HIV/AIDS education in schools is necessary in order for young adults to understand the mechanics of the disease, but also so that they do not engage in behaviors that spread HIV. Teaching HIV/AIDS knowledge alone is not adequate because it does not address local contexts and particular strategies, which are critical determinants of the behavioral choices that young adults make. The Department of Education has addressed the need to teach about HIV/AIDS by introducing life skills education. Life skills are generic skills, such as communication skills, decision-making skills, and coping and stress management skills that can be used any time a person is confronted with a difficult situation. Although this strategy is the official policy of the Department of Education, it has not been properly implemented in all schools, thus allowing for unequal HIV/AIDS education in South African schools. This thesis looks at one Grade 9 class in two schools of differing racial composition and in differing economic regions in the greater Durban area. Seventy-seven students completed a questionnaire, 17 students were interviewed, and two teachers completed a questionnaire. Although life skills were part of the curriculum at one school, the majority of students could not correctly identify life skills. At the second school, life skills were not taught to the students. Full basic knowledge of HIV/AIDS is not apparent at either school, although the students at the school that teaches life skills have much more knowledge about transmission and prevention of HIV. At both schools, girls were more educated in prevention and transmission than the boys. At the poorer of the two schools, drawing its student population from local impoverished squatter camps, life skills were not taught and there were low understandings of HIV/AIDS. Here, the students were older and had fewer educational resources. It is these students, who are less knowledgeable about how to protect themselves, and who one would expect to have more experience because they are older, that are at greater risk because of the combination of their sexual habits and low knowledge of good sexual health. At both schools, much improvement in the quality of HIV/AIDS education is necessary in order for students to have a basic understanding of the disease and for them not to engage in behaviors where the disease can be transmitted. / Thesis (M.Ed.)-University of Natal, 2002.

South Africa has undergone many changes in the past decade in terms of political, economic and educational transformations. The year 1994 was the turning point in which our education system underwent a major paradigm shift. The sands have been shifting in education ever since, beginning with the National Curriculum Statement, then the introduction of OBE and Curriculum 2005 and the most recent, CAPS. The question that intrigued me about curriculum change was how educators experienced these changes. This study therefore explored how educators experienced curriculum change in South Africa, particularly how they experienced the new Life Skills curriculum in the Foundation Phase. The following research questions were addressed in this study: 1) What are grade one educators’ experiences of the new CAPS Life Skills curriculum? 2) Why do educators experience the new curriculum the way they do? A qualitative research approach was used, making use of a case study design. Participants were purposely selected using non-probability sampling. Semi-structured interviews and diaries were used as data collection methods. The data from this study revealed that educators experienced challenges in terms of the content, planning and preparation, assessment and dealing with contextual factors in the classroom. It was also found that educators experienced a lack of training and support in implementing the new Life Skills curriculum. A positive experience was that educators enjoyed teaching Life Skills. It was also found that educators welcomed and embraced curriculum change. / M. Ed. University of KwaZulu-Natal, Durban 2013.

The purpose of this study was to examine the effect of an inservice workshop on the attitudes and perceptions of South Korean educator participants toward community based instruction for students with mental retardation. Thirty South Korean educator participants from EMI, TMI, SMI, and SXI focused on classrooms were asked to respond to a questionnaire containing items that demographics, importance of community based instruction, necessity of community based activities for their students' adult lives, required instructional time for community based activities, satisfaction with their current instructional time for community based activities, and potential barriers to community based instruction. For the treatment procedure, an extensive in-service workshop on community based instruction was given to all educator participants. Results indicated that in general, educator participants expressed overall positive attitudes toward community based instruction and showed strong support for the necessity of community based activities in their students' adult lives. Interestingly, all of the 13 community based activities provided in this questionnaire received at least one rating of "never would be needed" in the adult lives for students with mental retardation. In general, these educator participants appeared to be dissatisfied with the current amount of instructional time allocated for community based activities. In addition, these educator participants perceived limited staff, transportation, scheduling, cost, and administrator reluctance factors as the major potential barriers to community based instruction. Further, differential responses between EMI educator participants and TMI, SMI, and SXI educator participants were noted for the questionnaire items related to necessity of community based activities, and satisfaction with the total amount of instructional time in community based activities. EMI educator participants indicated community based activities were more necessary and more satisfied with current amount of, time allocated in community based instruction than TMI, SMI, and SXI educators. Implication concerning the future prospects for community based instruction in South Korea for students with mental retardation were also presented. / Department of Special Education

