Magister Commercii (Information Management) - MCom(IM) / E-astuteness and e-social astuteness are relatively new concepts. As a result, there is little to no extended knowledge on how each of these concepts can be fully adopted and implemented in South Africa. This research extends on the literature on these two concepts. The research looks at what Information System (IS) students' perceptions reveal or suggest about the effective ways of adopting these concepts. The information gathered for this study can be considered as a starting point for further exploring how e-astuteness and e-social astuteness can be acquired in the South African. For studying perceptions, a qualitative research design was followed and i an interview guide was used. The study findings were summarised into sections, themes and sub-themes that conveyed a common point of reference. The findings of this study suggest that teaching and learning should focus on the individuals being taught, hence the proposed adoption model that centers on the individual's capabilities. None of the students interviewed had an understanding of e-astuteness and e-social astuteness. The findings also revealed that fewer students have an understanding about e-skilling concepts in general. However, after the concepts were explained to the students, the findings suggested that they had a clear understanding of the importance of e-astuteness and e-social astuteness in South Africa. As a result it is empirical to first educate about e-skilling concepts before teaching the actual skills. The proposed adoption model was accepted by students as the ideal model of adoption for e–astuteness and e-social astuteness. However, based on the themes and subthemes that emerged from the student's responses, the model was improved in order to reflect their perceptions. This research suggests that the South African government in the efforts to address the e-skills issue in the country needs to continue funding ICT and ICT education. With hope that through having ICT competent individuals, this will ultimately in turn curb the pressing issues that the country experiences, such as high level of unemployment and poverty.

Magister Educationis - MEd / Mathematical Literacy has a dual meaning in South Africa. On the one hand it alludes to an understanding of the role of Mathematics in the real world. On the other hand it refers to a subject that is taken by students who generally do not do well in Mathematics and who do not wish to do a pure Mathematics course, This research focuses on the identification and investigation of errors, misconceptions and alternative ways of working in the responses of students in the final grade 12 Mathematical Literacy examination. The aim was to identify the errors, misconceptions and alternative ways of working and to discuss possible reasons for these errors and misconceptions. This aim was governed by the principle that feedback to students and teachers form a vital component in the teaching and learning process. This analysis only focused questions pertaining measurement in Mathematical Literacy. An analytical framework was constructed based on common errors and misconceptions identified by various researchers’ in the field of Mathematics. This analytical framework was used to classify and analyse the errors, misconceptions and alternative ways of working in Mathematical Literacy. The analysis was done using document analysis on a randomly selected sample of Mathematical Literacy scripts taken from across all education districts in the Western Cape. Great care was taken to prevent bias and cross checking was done by peers to ensure that the categories of errors were agreed on. The results of the analysis revealed that the errors identified for Mathematics are common to those of Mathematical Literacy. The findings in this project suggest that the analysis and feedback of errors and misconceptions may help to improve teaching and learning in Mathematical Literacy.

This study investigated whether the funding of section 21 schools improves the quality of teaching and learning in six schools in the Mthatha Education District, in the Eastern Cape Province of South Africa. Despite the large funds that are pumped into schools by the Department of Education, the schools appear to be under resourced, underdeveloped and therefore underperforming. The researcher used the theories of school improvement to ground this study and to investigate whether the schools improve or not, and are offered support where necessary, as they are continuously being funded by the Department of Education. The study had these objectives: To investigate how the funds are spent by Section 21 schools in the Mthatha district of Education: to assess whether the SGB manages the spending of funds and whether there is any collaboration between the Principal and the SGB in financial issues and: to evaluate whether Procurement procedures are followed when purchasing. Systematic random sampling, amongst 6 schools, has been conducted. A questionnaire was administered to the school Principals, 2 Finance committe members, 1 Educator and 1 learner and SGB chairpersons from each of the 6 schools. Thus, both qualitative and quantitative methods of inquiry were used in this study. 3 Junior Secondary and 3 Senior Secondary schools were considered in the sample. The findings that emerged were a lack of capacity, on the part of SGBs to monitor recurrent allocations as stipulated in the South African Schools Act (No 84 of 1996). Another factor that emerged was that schools still need training and workshops on procurement procedures. Also evident was that there appeared to be little evidence of collaboration between principals and SGBs, especially in financial matters. Finally, recommendations and suggestions were made that schools need to be provided with a series of workshops on procurement procedures and policies. SGBs were to be capacitated so that they could be on board on financial management. The principals were to be encouraged to cooperate and be transparent on financial matters especially since, as stipulated in SASA, as an official of the Department of Education, the principal has a responsibility to advise the governing body when they issue instructions or act in a manner that contravenes departmental instructions or policy.

