South African social relations in the second decade of democracy remain framed by race. Spatial and social lived realities, the continued importance of belonging – to feel part of a community, mean that identifying as ‘coloured’ in South Africa continues to be contested, fluid and often ambiguous. This thesis considers the changing social location of ‘coloured’ teachers through the narratives of former and current teachers and students. Education is used as a site through which to explore the wider social impacts of social and spatial engineering during and subsequent to apartheid. Two key themes are examined in the space of education, those of racial identity and of respect. These are brought together in an interwoven narrative to consider whether or not ‘coloured’ teachers in the post-apartheid period are respected and the historical trajectories leading to the contemporary situation. Two main concerns are addressed. The first considers the question of racial identification to constructions of self-identity. Working with post-colonial theory and notions of mimicry and ambivalence, the relationship between teachers and the identifier ‘coloured’ is shown to be problematic and contested. Second, and connected to teachers’ engagement with racialised identities, is the notion of respect. As with claims to identity and racial categorisation, the concept of respect is considered as mutable and dynamic and rendered with contextually subjective meanings that are often contested and ambivalent. Political and social changes affect the context within which relations to identities are constructed. In South Africa, this has shaped a shift away from the struggle ideology of non-racialism and the respect that could be accrued through this. This process also complicated the status recognition respect historically associated with teaching. As local, national and global contexts have shifted and processes of globalisations have impacted upon cultural and social capital, the prestige and respect of teaching have changed. Appraisal respect has become increasingly important, and is influencing contested concepts of respect and identity. As these teachers exert claims to identities which include assertions of belonging in relation to race and attempts to earn respect, these processes are shown to be elusive and ambiguous. As a trans-disciplinary thesis, this work is located at the intersection of, and between, geography, education, history, anthropology, politics and sociology. Utilising a wide range of materials, from documentary sources, archives, participant observation, interviews and life histories, a multilayered story is woven together. The work’s originality stems from this trans-disciplinary grounding and its engagement with wide ranging theoretical approaches. This thesis argues that the lived experience of educators reflects the ambiguous and contentious experience of ‘coloureds’ in Cape Town. Drawing upon wider literature and debate, the contested location of education – its commodification – in South Africa reflects broader concerns of educationalists in the North and South, and is imbued within concerns over development and sustainability.

No description available.

Asthma is a chronic non-communicable disease associated with an increase in morbidity, mortality and economic burden. Globally 300 million people have asthma and it is estimated that one in every 250 deaths worldwide are due to asthma. South Africa has the highest asthma prevalence (8.1%) in Africa and the disease is 18th in the top 20 causes of death. Inadequate home management, poor availability of health care, and poor transport and emergency services are recognised as important contributing factors. Patients with a low level of education and limited literacy skills may be unable to understand instructions on frequency and use of asthma medicines, which could result in unintentional non-adherence leading to serious complications and increased health care costs. The aim of this study was to investigate the impact of a tailored educational intervention on low-literate patients with asthma. Objectives to achieve this aim included designing patient information leaflets (PILs) containing information on asthma, management of asthma and asthma therapy, and using the PILs to educate low-literate asthma patients. A before-andafter intervention type design evaluated self-reported selected health-related quality of life measures, self-reported self-efficacy, knowledge of asthma and asthma management, knowledge of the use of metered dose inhalers (MDIs) and MDI technique. The acceptability and understanding of the tailored PILs was also investigated. Two simple, readable PILs containing pictograms were developed in English and then translated into isiXhosa, the home language of the majority of the target population. Various guidelines on the design of health-related information for people with low-literacy were consulted and input on the design was received from health care providers, patients and graphic artists. A pilot study was conducted at a local primary health care (PHC) clinic to evaluate the PILs and final modifications to the PILs were made based on feedback received. For the main study, patients were recruited from the KwaNonqubela PHC clinic in Alexandria in the Eastern Cape, South Africa. Patients were 18 years or older, dependent on public sector health care facilities, diagnosed with asthma, prescribed a MDI (beclomethasone and/or salbutamol) for at least one month and English or isiXhosa-speaking. The exclusion criterion for patients in this study was involvement in any other asthma educational intervention during the period of study. Interviewer-led structured questionnaires were administered to 55 patients at the baseline and follow-up. Data collected include demographics, brief medical history and current asthma medications. Self-efficacy and iii health-related quality of life were assessed. Knowledge of asthma and asthma management was evaluated, and the use of beclomethasone and/or salbutamol metered dose inhalers was assessed. The PIL ‘Understanding asthma and trigger factors of asthma’ formed part of the educational intervention to explain asthma and aspects related to its management. Inhaler technique was evaluated and corrected using the PIL ‘How to use your pump’ together with a demonstration of correct technique by the investigator. Follow-up interviews were conducted approximately four weeks after baseline. PIL acceptability, readability and understanding of each pictogram were investigated at follow-up only. The educational intervention resulted in a significant increase in mean knowledge of asthma from 52.7% at baseline to 75.5% at follow-up. Gender was not associated with knowledge, but there was a significant age effect at baseline only, with the younger patients achieving better knowledge results. In both phases, patients with higher education had improved scores. A significant increase (2.4% to 38.6%) in the number of patients taking the minimum recommended adult dose of beclomethasone was noted but it is a matter of concern that the majority of patients were taking less than this. Patient self-reports suggested a significant increase in adherence, with the number of patients taking beclomethasone daily increasing from 33.3% to 61.3%. Self-reported management and control of asthma improved and this was reflected by the enhanced HRQOL results. MDI technique also improved significantly with an increase in the mean number of correct steps from 4.6 ± 2.2 to 7.9 ± 2.7. Education had a significant effect on MDI technique with more errors associated with lower educational status. There were no significant age or gender effects on the total number of correct steps in either phase. The illustrated PILs were received favourably with the majority of literate patients reporting that they were easy to read. Patients commented positively on the inclusion of pictograms and stated that the pictograms had served as aids in the understanding of asthma, trigger factors of asthma and correct MDI technique. The results of this study show that specially designed illustrated PILs can be an effective tool in educating low-literate patients with asthma. / Adobe Acrobat Pro 11.0.0 Paper Capture Plug-in

