Text in Afrikaans / Leerders wat uit swak sosio-ekonomiese omstandighede kom, die sogenaamde milieu-geremde leerders, se prestasie in geletterdheid is dikwels baie swakker as diegene wat uit meer bevoorregte huise uit kom. Skryf, as ‘n kernaspek van geletterdheidsvaardighede, kan tereg beskou word as een van die ingewikkeldste vaardighede. Die bemeestering daarvan stel ‘n bykans onbereikbare eis aan die milieu-geremde leerder en kan grootliks toegeskryf word aan die leeragterstande wat sulke leerders ondervind. Die probleem word dikwels vererger deur ‘n gebrek aan opvoederbekwaamheid en die algemene afwesigheid van goeie onderwys waar hierdie leerders skoolgaan. Hoewel baie ingrypingsmaatreëls en strategieë deur die Wes-Kaapse Onderwysdepartement (WKOD) en ook die Departement van Basiese Onderwys (DBO) al van stapel gestuur is om die talle uitdagings rondom veral geletterdheidsprestasie hok te slaan, blyk dit dat ingrypings om leerders se skryfvaardighede te verbeter, dikwels afgeskeep word. Hierdie konstruktivistiese studie was daarop gemik om ‘n omvattende ondersoek te doen en die uitdagings wat milieu-geremde leerders ten opsigte van skryfvaardighede ondervind, op ‘n holistiese wyse binne die konteks van arm plattelandse skole aan te spreek. Hierdie kwalitatiewe ondersoek is uitgevoer by nege plattelandse skole in die Weskusdistrik van die Wes-Kaap. Taalopvoeders in die Intermediêre Fase is in die studie betrek. Die skole is geleë in woongebiede waar opsigtelike tekens van swak sosio-ekonomiese omstandighede voorkom, en gekies vanweë hulle status as skole in die laer kwintiele. Die teoretiese perspektiewe van Piaget, Vygotski, Bronfenbrenner en Bandura met hul fokus op sosiokulturele teorieë van leer, is bestudeer. Bepaalde strategieë en beginsels is vanuit hierdie perspektiewe met hierdie studie in verband gebring. Die bevordering van skryfvaardighede in die konstruktivistiese klaskamer is bestudeer met klem op Brian Cambourne (1934-) se invloedryke werk wat fokus op die voorwaardes vir leer en ook op die wyse waarop opvoeders ‘n klaskameretos kan skep om goeie skryfvaardighede te ontwikkel. Die konstruktivistiese beskouing het ook die dataversamelingsproses gerig en uit die data is temas en subtemas geïdentifiseer wat bespreek en ontleed is. Bevindinge in hierdie navorsing het getoon dat skryf ‘n ingewikkelde aktiwiteit vir beide opvoeders en leerders is en dat die onderrig en bevordering daarvan in vele opsigte te kort skiet. Opvoeders beskik oor beperkte kennis en begrip ten opsigte van die onderrig en assessering van skryfvaardighede. Die bevindinge toon ook dat min maatreëls in plek is om die eiesoortige eise wat milieu-geremde leerders stel, aan te spreek. Die studie het ook getoon dat die ouers van milieu-geremde leerders ‘n belangelose, apatiese houding teenoor hul skoolwerk openbaar. In ‘n neutedop kan gesê word dat hierdie studie getoon het daar beslis baie meer gedoen moet word om nie net die skryfvaardighede van milieu-geremde leerders by armer plattelandse skole te verbeter nie, maar dat daar ook indringend na oplossings gesoek moet word vir die talryke ander uitdagings wat milieu-geremde leerders by plattelandse skole ervaar. / The performance in literacy of learners hailing from poor socio-economic circumstances, the so-called environmentally deprived learners, is often much poorer than those from more advantaged homes. Writing, as a core aspect of literacy skills, can rightly be viewed as one of the most complicated skills. The mastering thereof puts an almost unattainable demand on the environmentally deprived learner. This situation is largely attributed to the learning deficit experienced by such learners. The problem is often exacerbated by a lack in educator proficiency and the general absence of good education where these learners go to school. Although many intervention measurements and strategies have been initiated by the Western Cape Education Department (WCED) and the Department of Basic Education (DBE) to inhibit the many challenges surrounding especially literacy performance, it would seem that interventions to improve learners’ writing ability is often neglected. This constructivist study was aimed at undertaking an encompassing investigation and to address the challenges that environmentally deprived learners experience in terms of writing skills in a holistic manner within the context of poor rural schools. This qualitative investigation was executed at nine rural schools in the West Coast district of the Western Cape. Language educators in the Intermediary Phase were involved in the study. The schools are situated in areas where there are visible signs of poor socio-economic circumstances, and chosen for their status as schools in the lower quintiles. The theoretic perspectives of Piaget, Vygotski, Bronfenbrenner and Bandura, with their focus on socio-cultural theories, were studied. Specific strategies and principles from these perspectives were aligned with this study. The promotion of writing skills in the constructivist classroom was studied, with a focus on the influential work of Brian Cambourne (1934-), which focuses on the conditions for learning and also the way in which educators can create a classroom ethos to develop good writing skills. The constructivist view also guided the data collection process and from the data themes and subthemes were identified that were discussed and analysed. Findings of this research has shown that writing is a complicated activity for both educators and learners and that the teaching and promotion thereof are lacking in many aspects. Educators have limited knowledge in respect of the teaching and assessment of writing skills. The findings also show that few measures are in place to address the unique demands made by environmentally deprived learners. The study has also shown that the parents of environmentally deprived learners display an uninterested, apathetic attitude towards their schoolwork. In a nutshell it can be said that this study has shown that there is indeed much to be done not only to improve the writing ability of environmentally deprived learners in poorer rural schools, but that solutions should also urgently be sought to the countless other challenges experienced by environmentally deprived learners in rural schools. / Curriculum and Instructional Studies / D. Ed. (Kurrikulumstudies)

