Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2005.

Sexual and reproductive health and rights (SRHR) are human rights, thus they should be universally accessible. Young women and girls are often considered a disadvantaged group with low access to human rights. Various feminist scholars have highlighted gender inequality as the cause of this marginalisation. Intersectionality scholars instead argue the marginalisation of women to be more complex. The approach emphasises that oppressed women and girls are not only discriminated because of their gender but that the prevalence of intragroup discrimination hampers them from accessing their rights. This thesis aims to study if and how social identities, more specifically class and ethnicity, affect adolescent girls’ access to sexual and reproductive health and rights within the South African school realm. A case study is conducted on the south coast of KwaZulu-Natal, focusing on secondary- and high school teachers and on how the subject Life Orientation is implemented to create access to SRHR. Empirical results of the study indicate that class- and ethnic belonging impacts the access of female students to their rights in various ways. Monetary resources, information and knowledge influence social identities and access to SRHR in Life Orientation. As well as overall school conditions, including level of school violence and harassment. Finally, this thesis illustrates that privileged girls are also impeded from accessing their SRHR, due to the implementation of school fees. This system allows guardians to gain substantial influence and constrain school teachings of controversial topics.

South Africa has a complex history which has, among other things, affected the education system. The system is still in crisis in many ways. The purpose of this study is to investigate the educators’ approach to learners and vice versa in a South African school. It is to examine the overall respect between educators and learners and how educators give learners feedback. The aim is also to find out if corporal punishment is a common way to discipline learners and to investigate the educators’ way to give praise and confirmation. The study was made on a High School outside Cape Town and it includes qualitative interviews with three educators and three learners. The results of the interviews are presented in three categories, which is: feedback, respect and corporal punishment. First, the results show that the feedback is a subject that can be improved. According to the respondents they are doing things right but also quite a few things wrong. They all think that feedback is extremely important for the learners’ development, but only if it is provided in the right way. Second, it shows an overall lack of respect in the South African school, which is reflecting the issues in the communities and in the learners’ homes. But it is something that the Department of Basic Education is trying to improve with the help from the Life Orientation subject. Finally, the results show that a lot of the respondents have mixed feelings about the banning of corporal punishment and that is partly why it is hard to get rid of. This study shows a deeper understanding of these issues and why South Africa still struggle with developing their education system.

This study explores teachers' beliefs, views and experiences of the design principles of integration, progression and infusion in the Life Orientation (LO) curriculum at the Intermediate Phase level. Integration, progression and infusion are integral to the South Africa Curriculum Statement and the LO curriculum in particular, as they serve the connection, sequence and technique of linking different learning contents. The aims of the study were: (i) to determine to which extent if any can the principles of feminism be used to influence curriculum integration, progression and infusion in the LO curriculum; (ii) to use different theories of feminism to enhance our understanding of curriculum integration, progression and infusion in the LO curriculum; (iii) to determine teachers' beliefs and experiences of curriculum integration, progression and infusion in the LO curriculum. To achieve these aims, on a theoretical level, I synthesised and analysed different theories of feminist discourses into different themes such as location, caring relations, knowing and thinking. These themes were related to the principles of curriculum integration, progression and infusion and these were used as a frame of reference to make suggestions on the various ways to enhance LO teachers' classroom practice of integration, progression and infusion at the Intermediate Phase. Empirically, I explored the LO teachers' views, beliefs and experiences. Consequently, I situated the study in an interpretative paradigm. I used qualitative research design and methodology with a phenomenological approach, by means of unstructured interviews, classroom observations and focus-group interviews. Three primary schools were purposefully selected for the study. The three principals of the schools were interviewed for the unstructured interviews while nine teachers were interviewed in three focus groups. To strengthen the interviews, I observed nine LO classrooms. The data that I generated as a result of the study were analysed by means of content analyses. The themes that emerged were categorised into different classes, namely: lack of adequate consultation, learning content repetition, learning content outdatedness, learning content irrelevancy, among others. It was deduced that these themes which formed the participants' experiences of integration, progression and infusion in the LO curriculum were arrived at as a result of their inherent approach which was described as a one-dimensional approach. A one-dimensional approach is that which stipulates a step-by- step approach to the design of curriculum. The Multi-dimensional approach embedded in multiple realities underpinning feminist discourses was suggested as an alternative. A multi-dimensional approach to the design of the curriculum includes the active contribution of various individuals to curriculum design. / Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013

