984; TAAP, 1991). Tegnologiese geletterheid is al beskryf as 'n multi-dimensionele konstruk wat bestaan uit 'n kennis, vaardigheid en emosionele komponent. Die studie ondersoek die leerder se prestasie in die kognitiewe gebied. Volledige groepe van Grondslag (Graad 3), Intermediêre (Graad 6) en Senior fase (Graad 9) leerders van 12 skole in die Wes-Kaap het deelgeneem aan 'n gestandardiseerde pen-en-papier evaluering, die Leerling se Begrip van Tegnologie (Pupil's Understanding of Technology - PUT) toets. Die studie poog om die eftek van twee veranderlikes, geografiese ligging en geslag, op die leerder se kennis en begrip van tegnologie te meet. Die belangrikste substantiewe bevindinge is eerstens dat geografiese ligging beduidend korreleer met prestasie in spesifieke inhoudelike areas van tegnologie. Tweedens blyk dit dat geslag 'n minder belangrike invloed toon in die bepaling van die leerder se kennis van tegnologie in die meeste vrae. Verder blyk dit dat die vlak van kennis van tegnologie ooreenstem met die fase of ontwikkelingsvlak. Dit ondersteun die konsepsie van tegnologiese kennis as 'n onderafdeling van algemene prestasie. Hierdie studie beskryf ook verder die verskeie metodologiese beperkinge wat betrekking het op die PUT uitleg en inhoud. Die belangrikste metodologiese beperkinge vir die evaluering van leerderkennis en begrip van tegnologie met die PUT verwys na die aard van tegnologiese kennis, en die opvatting dat tegnologiese geletterdheid 'n komplekse, multi-dimensionele en aktiwiteitsgebaseerde onderwerp is. Dit blyk ook verder uit die studie dat daar 'n behoefte is aan 'n ondersoek na die monolitiese kategorieë van 'geografiese ligging' en 'sosio-ekonomiese' afdeling.

Thesis (MComm)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: South Africa‟s social political past that was led by the Apartheid system has deprived the majority of South Africans of the opportunity to develop and accumulate human capital. As a result, this political system has left this country with a range of challenges including; a shortage of critical skills in the marketplace, high unemployment and poverty rates, inequality in terms of income distribution, unequal racial representation in the workplace, together with other social challenges such as high crime rates, extensive poverty, horrendous living conditions and a consequent increasing dependence on social grants (Van Heerden, 2013). These challenges prohibit this country from realising its global competitive potential. Organisations are primarily affected by these struggles faced by the country, and their continuous fight with these legacies of Apartheid is especially evident when they try to comply with the two responsibilities that form part of the personnel selection function. These include their responsibility to (1) employ the „best‟ employee for the job to result in the production of products and services of high economic utility, and (2) to act under moral, economic, political and legal pressure to diversify their workforce (Theron, 2009). Due to South Africa‟s past political system, the majority previously disadvantaged individuals have underdeveloped job competency potential which currently prohibits them from succeeding in the world of work. Consequently, if organisations try to comply with their first responsibility, the process of selecting the „best‟ employee results in adverse impact. If organisations comply with their second responsibility through traditional affirmative action measures, they allow incompetent employees to be appointed. The incompetence is not due to one race having fundamentally less competency potential then another. It is because South Africa‟s intellectual capital is not, and has not been uniformly developed and distributed across races (Burger, 2012). This current situation faced by organisations should be dealt with for three important reasons. Firstly, a solution could improve the global competitiveness of this country. Secondly, a solution could contribute to solving the social challenges faced by this country, and lastly, not only because the situation could possible become precarious, but simple because it is the right thing to do. It is not implied that affirmative action should be abolished. This study rather suggests that the interpretation of affirmative action should change and the focus of this corrective policy should shift to a more developmental approach. This entails that more emphasis should be placed on providing the previously disadvantaged with the necessary training and development to foster the needed competency potential to succeed in the world of work. However, resources for these developmental opportunities are scarce, and as a result, a need exist to identify a method that could identify individuals who will gain maximum benefit from these suggested affirmative development opportunities. Consequently, a need exist to identify individuals who display the highest potential to learn and to create the conditions conducive for learners with high learning potential to actualise that