Managing discipline in the developing world where corporal punishment has been abolished in schools in line with the human rights agendas, has led to teachers battling with implementing alternative peaceful discipline measures. Namibia is no exception. Data gathered from six purposively selected secondary schools served as the case of this research were textually analysed using open coding. Data used in this inquiry were gathered through qualitative open-ended questionnaire and semi-structured individual interviews from 24 participant teachers at the six secondary schools. In order to view learner discipline in a holistic way, the intention of this inquiry was to explore how teachers experience the management of learner discipline; the factors contributing to learner discipline; the challenges faced by teachers in managing learner discipline; the Namibian government policy in managing learner discipline; and strategies adopted by the teachers in managing learner-learner behaviour in Namibian secondary schools in the region of the Hardap of Namibia. Most of the existing body of knowledge on the phenomenon of learner discipline was confirmed by this study. The inquiry further analysed, presented and discussed the findings in light of the literature review and theories and models that guided the study. The results of this inquiry highlighted that the problem of the Namibian education system is compounded by lack of learner discipline among both learners and teachers. During this inquiry, it was revealed that there is a rampant breakdown of discipline among secondary school learners in the Auob Circuit of the Region of Hardap of Namibia. It was also revealed that participant teachers are trying their best to maintain learner discipline by involving other educational stakeholders. The conclusions were consistent with the main results from the semi-structured individual interviews as well as those from the qualitative open-ended questionnaire resulting in different recommendations being directed at the Education, Arts and Culture Ministry, secondary schools, teachers, parents and learners. It was found that school rules and classroom rules serve as a guideline for teachers and learners when maintaining learner behaviour in schools. Most schools have introduced a demerit system where learners are allocated different points for different offences that they commit, like if they come late for school, come to school without a doctor’s certificate after being absent, if they are disrupting the classes or walking around the school aimlessly. Teamwork among teachers is really lacking when it comes to learner behaviour management in schools. Undisciplined learners take chances as they know that even if they misbehave, nothing will happen to them. The management of learner discipline at some schools has become a very difficult task since most of the learners are troublesome. Learners are affected by the circumstances at home to schools which lead to many problems at schools. Lack of parental involvement is a challenge that teachers face in maintaining learner discipline in schools. Some learners misbehave because of peer pressure. Teachers are also sometimes to blame for disciplinary problems experienced in the Hardap secondary schools of Namibia, taking out their frustrations on the learners or themselves indulging in acceptable behaviour such as drunkenness or sexual molestation. Alcohol and drug abuse are a challenge which is predominant in the Hardap secondary schools, particularly in the Auob Circuit. The results of this inquiry revealed that the challenge that teachers are facing in schools is that learners are defiant, break the law and often become violent. The study recommends that workshops or in-service trainings on learner behaviour management should be conducted by the Education, Arts and Culture Ministry at least twice a year. Teachers should involve learners in drafting a set of school rules. / Die bestuur van dissipline - in die meeste ontwikkelende wêreld waar lyfstraf in skole afgeskaf is in ooreenstemming met die menseregte-agendas, waar die onderwysers sukkel met die implementering van alternatiewe maatreëls vir vreedsame dissipline, insluitend Namibië is 'n baie slegte ervaring vir die meeste onderwysers in die hoërskool. Data wat versamel is uit ses kriteria wat geselekteerde sekondêre skole was, het gedien as die geval van hierdie ondersoek, is met behulp van 'n oop kodering tekstueel ontleed. Data wat in hierdie ondersoek gebruik is, is versamel deur middel van die kwalitatiewe ope vraelys en semi-gestruktureerde individuele onderhoude van vier en twintig deelnemende onderwysers van die ses sekondêre skole. Om die leerderdissipline op 'n holistiese wyse te beskou, was die bedoeling van hierdie ondersoek om te ondersoek hoe onderwysers die korrekte bestuur van leerderdissipline ervaar, die faktor wat bydra tot leerderdissipline, die uitdagings wat onderwysers in die bestuur van leerderdissipline in die gesig staar, die Namibiese regeringsbeleid in bestuur van leerderdissipline en strategieë wat deur die onderwysers aangeneem is vir die bestuur van gedrag van leerder-leerder in Namibiese sekondêre skole in die streek Hardap van Namibië. Die grootste deel van die bestaande kennis oor die verskynsel van leerderdissipline is deur hierdie studie bevestig. Die ondersoek het die bevindings verder ontleed, aangebied en bespreek in die lig van die oorsig van literatuur en teorieë en modelle wat die studie gelei het. Die resultate van hierdie ondersoek het aan die lig gebring dat die probleem van die Namibiese onderwysstelsel vererger word deur 'n gebrek aan leerderdissipline onder leerders en onderwysers. Tydens hierdie ondersoek is aan die lig gebring dat die dissipline onder sekondêre skoolleerders in die Auob-kring in die Hardap-streek in Namibië wydverspreid is. Dit is ook aan die lig gebring dat deelnemende onderwysers hul bes probeer om leerderdissipline te handhaaf deur ander opvoedkundige belanghebbendes te betrek. Die gevolgtrekkings stem ooreen met die belangrikste resultate van die semi-struktuur individuele onderhoude, sowel as dié uit die kwalitatiewe ope vraelys wat gemaak is met betrekking tot elk van die ses ondersoekvrae, verskillende aanbevelings gerig aan die Ministerie van Onderwys, Kuns en Kultuur., sekondêre skole, onderwysers, ouers en leerders, wat noodsaaklike bestanddele is vir verdere ondersoek en studiebeperkings, word duidelik uiteengesit.. Daar is gevind dat skoolreëls sowel as die klaskamerreëls 'n riglyn is vir beide onderwysers en leerders wanneer die leerdergedrag in skole gehandhaaf word. meerderheid skole het 'n stelsel van aflewering ingestel waar leerders verskillende punte kry vir verskillende misdrywe wat hulle begaan, soos as hulle laat kom vir die skool, sonder 'n doktersertifikaat skool toe kom, as hulle die klasse ontwrig of doelloos in die skool rondloop. spanwerk onder onderwysers ontbreek regtig as dit kom by die bestuur van leerdergedrag in skole. dat leerders wat nie gedissiplineerd is nie, kanse waag in skole omdat hulle weet dat al sou hulle hulself gedra, niks met hulle sal gebeur nie. die bestuur van leerderdissipline by sommige skole het 'n baie moeilike taak geword omdat die meeste van die leerders lastig is. leerders bring hul omstandighede tuis na skole wat baie probleme by skole veroorsaak deur mekaar en selfs onderwysers te beledig en te bestry. sommige leerders gedra hulself verkeerd in skole as gevolg van die invloed wat hulle van hul maats kry, en gevolglik vind sommige leerders hulself besig om iets te doen wat daar nie van hulle verwag is om te doen nie. sommige onderwysers is die skuld vir sommige dissiplinêre probleme van sommige leerders wat ondervind word in die Hardap-hoërskole in Namibië. Die uitkomste het ook aan die lig gebring dat baie onderwysers gefrustreerd is weens die werklas en ander sosiale probleme, omdat hulle uiteindelik hul frustrasies op hul leerders loslaat. Weereens dui die resultate daarop dat sommige onderwysers hulself toespits op drank- en dwelmmisbruik, hulle dronk skool toe kom en hul leerders misbruik gebruik. 