The development and implementation of policy guidelines remains a contentious issue. Over the past few years, difficulty still exists in implementing the Department of Education (DoE) 1999, National Education Policy Act, 1996 (No. 27 of 1996): National Policy on HIV/AIDS for learners and educators in public schools, and students and educators in further education and training institutions [here after referred to as DoE HIV/AIDS policy (1999)], while at the same time trying to transform the entire education system. This research explored the perceptions of educators in the Port Elizabeth District regarding the implementation of DoE HIV/AIDS (1999) policy guidelines. A secondary objective was to provide a reflection of how the implementation of guidelines on HIV/AIDS interventions within the schools of the Port Elizabeth District either conformed to or deviated from the guidelines outlined in the DoE HIV/AIDS policy (1999). The study was executed within the paradigm of qualitative research and employed an exploratory, descriptive and contextual design. The researcher conducted a pilot study to enhance the trustworthiness of the study. Purposive sampling was employed to recruit research participants, consisting of 12 educators from 10 schools in the Port Elizabeth District where HIV/AIDS interventions were being implemented. Data was gathered through semi-structured interviewing and analysed using Tesch’s (1990) in De Vos, Strydom, Fouché & Delport (2005:340-341) framework for analysis of qualitative data. Guba’s model (in Krefting, 1991) was used to ensure the trustworthiness of the study. Three themes emerged from the results of the in-depth semi-structured interviews: (1) Educators’ views on the DoE HIV/AIDS policy (1999) guidelines and its implementation (2) Gaps or shortcomings in implementation of the DoE HIV/AIDS policy (1999) and (3) Educator suggestions’ to inform implementation of the DoE HIV/AIDS policy (1999) in schools. The results from the study indicate that there is inconsistency in the policy implementation approach employed by DoE district level representatives and there is a need for knowledge and capacity development at district and school level. The value of the study is outlined as well as recommendations.

This study involves an investigatioh into the nature and effectiveness of the pre-service training, where provided, of secondary school Mathematics teachers at the 11 colleges of education administered by the House of Representatives in the Republic of South Africa. The purpose of this study is to determine whether the HDE (Secondary) course offered at some of the aforementioned colleges of education is justified, In spite of the fact that it contravenes the requirements of the Education Act, No. 73 of 1969. Three different questionnaires were designed and during 1986 were sent to heads of Mathematics departments at the aforementioned colleges of education , to Mathematics teacher educators at these colleges and to beginning secondary school Mathematics teachers, teaching at schools administered by the House of Representatives in the Eastern Cape and Natal. The findings of this study show that the secondary course for Mathematics teachers is only offered at 5 of the 11 colleges of education and only a small percentage of students take this course. During 1986 most of the Mathematics teacher educators at the colleges of education were not suitably qualified. The study also shows that the Mathematics curriculum for the training of secondary school teachers is inadequate and a revision thereof is thus recommended. An obvious conclusion drawn from the findings is that the training of secondary school Mathematics teachers at these colleges of education is still in an early stage of development. One of the main recommendations of this study is that the training of secondary school Mathematics teachers at colleges of education administered by the House of Representatives should be terminated , in view of its ineffectiveness and In accordance with Education Act , No . 73 of 1969. On the other hand, in case this is not possible, suggestions are also made for the improvement of the pre-service training of secondary school mathematics teachers at these colleges of education.