This study investigated the extent to which human and civic values were addressed in the Life Skills and English Literacy curriculum for grade three. It also looked at the extent to which these values were applied in the Rainbow workbooks, which are workbooks provided to all learners by the national Department of Basic Education. The study began by defining values and selecting two lists of values, a democratic/civic list of values which included: democracy, social justice, equity, equality, non-racism, non-sexism, ubuntu (human dignity), an open society, accountability (responsibility), rule of law, respect, reconciliation and peace. The second list was a human/spiritual list of values which included: truth, respect, kindness, tolerance, responsibility, cleanliness, neatness, contentment, courage /creativity. The research method used was a content analysis. The discourse in this field indicates that there is a need to define a list of common values that will transform people into citizens with characters that will be of benefit to them and to the society at large, and that education should play an important role in promoting these values. The important role of values in the curriculum is endorsed by local and international studies as well as the Department of Basic Education. The Department of Education developed a Manifesto of Values (2001) as a blueprint for values in education. Despite this, the present CAPS has a minimal focus on values and as a result so do the workbooks. A number of very fundamental and pertinent values don’t appear in the curriculum or the workbooks. The values most addressed are responsibility towards personal hygiene and the environment and respect. The values least addressed are truth and peace. The present state of the values addressed in the curriculum does not equip it to transform society to the one that was envisioned in the Manifesto. This study recommends that the curriculum needs to be infused with human and civic values across the subjects, additionally special attention needs to go into developing educators to ensure they know how and why to practice these values. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2014.