'n gebrek aan ouerbetrokkenheid is 'n uitdaging wat onderwysers ondervind om leerderdissipline in skole te handhaaf. swak gedissiplineerde leerders is 'n bedreiging vir die vrede en veiligheid van die leerinstellings. drank- en dwelmmisbruik is 'n uitdaging wat veral in die Hardap-hoërskole, veral in die Auob-kring, oorheersend is. Die resultate van hierdie ondersoek het aan die lig gebring dat die uitdaging waarvoor onderwysers in skole te staan kom, is dat leerders alkohol en dwelmmiddels misbruik en dagga op die skoolterrein rook nadat hulle so arrogant geword het dat hulle gewelddadig geraak het. Die studie beveel aan dat minstens twee keer per jaar werkswinkels of indiensopleidings oor die bestuur van leerdergedrag deur die Ministerie van Onderwys, Kuns en Kultuur aangebied word. Onderwysers moet leerders betrek by die opstel van 'n stel skoolreëls. / Educational Management and Leadership / Ph. D. (Education Management)

Afrikaans text, with English and Xhosa summaries / Baie leerders in voorheen benadeelde skole kom uit enkelouerhuise, waar ouers lang ure werk en dikwels ongeletterd is. Dit lei daartoe dat die oorgrote meerderheid leerders in 'n ongestruktureerde omgewing en in huise grootword sonder duidelike dissiplinêre grense. Dissiplinêre grense behels die daarstelling van duidelike perke wat aan kinders wys wat hulle mag doen en wat hulle nie mag doen nie. Alle kinders het grense nodig om optimaal te groei en te leer. As kinders weet wat die gevolge daarvan is om buite die grense te beweeg, sal hulle probeer voldoen aan verwagtinge. Aan die anderkant sal 'n gebrek aan grense baie dissiplinêre probleme veroorsaak, aangesien leerders nie tuis selfdissipline aanleer nie. Daarbenewens word hulle dikwels grootgemaak in omgewings waar hulle blootgestel word aan dwelms, geweld, misdaad en bendes. Hulle verwerf nie die kennis van watter soort gedrag tuis of in hul gemeenskappe moreel en sosiaal aanvaarbaar is nie. Die gebrek aan dissipline en selfdissipline tuis lei tot dissiplinêre probleme in die klaskamer, veral by leerders in voorheen benadeelde skole. Die onderrig van goeie dissipline, wat tot selfdissipline lei, berus op opvoeders se skouers in die skoolkonteks. Dus word die rol van skole en opvoeders uiters belangrik, hoewel dit na 'n onoorkomelike probleem klink. As alle belanghebbendes 'n rol kan speel om leerders te help om optimaal te ontwikkel, sal dit ook help met dissiplinêre probleme. / Many learners in previously disadvantaged schools come from single parent homes, where parents work long hours and often are illiterate. This leads to the fact that the vast majority of learners grow up in an unstructured environment and in homes without clear disciplinary boundaries. Disciplinary boundaries involve establishing clear limits that show children what they are allowed to do and what they are not allowed to do. All children need boundaries to grow and learn optimally. When children know what the consequences are for stepping out of bounds, they will be more compliant. A lack of boundaries on the other hand causes many disciplinary problems, as learners do not learn self-discipline at home. In addition, they are often raised in environments where they are exposed to drugs, violence, crime and gangs. They do not acquire the knowledge of which types of behaviour are morally and socially acceptable at home or in their communities. The lack of discipline and self discipline at home leads to disciplinary problems in the classroom, especially with learners in previously disadvantaged schools. The teaching of good discipline, leading to self discipline rests on educators’ shoulders in the school context. Thus, the role of schools and educators become extremely important, although it sounds like an insurmountable problem. If all stakeholders could play a role to assist learners to develop optimally, it will also help with disciplinary problems. / Uninzi lwabafundi abaphuma kwizikolo ebezihlelelekile ngaphambili bavela kumakhaya anomzali omnye, apho abazali besebenza iiyure ezinde kwaye kunjalo bengafundanga. Ngoko uninzi lwabafundi lukhulela kwindawo engenasiseko someleleyo nakumakhaya angenamiqathanga icacileyo yokuziphatha. Imida yokoluleka kokuziphatha ibandakanya ukumiselwa kwemida ecacileyo ebonisa abantwana izinto abavunyelweyo ukuzenza nezinto abangavunyelwanga ukuba bazenze. Bonke abantwan bafuna ukubekelwa imiqathanga ukuze bakhule ngokugqibeleleyo. Xa abantwana bezazi iziphumo zokutyeshela imiqathanga ebekiweyo baya kuthobela nangakumbi. Ukongeza, basoloko bekhulela kwindawo apho bedibana neziyobisi, ubundlobongela, ulwaphulo-mthetho namamaqela emigulukudu. Ngoko ke, abalufumani ulwazi ngeentlobo zokuziphatha ezivumelekileyo ekhaya okanye ekuhlaleni. Ukungabikho kwenqeqesho nokuzihlonipha ekhaya kukhokelela kwiingxaki zokuziphatha egumbini lokufundela, ingakumbi abafundi abakwizikolo ebezihlelelekile. Ukufundisa indlela efanelekileyo yokuziphatha, ekhokelela ekuziphatheni kakuhle, ngumthwalo wootitshala esikolweni.Yiloo nto indima yezikolo nootitshala iba yeyona ibaluleke kakhulu, ngaphandle kwale ngxaki ikhangeleka ingenakuphela. Ukongeza, ukuba bonke ababandakanyekayo banokudlala indima ekuncedeni abafundi ukuba bakhule ngokugqibeleleyo, kunganceda ekusombululeni iingxaki zokuziphatha. / Psychology of Education / M. Ed. (Opvoedkundige Sielkunde)

Abstracts in English, Sotho and Afrikaans / The impact of Information and Communication Technologies on all spheres of life, whether it is for educational, corporate, government or social purposes is undeniable. From an educational point of view, the South African Department of Basic Education acknowledged the impact that ICT has on teaching and learning in the classroom by introducing ICT in the education system. However, ICT integration in South African schools is still in its infancy especially in most rural schools. The phenomenological, qualitative research study employed a case study as its research design, employing the connectivism theory as the theoretical framework. The theory that underpinned this study was the connectivism theory. The research was performed with a sample of six purposively selected teacher-participants. Semi-structured interviews and non-participant observation were the methods of data collection. The aim of conducting the semi-structured interviews was to determine the teachers’ perception on the integration of ICT as a tool to enhance teaching and learning. The non-participant