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

The general aim of this research was to investigate the phenomenon of non coping among individuals on middle management level, directed by the paradigm of salutogenesis, and more specifically, the concept of Sense of Coherence. The Sense of Coherence questionnaire of Antonovsky (1987) was applied as a measuring instrument in order to determine the various levels of respondents regarding Sense of Coherence. This was followed by semi-structured interviews with an identified case series, followed by an integration of results. Research information derived from the total scores indicated an even distribution along the continuum of the instrument's scale. During the qualitative study, all individuals representing the case series experienced similar levels of stress, though various coping strategies apply. Although all individuals representing the case series attempt to cope, a tendency towards non coping or maladaptive coping occurred due to the influence of various sources Of managerial stress such as insufficient training. / Industrial and Organisational Psychology / M.A. (Industrial Psychology)

Thesis (MA)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: In the research project reported below, the researcher investigates the shortterm effect. of a life skills program, Free to Grow, on the self-concept and locus of control of juvenile offenders in the Allandale-prison, by means of the following questionnaires: the Greeff Self-concept Questionnaire, the Nowicki-Strickland Locus of Control Scale for Children and the Desired-Undesired Eve.nts Locus of Control Scale. The life skills program is based on experiential learning principles and focusses on self-development and the acquisition of a wide spectrum of social skills. The 21 subjects participating in the project were divided into two groups: The experimental group consisting of 11 subjects participated in the program over a two week-period for altogether 32 hours, while the remaining 10 subjects formed the control group. The most important findings of the study were that the program participants' self-concept showed no statiscally meaningful improvement, but their locus of control as measured by the Nowicki Strickland Locus of Control Scale for children, made a statistically meaningful internal shift. The study concludes with important recommendations for follow-up studies. / AFRIKAANSE OPSOMMING: In die onderstaande studie is die korttermyneffek van 'n lewensvaardigheidsprogram, Free to Grow, op die selfkonsep en lokus van kontrole van jeugoortreders in die Allandale-gevangenis ondersoek met behulp van die volgende vraelyste: die Greeffselfkonsepvraelys, die Nowicki-Strickland Lokus van Kontrole Skaal vir Kinders en die Wenslike en Onwenslike Gebeurtenisse Lokus van Kontrole Skaal. Die program is gebaseer op eksperensiële leerbeginsels en fokus op selfontwikkeling en die aanleer van 'n wye spektrum van sosiale vaardighede. Die 21 subjekte wat aan die projek deelgeneem het, is in twee groepe verdeel: Die eksperimentele groep bestaande uit 11 subjekte het oor 'n periode van twee weke vir altesaam 32 uur die program deurloop, terwyl die oorblywende 10 subjekte die kontrolegroep gevorm het. Die belangrikste bevindings van die studie was dat die programdeelnemers se selfkonsep nie statisties betekenisvol verbeter het nie, maar dat hulle lokus van kontrole, soos gemeet deur die Nowicki-Strickland Lokus van Kontrole Skaal vir Kinders, wel statisties beduidend meer intern geword het na afloop van die program. Die studie word afgesluit met belangrike aanbevelings vir opvolgstudies.

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2008. / The purpose of this study was to explore the effects of the asset-based approach through life skills facilitation with a learner with disability and affected by HIV and AIDS. The conceptual framework of the study was the HIV and AIDS pandemic, disability and the asset-based approach. I followed a qualitative research approach guided by a transformative paradigm and I used the action research design. I purposefully selected the case (a learner with disability and affected HIV and AIDS) and other participants (mother and community organisations) were identified in consultation with the learner and as the research process developed. Data collection consisted of semistructured interviews, observation, journals, capacity inventory and collage. Data were transcribed verbatim and open-coding were used to identify themes that emerged. Findings that emerged were viz. mobilisation of existing assets enhances and mobilises new assets; presence of positive emotions, agency and ownership were reported. These assets led to incidences of school and community engagement, with the participant as an asset in building, creating and strengthening other people, resources and systems. Previous feelings of dependency, powerlessness and hopelessness were replaced with increased confidence, empowerment and competence. I propose the incorporation of the asset-based approach within the life orientation curriculum and the construct asset-awareness as a more userfriendly term for use in the school context. Asset-awareness refers to the raising and advancement of knowledge about abilities, gifts and assets and the use or application thereof in practice.