potential. In order to successfully identify the individuals who display a high level of learning potential and to create the person- and environmental characteristics that have to be present to facilitate successful learning, the learning potential construct must be understood. De Goede (2007), Burger (2012), and Van Heerden (2013) have completed research studies on this specific construct, and to assist in the understanding of the complexity of this construct, it made more empirical sense to build on existing structural models. This should result in the production of a more complete understanding of learning and the determinants of learning performance. The objective of this study was therefore to modify and elaborate the Burger (2012) learning potential structural model by expanding the model with the inclusion of additional non-cognitive variables. The proposed hypothesised learning potential structural model was empirically evaluated. The measurement model achieved good close fit. However, the first analysis of the structural model only obtained reasonable model fit. After the consideration of the full range of fit indices, standardised residuals, modification indices and parameter estimates, a few modifications were made to the model. The final revised structural model achieved good fit. All of the paths in the final model were empirically corroborated. The limitations of the research methodology, the practical implications of this study, and recommendations for future research are also discussed. / AFRIKAANSE OPSOMMING: Suid-Afrika se verlede wat gelei was deur die Apartheidsisteem, het die meeste Suid-Afrikaners die geleentheid om toegang tot ontwikkelingsgeleenthede ontneem. Dit het gelei tot die onderontwikkeling van meeste Suid-Afrikaners se bevoegdheidspotensiaal wat hulle moet help om die eise wat tans in die wêreld van werk aan hul gestel word suksesvol te hanteer. Dié politieke sisteem het veroorsaak dat Suid-Afrika „n reeks probleme ervaar, insluitende; „n tekort aan kritieke vaardighede in die mark, baie hoë werkloosheid en armoede, ongelykheid in terme van inkomste-verdeling en ongelyke rasverteenwoordiging in die werksplek, asook oormatige misdaad, afskuwelike leefsomstandighede vir meeste Suid-Afrikaners, en „n toenemende afhanklikheid van maatskaplike toelaes (Van Heerden, 2013). Hierdie uitdagings verhoed dat Suid-Afrika sy globale mededingendheidspotentiaal realiseer. Organisasies word direk deur hierdie uitdagings beïnvloed, en hulle deurlopende worsteling met hierdie nalatenskap van Apartheid is veral duidelik wanneer hulle probeer voldoen aan twee vereistes wat personeelkeuring stel. Hierdie sluit in (1) om die mees bevoegde werknemers aan te stel wat produkte/dienste van hoë kwaliteit en hoë ekonomiese nut verseker, en (2) om die werksplek onder morele, ekonomiese, politieke en wetlike druk te diversifiseer (Theron, 2009). As gevolg van Suid-Afrika se Apartheidsisteem, het die meeste indiwidue onderontwikkelde werksbevoegdheidspotensiaal wat hulle verhoed om suksesvol te wees in hulle aanstellings. Die gevolg daarvan is dat, sodra organisasies poog om aan die eerste verantwoordelikheid van personeelkeuring te voldoen dan lei die keuring tot nadelige impak. As organisasies aan die ander kant poog om aan die tweede verantwoordelikheid te voldoen deur die implimentering van tradisionele regstellende aksie, dan laat hulle onbevoegde indiwidue toe om in „n pos in te tree. Hierdie onbevoegdheid is nie die gevolg van „n fundamentele verskil in bevoegdheidspotensiaal tussen rassegroepe nie. Dit is die gevolg van die feit dat Suid-Afrika se intellektuele potentiaal nie eweredig tussen rasse ontwikkel is nie (Burger, 2012). Die huidige situasie waarin organisasies hul bevind moet op gelos word om drie belangrike redes. „n Oplossing kan eerstens die globale mededigendheid van die land verbeter. „n Oplossing kan tweedens die druk van die geïdentifiseerde sosiale uitdagings verlig, en laastens, „n oplossing is nodig nie net omdat ons huidige situasie moontlik haglik kan word nie, maar eenvoudig omdat dit die regte ding is om te doen. Daar word glad nie geïmpliseer dat regstellende aksie tot niet gemaak moet word nie. Hierdie studie stel slegs voor dat die interpretasie van regstellende aksie asook die fokus daarvan „n meer ontwikkelings-benadering moet aaneem. Dit behels dat „n groter klem daarop geplaas moet word om lede van voorheen benadeelde groepe die geleenthede te gee om die nodige bevoegdheidspotensiaal te ontwikkel om suksesvol in the werksplek te wees. Hulpbronne vir hierdie ontwikkelingsgeleenthede is egter beperk. Die behoefte bestaan dus om daardie indiwidue te identifieer wat die grootste voordeel hieruit sal trek. Daarom is dit nodig om eerstens indiwidue wat die hoogste vlak van leerpotensiaal het te identifiseer, en tweedens om die omstandighede/kondisies te skep wat hierdie leerpotensiaal sal laat aktualiseer. Om uiteindelik sulke indiwidue te identifiseer asook om die persoon- en omgewingstoestande te skep wat as voorvereistes vir suksesvolle leer geld, moet