Worldwide, governments and other interested parties in education advocate quality education as well as education for all. This implies that teaching cannot merely be seen as the teaching of subject content and the mastering of knowledge on a cognitive level. Other aspects, such as skills, values, attitudes, the diversity of learners, differentiation and inclusive teaching methods are also being emphasised. This can be seen in the changes that occurred in the South African education system during the last eleven years. The above mentioned implies that teachers need to apply inclusive teaching methods, which includes adaptive assessment. This research is a descriptive qualitative and quantitative study with the aim to determine to what extent adaptive and alternative methods of assessment are being used by teachers to accommodate learners with barriers to learning and development. The influences on, shortcomings and necessity of adaptive and alternative assessment methods, have also been investigated. In order to achieve the goal of the study, a literature overview and empirical research have been conducted. The literature overview focuses on assessment in an outcomes based/inclusive context. The purpose of the literature is twofold: 1) to provide the necessary background knowledge regarding the necessity of the use of adaptive and alternative assessment methods; and 2) to give suggested guidelines to teachers in the implementation of adaptive assessment methods in order to accommodate learners with barriers to learning and development. In order to successfully implement these methods of assessment, it is essential that teachers have knowledge of outcomes based assessment, multilevel teaching, barriers to learning and development and inclusive teaching methods, which includes adaptive assessment. The empirical research has been conducted by means of two sets of questionnaires. One set of questionnaires was given to selected primary schools in the Motheo district, while the other set of questionnaires was completed by the district-based support team of the Motheo district. The findings of the empirical research show that teachers and district officials do not have the necessary knowledge and understanding regarding the relevant policy documents to implement inclusive teaching methods successfully. A significant number of the teachers and district officials also did not receive any training in inclusive teaching methods. The support teams that are supposed to be in place according to White Paper 6 do not function as desired. Although the respondents indicated that adaptive and alternative methods of assessment are being used in schools, it has been clear from the research that the respondents donât really know what these types of assessment methods entails and that they are not aware of the different types of alternative and adaptive assessment methods. The study also revealed that teachers and district officials require essential and applicable training in order to implement inclusive teaching methods, including adaptive and alternative assessment methods, in schools. The conclusion was reached that alternative and adaptive methods of assessment are not effectively being used in schools to accommodate learners with barriers to learning and development.

After the change to full democracy in 1994, South African society had to transform. Education was seen as the platform from which this transformation was to be launched. This transformation of education however, had differential impacts on the future time perspective of learners in secondary schools. The purpose of this study was to determine how learners perceived their futures; to determine whether there were cross-cultural differences and what the factors were that impacted on the future time perspectives of learners. The research followed a mixed method approach, with the participation of 395 learners from different schools in the Northern Cape, South Africa. For the quantitative study the Future Time Perspective measure and the Repertory Grid were used and for the qualitative part, a self designed open-ended questionnaire was employed. The results showed that the different cultures perceived their futures differently, with the Black and Coloured groups having a shorter time perspective than the White group. The society in which the school functions also has differential impacts on learners. All learners saw violence as having the biggest impact on their possible selves. Learners demonstrated similarities as well as differences in some areas. The Tswana and Xhosa learners cited health concerns and gangsterism (crime) as negatively impacting factors. Coloured learners focused on gangsterism and racism, whereas White learners saw racism and social justice issues impacting on their futures. Having noted that racism, violence and health concerns as the greatest threat to learnersâ future time perspective, the researcher provided a praxis through which educators can deracialise. Guidelines were also suggested as a challenge to education so that these societal issues may be addressed in the school. Challenges for future research in the field of identity formation after such rapid social transformation have to be undertaken. A new term, second racism, could be explored further. Additionally, the constitutional mandates which afford more opportunities for the female child could also impact on the identity development, as well as the possible selves of the female learner.

