The prevalence of learner teenage pregnancies is a winnable battle, provided the major stakeholders, namely the Departments of Education (DoE) and Health (DoH) provide joint positive efforts. The situation requires continuous effective support to the teachers that have to handle the situation of teenage pregnancies at secondary schools. In spite of the implementation of Life Orientation as a school subject, to deals with sexual behaviour, sexual health, decision making regarding sexuality, risk of pregnancy, sexually transmitted infections, including HIV and Aids the prevalence of learner teenage pregnancies at secondary schools remains high. Health care professionals should become involved by promoting and implementing preventive measures to reduce the increase in learner teenage pregnancies in collaboration with the DoE. This will achieve a situation where there is assistance and support for vulnerable learners, and teachers that are daily exposed to learner pregnancies, as well as deliveries of babies on school premises. The intervention of health care professionals will provide quality care to learners and continuous support for teachers in all provinces, not only KwaZulu-Natal (KZN). The objective of this study is to explore and describe the teachers‟ experiences regarding learner teenage pregnancies in KZN. The study is explorative, descriptive and contextual in nature. An interpretative approach was suitable to address the research aim of this qualitative research design, namely to answer the research question: “How do secondary school teachers experience teenage pregnancies and unexpected deliveries at school?” Participants were selected by purposeful sampling strategy. Data were collected through individual interviews and the data analysis followed Tesch‟s (1990) method of systematic open coding. During the data analysis themes were identified, including for instance the overall experiences with learner teenage pregnancies, experiences related to unexpected deliveries at school and recommendations to cope with teenage pregnancies and unexpected deliveries at school. The participants were all aware of the negative consequences of learner teenage pregnancies, which include leaving school, the resulting unemployability of learners who left school early and subsequent poverty and low social economic status. Recommendations aimed at stakeholders such as the DoE and Health centre on jointly supporting secondary school teachers with respect to their experiences with learner teenage pregnancies and unexpected deliveries at school. Health professionals are requested to implement campaigns and school visits to supply contraceptive services, whereas the DoE has to emphasise and ensure that teachers understand the importance of contemporary approaches when implementing the Life Orientation curriculum that explicity deals with sexuality, sexual behaviour, sexual health, decision making regarding sexuality, risk of pregnancy, sexually transmitted infections including HIV and Aids. / MCur, North-West University, Potchefstroom Campus, 2015

The prevalence of learner teenage pregnancies is a winnable battle, provided the major stakeholders, namely the Departments of Education (DoE) and Health (DoH) provide joint positive efforts. The situation requires continuous effective support to the teachers that have to handle the situation of teenage pregnancies at secondary schools. In spite of the implementation of Life Orientation as a school subject, to deals with sexual behaviour, sexual health, decision making regarding sexuality, risk of pregnancy, sexually transmitted infections, including HIV and Aids the prevalence of learner teenage pregnancies at secondary schools remains high. Health care professionals should become involved by promoting and implementing preventive measures to reduce the increase in learner teenage pregnancies in collaboration with the DoE. This will achieve a situation where there is assistance and support for vulnerable learners, and teachers that are daily exposed to learner pregnancies, as well as deliveries of babies on school premises. The intervention of health care professionals will provide quality care to learners and continuous support for teachers in all provinces, not only KwaZulu-Natal (KZN). The objective of this study is to explore and describe the teachers‟ experiences regarding learner teenage pregnancies in KZN. The study is explorative, descriptive and contextual in nature. An interpretative approach was suitable to address the research aim of this qualitative research design, namely to answer the research question: “How do secondary school teachers experience teenage pregnancies and unexpected deliveries at school?” Participants were selected by purposeful sampling strategy. Data were collected through individual interviews and the data analysis followed Tesch‟s (1990) method of systematic open coding. During the data analysis themes were identified, including for instance the overall experiences with learner teenage pregnancies, experiences related to unexpected deliveries at school and recommendations to cope with teenage pregnancies and unexpected deliveries at school. The participants were all aware of the negative consequences of learner teenage pregnancies, which include leaving school, the resulting unemployability of learners who left school early and subsequent poverty and low social economic status. Recommendations aimed at stakeholders such as the DoE and Health centre on jointly supporting secondary school teachers with respect to their experiences with learner teenage pregnancies and unexpected deliveries at school. Health professionals are requested to implement campaigns and school visits to supply contraceptive services, whereas the DoE has to emphasise and ensure that teachers understand the importance of contemporary approaches when implementing the Life Orientation curriculum that explicity deals with sexuality, sexual behaviour, sexual health, decision making regarding sexuality, risk of pregnancy, sexually transmitted infections including HIV and Aids. / MCur, North-West University, Potchefstroom Campus, 2015

The aim of this study was to research how teachers describe their knowledge of gifted students and their mathematics education with these students in grades 1-3. Through qualitative interviews eight teachers has been asked how they identify gifted students, how they adjust the education and what support they would need to befriend gifted students in mathematics education. The results indicate that the teachers are aware of the presence of gifted student in mathematics. The methods to identify and adjust teaching varied between the respondents and certain approaches was more favorable than others according to previous research. Common to all the respondents, however, was the desire for additional resource and commitment from the organization to help benefit gifted talents within mathematics. The conclusion is that today ́s teachers needs more knowledge about giftedness, as well as support in order to further promote learning for gifted students within the teaching of mathematics. / Studiens syfte var att undersöka hur lärare beskriver sina kunskaper om särskilt begåvade elever och sin matematikundervisning med dessa elever i årskurs 1-3. Genom kvalitativa intervjuer har åtta verksamma lärare intervjuats om hur de identifierar särskilt begåvade elever, hur de anpassar undervisningen samt vilket stöd lärarna anser sig behöva för att undervisa särskilt begåvade elever i matematik. Resultatet visar att pedagogerna är medvetna om förekomsten av särskilt begåvade elever inom matematiken. Metoderna för att identifiera och därefter anpassa undervisningen varierade mellan respondenterna samt vissa tillvägagångssätt var mer gynnsamma än andra enligt tidigare forskning. Gemensamt för alla respondenter var dock önskan om ytterligare resurser och satsning från organisationen för att kunna hjälpa att gynna särskilt begåvade elever inom matematikundervisningen. Utifrån detta kan man dra slutsatser om att dagens lärare behöver mer kunskap kring särskild begåvning, samt stöttning för att vidare kunna främja lärandet för särskilt begåvade elever inom matematikundervisningen.