Thesis (M.A. (Communication Studies))--North-West University, Potchefstroom Campus, 2006.

The problem I investigated in this research is the extent to which participation in a secondary school musical production contributes curricularly and pedagogically towards equipping learners for meaningful and successful living in a rapidly changing and transforming society within a life skills education programme. The importance of creating a dialogic space where secondary school learners may practise life skills within the Life Orientation curriculum has been my main focus. My aim was to investigate and discuss the Life Orientation potential of the secondary school musical production as dialogic educative space for life skills attainment. I specifically employed a hybrid epistemology, namely constructivist hermeneutic phenomenology. In this qualitative study a small number of participants were interviewed individually and in focus groups because of their particular knowledge and lived experience regarding the research topic and the musical The Green Crystal as the chosen case study. This enabled me to construct and interpret their subjective reality and construct meaning within the particular social context of the secondary school musical production. The data I generated, coded and interpreted validate the notion that the secondary school musical production is a hybrid genre which is essentially a practise ground for life skills attainment through the media of music, movement and drama. It also emerged from the data that the secondary school musical production provides a dialogic and educative space to and for all participants to practise life skills within the subject Life Orientation. The participants indicated that their participation in the productions have been life-changing events. A notable contribution from the data was the confirmation that life skills learnt and practised during the musical production are transported into adult life. The life skills learnt through participation in a secondary school musical production are embedded in the memory of the participants and the lessons learnt purify over time. These individual and psychosocial life skills gained, honed and practised by participants assisted them in adapting to a changing and transforming society as functional and contributing adults (self-in-society). / MEd (Learning and Teaching), North-West University, Potchefstroom Campus, 2012

The problem I investigated in this research is the extent to which participation in a secondary school musical production contributes curricularly and pedagogically towards equipping learners for meaningful and successful living in a rapidly changing and transforming society within a life skills education programme. The importance of creating a dialogic space where secondary school learners may practise life skills within the Life Orientation curriculum has been my main focus. My aim was to investigate and discuss the Life Orientation potential of the secondary school musical production as dialogic educative space for life skills attainment. I specifically employed a hybrid epistemology, namely constructivist hermeneutic phenomenology. In this qualitative study a small number of participants were interviewed individually and in focus groups because of their particular knowledge and lived experience regarding the research topic and the musical The Green Crystal as the chosen case study. This enabled me to construct and interpret their subjective reality and construct meaning within the particular social context of the secondary school musical production. The data I generated, coded and interpreted validate the notion that the secondary school musical production is a hybrid genre which is essentially a practise ground for life skills attainment through the media of music, movement and drama. It also emerged from the data that the secondary school musical production provides a dialogic and educative space to and for all participants to practise life skills within the subject Life Orientation. The participants indicated that their participation in the productions have been life-changing events. A notable contribution from the data was the confirmation that life skills learnt and practised during the musical production are transported into adult life. The life skills learnt through participation in a secondary school musical production are embedded in the memory of the participants and the lessons learnt purify over time. These individual and psychosocial life skills gained, honed and practised by participants assisted them in adapting to a changing and transforming society as functional and contributing adults (self-in-society). / MEd (Learning and Teaching), North-West University, Potchefstroom Campus, 2012

