M.Ed. / The central theme of this study is the development of guidelines to create more effective classroom management in "township" schools. In the research the focus is based on the factors which influence classroom management and what the learning facilitators would do for the improvement thereof. The investigator's involvement with classroom management and the run-up to this research will be enunciated in the following two paragraphs. The researcher is employed in the Department of Educational Management and Educational Studies of the Faculty of Health and Social Sciences at the Technikon Northern Gauteng. The Faculty of Health and Social Sciences has at task the training of learning facilitators that are principally accommodated in "township" schools after completion of their studies. With effect from 1996 a four year B.Tech (Education) degree course with Educational Management as a major subject is implemented at.the above-mentioned Faculty. Classroom management is a component in the instructional programmes of Educational Management and of which the researcher is co-responsible for the instructional presentation thereof. Indicators that are symptomatic of the undesired discipline in the schools have been observed during teaching practice. The indicators are among others a lack of punctuality and a high percentage of daily absenteeism. On the ground of the preceding discussion and prompted by regular reporting on the unacceptable functioning of some schools, as well as the poor annual school-leaving results, the aim of this study is to: -qualitatively determine what the present standing of classroom management in "township" schools is; and -lay down guidelines to establish effective classroom management in "township" schools. The findings of this study indicates that: various and diverse factors contribute to unproductive classroom management; classroom management is not separate (independent) actions, but is intertwined with the interests and needs of the school, parents, learners and a dynamic society. On the ground of the research results the investigator is of the opinion that short, as well as long-term solutions should be put into operation in making classroom management more productive.

M.Ed. (Education Management) / Please refer to full text to view abstract

A report on a research study presented to The Department of Social Work School of Human and Community Development Faculty of Humanities University of Witwatersrand In partial fulfillment of the requirements for the degree Master of Arts in the field of Social Development. March 2016. / Education plays an integral role in human development. It encompasses growth in several dimensions of human well-being. The purpose of this study was to explore factors that are contributing to unsatisfactory performance in Government Schools in the area of Duduza Township, a community in the East rand, Gauteng. Based on the qualitative research conducted, the researcher adopted a multiple case study as a research design. The researcher utilised purposive non-probability sampling in selecting the 15 learners and six key informants. Multiple methods of data collection were used through focus group discussions with learners and individual interviews with key informants. The most important problems that emerged from the thematic content analysis of the discussions included factors in the home environment of learners in that there is lack of parental involvement and motivation. In the school environment, the study showed that challenges were faced due to the usage of English as the medium of instruction, teachers’ discrimination of learners aged 18years and above, condoning or progressing of learners, overcrowding in classes and the usage of inexperienced teachers in critical grades. Furthermore, the study highlighted that one of the community related factors affected learners is their socio-economic background. In view of the study’s findings and conclusions in relation to the factors contributing to unsatisfactory performance in Government Schools, the researcher proposed intervention strategies to be implemented on micro, meso and macro level. In addition, emphasis should be put on revisiting the policy of progressing learners, the improvement of learning outcomes and raising passing grades. A multi-sectoral approach is crucial for all stakeholders comprising of the Department of Basic Education, the Department of Social Development, the school, parents and learners. Measures and recommendations to address the challenges of poor performance have been outlined / GR2017

This Mixed Method Research Project examines the possible marketing strategies that can be used to market township schools in the Gauteng province, within an increasingly competitive educational system. These strategies are investigated within the largely unbalanced infrastructural and resource dichotomy that exists between most township schools and the former Model C schools; the results of which has seen among many other challenges, the ever increasing learner migration from the township schools to the former Model C suburban schools. This pedagogical manuscript adopts a case study approach while simultaneously integrating the influences of established research paradigms like pragmatism and enterpretivism. Within the attempt to find the best marketing options for township schools, the project also consciously attempts to identify the challenges (and possible solutions) that the said schools face as they try to market themselves. The benefits of implementing the marketing matrix within the education product are henceforth highlighted within the narrative of the project. / Educational Leadership and Management / M. Ed. (Education Management)

