Thesis (MPA.) --University of Limpopo, 2015 / This study seeks to investigate the availability and effects of Information Communications Technology (ICT) on teachers’ ability to perform their duties in terms of teaching and of managing other curriculum-related activities in Groot Letaba Secondary Schools of the Mopani District, Limpopo Province. A quantitative research approach was applied to conduct this research and a structured questionnaire was used to collect primary data from participants in twelve Groot Letaba Circuit secondary schools. Secondary data was collected from a variety of electronic and printed media and official documents from the Department of Basic Education’s records. The findings reveal that, with the exception of a TV, photocopier and laptop/desktop computer, there is a scarcity of ICT resources at schools for ICT integration, and that the teaching and curriculum administration functions of most teachers have been impacted negatively by a lack of ICT equipment and/or insufficient use of these ICT resources for those schools who have them. In addition, while some teachers had received some form of ICT training, it was evident that such training has had minimal impact on the abilities of teachers to use ICT in their teaching or their curriculum administration work. The findings also reveal that there is a host of factors that negatively influence teachers’ readiness for, andconfidence in, using ICT. These need to be dealt with by the various stakeholders including,and especially, the Department of Education and the school management and private partners.

Thesis (M. Tech. Somatology) -- Tshwane University of Technology 2013. / Discusses the development a training framework for a somatology-based specialisation in stress relief and relaxation therapy in South Africa. Such a specialist qualification will fulfil a niche area in the CAM discipline that can be advantageous to both health care professionals who provide cognitive-behavioural therapy and professional somatologists who focus on stress relief and relaxation therapies.

This study centred on factors contributing to the perceived organizational effectiveness within an educational service provider. The guiding assumption of this research was that the general public supports effective organizations because they are perceived as rendering an effective and efficient service. This results in a reciprocal relationship between the organization and its clients. The Kip McGrath Education Centres was studied since it is an organization that has been rendering educational service in South Africa since 1996. There are to date thirty-five centres operating in the country. However, while there has been phenomenal growth in terms of geographical expansion, no studies have been done to establish what has contributed towards this organization's perceived effectiveness. Literature sources informed this study of the indicators that characterize effective organizations. Some of these indicators of effectiveness were used in this research to determine whether the organization under study can be viewed as one such effective organization. The theoretical underpinning of this study is that there are inherent contradictions within models of effective organizations. As such, effectiveness should be determined according to a given model and relevant indicators. This study surveyed perceptions of the major stakeholders on matters pertaining to the organizational effectiveness of the Kip McGrath Education Centres at Newholmes. Both the qualitative and quantitative methodologies were used. That is, questionnaires were used to obtain information from large samples of educational stakeholders and interviews schedules and check-lists were used to collect qualitative data from small samples and observations of facilities and activities at the centre. The findings revealed that the organization under study was rendering an effective service that clients seem to have valued. This consequently led to their support of the organization which led to its growth in size, judged by student numbers. The conclusions derived from these findings were that an effective organization is one that is able to develop because it possesses salient features necessary for delivering an effective and efficient service to its clients, thus ensuring their continued support. A major finding was that parents were willing to pay for the services offered by the Newholmes KMEC because they felt they got their money's worth. This leads to the conclusion that when the public has confidence in an education provider, the public is willing and able to pay for the services. A recommendation arising out of this would be to determine the extent to which perceived effectiveness translates into genuine effectiveness judged by the quality of programmes offered by a number of private education providers. This would offer evidence and support for the role of the private sector in educational provision which can guide government policy and practice. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 2001.

This research study deals with educators' experiences and daily encounters within two diverse school settings. Educators from both schools are from diverse religious, racial and cultural backgrounds. The study focuses on issues of social groups based on religious affiliations and was guided by theories of oppression and social justice. The following questions were the focus of the study: 1. What have been the experiences of non-Christian educators in a predominantly Christian school around religion? 2. What caused these experiences to be constructed in a way they did? 3. To what extent have the experiences of non-Christians at the school been similar to earlier experiences in relationship to religion in their lives? 4. To what extent are the experiences of non-Christians evidence for describing their situation as one of 'religious oppression'? A qualitative approach was used. Semi-structured interviews were conducted at one school and questionnaires were completed at the second school, as the researcher was unable to interview educators because of time constraints. The results of the research indicated that educator experiences differed from one school to the next. Although it is not possible to make a judgement about religious oppression based on such limited contexts, there is significant evidence of social exclusion based on religion at the one school. At times these issues are caught up in racial and gender issues, or issues between non-Christian religions. However, at the second school educators experienced a high degree of inclusion. The research raises questions about the ways in which schools in South Africa are addressing the constitutional and policy requirements concerning the acceptance of religious diversity. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2006.