Persuasion communication, elaboration likelihood model, intrinsic persuasion variables, extrinsic persuasion variables, Life Orientation, HlV/Aids, grade 9 learners, guidance counselling, persuasion campaigns, credibility, motivation, capacity, youth The elaboration likelihood model (Petty & Caccioppo, 1996:l-309) in the field of persuasion communication explains the role that variables can play in the measure to which the youth can be influenced and persuaded by messages aimed at changing sexual risk behaviour. In order to offer the North West Province Department of Education's Life Orientation learning area, which is marked by a life skills approach, a better chance of success, it is important to determine which of the intrinsic and/or extrinsic variables-as is hypothesised by the elaboration likelihood model-play a role with grade 9 learners. Thus, the persuasion messages within Life Orientation could be adapted accordingly. The purpose of this study was to determine what role the intrinsic and/or extrinsic persuasion variables have in the presentation of Life Orientation classes to selected grade 9 learners at three Potchefstroom high schools. Relevant literature was analysed in regard to HlV/Aids campaigns and programmes that had been launched in South Africa, especially in instances where the theoretical framework corresponded with this study. The empirical study was done by way of methodological triangulation. An overall picture was formed by way of a quantitative survey questionnaire of the persuasion variables that are found among grade 9 learners in Potchefstroom, Promosa and Ikageng. Qualitative methods (focus groups, personal interviews and non-participatory observation) were employed to investigate the deeper seated aspects of the persuasion variables. The results of the study confirm the premise of the elaboration likelihood model, and proved that intrinsic persuasion variables play an important role with grade 9 learners when HlV/Aids persuasion messages are conveyed to them through Life Orientation classes. Thus, it can be inferred that grade 9 learners of the three selected Potchefstroom schools would process these persuasion messages via the central route, which enhances the chances of long term persuasion. Further, it appears that in this study extrinsic persuasion variables mostly played a strengthening role with regard to persuasion messages. The study deduces, therefore, that Life Orientation, and specifically the content that is focused on HIV/Aids, led to the successful persuasion of grade 9 learners in the selected schools. However, the study also makes important recommendations on how the impact of these persuasion messages can be even more heightened within the context of the elaboration likelihood model. / Thesis (M.A. (Communication Studies))--North-West University, Potchefstroom Campus, 2006

The post 1994 educational reforms in South Africa brought about a new thinking in the basic education system. The Curriculum 2005 introduces General Education and Training (GET) band comprising of Grades R-9 and Further Education and Training (FET) comprising of Grades 10-12. These changes necessitates that greater energy and investment be made in the development of appropriate programmes for professional development of educators at both pre-service and in-service levels in order to increase educator reorientation and competency in educating learners in the new education system. The purpose of the study is to determine the impact of educator professional development programmes (pre- and in-service) on Grade 10 Life Orientation educators with regard to the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. The study also aims to determine barriers encountered in the implementation of in-service professional development programmes for Grade 10 Life Orientation educators. The study consists of a literature review concerning the National Curriculum Statement and professional in-service training programmes. A quantitative approach was followed to collect the relevant data. Grade 10 Life Orientation educators in the Francis Baard District form the population of this study. Two distinct conclusions are drawn from the findings of the study, namely; • Educators professional programmes (pre- and in-service) had very little impact on the knowledge, skills and abilities of Grade 10 Life Orientation educators for the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. • Pre- and in- service educator professional development programmes attended by Grade 10 Life Orientation educators did not substantially improve their capabilities mentioned above to implement the National Curriculum Statement. Four categories of recommendations are suggested, namely: • The responsibility of the Department of Education towards the professional in-service training programmes. • The teacher training institutions' responsibility towards the Life Orientation teachers. • The formation of support groups in the different regions in the Francis Baard District. • Further research should be conducted to improve successful implementation of educator professional development programmes ( pre- and in-service) on Grade 10 Life Orientation educators. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011

The post 1994 educational reforms in South Africa brought about a new thinking in the basic education system. The Curriculum 2005 introduces General Education and Training (GET) band comprising of Grades R-9 and Further Education and Training (FET) comprising of Grades 10-12. These changes necessitates that greater energy and investment be made in the development of appropriate programmes for professional development of educators at both pre-service and in-service levels in order to increase educator reorientation and competency in educating learners in the new education system. The purpose of the study is to determine the impact of educator professional development programmes (pre- and in-service) on Grade 10 Life Orientation educators with regard to the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. The study also aims to determine barriers encountered in the implementation of in-service professional development programmes for Grade 10 Life Orientation educators. The study consists of a literature review concerning the National Curriculum Statement and professional in-service training programmes. A quantitative approach was followed to collect the relevant data. Grade 10 Life Orientation educators in the Francis Baard District form the population of this study. Two distinct conclusions are drawn from the findings of the study, namely; • Educators professional programmes (pre- and in-service) had very little impact on the knowledge, skills and abilities of Grade 10 Life Orientation educators for the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. • Pre- and in- service educator professional development programmes attended by Grade 10 Life Orientation educators did not substantially improve their capabilities mentioned above to implement the National Curriculum Statement. Four categories of recommendations are suggested, namely: • The responsibility of the Department of Education towards the professional in-service training programmes. • The teacher training institutions' responsibility towards the Life Orientation teachers. • The formation of support groups in the different regions in the Francis Baard District. • Further research should be conducted to improve successful implementation of educator professional development programmes ( pre- and in-service) on Grade 10 Life Orientation educators. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011

