According to the Education for All 2000 Assessment, in South Africa a significant proportion (i.e. 16 percent) of children 6-14 years of age are out-of-school though they should be attending in terms of the countries education acts and policies. The aim of this study was to investigate the factors that contributed to learners dropping out of three rural farm schools in Thornville, KwaZulu-Natal. The participants in this study were seven youth who dropped out of school, three parents of youth who dropped out of school, and two teachers who are teaching in Thornville farm school. The study took a form of a qualitative case study. The semi-structured interview was used as a tool of data collection. The findings show that there are a number of different factors that contribute to youth dropping out of school in the three rural farm schools. Factors such as low socioeconomic status, single parent household, mobility, low education attainment of parents and under resourced schools place learners at risk of dropping out of school. Poverty emerged as a major factor. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

This case study sought to investigate the possibilities of asset-based approach in school-community partnership. A specific partnership between a secondary school from Vulindlela District, some academic staff members and student teachers from the University of KwaZulu-Natal was studied. To fulfil the purpose of this study, the critical questions such as what assets do partners in the „Nothing for us without us‟ project regard as central in their partnership and to what extent do these partners utilised these assets were used as the basis for data collection in this study. The responses to these critical questions were then used to provide answers to the major inquiry of this study, which was to investigate whether and asset-based approach can be utilised in school-community partnership. The study was conducted within the confines of interpretive paradigm and qualitative case study was adopted as a research approach. To abide by some hallmarks of the case study, multiple data collection methods were utilised. Data were collected using semi-structured individual interviews and documentary analysis. Five teachers (Principal, Deputy Principal, HoD and two post level one teachers) from the case school and two project leaders from the University team participated in the individuals‟ interviews. The proposal document for the current project „Nothing for us without‟, 2007; 2009 and 2010 reports on the previous projects were analysed. The findings of the study revealed that teachers, the school principal, community individuals, organisations and learners, the experience of the school in partnership were regarded as crucial assets in the current partnership. The findings further indicated that physical resources such as the computers available in the school and the buildings were among the assets that were available but they were not regarded as crucial for the partnership. While the assets are identified, the findings also revealed that their utilisation was to a minimum extent. Teachers were reported to be overwhelmed by academic work and also reluctant to participate because of unclear communication of goals of the partnership. The findings further revealed that community assets are not mapped because of the failure to invite community members in the activities of the partnership. I conclude in the study that asset-based approach can be utilised in school-community partnership. However, to enhance the level of asset utilisation, there is a need to re-evaluate the role of the school principal in the partnership. I further recommend coordinated efforts to invite community members in the activities of the partnership. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

After decades of democracy, South Africa (SA) is still a country that is characterised by huge inequalities and socio-economic challenges which are intense in most rural areas. As microcosms of a larger context, rural schools tend to bear the brunt of numerous challenges as they have to cope with poor infrastructure, scarce resources and under-qualified teachers. In spite of the many challenges rural schools experience, the country has adopted an accountability systems approach that uses examination results in measuring school performance, thereby ignoring the contextual factors that rural schools face. This study sought to explore and understand the notion underperformance in a secondary school in the rural Ilembe District in KwaZulu-Natal from the perspectives of learners, parents and teachers. Guided by the propositions derived from theories of underperformance and of rurality, the study was located within an interpretive paradigm and utilised the qualitative approach to research. An ethnographic design involving observations, interviews and document analysis was utilised as it was important to capture the experiences, interpretations and meanings that participants gave to school underperformance in their particular contexts. The findings suggest that there is a disjuncture between educational policy, schooling and contextual factors afflicting particularly rural schools. In essence, participants’ perspectives on school underperformance were influenced by a number of contextual factors; however, existing national education policy tends to ignore not only what happens within the rural school, but also the context in which the school is located (i.e., its rurality). The factors that informed the perspectives of the participants can be categorised into: 1) factors within the school such as the school context or location (rurality), learning prospects, the values and standards that rural people attribute to schooling, and curriculum relevance; 2) perspectives on the relationship among the rural household, the community and the school; and 3) perspectives on the role and value of schooling in a rural setting. The study therefore argues that approaches used to measure performance or underperformance must take into consideration the context/place in which such schools are located. Moreover, educational policy and decision making should place rural inhabitants at the forefront of educational planning. In order to address school underperformance in rural areas, the study advocates an improved theoretical lens in the form of a place sensitive approach which will engender understanding of this phenomenon. Such an approach would put context/place at the centre of educational analyses and allow for conciliation between policy, schooling and contextual factors. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2013.