Globally there is a serious need to equip children and young people with knowledge, attitudes, skills and values to assist them in making healthy lifestyle choices. Life skills education is possibly among the most important answers to the problems and challenges many young people are faced with. Life skills programs are being developed to address the alarming increase in high risk health behaviours among adolescents. According to international research, Health promotion is a critical life skill to acquire, since health impacts on almost every facet of a person and their society. The South African Department of Education introduced Life Orientation as a Learning Area as part of Outcomes Based Education. The paramount role of Life Orientation within the context of the Health Promoting School is increasingly being recognised by educational planners, policy makers, school managers, teachers, parents and even learners themselves. Health promotion as part of Life Orientation aspires to promote a healthy lifestyle and equip learners with the knowledge and skills to attain and maintain a healthy lifestyle. It further aims to reduce risk behaviours and equip learners with social skills. Empirical research was done in the Gauteng Province of South Africa. In order to give voice to teachers and health co-ordinators in terms of their views and comments on Life Orientation, questionnaires and focus group interviews were utilised. Based on the evidence gathered in questionnaires, discussions and observations in the selected Health Promoting Schools, it emerged that Life Orientation has a major role to play in instilling knowledge and skills to promote health and well-being. However, even though Health promotion is included in the Life Orientation curriculum, there seems to be a lack of energy and motivation to progress to Health Promoting Schools. It emerged that Life Orientation teachers viewed a healthy lifestyle as the link between Life Orientation and Health promotion, which is a positive indication that schools are making progress towards becoming Health Promoting Schools. Furthermore, the quantitative research revealed key issues that need be dealt with, especially proper water and sanitation, policies on tobacco and substance use, the enhancement of physical well-being of the learners and an integrated nutrition program. Schools need an effective safety and security plan to ensure a safe school environment conducive to teaching-and-learning. Learners should receive basic health screening with appropriate referrals from school nurses. Also, trained health promoters should oversee and manage the health promoting program in the Health Promoting School. The qualitative research indicated that healthy lifestyles are promoted, with particular focus on balanced diets, clean and hygienic environments and adequate physical activity. It emerged that stakeholders play an important role, including the community, school nurses, private companies and governmental departments. Community involvement is particularly important, since community members assist the school by cleaning, cooking, gardening and participating in health promoting awareness. It can be concluded that Life Orientation has a prominent role to play in the Health Promoting School. A successful initiative requires the involvement of the entire school, changes to the schools’ psychosocial environment and participation from the parents and wider community. / Thesis (PhD (Educational Psychology))--North-West University, Potchefstroom Campus, 2013.