Thesis (MTech (Tourism and Hospitality Management))--Cape Peninsula University of Technology, 2009. / The potential for the sex tourism industry to become legalised in South Africa with the upcoming 2010 FIFA World Cup is an issue which has raised much controversy and is now at the top of the agenda for debate within government, the business sector and civil society. The study investigates perceptions of students at a Further Education & Training College towards the sex tourism industry, together with selected components of that industry. The study is undertaken to better understand student's perceptions of the sex tourism industry. In order to achieve this, the researcher set out to better understand the sex tourism industry as a whole; as well as to investigate selected socio-cultural impacts that the sex tourism industry can have upon society in order to explore the positive and negative impacts that sex tourism can have upon the youth. In terms of South African legislation, prostitution is illegal under the Sexual Offences Act 23 of 1957, and the study examines current calls for the sex tourism industry to be legalised or decriminalised in light ofthe forthcoming 2010 FIFA Soccer World Cup. The study further examines life orientation for learners and sex education for sex workers. Life orientation is examined as it may have an effect on students' perceptions towards the sex tourism industry. The training of tourism and hospitality staff is seen as a vehicle for combating one of the components ofthe sex tourism industry, namely, child sex tourism and, thus, it is necessary to examine a number ofits other components. The study briefly touches on life orientation, as a key element in ensuring that learners become competent members of society, and as a tool which assists in providing them with essential life skills. Sex education is seen as necessary for both learners and sex workers in order to enable them to comprehend their rights and choices in life. For the purposes ofthe empirical study, the researcher makes use of first year tourism students at an FET College to gain insight into a student's perspective of the sex tourism industry. The iv researcher makes use of students in order to obtain a varied perspective as the students hail from different walks oflife and have diverse views and opinions. Entry into prostitution comes as a result of one or more of a number of contributing factors such as poverty and human trafficking. The contributing factors are researched and are explained in the literature review. The need to conduct the study emanates from the fact that the sex industry forms a large part of the tourism industry and it is a growing industry in South Africa. The research focuses on two areas: the students' perceptions of the sex tourism industry and the social impacts that the sex tourism industry can have upon society. The research methodology includes a literature search followed by the data collection for the empirical survey. The data collection procedure is explained in detail in the relevant chapter. A combination of the qualitative and quantitative approaches are followed for the· empirical survey. Such an approach is also known as a ''triangulative approach". The empirical survey together with the ensuing statistical analysis are conducted in collaboration with the CPUT registered statistician. The responses to the questionnaire are statistically analysed by the statistician, after which the results are described and interpreted by the researcher. The study finds that the majority of students do not want the sex tourism industry to become legalised and perceive the sex industry as immoral. The social impacts of the sex tourism industry can be harmful to society and the study found that the majority ofstudents understood the impact the industry can have and the role that education plays in reducing a few ofthese selected impacts. Finally, a set ofrecommendations and a number ofconcluding remarks are made. A comprehensive bibliography is included.

