The Reception Year (Grade R) classroom is the educational setting for lifelong learning to take place. The Reception Year teacher is primarily involved in equipping the young child with care and education. Quality education calls for trained teachers with diverse, intense training; teachers who would use their knowledge, skills and attitudes to lead the child to ultimately reach his/her full potential in the classroom setting through the curriculum. This study investigates what constitutes and influences quality teaching in the Reception Year classroom. The investigation includes a literature review and empirical research using quantitative research approaches and expands on the role of the Reception Year teacher with regards to the child in totality, Grade R curriculum and outcomes-based education. Findings show that teachers with specialised qualifications in early childhood education bring to the Grade R classroom relevant skills, knowledge and attitudes that affect the young child’s developmental needs. / Teacher Education / M.Ed. (Didactics)

The aim of this study was to demonstrate how postgraduate students cope with the stress induced while adjusting to the various proposal and research report writing phases they are involved in. It is further purported that difficulties in adjusting to the various proposal and research report writing phases and lack of support lead to students experiencing stress. The population consisted of 815 students enrolled for masters and doctoral programmes at Unisa for the 2012 academic year. This study employed the Stress and Support Questionnaire for University Students to determine the stress postgraduate students encountered while adjusting to the proposal and research report writing phases they were in. Furthermore, this questionnaire was also used to understand how these students use support as a coping mechanism. The various research hypotheses were tested using an explanatory mixed method research design. The population consisted of 815 students enrolled for masters and doctoral programmes at Unisa for the 2012 academic year. Data was analysed using Statistical Package for Social Sciences (SPSS), Strata software and Microsoft Excel. Statistical analyses included tests, Analysis of Variance (ANOVA) and chi-square tests. The results demonstrated that students experience stress during the adjustment process to the various research report writing phases. However, masters students showed higher levels of stress while adjusting to the research report writing phases, compared with doctoral students. Some of the doctoral students reported that they felt fewer levels of stress, because they were already exposed to postgraduate studies and were aware of what is expected. Furthermore, students who reported feeling stress to a large extent indicated the reasons to be a lack of support from supervisors, delayed and insufficient feedback, lack of financial support, lack of social support, procrastination, and balancing work and studies. Some of the students iv indicated that they do not feel any stress at all because they have surrounded themselves with people who have travelled the path, and their environment is conducive to study. Support from colleagues at work, supervisors, friends and family have also shown to help students adjust to the research report writing phases of their programmes. Although some of the students indicated that they do not experience stress, it is imperative that interventions be designed for those students who do experience challenges when adjusting to the research report writing phases. / Psychology / MA (Psychology)

M.Ed. (Educational Management) / Driving around Soweto during a normal school day is perplexing. This situation does not worry a certain sector of people only, but it worries everybody from the State President to the ordinary person in the street. As late as 09h00 one finds secondary school learners walking slowly to their schools. One asks oneself when these learners will reach school, because school has already started. These learners miss morning periods frequently and they hardly care. While one is still perturbed about this state of affairs, one encounters: between 10h00 and 11h00, learners who are already on their way home in full school uniform. School is out for them. Inside some of these schools, the problem is worse. One finds teachers discussing their own problems in the staff rooms or basking in the sun instead of being in their classrooms doing their work. Meantime the learners who happen to be in school start making noise, fighting and even threatening some of the teachers and principals who try to discipline them. Some of these teachers become victims of violence. Often homework is not done, and absenteeism is rife. Parents in their turn feel disempowei-ed. They can't call their children to order because some of these children have become aggressive to both the teachers and their parents. Some of them will retort that they also have rights. They have a right to do as they please. At the end of the year everybody gets worried when it is found that some of the schools in Soweto have produced as low as 4% Grade 12 pass rate. This is a pathetic situation. Such children get involved in crime and render the country unsafe. It is clear that most schools in Soweto have many problems. There are, therefore, definite areas of concern which need to be explored, solutions to be found and implemented without delay by all stakeholders in order to assist a black learner and his/her teachers to find their feet in some of our undisciplined schools and to behave in a manner that is expected of them. In other words the norms and values of each community must be transmitted and maintained if indiscipline is to be curbed. Discipline is as old as education. Without discipline there will be no education in any institution. This study will attempt to investigate the causes and consequences of indiscipline in schools. It will put forward some guidelines and recommendations for the implementation of solutions to the indiscipline problems facing our teachers and learners in black Soweto schools. These guidelines and recommendations are inconclusive, and they call for further research.

