The South African schooling system is faced with a number of crisis situations. Of these is the high under resourcing in rural public schools. Macfarlane (2005:5) deduces that despite rapid recent urbanization, half of South Africa’s learners still attend schools in theses rural under resourced areas. The Eastern Cape is one of the provinces that have saturated the media with a discrepancy of having a lot of under resourced schools especially in rural areas. This study, therefore, investigated pedagogical strategies used by teachers in under resourced schools - how teachers teach to ensure that teaching and learning occurs under such dire circumstances. The study followed a qualitative approach under an interpretive paradigm with a case study research design. Furthermore, the data collection techniques involved semi-structured interviews, focus group discussions and documentary analysis. This study revealed that all the respondents from both schools seemed to have a common understanding of what a school resource means though put in different statements. The findings also revealed that all the respondents were silent in mentioning parents as school resources. From the documents analysed, it however, came to view that it is expected of the teachers to use a learner centred approach kind of teaching, where learners are mostly used. Responding on parents the teachers alleged a lack of involvement of parents in their children’s learning and other activities run in their school. The study recommends that the Department of Education officials need to make regular visits on schools for the betterment of teaching and learning standard, regular improvement on school facilities and handling of finances.

The study focuses on management strategies of the highly impoverished secondary schools of the Mount Fletcher District in the Eastern Cape. Challenges facing the impoverished learners and managerial experiences of principals of these schools have been discussed in the study. A literature review provided a conceptual framework and covered definitions of poverty, school management strategies, leadership styles and qualities required for a successful principal heading a secondary school with impoverished learners. An empirical investigation using a qualitative approach was conducted and data gathered by means of interviews with principals, Life Orientation teachers and parents. Finally a synopsis of findings and recommendations were made to assist the policy makers, Departmental officials, principals, teachers and parents in proper management of secondary schools in the poor rural communities. / Educational Leadership and Management / M. Ed. (Education Management)

Full-service/inclusive schools are new institutions in South Africa which have been established in terms of the Education White Paper 6 (Department of Education, 2001:22-23) as pilot schools for the rolling out of the Inclusion policy in South Africa. The purpose of this study was to explore the teachers‟ challenges in identifying learners who experience barriers to learning in a rural Full-Service School in KwaZulu-Natal. Teachers in such schools are expected to have skills and knowledge to identify learners and provide support. Most teachers in Full-Service Schools possess qualifications to teach in mainstream schools and depend on the Departmental workshops for the skills needed to identify learners and provide support. The identification of such learners was selected because it is the first step in the process of providing support to learners. Teachers should therefore have skills and knowledge of identifying learners in order to minimise bias, non-identification, over-identification as well as mis-identification. This qualitative study employed a case study design to examine teachers‟ challenges in identifying learners. Six teachers were selected for interviews and the SIAS documents were studied to confirm the findings from interviews. Inductive methods were used to analyse the data. Recommendations for future research studies were made. / Inclusive Education / M. Ed. (Inclusive Education)

The growing diversity of school populations around the world means that for many learners the language of learning in mainstream classrooms is not their first language. The researcher would submit that content-based second language learning in a context such as a Science classroom is considered advantageous as it enables the learner to manipulate a target language such as English in a way which is meaningful. However, Science learners who have yet to achieve communicative competence in English are disadvantaged when it comes to developing a deep understanding of scientific concepts. Many mainstream Science educators have concerns about this significant group of learners who can be left on the periphery of the class to cope as best as they can. Very often educators aim to meet the needs of English Second Language (ESL) learners without any specific knowledge of the strategies which would enhance learning and ensure that learning environments encourage participation and interaction. The learners themselves have not only to deal with language and sociocultural issues but must face the cognitive demands of Science including negotiating its specialized language. The aim of this study was to investigate how the use of English as a language of learning and teaching Science in rural secondary schools in the Vlakfontein Circuit of the Limpopo Capricorn District, influenced the ability of Grade 8 students to learn Science. The focus was on the Grade 8 classes since they are at the threshold of their educational pursuit. The study had two main purposes. The first goal was to describe the current situation with respect to rural secondary school learners and their educators in selected learning environments in Vlakfontein Circuit. The second goal was to bring about improvement in the learners’ situations by employing specifically designed interventions. The study had three focal areas: the language; the teaching and learning environment; and the ESL learner. The investigation was conducted in disadvantaged rural secondary schools in the Vlakfontein Circuit in the Limpopo province. Observations of the Science classes revealed that, even for the learners with very limited English language proficiency there was little ESL specialist support available. The data analyzed was collected using a variety of data collection tools. The main data generation tools were observation, semi-structured interviews and questionnaires. The analysis revealed that learners were lacking in Science register (terminology). This study also found out that non-technical language used in Science lessons affected the learners’ understanding much more than the educators were aware. Educators’ attitudes and beliefs strongly influenced the interaction and participation of ESL learners in Science classrooms. The study also revealed that developing language skills prevented ESL learners from asking questions and answering questions in class and academic progress in Science was impeded by limited opportunities for ESL learners to clarify their understanding. Further, the investigation established that achievement in Science and in education overall was affected by assessment instruments which were infused with specific linguistic or cultural knowledge. The study arrived at a conclusion that the needs of the research students could not be met by a programme based on the traditional format of ESP teaching. Hence, the researcher has recommended a Science Based English Programme (SBEP) which encapsulates several adjustments in orientation methods and materials to meet the ESL learners’ needs. This kind of learning-centred arrangement will allow not only efficiency of SBEP instruction but also allow the kinds of activities that may not be possible in groups with a wide dispersion of interests. However, the extent to which the research learners encountered difficulties with vocabulary suggests that there is a need to investigate more effective methods of dealing with this issue. Needed research could also be directed into the development of a Science glossary with appropriate language levels for ESL learners. This could include technical scientific terms with examples of how terms can be used.From the outcome of the interviews with educators, it is evident that further research is needed concerning the educators’ English proficiency and Science competence in ESL situations. / Teacher Education / D. Ed. (Didactics)