The lack of job opportunities for school leavers has a major impact on their future aspirations and adult development, affecting their emotional and social behaviour. The global phenomena to exclude a great number of school leavers to be absorbed in the countryâs economic growth foster feelings of detachment, lack of aspirations and motivation with no aim or future prospects. The purpose of the research is to investigate the effect of lack of opportunities through the use of selected information, as well as an overview on the theories on work according to Erikson, Maslow and Kohlberg. Eriksonâs psychosocial theory takes into consideration factors that impact on the social and cultural components of an individualâs developmental experiences. Maslow, the founder of humanistic psychology in America holds society responsible for the fulfillment of human needs while Kohlbergâs Cognitive Developmental Approach to psychology advocated by some that emphasise feelings and emotions and the better understanding of the self in terms of evaluation of oneself and oneâs relations with other. Adolescent Morality describes the nature of general rights such as individual rights, human dignity, equality, contractual agreement and mutual obligations. Moral behaviour is motivated by a concern for the welfare of the larger community and a desire for community respect. During adolescence sub-stages of explorations are identified regarding work and career expectations indicating a strong relationship between selfconcept and career choice. Differences in social class might influence adolescents to have different expectations. The reality of their choices depends on the degree of relation between personal characteristics and the requirements and the demands of the preferred career, the current and projected employment supply and demand status, and importantly, the adequacy of the educational plan by which this would be implemented. A variety of factors may influence the reality of career choice. Inadequate information to youths, especially in rural areas might reflect a comparatively low level of aspiration. To most people to work is to perform a task in exchange for remuneration in order to take care of themselves, families and society. In a developing country like South Africa, formal employment could be limited and people often have to involve themselves in diverse informal activities to earn a living. A historic overview indicated four successive phases stretching over centuries. The âInformation Processingâ stage has become information intensive, instead of labour intensive; the employeeâs usefulness now lies in valueadded knowledge and skills. Various factors could influence adolescents choosing a job or embarking on a career including personal attributes, self-esteem, identity formation and scholastic and academic performance. Ethnic and/or racial background might be a major factor in the choice of a job or a career. Cultural beliefs and political decisions regarding equity, affirmative action and black empowerment equity influence the choice and future aspirations of school leavers. The media plays an active part in perceptions and the aspirations of school leavers. Both government and private sector benefit form school leavers and should collaborate towards creating opportunities for school leavers. The lack of job opportunities in the Eastern Free State is a reality that causes emotional and social problems, which should be urgently addressed. Over the last three years, an increasing number of learners have written national matric examinations but fewer have passed and fewer learners are accepted into tertiary institutions. Many more remain at home because they cannot afford the high tuition fees. The perennial problem of thousands of failed matric learners, unable to do anything meaningful with their lives is increasing. A baseline study indicated that in the Free State only 17% of all youths who were eligible for employment were in fact employed. Many were involved in criminal activities and a survey by the Human Research Council revealed that two thirds of those wanting to work simply could not find a job. An empirical research consisting of quantitative questionnaires to school leavers and qualitative interviews with principals and teachers was conducted to determine the influence of the lack of job opportunities the social and emotional development of adolescents and the impact thereof on society. The investigation also addressed possibilities to enable learners to cope with the given situation. The self-structured questionnaire was compiled to target Grade 9 learners, who after passing the senior phase could leave school and Grade 12 learners who wrote the national matric examinations in October 2006. A total of 214 school leavers from ten schools in the Eastern Free State participated. The age of these learners ranged between 15 and 19 years. Learners provided valuable input concerning biographical information about themselves, their parents and employment as well as career expectations and their perceptions on employment prospects in South Africa. An alarming 49.4% of school leavers felt that job opportunities in the Eastern Free State were not good and 56.4% felt either unsure or not positive about job opportunities in South Africa. Interviews conducted with principals and educators indicated that school leavers experienced more problems than in the past. Principals and educators gave reasons for possible causes of emotional and social problems amongst school leavers. Participants indicated that the lack of discipline, inadequate schooling, the lack of skills and insufficient preparation and guidance and support regarding possible careers, were the main causes contributing to uncertainty and frustration. Financial problems and limited support and involvement from parents, also played a major role in future aspirations. The information from the respondents and interviewees was analyzed and the findings were used to assist in making recommendations towards y improving the position of school leavers and assisting in their inclusion in the labour market. It is important that both the government and private sector should realize that in order to prevent the increase in social problems, urgent steps should be taken to address the lack of opportunities for school leavers.

