The problem this research seeks to address is the support educators receive in teaching HIV and AIDS topics in the classroom. The reason for the choice of topic is to contribute to the revival of HIV and AIDS education in all schools in South Africa. This exploratory study uses the empowerment theory and presents the qualitative research findings based on in-depth interviews with six educators, four school managers and two parents. Thematic content analysis is used to analyse the data. The study found out that the Department of Education had in the past two years provided training workshops for principals of schools, educators and peer educators in the last two years yet the findings from the two schools under study painted a different picture all together. Findings from the interviews show that any support from the Department of Education or any other stakeholder involved in education, such as the Teacher Unions, happened some years ago. Some of the respondents were not very comfortable on this topic as to most of them HIV and AIDS education is not really being taught as it used to years ago. Finally, the research made some recommendations to these two schools on what could be done as a way of reviving HIV and AIDS education to help children and youths to grow up better able to challenge HIV and AIDS. This is in line with the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEC) 2011 report that the education sector has a critical role to play in terms of the delivery of effective HIV and AIDS prevention and awareness programmes. The findings were important as they highlighted the need for the Department of Education to monitor and evaluate the implementation of HIV and AIDS policies in all public schools. They also they gave recommendations on the way forward on HIV and AIDS education in primary schools. / Health Studies / M.A. (Social Behaviour Studies in HIV and AIDS)

The problem this research seeks to address is the support educators receive in teaching HIV and AIDS topics in the classroom. The reason for the choice of topic is to contribute to the revival of HIV and AIDS education in all schools in South Africa. This exploratory study uses the empowerment theory and presents the qualitative research findings based on in-depth interviews with six educators, four school managers and two parents. Thematic content analysis is used to analyse the data. The study found out that the Department of Education had in the past two years provided training workshops for principals of schools, educators and peer educators in the last two years yet the findings from the two schools under study painted a different picture all together. Findings from the interviews show that any support from the Department of Education or any other stakeholder involved in education, such as the Teacher Unions, happened some years ago. Some of the respondents were not very comfortable on this topic as to most of them HIV and AIDS education is not really being taught as it used to years ago. Finally, the research made some recommendations to these two schools on what could be done as a way of reviving HIV and AIDS education to help children and youths to grow up better able to challenge HIV and AIDS. This is in line with the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEC) 2011 report that the education sector has a critical role to play in terms of the delivery of effective HIV and AIDS prevention and awareness programmes. The findings were important as they highlighted the need for the Department of Education to monitor and evaluate the implementation of HIV and AIDS policies in all public schools. They also they gave recommendations on the way forward on HIV and AIDS education in primary schools. / Health Studies / M.A. (Social Behaviour Studies in HIV and AIDS)

The problem this research seeks to address is the support educators receive in teaching HIV and AIDS topics in the classroom. The reason for the choice of topic is to contribute to the revival of HIV and AIDS education in all schools in South Africa. This exploratory study uses the empowerment theory and presents the qualitative research findings based on in-depth interviews with six educators, four school managers and two parents. Thematic content analysis is used to analyse the data. The study found out that the Department of Education had in the past two years provided training workshops for principals of schools, educators and peer educators in the last two years yet the findings from the two schools under study painted a different picture all together. Findings from the interviews show that any support from the Department of Education or any