MPM / Oliver Tambo Institute of Governance and Policy Studies / Adult basic education and training in South Africa is viewed as an instrument for social, economic and political development. However, over the years, the programme faced challenges relating to recruitment and retention of suitably qualified practitioners, resulting in high staff turn-over. The study focused on the perception of adult learners about the adult basic education and training practitioners turn-over at the Witbank education circuit to gain insight into the magnitude of the problem and recommend ways and strategies to address the identified challenges. The study used a mixed method approach, incorporating elements of both quantitative and qualitative research approach. The research sample comprised adult learners, educators, Adult center managers and adult basic education and training coordinators using purposive sampling technique. Data was collected using semi-structured questionnaires and analyzed using the eight steps of Tesch in Cresswell (2009:186). The results of the study revealed that the participants were to a large extent, aware that ABET practitioners’ turnover is a serious problem at the Witbank education circuit. The study participants revealed that lack of commitment and recognition by government to address ABET practitioner turnover decisively is impacting negatively on learners’ motivation, morale, study progress and their relationship with practitioners. This leads ABET learners to not take the ABET programme seriously, and drop of the programme due to lack of progress whereas most ABET practitioners take ABET as a waiting station for better jobs. A number of strategies can be employed to address the challenge of ABET practitioners’ turnover. Amongst others are the following: the basic working conditions of ABET practitioners should be improved. This will automatically translate into job satisfaction and long tenure, thereby counteracting current levels of high staff turnover. ABET practitioners should also be afforded relevant skills development programmes to ensure continuous professional growth and development. / NRF

The aim of the research was to establish the emotional experiences of adolescents who experience a discrepancy between their self-concept and ideal self-concept. An empirical investigation was carried out in order to establish the relationship that exists between the self-concept and the ideal self-concept of adolescents and certain emotions they experience. The investigation further identified the emotions that are prominent in the case of a discrepancy between the self-concept and the ideal self-concept. A Self-concept, Ideal Self-concept and Emotional Profile Index Questionnaire were completed by 250 adolescents. Trust and sociability showed the strongest positive correlations and depression, distrust and aggression the strongest negative correlations with aspects of the self-concept. In most instances no relationship existed between the ideal self-concept of adolescents and the emotions they experience. In terms of a discrepancy between the self-concept and the ideal self-concept, results indicated that trust was the most prominent positive emotion and depression, aggression and distrust the most prominent negative emotions. / Psychology of Education / M. Ed. (Guidance and Counselling)

It is generally agreed that during the apartheid era secondary school History education was perceived as either an indispensible aid toward furthering the National Party’s social and political programme of separate development by some sections of the South African community or as an insidious form of indoctrination by other sections of the community. One of the contentions of this thesis is that this form of apology or indoctrination was less successful than is generally believed. The white English and Afrikaans-speaking sections of the community, although practising very different cultures shared many perceptions, including the perception that secondary school History education was less important than was the study of other subjects. The result was that at least since the 1960s, History was a subject in decline at most South African white secondary schools. History education enjoyed a mixed reception on the part of black secondary school educators during the apartheid era although the majority of black secondary school educators and learners, particularly after the 1976 Soweto Uprising, rejected the subject as a gross misrepresentation of historical record. The demise of History as a secondary school subject during the post-apartheid era is well documented. The case is made that this is due to factors such as poor teaching and the tendency by school administrations to marginalise the subject. My own 2008 and 2012 research indicates that while many South African adults display a negative attitude toward secondary school History education, secondary school learners have a far more positive outlook. The finding of this thesis is that the future for History education in South Africa is not as bleak as many imagine it appears to be. / History / D. Litt. et Phil. (History)

It is generally agreed that during the apartheid era secondary school History education was perceived as either an indispensible aid toward furthering the National Party’s social and political programme of separate development by some sections of the South African community or as an insidious form of indoctrination by other sections of the community. One of the contentions of this thesis is that this form of apology or indoctrination was less successful than is generally believed. The white English and Afrikaans-speaking sections of the community, although practising very different cultures shared many perceptions, including the perception that secondary school History education was less important than was the study of other subjects. The result was that at least since the 1960s, History was a subject in decline at most South African white secondary schools. History education enjoyed a mixed reception on the part of black secondary school educators during the apartheid era although the majority of black secondary school educators and learners, particularly after the 1976 Soweto Uprising, rejected the subject as a gross misrepresentation of historical record. The demise of History as a secondary school subject during the post-apartheid era is well documented. The case is made that this is due to factors such as poor teaching and the tendency by school administrations to marginalise the subject. My own 2008 and 2012 research indicates that while many South African adults display a negative attitude toward secondary school History education, secondary school learners have a far more positive outlook. The finding of this thesis is that the future for History education in South Africa is not as bleak as many imagine it appears to be. / History / D. Litt. et Phil. (History)