DEd (Educational Management) / The purpose of this study was to investigate the leadership role of principals in creating a culture of teaching and learning in rural public schools of Mopani District, Limpopo Province. The performance of learners below the expected standards in the National Senior Certificate (NSC) examinations, despite, massive resources that the Department of Basic Education (DBE) is providing annually to schools to improve quality of teaching and learning, has raised public concern. When seeking answers to these schools’ dysfunctionality, focus, however, was laid on the leadership role of school principals in some rural public schools of Mopani District, Limpopo Province. The study was guided by Hersey and Blanchard Situational Leadership theory, complemented by Maslow’s Hierarchy of needs. This study was conceptualised within the interpretive paradigm, subsumed under a qualitative research approach. A qualitative case study was used with four rural public high schools. A total of sixteen participants were purposefully selected, made up of four school principals, four deputy principals and eight Heads of Departments (HoDs). Research data were gathered through individual interviews, observations and documents analysis. Data from interviews were thematically analysed, and data from documents and observations were analysed descriptively in words. Findings from interviews revealed that school principals do not monitor and support curriculum implementation. In supporting the findings from interviews, the documents analysed revealed the absence of an administered class-visits monitoring-tool. Data from the observations revealed that schools were without vision and mission statements and had inadequate resources. The study recommended principals to monitor and support curriculum implementation, and develop staff professionally. Suggestions for further study were provided. A proposed model of Action-Based COTL was developed to assist school principals in creating a COTL in schools. / NRF

No description available.

Too often, literature on participation in community development is void of the rationale for the participation of teachers; the roles they may play; factors for and against their participation; and strategies for inviting and sustaining their participation. This study examines what could be done to ensure the participation of rural based teachers in community development activities, by exploring these issues. A qualitative design and purposeful sampling are used. The sample consists of information-rich informants from the following five categories: officials of the Rural District Council, non-governmental organisation workers, rural based school teachers, Village Development Committee Chairpersons, and ordinary community members. Interviewing is used as the major instrument of data collection. The study reveals that rural based teachers should participate in community development activities, since they have a wide knowledge base and transferable skills, and they are part of and trusted by the community. It reveals that rural based teachers' participation is deterred by political factors, lack of supportive policies, attitudes, conservativeness, lack of specialized training, and labour issues. Twenty two roles are identified for rural based teachers in community development activities. Strategies for inviting them to participate are: the use of policy, change of attitudes, use of media campaigns, training, and inclusion of community development in tertiary education in general, and teacher education in particular. Strategies for sustaining their participation emerge as: the use of incentives, free time or days off and holding responsible offices. Sixteen recommendations are finally presented. / DEVELOPMENT STUDIES / MA (DEVELOPMENT STUD)

The purpose of this study was to investigate those aspects of resilient schools which are particularly beneficial for schools within rural communities in Mpumalanga. The study was done in two phases: a literature review focussing on the culture of learning of resilient schools and an empirical investigation focussing on the culture of learning of resilient schools within rural communities in Mpumalanga. Two secondary schools were selected according to criteria of resiliency. The study involved qualitative approaches, in-depth observations and interviews with key informants: principals, teachers, learners and members of the school governing bodies. The data demonstrate that there is no distinctive aspect of the culture of learning of resilient schools because all aspects are interrelated and interdependent. This study discovered that the most effective aspect, which benefits the culture of teaching and learning in resilient schools, was the involvement of all stakeholders. / Educational Management / M.Ed.

