The study focused on the challenges facing school governing bodies in the Vhembe district in the implementation of finance policies. Through the provision of the South African Schools Act, 84 of 1996, the school governing body is entrusted with the responsibilities of establishing and managing the school fund. The research was a multi-site case study of the Vhembe district. Purposive sampling of schools was conducted. Semi-structured interviews, observations and document analyses were carried out. The findings suggest that the finance personnel and committees at school level were not well established, trained and thus became dysfunctional. The researcher recommends that finance policies should be amended, finance committees trained and continuous monitoring of finances provided by the circuit and district officials. The study was also characterized by a number of limitations, including difficulties in understanding financial terminology by some participants and fear of handing in financial documents for examination. / Educational Leadership and Management / M. Ed. (Education Management)

This study investigated the involvement of parents in their children’s homework in the Umlazi District, Mayville Circuit, KwaZulu-Natal. A literature review investigated the nature of parental involvement in learner schoolwork, the role and function of homework in education, models of effective teacher practices to ensure parental involvement in homework and an empirical study that investigated perceptions of teachers, managers and parents regarding effective parental involvement in homework in education. The findings indicate that most teachers agreed that parental involvement in homework is important for learner achievement. The literature review and empirical investigation showed that lack of parental involvement was due to socio-economic factors. From the findings of the investigation, recommendations were made for parents, teachers, school managers and the KwaZulu-Natal Department of Education to encourage effective parental involvement in their children’s homework and other aspects of their child’s education. / Educational Management and Leadership / M. Ed. (Education Management)

This research is undertaken in Vhembe region in Limpopo Province. Many researchers, on the subject of ‘parent involvement’, have conducted in-depth research; this means parental involvement is not a new term. According to St John and Griffith (1997:48-52), there are important benefits that teachers, learners and parents derive from parents’ participation in school programmes and activities such as healthy communication, generation of interest and building positive self-esteem and confidence, to mention but a few while their children attending school during pre-primary, primary and secondary level. The purpose of this study was to investigate whether parents in Vhembe District involved themselves in the education of their children. The population of a study included three schools in Vhembe, six parents from each sampled schools, six teachers from sampled schools and each principal from sampled schools. The purposeful sampling technique was used to select the participants. The findings are briefly that: -Few parents indicated their appreciation of parental involvement by suggesting ways in which they could become involved, it was clear that a developmental programme should be introduced to motivate parental involvement; -It also came to the attention of the researcher that most of the parents did not attend school meetings because of lack of proper communication; -Parents were silent about the monitoring and supervision of their children’s work while they are at home, which can result in better academic performance. Parents should have high expectations for their children’s future and academic achievement. -It emerged from the interviews that many factors present barriers to parental involvement; like parents’ limited education, economic status, lack of a school policy, poor communication and teachers’ attitude towards parents. Recommendations -From the conclusions drawn above, it is recommended that parental involvement workshops be organised for school managers, school teachers and parents. -To improve parents’ attendance of school meetings, teachers should provide them with an opportunity to communicate their expectations and concerns. -In relation to parents’ role in their children’s education, parents should be motivated to ensure that their children accomplish their goals. -Parents should be empowered with skills of self-confidence, so that they will realise that their children have potential. -Schools should encourage parents to play an important role as partners in their children’s education. / Educational Management and Leadership / M. Ed. (Educational Management)

Dissertation submitted in partial compliance with the requirements for the Masters Degree in Technology: Chiropractic, Durban University of Technology, 2010. / Background: Low back pain (LBP) is the most prevalent musculoskeletal condition experienced by human beings and the most common cause of disability in developed nations. Psychosocial factors, involving aspects of social and psychological behaviour, have previously been documented as potential risk factors in the development of adult LBP. However, more research is required to fully understand the role of psychosocial risk factors on the prevalence of LBP amongst adolescents. Objective: To determine the prevalence of LBP and to identify selected psychosocial risk factors associated with LBP amongst Grade 12 learners in the Greater Durban area. Methods: A population-based study was conducted amongst a stratified random sample of 20 public secondary schools in all three educational districts in the Greater Durban area. Data was collected by means of a structured questionnaire administered to the sample population consisting of Grade 12 learners. Using an exploratory research design, the individuals reported on demographics as well as prevalence, severity, frequency and chronicity of LBP. In addition, data was obtained regarding various psychosocial risk factors including depression, exam stress and anxiety, socio-economic status, family history of LBP, smoking, alcohol and drug abuse amongst the respondents. Results: The prevalence of LBP was 57.42% with a median frequency of 8 times a month. About a third (33.9%) of the respondents experienced difficulty bending whilst 35% reported that their LBP spread down to the legs below their knees. The daily activity most affected by LBP was having a good night‟s sleep (50.6%), followed closely by playing sports (47.4%) and concentrating in class (46.6%). The majority of the respondents that suffered from LBP had taken pain relief medication (47.1%) whilst only 21% of the respondents had missed school because of LBP. With regards to the psychosocial risk factors under investigation, three of the risk factors did not show any association to LBP. They included socio-economic status, smoking and recreational drug use. In contrast, five psychosocial risk factors showed an 6 association to LBP. They included alcohol abuse, family history, exam stress, anxiety and depression. Finally, after adjusting for all other risk factors for adolescent LBP, depression and high exam stress showed the strongest correlation with the occurrence of LBP amongst Grade 12 learners in the Greater Durban area. Conclusion: LBP amongst adolescents is a common problem that increases with age, representing a risk for LBP in adulthood. The researcher is of the opinion, that this illustrates the need for further investigations with more profound studies on the risk factors so that more light can be shed on how to manage this ever-growing problem.