observation assisted in corroborating the data collected from the interviews. The research data collected were studied, analysed, explained and validated. The findings indicated that the integration of ICT is still at its infancy and though the teachers viewed ICT as a valuable tool to enhance teaching and learning, they emphasised the enormous work that needs to be done by the Department of Basic Education in ensuring the full integration of ICT in the schools. Findings of the study highlighted the challenges that teacher’s experience that hindered the proper integration of ICT in schools. The study recommends that the Department of Basic Education provides adequate ICT tools in all the public schools, ensures that the teachers receive proper ICT training, continuous support and the regular update and maintenance of ICT tools as well as the regulation of ICT policy as a guide to teaching and learning in the schools. / Seabe sa Ditheknolotši tša Tshedimošo le Dikgokagano go makala ka moka a bophelo, se ka be se le go thuto, go khamphani, go mmušo goba mabakeng a leago se ka se ganetšwe. Go ya ka maikutlo a tša thuto Kgoro ya Thuto ya Motheo ya Afrika Borwa e amogetše seabe seo Theknolotši ya Tshedimošo le Dikgokagano (ICT) e nago le sona go go ruta le go ithuta ka phapošing ya thuto ka go tsebagatša ya ICT ka lenaneong la thuto. Le ge go le bjale, kopanyo ya ICT ka dikolong tša Afrika Borwa e sa le mathomong kudukudu ka dikolong tše ntši tša magaeng. Dinyakišišo tše tša maitemogelo le tša boleng di šomišitše dinyakišišo tša seemo bjalo ka tlhamo ya tšona ya go dira dinyakišišo, ka go šomiša teori ya thuto ya kgokagano ka inthanete bjalo ka tlhako ya teori. Teori yeo e thekgilego dinyakišišo tše e bile teori ya thuto ya kgokagano ka inthanete. Teori ye e phethagaditšwe ka sampole ya barutiši ba tshela bao ba kgethilwego go kgatha tema ka maikemišetšo. Dipotšišo tša dipoledišano tšeo di bego di nyaka gore baarabi ba fahlele ka mabaka le temogo ka bao ba sa kgathego tema di ile tša šomišwa bjalo ka mekgwa ya go kgoboketša tshedimošo. Maikemišetšo a go diriša dipotšišo tša dipoledišano tšeo di bego di nyaka gore baarabi ba fahlele ka mabaka ebile go tseba maikutlo a barutiši mabapi le kopanyo ya ICT bjalo ka setlabelo sa go thuša go ruta le go ithuta. Temogo ka bao ba sa kgathego tema go thušitše go kopanya tshedimošo yeo e kgobokeditšwego ka dipoledišanong. Tshedimošo ya dinyakišišo yeo e kgobokeditšwego e ile ya lekodišišwa, ya sekasekwa, ya hlalošwa le go tiišeletšwa. Dikutollo di laeditše gore kopanyo ya ICT ka dikolong e sa thoma gomme le ge e le gore barutiši ba bona ICT bjalo ka setlabelo se bohlokwa sa go thuša go ruta le go ithuta, ba gateletše taba ya mošomo o montši wo o swanetšego go dirwa ke Kgoro ya Thuto ya Motheo go netefatša gore go ba le kopanyo ka botlalo ya ICT ka dikolong. Dikutollo tša dinyakišišo di laeditše dithohlo tšeo baithuti ba itemogelago tšona tšeo di šitišitšego kopanyo ya maleba ya ICT ka dikolong. Dinyakišišo di šišinya gore Kgoro ya Thuto ya Motheo e fane ka ditlabelo tša maleba tša ICT ka dikolong tša mmušo ka moka, e netefatše gore barutiši ba hwetša tlhahlo ya maleba ya ICT le thekgo ye e tšwelago pele, le gore ditlabelo tša ICT di fele di mpshafatšwa kgafetšakgafetša le go hlokomelwa. Godimo ga fao, gore melawana ya ICT bjalo ka tlhahlo ya go ruta le go ithuta ka dikolong e laolwe. / Ons kan nie die invloed van Inligtings- en Kommunikasietegnologie (IKT) op alle terreine van die lewe – of dit vir opvoedkundige, korporatiewe, regerings- of sosiale gebruik is – ontken nie. Uit 'n opvoedkundige oogpunt, het die Suid-Afrikaanse Departement van Basiese Onderwys die invloed van IKT op onderrig en leer in die klaskamer erken deur IKT in die onderwysstelsel bekend te stel. IKT-integrasie in Suid-Afrikaanse skole is steeds in sy beginfase, veral in landelike skole. Hierdie fenomenologiese, kwalitatiewe navorsingstudie het 'n gevallestudie as navorsingsontwerp en die konnektivisme teorie as teoretiese raamwerk gebruik. Die teorie wat die studie onderskryf het, was die konnektivisme teorie. Die navorsing is met 'n steekproefneming van ses doelbewus gekose onderwyserdeelnemers uitgevoer. Semigestruktureerde onderhoude en niedeelnemerwaarneming is gebruik om data te versamel. Die doel van die semigestruktureerde onderhoude was om die onderwysers se persepsies te bepaal oor die integrasie van IKT as hulpmiddel om onderrig en leer te bevorder. Die niedeelnemerwaarneming het gehelp om die data uit die onderhoude te bevestig. Die navorsingsdata wat versamel is, is bestudeer, ontleed, verduidelik en geldig verklaar. Die bevindings het aangedui dat die integrasie van IKT nog in sy beginfase is en alhoewel die onderwysers IKT as 'n waardevolle hulpmiddel beskou om onderrig en leer te bevorder, het hulle die groot hoeveelheid werk wat die Departement van Basiese Onderwys nog moet doen om volledige integrasie van IKT in skole te verseker, beklemtoon. Die studie se bevinding het die onderwysers se uitdagings wat die behoorlike integrasie van IKT in skole verhinder, uitgelig. Die studie beveel aan dat die Departement van Basiese Onderwys genoegsame IKT-hulpmiddels in alle openbare skole voorsien, verseker dat die onderwyser behoorlike IKT-opleiding en deurlopende ondersteuning ontvang, en dat IKT-hulpmiddels gereeld opgradeer en onderhou word. Verder, dat die IKT-beleid as 'n riglyn vir onderrig en leer in skole gereguleer moet word. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

This study, which explores the challenges of everyday English language words in learning physical sciences in Gauteng-East townships secondary schools highlights the difficulties that learners encounter in learning and developing scientific concepts and vocabulary. The study was conducted in four township secondary schools. A questionnaire consisting of 25 multiple choice items, as well as a semi-structured interview were used to collect data for this study. Descriptive statistics was used to analyse quantitative data while qualitative protocol was used to analyse qualitative data. The overall percentage mean scores of correct responses in the questionnaire for schools W, X, Y and Z were 47.2%, 56.9%, 55.2% and 57.2% respectively, which indicated that participants in the study have limited knowledge of everyday English words, when used in a science context. There was no significant gender discrepancy in terms of performance. In-depth analysis of the results revealed that the underlying difficulties were as a result of participants’ relative levels of proficiency in the English language, lack of precision in the use of this language, misreading, and confusion in terms of the use of words. Furthermore, the results were consistent with earlier findings from other countries as reported by various authors. The findings will contribute to knowledge about effective classroom instruction and teacher education from the perspective of language in science. / Kulolu cwaningo, kuhlolwa izinselelo zokusebenzisa