die leerpotensiaalkonstruk verstaan word. Leerpotensiaalnavorsings-studies deur De Goede (2007), Burger (2012), en Van Heerden (2013) is reeds voltooi, maar om die kompleksiteit van hierdie konstruk ten volle te verstaan moet opeenvolgende studies onderneem word. Hierdie studie het gevolglik gefokus op die uitbreiding van hierdie bestaande modelle om sodoende „n meer volledige begrip van leerprestasie te ontwikkel. Die doel van hierdie studie was daarom om die bestaande Burger (2012) leerpotensiaal strukturele model te wysig en uit te brei deur die toevoeging van addisionele nie-kognitiewe veranderlikes. Die strukturele model was empiries ge-ëvalueer en die metingsmodel het „n goeie passing getoon. Die strukturele model het aanvanklik slegs „n redelike passing bereik, maar na die oorweging van die volle spektrum pasgehaltemaatstawwe, gestandaardiseerde residue, modifikasie-indekse and parameterskattings is „n aantal wysigings aan die model aangebring. Die finaal-gewysigde strukturele model het goed gepas. Al die bane in die finale model is empiries bevestig. Die beperkinge van die navorsingsmetodiek, die praktiese implikasies van die studie en aanbevelinge vir toekomstige navorsing was ook bespreek.

Thesis (MCom)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The current study is an attempt to acknowledge the existing inequalities South Africa faces, while presenting a solution to reach the ideal of equal opportunities so many South Africans strive for each day. The catalyst for the current study is the observed shortage in skills, knowledge and general abilities among those South Africans who were previously denied developmental and equal educational opportunities. Through addressing the challenges faced by those most at risk of not achieving learning performance success, an attempt is launched to uncover the factors that should be considered when evaluating learning potential. The study is directly aimed at addressing the failures of previous affirmative development attempts. The core belief of the author remains in line with the current government‟s view, namely that successful affirmative development is the most effective way to correct the injustices of the South Africa‟s past. Through scientific assistance to the corporate sector, Industrial Psychologists can play a leading role by using the practice of selection as a vehicle to drive the process of affirmative development in a responsible manner through selective developmental opportunities. The author has attempted to identify cognitive and non-cognitive learning performance variables that are to be considered when considering learning performance success. The current study is an elaboration of previous research presented by De Goede (2007) that was based on the findings of Terry Taylor (1989, 1992, 1994, 1997). The current learning potential structural model is an elaboration of the De Goede (2007) learning potential structural model. The author has proposed additional non-cognitive variables as an attempt to gain a more thorough understand with respect to what constitutes success in learning performance. By adding more variables to the existing nomological network that constitute learning performance, the author attempted to uncover a more holistic insight into the construct of learning performance success. The research was conducted using a sample of 395 grade 9 school learners from previously disadvantaged communities in the Cape Town area, including Bonteheuwel, Mannenberg and Goodwood. All the learners in the sample group successfully completed term 1 and 2 passing English first language, Afrikaans second Language, Mathematics and Science. The proposed hypothesised expanded learning potential structural model was empirically evaluated. The fit of the measurement model achieved exact fit. The researcher extended the investigation by considering the full range of fit indices, standardised residuals, modification indices and parameter estimate. From the results obtained the researcher modified the structural model, by removing one of the interaction effects. The results of the final revised structural model achieved good fit. Only five of the paths in the final model were empirically corroborated. Support was found, indicating that a statistical significant positive relationship exist between Learning Motivation and Tenacity, Conscientiousness and Resilience, Parental Quality and Learning Motivation, Grit and Cognitive Engagement as well as Grit and Learning Motivation. In addition to these findings, the researcher also presented some limitation to the research methodology, practical implications as well as recommendations for future research. / AFRIKAANSE OPSOMMING: Die huidige studie verteenwoordig „n poging om erkenning te gee aan die heersende ongelykhede wat Suid-Afrika in die gesig staar, terwyl „n oplossing gesoek word om die ideaal van gelyke ontwikkeling, waarna soveel Suid-Afrikaners elke dag streef. Die katalisator vir die huidige studie is die waargenome ongelykhede in vaardighede, kennis en algemene