M.A. (Psychology) / Please refer to full text to view abstract

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

M.Ed. / According to the investigations conducted by the National Commission of Special Needs Education and Training (NCSNET) and the National Committee on Education Support Services (NCESS) in South African schools, the findings were that: Firstly, only the minority group benefited in both physical and human resources. The specialised education and support were predominantly provided on racial basis for whites only. Secondly, the government can no more fund these schools. Thirdly, learners with disability want to be out of the cocoon. The purpose of this research was to find out how people in the education system, namely parents, educators and learners in "special" and "mainstream/developed" schools in Soweto perceive inclusion. Since is qualitative research, the researcher interviewed, observed and recorded educators (heads, deputies or HODs) and 4 parents from three different types of special schools, namely Sizwile School for deaf and dumb children, Adelaide Tambo School for the physically disabled and Philip Khushlik School for Cerebral Palsied children. She then interviewed 2 learners, one from J.C. Merkin School for quadriplegic learners and one from Dominican Convent High School. The findings of this research effort suggest that disabled learners do not want to be kept in bedrooms because they feel isolated, excluded and discriminated against. They need to be part of the community. They need a step ahead, a brighter future so that they can plough back something into the community.

M.Ed. / This study focuses on problems of adjustment which black pupils in Soweto (may) experience in the transition from primary to secondary school as far as mathematics is concerned. This problem is not investigated in vacuo, but is located within a definite context. This context consists of children of a distinct population group, who have reached a distinct level of development; who come from a distinct home background and who are taught a distinct subject by a distinct teacher in the service of a distinct education authority with a distinct teaching policy. As background to the problem a contextual and research literature survey is directed towards an empirical investigation. After the literature survey an empirical study focusing on standard 6 pupils was made. In this empirical investigation, various research methods were used in order to illuminate the purpose and hypothesis of this investigation. * Emphases is placed on determining the standard of mathematics amongst black pupils in the standard 6 experimental group by using a three-pronged approach: 1) The standard 6 pubils completed the HSRC diagnostic mathematics test for standard 5 and 6 in order to determine their competence in the basic functions of addition, subtraction, mUltiplication and division. 2) In order to determine the mathematical proficiency of standard 6 pupils the TOAM computer system was used. 3) To determine any possible deterioration in mathematical competency in standard 6 pupils in their transition from primary to secondary school, the same mathematics examination written at the end of standard 5, was written after three months in standard 6. * In order to attempt to determine the factors influencing the problems experienced by black pupils compelled to move from standard 5 to standard 6, a questionnaire probing socio-economic and general school situation was completed by all standard 6 pupils in the eight secondary schools used from this investigation. Questionnaires completed by teachers responsible for standard 6 mathematics teaching in the secondary schools were used to determine opinions concerning both the-standard of mathematics amongst standard 6 pupils and the problem of adjustment to the secondary School.

The oral health knowledge, attitudes and practices of primary school children and teachers in Mofolo, Soweto were determined. The enabling and inhibiting factors for oral health promotion in the school environment were also assessed. The aim of the study was to determine if there was any difference in knowledge, attitudes and, practices in learners and teachers and their environment at schools that were exposed to a preventive, educational and tooth brushing programme and those learners and teachers that were not exposed to the programme. Three hundred and thirty-six primary school children six to twelve years of age from four primary schools in Mofolo, i.e. Itekeng, Vukani, Emsebeni and Tshedimoso completed questionnaires. Itekeng and Vukani primary schools were part of an existing tooth brushing, educative and preventive programme, and Emsebeni and Tshedimoso primary schools were not. Four focus group discussions (one from each school) were held with regard to knowledge of oral health and hygiene and the school environment. Seven teachers from two of the four schools and eight teachers from each of the other two schools attended the discussions. Both the learners and teachers at all the schools had little knowledge of dental care, like tooth brushing with fluoridated toothpaste. Frequency of brushing was poor. Most of the learners (61 percent) for the exposed learners and 50 perecent from the unexposed learners reported brushing their teeth once a day. Dietary habits of the learners revealed a high consumption of sugary snacks in between meals and sugar. Fifty-five percent of the exposed learners bought sweets and cakes and 56 percent of the unexposed learners bought fizzy drinks and fruit juices at school. Forty-six percent of the exposed and 58 percent of the unexposed learners said they took more than three spoons of sugar with their breakfast. . Utilisation of primary dental health services in the community by both teachers and learners was poor. More learners from the exposed schools (97 percent) than the unexposed (82 percent) had been to a dentist because they had a toothache. Only 1 percent from the exposed schools and 8 percent from the unexposed had been for a routine check up. Learners from both school categories and teachers had no knowledge of fluoride or benefits of water fluoridation. Over 98 percent of learners from both school categories had never heard of fluoride. The teachers believed it was their responsibility to teach learners and parents about oral health and showed willingness to participate in oral health promotion programmes. The main source of oral health knowledge among the learners was home. Several inhibiting factors to oral health promotion like poverty, lack of adequate oral health knowledge and poor school environment were identified in all the schools.There was no school policy regarding oral health promotion In conclusion, there were no significant differences in the reported knowledge, attitudes and practices between the learners and teachers from the two schools that were part of the preventive, educational and brushing programme and those from the other schools that were not part of the programme. This therefore shows that while preventive and educational programmes are an important component of oral health promotion, they are not adequate in changing knowledge, attitudes and oral health practices.