other stakeholder involved in education, such as the Teacher Unions, happened some years ago. Some of the respondents were not very comfortable on this topic as to most of them HIV and AIDS education is not really being taught as it used to years ago. Finally, the research made some recommendations to these two schools on what could be done as a way of reviving HIV and AIDS education to help children and youths to grow up better able to challenge HIV and AIDS. This is in line with the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEC) 2011 report that the education sector has a critical role to play in terms of the delivery of effective HIV and AIDS prevention and awareness programmes. The findings were important as they highlighted the need for the Department of Education to monitor and evaluate the implementation of HIV and AIDS policies in all public schools. They also they gave recommendations on the way forward on HIV and AIDS education in primary schools. / Health Studies / M.A. (Social Behaviour Studies in HIV and AIDS)

Afrikaans text / The Canadian and South African legal systems established equivalent constitutional values and principles pertaining to searches conducted with or without a valid search warrant. It creates the basis for a comparative study on this particular aspect. The Supreme Court of Canada held in R v A. M 2008 S.C.C 19 random sniffer dog searches conducted without neither a reasonable suspicion nor any legislative authority on learners enrolled in public schools, is unconstitutional due to its infringement of a learner's reasonable expectation to privacy, as protected in section 8 of the Canadian Charter of rights and Freedoms. South African learners are randomly search by law enforcement officers by using sniffer dogs for purposes of detecting the possession of illegal drugs in instances without neither a reasonable suspicion nor statutory authority. The search is subsequently conducted in terms of the common law. The common law is not regarded as law of general application to limit a fundamental right in terms of the limitation clause. By taking into consideration the ratio in R v A. M (supra) the conclusion is subsequently that random sniffer dog searches conducted on learners in South African public schools, without neither a reasonable suspicion nor statutory authority, is unconstitutional which infringes section 14 of the Constitution of South Africa of 1996. / Die basis vir hierdie studie is ontleen aan die ooreenstemmende vereistes en beginsels in die Kanadese en Suid Afrikaanse reg ten aansien van deursoekings met of sonder 'n wettige lasbrief uitgevoer. In die Kanadese beslissing van R v A.M 2008 SCC 19 is die grondwetlikheid van ewekansige deursoekings met behuip van snuffelhonde op leerders sonder statutere magtiging uitgevoer, deur die Supreme Court of Canada as ongrondwetlik bevind aangesien 'n leerder wel oor 'n redelike verwagting op privaatheid beskik. Indien leerders sonder 'n redelike vermoede en statutere magtiging met behuip van snuffelhonde deursoek word, geskied dit ingevolge die gemenereg en dit word nie beskou as 'n algemeen geldende reg om 'n fundamentele reg kragtens die beperkingsklousule te beperk nie. Met inagneming van die ratio in R v A.M (supra) kan daar dus tot die gevolgtrekking gekom word dat ewekansige deursoekings met behulp van snuffelhonde op Suid Afrikanse leerders in die afwesigheid van 'n redelike vermoede asook sonder statutere magtiging uitgevoer, tans ongrondwetlike optrede daarstel wat op artikel 14 van die Grondwet van 1996 inbreuk maak. / Law (College) / LL.M.

South African history clearly illuminates the idea that women are regarded as unequal when compared to their male counterparts. Hence, women in general have been marginalized, especially when it comes to advancing in the workplace. Women are often defined in relation to motherhood, caring for others and for providing the necessities for sustenance. Society today has not moved very far from this idea. This is the reason why women often suffer a disadvantage when it comes to being appointed in leadership positions in South African education, even though the legislation makes provision for gender balance in South African education. This study examined the role of female principals as transformational leaders to improve schools in the uMgungundlovu District, KwaZulu-Natal. A qualitative investigation at three schools in the uMgungundlovu District was conducted. Nine participants were selected and data was collected by means of in-depth interviews and document analysis was done as a method of data collection. The findings of the study revealed that female