On the African continent South Africa is unequivocally the economic and military giant. As the continental hegemon, the state has sought the reform of the unequal global economy in order to enhance the participation in the global political economy of all African countries. The South African government projects the discourse of African solidarity in driving global reforms, emphasising that such reforms will be of benefit to both the continent as a whole, and to the South African state. Within this context, it is the purpose of this dissertation to determine with greater clarity who stands to gain from South Africa’s efforts. In other words, is South Africa acting to acquire economic growth and development for Africa as a whole, or is the country primarily acting to secure its own wealth and power? In short, this study investigates whether South Africa – as the continental hegemon – is acting in a benevolent or selfish manner in its undertakings. The assessment of South Africa’s hegemony is presented in a theoretical schema constructed with a focus on the three main theories of international relations, namely liberalism, realism and structuralism. Each of these theories is employed descriptively as well as prescriptively as tools to evaluate the nature of the African political economy, and South African action versus rhetoric. Applying these conceptual lenses, South Africa’s position on three aspects of the African political economy are assessed and evaluated. These three areas of the political economy – trade, debt and foreign direct investment – serve as case studies revealing South Africa’s benevolence and/or selfishness. In brief, South Africa is pressing for the reform of the international financial architecture; rhetorically, the state seeks free trade and enhanced export opportunities for all African states; the country is urging foreign creditors to reduce Africa’s external debt; South African leaders have recommended that their counterparts establish an investor-friendly climate in Africa as a means to enhance foreign investments on the continent. South Africa’s actions have the potential to benefit the African continent as a whole, and simultaneously advance the state’s interests. The findings of this study point out that (a) each of the three theories can be utilised to describe South Africa’s rhetoric and actions, and (b) the essence of South Africa’s hegemony is neither entirely benevolent, nor exclusively selfish. / Mr. P.P Fourie

M.Ed. / The importance of teaching guidance in the life orientation learning area, particularly in four primary schools in an informal settlement of Daveyton in the Ekurhuleni District cannot be over-emphasised. The researcher believes that learner achievements and success depend on the balance between educator’s experience, knowledge and consistent training, including the use of appropriate and relevant skills to impart knowledge to the learners. In order to achieve the intended objectives, schools require well-trained and qualified life orientation educators to execute this monumental task with great insight, skill and passion. This study focuses on the lived experiences of educators who are teaching guidance in life orientation in Grade Eight in four primary and informal settlement schools in Daveyton, in schools with predominantly black African learners. Different situations and problems are encountered by learners in Grade Eight in primary and informal settlement schools. Learners are quite often unable to manage these issues in their day-to-day living. Under such circumstances the principal, the school management team and class educators are often obliged to intervene almost on a daily basis. As a consequence the smooth delivery of the entire curriculum is often disrupted. Research has shown that the high rate of school leavers in South Africa nationally, from Grade Eight to Grade Twelve reveals that learners are not taught enough knowledge and skills in teaching guidance life orientation learning area. As a result they do not complete senior primary and secondary school, and they drop out of school with life skills which are inadequate to face the demands of life. This qualitative study was conducted in an attempt to answer the research question: What are the lived experiences of educators who teach guidance in life orientation in four primary schools in informal settlements schools in Daveyton at the Ekurhuleni District Schools? The data was collected through in-depth interviews. They were audiotaped and transcribed.

Magister Artium (Child and Family Studies) - MA(CFS) / Adolescence can be understood as the transitional period between childhood and adulthood. During adolescence individuals tend to experiment and discover who they are in terms of their unique social identity and are more susceptible to health risk behaviour engagement. Health risk behaviour place individuals at risk for numerous health complications. The most common forms of health risk behaviours are smoking, drinking, illicit drug use, risky sexual behaviour, violence and physical inactivity. Life skills development has been proven to reduce many health risk behaviours in adolescents. The Life Effectiveness Questionnaire (LEQ) is a psychometric instrument which has been developed to measure life skills. Social Cognitive Theory posits that people are not driven by inner forces nor are they controlled by external stimuli, rather there is a reciprocal triadic relationship where the environment, cognition and personal factors influences learning through observation. When in the presence of their peers, adolescents are more likely to engage in health risk behaviour because of peer influence and immediate rewards. This study aimed to study the effects of the LEQs life skills domains as it relates to the engagement in health risk behaviour among Grade 8 learners in a selected high school in Paarl. This study used a quantitative methodology with a cross-sectional design employing written surveys. The sample consisted of 104 Grade 8 learners. The data was collected using self-reported questionnaires. One was the LEQ (Appendix 5 and 6) which measures life skills and the other was the Youth Risk Behaviour Surveillance Survey (YRBSS) (Appendix 7) which measures the prevalence of health risk behaviour engagement. The data was analysed using the Statistical Package for Social Sciences V24 (SPSS). The results suggested that there is still a high prevalence of health risk behaviour engagement among Grade 8 learners with increases evident in some of the health risk behaviours.