This study is about the School Governing Bodies (SGBs) which currently run schools in the country and it was done in a school in Soweto as a case study. The participants were the vice-chairperson, principal, deputy, secretary and treasurer because these are the core of the executive membership of the SGBs. The role of each is fully described in the policy documents of the Department of Basic Education. The focus of the study was to find out whether the SGBs do indeed create an educative atmosphere in schools as laid down in the government policies or have the discretion and leeway to deviate from such without incurring the wrought of the Department. The research was conducted through the qualitative approach because it involved a series of in-depth interviews. The study used a purposive sampling method to identify a few participants who are actually involved in the management of the selected school. Hence, the research findings are such that the interviewees claim that they knew very little of their new responsibilities, duties and functions when they took office but gradually they acquired the necessary information, knowledge and skills to discharge their exacting mandate. They point out that the South Africa School’s Act 84 of 1996 is the most informative policy document that guided and also assisted them in carrying out their responsibilities with confidence. In the final analysis, the study revealed that workshops on skills development are very much important because they are empowering. From the research findings various themes emerged which formed the basis upon which the following proposal was made, i.e. that: a methodological theoretical framework that has at its core the SGB with other important stakeholders in the periphery contributing towards creating an educative climate in the school be established. / Educational Leadership and Management / D. Ed. (Education Management and Leadership)

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

M.A. / Language planning in South Africa has been nothing but the Government's policy of separatism. To our knowledge there has never been any consultation between the authorities and.the users of the various languages. The broader community has had no input in planning the languages which affect them directly. It is our attempt then to join the debate about language policy and language planning especially during 1991/1992...

This study evaluated the impact of the SANCA Lifestyle Programme on Grade 6 and 7 black learners in two Soweto schools. This was done with a view to investigate the appropriateness of the present SANCA Lifestyle Programme for black learners. A total of 260 learners participated in this study. The main thrust of the study was to investigate the impact of SANCA’s Lifestyle Programme on learners’ psychosocial functioning and understanding of alcohol and drugs before and after the implementation of the SANC A Lifestyle Programme. Information was collated from the following instruments: biographical questionnaire. Psychosocial Functioning Inventory for Primaiy School Children (PFI-PRIM-C), alcohol and drug assessment questionnaire and programme evaluation questionnaire. The Pre-test results revealed low self-image for the total sample on the PFI-PRIM-C which measures psychosocial functioning. The Post-test results revealed significant improvement in this area. The results showed significant differences between gender and age groups in the areas of psychosocial functioning status. In particular, there was also a significant difference between males and females with regard to states of anxiety (p<0.001). There was also a significant difference between the 10-13 year olds and 14-18 year old groups in levels of frustration (pO.OOl) on the PFI-PRIM-C. After the Lifestyle Programme significant improvements were achieved. A significant improvement was also found on the learners’ knowledge of alcohol and drugs in the post-test period. There was no significant age or sex differences on alcohol and dn;g assessment questionnaire both in the pre-test or post-test periods. The implications of the findings are that Lifestyle Programmes have the potential to be effective for black learners.

M. Tech. Entrepreneurship / The high failure rate of small businesses in the Soweto area is a source of great concern. Many small businesses are unable to sustain themselves for an extended period due to their inability to retain current customers and attract potential clients into their establishments. The other factor that threatens these businesses is that too little effort is expended towards marketing. The aim of this study was to establish how effective entrepreneurs in the Soweto area are applying marketing communications tools, especially internet marketing, with a view to obtain and increase customer support for their small, medium and micro-sized enterprises.