leaders are taking a stand in education and are successfully implementing strategies to improve their schools. The study recommends that future female leaders are empowered at the beginning of their careers and they should learn skills that empower them so there are no excuses for being side lined when it comes to leadership positions. / Nalane ea Afrika Boroa e hlakisa mohopolo oa hore basali ba nkoe ba sa lekane ha ba bapisoa le balekane ba bona ba banna. Kahoo, basali ka kakaretso ba bile e behelletsoe ka thoko, haholo-holo ha ho tluoa khatelo-peleng ea mosebetsi. Basali hangata e hlalositsoeng kamanong le bo-mme, ho tsotella ba bang le ho fana ka litlhoko tsa Lintho tsa ho iphelisa. Mokhatlo kajeno ha o falle hole le mohopolo ona. Lena ke lona lebaka basali hangata ba le mathata ha ho tluoa ho khethoa boeta-pele maemo mo thutong ya Aforika Borwa, leha molao o fana ka sebaka sa tekano ea bong lithutong tsa Afrika Boroa Thutong ena ho ile ha hlahlojoa karolo ea basali lihlooho tsa boetapele ba phetoho ho ntlafatsa likolo setereke sa Umgungundlovu, KwaZulu-Natal. Patlisiso e nang le bokhoni likolong tse tharo Seterekeng sa Umgungundlovu e ne e tsamaisoa. Lintlha li ile tsa bokelloa ka lipuisano tse tebileng le sampole ea barupeluoa ba robong le tlhahlobo ea litokomane e entsoe e le mokhoa oa ho bokella data. The liphumano tsa boithuto li senotse hore baetapele ba basali ba nka karolo lithutong mme ba sebelisa ka katleho maano a ho ntlafatsa likolo tsa bona. Boithuto bo khothalletsa hore baetapele ba basali ba kamoso ba matlafatsoa qalong ea mesebetsi ea bona le bona ba lokela ho ithuta malebela a ba matlafatsang kahoo ha ho na mabaka a hore ba beheletsoe ka thoko ha e tla maemong a boetapele. / Umlando waseNingizimu Afrika ukhanyisa kahle umbono wokuthi abesifazane babhekwa njengabalingani uma kuqhathaniswa nabalingani babo besilisa. Ngakho-ke, abesifazane bebonke bebelokhu ebekelwe eceleni, ikakhulukazi uma kukhulunywa ngentuthuko emsebenzini. Abesifazane bavame kuchazwa maqondana nokuba ngumama, ukunakekela abanye nokuhlinzeka ngezidingo zeukondla. Umphakathi namhlanje awusususanga kude kakhulu kulo mbono. Lesi isizathu sokuthi kungani abesifazane bavame ukuhlupheka lapho kukhulunywa ngokuqokwa ebuholini izikhundla emfundweni yaseNingizimu Afrika, yize umthetho ubeka umthetho ukulingana ngokobulili emfundweni yaseNingizimu Afrika Lolu cwaningo luhlolisise iqhaza lowesifazane othishanhloko njengabaholi bezinguquko ukwenza ngcono izikole esifundeni saseMgungundlovu, KwaZulu-Natali. Uphenyo olufanele ezikoleni ezintathu ezifunda eMgungundlovu District yaqhutshwa. Idatha iqoqwe ngokusebenzisa izingxoxo ezijulile ngesampula ye ababambiqhaza abayisishiyagalolunye kanye nokuhlaziywa kwedokhumenti kwenziwa njengendlela yokuqoqa idatha. The Imiphumela yocwaningo iveze ukuthi abaholi besifazane bayabamba iqhaza kwezemfundo ukusebenzisa amasu ngempumelelo ukwenza ngcono izikole zabo. Ucwaningo luyancoma ukuthi abaholi besifazane besikhathi esizayo banikezwa amandla ekuqaleni kwemisebenzi yabo futhi bona kumele afunde amakhono awanikayo amandla ngakho-ke akunazaba zokufakwa kolayini lapho iza ezikhundleni zobuholi. / Educational Management and Leadership / M. Ed. (Education Management)

Rationalisation and redeployment of educators in South Africa negatively affects teaching and learning in schools. The purpose of this study was to explore the experiences of educators and stakeholders on rationalisation and redeployment as a policy. The study was conducted in schools of the Mopani district in Limpopo Province. Limpopo schools experience redeployment every year as the learner enrolment fluctuates. This increase or decrease of learner enrolment causes compulsory transfer of educators from the school with low enrolment to the school with greater enrolment. A legal framework, social justice and transformational leadership theory underpinned this study. The study used a qualitative research framework and methodology located within the constructivist paradigm to explore the experiences of educators and stakeholders on rationalisation and redeployment as a policy. This qualitative study employed a case study design, the case being redeployment of educators. Principals, educators, secretaries of school governing bodies, union members and circuit managers were selected as stakeholders to participate in the study. Semi-structured, face-to-face interviews were conducted with principals, secretaries of governing bodies, union members and circuit managers. Two focus groups with educators, who were once redeployed, were used, one from a primary school and the other from a secondary school. Observations and