The general purpose of the research was to do a comparative study of first level library and/or information science (LIS) qualifications offered at South African universities and technikons. These qualifications included the National Diploma: Library and Information Studies (ND: LIS), the Bachelor of Technology: Library and Information Studies (B.Tech.(LIS)), the Post-graduate Diploma in Library and/or Information Science and the Bachelor of Library and Information Science (B.Bibl.) or equivalent four-year university degree. Self-administered questionnaires were used to survey the views of employers, past students and educators in the LIS field regarding these qualifications and their relevance to the LIS services work environment. Descriptive statistics as well as content analysis were used to analyse the data collected. Discussion of findings based on analysis of data and in the context of related literature, resulted in a number of conclusions. The study supports the view that general education as provided by a university bachelor's degree distinguishes between professional and paraprofessional LIS education and training. The study confirms that the university Post-graduate Diploma in Library and/or Information Science and the B.Bibl. (or equivalent four-year university degree) are established professional LIS qualifications in South Africa. While the technikon ND: LIS is generally viewed as a paraprofessional qualification, LIS services employers are not using this qualification in its paraprofessional context with paraprofessional post designations and career progressions. The technikon B.Tech.(LIS) cannot be viewed as a professional LIS qualification as it lacks general education. Furthermore, it is a qualification in the hierarchy of paraprofessional LIS qualifications that runs parallel to the professional LIS career path and thus the B.Tech.(LIS) is not a step in the direction of LIS professionalism. It is part of an alternative career direction. A further conclusion is that in view of the traditional purpose of technikon education and training vis-a-vis university education and training, limited general education and not extended general education is necessary in the technikon LIS curriculum. The study suggests that the professional LIS body, educators, employers and graduates and diplomates in the LIS field in South Africa have specific roles to play in ensuring understanding that LIS professionalism and paraprofessionalism are alternative or parallel career paths each with its own career progressions and with valuable roles to play in LIS services. However, there should be possibilities for articulation between LIS professionalism and paraprofessionalism at the education and training level. / Thesis (M.I.S.)-University of Natal, Pietermaritzburg, 2002.

Background: 'The literature reveals that a large percentage of teachers ask questions aimed at lower cognitive levels irrespective of the underpinning philosophy. They fail to set challenging questions at higher order levels when setting examination papers. Purpose of the Study: This study is aimed at describing and analysing the examination questions set over a four year academic period, at the University of KwaZulu-Natal School of Nursing, in terms of Bloom's levels of cognitive domains. Research Methodology: A quantitative approach and content analysis was used. A total of 1319 questions were examined, SOUTCed from 39 examination papers, from 2003-2007. These questions were independently reviewed by two coders according to Bloom's taxonomy's template. Research Results: The findings revealed that all six categories of the cognitive domains in Bloom's taxonomy were used across the four levels in the Bachelor of Nursing (BN) programme. Overall about 57 % of the questions were aimed at lower level (knowledge, recall and comprehension) whilst only 43.4% were aimed at higher levels (application, analysis, synthesis and evaluation). In the first year lower order questions averaged at 62% with higher order questions at 51 %. In second year the lower order questions took up 51% of the paper \\~th higher order questions at 49%. During third year there was an equal (50/50) split between higher order and lower order questions. In fourth year there was the highest percentage of lower level questions (66%) was seen, with only 34% of questions being of the higher order. Regarding the increase in the complexity of questions within the programme, a change of 13% was seen between first and second year. Whilst there was an increase of 1% reported between second and third year. However, there was a significant drop (16%) in the complexity ofquestions in the fourth year, with lower order questions clearly dominating. Recommendations: The nursing education curriculum, and staff development progranune, should pay special attention towards developing educators in the setting of questions ensuring appropriate examination criteria are met. Exercises during the capacity building initiatives should cover aspects such as how to plan an assessment for the whole programme ensuring the appropriate increases in complexity as the programme progresses, as well as setting, or critiquing, of examination papers and coming up with recommendations to improve the quality of questions. Special attention should be given to how to align teaching and assessment in such a way that the level ofcomplexity increases as the students' progress through the programme. Lastly, further research should be conducted, using mixed methods, to explore the assessment of learning and in order to address certain questions which could not be answered quantitatively; for example questions regarding the construction of questions, because it impacts the nature of the question Also it should be noted that there was a disjuncture between the scenario and the questions in some cases. / Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2010.

The purpose of this study is to determine the roles and skills needed by rural schools governors of the Mafikeng area project office of North West Province. Lack of uniformity, competency, skills and commitment are still encountered in the SGB structures. Little has been done to empower the rural school governors with relevant skills for effective job performance. An empirical investigation was employed to find ways of empowering the encountered incompetency of rural governors. Literature survey was employed to determine the nature and scope of roles and skills needed by rural schools governors. The subjects of the study were adults (teachers, parents, principals) and students. The responses of 220 respondents were analysed. The findings revealed that school governors in rural areas experience problems in areas like addressing parent's annual meetings, financial management, control and feedback in their job. Recommendations were made by respondents on how to empower rural school governors with the necessary skills. On the basis of the problems and skills identified, more emphasis was put on commitment of all stakeholders, training of governors to develop their management skills, financial skills, regular workshops by the Department of Education, and the old SGB members to train the new ones. The new SGBs should ask questions when they are not clear and translation of back-up materials into the SGB's home language and a certificate for course completion to be granted to the members who completed their office term. / Thesis (M. Ed.) North-West University, Mafikeng Campus, 2005