The Department of Social Development introduced the Community Shepherds life skills Project at two schools in the Ficksburg community, in the Thabo Mofutsanyane district of the Free State in 2007 due to the high rate of crime that occurred in the schools. The project targeted children with a history of criminal behaviour and learners who exhibited other forms of anti-social behaviour, and provided them with life skills that could help them face life challenges. No systematic evaluation of the project has been made since its inception and, therefore, the aim of the study was to investigate the perceived impact of the Community Shepherds Project in reducing crime in schools in the Ficksburg community in the Free State province. To achieve the aim the following objectives were identified: To establish the perceived impact of the Community Shepherds Project’s life skills programme on the behaviour and conduct of learners who are participating in the project; to identify factors impacting on the successful implementation of the Community Shepherds project; and to suggest ways of strengthening the Community Shepherds Project. The study population consisted of learners who were members of the Community Shepherds Project in Ficksburg, who had participated in the project since its inception, and their parents. Teachers from the schools participating in the project and the police in Ficksburg constituted the key informants. The sample included 15 learners who were participating in the project who had been arrested for committing different offences and who displayed anti-social behaviour at home and in school, their 12 parents and 4 key informants from the police and the schools. A qualitative research design was used to collect data from the participants in order to obtain in-depth information concerning the perceived impact of the life skills programme on the behaviour and conduct of learners who participated in the programme. Different semi-structured interview schedules were administered to the learners, their parents and the key informants. The findings reveal that the perceptions of the respondents was that the life skills programme had an impact on the behaviour of learners because the life skills that they had gained from the programme helped them to stop committing the offences that they used to commit. The life skills also helped them to stop displaying the anti-social behaviour that they used to exhibit. 2 The findings revealed that the factors that contributed to the success of the project included the approaches that the facilitators used to run the project, like motivating the learners in everything that they did, and the cooperation between the facilitators, the school and the parents. The findings also reveal that the good team work that occurred between the learners, support from the parents, as well as support from the Department of Social Development, all contributed to the success of the project. The suggested ways of strengthening the Community Shepherds Project were that the project should be implemented in all schools in the community, including the primary and multiracial schools. It was also suggested that the project should include all youths in the community. The final suggestion was that the project should include all stakeholders in the community. The life skill projects should target unemployed youths in the communities so that they can gain skills that can help them become self-employed. The study also recommends that the life skills project should be implemented in all schools in South Africa to provide learners with life skills that can help them to face life challenges. Learners who have been involved in criminal activities should not be the only ones who are taught life skills – all learners should have the same opportunity.

The Ministry of Education in Malawi introduced Life skills Education program with the intention to empower children with appropriate information and skills to deal with social and health problems affecting the nation including the fight against HIV infections. This study investigates factors affecting the implementation of the Life skills programme in four schools in the Zomba District, Malawi. A curriculum is not implemented within a contextual vacuum. I draw on Cornbleth‟s (1990) notions of the structural and social contexts to study the contexts of the school organisation, classroom environment and social-economic-political context in which the curriculum is implemented. Within this framework, I use Whitaker‟s(1993) identification of key role players in curriculum implementation, to consider the specific ways in which teachers, learners, principals, district officials and the community affect the implementation of this curriculum within the schools I chose to study. Findings suggest that the implementation of Life skills is constrained by a variety of social and structural contextual factors. Some of the crucial factors hampering the teaching of Life skills are the poor conditions under which teachers are working. Teachers are paid very little salaries and this affects their motivation to teaching making some of these teachers giving most attention to what they perceive as priority subjects only such as Maths and Languages at the expense of Life skills. The cascade model of training leaves the responsibility of training Life skills teachers to school principals who are not subject specialists. This adds to their already highly pressured roles in terms of managing their schools, resources and learners. The training of teachers in life skills curriculum involves two days of training. This short duration of the training is not sufficient to develop understanding of content and empower teachers to mediate sensitive topics with 3 confidence. This model of training also undermines professional responsibility of each teacher to empower themselves to become subject experts in the subjects they teach. The inaccessible language used within the Teachers‟ Guide contributes to the omission of areas of the curriculum by teachers who struggle to understand and teach certain topics. The case study shows that hunger experienced by learners affects their concentration in class and leads to frequent absences. It has been found that the Life skills curriculum is not supported by all sectors of the community. Certain teachers and their principals found a clash between rural communities‟ cultural beliefs and the Life skills programme. The prevalence of HIV/AIDS affects both the teachers of Life skills and their learners resulting in teachers feeling uncomfortable and reluctant to teach that which affect them and their learners. Some teachers believe that it is inappropriate to teach sexual matters to children of this age. This results in the teachers omitting the very issues that the Life skills curriculum has sought to address. Given these issues, the research finds significant challenges facing the implementation of the Life skills curriculum in Malawi and based on the findings, recommendations are made for improvement of the implementation of the Life skills program.