document analysis were also used in this study for triangulation. Data were coded and analysed through qualitative content analysis. The study found that rationalisation and redeployment affect the morale of educators It was also revealed that principals use the process for their personal advancement. Again, rationalisation and redeployment hinder the school performance as it takes place in the middle of the year. This study recommended that rationalisation and redeployment be done once within a three-year cycle. It was also recommended that redeployed educators should be counselled to boost their low morale. / Educational Management and Leadership / Ph. D. (Education Leadership and Management)

The study was limited to three national education policies, which were the teacherlearner ratio policy, teacher workload policy and learner discipline policy. The problem was the learner moral decay, which was conspicuous to the public who saw learners all over the school grounds during contact time, along streets strolling to their schools without showing any remorse long after schools had started at 8h00. Poor academic performance in public secondary schools in the Tshwane South District is a cause for concern, whereby one of the schools in Tshwane South had only 6% of learners passing in 2018 out of 300 in Grade 8, and the rest were progressed. Qualitative methodology was used, and one-on-one interviews were conducted to collect data from the SGBs, SMTs and teachers of five poorly performing schools in the district. The study revealed that the incorrect development and implementation of the new national education policies had a negative impact on learner discipline and academic performance. The classrooms were overcrowded which meant the teacher-learner ratio and teacher workload were high. The learners and the parents were not provided with the Code of Conduct, and some teachers never read the education policies and did not know that the Code of Conduct is an alternative policy to the corporal punishment policy. Consequently, learners who misbehave and are under the leadership of COSAS defy it because they are aware that teachers are ignorant of the correct procedure to enhance the Code of Conduct implementation. This implies that any case against the learners was considered unprocedural and nullified. It became evident that the Department of Basic Education needed to invest even more in education to deal with the issue of overcrowding by deploying more teachers and teacher assistants. The intervention was also necessary to equip stakeholders with skills in the adoption and implementation of national education policies. The intervention should empower the SGBs to develop and adopt the Code of Conduct correctly, teachers to maintain discipline with confidence and effectively to improve academic performance. As well as the powerful tools for planning correctly by the SMT to involve policy authorities for stakeholders’ development. The implementation of the teacher-learner ratio policy, teacher workload policy and learner discipline policies required monitoring, and to be reviewed if necessary, to avoid disparity between policy and practice. / Thuto ye e akareditšwe ka melawana e meraro ya thuto ya naga, lenaneo la ditekanyetšo ya barutiši le barutwana, lenaneo la mešomo la barutiši le lenaneo la maitshwaro la baithuti. Thuto ye e dira dinyakišišo mabapi le maitshwaro a go phuhlama a baithuti: barutwana ba ba kantle ga diphapuši tša bona ka nako ya thuto, ebile go nale setlwaedi sa go fihla ka morago ga nako sekolong. Se se hlola dipoelo tša go se kgotsofatše dithutong tše di phagamego seleteng sa borwa bja Tshwane, gomme se ke tlhobaboroko. Mohlala, dikolong tsa borwa bja Tshwane, ke diperesente tše tshela fela tša baithuti ba mphato wa seswai go ba makgolo a mararo bao ba phasitšego ka noši ngwageng wa ketepedi lesome seswai, mola ba bangwe ba fitišitšwe. Thuto ye e šomiša mokgwa wa di nyakišišo wa khwaliteitifi, mme dintlha di kgobokantšwe ka go šomiša molawana wa go botšiša dipotšišo thwii, re lebelelane ka mahlong go dihlopha tša go buša dikolo (SGBs), dihlopha tša taolo ya dikolo (SMTs) le go tšwa go barutiši ba dikolo tše hlano tša go se šome gabotse seleteng seo. Thuto ye e tšweletša gore go hloka tšweletšo ya maleba le tšhomišo mpe ya melawana e meswa ya thuto ya naga e nale khuetšo e mpe taolong ya baithuti le mešomong ya sekolo. Palo e kgolo ya barutwana diphapušing e baka morwalo o boima go barutiši. Baithuti le batswadi ga ba fiwe Melao ya sekolo ya maitswaro, gomme barutiši ba bangwe le bona ga senke ba ipha nako ya go bala melawana ya thuto ebile ga ba tsebe gore melao ya maitšhwaro