This study explores teachers' beliefs, views and experiences of the design principles of integration, progression and infusion in the Life Orientation (LO) curriculum at the Intermediate Phase level. Integration, progression and infusion are integral to the South Africa Curriculum Statement and the LO curriculum in particular, as they serve the connection, sequence and technique of linking different learning contents. The aims of the study were: (i) to determine to which extent if any can the principles of feminism be used to influence curriculum integration, progression and infusion in the LO curriculum; (ii) to use different theories of feminism to enhance our understanding of curriculum integration, progression and infusion in the LO curriculum; (iii) to determine teachers' beliefs and experiences of curriculum integration, progression and infusion in the LO curriculum. To achieve these aims, on a theoretical level, I synthesised and analysed different theories of feminist discourses into different themes such as location, caring relations, knowing and thinking. These themes were related to the principles of curriculum integration, progression and infusion and these were used as a frame of reference to make suggestions on the various ways to enhance LO teachers' classroom practice of integration, progression and infusion at the Intermediate Phase. Empirically, I explored the LO teachers' views, beliefs and experiences. Consequently, I situated the study in an interpretative paradigm. I used qualitative research design and methodology with a phenomenological approach, by means of unstructured interviews, classroom observations and focus-group interviews. Three primary schools were purposefully selected for the study. The three principals of the schools were interviewed for the unstructured interviews while nine teachers were interviewed in three focus groups. To strengthen the interviews, I observed nine LO classrooms. The data that I generated as a result of the study were analysed by means of content analyses. The themes that emerged were categorised into different classes, namely: lack of adequate consultation, learning content repetition, learning content outdatedness, learning content irrelevancy, among others. It was deduced that these themes which formed the participants' experiences of integration, progression and infusion in the LO curriculum were arrived at as a result of their inherent approach which was described as a one-dimensional approach. A one-dimensional approach is that which stipulates a step-by- step approach to the design of curriculum. The Multi-dimensional approach embedded in multiple realities underpinning feminist discourses was suggested as an alternative. A multi-dimensional approach to the design of the curriculum includes the active contribution of various individuals to curriculum design. / Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013

Globally there is a serious need to equip children and young people with knowledge, attitudes, skills and values to assist them in making healthy lifestyle choices. Life skills education is possibly among the most important answers to the problems and challenges many young people are faced with. Life skills programs are being developed to address the alarming increase in high risk health behaviours among adolescents. According to international research, Health promotion is a critical life skill to acquire, since health impacts on almost every facet of a person and their society. The South African Department of Education introduced Life Orientation as a Learning Area as part of Outcomes Based Education. The paramount role of Life Orientation within the context of the Health Promoting School is increasingly being recognised by educational planners, policy makers, school managers, teachers, parents and even learners themselves. Health promotion as part of Life Orientation aspires to promote a healthy lifestyle and equip learners with the knowledge and skills to attain and maintain a healthy lifestyle. It further aims to reduce risk behaviours and equip learners with social skills. Empirical research was done in the Gauteng Province of South Africa. In order to give voice to teachers and health co-ordinators in terms of their views and comments on Life Orientation, questionnaires and focus group interviews were utilised. Based on the evidence gathered in questionnaires, discussions and observations in the selected Health Promoting Schools, it emerged that Life Orientation has a major role to play in instilling knowledge and skills to promote health and well-being. However, even though Health promotion is included in the Life Orientation curriculum, there seems to be a lack of energy and motivation to progress to Health Promoting Schools. It emerged that Life Orientation teachers viewed a healthy lifestyle as the link between Life Orientation and Health promotion, which is a positive indication that schools are making progress towards becoming Health Promoting Schools. Furthermore, the quantitative research revealed key issues that need be dealt with, especially proper water and sanitation, policies on tobacco and substance use, the enhancement of physical well-being of the learners and an integrated nutrition program. Schools need an effective safety and security plan to ensure a safe school environment conducive to teaching-and-learning. Learners should receive basic health screening with appropriate referrals from school nurses. Also, trained health promoters should oversee and manage the health promoting program in the Health Promoting School. The qualitative research indicated that healthy lifestyles are promoted, with particular focus on balanced diets, clean and hygienic environments and adequate physical activity. It emerged that stakeholders play an important role, including the community, school nurses, private companies and governmental departments. Community involvement is particularly important, since community members assist the school by cleaning, cooking, gardening and participating in health promoting awareness. It can be concluded that Life Orientation has a prominent role to play in the Health Promoting School. A successful initiative requires the involvement of the entire school, changes to the schools’ psychosocial environment and participation from the parents and wider community. / Thesis (PhD (Educational Psychology))--North-West University, Potchefstroom Campus, 2013.

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2010.