Educational Studies / D.Ed. (History of Education)

Thesis (MBA (Business Management))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: The Western Cape Education Department (WCED) is responsible for the provision of education to nearly a million learners in 2007/08 from grade R to grade 12. To fulfil its primary function, it employs thousands of educators and officials. Like any organisation, the WCED should be managed effectively to ensure that this main educational mission is carried out. Communication forms an integral part of this management process. This research report focuses on communication processes between two groups within the WCED, namely, officials at Head Office and officials working directly in the Educational Management and Development Centres (EMDCs). The aim was to determine the perceptions that the officials have about communication in the WCED and to make recommendations to the WCED to improve the situation, should such recommendations be needed. Chapter 1 gives a background of the organisation where the research was conducted. Chapter 2 focuses on the literature and gives a review of the different communication theories while applying these to the organisation being researched. Chapter 3 provides an explanation of the method of research and refers to the two groups that are compared, the questionnaire that was developed and administered as well as an explanation of how the statements were analysed. Chapter 4 categorises the responses of the two groups and each statement is analysed based on whether the groups agree or disagree with each other. Summaries of the findings, in four groupings, are presented. Chapter 5 places the focus on the conclusions that have been drawn from the analyses and makes recommendations to the WCED regarding how to improve communication. Several findings were made. There are a number of aspects that officials from both groups agree with, but also many issues that they disagree on. The main finding of the research is that both groups perceive the management of the WCED to be autocratic and that this seems to be one main root of problems related to communication in the department. / AFRIKAANSE OPSOMMING: Die Wes-Kaap Onderwysdepartement is verantwoordelik vir die voorsiening van opvoeding vir duisende leerders vanaf graad R to graad 12. Terwyl dit die primere funksie van die onderwysdepartment is, moet dit ook in gedagte gehou word dat dit duisende onderwysers en amptenare in diens het. Die Wes-Kaap Onderwysdepartement moet effektief bestuur word om te verseker dat die hoofdoel bereik word. Kommunikasie vorm 'n integrale deel van die bestuursproses. Die navorsingsverslag fokus op die kommunikasieprosesse tussen twee groepe binne die Wes-Kaap Onderwysdepartement, naamlik Hoofkantoor- en Distriksamptenare. Die doel was om die persepsies wat hierdie amptenare oor kommunikasie het, te bepaal, en om aanbevelings te maak aan die onderwysdepartment om die situasie wat bestaan, te verbeter. Hoofstuk 1 gee 'n agtergrond van die organisasie waar die navorsing gedoen was. Hoofstuk 2 fokus op die literatuur en gee 'n oorsig van die verskillende kommunikasieteoriee, terwyl hierdie toegepas word op die organisasie wat nagevors word. Hoofstuk 3 voorsien 'n verduideliking van die metodiek van navorsing en verwys na die twee groepe wat vergelyk word, die vraelys wat ontwikkel en geadministeer was, sowel as 'n verduideliking van hoe die stellings geanaliseer sal word. Hoofstuk 4 kategoriseer die terugvoering van die twee groepe en elke stelling word geanaliseer, gebaseer op of die groepe met mekaar saamstem of nie. Hoofstuk 5 plaas die fokus op die gevolgtrekkings wat gemaak word van die analise, terwyl daar ook aanbevelings aan die Wes-Kaap Onderwysdepartement gemaak word oor hoe om kommunikasie te verbeter. In die analise van die terugvoering van die amptenare wat op die vraelys gereageer het, word 'n aantal bevindinge gemaak. Daar is 'n aantal aspekte waaroor amptenare van beide groepe saamstem, maar ook aspekte waaroor hulle nie met mekaar saamstem nie. Die hoof bevinding van hierdie navorsing is dat amptenare die persepsie het dat die bestuur van die WKOD outokraties is en dat dit die oorsaak is van die probleme wat verband hou met kommunikasie in die departement.

Thesis (M. Ed. (Computer Assisted Education))--University of Pretoria, 1997. / Includes bibliographical references.

Educational Studies / D.Ed. (History of Education)

In theory, education will lead to better healthcare, literacy rates, less poverty, increased tolerance for diversity, and increased career opportunities. More education will help ensure a brighter future for generations to come and help set a positive, successful example of development for countries that may still be grappling with issues related to unsuccessful development. Once a country has achieved steady development and stability, participation in the international economy will become easier, trade will become more fair and free, and a positive international reputation attractive to foreign investors will help set that society well on the path of more sophisticated checks and balances, transparency, accountability, and legitimacy. With all of this comes the replacement of the cycle of underdevelopment by the forward motion of progress with hope for fair political participation, equal rights, a vast array of educational and career opportunities, and happy and healthy futures for generations to come. Unfortunately, Sub-Saharan Africa has suffered from an endemic cycle by varying degrees of underdevelopment and resource mismanagement which has prevented most countries from reaching the aforementioned ideal situation. Using three case studies from the region, this research explores the economic background, social background, economic background, political background, historical evolution, education system settings, goals, and post-colonial educational development that has either led to positive growth and self-reliance as is the case with South Africa, continues to baffle Kenyans, or the complete lack thereof causing stagnation and exacerbation of current national social, political, and economic problems as is the case with Nigeria.