The Department of Education's commitment to transform the South African Education system from the apartheid era to the new democratic era has proved to be a challenging one. Overwhelming evidence indicates that conflict, violence, substance abuse and teenage suicides are escalating. Education has reached an impasse! Moral degeneration is increasing exponentially implying that academic or "book knowledge" alone is inadequate in addressing these issues. It is therefore imperative that existing strategies as well as new approaches in education be closely examined and revisited if necessary in order to reverse the present state of society to one that is safe and acceptable for all life forms. This research seeks to explore what values are being taught or caught at school and how these values are interpreted and expressed both by learners as well as educators within the school. The research has been conducted at two primary schools in the Durban area of Kabuli- Natal. One is a public school that is directed solely by the National Curriculum Statement. The other is an independent school that is directed by the NCS as well as a value-based education programme. This study has used the qualitative approach and is set within the interpretive paradigm. Semi structured interviews were used as the primary research instrument to generate data. In addition to this, observation and document analysis were used. These multiple methods have assisted in triangulating the data received in order to identify commonalities as well as inconsistencies. The analysis indicates that the aspect of human rights, respect and responsibility (3R's) is contained in the National Curriculum Statement and in the South African Constitution. However the major discrepancy lies in the effective promotion and implementation of these values at school. Findings show that learners displayed a clear understanding and appreciation of values when these values are integrated and reinforced everyday. This study concludes with the idea that a concerted effort must be made to promote the teaching of human values at schools. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2007.

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Dennis Thiessen.

Thesis (M.S.)--Rowan University, 2007. / Typescript. Includes bibliographical references.

Thesis (M.S.)--Rowan University, 2008. / Typescript. Includes bibliographical references.

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Kathleen Casey; submitted to the School of Education. Embargoed until Dec. 20, 2008. Includes bibliographical references (p. 234-249).

Thesis (Ph.D.)--Kent State University, 2007. / Title from PDF t.p. (viewed Jan. 7, 2009). Advisors: James G. Henderson and Richard Ambrose. Keywords: disobedience; kindergarten; rhizoanalysis; rhizomatic analysis; early childhood; spirituality; democracy; moral swaddling; young children. Includes bibliographical references (p. [380]-411).

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.

Social-emotional learning (SEL) measures assessing social-emotional learning and character development across a broad array of constructs have been developed but lack construct validity. Determining the efficacy of educational interventions requires structurally valid measures which are generalizable across settings, gender, and time. Utilizing recent factor analytic methods, the present study extends validity literature for SEL measures by investigating the structural validity and generalizability of the Social-Emotional and Character Development Scale (SECDS) with a large sample of children from schools in Belize (n = 1877, ages 8 to13). The SECDS exhibited structural and generalizability evidence of construct validity when examined under exploratory structural equation modeling (ESEM). While a higher order confirmatory factor structure with six secondary factors provided acceptable fit, the ESEM six-factor structure provided both substantive and methodological advantages. The ESEM structural model situates the SECDS into the larger body of SEL literature while also exhibiting generalizability evidence over both gender and time.