The ability to read, lays the basis for learning, and should form part of every personâs education. A competent reader is a capable human being, well prepared to face the challenges of life. Consequently, it is extremely important that all schools see to it that learners exiting the foundation phase have mastered the required reading skills. Despite daily instruction in reading during the foundation phase by well-qualified teachers, learners are still experiencing too many problems. This observation gave rise to this study and prompted the researcher to look anew at all factors (external as well as internal) contributing to reading problems. It also provided the stimulus to investigate the various approaches to reading currently used by schools, with a view to determining possible shortcomings/deficiencies. A review of the relevant literature gave valuable insight into the following facets of reading: the nature of reading; the fundamental skills needed for reading; the phases of reading development; and the possible underlying reasons for some learnersâ struggle to master reading skills. It became clear that in cases where the fundamental reading skills have not been thoroughly entrenched/fixed, reading problems could be expected. Reading problems may present as a result of external or internal factors, but the former usually play the more prominent role. The researcher also took a penetrating look at the various approaches to reading. The differences of opinion among experts as to the applicability of specific approaches to reading, as well as the advantages and disadvantages associated with the different perspectives on reading, is noteworthy. This lead to the following questions: Is any consideration ever given to the unique learning style of individual readers when decisions about reading approaches are made? Are teachers making proper use of learnersâ physical senses to enhance the learning experience? Is it possible that learners who enjoy mastering reading skills learn to read any faster? Are there any other aspects contributing to successful reading instruction that should also be taken into account? The above-mentioned questions drew the researcherâs attention to the multisensory approach to reading â an approach especially effective for learners who are already experiencing reading problems. Accordingly, it was the main aim of this study to design, implement and evaluate a multisensory reading programme that could play a significant role in the process of mastering reading skills. After the programme was designed, an empirical investigation followed. A quantitative research design was applied, and One-way and Factorial Analysis of Variance (Anova) were used, together with Scheffé tests and T tests to provide post hoc analyses. The collection of data went through four phases. During the first phase, a questionnaire was designed and sent out to teachers currently engaged in the foundation phase in Bloemfontein and environs. In the second phase, questionnaires were sent out to foundation phase education students in their final year at the University of the Free State. During phase three, the multisensory reading programme was implemented at four primary schools in the Heidedal area. In phase four, the ESSI as standardised exploratory medium was used to determine the effect, if any, of the multisensory reading programme on learnersâ reading skills. After the four phases were completed, the data was statistically processed. Generally speaking, the aim of this study was to focus on the advantages associated with applying the multisensory learning approach in practice. The researcher trusts that this study will broaden the horizons of all those involved in teaching learners the fundamental skills of reading, and that it would contribute to raising the standard of reading - something that is enormously problematical in this country at the time of writing.

Children maturing toward adulthood not only grow physically, but also develop psychologically and in ways that define intellectual, social, spiritual and emotional characteristics. The circumstances or conditions in which this growth takes place can impede or enhance their development. Presently, poor socio-economic circumstances in South Africa are fuelling the Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) epidemic in the country, which is depriving families and communities of the assets and social structures necessary for the healthy development of children. In many instances, HIV/AIDS causes the very conditions that enable the epidemic to thrive. However, some children seem to cope, irrespective of these challenging conditions. They appear to rise above their circumstances and attain outcomes associated with healthy development. In other words, faced with significant stressors or adversity, these children display the ability to be resilient. With this in mind, research was conducted to identify and explore factors contributing to psychological resilience among children who lost their primary caregivers as a result of AIDS. The research focused on eight pre-adolescents living in a community care facility, Lebone Land in Bloemfontein. Primary data were obtained by means of individual interviews. Research tools that incorporate drawing were used to assist and structure the data collection process. Factors that enable the children to cope with and overcome adversities related to AIDS, as well as the actual adversities pertaining to each child, were identified and explored. In addition, individual semi-structured interviews were conducted with seven key informants involved with the education and care of these children in order to collect complementary data regarding the children's behaviour, prior residence and family characteristics, as well as future prospects. Data were anaylised using the constant comparative method. Results indicated that adversities such as illness, death, poverty and violence were significant among the children in the research group. Common factors that contributed to psychological resilience among the group mainly included morality, social values, resistance skills, religion and faith. These inner resources generally played an important role in assisting the children with their purpose in life. To this end, constructive use of time, commitment to learning, goal-setting, problem-solving ability and self-efficacy played a fundamental role in attaining their future projections. Therefore, the qualities of optimism, perseverance and hope characterised the childrenâs process of recovery. Strong relational networks of support, particularly friendships with other children from Lebone, also contributed toward developing and sustaining resilience. Based on these results, it is theorised that the causal conditions leading to psychological resilience include need deprivation with resulting tension, and that these elicit the use of defences, specifically repression as a means of coping with traumatic incidents or adversity. As far as the latter is concerned, psychological resilience entails the constant resolution and mediation of the past, present and future. This process necessitates the development of self-awareness not only to facilitate access to external and internal resources, but also to effectively deal with pain associated with loss. The key determining factor or relational condition thought to influence this process is love. In addition, it is posited that by way of cognitive reframing or âre-authoringâ and the configuration of a strong internal locus of control (belief system), children may overcome adversity and lead constructive lives. The results of this study suggest that programmes aimed at promoting resilience in AIDS orphans should employ a Gestalt therapy approach and incorporate creative and expressive activities. Outcomes of such initiatives should preferably be demonstrated by means of longitudinal research strategies.