Password protected which will not allow abstract to be copied. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

Proportionality is the content domain of mathematics that is rooted in ratio and proportion. It is believed to be vital for problem solving and reasoning, which are key cognitive domains of mathematics teaching and learning. Hence, ratio and proportion forms part of curricula for all countries. Studies carried out in different parts of the world found that while learners can do simple and routine manipulations of ratio and proportion, they struggle to solve problems that involve these concepts. Researchers apportion the blame for this to the strategies that learners use to solve the problems. Researchers found that learners use flawed strategies due to misconceptions that learners have on ratio and proportion. The purpose of the study is to explore learner errors and misconceptions on ratio and proportion. A test that comprised of questions that are appropriate to the National Curriculum Statement (NCS), for General Education and Training (GET) band, was used to collect data. Items in the instrument were selected and adapted from a tool used in Concepts in Secondary Mathematics and Science (CSMS) study. The participants in the study are 30 Grade 9 learners from a rural school in KwaZulu-Natal (KZN). The findings of the study are that learners have a limited knowledge and understanding of ratio and proportion, hence their performance in items on the topic is poor. A great proportion of the learners have serious misconceptions of ratio and proportion. They use incorrect strategies to solve problems on ratio and proportion that produce errors. The errors and misconceptions they exhibit are not different from those observed by similar studies conducted in other parts of the world. The study recommends a structured focus on ratio and proportion because the topic is fundamental to proportional reasoning. It recommends clarity for teacher trainers, textbook writers and teachers on what learners need to learn on ratio and proportion. It recommends serious exploration of errors and misconceptions on ratio and proportion, and a teaching approach that considers errors and misconceptions as opportunities for learning. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2012.

The aim of this study is to explore a team-based approach to leading and managing a rural primary school. A requirement in a team-based approach to make quality decisions and improvements in the school, comes from people working in harmony. In noting that teams are more effective than individuals, this study explores how a team-based approach to leading and managing schools plays itself out in a rural primary school. The objectives of this study were to determine how a team-based approach is operationalised in a rural primary school and to determine the challenges and possibilities associated with a team-based approach. The study employed an interpretive meta-theoretical approach with a case study research design. For the purpose of this study, purposive sampling was chosen. The study was conducted in a public rural primary school in the eThekwini Region of the Ilembe District. The research participants sampled comprised two male and three female participants to accommodate gender representation. The principal, head of department (intermediate, phase), acting head of department (foundation phase), one level one educator (intermediate phase) and one level one educator (foundation phase) who were concerned with the day-to-day activity of the organisation and the delivery of its performance were selected. Data was collected by means of semi-structured interviews. The collected data was analysed and categorised into common categories, patterns and themes. The key findings that emerged from the research were that to ensure achievement of school goals, teamwork is necessary. People working together, learning and sharing together will promote team effectiveness. The principal, together with the SMT play an important role in creating and managing the different types of teams. By having regular formal and informal meetings; ongoing professional development; monitoring and evaluating members of a team; having a clear vision and rationale to manage change and conflict will lead to continuous improvement and team effectiveness. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

The value of schools as systems for encouraging positive adaptation and development has gained recognition in resilience research. As key role players in the school environment, teachers play a central role in fostering resilience among learners. Further, the context of the school environment provides understanding into the many systems in which learners are situated which encourage or hinder the development of resilience strategies. Learners in South Africa face many barriers in attempting to access education. These challenges are especially prevalent in rural areas, where poverty, unemployment and poor health add an extra burden on learners and teachers. Despite this, there are learners who are able to achieve academic success. They are in essence resilient. This study aimed to understand the perceptions of teachers of the factors which influence learner success in South Africa from a strengths perspective. A qualitative approach and purposive sampling were employed to conduct two focus groups with teachers from two rural high schools in KwaZulu-Natal. The Participlan method was used to conduct the focus groups as it allowed the groups’ control over organising main themes and ideas. Data was analysed using thematic analysis and concepts from resilience theory and the Bio-ecological Systems Theory were used to organise and understand the findings. The results indicated that the teachers have a contextual view of the factors influencing learner success and they underemphasise the role of the individual. The key role of the teacher and the school as a site for fostering resilience was also evident. Suggestions for further research include exploring the effectiveness of reactive strategies developed by the participants and encouraging the development of characteristics found in resilient schools. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

Schools within South Africa are not performing as they should be due to a variety of issues within the school system. It is for this reason that there has been an increased interest in the field of school improvement. This research study is an articulation of a case for school improvement. In the Rorke‟s Drift / Isandlwana area of KwaZulu-Natal the David Rattray Foundation (DRF) implements school improvement projects at partner schools within the area with an aim to bring about school improvement. This qualitative study entailed the researcher conducting semi-structured interviews, a document analysis, non-participant observation with the use of a checklist, a preference analysis, and Participatory Action Research (PAR) to formulate a case study of the David Rattray Foundation (DRF). There were three main themes that emerged from the data of this research, namely (a) school improvement, (b) partnerships and (c) wider system issues. Within this study the researcher identified a shift from a charismatic approach to school improvement to one that is more systematic and business like on the part of the foundation. An interesting approach to whole school improvement is articulated by the manner in which the foundation operates. With the complexity of the school system, the researcher has identified that the DRF uses business principles to counter the problems that arise with the implementation of school improvement interventions, thus within this study the researcher presents a business model of school improvement. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