Esta Dissertação tem por objetivo analisar a ressignificação do conceito de transformação presente na estrutura cognitiva dos educandos de primeiro ano de Ensino Médio, de uma escola da rede pública estadual da cidade de São Paulo, sendo 53 alunos do ano de 2006 e 83 alunos do ano de 2007. Para tanto, o elemento norteador das atividades propostas para coleta de dados, foi o material instrucional intitulado PROQUIM, desenvolvido na década de 1980, conforme as teorias construtivistas. O mesmo foi utilizado porque promove a construção do conhecimento a partir de atividades desenvolvidas individual e coletivamente, possibilitando ao professor a mediação entre o conhecimento já instituído e a construção do conhecimento escolar, onde é sabido da existência de relações colaborativas entre educandos e educadores. Assim, para atingir o objetivo proposto nesta investigação de abordagem qualitativa, a pesquisadora observou por meio do método dialético que as relações dialógicas mantidas entre educandos e educadores influenciaram os processos de ensino e aprendizagem, facilitando a inclusão de novos atributos ao conceito que estava sendo referenciado, promovendo assim, o desenvolvimento de ações mais reflexivas para a resolução de situações propostas. Deste modo, as atividades que foram sendo apresentadas aos alunos partiram da existência de um conhecimento mais abrangente, para o estabelecimento de conceitos mais específicos. Portanto, estes adolescentes foram expostos a conflitos cognitivos, em suas zonas de desenvolvimento proximal, estabelecendo uma relação colaborativa entre seus pares e a professora na procura pela construção do conceito verdadeiro. A formação do conceito na estrutura cognitiva passa por diversas etapas até o estabelecimento de sua concepção, ou seja, quando o conceito ainda não está estabilizado no pensamento, o sujeito procura observar, macroscopicamente, as características do objeto sob estudo para depois poder atribuir-lhe características mais específicas. Com efeito, estes conflitos cognitivos permitiram que a pesquisadora observasse as mensagens dos educandos, que expressavam suas concepções a respeito do conceito de transformação e sua crescente modificação através das relações colaborativas ocasionadas pela busca do conhecimento. Desta análise conclui-se que parte dos educandos conseguiu estabelecer relações distinguíveis entre os aspectos dos sistemas sob processo de transformação, antes e após a modificação ter-se sucedido. Outra parte dos educandos demonstrou a necessidade de outros contextos de aprendizagem, a fim de favorecer o estabelecimento em suas estruturas cognitivas, do conceito de transformação dos materiais. / This thesis aims to analyze the reclassification of the concept of this processing in the cognitive structure of students of first year of high school, a public school in the state of São Paulo, with 53 students in 2006 and 83 students from years 2007. To this end, the guiding element of the proposed activities for data collection, was the instructional material titled PROQUIM, developed in the 1980s, as constructivist theories. It was used because it promotes the construction of knowledge from activities carried out collectively and individually, allowing the teacher to mediate between the knowledge already established and the construction of school knowledge, which is known of the existence of collaborative relationships between educators and students. So to achieve this goal, this research a qualitative approach, the researcher observed through the dialectical method that kept the dialogical relations between educators and influence the processes of teaching and learning by facilitating the inclusion of new attributes to the concept that was being referenced thus promoting the development of more reflexive actions to resolve situations proposed. Thus, activities that were being presented to students from the existence of a more comprehensive, for the establishment of more specific concepts. Therefore, these adolescents were exposed to cognitive conflicts in their zones of proximal development, establishing a collaborative relationship between peers and the teacher in finding the true construction of the concept. The formation of the concept in cognitive structure goes through several stages until the establishment of its design, ie, when the concept is not yet stable in thought, the subject tries to observe macroscopically, the characteristics of the object under study to be allowed to assign specific characteristics. Indeed, these cognitive conflicts enabled the researcher observed the students\' messages, expressing their views about the concept of transformation and change through its growing collaborative relationships caused by the pursuit of knowledge. From this analysis it appears that some of the students managed to establish relations between distinguishable aspects of systems in the transformation process, before and after the change have been successful. Another part of the students demonstrated the need for other learning contexts to promote the establishment of cognitive structures, the concept of transformation of materials.