Thesis (Ph.D.)--University of the Witwatersrand, Faculty of Arts, 1989. / This dissertation explores the establishment of reformatories and industrial schools in South Africa between 1882 and 1939. It focuses on the political and economic context of their emergence; the social and ideological construction of delinquency and the child in need of care; the relationship of the class, colour and gender divisions in the reformatory and industrial school system to the wider racial and sexual division of labour in a colonial order, and the implications and significance of the transfer of these institutions from the Department of Prisons to the Department of Education in 1917 and 1934 respectively Thematically, the study is divided into three parts. Part One composing chapters one. two. three, four, five and six situates the reformatory and industrial school in their political and economic, social and ideological context. Beginning with the origins of the reformatory in the nineteenth century Cape Colony it then shifts focus to the Witwatersrand where the industrial revolution re-shaped and brought into being new social forces and institutions to deal with children defined as delinquent or in need of care. It also examines the place of the reformatory and industrial school in relation to the wider system of legal sanctions and welfare methods established during this period for the white and black working classes by a segregationist state. Part Two comprising chapters seven, eight, nine and ten contrasts and compares social practices in the institutions in terms of class, colour and gender between 1911 and 1934. Included here is a consideration of the different methods of discipline and control, conditions, education and training, and system of apprenticeship provided for black and white, male and female inmates Responses of inmates to institutionalisation are explored in the final chapter of this section. The third section comprises chapters eleven (a) and (b) and chapter twelve These chapters expand on themes developed in earlier sections for the period 1934-1939. Shifts in criminological thinking and changing strategies towards juvenile delinquency in the nineteen thirties are considered in chapters eleven a) and b). The final chapter examines the nature and significance of the changes brought about particularly by Alan Paton in the African reformatory, Diepkloof, between 1934 and 1939 The conclusion provides an overview of the main arguments of each section.

Thesis (M.Dev.) --University of Limpopo, 2012

Thesis (M.Ed.) --University of Limpopo, 2013 / The Constitution, Act 108(1996:14) states that “everyone has the right to basic education”. This means that all the children of South Africa will be given education at primary level which will be funded by the state. The success, therefore, of both the nation and the state will depend on its education system.Historically, South African education is characterised by two eras of education systems, namely, apartheid education and democratic education. Apartheid education which was racially grounded resulted in poverty, degradation and imbalanced funding in black rural schools. The democratic principles in the new education system have created a space for the redress of inequality in South African schools. This is evidenced in the establishment of the school governing body (SGB) as the legitimate body to take the issue of “redress” forward(SASA, Act 84 of 1996). According to Section 36 of SASA, the state acknowledges its failure to provide sufficient funding to public schools, and mandated the SGB to obtain additional resources in order to improve the quality of education. The money allocated by the state to schools is clearly not enough.Many principals and SGBs are placed under tremendous pressure to manage and raise funds for their schools, because they are unable to work out practical solutions to financial problems, on account of their lack of financial knowledge, skills and expertise (Mestry, 2006:8). This study investigated the effectiveness of fundraising in the rural schools of Groot Letaba Circuit in Limpopo in order to find out whether fundraising is being done, different strategies employed and problems encountered in raising funds in unique rural public schoolsettings. The literature revealed that there are various fundraising strategies that may be used to raise money for schools to improve the quality of education. The study also focused on Potterton et al’s(2002)theory of formulation for successful fundraising. The theory discusses how school fundraising can be done through the partnerships of the following stakeholders: school community, members of the broader community and the business community. The methodology used in this study was a qualitative approach. Phenomenological research design was adopted; and in terms of the data collection tool, semi-structured (open-ended) interviewschedules for both the primary and secondary principals, SGB chairpersons and SGB treasurers.The findings of this study revealed that fundraising in the rural schools of Groot Letaba Circuit in Limpopo Province was not successfully done to cater for the needs of the schools. Recommendations and guidelines were given with the intention of eliminatingor minimising fundraising problems so that schools can function to their maximum potential.

The study aimed to add to our understanding of why many girls in rural high schools were not choosing to study Physical Science. A case study of a local high school was used as the research method. Questionnaires to the 120 learners in grade 9 and 10 were the main instrument used to gather data. This was followed up with interviews of a sample of learners and some classroom observations. The science teacher was also included as a key informant in this study. The data collected aimed at answering the following key question: What influences girls in their decision to choose to study Physical Science at a rural school? The following sub questions guided the researcher in answering the key research question: (a) Are there any differences in participation between boys and girls? (b) What influences their choice in Grade 9? (c) Were Grade 10 learners happy with their subject package choices made in grade 9? The data were captured, coded, analysed and interpreted. The study produced evidence that the learners' family, the classroom environment, peer influence and the shortage of role models were the main reasons for the low • number of girls participating in Physical Science. The study found that these factors have a significant influence on girls' subject choices. Ofthe four factors found, the family was the most significant factor (i.e. where the family members tended to choose the subject package for girls). In the classroom the girls were involved in proportionally the same number of interactions but importantly the female teacher had a disproportionate number of interactions with the boys. In apparent contradiction to the teachers comments that the boys were the more active learners, the girls initiated more interactions with the teacher. However, the girls reported that they were uncomfortable in the class as boys mocked and intimidated them during the lessons. Unfortunately, a large percentage of the girls who did choose to take Physical Science were unhappy with their choice as they then found it difficult. The main recommendations of the study were that; teacher and community awareness programmes should be established to raise awareness of the gender issues and to promote girls taking science; career guidance should be given to learners so they could make their own informed decisions; and possibly specialist science girls schools could be established. Further suggestions for research were made. The findings of this study should provide policy makers, curriculum developers, and science teachers with valuable information about some of the factors that influence girls not to take Physical Science. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2005.