Water is an indispensable basic human need which is protected by several provisions within legislation. However, despite extensive legislation access to water is problematic for many rural schools in South Africa. The achievement of the Millennium Development Goals and national goals that are time bound are not possible with the structural barriers that loom. This research study, sketches the experiences of learners and educators who have been exposed to poor access to water within a rural primary school in Jozini, KwaZulu-Natal, South Africa. This research study employs a qualitative research paradigm using a case study method to provide an in-depth understanding of the schooling context where there is poor access to water. The main aim was to explore in-depth how the schooling community is affected and what coping strategies are employed to deal with poor access to water. The research study was approached using ecological systems and social justice perspectives. Findings suggest that the consequences of poor access to water at school level are numerous and become even more complex when there is a lack of water at community level. In a compounding manner the consequences have the potential to, in the long term, have irreversible negative effects on learners and their potential to access quality education. Furthermore educators and management are placed in an invidious position to accommodate the challenges associated with poor access to water at school as part of their everyday teaching routine. Educators are failing to teach and learners are failing to learn thus the education system is rendered dysfunctional. The recommendations echo those of the participants who maintain that the community and the school must have access to water in order to improve the quality of life of all. Changes at the structural level in terms of how access to education is defined are a necessity. Co-operative governance, more stringent monitoring and evaluation of the education system, approaching education from a child-friendly perspective, adopting a human rights approach to fiscal spending and the involvement of chapter 9 institutions to ensure social justice are examples of the structural changes required and are part of the recommendations. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Durban, 2010.

This study is about documenting rural principals' stories, and voices regarding their experiences of education policy changes and how such changes are impacting on their day-to-day management lives. In capturing their experiences and voices, interpretive approach was used to allow the researcher to get behind their skins and faces and be one of them. Rapid changes sometimes overwhelm those people tasked with the responsibility of implementing changes. The study involved 5 cases, purposefully chosen, in the rural district around Durban in the KwaZulu-Natal province, South Africa. Formal and informal conversations were held with principals, School Management Team members, and educators. These conversations were complemented by planned participatory observations, as well as, unannounced visits to the sampled schools. The data produced have shown similarities and differences in these rural communities. They are deeply poor, suffering from the lack of shelter, food, health, clean water, transport, electricity and services. HIV/AIDS is taking enormous tolls in every aspect of community. Unemployment is high and emigration of working-age adults disrupts families, which are left largely as comprised of grandmothers and children. Literacy levels are high, at the same time, the sense of community from the past, now and future is generally high. The communities share similar histories as part of the Zulu nation, through colonialism and apartheid, political-cultural struggles, of the African National Congress/lnkatha Freedom Party conflict, the pressures of modernisation and globalisation. They live on Tribal Authority land, in a confusion of traditional leadership and democratic governance. They see themselves as marginalised, and they are. The socio-cultural, and political confusion is everywhere, at many different levels. Schools themselves are Western imports in their structure and purposes with a history in the rural areas being kept from community life; the language of schooling is not the language of the community, and neither is the content of the curriculum the knowledge in the community. There are commonalities and differences between schools. While similarities are clear; they share conception of 'school', all are situated in similar communities, with educators sharing similar backgrounds and education, there are also differences, for example, resources and facilities they have, matric results, the nature of School Governing Bodies and differences of priorities, the fundamental differences in management and leadership styles used, namely 'open-participatory', 'closed-participatory' and 'authoritative-participatory' styles. The data have indicated that these principals are highly intentional leaders, with their intentionality playing themselves out differently at school level, largely because of their different personalities and histories. Rural principals are working under challenging environment, fending for themselves, and resort to doing things their own ways, irrespective of policy dictates. The Education Department plays an obstructionist role instead of supporting quality education provision. Principals use unconventional strategies to move forward. Recommendations to the department include the following: consult properly before policies can be implemented; consider diversity; provide thorough training for educators in order that Outcomes Based Education can be effectively implemented. Recommendations to secondary schools principals include the following: use available policies to get schools functional; involve educators meaningfully in governance and management; be creative and innovative, and try to understand demands of agency of transformation. / Thesis (Ph.D.)-University of KwaZulu-Natal, 2005.