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

A Master’s Thesis submitted to the Faculty of Humanities, School of Human and Community Development, Discipline of Psychology, for the Degree of Master of Education (Educational Psychology), University of the Witwatersrand, Johannesburg, July 2017. / Bullying is a problematic phenomenon in South African schools, affecting victims and bullies in various ways. These can have far reaching consequences that can last for years. This research sought to investigate bullying in rural schools. It sought to investigate the existence of bullying in rural schools and to explore the nature of bullying in rural schools, with regards to gender. Using a cross-sectional survey research design, 200 learners from high schools in the Eastern Cape completed the Olweus Bully/Victim Questionnaire. Data obtained from the participants was analysed using Chi-Square Test of Independence for each question in the questionnaire. The results confirmed the existence of bullying in rural schools. All three forms of bullying (physical, verbal, psychological bullying) and cyberbullying were present in the schools. Both boys and girls are experiencing bullying. The implications of this study include feelings of a lack of safety in the school environment, which will invariably affect learners’ academic and social progress. As such, more interventions should be designed to combat adverse effects of bullying. / XL2018

A research report submitted in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology) in the faculty of Humanities, University of the Witwatersrand, Johannesburg, 2016 / This study aimed to explore parents’ perceptions on inclusive education in private South African schools with the focus on two inclusive practices: bridging classes and classroom facilitators. The sample for this study consisted of 10 parents from two private schools in the northern suburbs of Johannesburg. A semi-structured in-depth interview schedule was devised to examine parents’ perceptions on the support and inclusive practices offered within their schools. The results indicated that majority of parents found bridging classes to be more beneficial than classroom facilitators in assisting children experiencing barriers to learning. Furthermore, results demonstrated that the quality of teaching ultimately influences the success of inclusive education within the school. / XL2018

A dissertation submitted to the Faculty of Education, University of the Witwatersrand in fulfillment of the requirements for the degree of Master of Education. / The research, conducted as part of a project aimed at improving teachers' English .skills, set out to answer the question: What are the needs of farm school teachers in relation to the use of English as the medium of instruction? Clarification of this question involved the examination of teachers' English proficiency, the teaching of English as a subject and the.observation of the learning/teaching situation in the farm school classroom. The research raised questions concerning the underlying assumption that an English language intervention could bring about major change in the classroom. As a result, further enquiries into the socio-economic context-of the schools were instituted. In addition, the learning/teaching situation was examined in the light of theories of cognition and change. A range of research methods involving both quantitative and qualitative approaches were utilized to penetrate this highly complex situation. The findings indicated a clear need on the. part of ihe teachers for an English proficiency course. At the same time. the findings also indicated most strongly that a fundamental change is needed in tne teachers' understanding of their role if they are to become agents of significant change. / Andrew Chakane 2019

A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Arts in Social Work in the field of Occupational Social Work, September 2017 / School violence over the years has been on an increase. It has been particularly known and researched that learners have been affected by such a persistent phenomenon (Burton & Leoschut, 2013). Notably, teachers themselves are increasingly becoming victims of school violence. It has been said that much of the school violence stems from the violent nature of society; violence in society being complex in nature (Mncube & Harber, 2012). Limited research has been directed towards exploring victimisation of teachers by their learners, hence the interest in the topic. In order for one to gain knowledge and insight in this topic, the qualitative approach and a case study design was used. The unit of analysis consisted of 5 high school teachers within the Johannesburg South Region. Snowballing, which is a type of non – probability sampling was used to identify participants. A semi – structured interview scheduled was used as a data gathering tool, during the face – to face interviews. The thematic content analysis was used to analyse the data collected, so as to find common themes and topics relevant to the study. As predicted, the study helped in gaining insights in understanding the consequences of school violence and bullying on teachers. It helped in understanding teachers’ experiences of school violence and the consequences it has in the workplace. Additionally, it assisted in gaining insight on what may contribute towards the creation of a healthier work environment. / XL2018

A research report submitted to the School of the Arts, Faculty of the Humanities University of the Witwatersrand, Johannesburg in fulfilment of the requirements for the degree Masters of Arts August 2015 / South African heritage sites are places that have the potential to support curriculum learning outcomes, and visits to heritage sites are sometimes included in the school timetable. Learning in museums is difficult to quantify, but it has been suggested that “something generally [does] happen” during visits to cultural sites (Hooper-Greenhill 2007:47). The focus of this research report is Constitution Hill, which is a prominent feature in the heritage landscape of Johannesburg that focuses on the atrocities, and the injustices of the past, while strengthening understanding of democracy and human rights. This research report evaluates the experiences of learners from the Further Education and Training (FET) Phase visiting Constitution Hill and participating in the Saturday Workshops run by Constitution Hill Education Project and attempts to identify what is the ‘something’ that ‘generally happens’. The data was obtained through semi-structured, open-ended interviews with learners, educators and programme co-ordinators. The data was analysed using the Generic Learning Outcomes Model, an evaluation tool developed in the United Kingdom. The research report proposes, despite the best efforts of schools and educators, many learners, regardless of socio economic background, struggle with making connections between South African history and their own daily realities and that this may influence the value they place on their democratic rights. However, the dynamic interaction with Constitution Hill, provided by the Constitution Hill Education Project, resulted in shifts in attitudes and perspectives suggesting that the ‘something’ that happens is positive and potentially far reaching. This research report also reflects on the interpretive strategies that characterise the engagement at Constitution Hill.

