Submitted in fulfillment of the requirements of the degree in Masters of Technology in Nursing, Durban University of Technology, 2014. / Background The rapid growth in information and communication technology (ICT) in the 21st century has impacted all spheres of human activity, including the health sector. The change introduced by ICT requires educational institutions to relook at the way in which they develop and implement their education programmes. In contemporary clinical practice environments, ICT skills are providing benefits for nurses as well as for the patients they care for. Aim The aim of the study was to investigate the status of usage of ICT by academic staff, students and administrators within campuses of the KwaZulu-Natal College of Nursing which consists of 11 main campuses and 14 sub-campuses. Methodology A quantitative, cross sectional study was conducted which included academic staff, administrative staff, and students (R425 and R212) of the KwaZulu-Natal College of Nursing. A random sample of 576 individuals participated in the study consisting of academic staff (176); administrative staff (30) and students (340). Participants completed a questionnaire that established their demographic data and ICT usage. Results The questionnaire response rate was academic staff (80%), students (89%) and administrative staff (93%). The findings showed that while respondents were able to manage work related activities; they experienced poor access to computer training with 66% indicating they had access to computer training. The access to computer training for the administrative staff was 50%, with 8% of rural and 1% of urban students having access to training. The majority of academic staff have access to desktop computers with there still being a divide in terms of rural access as compared to urban access p=0.24. Significantly more administrative staff had access to desktop computers than those who do not p<.0005. The access to desktop computers for students was low, with 22% of respondents in both rural and urban campuses indicating that they have access. Access to the internet was low for all respondent groups with a significant difference between those who have access compared to those who do not have access p=<.0005, for both the academic and student groups. There is a low use of ICT for the purposes of teaching and learning with the majority of respondents (60%) indicating that they do not use ICT for teaching compared to those who do p=.0007. All respondent groups have experienced poor ICT support with the majority indicating that they do not receive ICT support p=<.0005. The usage of the online library was low for all groups, with 61% of academic staff, not accessing the online library for reasons of access, or knowledge about the library, 23% of urban students and 20% of rural students have indicated ever using the online library. Conclusion The study highlights the need for the KZNCN to be on par with higher education institutions globally in access to and usage of ICT. Benchmarking with higher education institutions in the health and other sectors is essential, in order for the KZNCN to benefit from the trend in incorporating technology into the teaching and learning process. Strong collaboration is necessary between the KZNCN as an academic institution and clinical health facilities to ensure that the developments in ICT within both sectors are reflected in the teaching and learning process, so that graduating nurses are able to function effectively. Clear policy documents and guidelines are required for the KZNCN which reflect the norms required for both ICT equipment and systems to enable functioning of the institution within an increasingly technological environment.

Thesis in compliance with the requirements for the Doctor's Degree in Technology: Language Practice, Durban University of Technology, 2011. / In adopting a critical realist approach, this study offers a view of the complex social and contextual factors impacting on literacy acquisition and development in primary education, which is thought to be its main contribution to the field. The study‟s focus was on reading because reading is a fundamental part of literacy acquisition and development in primary education. Its purpose was to establish the state of current literacy teaching and learning practices in formal education so that, ultimately, recommendations could be made for teacher training and support. In the changing face of education in post-apartheid South Africa, provision has been made by the government to democratise education, and, in particular allow all students equity of access to key competences such as literacy. However, there are signs that all is not well at the level of implementation, for example, the low learner pass rate. In particular, teachers do not appear to be coping with the new dispensation, and are generally demoralised and demotivated. It must be stressed that the issue of literacy acquisition and development is complex and multi-layered, and not just a simple question of applying linguistic knowledge or skills. While literacy is a key competence for schooling and a key life skill, education is an essential variable in literacy acquisition and development. However, there are indications that the South African educational system is failing to deliver quality education to its learners. It has been estimated that illiteracy is costing the government as much as R550 billion a year. The fact remains that the main responsibility for teaching literacy rests with schools. Currently there is a literacy crisis in South Africa. This means that large numbers of children are not acquiring the high level skills in reading and writing that will enable them to take part in the new knowledge economy. The general aim of this project was to investigate the process of literacy acquisition and development in primary schools. The investigation focused specifically on how learners acquire literacy, and the involvement of teaching training and support for educators. It was anticipated that the investigation would identify gaps in the acquisition and development of literacy, as well as iii provide recommendations for teacher training and support: the findings might then feed specialist knowledge on the current state of literacy acquisition in formal education into the area of teacher training as to address the problem of lack of preparedness of teachers to deal with literacy acquisition. The project involved an investigation of literacy teaching and learning practices in three different types of public school in the Ethekwini Region, comprising ex-Model C, semi-urban and rural schools. The scope of the study was confined to three primary schools in KwaZulu Natal. The selected research sites were Joel1 Primary School (urban) in the Pinetown area, Milo Primary School The semiurban) in the Mariannhill area, and John Primary School (rural) in the Ndwedwe District. No attempt was made to generalise on the acquisition of language and development, and the provision of teacher training and support at these selected primary schools with reference to schools in the rest of South Africa. However, it is thought that the findings might well be relevant to some schools to enable them to cope and understand the role and function of language acquisition and development. The social factors which negatively impact on literacy acquisition and development were found to include features of the local social context, security for literacy resources and other physical challenges. Factors impacting negatively on teacher performance were inadequate teacher training, the impact of teacher unions, and the effects of poverty and HIV/AIDS. Some of the clearly intertwined challenges experienced at the Intermediate Phase education level include the problems of insufficient teaching staff numbers and insufficient numbers of competent and trained staff; lack of sufficient support for African language learners; large class sizes; lack of resources; and lack of quality leadership in schools. These challenges are the shaky ground upon which we build education for some of our learners, especially those in rural and poor areas. / Durban University of Technology Post Graduate and Support Centre.

Submitted in fulfillment for the requirements of the Degree of Doctor of Technology: Education, Durban University of Technology, 2010. / In this critical reflective self study I have examined the Family Literacy Project (FLP) to determine the influences that contributed to the development of an approach to family literacy. This study responds to the question What influences contributed to the development of an approach to family literacy relevant to the needs of families in rural KwaZulu Natal? By identifying and exploring and critically reflecting on these influences I provide insights that can inform policy and practice in the adult education and early childhood development sectors in South Africa. The study includes my critical reflections on finding a voice within a self study and how this has contributed towards the development of a methodology. In the process, I have developed a deeper understanding and appreciation of what has been achieved in the FLP during the first eight years under my directorship, and why. In the study, I report on these insights. The FLP project in this study is situated in deeply rural KwaZulu Natal, where the existing extensive knowledge base is almost exclusively oral, and informed by well established insights, understandings and values. In this context, I have examined the roles of families, adult literacy and early childhood development to establish their impact on the development of literacy in families. Through critical reflection, I then identified the principles – active learning, holistic development, community and children‟s rights – underpinning the FLP and was able to establish how these impacted on the development and success of the project. I then examined the roles, practices and characteristics of the FLP facilitators, and the experiences of facilitators and those who engaged in the project. I also looked at the roles played by the community, the external evaluators, and the effect of exposure of the project in the public domain through attendance at iv conferences, publication of journal articles, and awards made to the project because of its successes. I conclude the study by suggesting how the insights from the study might provide support for others engaged in such initiatives and indicating how the topic may be further investigated. / National Research Foundation.