amagama asetshenziswa nsuku zonke welimi lwesiNgisi ekufundeni iSayensi ezikoleni zezinga lesibili, emalokishini wabantu abaNsundu empumalanga neGauteng. Kuvezwa ubunzima obuhlangabezana nezingane zesikole ekufundeni nokuthuthukisa umqondo weSayensi nesilulumagama. Uphenyo lwenziwe ezikoleni ezine zasemalokishini. Imibuzo yayiquketwe izinhla ezingamashumi amabili nanhlanu lapho obuzwayo ezikhethela impendulo ekuyiyo, kanye nesinga nhlolokhono yasetshenziwa ukuthola ulwazi oluningi mayelana nalolu phenyo. Izibalo ezichazayo zisetshenziswe ukuhlola ubuningi, kanye nobuqotho kulandelwa umgudu wocwaningo wolwazi olutholakele. Kuvelile emva kophenyo ukuthi izimpendulo ezishaye emhlolweni ngokwamaphesenti kuzikole W,X.Y kanye no Z ngu 47%, 56,9%, 55.2%, kanye 57.2% ngokulandelana kwazo. Lokhu kubonisa ukuthi, abantwana banolwazi oluncane kakhulu ekusebenziseni amagama wesiNgisi asentsheziswa nsukuzonke ukufunda iSayensi. Kubuye kwatholakala futhi nokuthi awukho umehluko ohlukanisa ngobulili babafundi ophawulekayo ngokusebenza kwamagama esiNgisi. Kuphinde kuvele futhi ngokuhlaziya okunzulu, ukuthi kukhona ukwentuleka kwekhono elimini lesiNgisi, nokuthi abafundi abakwazi ukusebenzisa amagama ngendlela eqondile, babuye bafunde ekungeyikho, kanye nokudideka uma besebenzisa amagama. Okunye futhi okuvelayo, yikuthi lemiphumela ihambisana ncamashi neminye imiphumela evela kwamanye amazwe njengoba kubikwe abalobi abahlukene. Lokhu okuvelayo kuzosiza ukulungisa ukufunda kanye nokuqeqesha othisha, mayelana nukufundisa iSayensi ngolwimi lwesiNgisi. / Hierdie studie, wat die uitdagings van alledaagse Engelstalige woorde in die leer van Fisiese Wetenskappe in sekondêre skole in informele woonbuurte in Gauteng-Oos verken, beklemtoon die uitdagings wat leerders teëkom in die leer en ontwikkeling van wetenskaplike begrippe en taalgebruik. Die studie is uitgevoer in vier sekondêre skole in informele woonbuurte. ‘n Vraelys bestaande uit 25 veelvuldige-keuse items, tesame met ‘n gedeeltelike-gestruktueerde onderhoudskedule, is gebruik om data in te versamel vir hierdie studie. Beskrywende statistiek is gebruik om kwantitatiewe data te ontleed, terwyl kwalitatiewe protokol aangewend is om kwalitatiewe data te ontleed. Die algehele persentasie gemiddeldes van korrekte response op die vraelys vir skole W, X, Y en Z was 47.2%, 56.9%, 55.2% en 57.2% onderskeidelik, wat aangedui het dat die deelnemers aan die studie beperkte kennis gehad het van alledaagse Engelstalige woorde om in ‘n wetenskaplike konteks te gebruik. Geen noemenswaardige geslagsongelykheid in terme van prestasie is bevind nie. Indiepte ontleding van die bevindinge toon dat die onderliggende uitdagings die resultaat van deelnemers se relatiewe vlakke van taalvaardigheid in Engels, ‘n gebrek aan presiesie in die gebruik van die taal, gebrekkige leesvaardigheid en verwarring rondom die gebruik van woorde weerspiëel. Die resultate was verder in lyn met vroeëre bevindinge van ander lande, soos deur verskeie outeurs gerapporteer. Die bevindinge sal bydra tot kennis rondom effektiewe klasonderrig en onderwysersopleiding uit die oogpunt van wetenskaplike taalgebruik. / Science and Technology Education / M. Ed. (Natural Science Education)

Abstracts in English, Afrikaans and Xhosa / This research aimed at investigating the challenges white teachers face in the socialisation of diverse learners in a former Model C school in the northern suburbs of Cape Town. The research involved a literature review conceptualising democracy, human rights, diversity, equality and socialisation, in addition to the concepts of white fragility and the theoretical perspective of Bourdieu’s ‘habitus’. The empirical investigation consisted of interviews to gather data. The findings revealed the perspectives of the teachers and their understanding of the socialisation of diverse learners in a democracy. Based on these findings, recommendations were made for the school and the Department of Basic Education to develop a system to incorporate in schools, in order to enhance socialisation and the transformation of former Model C schools. As the title states, this study was focused on the challenges white teachers experience relating to the transition to democracy. The context of a former Model C school is a complex scenario, where the values and norms of a dominant culture have formed, and continue to form, a critical part of the school climate and culture. The research findings revealed that since the transformation process started in 1994, ‘ex-Model C’ schools have assumed different characteristics and encountered challenges depending on their demographical location. Teachers need to address both social and educational aims, especially as the findings suggest that the schools, and particularly the teachers, are unclear about how diversity contributes to norms and values. This reflects in the tendency to remain focused on a dominant white culture, with which the teachers identify as ‘normal’. / Hierdie navorsing het ten doel gehad om die uitdagings wat wit onderwysers ten opsigte van die sosialisering van diverse leerders in ʼn gewese model C-skool in die noordelike voorstede van Kaapstad trotseer, te ondersoek. Die navorsing het ʼn literatuuroorsig behels waarvolgens demokrasie, menseregte, diversiteit, gelykheid en sosialisering gekonseptualiseer word, benewens die konsepte van wit broosheid en die teoretiese perspektief van Bourdieu se “habitus”. Die empiriese ondersoek het bestaan uit onderhoude om data in te samel. Die bevindinge het onderwysers se perspektiewe en hul begrip van die sosialisering van diverse leerders in ʼn demokrasie onthul. Op grond van hierdie bevindinge is aanbevelings gedoen vir die skool en die Departement van Basiese Onderwys rakende die ontwikkeling van ʼn stelsel om in skole te inkorporeer ten einde sosialisering en die transformasie van gewese model C-skole te bevorder. Soos wat die titel aandui, het hierdie studie gefokus op die uitdagings wat wit onderwysers ervaar ten opsigte van die oorgang na demokrasie. Die konteks van ʼn gewese model C-skool is ʼn komplekse scenario, waar die waardes en norme van ʼn dominante kultuur ʼn noodsaaklike deel van die skoolklimaat en -kultuur gevorm het (en dit is steeds die geval). Die navorsingsbevindinge het getoon dat sedert die transformasieproses in 1994 begin het, “eks-model C”-skole verskillende eienskappe aangeneem het en uitdagings teëgekom het afhangende van hul demografiese ligging. Onderwysers moet sowel sosiale as opvoedingsdoelwitte bereik, veral aangesien die navorsingsresultate daarop dui dat daar onduidelikheid onder die skole, en veral die onderwysers, is oor hoe diversiteit bydra tot norme en waardes. Dit blyk uit die neiging om gefokus te bly op ʼn dominante wit kultuur waarmee die onderwysers identifiseer as “normaal”. / Olu phando lujolise ekuphandeni imingeni ejongene nootitshala abamhlophe ekuhlanganiseni ngokwezentlalo abafundi beentlanga ezahlukeneyo kwisikolo esasifudula siyiModel C