M.Ed. / In a country which has just acquired its democracy, education for all citizens is of primary concern. The illiteracy rate in South Africa is high, especially in the rural areas of the country. During this time when South Africa finds itself in a period of transition and of prioritizing items on its agenda, education in general and in particular education of those who had little or no education at all, is high on the priority list. While the government has targeted illiteracy as a major issue, other issues such as gender make the illiteracy situation even more complex, especially in the rural areas where the traditional tenets of the communities are still observed. The aim of this study is to explore the role gender plays in the involvement of adult learners in literacy programmes in the rural Mapulaneng area of Mpumalanga Province, in order to determine the possible implications for literacy programmes in other similar rural areas of South Africa. In order to achieve this aim, an interpretive design is applied and qualitative methods of data—collection are utilized. A literature study which consists of the exploration of the field of Adult Basic Education and gender in global education, with special reference to South African rural areas in particular, forms the theoretical background of the empirical research. Empirical data was obtained through observations and interviews and processed and analyzed by unitizing, categorizing and patterning, resulting in the findings of the research. Lastly, findings of this investigation are discussed in the light of relevant theory. The following are the main research findings: Gender does play a role in the involvement of learners in adult literacy programmes in the rural Mapulaneng area of Mpumalanga. There are learning needs that are specific to females but no particular needs specific to males. However, some needs are not gender—related and are common to both females and males. The main implications of the findings are: Adult literacy classes should be conducted during the evening, in order to accommodate workers, mostly men. There is a need for teacher training of both female and male literacy teachers. Some of the gender—related reasons for non—involvement of adult learners, particularly those that pertain to the dominance of males, would be difficult to address as they are deeply rooted in culture. In order to address the needs of male and female adult learners, a holistic approach should be applied. A holistic approach entails: not only teaching literacy but addressing other needs of the learners; not only addressing the expressed needs of learners (male and female), but also addressing the needs that they are not aware that they have.

The researcher identified in her work as a social worker that sexually abused adolescents experience difficulties with testifying in court. The goal of this research was directed at developing guidelines to assist adolescents who have to testify in court. The researcher utilised the qualitative research approach with an exploratory and descriptive nature. Semi-structured interviews were done with a sample of adolescents who have testified in court, a sample of parents or caregivers of adolescents who have testified in court and social workers working with adolescents who testify in court. These interviews were conducted to gain insight into how the research participants experienced the court process in order to formulate guidelines for adolescents who have to testify in court. The researcher concluded that adolescents experience testifying in court as negative. Guidelines were developed from the information obtained from the research participants to support adolescents who has to testify in court. / Social work / M.Diac. (Play therapy)

The study was about the process evaluation of the development of the YOUNG WORKERS CAMPAIGN (YWC) Programme to document and analyses the involvement and participation of stakeholders in the development process. The purpose of the study was on the assessment of stakeholder participation and involvement in the development of the YWC to maximise the effectiveness, acceptability and sustainability of the intended programme. Informant interviews, focus group interviews and document analysis were the primary means of collecting data for this research study. The main findings are as follows: Few of the stakeholders were involved in the conceptualisation phase of the YWC Programme and their roles in the development process were not clearly described. Stakeholder analysis was not done and their involvement in decision-making was limited. In order to address the problem of participation, YWC stakeholders should pass through a process of stakeholder analysis, that is, they should be assessed in terms of contribution and value-adding to the development process. / Sociology / M.A. (Social Behaviour Studies HIV/AIDS)

The study was about the process evaluation of the development of the YOUNG WORKERS CAMPAIGN (YWC) Programme to document and analyses the involvement and participation of stakeholders in the development process. The purpose of the study was on the assessment of stakeholder participation and involvement in the development of the YWC to maximise the effectiveness, acceptability and sustainability of the intended programme. Informant interviews, focus group interviews and document analysis were the primary means of collecting data for this research study. The main findings are as follows: Few of the stakeholders were involved in the conceptualisation phase of the YWC Programme and their roles in the development process were not clearly described. Stakeholder analysis was not done and their involvement in decision-making was limited. In order to address the problem of participation, YWC stakeholders should pass through a process of stakeholder analysis, that is, they should be assessed in terms of contribution and value-adding to the development process. / Sociology / M.A. (Social Behaviour Studies HIV/AIDS)

The researcher identified in her work as a social worker that sexually abused adolescents experience difficulties with testifying in court. The goal of this research was directed at developing guidelines to assist adolescents who have to testify in court. The researcher utilised the qualitative research approach with an exploratory and descriptive nature. Semi-structured interviews were done with a sample of adolescents who have testified in court, a sample of parents or caregivers of adolescents who have testified in court and social workers working with adolescents who testify in court. These interviews were conducted to gain insight into how the research participants experienced the court process in order to formulate guidelines for adolescents who have to testify in court. The researcher concluded that adolescents experience testifying in court as negative. Guidelines were developed from the information obtained from the research participants to support adolescents who has to testify in court. / Social work / M.Diac. (Play therapy)