In 1994, the new democratic government brought with it a desegregated national education system that resulted in an influx of large numbers of black learners at historically white schools. Meier (2005:170) states that some of the black learners, who were accepted at historically white schools, found it very difficult to adjust to the new educational environment, because they lacked the language skills and required background knowledge to deal with the curriculum contents and medium of instruction. In the Northern Cape, multicultural education unfolded in a similar fashion, as in the rest of South Africa. Currently 69% of all learners registered at historically white Further Education and Training (FET) schools in the province are black, whilst only 9% of the teaching staff is black (Northern Cape Department of Education, EMIS, 2008). The staff complement in most historically white schools does not reflect the concomitant learner population of these schools. This is a clear indication of the uneven distribution of the educator-learner ratio, if the issue of culture is considered. This state of affairs may result in cultural misunderstandings and the consequent breakdown in educator-learner relations. This may result in the escalation of unsatisfactory scholastic experiences internalised by black learners. The aim of the study is to evaluate the scholastic experience of black learners in multicultural FET schools in the Northern Cape. The objectives are: to ascertain what the characteristics of multicultural education are, as well as the issues and challenges learners and educators are confronted with; and to provide staff members with effective and practical guidelines and strategies in dealing with underlying pedagogical challenges, relating to the current scholastic experiences of black learners in multicultural school settings. The study will comprise of a literature study as well as an empirical investigation, by way of the quantitative research method. Self designed questionnaires will be used to gather information from both educators and learners, respectively. It may therefore be possible that these findings may be used to improve the teaching and learning process. It is further hoped that the latter may ultimately lead to the improvement of the scholastic experience of black learners in multicultural FET schools in the Northern Cape. Finally, the findings of this study may also be used to develop an educatorâs guide for staff of multicultural FET schools in the Northern Cape. This educatorâs guide will comprise of effective and practical guidelines, skills, strategies as well as approaches with which multicultural teaching and learning could be pursued.

Factors such as effective visual and auditive language acquisition are essential for a learnerâs success at school, as learning problems are often associated with reading and spelling problems. Research has shown that a learner should receive mother tongue education until grade 7, due to the direct link between a lack of mother tongue education and weak scholastic achievement. A good reading ability is seen as one of the most important scholastic abilities for a learner to be able to develop to his full potential. Reading is an advanced and intricate process, which includes reading abilities such as letter discrimination, sound symbol association, word recognition, phrasing, pronunciation, reading fluency and reading comprehension. Not one single reading method will be effective for all learners and the majority of learners will show progress when different methods are employed. The reading and spelling processes are closely related to each other. The spelling process is a more complex process and is reckoned as the highest form of language ability. In order to spell, the learner depends on the ability to store and recall the words he has read. Spelling problems can develop due to a great variety of internal and/or external factors. There is no effective education method for all learners with spelling problems and spelling should be integrated when the learner is taught other language abilities. A reading and spelling programme have been compiled to stimulate and extend the learnersâ interest in both the written and oral use of their mother tongue. A perceptual stimulation programme has also been included into the study to expose the learners to the joy of perceptual stimulation. The reading and spelling programme has been developed in such a way that it can be used in addition to existing education methods. The sampling existed of an experimental group (four subgroups) and a control group. The control group has been chosen in the same way as the experimental group, but the control group did not participate in the programme. The experimental and control groups were paired according to their sex, age and pre-primary school attendance to avoid the variance in the dependent variable, which is caused by interference variables. In this way a more sensitive design and powerful statistical test have been achieved. The Sesotho reading and spelling test has been used in the evaluation of the grade 1 learnersâ reading and spelling abilities, as no other standardized measure instrument is available for Sesotho-speaking grade 1 learners. The comparison group did not participate in the programme. The experimental and control groups were paired according to their sex, age and pre-primary school attendance to avoid the variance in the dependent variable, which is caused by interference variables. In this way a more sensitive design and powerful statistical test have been achieved. The Sesotho reading and spelling test has been used in the evaluation of the grade 1 learnersâ reading and spelling abilities, as no other standardized measure instrument is available for Sesotho-speaking grade 1 learners. The comparison between the means of the experimental and control groups was verified calculated by using Hotellingâs T-squared (T²) test. The influence of the experimenter has been shown according to the MANOVA-analysis. The findings show that the reading and spelling scores of the experimental group (four subgroups) can be compared and that the one presenterâs group did not achieve significantly better than the other presenterâs group. The results of the statistic calculations show that the programme can successfully improve the reading and spelling ability of the Sesotho-speaking grade 1 learner.