kumahlomela edolophu asemantla esixeko saseKapa. Uphando lwenza uphononongo loluncwadi oluchaza ngedemokhrasi, amalungelo oluntu, ukungafani, ulingano noqheliso lwezentlalo, kwakunye nobuthathaka babamhlophe neenkalo zokucinga ngokwethiyori ka Bourdieu ekuthiwa yi’habitus’. Uphando olusekelwe kubungqina baquka iindliwano ndlebe ekuqikeleleni idatha. Okufunyanisiweyo kwadiza iimbono zootitshala nendlela abaluqonda ngayo uqheliso lwezentlalo lwabafundi abangafaniyo kwimeko yedemokhrasi. Okufunyanisiweyo kwakhokelela ekwenziweni kweengcebiso kwisikolo nakweSebe Lemfundo Esisiseko ukuba kuphuhliswe inkqubo yokubandakanya ezikolweni, ngenjongo yokukhulisa uqheliso lwezentlalo nenguqu yezikolo ezazifudula ziziModel C. Njengoko nesihloko sisitsho, esi sifundo sagxininisa kwimingeni ejongene nootitshala kwixesha lenguqu eya kwidemokhrasi. Imeko yesikolo esasifudula siyiModel C yimeko enzima, apho iinqobo zokucinga nezithethe zenkcubeko eyongameleyo zibumbe, kwaye zisaqhuba ukubumba inxalenye emandundu yesimo sentlalo nenkcubeko yesikolo. Okufunyaniswe kuphando kwadiza ukuba okoko kwaqala inkqubo yenguqu ngowe-1994, izikolo ezazifudula ziziiModel C zaba neempawu ezahlukileyo kwaye zajongana nemingeni ngokuxhomekeke kwiindawo ezimi kuzo. Ootitshala badinga ukuhlangabeza iinjongo zentlalo nemfundo, ngakumbi, ngokokutsho kophando, izikolo, ngakumbi ootitshala, bengacacelwanga kukuba ukungafani kuncedisa njani kwiinqobo zokucinga nezithethe. Oku kubonakala kumkhwa wokungagungqi kwinkcubeko yabamhlophe neyongameleyo, le ootitshala bayithatha ngokuba ‘yeyesiqhelo’. / Educational Studies / M. Ed. (Socio-Education)

The study was limited to three national education policies, which were the teacherlearner ratio policy, teacher workload policy and learner discipline policy. The problem was the learner moral decay, which was conspicuous to the public who saw learners all over the school grounds during contact time, along streets strolling to their schools without showing any remorse long after schools had started at 8h00. Poor academic performance in public secondary schools in the Tshwane South District is a cause for concern, whereby one of the schools in Tshwane South had only 6% of learners passing in 2018 out of 300 in Grade 8, and the rest were progressed. Qualitative methodology was used, and one-on-one interviews were conducted to collect data from the SGBs, SMTs and teachers of five poorly performing schools in the district. The study revealed that the incorrect development and implementation of the new national education policies had a negative impact on learner discipline and academic performance. The classrooms were overcrowded which meant the teacher-learner ratio and teacher workload were high. The learners and the parents were not provided with the Code of Conduct, and some teachers never read the education policies and did not know that the Code of Conduct is an alternative policy to the corporal punishment policy. Consequently, learners who misbehave and are under the leadership of COSAS defy it because they are aware that teachers are ignorant of the correct procedure to enhance the Code of Conduct implementation. This implies that any case against the learners was considered unprocedural and nullified. It became evident that the Department of Basic Education needed to invest even more in education to deal with the issue of overcrowding by deploying more teachers and teacher assistants. The intervention was also necessary to equip stakeholders with skills in the adoption and implementation of national education policies. The intervention should empower the SGBs to develop and adopt the Code of Conduct correctly, teachers to maintain discipline with confidence and effectively to improve academic performance. As well as the powerful tools for planning correctly by the SMT to involve policy authorities for stakeholders’ development. The implementation of the teacher-learner ratio policy, teacher workload policy and learner discipline policies required monitoring, and to be reviewed if necessary, to avoid disparity between policy and practice. / Thuto ye e akareditšwe ka melawana e meraro ya thuto ya naga, lenaneo la ditekanyetšo ya barutiši le barutwana, lenaneo la mešomo la barutiši le lenaneo la maitshwaro la baithuti. Thuto ye e dira dinyakišišo mabapi le maitshwaro a go phuhlama a baithuti: barutwana ba ba kantle ga diphapuši tša bona ka nako ya thuto, ebile go nale setlwaedi sa go fihla ka morago ga nako sekolong. Se se hlola dipoelo tša go se kgotsofatše dithutong tše di phagamego seleteng sa borwa bja Tshwane, gomme se ke tlhobaboroko. Mohlala, dikolong tsa borwa bja Tshwane, ke diperesente tše tshela fela tša baithuti ba mphato wa seswai go ba makgolo a mararo bao ba phasitšego ka noši ngwageng wa ketepedi lesome seswai, mola ba bangwe ba fitišitšwe. Thuto ye e šomiša mokgwa wa di nyakišišo wa khwaliteitifi, mme dintlha di kgobokantšwe ka go šomiša molawana wa go botšiša dipotšišo thwii, re lebelelane ka mahlong go dihlopha tša go buša dikolo (SGBs), dihlopha tša taolo ya dikolo (SMTs) le go tšwa go barutiši ba dikolo tše hlano tša go se šome gabotse seleteng seo. Thuto ye e tšweletša gore go hloka tšweletšo ya maleba le tšhomišo mpe ya melawana e meswa ya thuto ya naga e nale khuetšo e mpe taolong ya baithuti le mešomong ya sekolo. Palo e kgolo ya barutwana diphapušing e baka morwalo o boima go barutiši. Baithuti le batswadi ga ba fiwe Melao ya sekolo ya maitswaro, gomme barutiši ba bangwe le bona ga senke ba ipha nako ya go bala melawana ya thuto ebile ga ba tsebe gore melao ya maitšhwaro ke mokgwa o mongwe wa go fapana le kotlo ya go betha. Ka lebaka leo, baithuti bao ba sa itshwarego gabotse ebile ba huetšwa ke COSAS ba nyatša melao ya maitšwaro gobane ba lemogile gore barutiši ba hlokomologile mokgwa wo o nepagetšego wa go matlafatša tšhomišo ya maleba ya melao ye. Se se bolela gore kgafetša kgafetša melato kgahlanong le barutwana e tšewa okare ga se ya maleba ebile e phošagetše. Go molaleng gore Lefapha la Thuto ya motheo le hloka go lokiša taba ya go tlala ga barutwana ka diphapušing ka go thwala barutiši bao ba lekaneng le bathuši ba barutiši. Go tsea karolo go thuša batšeakarolo ka tsebo ya go amogela le go šomisa melawana ya thuto ya naga gwa hlokega. Se se ka matlafatša dihlopha tša go buša dikolo go amogela le go šomiša Melao ya maitswaro ka nepo, ele ge barutiši ba holega ka go netefatša maitshwaro ama botse le go kaonafatša dipoelo tša thuto ya barutwana. Dipoelo di hlagiša gore lenaneo la tekanyo ya barutiši le barutwana, lenaneo la mešomo la barutiši le lenaneo la maitshwaro la baithuti di hloka go hlokomelwa le go lekolwa, gomme moo go hlokegago e hlahlobje gore go efošwe thulano magareng ga lenaneo tshepedišo le tiragatšo ya lenaneo leo. / Hierdie ondersoek word beperk tot drie nasionale onderwysbeleide: die beleid op die onderwyser-leerder-verhouding, die beleid op onderwyserwerkslading en die beleid op leerderdissipline. Die navorsing ondersoek wat meestal beskou