D. Tech. Education / It explores out-of-field teaching in northen KwaZulu-Natal and eastern Mpumalanga schools. It also looks at the impact out-of-field teaching has on teachers perceptions and experiences. The research attempts to determine the special needs that teachers require in order to serve in a different field.

The study investigated indigenous land management practices in the North West Province with special reference to Miga and Tsetse villages. The study found that the apartheid forced removal policies had a great impact on the socio-economic and cultural life of the communities in the two study villages. The communities were resettled in a new harsh environment in which they encountered. various problems with adaptation. The land management practices in Miga and Tsetse villages were different from the traditional farming practices in their places of origin in the then Western Transvaal, where they were self-reliant. The new farming practices in Miga and Tsetse are based on modern agricultural land use system, which include the use of modern equipment and other inputs. Most of the community members cannot afford them due to high levels of unemployment. Moreover, given the arid conditions of the area, the new farming practices depend on availability of rain. The policy strategies and projects instituted and implemented by both the Bophuthatswana government and the North West Provincial government did not benefit the two communities much. Lack of funds and dependency on government funds made the projects unsustainable. The study recommended that since the Miga and Tsetse Communities have access to land for farming, the North West Provincial Department of Agriculture should put more emphasis on promoting and improving indigenous farming methods by incorporating them into the provincial agricultural development strategies. This is due to the fact that these practices are sustainable and affordable to the local communities. They are adaptable and tuned to the needs of people. Also, they pertain to cultural values of the communities. Moreover, the current poverty situation in Miga and Tsetse villages necessitates the great need for the communities to initiate other income generating ventures beside agriculture. The government should provide the communities with the necessary support including capacity building to ensure the sustainability and success of these projects / (M.Soc.Sc.) North-West University, Mafikeng Campus, 2005

This study looks at the various actions by the principal of a farm school in running an academically successful school. The study exposes the difficulties faced by farm schools and looks at how the principal confronts these difficulties and turn some of these into success stories. In trying to understand the role of the principal this study uses school effectiveness literature as a source and reference in an attempt to understand the actions adopted by the principal to make this farm school successful. The study uses the interpretive orientation as the methodology for investigating the principal’s role. This is in line with my attempt at explaining the perceptions, views and experiences of the people who are working closely with the principal. I have done this by employing semi-structured interviews and participant observation. The information gathered from the respondents helped in the development of the role of the principal which in this case, is the expressed views of the respondents. The investigation is conducted as a case study and the handling of the information provided by the respondents is in line with case study methods. The study has revealed that actions of the leader have an influence on the organizational success. The way in which the leader of Rocklands farm School conducts herself and the vision she shares with the people within the organization go a long way towards the improvement of organizational structures and their functioning. In this case the principal has been noted as particularly transformational, charismatic, instructional and transactional in her approaches to school administration and that her dedication to the cause of learners from disadvantaged background is reflected in her sacrificial actions. The study has also found that the principal is considered to be fairly autocratic in her leadership, which is a departure from current leadership thinking. The study has also shown that socio-economic disadvantages do not necessarily inhibit the school from performing beyond expectation. With good guidance from the leader and trust among staff members the farm school has been able to overcome some socio-economic pressures to emerge successful in the academic field. The fact that the principal of this school is a woman has not changed the overall findings that leadership qualities for successful schooling are universal and do not necessarily depend on the gender of the leader. This study suggests that leaders have a potential to turn poor situations in schools around and that leaders should as a matter of course ensure that they understand the organizational dynamics within their schools. They should be in the forefront as agents of change being mindful that those within the school understand and share the vision the leader has. The study also suggests that the human element in the educational processes in schools is of critical importance than the conditions in which schools find themselves.