vermoëns onder daardie Suid-Afrikaners van wie ontwikkeling- en gelyke opvoedingsgeleenthede weerhou is. Deur die huidige uitdagings aan te spreek, wat die individue in die gesig staar met die grootste risiko om nie leerprestasie-sukses te behaal nie, word „n poging geloods om die faktore te identifiseer wat oorweeg behoort te word wanneer leer potensiaal geëvalueer word. Hierdie studie is direk daarop gemik om die mislukkings van vorige regstellende aksie pogings aan te spreek. Die outeur se kernoortuiging is in lyn met die huidige regering se sienswyse, naamlik dat „n suksesvolle regstellende ontwikkelingspoging die mees effetiewe manier is om die ongeregtelikhede van Suid-Afrika se verlede te korrigeer. Deur wetenskaplike ondersteuning aan die korporatiewe sektor, kan Bedryfsielkundiges „n leidende rol vervul deur die gebruik van seleksiepraktyke wat daarop afgestem is om die proses van regstellende aksie aan te dryf op „n verantwoordelike manier, deur selektiewe ontwikkelingsgeleenthede. Die outeur het gepoog om kognitiewe en nie-kognitiewe leerprestasie-veranderlikes te identifiseer wat oorweeg moet word ten einde leerprestasie-sukses te bevorder. Die huidige studie is ‟n uitbreiding van vorige navorsing deur De Goede (2007) gebaseer op die bevindinge van Terry Taylor (1989, 1992, 1994, 1997). Die huidige leerpotensiaal strukturele model is „n uitbreiding van De Goede (2007) se leerpotensiaal strukturele model. Die outeur het addisionele nie-kognitiewe veranderlikes voorgestel in „n poging om dieper insig te verkry in dit wat leerprestasie-sukses konstitueer. Deur die toevoeging van meer veranderlikes tot die bestaande nomologiese netwerk wat leerprestasie konstitueer, poog die outeur om „n meer holistiese insig te openbaar in die konstruk van leerprestasie-sukses. Die navorsingstudie was toegepas om n groep van 395 graad 9 skooliere van voorheen benadeelde gemeenskappe in die Kaapstad omgewing, insluitend Bonteheuwel, Mannenberg en Goodwood. Al die leerlinge in die steekproef het kwartaal 1 en 2 suksesvol geslaag met die vakke Engels eerste taal, Afrikaans tweede taal, Wiskunde en Wetenskap. Die voorgestelde leerpotensiaal strukturele model was empiries ge-ëvalueer. Die passing van die metingsmodel het n presiese passing getoon. Die navorser se ondersoek is uitgebrei deur die volle spektrum pasgehaltemaatstawwe, gestandaardiseerde residue, modifikasie-indekse en parameter skattings te oorweeg. Die resultate het daartoe gelei dat die navorser besluit het om „n wysiging te maak deur een van die interaksie- effekte te verwyder. Die resultate van die finaal-gewysigde strukturele model het n goeie passing getoon. Slegs vyf van die bane in die finale model kon empiries bevestig word. Ondersteuning is gevind wat aantoon dat a statisties beduidende positiewe verhouding bestaan tussen Leer Motivering en Volharding, Pligsgetrouhied en Veerkragtigheid, Ouer Ingesteltheid en Leer Motivering, Volharding en Kognitiewe Inspanning, so wel as Volharding en Leer Motivering. Die navorser het addisioneel tot hierdie bevindinge, ook sekere beperkinge van die navorsings metodiek, praktiese implikasies van die studie, asook toekomstige navorsing bepreek.

The main assertion in this dissertation is that there is a lack of adequate and appropriate parent involvement in Hlanganani South Schools to make them centres of teaching and learning excellence. The empirical research was conducted in one of the most under-researched and often misunderstood areas of education in South Africa. The purpose was to investigate how effective parent involvement in the schools could improve the learning culture in the Hlanganani schools and their communities. A qualitative investigation of parent involvement in four secondary schools of Hlanganani South was conducted by collecting data through interviews with four school managers (principals), twenty-eight parents and six educators (teachers). The literature that was reviewed focused on the history of parent involvement in the world and South Africa, factors that increase and hinder parent involvement, legislation concerning parent involvement in education and issues involved in education provision to South African rural areas such as Hlanganani South. The research has revealed that the lack of a culture of learning in Hlanganani is influenced by factors such as high unemployment rate, poor socio-economic background, high illiteracy rate, high failure rate of learners, and urbanisation of the area. The investigation further found that there is an urgent need for school managers to acquire knowledge, skills, and strategies for active involvement of parents in schools. The participation of parents in schools needs effective school management strategies, regular communication between parents and schools, and clearly communicated community expectations for the schools. There must be training of School Governing Bodies, educators, and school managers for parent involvement to be effective in the improvement of a learning culture. / Educational Studies / M.Ed. (Comparative Education)