word as die morele agteruitgang van die leerder: leerders is gedurende kontaktyd buite die klaskamer en daar is gedurige laatkommery. Die kommerwekkende gevolge hiervan is swak akademiese prestasie in openbare sekondêre skole in die TshwaneSuiddistrik. By een skool in Tshwane-Suid het byvoorbeeld slegs 6% uit 300 Graad 8 leerders in 2018 geslaag, terwyl die res oorgeplaas is. Die ondersoek maak gebruik van ’n kwalitatiewe metodologie, en data is ingesamel in een-tot-een onderhoude met lede van die skoolbeheerliggame (SBL’e), skoolbestuurspanne (SBS’e) en onderwysers van vyf swak presterende skole in die distrik. Die navorsing toon dat die onvoldoende ontwikkeling en implementering van nuwe nasionale onderwysbeleid ’n negatiewe uitwerking op leerders se dissipline en akademiese prestasie het. Die hoë onderwyser-leerder-verhouding in oorvol klaskamers het vir onderwysers ’n hoë werkslading tot gevolg. Leerders en ouers word nie van ’n Gedragskode voorsien nie, en sommige onderwysers het nog nooit die onderwysbeleid gelees nie en weet nie dat die Gedragskode ’n alternatief vir die lyfstrafbeleid is nie. Leerders wat hul wangedra en deur COSAS beïnvloed word, minag gevolglik die Gedragskode omdat hulle bewus is dat onderwysers oningelig is oor die juiste prosedure ter bevordering van dié kode. Dit beteken dat sake teen leerders dikwels as prosessueel ongeldig beskou word en nietig verklaar word. Dit is duidelik dat die Departement van Basiese Onderwys aandag moet bestee aan die kwessie van oorvol klaskamers deur meer onderwysers en onderwysassistente aan te stel. Ingryping is ook nodig om belanghebbendes toe te rus met vaardighede vir die ingebruikneming en implementering van nasionale onderwysbeleide. So ’n ingreep sal SBL’e bemagtig om die Gedragskode korrek te ontwikkel en aan te neem, waardeur onderwysers bygestaan sal word in die handhawing van dissipline en die verbetering van akademiese prestasie. Die bevindinge dui aan dat die implementering van die beleide op onderskeidelik die onderwyser-leerder-verhouding, die onderwyserwerklading en leerderdissipline monitering en, waar nodig, hersiening vereis ten einde skeiding tussen die beleid en die praktyk te vermy. / Educational Management and Leadership / M. Ed. (Educational Management)

Abstracts in English, Afrikaans and Zulu / In this study, social exclusion in an independent, faith-based girl’s school in South Africa was investigated. Bullying is widely recognised as being unacceptable and is addressed by many schools in the form of anti-bullying policies. However, on ongoing basis, girls are being socially excluded from relationships and because this behaviour is often so subtle, it is neither recognised as a form of bullying nor is it being addressed within schools. Theologians argue that educational institutions ought to evaluate the ethical dimension of knowledge construction and that a focus on moral norms, values and virtues need to be a fundamental part of such communities, so that the well-being of its members is fostered. Unless problems such as social exclusion are understood from a theological-ethical perspective, it is unlikely that there will be a permanent change in girls’ behaviour. Changing societies that accommodate bullying requires changes in perspectives, attitudes and behaviour, and schools can make a significant contribution in providing a community in which every child feels accepted and is afforded dignity. This study offers a theoretical-ethical perspective of social exclusion and draws on insights from the fields of theological ethics, sociology, psychology and anthropology. The reasons why girls are socially excluded, the girls’ and the school’s systemic patterns of behaviour and what educators can do to develop an inclusive community are identified. To determine to what extent the theory was supported, alumnae were asked to complete the questionnaires and be interviewed. Some staff members also completed questionnaires and agreed to be interviewed. The findings of the empirical research indicated that the theoretical research was largely supported. Some interesting observations emerged from the questionnaires and interviews that expanded the understanding of social exclusion. One important finding was that the girls who are being excluded from social relationships feel that they are to blame and that they somehow deserve to be excluded. They experience strong feelings of shame as well as loss of self-esteem. This prevents them from discussing or reporting the problem and therefore the structures that are in place for such reporting are not effective. Another important finding was that there is a disconnection between the girls and the staff regarding the effectiveness of current interventions. Therefore, based on the theoretical research and the findings of the empirical data, this dissertation makes recommendations for establishing a community that promotes the well-being and dignity of all. / In hierdie studie is ondersoek ingestel na sosiale uitsluiting in ’n onafhanklike, geloofsgebaseerde meisieskool in Suid-Afrika. Treitering word wyd as onaanvaarbaar erken en word deur baie skole in die vorm van anti-treiterbeleide aangeroer. Dit is egter so dat baie meisies voortdurend op sosiale vlak uit verhoudings gesluit word en omdat hierdie gedrag so subtiel is, word dit nie as ’n vorm van treitering erken nie en dit word ook nie in skole aangespreek nie. Teoloё voer aan dat opvoedkundige instellings die etiese dimensie van kenniskonstruksie behoort te evalueer en dat ’n fokus op morele norme, waardes en deugde noodwendig ’n fundamentele deel van sodanige gemeenskappe behoort te wees sodat die welsyn van gemeenskapslede bevorder kan word. Tensy probleme soos sosiale uitsluiting vanuit ’n teologies-etiese perspektief hanteer gaan word, is dit onwaarskynlik dat daar enige permanente verandering in die meisies se gedrag sal wees. Om samelewings wat treitering akkommodeer te verander, vereis verandering in perspektiewe, houdings en gedrag en skole kan ’n aansienlike bydrae lewer om ’n gemeenskap te vestig waarin elke kind aanvaarding en waardigheid ervaar. Hierdie studie bied ’n teoreties-etiese perspektief ten opsigte van sosiale uitsluiting en steun op insigte uit velde soos sosiologie, sielkunde en antropologie. Die studie identifiseer redes waarom meisies sosiaal uitgesluit word, die meisies sowel as die skool se sistemiese gedragspatrone, en wat opvoeders kan doen om ’n inklusiewe gemeenskap te ontwikkel. Om te bepaal tot watter mate die teorie ondersteun word, is oudleerders gevra om vraelyste te voltooi en om aan onderhoude deel te neem. Sommige personeellede het ook vraelyste voltooi en tot onderhoude ingestem. Die bevindinge van die empiriese navorsing het getoon dat die teoretiese navorsing grotendeels ondersteun word. ’n Paar interessante waarnemings het uit die vraelyste en onderhoude geblyk. Hierdie waarnemings het die verstaan van sosiale uitsluiting heelwat verbreed. Een belangrike bevinding is