Progress has been made in eradicating the backlog in sanitation. This is reflected by the 2011 Census results that reflect a 21 percent increase in the provision of sanitation between the 2001 Census and the 2011 Census. In the rural areas of O.R. Tambo District Municipality, the eradication of sanitation backlogs is done through the provision of VIPs for sanitation. Even with this progress, there are still challenges resulting from the previously constructed sanitation facilities. Some of the challenges relate to the poor quality of these facilities. Community members – via the IDP road shows have voiced their unhappiness with regard to some of the sustainability factors of these structures. Community members feel they were not involved in decisions related to the sanitation projects. It has also been observed that the municipality and its agents do not conduct environmental management studies; and some pits of these structures were not lined, and the health and hygiene training, together with post-construction assessment was not done. In this study, an assessment of the provision of sanitation facilities, in order to identify some of the key factors that are critical to the sustainability of rural sanitation facilities, was done. The research findings should be helpful in assisting local government to improve the provision of sanitation facilities, with the aim of ensuring sustainability, improving community satisfaction, and improving the quality of life for the people living in these villages. For the purpose of the study, a quantitative research approach was used. A research questionnaire was used to collect the data; and it was distributed through email to a sample of respondents that understood sanitation issues. The data were collected from municipal officials, consultants working on sanitation projects, as well as other stakeholders with influence and an interest in sanitation. The results were analysed to establish the findings and to propose recommendations, in order to improve the sustainability of rural sanitation facilities. From the research findings, the recommendations highlighted the need for an improved participatory approach in implementing sanitation projects. To ensure sustainability, the following issues are key: monitoring and supervision; community participation and adherence to design guidelines; a review of the sanitation provision policy; as well as the promotion of health and hygiene.