South Africa is currently undergoing a process of change from a segregated education system to a more democratic system of education. The country is characterised by drastic policy shifts in the social, economic and political arenas. The problem that called for this research is that education managers at national, provincial, district, and circuit levels are facing challenges in the understanding, interpretation and implementation of education policies as they apply to support staff, educators, learners and their parents or guardians. Lack of access to and knowledge of acts, policies and procedures in educational leadership and management seem to impact negatively on the effective functioning of public schools in the provisioning of quality education in Limpopo province of South Africa. A qualitative research methodology coupled with ontology and epistemology theories were used in a phenomenological interpretive perspective. The rationale for choosing the qualitative approach was that the subject of this research study required data on the experiences, perceptions and views of the research participants. Three research instruments of data collection were employed, namely participant observation, document analysis and interviews. Purposive sampling was chosen to select the education managers as participants who were likely to be knowledgeable about and experienced in the phenomenon under study. Focus group and individual interviews were conducted with educators, education managers, and educator union representatives. I used content analysis method to catergorise data into themes. The findings in this study revealed that knowledge of the education policies is a pre-requisite for the implementation of such policies for quality education. It was evident that education managers have inadequate understanding of the formulation, interpretation and implementation of policies. Education managers had contrasting perceptions of education quality and divergent interpretationsof education policies. The deployment of circuit managers undermined the value of management qualifications, experience and expertise in such management posts. The absence of a policy enforcement agency and a lack of coordination within different levels of education management in the province have led to unresolved cases of misconduct and non-compliance with education policies. The researcher recommends that induction of newly appointed education managers, continuous training of the serving education managers, mentoring and monitoring of the implementation of education policies should receive priority for the provision of quality education in public schools. / Educational Leadership and Management / D. Ed. (Education Management)