A thesis submitted in fulfilment of the requirements for the degree of DOCTOR of EDUCATION in the department of Educational Psychology in the FACULTY OF EDUCATION at the UNlVERSITY OF ZULULAND, 1998. / This study involves an investigation of governing bodies' perspectives on a culture of teaching and learning. An attempt was made to determine if governing bodies are adequately trained to play a meaningful role in the re-establishment of a culture of teaching and learning at schools. The literature study discloses that education in South Africa is going through a crisis. It is common knowledge that the culture of teaching and learning has almost disappeared in its entirety in many schools. Schools are characterised by an anti-academic attitude by teachers as well as pupils. Many parents seem to be helpless when confronted with problems related to their children's schooling. Their only hope rests in governing bodies' and principals' initiatives to re-establish a culture of teaching and learning. Governing bodies and principals therefore have a vital role to play in creating a culture of teaching and learning. In the interest of the education of children, they need to work in concert with each other. Their working together is a collaborative act, marked by cooperation and support for each other. The investigation proved that governing bodies have not been adequately trained to deal with problems associated with the culture of teaching and learning. Despite the South African Schools Act, 1996 (Act No.84 of 1996) ushering in a new era of parental involvement in school governance, parents were not systematically empowered to deal with their new responsibilities. The failure of the Department of Education to embark on a meaningful capacity-building programme for school governors has inhibited governing bodies' contribution towards education. For the purpose of the empirical investigation a self-structured questionnaire for parent governors was utilised. The questionnaires that were completed by parent governors were analysed and thereafter the data that was obtained was processed and analysed. This study has confirmed that governing bodies were not adequately trained to play a meaningful role in the re-establishment of a culture of teaching and learning at schools. In addition to the empirical survey, personal interviews with members of governing bodies were conducted. In conclusion a summary was presented and based on the findings of this study, the following are some of the recommendations that were made: * All governing bodies should develop and enforce a code of conduct which will provide a set of guidelines to regulate the behaviour of pupils so that a disciplined and purposeful environment is established at schools to facilitate effective teaching and learning. * All teachers should be governed by a code of conduct that will prohibit unprofessional behaviour. * Governing bodies should offer incentives to principals and teachers who introduce innovative ideas and methods to promote the culture of teaching and learning. * Through structured education programmes governing bodies must prepare parents to assume responsibility for the education of their children.

Educational practice must be conducted within the confines of assessments in order to elevate teaching and learning (Pellegrino, 1999). Evidence gleaned from the literature suggests that assessment, especially assessment of management practices, has an effect on how educators teach and, consequently, how students learn (Obe, 2018:16). In terms of sampling, five primary schools from a pool of 21 primary schools in Nkomazi West Circuit in the Mpumalanga province were selected purposively due to their high level of compliance in the evaluation of assessment processes. With reference to key informant interviews and discussions, this study draws on the experiences of five primary schools in Nkomazi West circuit in terms of the management of assessment processes, opportunities, procedures and challenges. It is from the five primary schools wherein key participants were selected, from which six participants per school were selected. Observations guided by the researcher were used to validate field survey results and evidence from the school management teams in the five selected primary schools. The study findings indicate that although educators are expected to nurture critical thinking skills in their pupils/students, this is often not mirrored in the management of assessment and teaching and learning practices. This study discovered that for management processes in schools to be effective in promoting the specified goals of the fundamental school programme, greater recognition should be given to the influence of assessment on teaching and learning, the understanding of which may arguably play a crucial role in introducing changes that may promote the cognitive processes and thinking skills desired in our schools and classrooms. / Dissertation (MEd)--University of Pretoria, 2020. / Education Management and Policy Studies / MEd / Unrestricted

Without the support of school leaders, particularly the school management team (SMT), the educational potential of information and communications technology may not be realised. SMT’s need to assume a major responsibility for initiating and implementing school change through the use of information and communications technology and can facilitate complex decisions to integrate it into teaching and learning. Utilising the ‘theory of action’ as a theoretical framework this qualitative case study investigates the perceived beliefs and attitudes of SMTs regarding ICT implementation at school. Furthermore this study explores the perceived necessary provisions that have to be in place to realise the perceived attitudes and vision of the SMTs. The findings of this study suggest that school management has significant and consistent espoused theories about ICT implementation and practice in schools. First, the majority of school managers advocate that ICT is indispensable for teaching and learning, as it enhances the quality of pedagogical practices. Second, they espoused that ICT in teaching and learning should be mandatory practice. Third, majority of school managers were adamant that teachers and school managers should be ICT literate. Fourth, school managers believed that ICT implementation should be a collaborative process. Fifth, school management’s vision for ICT should be aligned with the school’s vision for ICT. Sixth, SMT’s believe that ICT should be an integral component of the curriculum and policies. The study concludes that the perceived espoused beliefs, attitudes and visions of SMTs could establish the general climate for ICT use within a school. / Dissertation (MEd)--University of Pretoria, 2013. / lk2014 / Science, Mathematics and Technology Education / MEd / Unrestricted