Thesis (MPhil)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: This study is guided by the question: what is done to sustain early childhood development (ECD) in South Africa? The research is conducted in is selected rural areas in Namaqualand and the Karoo. A selection of ECD centres is taken as the study material. In depth interviews and workshops were conducted with various role-players connected to ECD to provide case material for analysis. Apart from the findings of this research the study concludes with a number of recommendations of how to address questions of sustainability, self-reliance and development of these centres and the communities they are located in. The study is contextualised within the situation of wide-spread and ingrained poverty amongst the communities living in rural areas in South Africa. The study pleas for explicit educational policy reforms, a stronger role to be played by government institutions on all levels and by community institutions such as churches, the empowerment of . women and the organisational reform of ECD centres. The overall theme is that the education of young people is paramount to the development of communities. The self-reliance of the centres is primarily depended on the sustainability of community life as a network of social and economic relations. The first chapter introduces the research problem, the reasons why this study is deemed necessary and a framework of the research process. It includes a description of the context and methodology of the study. The second chapter outlines the concepts of self-reliance, development and sustainability from the point of view of the progressive and participatory paradigms, the basic requirements for sustainable development, such as lifelong learning for all people and the interdependencies that enhances progress and development. Chapter three is devoted to Early Childhood Development (ECD). A historical overview and the current status of ECD, including government policy, in South Africa is presented. The gaps existing between the different echelons that are directly or indirectly involved in ECD are identified. The fourth chapter deals with ECD sites. Their objectives and the benefits for ECD education as well as care-taking strategies are described and researched. The multidimensional purposes and tasks with respect to children and parents as well as the community are especially highlighted. Chapter five develops the integrating function of ECD sites within community further. The focus is on the various interdependencies and relationships between an ECD site and its environment. The role of parents, women and their ties with ECD and local churches, especially within rural communities, is analysed. Also, the wider community, the different organisations that has relationships with ECD, the practical utility of networks, and the contribution of government structures are dealt with. Chapter six outlines the conditions that will enhance and enable an ECD site to become more sustainable and self-reliant. Finally, chapter seven proposes conclusions and recommendationsflowing from this study. The most basic condition is education and learning. The idea of a culture of lifelong learning for all is stressed and it is proposed that this should start at the youngest possible age. ECDs should therefore have a strong impact on learning. The main contributors to this process are women, local churches, the different tiers of government and lastly, funding organisations. / AFRIKAANSE OPSOMMING: Hierdie studie word gelei deur die vraag: wat word gedoen om die volhoubaarheid van vroeë kinderontwikkeling (ECD) in Suid-Afrika te verseker? Die navorsing is in geselekteerde landelike gebiede van Namakwaland en die Karoo uitgevoer. 'n Seleksie van ECD sentrums is as studiemateriaal gebruik. In diepte onderhoude en werkswinkels is onderneem met verskeie rolspelers in ECD om toepaslike gegewens vir ontleding te verskaf. Afgesien van die bevindinge van die ondersoek wat beskryf word, kom die studie tot gevolgtrekkings en aanbevelings oor hoe om die volhoubaarheid, selfvoorsiening en ontwikkeling van hierdie sentrums en die gemeenskappe waarin hulle gevestig is, te verseker. Die ondersoek is gekontekstualiseer binne die situasie van wydverspreide en ingegroeide armoede in die gemeenskappe van landelike gebiede in Suid-Afrika. Dit lewer 'n pleidooi vir uitdruklike opvoedkundige beleidshervormnings, 'n sterker rol deur regeringsinstansies op alle vlakke en deur gemeenskapsinstellings soos kerke, die bemagtiging van vroue en die organisatoriese hervorming van ECD sentrums. Die algehele tema is dat die opvoeding van jong mense allesoorheersend is in die ontwikkeling van gemeenskappe. Die selfvoorsiening van hierdie sentrums is primêr afhanklik van die volhoubaarheid van die gemeenskapslewe as 'n netwerk van sosiale en ekonomiese verhoudings. Die eerste hoofstuk stel die navorsingsprobleem, die redes waarom die ondersoek as noodsaaklik beskou word en 'n raamwerk vir die navorsingsproses bekend. Dit sluit in 'n beskrywing van die konteks en metodologie van die studie. Die tweede hoofstuk bied 'n uiteensetting van die begrippe selfvoorsiening, ontwikkeling en volhoubaarheid. Dit word gedoen vanuit die oogpunt van progressiewe en deelnemende paradigmas. Verder word die basiese vereistes vir volhoubare ontwikkeling, soos lewenslange leer vir alle mense en die interafhanklikhede wat vooruitgang en ontwikkeling sal verhoog, aangedui. Hoofstuk drie is gewy aan vroeë kinderontwikkeling (ECD). 'n Historiese oorsig en die huidige stand van ECD, insluitende die owerheidsbeleid, in Suid-Afrika word aangebied. Die gapings tussen die verskillende vlakke wat direk of indirek betrokke is by ECDword uitgewys. Die vierde hoofstuk handeloor ECD sentrums. Hulle doelstellings en die voordele vir ECD opvoeding sowel as sorg strategieë word beskryf en nagevors. Die multidimensionele oogmerke en take met verwysing na kinders en ouers asook die gemeenskap word veral beklemtoon. Hoofstuk vyf ontwikkel die integreringsfunksie van ECD verder. Die fokus is die verskeie interafhanklikhede en verhoudings tussen 'n ECD sentrum en sy omgewing. Die rol van ouers, vroue en hulle bande met ECD en plaaslike kerke, veral in landelike gemeenskappe, word ontleed. Verder word ook gekyk na die wyer gemeenskap, die verskillende organisasies wat in verhouding staan met ECD, die praktiese waarde van netwerke en die bydrae van die owerheid. Hoofstuk ses gee 'n oorsig van die voorwaardes wat 'n ECD sentrum se volhoubaarheid en selfvoorsiening sal verhoog en bemagtig. Ten slotte stel hoofstuk sewe gevolgtrekkings en aanbevelings wat uit die studie spruit, voor. Die mees basies voorwaarde is opvoeding en leer. Die idee van 'n kultuur van lewenslange leer vir almal word beklemtoon en dit word voorgestel dat dit op die vroegs moontlike ouderdom 'n aanvang neem. ECDs behoort daarom 'n sterk impak op leer te hê. Die hoof bydraers hiertoe is vroue, plaaslike kerke, die verskillende vlakke van regering, en ten slotte befondsingsorganisasies.

