Thesis (M. Ed. Educational management) -- Central University of technology, Free State, 2012 / The purpose of the study was to investigate Life Skills as an intervention strategy in the fight against HIV/AIDS among the teenagers at Senakangwedi Senior Secondary School in Botshabelo, Free State. Life Skills as an intervention strategy were implemented in one secondary school in Free State Province in Motheo District. A cohort of 30 learners and 10 educators from secondary schools in Botshabelo, Free State Province participated in the study. The respondents comprised of 10 learners from Grade 10, 10 from grade 11 and 10 learners from Grade 12 as well as ten educators. Learners were between the ages of 15 and 20 years. Between these ages their cognitive development allows them to be more aware of Life Skills as an intervention strategy to combat HIV/AIDS at school. Thus, it was easy for them to verbalise Life Skills as an intervention strategy to fight HIV/AIDS. Due to their ages, their operational thinking allowed them to develop hypotheses about the possible outcomes of problems and to evaluate these outcomes comparatively. Educators were controlled by the level of their education, being respondents with a diploma or university degree. Comparatively learners who are 18 years of age were themselves concerned as they were heads of households. To arrive at the reported findings the study used the qualitative research approach methodology. This qualitative approach enabled the researcher to access information relating to the learners’ and educators' perceptions about HIV/AIDS. A life history approach was adopted in conducting the interviews to obtain a holistic understanding of participants’ life events in relation to their home environment. The interview guide covered such dimensions as family background and schooling. In the interviewing process, the researcher used the techniques of crystallisation and confrontation to enhance the clarity and trustworthiness of the narratives. In cases of ambiguity, the researcher asked the respondents for detailed and concrete examples and, in case of inconsistence, for further clarification and re-interpretation. The interview data were later transcribed for data analysis. The grounded theory approach was adopted to analyse the interview data, through which the categories of learner’s perceived motivations emerged naturally from their narratives. The evolving process comprised the following steps: (1) careful and repeated reading of transcriptions; (2) open content coding to signify any units of meaningful narratives in the passages. Ethical approval to conduct the study was sought and obtained from participating respondents and institutions. The results showed that most learners in the sample are orphans as result of AIDS and that many households are now headed by teenagers who have had to take on parental responsibilities. The results showed that Life Skills reduce teenage pregnancy and absenteeism at school. According to the results, life skills changed the behaviour of the learners and their attitude towards HIV/AIDS and therefore, learners should be educated about HIV/AIDS, teenage pregnancy and its prevention, as a strategy to reduce HIV/AIDS in schools. Life Skills is fundamental in empowering learners to live meaningful lives in a society that demands rapid transformation that enhances the community. The pandemic undermines the efforts of poverty reduction, part of the manifesto of the African National Congress (ANC) led Government; which aims at improving economic growth. In addition, the study revealed that learners feel free to talk to one another and that coaching by a Life Skills educator, assists in ensuring that HIV/AIDS-related topics are discussed with ease. The results showed that most learners agree that Life skills empower them with a sound and helpful background to prevent HIV/AIDS. Furthermore, learners admitted that the Life Skills programme effectively empowered them with the necessary knowledge to make informed decisions regarding sexuality. From the study a few valuable lessons were learned by the learners’ as an awareness of the pandemic and its consequences for their lives.

Life Orientation is one the learning areas which was introduced by Curriculum 2005 in the General Education and Training band. Its inclusion in the Further Education and training curriculum from 2005 is indicative of its unsurpassed importance to learners. However, these changes have brought about challenges and uncertainty among educators. A literature study was done to discuss the concepts of Life Orientation content, the role of educators, the skills Life Orientation educators should possess and adolescence. The different approaches in relation to the teaching of Life Orientation were also explained. A survey study, using a quantitative research design, was done to investigate educators' response on their knowledge of Life Orientation content, Life Orientation skills and adolescent development. The results of the study indicate that Life Orientation educators lack confidence in these three areas. Therefore, educators require training to equip them to cope with the challenges of the learning area, Life Orientation. / Educational Studies / M.Ed. (Specialisations in Guidance and Counselling)