Thesis (MEd)--Stellenbosch University, 1994. / Includes bibliography / ENGLISH ABSTRACT: The relevance of Biblical Instruction and Instruction in state and state-supported schools Africa is reviewed in this thesis. The various Religious in South education departments in South Africa have been presenting religious instruction from a Christian perspective in schools, especially since 1967. It is also clear from a demographic distribution of religions that most of South Africa's inhabitants belong to the Christian faith. People and pupils who are not Christians are exempted from religious instruction in accordance with the conscience clause. Because of changing political and social circumstances and school structures due to the implementation of statesupported schools, there has been a strong emphasis on the presentation of Biblical Instruction or Religious Instruction as a school subject. Aspects of this which receive particular the following: the relevance dispensation; attention of the in this thesis are subject in the teaching the legitimacy of the subject due to the negative experience of Christian National Education in the past; the lack of recognition of religious pluralism in state and state-supported schools in South Africa. The presentation of the traditional single-dimensional approach is investigated, but the possibility of a multireligious approach to address the problem is also explored. The thesis includes a theoretical study of international and national sources as well as an empirical survey conducted at 41 selected secondary schools in the Western Cape and Boland. Questionnaires were used for the survey which involved the following education departments: The Department of Education and Culture. The Department of Education and Training. The Cape Education Department. It emerged clearly from the survey that religious pluralism is a reality in state and state-supported schools. The theoretical and empirical studies also highlighted the following problems: the professional qualifications of religious instruction teachers; the child's religious potential and development which are not taken into account; the child's own religious experiences and experiences in the classroom situation which are not addressed; the issue of the legitimacy of the subject as a consequence of its historical context; the lack of relevance of the subject content; the interest in a multi-religious approach among the majority of teachers as well as pupils. The problems will not be multi-religious approach solved simply by in the schools. converting to a The problems experienced in the single-dimensional approach should first be addressed thoroughly. For a legitimate multi-religious approach, the following should be taken into consideration: the child's religious potential and development; the child's own religious and personal experiences; possible further in-service training for teachers to enable them to cope with such an approach; a change in the process of curriculum development in order to address the issue of religious pluralism; a new name for the subject. In this respect a name such as Religious Studies could be usefully implemented. / AFRIKAANSE OPSOMMING: Die relevansie van Bybelonderrig of Godsdiensonderrig in staat- en staatsondersteunde skole in Suid-Afrika word in hierdie tesis in oenskou geneem. Die onderskeie onderwysdepartemente in Suid-Afrika het veral sedert 1967 godsdiensonderrig vanuit 'n Christelike perspektief in skole aangebied. Uit die demografiese geloofsverspreiding het dit oak geblyk dat die meeste inwoners van Suid-Afrika aan die Christelike geloof behoort. Persone en leerlinge wat nie tot die Christendom behoort nie, is gevrywaar van godsdiensonderrig op grand van die gewetensklousule. Met die veranderde politieke en sosiale omstandighede en skoolsamestelling met die implementering van staatsondersteunde skole I is daar 'n sterk fokus op die aanbieding van Bybelonderrig of Godsdiensonderrig as skoolvak. Aspekte waaraan veral in hierdie tesis aandag gegee is, is die volgende: die relevansie van die vak in die onderwysbedeling; die legitimiteit van die vak as gevolg van die negatiewe ervaring van die Christelik-nasionale onderwys in die verlede; die afwesigheid van die erkenning van religieuse pluralisme in staat- en staatsondersteunde skole in Suid-Afrika. Die aanbieding van die tradisionele enkelvoudige benadering is ondersoek, maar die moontlikheid van 'n multi-religieuse benadering om die probleem aan te spreek, word oak aangespreek. Teoretiese studie op internasionale en nasionale vlak, sowel as n empiriese doelgerigte steekproef is geloods aan 41 geselekteerde sekondere skole in die Wes-Kaap en Bolandstreek. Vir die doelgerigte steekproef is van vraelyste gebruik gemaak waarin die volgende onderwysdepartemente en privaatskole betrek is: Die Departement van Onderwys en Kultuur. Die Departement van Onderwys en Opleiding. Die Kaaplandse Onderwysdepartement. Uit die doelgerigte steekproef het dit duidelik geblyk dat religieuse pluralisme 'n werklikheid in staat- en staatsondersteunde skole is. Die teoretiese en empiriese studie het ook die volgende probleme belig, nl.: die professionele bevoegdheid van godsdiensonderwysleerkragte; die kind se religieuse potensiaal en ontwikkeling wat nie in ag geneem word nie; die kind se eie religieuse en lewenservarings in die klassituasie wat nie aangespreek word nie; 'n legitimiteitskwessie van die vak as sodanig vanwee sy historiese konteks; die afwesigheid van relevansie van die vakinhoud; 'n belangstelling in n multi-religieuse benadering deur die meerderheid van die leerkragte sowel as leerlinge. Die problematiek sal nie sander meer opgelos word met 'n oorskakeling na n multi-religieuse benadering in die skool nie. Die probleme wat in die enkelvoudige benadering ervaar word, behoort eers deeglik aangespreek te word. Vir 'n legitieme multi-religieuse benadering behoort die volgende in aanmerking geneem te word: die kind se religieuse potensiaal en ontwikkeling; die kind se eie religieuse en lewenservarings; die moontlike verdere indiensopleiding van leerkragte om so in benadering te kan hanteer; 'n verandering in die kurrikuleringsproses om religieuse pluralisme aan te spreek; 'n nuwe benaming vir die vak as sodanig. In hierdie verband sou 1 n vaknaam soos Religieuse Studie sinvol geimplementeer kon word.

South Africa is a democratic country with equal human rights. South Africa’s previous president, Thabo Mbeki, signed Article 24 in October 2006 and committed South African education to acknowledge all learners without discrimination and to create equal opportunities for all learners. A close look was taken at support in inclusive education within the South African context. It touched on models contributing to the development of a learner, followed by a retrospection of the history that gave way to inclusive education in South Africa. International trends were also considered. The question investigated was: Are the necessary support systems in place in Gauteng’s government primary schools, to provide the necessary support to learners who experience barriers to learning within the inclusive education system, and do they function optimally? In order to answer this question data was collected by means of a self-administered questionnaire completed by principals of Gauteng government’s primary schools. Some of the following aspects were the focus of the questionnaire in this study: barriers to learning that prevail the most are the type of specialist help available to the schools; the role of special schools as specialist reference; the attitudes of parents, teachers, specialists, therapists and teacher aids as well as the accessibility of specialised assistance to government schools. Questions also focussed on training, as well as support provided by institutional and district support teams.The most significant findings of the study include the the fact that classrooms are overcrowded. The most common barriers to learning are Attention Deficit (Hyperactivity) Disorder and emotional disability instability linked to family problems. A cause for concern is the fact that 82% of the respondents are teaching between 20 and 60 learners experiencing barriers to learning. The institutional level support teams were functioning effectively, but the district support teams did not function adequately. Special schools as resource centers are not used and utilized sufficiently by Gauteng’s government primary schools. The findings show that policies within schools need to be revised to accommodate the learner who experiences barriers to learning. Observation proved that most of Gauteng government primary schools are gradually on the road to implementing inclusive education supported by support systems successfully. / Further Teacher Education / D. ed.