A research dissertation presented to the Faculty of Humanities (School of Education) In Partial fulfilment of the requirement for the degree Masters of Education by Research University of the Witwatersrand, Johannesburg Date of Submission: 29 April 2016 / This study is part of a larger research project titled Conditions of teaching and learning that facilitate and/or constrain learning English in rural high schools. The focus of the research project explores the conditions of teaching and learning English, and the contextual factors that facilitate and/or constrains learners’ motivation and participation in learning, in five rural high schools in Bushbuckridge area. The current study focused on how grade 10 and 11 First Additional English rural teachers’ conceptualise learning and teaching in Acornhoek schools, part of Bushbuckridge, Mpumalanga Province. Given the focus of the study the literature review detailed issues with development of rural education, teachers’ conceptions of learning, teachers’ conceptions of teaching, English as a First Additional language (EFAL) in South Africa and the spectrum of current pedagogical practices. The literature review highlighted significant gaps that are important for the this study such as a lack of research in Africa and South Africa focusing on teachers’ conceptions of learning and teaching, particularly in rural schools. Furthermore the corpus of research conducted on conceptions focused on tertiary students’ conceptions of learning, there is limited research in schools, with teachers and learners, especially teachers’ pedagogical practices in relation to the conceptions. In addition the development of rural education and research in South Africa continue to be underdevelopment, with most research perceiving rurality as a deficit paradigm. Thus in order to address the literature gaps mentioned above the study engaged with six grade 10 and 11 rural teachers from Acornhoek, Mpumalanga Province. The sampling strategy was purposive, as only grades 10 and 11 EFAL teachers were the selected to participate in the study. In order to address the research questions and sub research questions, a qualitative research approach was used as it focuses on understanding socially and historically constructed meanings about experienced phenomena. Through the use of phenomenological methodology teachers’ meanings and beliefs about learning and teaching were interrogated and problematized. In order to interrogate and problematize teachers’ conceptions of learning and teaching two data collection methods were used namely: semistructured individual face-to-face interviews and non-participatory observations. The semi-structured individual face-to-face interviews were used to address the following research questions: 1. What are grade 10 and 11 English First Additional Language teachers’ conceptions of learning and teaching? 2. What shapes teachers’ conceptions of learning and teaching? The following research question was addressed by use the non-participatory observations: 3. How do teachers’ conceptions influence teaching approaches, if at all, during English poetry and short story lessons? In order to answer the above questions critical discourse analysis was used, to engage with participants’ responses from their individual face-to-face interviews. Critical discourse analysis assisted with ensuring in depth engagement with participants’ narrations, without taking any words for granted because meaning might be hidden in the selection of words. Thus critical discourse analysis enabled the critical identification of particular words used by the participants in order to gain insight to the underlying influences that shape rural teachers’ conceptions of learning and teaching in poetry and short stories lessons. As a result this involved an intense data analysis process, which incorporated the non-participatory classroom observations as well as the conceptual frameworks discussed from Bernstein, Alexander, and Scott and Mortimer. Some of the major findings suggest that teachers’ conceptions of learning and teaching are complex and complicated particularly if contextual issues are considered, as possible influential factors that shape teachers’ conceptions. The findings indicated that rural teachers’ conceptions of learning should be understood from early school learning to current teaching profession. The dominant conceptions of learning from early school and current teaching profession suggest memorisation, mimicking, and acquisition of information and little conceptions shows learning for transformation and change as a person. Various factors were identified to influences the conceptions such as policy, lack of resources and overcrowded classrooms. In addition, findings on teachers’ conceptions of teaching explicated the dynamics teachers face between ideas they hold about teaching and how they teach. The study indicated that some teachers mentioned ‘banking’ model of teaching that suggested teacher centred conception of teaching, which linked with some of the conceptions of learning. Most conceptions were about spoon-feeding, telling/giving learners information, and coordinating learning which link with conceptions of learning that promote surface learning. Other conceptions promoted transformation, unlocking minds, and life-learning, to show that teaching is not only about giving information but also ensure that the information changes the way learners make sense of the social issues in relation to the world. It was noted that teachers’ conceptions of learning and teaching seemed to have influenced how teachers teach poetry and short stories lessons, because irrespective of conceptualising teaching and learning in transformational and enlightenment but teachers used a unidirectional teaching approach. This teaching approach that all teachers used suggest ‘normality’ with using this way of teaching poetry and short stories, especially if the nature of poetry and short stories are taken into consideration. Without critiquing teachers’ pedagogical approaches, of concern is that all observed teachers, irrespective of different schools, used similar teaching approach which was shaped by curriculum policy expectations, teachers’ perceptions of learners, and the nature of the socio-cultural and economical context. Owing to some of the complexities mentioned above, further research on teachers’ conceptions of learning and teaching, particularly in rural schools is needed, because embedded in teachers’ conceptions lies their lived experiences and ideas about learning and teaching in rural school. Therefore if effective interventions are to be considered partnering with teachers and/or learners in rural schools to understand their conceptions, need to be seriously taken into account. The purpose is not to research with teachers rather than for teachers to enhance existing knowledge in partnership, rather imposing knowledge. / MT2017