According to the literature the status of Physical Education as school subject has declined considerably worldwide in many schools over the past twenty years. The concern about this decline in the presence and presentation of Physical Education in school curriculums across the world, initiated the “International Council of Sport Science and Physical Education‟s” (ICSSPE) investigation into the status of Physical Education in 167 countries and states. Hardman (2005) confirms that numerous governments legally committed themselves to offer Physical Education to children and young people, but due to several factors, this promise has not materialised. The most important outcome of this worldwide investigation is the World Summit on Physical Education in Berlin in 1999, organised by ICSSPE. More than 250 representatives of governments, inter-government organisations, non-governmental organisations (NGOs) and academic institutions of 80 countries from across the world, including South Africa, attended this summit. This summit was presented under the international supervision and protection of the “United Nations Educational, Scientific and Cultural Organization” (UNESCO) as well as the “International Olympic Committee” (IOC), with the co-sponsorship of the “World Health Organization” (WHO). Three weeks later, the Berlin Agenda or “Call for Action”, compiled at the World Summit, was presented for acceptance and support to “Ministers and Senior Officials reponsible for Physical Education and Sport” (MINEPS III) in Uruguay. With the acceptance of this “Call for Action” MINEPS III committed themselves to present and support quality Physical Education as a basic right of all children and young people in their different countries. Research Aim 1 of this study is: The evaluation of the re-implementation of Physical Education as subject in South African schools, and Research Aim 2 is: The analysis of the further implementation of Physical Education as subject in South African schools according to the Berlin Agenda. In 1994 Physical Education disappeared as a separate school subject in South Africa. With the implementation of Curriculum 2005 the subject was included as one of the outcomes of the Learning Area Life Orientation, and was systematically implemented from the Foundation Phase through to the FET Phase. Since the beginning of 2008 Physical Education has been a compulsory outcome of Life Orientation from Grade R up to Grade 12, with minimum ONE specified Physical Education period per week, per grade on every school timetable in South Africa. However, since the DoE-initiated countrywide training of 277 Life Orientation subject advisors in Physical Education in 2008, co-ordinated by the NWU (Potchefstroom Campus), there seem to be major problems with the implementation of Physical Education as outcome of Life Orientation. A quantitative research design, which included six phases and was supported by a limited qualitative set of data, was used in this research. Physical Education does not experience a very high status in South Africa. Insufficient teacher training (almost 50% of Physical Education staff have had no training), apparatus, facilities and support for the implementation of the subject increase the problem. If the government and National Department of Education wishes to honour the Berlin Declaration or “Call for Action”, it will have to speedily and seriously consider the recommendations in this research concerning training, apparatus, facilities, support as well as changes to the curriculum. Internationally the subject is under pressure, but countries such as Australia, England and the USA are serious about the subject. South Africa should speedily follow the same route as these countries and become serious about the re-implementation of Physical Education. As a democratic country, quality Physical Education for children and young people is the obligation and responsibility of the government, National as well as Provincial Departments of Education, school governing bodies, school management teams, teachers and parents. A lack of quality Physical Education can result in an unfit, overweight and uncompetitive sport population of children and young people in South Africa. Such an undesirable situation can cause negative a health-status, economic development as well as poor national and international sport results for an upcoming, developing country such as South Africa. / Thesis (Ph.D. (Movement Education))--North-West University, Potchefstroom Campus, 2011.

This study focuses on the impact that relinquishing a child for adoption has on adolescent birthmothers. The study seeks to understand factors leading up to the adoption, the adoption process and factors impacting negatively on the birthmother following adoption, which influence school performance negatively. The factors impacting negatively on school performance are delineated by an empirical study founded on relevant literature. Five others who relinquished their babies for adoption were interviewed. Correlations were drawn between the factors identified within the literature study and new factors emerging h m the interviews. The study aims to provide Life Orientation educators with information regarding adoption, the adoption process and the impact adoption has on the birthmothers. Furthermore the study seeks to provide guidelines for the Life Orientation educators to help other work through factors that impact negatively on their school performance. The results of the study delineate seven definite factors impacting negatively on the birthmothers and their school performance. The school performance of the others to whom these Factors can be attributed, deteriorated drastically, while birthmothers who felt content with their decision showed almost no deterioration in their school performance. Further study with a greater number of birthmothers is needed to confirm the results obtained within this study. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2005.