Thesis (MEdPsych)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Since 1994, and the dissolution of the apartheid era, South African curricula have seen many revisions and adaptations to subject statements, learning programmes, and assessment guidelines. The most recent occurred in 2009, when the previously revised curricula statements (RNCS, 2005) were to be replaced with the Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed (including the subject of Life Orientation), taking effect in January 2012. These revisions have influenced curriculum implementation across contexts throughout the country – contexts that vary in culture, politics, and socio-economic status due to the inequalities of the past. It is these varied contexts, and the implementation of the current CAPS curriculum therein, that led to the formulation of this research study. The implementation of the subject of Life Orientation was of particular interest to the researcher as it is this subject that has been designed, throughout the many curricular revisions, to prepare learners for life and work in the outside world (i.e. in their specific contexts external to the primary education system). This research study attempts to explore the experiences of Life Orientation teachers, focusing specifically on the role that context plays in their implementation of the curriculum. Teachers working in the FET phase (grades 10-12), within two different contexts, were selected to participate. Bronfenbrenner’s bio-ecological model (Bronfenbrenner, 2005) was used as the theoretical framework for this study because of the overlapping and interrelated systems that influence the development of the child and the context in which learning takes place. This is informed by Vygotsky’s theory of social constructivism, which emphasises the social aspect of development and the influence that specific social contexts have on learning. For this research, the learners were placed in the centre of Bronfenbrenner’s model; while the school, family, and broader social community were placed in the outer systems. This study made use of a basic qualitative design and a qualitative methodology which is rooted within an interpretive paradigm. Purposeful sampling was used to select participants from the two respective school contexts in the Western Cape province, and three measures were used to collect data: (1) a self-administered questionnaire, which teachers were asked to complete in their own time; (2) semi-structured individual interviews with the principals and heads of Life Orientation from the two respective schools; and (3) focus group interviews with the teachers in their respective contexts. Qualitative content and thematic analysis was used to analyse the data generated by means of these three data collection methods. The findings of this research paper suggest that the delivery of the current Life Orientation curriculum within particular contexts was a challenging experience for the teachers who participated in the study. However, with appropriate and professional teacher training and/or a more flexible and adaptable curriculum design, the participants felt that these challenges could be overcome. While the findings of the study cannot be generalised to all schools in South Africa, recommendations can be made, based on this study, for the relevant schools as well as the Department of Education to assist in ensuring that appropriate measures are taken in order to improve curriculum implementation – whether through professional teacher training and development, curriculum design, or both. / AFRIKAANSE OPSOMMING: Sedert 1994, en die ontbinding van die apartheidsera, was daar verskeie wysigings en weergawes van die Suid-Afrikaanse kurrikulum ten opsigte van beleidsverklarings leerprogramme en assesseringsriglyne. Die mees onlangse wysiging het in 2009 plaasgevind, toe die voorheen Hersiene Nasionale Kurrikulum Beleidsverklaring (HNKV, 2005) vervang is met die Kurrikulum en Assesseringsbeleidsverklaring (KABV) vir alle goedgekeurde vakke (insluitende die vak Lewensoriëntering) – wat in Januarie 2012 in werking getree het. Hierdie wysigings het die implementering van die kurrikulum oor kontekste heen dwarsdeur die land beïnvloed – kontekste wat wissel in kultuur, politiek en sosio-ekonomiese status as gevolg van die ongelykhede van die verlede. Dit is die implementering van die huidige KAVB kurrikulum binne hierdie verskillende kontekste wat gelei het tot die formulering van hierdie navorsingstudie. Die implementering van die vak Lewensoriëntering was van besondere belang vir die navorser, aangesien dit hierdie vak is wat ontwerp is deur al die kurrikulumhersienings heen om leerders vir die lewe en in die wêreld daarbuite voor te berei ( in hul spesifieke konteks). Hierdie navorsingstudie poog om die ervarings van Lewensoriëntering-onderwysers te verken, met spesifieke fokus op die rol wat konteks speel in hul implementering van die kurrikulum. Onderwysers wat werk in die VOO (Verdere Onderwys en Opleidng)-fase (grade 10-12) binne twee verskillende kontekste is gekies om deel te neem aan hierdie studie. Bronfenbrenner se bio-ekologiese model (Bronfenbrenner, 2005) is gebruik as die teoretiese raamwerk vir hierdie studie weens die oorvleueling van en onderlinge verhoudings tussen sisteme wat die ontwikkeling van die kind en die konteks waarin leer plaasvind, beïnvloed. Dit word toegelig deur Vygotsky se teorie van sosiale konstruktivisme, wat die sosiale aspek van ontwikkeling en die invloed wat spesifieke sosiale kontekste op leer het, beklemtoon. Vir hierdie navorsingstudie is die leerders in die middel van Bronfenbrenner se model geplaas; terwyl die skool, gesin en die breër sosiale gemeenskap in die perifêre sisteme geplaas is. Hierdie studie het gebruik gemaak van 'n basiese kwalitatiewe ontwerp en ‘n kwalitatiewe metode wat gewortel is in 'n interpretatiewe paradigma. Doelbewuste steekproefneming is gebruik om deelnemers uit die twee onderskeie skoolkontekste in die Wes-Kaap te kies. Die studie het gebruik gemaak van drie metodes om data in te samel: (1) ‘n self-geadministreerde vraelys wat die onderwysers gevra is om te voltooi in hul eie tyd; (2) semi-gestruktureerde individuele onderhoude met die skoolhoofde en hoofde van Lewensoriëntering uit die twee onderskeie skole; en (3) fokusgroeponderhoude met die onderwysers uit die onderskeie kontekste. Kwalitatiewe inhouds- en tematiese analise is gebruik om die data wat gegenereer is deur middel van hierdie drie data-insamelingsmetodes te ontleed. Die bevindinge van hierdie navorsingstudie het aan die lig gebring dat die lewering van die huidige Lewensoriëntering kurrikulum binne hulle bepaalde kontekste 'n uitdagende ervaring vir die onderwysers was wat aan die studie deelgeneem het. Die deelnemers was egter van mening dat hierdie uitdagings oorkom kan word met toepaslike en professionele opleiding van onderwysers, en/of ‘n meer buigsame en aanpasbare kurrikulumontwerp. Hoewel die bevindinge van hierdie studie nie veralgemeen kan word tot alle skole in Suid-Afrika nie, kan aanbevelings tog gemaak word aan die betrokke skole, sowel as die Departement van Onderwys om te help verseker dat die nodige maatreëls in plek gesit word om implementering van die kurrikulum te verbeter– hetsy deur professionele opleiding en ontwikkeling van onderwysers, of deur kurrikulumontwerp, of albei.