Personal well-being is a state that involves feelings and thoughts. This concept is investigated in learning area Life Orientation and integrated in the curriculum as a learning outcome for Further Education and Training learners in grades 10-12. A literature study was done to discuss/clarify dimensions of personal well-being that is general subjective, psychological, social and spiritual well-being and mental health. Perspectives, theories, principles and features pertaining to well-being were investigated from an international and local context. An exploratory study used a qualitative approach to investigate and observe perceptions of a small sample of learners of personal well-being. Data gathering used focus groups which completed structured group work activities. The results indicate that learner participants have needs to be satisfied to reach a sense of personal well-being. Based on findings, recommendations regarding coping strategies, intervention strategies and support were made. / Educational Studies / M.Ed. (Guidance and Counselling)

Quantitative, descriptive research, using self-completion questionnaires, was conducted to determine the level of HIV/AIDS knowledge of the learners in Sefhare. The sample, comprising 92 learners, was selected from forms 1-3. Of the learners, 53.4% knew what HIV/AIDS stand for, but only 13.6% said AIDS is caused by HIV and only 4.5% said AIDS is an incurable disease. The ABC of protecting oneself against HIV (abstain from sex, be faithful to one sex partner, use condoms) was mentioned by merely 57.6% of the learners. The learners’ lack of knowledge should be addressed by school HIV/AIDS programmes offered at schools in Botswana. As 81.5% of the learners were willing to be tested for HIV, this service should be made available with simultaneous confidential personal HIV/AIDS education, irrespective of the HIV test results. Teachers’ and parents’ HIV/AIDS knowledge should also be updated regularly. / Health Studies / M.A. (Public Health)

Effective implementation of the principles of the National curriculum Statement (NCS) for Life Orientation has various requirements. Thus, with a specific focus on Life Orientation in grade 10, the study aimed at investigating various issues around the implementation of these principles. To this end, a mixed-methods approach was used. In the quantitative phase, questionnaires were used. In the qualitative phase, focus groups and interviews were used to collect data. Similar questions were asked in both phases. The sample was a group of 48 Life Orientation teachers from 48 secondary schools in the Gauteng West district. Ethical issues were considered. Techniques to ensure validity and reliability were also taken into account. The results showed that, in general: • the introduction of the NCS in Life Orientation had resulted in too much paperwork and administration for the teachers; • the principles of the NCS had not helped to transform education from the apartheid era system of education to the present democratic system of education; • the teachers were poorly trained with regard to implementing the principles of the NCS in the sense that there were not enough workshops and follow-up support provided; • the principles of the NCS were not implemented at schools, among others because there were problems with the distribution of policies to the teachers via the school management; • the implementation of the principles of the NCS did not make the envisaged impact on learner attitudes since the attitudes of many learners were often negative; • the implementation of the principles of the NCS did not make the envisaged impact on learner respect for other cultures; • the principles of the NCS did not have the ideal impact on morals, values and standards; or impact significantly on crime rate, learner pregnancy or disrespect at school; and• the principles of the NCS did not support learners well to acquire life skills. • However, the principles of the NCS in Life Orientation were more successful with regards to helping address barriers to learning. In line with the above, recommendations were made and the limitations of the study were pointed out. / Further Teacher Education / D. Ed. (Curriculum Studies)

This study aimed to evaluate the benefits of life skills training as a preventive strategy for HIV and AIDS, for secondary school learners in one secondary school in the Moretele District of Mpumalanga. The objectives of this study were to determine the levels of learners’ knowledge about HIV and AIDS, and levels of teacher training in life skills, to assess how teachers’ and learners’ attitudes affect life skills training, to explore the perceptions of teachers and learners regarding the usefulness of life skills training in the prevention of HIV transmission and to assess the usefulness of the learning and teaching support materials (LTSM) used in life skills training. The study also investigated the challenges encountered by learners and teachers in life skills training in order to make recommendations for improvements. This is a qualitative evaluation study that involved qualitative focus group interviews, qualitative semi-structured interviews and qualitative observation. Sampling was purposive and it entailed 30 grade 9 learners and 2 grade 9 Life Orientation teachers. The Health Belief Model and Social Cognitive Theory formed the theoretical framework for this study. The results of the study showed that the aspects which significantly benefited learners were: sufficiently acceptable levels of knowledge about HIV and AIDS, the use of other resources from the library, and development of positive attitudes of learners and teachers involved in life skills. Aspects of life skills training which demonstrated partial benefits for the learners were teacher training and involvement of parents and other health care professionals. However, aspects which were less developed were the learners’ and teachers’ knowledge and application regarding some skills needed for prevention of HIV infection / Social Work / M.A. (Social Behaviour Studies in HIV-AIDS)