Thesis (Ph.D.)--University of the Witwatersrand, 1994.

Thesis (M.Dev.) -- University of Limpopo, 2018 / The purpose of this study was to determine the challenges that hinder the Greater Tzaneen Municipality from rendering water service delivery to Mokgolobotho villagers and the villagers’ perceptions of their livelihoods without adequate municipal water supply. The study employed both quantitative and qualitative research. Two groups of respondents participated in the study. The data was gathered from 100 respondents from Mokgolobotho village, and of the 100 respondents, 90 were residents from 30 households, 1 chief, 3 indunas, 1 ward councillor,3 ward committee members and 2 NGOs. The respondents from the community (households) were randomly sampled and a questionnaire was administered to them ,while those who participated in the interview were purposefully sampled. The scarcity of water at Mokgolobotho village has a negative impact on a number of aspects; the economic development of the village, the academic performance of learners, health of the community members is also at risk as they share water with animals (Mopani Herald, 2014:3) and it also increases the death rate caused by car accidents as villagers cross the R36 Lydenburg main road to get water at the Dan Extension 2 (Reconstruction and Development Programme Settlement). The Department of Water Affairs is very aware of the anomalies in water distribution, where people reside adjacent to water sources and yet have no access to a source of safe and reliable drinking water. Section 27 of the Bill of Rights in the Constitution states that everyone has the right to have access to sufficient water, and the state must take reasonable legislative and other measures to achieve the progressive realization of this right. The Greater Tzaneen Municipality has failed to implement this section of the Bill of Rights at Mokgolobotho Village. The study recommends that the fulfilment of the constitutional mandate by the Greater Tzaneen Municipality and the active involvement of all the stakeholders will solve the water service delivery problem in Mokgolobotho Village.

Thesis (M.DEV.) --University of Limpopo, 2012 / The main purpose of this study was to assess the role played by Polokwane Local Municipality in delivery of basic services such as water, sanitation, electricity , and housing in the village of Manthorwane, Limpopo Province. It was of critical importance for the researcher to investigate this area, as there was no study done before related to basic services delivery. The objectives of the study were ,to assess the extent to which the municipality is providing basic services, investigate the strength, weaknesses , examine the impact of the Municipality‘s role in the development of Manthorwane Village and recommending strategies for enhancing the level of basic service delivery. Qualitative and quantitative research methods were used because the study combines the use of instruments and methods for measurement and the way the researcher interacts with the people. Interviewees and questionnaires were used to understand the community’s feeling towards delivery of basic services. The researcher has gone through a detailed process of investigation, where it is found that there is no delivery of basic services (electricity, sanitation, housing). Only water has been provided in this village. The researcher also discovered that there are no valid reasons why the Polokwane Municipality has not delivered the services above. It is also revealed that there are no stakeholder’s participation and consultations meetings when the decisions for service delivery are taken. Evaluation and monitoring tools are not applied when implementing projects. There are some recommendations proposed to the municipality. The municipality could intensify their training process in a way in which the officials could be productive to the community. Transparency must always be practiced for the municipality to excel in their delivery services. Intergovernmental relationship is also encouraged. Awareness programs must be done effectively so that the community is aware of all activities done in their area.

Thesis (LLM.) -- University of Limpopo, 2011