Thesis (MPhil)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: HIV/AIDS has been seen as a thorn in the Corporate World's flesh. It is destroying the workforce like a swarm of locust on a wheat field. The Government Departmental Sectors are no exceptions. This paper has been written after a through project that was undertaken at the Department of Transport and Public Works in Cape Town. It was found that there is a great need for HIV/AIDS Education and Life skills Training amongst all Government Departments. The objectives of the researcher were also based on the ILO's document and our South African Labour Law. The employees at 7 (Seven) District Offices were educated and workshoped on HIV/AIDS Education. It was impossible to have all three Employee Assistant Programmes conducted within 7 (Seven) months of the project. The programmes for HIV/AIDS Education and Training entailed Pre-Awareness, Awareness and Post-Awareness. Only the Pre- Awareness programme was completed with a bit of Awareness was covered. In the workplace situation, time means money and it seems as if less time is allocated to the health part of the employees. Common and better methods in facilitating for HIV/AIDS Education and Trainings were by "Cascade Model, On-Job-Training (OJT) or Front Line Training (FLT) and Workshop Sessions" seem to be more appropriate, yielding better communication skills between the employees and employers. A simple questionnaire was constructed on the basis that the sample group was workshopped. The response was great and constructive comments were received from the employees, for example a question was "Do you find it good to celebrate the 09th - 15th February: Condom Week; 16th May: International AIDS Candle Memorial Day and 01st December: World AIDS Day"? Answer: YES - It creates awareness and unites people for the same course. It became interesting to the researcher in noticing how HIV/AIDS Education and Life Skills Training(HAELST) is very much needed in both Corporate/Private Sectors and Government Departments. In conclusion, recommendations are suggested to all Government Departmental and Private Sectors in HIV/AIDS Education and Training. The ball remains in the Corporate World to apply them as a tool to avoid loosing well qualified and skilful employees because of HIV/AIDS. / AFRIKAANSE OPSOMMING: Die doel van hierdie navorsing was om die noodsaaklikheid van opleiding aan regeringsinstansies in MIV/Vigs en lewensvaardighede te beklemtoon. Die studie het op die Departement van Vervoer en Openbare Sake gefokus. Werknemers van 7 distrikskantore het werkswinkels in die verband bygewoon. Die werkswinkels het hoofsaaklik op voor-bewustheid, bewustheid en na-bewustheid van MIV/Vigs gefokus. Die data is deur middel van ‘n vraelys ingesamel wat die proefpersone na afloop van die werkswinkel voltooi het. Dit is bevind dat daar ‘n geweldige behoefte vir MIV/Vigs en lewensvaardigheid opleiding by privaat- sowel as regeringsinstansies is. Die aanbeveling is dat die instansies hul werknemers in die verband moet oplei op te verhoed dat hul gekwalifiseerde en vaardige werknemers as gevolg van MIV/Vigs verloor.

Part of my responsibilities as Life Orientation teacher at Sagewood School is the Community Outreach Programme. In particular encouraging participation and ensuring that learners enjoy a life giving and reciprocal experience as they focus beyond themselves in the wider community. Information for this research was gathered from other independent schools, parents and learners from Sagewood. Sources included answers to questionnaires, class discussions and feedback from past experiences. My focus included a study of the history of outreach, works on postmodernism, social construction, practical theology and my position of co-constructor with the learners. Important outcomes included ensuring that the voices of the learners are heard in decision making and planning for future outreach activities. Given the constantly changing nature of society such activities need to be evaluated regularly. Lastly, people care in different ways and about different things and we need to encourage learners to care, in their own unique way. / Philosophy, Practical and Systematic Theology / M.Th. (Specialisation in Pastoral Therapy)