The intention of this study was to describe the implementation process of the NQF in nursing education at central and provincial levels in order to explore the change process. It deals with this process as follows: Implementation of NQF in nursing education.; Organizational health at central and provincial levels.; The change strategies used at these levels.; The implementation level reached. It is a qualitative study of an enthographic type to describe and document the implementation of the NQF as it occurred. The researcher who was part of the group that generated the culture of learning in nursing, directly participated in the activities and events as they occurred at this initial stage of implementation of the NQF. A discussion between the researcher and nurse educators took place on strategies used and whether they find the existing environment promoting changes. The research techniques used for gathering information were interviews and documents. With this information the researcher was able to reflect, make inferences and interpretations. The state of nursing education was described within the organizational self-renewal strategies described by Owens (1998). The description of the process of implementing the NQF was viewed against the change strategies as described by Bennis, Benne and Chin (1969), which are the empirical rational, normative re-educative and power coercive. The stage of implementation of the NQF in NE that has been achieved has been assessed using the NQF principles as a yardstick. The data collected is largely qualitative and its analysis has been qualitative. The categories of the theoretical framework which are inputs (organizational health); process (change theories); and outcomes (awareness, planning, use and refinement) of the NQF principles, have been used to analyze the data. The findings on organizational health reveal that nursing education is a healthy organization at both central and provincial levels. It has taken the opportunity presented by the NQF to address some of its organizational problems such as the Scope of Practice for nurses and midwives. There are, however, problems in making final decisions about the planned implementation of the NQF because of differences in vision about the future of nursing education. The movement of nursing education (NE) to higher education (HE) is hampering progress because the National Government is not implementing the Education Act No. 101 of 1997 which has moved NE to HE. Both the South African Nursing Council (SANC) and Natal College of Nursing (NCN) have no coherent human resources development policy. At both the central and provincial levels of NE normative re-educative strategies are ones that have been used extensively rather than power coercive strategies. Empirical rational strategies were also made use of to identify the advantages of the NQF policy and to incorporate them into the planned changes. There is full awareness and planning for the implementation of all the principles of the NQF. The principles of the NQF that are already in use and are being refined are integration of education and training, relevance, credibility and legitimacy.This is because they had already been in use in nursing education and practice before the inception of the NQF policy. / Thesis (Ph.D.)-University of Natal, Durban, 2001.

A comparative analysis was undertaken using descriptive survey and cross-sectional design to explore the effects of two curricular approaches ( Problem-based learning and traditional) used in Comprehensive basic nursing programme on the development of, clinical reasoning abilities of nursing students was undertaken, Triple Jump Exercise as the data collection instrument was used to evaluate students' abilities, in clinical reasoning, Using quota sampling technique, a convenience sample of 87 subjects was selected from two nursing institutions using these two approaches, These were student nurses in their 1st, 2nd and 4th year levels of study, Using individual interviews, subjects were required to think aloud and verbalize their clinical reasoning after being presented with a clinical scenario, Subjects' verbalizations were quantified, based on the criteria specified in the evaluation form of the data collecting instrument, and total scores were obtained, Analysis using computer software package (SAS) was done to provide for descriptive and statistical summarisation, Though descriptive analysis through mean scores of clinical reasoning showed slight differences resulting from the curricular approaches used. this was not confirmed statistically as the two factor ANOVA and Tukey's method revealed no significant differences by approaches nor their interaction with level of study, Only levels of study had significant differences at p=O,OOO I, with senior levels outperforming their juniors, These findings therefore conclude that PBL and the traditional approach perfonn on a similar level in clinical reasoning. Nurse educators are therefore challenged to identify effective strategies to enhance and nurture clinical reasoning, One strategy, which this study recommends, is the use of case-based approaches in CBNP. / Thesis (M.Cur.)-University of Natal, Durban, 2001.