Thesis (MA)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: Due to the great differences of opinion regarding the exact area covered by the Overberg, the following boundaries are stipulated for the purposes of this study: the Hottentots Holland Mountains form the boundary to the west, the Riviersonderend and Langeberg Mountains to the north, the Atlantic Ocean to the southwest and the Indian ocean to the southeast. In the east the area stretches up to the Duivenhoks River near Heidelberg. The history of education in South Africa is closely interwoven with the general history of the country. Education in rural areas had to contend with various inhibiting factors during the 18th and 19th centuries. Among these factors were the scarce population, large distances between main centres and a shortage of well-trained teachers. In spite of such limitations, education in farm schools blossomed after the initial period up to approximately 1940, after which time there was a steady decline in the numbers of these schools. The farm schools in the Overberg are not only important regarding the part they play in contributing to the formal education and upbringing of rural children, but also for the important contribution they make to cultural history. The child attending a farm school experiences certain aspects of culture such as folk tales, rhymes, songs, games and the close ties between culture and nature in a unique way, and this has an extremely important influence on the general development and education of these children. In the rural environment the parental horne and the church are two important allies of the farm school. Although there are currently (1999) no formal policies in place for the purposeful phasing out of farm schools, it is, however, a fact that they are forced to close their doors the one after the other. The importance of the cultural contribution these schools make to the upbringing of the child should be taken into consideration by the authorities before the decision is made to close them down. / AFRIKAANSE OPSOMMING: Daar heers groot verskil van mening oor waar die grense van die Overberg lê en daarom word die gebied vir die doeleindes van hierdie studie soos volg afgebaken: die Hottentots- Hollandberge as die westelike grens, die Riviersonderend- en Langeberge as die noordelike grens, die Atlantiese oseaan as die suidewestelike en die Indiese oseaan as die suidoostelike grens. Aan die oostekant strek die gebied tot by die Duiwenhoksrivier naby Heidelberg. Die geskiedenis van die onderwys in Suid-Afrika is nou verweef met die algemene geskiedenis van die land. Onderwys op die platteland het in die 18de en 19de eeu met verskeie stremmende faktore te kampe gehad, byvoorbeeld die yl bevolking, groot afstande van die hoofsentra en 'n tekort aan goed opgeleide onderwysers. Ten spyte van dié beperkinge het onderwys in die plaasskole ná die vestigingsperiode 'n bloeitydperk beleef wat vanaf ongeveer 1940 gevolg is deur 'n afuame in die getal plaasskole. Die rol van die plaasskole in die Overberg is nie slegs belangrik as gevolg van hul bydrae tot die formele onderwys en opvoeding van die plattelander nie, maar ook vir die belangrike bydrae wat hulle lewer op die gebied van die kultuurgeskiedenis. Plaasskole is 'n goeie teelaarde vir die volkskultuur en die plaasskoolkind se belewing van sekere aspekte van die kultuur soos byvoorbeeld die volkswoordkuns, speletjies, en die noue band tussen bodem en kultuur, lewer 'n uiters waardevolle bydrae tot hulle algemene opvoeding en vorming. In die plattelandse milieu is die ouerhuis en die kerk besondere bondgenote van die plaasskool. Hoewel daar tans (1999) nie 'n formele beleid bestaan deur middel waarvan plaasskole doelbewus uitgefaseer word nie, gebeur dit wel in realiteit dat die een na die ander skool sy deure moet sluit. Die belang van die kulturele bydrae wat plaasskole maak tot die opvoeding en vorming van die kind, behoort in ag geneem te word voordat skole deur die owerheid gesluit word.

The study is about the effects of teenage pregnancy on learning and teaching in Junior and Senior Secondary Schools of Butterworth District. The researcher’s objective of the study was to determine how pregnancy affects the learner’s performance on learning and teaching in schools. Qualitative paradigm informed the study. The participants were drawn from teenagers; teachers and parents areall from rural schools, around Butterworth Education District through the use of non-probability, purposive and convenient samples. The sample included learners from ages 13-19 who were pregnant and those who were once pregnant while in schools, teachers who taught pregnant learners in their schools and parents who were having pregnant children at schools. A total of fifteen (15) participants were involved in the interview. The data collected was analyzed and interpreted during data collection and thereafter. The findings of the study showed that absenteeism, drop-out, poor academic performance, poverty and unemployment which are the results of pregnancy are some of the contributory factors that affect learning and teaching in schools. Recommendations were made based on the findings of the study. The study concludes by recommending awareness campaign on learner pregnancy.

This study explores the extent to which the ethos and the basic approach to education taken by three Eastern Cape private schools influences the practice of environmental education within these schools. Their environmental education programmes are evaluated in terms of the guiding principles adopted by the international community in the 'Tbilisi Principles of Environmental Education'. An ethnographic approach was adopted for this research and findings are essentially descriptive and qualitative, with special regard to social structures and the attitudes of individuals within these structures.