This paper reports findings on how Namibian secondary school Life Skills teachers are exercising their agency to teach or not to teach Sexuality and HIV and AIDS, a subject which is regarded as sensitive and has been surrounded by secrecy and has issues which are cloaked by silence and taboos. The aim of the study was to explore the structural and cultural factors that shape the responses and experiences of Life Skills teachers in teaching sexuality and HIV and AIDS. The study was conducted through observations and interviews with four full-time Life Skills teachers. Document analysis was carried out throughout the study in which lesson plans, portfolios, assessment forms, Life Skills syllabuses, schemes of works, national curriculum documents and subject policy on HIV and AIDS were analysed. The data were analysed by identifying categories, codes and themes using the analytic dualism framework, and the literature review was used to summarise the findings. The study revealed that all teachers operate in an environment that consists of the National structures such as high teacher: learner ratio in their classrooms that they have to teach Life Skills and do day to day counselling, a lack of teaching and learning support material that they should use to scaffold the learning of sexuality and HIV and AIDS, and little time allocated to Life Skills teaching. The same study also revealed that the teaching of Life Skills is hampered by the cultural structures which emerged from teachers’ discourses as evidenced from the data which shows that cultural properties have powers that condition teachers in teaching sexuality and HIV and AIDS. This included learners’ silence in sex-related discussion versus teachers’ position; discourses on the importance of full-time Life Skills teachers in school; comfort in teaching selected topics in Life Skills; Life Skills teachers’ perceptions on parents’ feelings on teaching sexuality and HIV and AIDS in schools, and perceptions on the Life Skills teachers’ position and teaching sexuality and sex education. While the findings revealed that teachers are conditioned by the structural and cultural conditions that acted as constraints to teaching sexuality and HIV and AIDS, the observations revealed agency on their part. The study finding depicts instances where teachers acted in agreement or in contravention of the structural and cultural pressures or conditions in their environments.

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.

M.A. / The institutionalisation and rehabilitation of juvenile delinquents has always been a contentious issue, generating much research and differences in opinions. What to do with youngsters who are too young to be criminals and too violent to be youth, remains a complex dilemma in a society where the incidence of juvenile delinquency is increasing by the day. The South African phenomenon of a marginalised generation who readily takes part in criminal behaviour, necessitated the development of a co-ordinated strategy involving formal and informal support groups in the training and development of this group. The establishment of e ,e first Youth Development Centre in Newcastle, named Ekuseni, was initiat ,* by President Nelson Mandela, in response to his concern that the conditions in South African jails are not conducive to transforming and developing young prisoners. The Ekuseni project was aimed at providing young convicted persons with appropriate life skills, education and training, to enable them to pa cipate fully in society. The aim of this study was to develop a psycho-educational programme to facilitate leadership competencies in young prisoners. The leadership programme constitutes one of the development programmes in the holistic rehabilitation model, developed specifically for the Ekuseni project by the Rand Afrikaans University. The leadership programme is aimed at developing various leadership competencies, grounded in leadership competency theory. The competencies included in this study were more specifically based on the research and the development of a unique leadership model for the South African organisational context by Charlton (1993). These concepts were adapted and integrated with theory on juvenile delinquency to develop a leadership program= suitable for South African youth in prison. The first step in the programme was to help students to create a vision for themselves and for the Ekuseni Youth Development Centre, and to take responsibility for attaining that vision. This included a shift from an external to an internal locus of control. Through learned communication skills, e competency to communicate this vision to other prisoners, to enlist them in dedicated action towards a constructive future, was facilitated. The development of conflict management skills as an essential competency for leaders in a youth prison, were facilitated in order for leaders to constructively resolve conflict between prisoners and staff, as well as between prisoners themselves. This is especially necessary in conflict between youth gangs in prison. Trust, earned by leaders through reliable and consistent behaviour is a fourth competency facilitated through IP is programme. Students were taught the art of interpersonal trust, which in turn enabled them to help others and empower themselves. The evaluation of the effectiveness of this programme did not fall nV in the parameters of this study. It is therefore recommended that this study be evaluated in future, before it is implemented in other youth prisons in South Africa.