Life Orientation, a core subject of the South African secondary school curriculum since 1996, is still not taught successfully in the majority of secondary schools. This study was conducted in former Model C secondary schools in the Nelson Mandela Metropole in order to identify challenges and problems with regard to the management of the teaching of the subject. If the subject were managed properly by principals the Departmental outcomes would have been achieved and problems would not have existed. In this study the managerial challenges of the teaching of Life Orientation have been identified by means of mixed method research, in terms of the four main management tasks, namely leading, planning, organising and controlling. The views of principals were obtained through a questionnaire and semi-structured interviews. The data was synthesised, multi-dimensional management problems were identified and recommendations were made with regard to managing the important subject of Life Orientation. / Educational Leadership and Management / M. Ed. (Education Management)

Summaries in English and Afrikaans / Life skills are coping skills taught to learners, with the purpose of developing self-reliant and confident people with skills, to cope with important life's challenges in times of change. Where life skill education initiatives are being set up, much time and resources are channelled into training teachers, promoting, disseminating and implementing life skill education. For life skill education to be effective and continue to be relevant, research needs to be undertaken as an integral part of the whole process. This study focuses on the 'Life Skills Train the Trainer Programme'. The aim being to evaluate the success of this programme in empowering teachers to teach life skills. It was found that although life skill education has been found to be an important area in every learner's life, there are obstacles that may affect an effective implementation of life skill education in schools. These obstacles need to be attended to. / ewensvaardighede word aan leerlinge onderrig met die doe! om selfstandigheid en selfversekerdheid te ontwikkel, sodat hulle in staat is om lewenseise te midde van veranderende tye te kan hanteer Wanneer lewensvaardighede-onderrig gelnisieer word, word baie tyd en hulpbronne gekanaliseer in die opleiding van onderwysers, asook in die promovering, verspreiding en implementering van sodanige onderwys. Vir lewensvaardighede-onderrig om effektief te wees en relevant te bly, moet navorsing 'n integrale dee! van die hele prose vorm. Hierdie studie is gerig op die "Life Skills Train the Trainer Programme". Die doe! was om vas te stel tot watter mate hierdie program bydra tot die bemagtiging van onderwysers in die onderrig van lewensvaardighede. Die bevinding was dat alhoewel erkenning gegee word aan die belangrikheid van lewensvaardighede-onderrig, daar tog struikelblokke is wat effektiewe implementering in skole kan belemmer Hierdie struikelblokke moet aangespreek word. / Educational Studies / M.Ed.

Violence is common-place in South African schools and managing learner aggression is central to learners’ academic performance and holistic development. There is empirical evidence that suggests that the school curriculum is an essential vehicle for driving the process of creating social and emotional competent individuals, capable of social cohesion and tolerance. This evaluation research aims to evaluate whether the CAPS Life Orientation curriculum is adequately addressing social and emotional competence in learners in order to reduce violence in schools. A comprehensive literature review was conducted which revealed that Social and Emotional Learning programs are highly effective in addressing issues of violence and social problems in schools along with producing a positive school climate with high learner academic achievements. Data collected from the Life Orientation Curriculum documents, Grades R-12, and the elite electronic interview, revealed that the Life Orientation curriculum covers most of the essential elements necessary to make an impact on the development of learners’ social and emotional skills, but may lack the necessary knowledgeable teachers to facilitate such an important study area. Furthermore, not enough time and resources are allocated to Social and Emotional learning. Based on these results, recommendations are made through a ‘framework to advance social and emotional learning in schools model’ for the CAPS Life Orientation curriculum Grades R-12. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

published_or_final_version / Education / Master / Master of Education