Information and Communication Technologies (ICTs) are capable of expanding access to quality education, educational resources, and also provide teachers with new skills. Nevertheless, a majority of rural public schools have limited ICTs, mainly due to geographical landscape, lack of service delivery and poverty. As a result, they currently seem not to be adequately benefiting from current advancements in ICTs. The main objective of this research study was to investigate an appropriate broadband services delivery model using wireless access technologies, such as a Global System for Mobile communication (GSM) and Enhanced data rates for GSM Evolution (EDGE) to deliver electronic-based educational information to resource-constrained public high schools. An exploratory case study approach was adopted to identify and understand the challenges faced by rural schools in the Greater Tubatse Municipality (GTM), including educational services and content considered by the schools as relevant and useful. The research results indicate that resource-constrained schools in the GTM are facing challenges of lack of access to electronic educational information and services, and as a result, teaching and learning becomes limiting and challenging. Based on the research findings, the results show that having access to learning material via electronic platforms could afford educators and learners the opportunity to interact with the outside world, improve learning and teaching and benefit the community as a whole. The broadband services delivery conceptual model (BSDCM) was proposed, developed and evaluated to address the lack of electronic educational information and services for resource-constrained public high schools. The BSDCM is composed of both technical and non-technical components that consider requirements of all role players, ICT challenges, policy makers and Information Communication Technology for Education (ICT4ED) interventions. The proposed model addressed some of the challenges regarding lack of access to educational content. However, it is recommended that the ICT4ED policies governing the use of mobile devices in the classrooms be introduced by the relevant authorities. In addition, a comparative analysis of other network technologies should be conducted to establish if the TCP/IP header compression on Point to Point Protocol (PPP) improves the performance of the network in resource-constrained environments. Furthermore, it is recommended that further research and experiments be conducted to determine if other various third party content providers could create and deploy various educational services and content for different computing platforms using the proposed BSDCM. / School of Computing / M. Tech (Information Technology)

The history of South African education should not be swept under the carpet when contemporary matters on education are discussed. Public education was brought to life in order to perpetuate the ideals of separate education and apartheid. the school manager was essentially an extension of the ruling party. He or she had to inform his or her subordinates what the authorities demanded to be done in educational circles. The 1996 Constitution (Act 108 of 1996) effectively assured a democratic order which would guarantee the removal of Acts which were discriminatory in nature. The 1996 Constitution lay the foundation for a democratic and open society which has high regard for human rights, childrens' rights and in particular the right of learners to education. The public school must implement the stipulations of the Constitution and of the South African Schools Act (Act 84 of 1996) which aspire to be in line with international human rights documents like the 1948 Declaration of Human Rights and the 1989 Convention on the Rights of the Child. This study is essentially about learner's right to education and the role of the public school in assisting learners to realise this right. All considerations are based on the democratic constitutional dispensation in South Africa after 1994. The study finally illuminates the level of preparedness of the parent community in forming a partnership with the public school so that learners can be assisted in realsing their rights to education. / Educational Studies / M.Ed. (Education Management)

The implementation of the South African Schools Act (Act 84 of 1996) has placed additional financial management responsibilities on school principals and school governing bodies. Financial management has created several challenges for school principals and members of school governing bodies who do not have the necessary financial knowledge, skill and expertise to perform this function. This research was undertaken primarily to determine how principals and members of school governing bodies, in public primary schools, implement financial policy. The research is supported by a detailed literature study covering financial policy, the budget process, approaches to budgeting, the advantages of a budget system and requirements for effective financial control. In order to determine the financial management practices at public primary schools a questionnaire was designed and administered amongst twenty five public primary schools in the Ekurhuleni South District of the Gauteng Department of Education. The findings suggest that there is a need for schools to communicate resolutions adopted at parents’ meetings and other consultative procedures to parents of learners and in this way ensure the dissemination of pertinent information. There is a need for early intervention by schools concerning outstanding school fees to prevent the exacerbation of the problem. Educational institutions should prepare their budgets on the basis of their main objectives and policies in order to ensure an efficient allocation of funds. / Education / M. Ed. (Education Management)