The South African Schools Act No. 84 of 1996 mandated the establishment of the democratically elected School Governing Body (SGB). The SGB’s mandate was to ensure the smooth running of the school, quality education and parental involvement in learners’ academic achievement. The study examined the effect of school governance and parental involvement in raising Grade 12 academic achievement in rural schools. A qualitative investigation at three schools in the Mkhuhlu circuit, Bohlabela District in Mpumalanga was done. Data were collected by means of in-depth interviews with one principal, one teacher, one SGB member, three Grade 12 learners and three parents at each of the three participating schools and document analysis was done as a method of collecting data. The findings of the study revealed that SGBs and parents are not aware of their importance on the learners’ education. The study recommends that SGBs and parents be empowered by principals in order for them to execute their roles effectively. / Umthetho wezikole waseNingizimu Afrika Nombolo 84 wango 1996 wagunyaza ukusungulwa kwekomiti lesikole (SGB) elikhethwe ngokwentando yeningi. Lomthetho ugunyaze lelikomiti lesikole ukuthi lenze isiqiniseko sokuthi isikole sihamba ngokwendlela, imfundo isezingeni eliphezulu kanye nokubandakanya abazali ukuze imiphumela yesikole ibe phezulu. Lolucwaningo luhlole umphumela wokubandakanya ikomiti lesikole kanye nabazali emfundweni yezingane ukuphakamisa imiphumela yebanga leshumi ezikoleni zasemakhaya esifundazweni saseMpumalanga. Lolucwaningo lwenziwe ezikoleni ezintathu zesifunda saseMkhuhlu eBohlabela. Uphenyo nzulu lwenziwe kuthishanhloko oyedwa, uthisha oyedwa, ilunga lekomiti lesikole elilodwa, abafundi bebanga leshumi abathathu kanye nabazali abathathu kwase kuhlaziywa nezincwadi zesikole. Imiphumela yalolucwaningo ikhombise ukuthi amakomiti ezikole kanye nabazali abanalo ulwazi oluphelele ngokubaluleka kwabo emfundweni yezingane. Izincomo ezenziwe ezokuthi othishanhloko kufanele baqeqeshe amakomiti ezikole kanye nabazali ukuze benze umsebenzi wabo ngempumelelo. / Mulayo wa Afrika Tshipembe nomboro 84 wa 1996 wo nea maanda u tewa ha komiti dza u langula matshimbidzele a zwikolo (SGB) yo khethwaho nga lutamo lwa vhathu vhanzhi. Ndivho ya komiti iyi ndi u langulwa ha zwikolo nga ndila kwao, pfunzo ya maimo a ntha na u dzhenelela ha vhabebi kha ubvelela ha vhagudiswa kha mishumo ya tshikolo. Tsedzuluso ino yo sedzulusa ndeme ya komiti ya u langula matshimbidzele a zwikolo na u dzhenelela ha vhabebi kha u khwinisa mvelelo dza murole wa vhufumi na vhuvhili kha zwikolo dza mahayani. Tsedzuluso iyi yo itwa kha zwikolo zwiraru kha dzingu la Mkhuhlu, Tshitirikini tsha Bohlabela, vunduni la Mpumalanga. Mawanwa a tsedzuluso iyi o kuvhanganywa uya nga mbudziso dza vhudzivha na thoho ya tshikolo, mudededzi muthi, murado muthi wa komiti ya matshimbidzele a tshikolo, vhagudiswa vhararu na vhabebi vhararu kha tshinwe na tshinwe tsha zwikolo zwo bulwaho afho ntha, na tsedzuluso ya manwalwa. Mawanwa ayi tsedzuluso a sumbedza uri SGB na vhabebi avhana nzhele nga vhuthogwa havho kha pfunzo ya vhagudiswa. Tsedzuluso ino i themendela uri SGB na vhabebi vha maandafhadzwe nga thoho ya tshikolo hu u itela uri vha kone u ita mushumo wavho nga ndila kwao / Educational Management and Leadership / M. Ed. (Education Management)

The purpose of this study was to investigate those aspects of resilient schools which are particularly beneficial for schools within rural communities in Mpumalanga. The study was done in two phases: a literature review focussing on the culture of learning of resilient schools and an empirical investigation focussing on the culture of learning of resilient schools within rural communities in Mpumalanga. Two secondary schools were selected according to criteria of resiliency. The study involved qualitative approaches, in-depth observations and interviews with key informants: principals, teachers, learners and members of the school governing bodies. The data demonstrate that there is no distinctive aspect of the culture of learning of resilient schools because all aspects are interrelated and interdependent. This study discovered that the most effective aspect, which benefits the culture of teaching and learning in resilient schools, was the involvement of all stakeholders. / Educational Management / M.Ed.