Climate change education is globally recognised as a key approach through which to enhance the knowledge and understanding of climate change among learners and teachers. This study thus sought to investigate the understanding and teaching of climate change in the Secondary Education Geography Curriculum in Swaziland. The major goal of this study was to establish the understanding and teaching of climate change in the secondary education Geography curriculum of the country. To investigate the understanding and teaching of climate, the study employed an exploratory design comprising methods like questionnaire, focus group interviews as well as document analysis in the form of secondary records. The data was collected from 16 principals, 32 Geography teachers from 16 high schools; four from each region of Swaziland, one Senior Environmental Education Officer, one senior inspector of Geography and one senior Geography curriculum designer. Numerous gaps and misconceptions were found to exist in learners and teachers understanding of climate change education. The findings reflected that the teachers were not comfortable with the integration of climate change education into all the secondary education Geography curriculum lessons. However, they claimed to be unknowingly practising its integration to a limited extent. Although the teachers generally supported the integration of climate change education into the geography curriculum, they cited challenges like lack of proper training on climate change education, a shortage of teaching resources on CCE and the already overcrowded geography curriculum which then made it impossible for CCE integration. The study recommends that the Ministry of Education and Training need to train teachers on CCE both at in-service and pre-service level and providing the resources required for CCE, for instance, the internet and good libraries for research, since CCE requires perpetual learning. / Thesis (PhD)--University of Pretoria, 2016. / Humanities Education / PhD / Unrestricted

Inclusive education came into the spot light with the World Conference on Special Needs Education: Access and Quality, held in Salamanca, Spain in June 1994. The problem investigated in this study is how teaching oral hearing impaired learners in an inclusive school affects the classroom practice of the mathematics teacher as teaching-and-learning expert. In this study, the term hearing impaired refers to learners with a bilateral, moderate to profound hearing loss who have hearing aids and/or cochlear implants. These learners communicate orally, in other words, they have developed spoken language and do not communicate using sign language. The study focused on the classroom practice of three teachers in three different phases, namely the Intermediate Phase (Grade 4-6), the Secondary Phase (Grade 7-9) and the Further Education and Training phase (Grade 10-12) and explored how they teach mathematics to Hearing Impaired (HI) learners in an inclusive school. A qualitative research approach was followed and the research design was an exploratory case study. The data was collected in an inclusive school that includes oral HI learners which was purposefully chosen due to its model of inclusion where oral HI learners attend the same classes and lessons as their hearing peers. Three data collection instruments were used, namely semi-structured interviews, lesson observations and documentation analysis. The data was analysed deductively according to the themes reflected in the conceptual framework. The conceptual framework was based on ten practices mathematics teachers should apply when teaching HI learners (Easterbrooks & Stephenson, 2006), but through the lens of the mathematics teacher as teaching-and-learning expert and the language factors in teaching mathematics to HI learners. The research revealed that not all teachers who teach at an inclusive school truly understand the concept of inclusion and that continuous training is a pre-requisite for inclusion to be successful. / Dissertation (MEd)--University of Pretoria, 2017. / Science, Mathematics and Technology Education / MEd / Unrestricted

This study explored how primary school educators expect to be supported and how they experience support from internal and external sources in a South African school district. Support for educators is vital in order to improve basic education in terms of South Africa’s long-term development goals and particularly in light of the poor performance of primary school learners in universal benchmark tests. Furthermore, the myriad of curricular changes introduced by the Department of Basic Education have increased the need for educator support in South Africa. A qualitative approach, located in an interpretive paradigm was adopted and a case study research design was employed. The requisite data were gathered by means of interviews, document sourcing and non-participant observation in three public primary schools. The main finding of the study was that there is limited amount of technical support, aimed at improving the quality of education, while affective aspects, i.e., meeting the socio-emotional needs of educators appear to be neglected. A broad theme that emerged was participants feeling like they are under surveillance; perceiving district officials to be on fault-finding missions when they conduct school visits and classroom observations; and feeling like they are on their own once they return to school from attending offsite workshops. In addition, the participants who served as heads of departments (HODs) reported that their workload prevented them from providing adequate internal support. A key recommendation of this study is that more curriculum instructors and HODs be employed and that they receive adequate preparation in order to provide appropriate support to primary school educators. In addition, it is recommended that the provincial and district officials increase the frequency of their school and classroom visits in order to spend more time supporting primary school educators. / Thesis (PhD)--University of Pretoria, 2018. / Education Management and Policy Studies / PhD / Unrestricted