Summaries in Afrikaans and English / Text in Afrikaans / With compulsory education in the New South· Africa, an increase in the number of school beginners can be expected, together with the probability of large gaps in their readiness for school. In £his study, materials have been developed together with a structure for the organisation of teaching_~!?.r trainers/subject advisers, teachers and pupils, to ensure effective education for school beginners. The "Battery for the Assessment of Bridging period Yields" (BABY) has been developed as a valid, realiable and usable school readiness battery of tests for teachers as unregistered test users. The Pre-Test for division into homogeneous ability groups is applied shortly after entrance to school. The Battery of Diagnostic Tests ensures continuous evaluation of pupils during the school readiness programme. The Post-Test is applied at the end of the first term. In this dynamic interaction between tester and pupil in an instruction-test-instruction cycle, the pupils' readiness to progress with formal instruction is continuously evaluated. / Met verpligte onderwys in die Nuwe Suid-Afrika, kan 'n toename in die getal swart skoolbeginners ve:wag word, asook dat daar in hulle skoolvoorbereiding groot leemtes kan voorkom. In die onderhawige studie is hulpmiddels en 'n struktuur vir onderwysorganisasie vir opleiers/vakadviseurs, onderwyseresse en leerlinge ontwikkel om aan skoolbeginners effektiewe onderwys te verseker. Die "Battery for the Assessment of Bridging period Yields" (BABY), 'n geldige, betroubare en bruikbare skoolgereedheidstoetsbattery vir onderwyseresse as ongeregistreerde toetsgebruikers, is ontwikkel. Die Voortoets vtr indeling in homogene bevoegdheidsgroepe word kort na skooltoetrede toegepas. Die Diagnostiese Toetsbattery verseker deurlopende evaluering van leerlinge gedurende die skoolgereedmakingsprogram. Die Natoets word aan die einde van die eerste kwartaal toegepas. In hierdie dinamiese interaksie tussen toetser en leerling in 'n onderrig-toets-onderrig siklus, word leerlinge se gereedheid om met formele onderrig voort te gaan, deurlopend geevalueer. / Psychology og Education / M. Ed. (Psychology of Education)

Summaries in Afrikaans and English / Text in Afrikaans / With compulsory education in the New South· Africa, an increase in the number of school beginners can be expected, together with the probability of large gaps in their readiness for school. In £his study, materials have been developed together with a structure for the organisation of teaching_~!?.r trainers/subject advisers, teachers and pupils, to ensure effective education for school beginners. The "Battery for the Assessment of Bridging period Yields" (BABY) has been developed as a valid, realiable and usable school readiness battery of tests for teachers as unregistered test users. The Pre-Test for division into homogeneous ability groups is applied shortly after entrance to school. The Battery of Diagnostic Tests ensures continuous evaluation of pupils during the school readiness programme. The Post-Test is applied at the end of the first term. In this dynamic interaction between tester and pupil in an instruction-test-instruction cycle, the pupils' readiness to progress with formal instruction is continuously evaluated. / Met verpligte onderwys in die Nuwe Suid-Afrika, kan 'n toename in die getal swart skoolbeginners ve:wag word, asook dat daar in hulle skoolvoorbereiding groot leemtes kan voorkom. In die onderhawige studie is hulpmiddels en 'n struktuur vir onderwysorganisasie vir opleiers/vakadviseurs, onderwyseresse en leerlinge ontwikkel om aan skoolbeginners effektiewe onderwys te verseker. Die "Battery for the Assessment of Bridging period Yields" (BABY), 'n geldige, betroubare en bruikbare skoolgereedheidstoetsbattery vir onderwyseresse as ongeregistreerde toetsgebruikers, is ontwikkel. Die Voortoets vtr indeling in homogene bevoegdheidsgroepe word kort na skooltoetrede toegepas. Die Diagnostiese Toetsbattery verseker deurlopende evaluering van leerlinge gedurende die skoolgereedmakingsprogram. Die Natoets word aan die einde van die eerste kwartaal toegepas. In hierdie dinamiese interaksie tussen toetser en leerling in 'n onderrig-toets-onderrig siklus, word leerlinge se gereedheid om met formele onderrig voort te gaan, deurlopend geevalueer. / Psychology og Education / M. Ed. (Psychology of Education)