This research comprises two articles. Article 1 covers the Behavioristic product centred approach to drawing development in grade R. This study reviews the historic, analytical view critically and accepts that the drawings of grade R pupils develop according to inherent, god given rules. This quantitative study shows that strategies such as modeling, instruction, negotiated drawings and the development of vocabulary can strengthen and accelerate drawing performance. Therefore Behaviorism is still relevant in OBE, because it not only delivers a more detailed drawing product, but it also attributes to the development of language and specific writing development. Because the child gains control of the drawing- and writing medium, pencil grip and line structure, he in addition also learns how to express his thoughts and his own verbal meaning in an ordered fashion. A purposive theoretical sampling was taken from the grade R classroom of a combined school in the Naledi district, because the groupâs drawing development is typical of the average grade R child in South Africa. Over the course of one school year â as part of the usual year program â the drawing performance as well as their writing development was assessed during January and November. A self compiled 20 point scale as well as the assessment standards for writing of the Department of Education were used as measuring instruments. This so-called passive (ancient) Behavioristic way of teaching enables both the child and the teacher, but the study emphasizes that a drawing can never be assessed only in a quantitative way with the child not receiving objective marks for the amount of detail, without his or her verbal explanation. Therefore it is advisable that this method is combined with a more dynamic, Constructivistic approach, in order that drawing development is used for a specific purpose. This research comprises two articles. Article 1 covers the Behavioristic product centred approach to drawing development in grade R. This study reviews the historic, analytical view critically and accepts that the drawings of grade R pupils develop according to inherent, god given rules. This quantitative study shows that strategies such as modeling, instruction, negotiated drawings and the development of vocabulary can strengthen and accelerate drawing performance. Therefore Behaviorism is still relevant in OBE, because it not only delivers a more detailed drawing product, but it also attributes to the development of language and specific writing development. Because the child gains control of the drawing- and writing medium, pencil grip and line structure, he in addition also learns how to express his thoughts and his own verbal meaning in an ordered fashion. A purposive theoretical sampling was taken from the grade R classroom of a combined school in the Naledi district, because the groupâs drawing development is typical of the average grade R child in South Africa. Over the course of one school year â as part of the usual year program â the drawing performance as well as their writing development was assessed during January and November. A self compiled 20 point scale as well as the assessment standards for writing of the Department of Education were used as measuring instruments. This so-called passive (ancient) Behavioristic way of teaching enables both the child and the teacher, but the study emphasizes that a drawing can never be assessed only in a quantitative way with the child not receiving objective marks for the amount of detail, without his or her verbal explanation. Therefore it is advisable that this method is combined with a more dynamic, Constructivistic approach, in order that drawing development is used for a specific purpose.

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The study operates under the belief that the period of early childhood is a critical time in the life of every individual; that it is crucial that a sound foundation is laid as far as a childâs early literacy development is concerned and that the motherâs role in this development is critical. Using the Vygotskian sociocultural perspective of education as a philosophical guide, the study addresses two main questions, namely: What are the perspectives of âstay-at-home mothersâ regarding their role in the in the early literacy development of their children; and what are the daily practices of these mothers in this regard? This qualitative, multiple-case study investigates the perspectives and practices of a group of ten middle-to-high-income âstay-at-home momsâ and mostly âstay-at-home momsâ in relation to the early literacy development of their young children. Over a period of approximately seven months, individual and focus-group interviews and observations were conducted in the homes of participants. The results show that both similarities and differences exist amongst participating mothers in terms of their perspectives and practices. The participants generally operate within the following models (or combinations thereof): facilitator-supporter; companion-teacher; and role model. The participating mothers find their experience as âstay-at-home momsâ both rewarding and challenging. They tend to put their challenges, which seem overwhelming to some of them at times, into perspective by considering the current positive results of their investment for their children and for themselves and by looking forward to good results which they expect to see in the future. In spite of the fact that participants are generally knowledgeable about what early literacy entails and about what they should be doing as critical role-players in this development, findings in this study indicate that SAHMs would benefit from both professional and informal support and training. Finally, the perspectives and practices of âstay-at-home momsâ is an under-researched area, particularly in South Africa. Educators, parents and the community at large would benefit from increased research in this area as well from the implementation of specific programmes to provide support, training and intervention where necessary.