This document is submitted in partial fulfilment for the degree: Master of Architecture [Professional] at the University of the Witwatersrand, Johannesburg, South Africa, in the year 2013. / In South Africa there are approximately three million people between the ages of 18 and 24 who are unemployed or not part of an education or training institute. There are residing issues concerning education in post-apartheid South Africa, such as poor quality education in areas where the socio-economic climates still prove challenging and an increasing absence of educational institutions and training facilities. As a result, South Africa is suffering from a lack of skilled labour across all sectors of trade. In the Green Paper for Post-School Education and Training, published in 2012, the Department of Higher Education and Training (DHET) addresses the current issues around education in South Africa and indicates that part of the resolution is to form a “nexus between the formal education system and the workplace.” Both private and public sectors need to adopt new infrastructure to ensure a higher success rate for empowering South Africans through the provision of skills-based education. This thesis is about creating a ‘new’ school idea - The Incubation Hub - for artisans, where architectural technological innovation meets education in South Africa, opens up vocational opportunities and subsequently allows for economic growth. The ‘new’ school will not only create a stronger and a more advanced workforce for South Africa but aims to bridge the gap between the corporate sector and the education and political sectors. The Incubation Hub tackles the proposed matter by recognising the opportunity for an architectural intervention, whereby a literal and physical symbiotic relationship is formed between two buildings – each with a separate function and role in society and the economy - that unites their individual responsibilities to create a new identity. In doing so, the Incubation Hub aims to improve the social and economic status of South Africa on a local and global level.

Thesis (M.Cur) --University of Limpopo, 2013 / This study was aimed at determining the factors that contributed to absenteeism of pupil nurses in the nursing schools of Capricorn district in Limpopo Province. A descriptive cross-sectional quantitative design was used to describe factors that contributed to absenteeism of pupil nurses in the nursing schools of Capricorn district. The target population consisted of 124 pupil nurses at two nursing schools in the Capricorn district. Ten pupil nurses from one nursing school were used in a pilot study, but for the main study 114 nurses from both nursing schools were sampled. Systematic sampling was used to select 57 pupil nurses who participated in the study. Data were collected by means of a self-developed questionnaire that comprised 24 items on teaching, course content, learning, assessment and social problems. The Statistical Package for Social Sciences (SPSS, version 18) was used for data analysis. Validity and reliability were ensured by using Cronbach’s test on the pilot study. Ethical clearance was obtained from the Medunsa Research and Ethics Committee, and permission to conduct the study was granted by the Department of Health and Social Development, Limpopo Province. The findings of the study revealed that teaching, course content, learning environment, assessment and social problems were contributory factors to absenteeism of pupil nurses in the nursing schools of the Capricorn district in the Limpopo Province. The study further showed that pupil nurses were absent from classroom and clinical settings due to fear of assessment and attending to social problems. The study recommended the redesigning of nursing education and training in the Capricorn district of the Limpopo Province. The study proposed that appropriate and innovative teaching strategies and support systems be established for pupil nurses.

Thesis (M.A.) --University of Limpopo, 2012 / The study was undertaken because the researcher was concerned about the denial of poor learners the right to education, as their parents could not afford to pay School Fees due to high unemployment and poverty in rural schools. The researcher noticed that schools sent learners home to collect school fees and also withheld learner reports until the required amount was paid. As a result, “Fee Exemption policy” was available to exempt poor parents from paying School Fees, but it was not effective because schools did not inform them to apply for this policy. As a result, poor learners decide to dropout. The government introduced “no-fee-schools” policy to end marginalisation of poor learners. Further, it appeared that School Allocations are little because rural schools have a shortage of school facilities and some of the facilities are too expensive.A purposive sampling strategy was used to select 3 public secondary schools as research sites and 26 respondents as a sample of the target population. Respondents consisted of 8 members; the principal, SGB member and 6 educators from School A; Nine (9) respondents; the principal, 2 SGB members and 6 educators from School B; the principal, 2 SGB members and 6 educators from School C. Twenty-six respondents were considered to be sufficient because my focus was not on representation. The respondents were considered to be key informants with required data. Interviews and document analysis were used as data collection methods. The researcher used semi-structured interviews because they are interactive, and they also give the respondents a voice associated with their perspectives and experiences. Document analysis was used to supplement data collected through interviews. The interviewees discovered that learners were denied the right to education, despite the departmental policies formulated to help poor learners and theirparents. Furthermore, “no-fee-schools” policy was formulated to enable poor students to access education, but it is problematic because School Allocation is not deposited to school accounts on time and does not cover all the school costs. The study recommends that poor learners should not be denied the right to education and that the departmental policy (viz., Fee Exemption Policy) should be monitored to ensure that marginalised learners benefit from this scheme. This policy should also be budgeted for so as to enable poor schools to purchase modern facilities to improve the quality of teaching and learning and employ extra educators so as to reduce the educator-learner ratios and so on.

Thesis (MEd. (Language and Education)) -- University of Limpopo, 2014 / Combating Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome (HIV/AIDS) among young people has been one of the most difficult challenges in the small communities of rural Mafarana in South Africa, which is only one area surrounded by many other similar areas beset by similar problems. One of the major obstacles that hinder television (TV) health messages from reaching the targeted market is the communication barrier, little or no information, misinformation or misunderstanding are amid many other reasons. The objective of this study was to research the discourse analysis of high school learners’ interpretation of HIV/AIDS TV health messages. The study examined three objectives, aimed at providing a clear indication whether advertisers consider the need for using direct and clearly understood language to meet the required level of education of the targeted audience. Meeting these criteria would result in HIV/AIDS education having an impact on rural people’s knowledge and behaviour.