dat meisies wat van sosiale verhoudings uitgesluit word, voel dat hulle die blaam daarvoor moet dra en dat hulle om een of ander rede verdien om uitgesluit te word. Hulle ervaar sterk gevoelens van skaamte sowel as verlies aan selfwaarde. Dit weerhou hulle daarvan om die probleem te bespreek of te rapporteer en daarom is sodanige rapporteringstrukture nie doeltreffend nie. ’n Ander belangrike bevinding is dat daar nie ’n uniforme begrip is tussen die meisies en die personeel ten opsigte van die doeltreffendheid van huidige intervensies nie. Daarom, gebaseer op die teoretiese navorsing en die bevindinge van die empiriese data, maak hierdie dissertasie aanbevelings ten opsigte van die skep van ’n gemeenskap wat die welstand en waardigheid van almal bevorder. / Kwesi sifundo kuphandwe ngokubukulwa kwisikolo samantombazana esizimeleyo nesisekelwe elukholweni eMzantsi Afrika. Ububhovubhovu buthathwa jikelele njengento engamkelekanga kwaye kuyaliwa nabo kwizikolo ezininzi ngokusebenzisa imigaqo nkqubo yokulwa ububhovubhovu. Noxa kunjalo, kuyaqhubeka ukubukulwa kwamantombazana kubudlelwane obuthile. Ngenxa yokuba lo mkhwa usenzeka mayana kakhulu, awuqondwa njengobubhovubhovu kwaye akukho nto yenziwayo ezikolweni. Iingcali zakwaLizwi zithi amaziko emfundo kufuneka ayivavanye inkalo yolwazi lwesimilo esinyulu, agxininise kwiinqobo zokuziphatha, nezexabiso lobuntu ekufuneka zibe yinxalenye esisiseko kwabahlala kula maziko, ukwenzela ukuba baphatheke kakuhle bonke abahlala apho. Ukuba iingxaki ezifana nokubukulwa aziqondwa ngokwenkalo yezokholo nobunyulu, mhlawumbi akungekhe kubekho umahluko ekuziphatheni kwamantombazana. Ukuguqula uluntu olwamkela ububhovubhovu kufuna ukutshintshwa kweembono, izimvo nokuziphatha kwaye ke izikolo zingafaka igxalaba kakhulu ekumiseleni imiphakathi apho wonke umntwana eziva amkelekile, aphatheke ngesidima. Esi sifundo siveza inkalo yokucinga esekelwe kwingcingane yobunyulu yokubukulwa, kwaye ithabathela kwizimvo zezifundo zobunyulu bezokholo, ezentlalo, ezobume bomphefumlo nengqondo, nezeengcambu zoluntu nezizwe. Izizathu zokubukulwa kwamantombazana ekuhlaleni, imigaqo nkqubo yezikolo nokunokwenziwa ziititshala ekuphuhliseni imiphakathi edibanisayo yimiba echongiweyo. Ukuze kubonwe ukuba ingaba le ngcingane inenkxaso engakanani na, kwacelwa abafundi bakudala beli ziko ukuba baphendule uluhlu lwemibuzo, bavume nokudlana indlebe nabaphandi. Bakhona nabanye abasebenzi beziko abaluphendulayo uluhlu lwemibuzo, bavuma nokudlana indlebe nabaphandi. Okwafunyaniswayo kuphando olusekelwe kubungqina babonisa ukuba ngokwenene, ingcingane yophando yayinenkxaso kakhulu. Kwavela amanqaku anomdla kwiimpendulo zemibuzo nodliwano ndlebe, kwaye oko kwalwandisa ulwazi malunga nokubukulwa eluntwini lwendawo. Okunye okubalulekileyo phakathi kwezinto ezafunyaniswayo yaba kukuba amantombazana abukulwayo kubudlelwane nabanye babeziva ngathi banetyala, kwaye bafanele ukubukulwa. La mantombazana ayeziva engathi asehlazweni kwaye ayengazixabisanga. Le nto yenza ukuba angayixeli le mpatho, angafuni nokuba kuxoxwe ngayo. Ngoko ke imiqathango ebekelwe ukuxela lo mkhwa ayisebenzi. Kwaphinda kwafunyaniswa ukuba kukho ukungadibani phakathi kwamantombazana nabasebenzi malunga nempumelelo yemiqathango yokuwakhusela. Ngoko ke, ngokukhokelwa luphando lwengcingane nobungqina obufunyaniswe kuphando, le ngxelo yophando inika iingcebiso zokuseka umphakathi okhuthaza ukuphatheka kakuhle nangesidima komntu wonke. / Philosophy, Practical and Systematic Theology / M. Th. (Theological Ethics)

Abstract is in English, Xhosa and Afrikaans / By means of a qualitative multiple case study, I investigated the compliance of the administrations of three rural secondary schools in the Chris Hani West District, Eastern Cape Province with the constitutional democratic principles of cooperation, accountability and transparency. I consulted legal sources to identify provisions dealing with the implementation of these principles and to create a framework for data analysis and interpretation. Fieldwork commenced with a document analysis of relevant school documents, followed by focus groups with members of representative councils of learners, school management teams and school governing bodies. I concluded with semi-structured interviews with principals. I discovered a general lack of compliance with the identified principles, possibly attributable to the exclusion of learners from decision-making processes, unhealthy relationships among educators, autocratic leadership style, lack of communication, and lack of knowledge of the legal prescripts on the part of learners and the parent component of the school governing body. / Ngokwenza uphando olusebenzisa imizekelo yeemeko ezininzi, ndiphande indlela eziyithobela ngayo imigaqo yolawulo izikolo ezithathu kwisithili sakuKomani eMpuma Koloni ngokumalunga neenqobo zedemokhrasi zentsebenziswano, ukwamkela uxanduva nokusebenza ngokungafihlisiyo. Ndithethe namaziko omthetho ngenjongo yokuchonga izibonelelo eziphathelene nokusetyenziswa kwezi nqobo, ndifuna nokuqulunqa uphahla lokwakha isakhelo sokuhlalutya nokutolika iinkcukacha zolwazi eziqokelelweyo. Umsebenzi wasentsimini (ukutyelela amaziko achaphazelekayo) uqale ngokuphengulula imibhalo yesikolo ebalulekileyo, kwalandela amaqela angundoqo namalungu eekomiti ezimele abafundi, abalawuli besikolo nabameli babazali abakwiikomiti ezilawula isikolo. Kugqityelwe ngodliwano ndlebe oluphantse lwaqingqwa neenqununu zezo zikolo. Ndifumanise ukungathotyelwa jikelele kweenqobo ezichongiweyo, mhlawumbi ngenxa yokungabandakanywa kwabafundi kwiinkqubo zokuthatha izigqibo, ukungavisisani kwabafundisi ntsapho, ukuphatha ngegqudu, ukungabonisani, nokungabi nalwazi lomthetho kwabafundi nabazali abangabameli bekomiti elawula isikolo. / Die navorser het ’n kwalitatiewe veelvoudige gevallestudie gebruik om die administrasies van drie landelike sekondêre skole in die Chris Hani West-distrik, Oos-Kaap, se nakoming van die grondwetlik demokratiese beginsels van samewerking, aanspreeklikheid en deursigtigheid te ondersoek. Die navorser het regsbronne geraadpleeg om bepalings rakende die implementering van hierdie beginsels te identifiseer en ’n raamwerk vir die ontleding en vertolking van data tot stand te bring. Die veldwerk het met ’n analise van tersaaklike skooldokumente begin, wat deur fokusgroepsessies met lede van verteenwoordigende leerlingrade, skoolbestuurspanne en skoolbeheerliggame opgevolg is. Die veldwerk is met semigestruktureerde onderhoude met skoolhoofde afgesluit. Die navorser het ’n algemene gebrek aan nakoming van die geïdentifiseerde beginsels gevind, wat moontlik aan die uitsluiting van leerders van besluitnemingsprosesse, ongesonde verhoudings onder opvoeders, ’n outokratiese leierskapstyl, ’n gebrek aan kommunikasie en ’n gebrek aan kennis van die tersaaklike regsvoorskrifte onder leerders en die ouerkomponent van die skoolbeheerliggame toegeskryf kan word. / Educational Management and Leadership / M. Ed. (Education Management)