ke mokgwa o mongwe wa go fapana le kotlo ya go betha. Ka lebaka leo, baithuti bao ba sa itshwarego gabotse ebile ba huetšwa ke COSAS ba nyatša melao ya maitšwaro gobane ba lemogile gore barutiši ba hlokomologile mokgwa wo o nepagetšego wa go matlafatša tšhomišo ya maleba ya melao ye. Se se bolela gore kgafetša kgafetša melato kgahlanong le barutwana e tšewa okare ga se ya maleba ebile e phošagetše. Go molaleng gore Lefapha la Thuto ya motheo le hloka go lokiša taba ya go tlala ga barutwana ka diphapušing ka go thwala barutiši bao ba lekaneng le bathuši ba barutiši. Go tsea karolo go thuša batšeakarolo ka tsebo ya go amogela le go šomisa melawana ya thuto ya naga gwa hlokega. Se se ka matlafatša dihlopha tša go buša dikolo go amogela le go šomiša Melao ya maitswaro ka nepo, ele ge barutiši ba holega ka go netefatša maitshwaro ama botse le go kaonafatša dipoelo tša thuto ya barutwana. Dipoelo di hlagiša gore lenaneo la tekanyo ya barutiši le barutwana, lenaneo la mešomo la barutiši le lenaneo la maitshwaro la baithuti di hloka go hlokomelwa le go lekolwa, gomme moo go hlokegago e hlahlobje gore go efošwe thulano magareng ga lenaneo tshepedišo le tiragatšo ya lenaneo leo. / Hierdie ondersoek word beperk tot drie nasionale onderwysbeleide: die beleid op die onderwyser-leerder-verhouding, die beleid op onderwyserwerkslading en die beleid op leerderdissipline. Die navorsing ondersoek wat meestal beskou word as die morele agteruitgang van die leerder: leerders is gedurende kontaktyd buite die klaskamer en daar is gedurige laatkommery. Die kommerwekkende gevolge hiervan is swak akademiese prestasie in openbare sekondêre skole in die TshwaneSuiddistrik. By een skool in Tshwane-Suid het byvoorbeeld slegs 6% uit 300 Graad 8 leerders in 2018 geslaag, terwyl die res oorgeplaas is. Die ondersoek maak gebruik van ’n kwalitatiewe metodologie, en data is ingesamel in een-tot-een onderhoude met lede van die skoolbeheerliggame (SBL’e), skoolbestuurspanne (SBS’e) en onderwysers van vyf swak presterende skole in die distrik. Die navorsing toon dat die onvoldoende ontwikkeling en implementering van nuwe nasionale onderwysbeleid ’n negatiewe uitwerking op leerders se dissipline en akademiese prestasie het. Die hoë onderwyser-leerder-verhouding in oorvol klaskamers het vir onderwysers ’n hoë werkslading tot gevolg. Leerders en ouers word nie van ’n Gedragskode voorsien nie, en sommige onderwysers het nog nooit die onderwysbeleid gelees nie en weet nie dat die Gedragskode ’n alternatief vir die lyfstrafbeleid is nie. Leerders wat hul wangedra en deur COSAS beïnvloed word, minag gevolglik die Gedragskode omdat hulle bewus is dat onderwysers oningelig is oor die juiste prosedure ter bevordering van dié kode. Dit beteken dat sake teen leerders dikwels as prosessueel ongeldig beskou word en nietig verklaar word. Dit is duidelik dat die Departement van Basiese Onderwys aandag moet bestee aan die kwessie van oorvol klaskamers deur meer onderwysers en onderwysassistente aan te stel. Ingryping is ook nodig om belanghebbendes toe te rus met vaardighede vir die ingebruikneming en implementering van nasionale onderwysbeleide. So ’n ingreep sal SBL’e bemagtig om die Gedragskode korrek te ontwikkel en aan te neem, waardeur onderwysers bygestaan sal word in die handhawing van dissipline en die verbetering van akademiese prestasie. Die bevindinge dui aan dat die implementering van die beleide op onderskeidelik die onderwyser-leerder-verhouding, die onderwyserwerklading en leerderdissipline monitering en, waar nodig, hersiening vereis ten einde skeiding tussen die beleid en die praktyk te vermy. / Educational Management and Leadership / M. Ed. (Educational Management)

The purpose of this study was to explore the experiences of School Management Teams (SMTs) in implementing and managing anti-bullying policies in public high schools in the Tshwane South District of the Gauteng Province. This study was prompted by the global concern about bullying in schools and the need for schools to create safe spaces for learning. While the literature regarding bullying is substantial and much literature points to the need for sound anti-bullying policies to curb bullying, bullying is still rampant in many South African Schools. In this study, a qualitative approach was taken to explore SMTs implementation and management of anti-bullying policies in high schools in the Tshwane South District. Interview schedules and a measurement rubric were used as research tools for gathering data to analyse the experiences of the SMTs in managing bullying through anti-bullying policies. / Educational Management and Leadership / M. Ed. (Education Management)