Life skills education and training programmes, which offer skills to help people cope with everyday life, have in recent years become a highly popular method of intervention and prevention in social work. It is a proactive method and supports the developmental approach of social welfare. The research entailed the development, implementation and evaluation of the Personal and Interpersonal Life Skills Programme. The intervention research model was employed as foundation for the design and development of the programme and the ecological perspective as the theoretical framework. The study highlighted the school as an appropriate context within which to improve the life skills of learners. The main goal of the study was to develop and implement a personal and interpersonal life skills programme for Grade 7 learners in the senior phase of a school, and to evaluate whether participation in the life skills programme would lead to personal growth (self-empowerment) and social competence and thus contribute to the optimal social functioning of children in the classroom, school, family and community (capacity building). A descriptive design with a quasi-experiment, the one-group pre-test-post-test experiment, was used in this study. A non-parametric statistical test was utilized because the data was measured on an ordinal scale (Wilcoxon signed-rank test). The Life Skills Programme was implemented over twelve sessions, lasting about one-and-a-half hours, held twice weekly over a period of six weeks. Using experiential learning within the groupwork method, the programme was subsequently implemented with Grade 7 learners at a traditional black primary school in Pretoria and their ages varied from approximately 12 to 16 years. Forty learners constituted the sample in the study and a non-probability sampling procedure was used. In the school context it is expected that the social worker will include all learners in the classroom (classroom intervention). The sample was divided in six smaller groups with 5 to 7 learners in each group. The study found that the Personal and Interpersonal Life Skills Programme had a statistically highly significant effect (all items = p value ¡Ü 0.01) on the personal and interpersonal life skills development of the Grade 7 learners in the senior phase of the General Education and Training Band in the particular primary school. It is recommended that this intervention programme be implemented and facilitated by a social worker who is part of the multidisciplinary education support personnel. Copyright 2002, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Bender, CJG 2002, A life skills programme for learners in the senior phase : a social work perspective, MA dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-011222002-110633 / > / Thesis (MA (Social Work))--University of Pretoria, 2004. / Social Work and Criminology / Unrestricted

The Department of Education is promoting HIV/AIDS education programmes in the public schools of South Africa, particularly through the subject Life Orientation. Therefore, this study investigates the role of Life Orientation in addressing HIV/AIDS in KwaZulu-Natal secondary schools. Different role-players were evaluated to ascertain their attitudes and beliefs about Life Orientation and HIV/AIDS. The examination of different role-players was undertaken to establish the significance of their attitudes and beliefs on the success or failure of the Life Orientation based sex and HIV education programmes in the schools. An attempt was also made to find a relevant definition of the subject Life Orientation that contains the meaning and the purpose of the subject. Teachers were found to be uncertain about an appropriate definition that carries the meaning of Life Orientation; hence they tend to define it by its components such as Life skills, physical education, decision-making, HIV education and others. The study also sought to establish the impact of sex education embedded in Life Orientation on the fight against HIV/AIDS. Sex education was examined to determine whether it encourages or reduces youth sexual activities. In order for teachers to be able to use Life Orientation content to drive sex and HIV education programmes, it had to be ascertained if they were informed or not about HIV/AIDS. The questionnaire carried out an extensive assessment of teachers’ knowledge, attitudes and their personal stance on HIV/AIDS. This study established that training of teachers in both Life Orientation and HIV/AIDS provides them with knowledge which enables them to positively handle sex and HIV education programmes in the classroom. It was for this reason that the study made recommendations with regard to training and support programmes to ensure that teachers are adequately equipped for effective implementation of the subject Life Orientation in the National Curriculum Statement. / Educational Studies / D. Ed. (Curriculum Studies)

The purpose of the study was to find out about provision of guidance and counselling in the schools in the Transkei sub-region of the Eastern Cape. Guidance and counselling services are crucial to the success of lifelong learning policies, providing assistance and advice to learners so that they make better informed and future educational and career choices suitable for them. Through guidance and counseling services, students develop a clear understanding of self, their attitudes, abilities, interests, ambitions, resources and limitations from career counselling. They are also guided into various entrepreneurial activities, training, advancement and other benefits for sustainable self-reliance and self-worth. Students are able to achieve and live fulfilled lives and contribute meaningfully to the development of their country in all spheres of life once they receive appropriate guidance and counselling services. Guidance and counseling services look at the holistic development of the learner by taking into account the psycho-social, intellectual, emotional and physical development aspects of the learner within the context of the learner’s environment. The provision of guidance and counselling programmes and services is the shared responsibility of all school staff. A team approach should be employed, wherein all staff members have specified roles to play. School counsellors play a key role in planning and implementing programmes and service. Guidance and counselling programmes and services are systematically planned to meet the needs of all learners and are infused into the daily activities of schools. Using a quantitative research design, the research sample included Department of Education (DoE) Officials and teachers in seven districts in the Transkei sub-region of the Eastern Cape. Questionnaires were used to collect data. Descriptive statistics in were used to analyse the provision of guidance and counselling in the schools in the Transkei sub-region of the Eastern Cape. The results revealed that guidance and counselling is necessary in schools and that it should be provided in all schools in the districts. / Psychology of Education / M. Ed. (Specialisation in Guidance and Counselling)