M.Ed. (Curriculum Studies) / Please refer to full text to view abstract

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Given the controversy surrounding the theoretical concept of mathematical literacy within mathematics education community around the world and, in particular, its introduction as a new subject of study in the South Africa’s FET curriculum as part of a social transformation process, it seemed necessary and appropriate that a study of this nature had to be undertaken. Thus the study explored perceptions of the notion of ‘mathematical literacy’ as a competence and as a subject of study. It focused on a group of first-year in-service teachers who were part-time students in the faculty of education at Edgewood Campus in the University of KwaZulu-Natal, as well as the documentary analysis of some of the South African curriculum policy documents. The guiding research questions for this study were: (a) what understandings or notions of mathematical literacy are evident in the South African curriculum documents? (b) What are mathematics educators’ perceptions of the competencies of a mathematically literate person? (c) What are their perceptions of, beliefs and views, and initial experiences about mathematical literacy as a subject of study? (d) How do these perceptions and/or understandings play out in the implementation of the new Mathematical Literacy curriculum? In an attempt to answer these questions, I began by, first, exploring the wider theoretical perspectives (both locally and internationally) in extant literature within the domain of mathematics education, and which underpins the debate about mathematical literacy and its related terms as well as informing the recent curriculum change, particularly in South Africa. In the process I discussed the different connotations that were used to describe mathematical literacy and its related terms, as well as the arguments in favour of and against its introduction as a subject of study. Secondly, I explored teachers’ understandings of the concept of mathematical literacy both as a competence and as a subject of study in relation to the NCS documents, as well as the problems associated with its implementation and the importance of understanding the interplay between content and context used for its development. It is argued, however, that re-framing of ‘mathematical literacy’ as a subject of study rather than a competence proves to be problematic in terms of the distinction that could be drawn between epistemology and pedagogy. Finally I have discussed the implications which the findings of this study have for policy and practice, and for further research. Data on the understandings and teachers’ perceptions about mathematical literacy as a competence and a subject of study were obtained using both qualitative and quantitative styles of research as a mixed-mode approach. The major findings of this study are that (1) teachers generally perceived mathematical literacy as a subject of study (2) the South African curriculum documents portray ML as a subject, and therefore framed as such; (3) teachers generally consider a person mathematically literate if that person could do basic arithmetical calculations in everyday life (4) from the international perspective, there are variations on the interpretation of ML, and finally (5) the study has revealed that teachers had difficulties pertaining to their own pedagogical content knowledge of the new subject. Based on these findings it can be concluded that there is need for a sustained monitoring of the implementation process, reviewing of policy documents, and professional development of teachers involved with the teaching of mathematical literacy. / Thesis (M.Ed.)-University of Kwazulu-Natal, 2007.

The purpose of this study was to narrate the major influences shaping the construction and transmission of legal knowledge in South Africa. The paper contends that these influences revolved around the role of the state, the profession, and the university law schools. The conceptual framework informing the study was the place of values in policy measures intimately affecting legal education. The values connection is contextual and not formal or abstract. It is the politics of legal education. The study revisited the site of the current debates in legal education, that of the divide between practical and academic education/training, and the staging of academic and professional education. Particular attention was also paid to the considerations allowed in determining the content of law studies. The role of legal education and training in promoting adversarialism and litigiousness was addressed. Of the three major stakeholders in legal education, the state wields more influence than others. The fresh political dispensation in the country has further supported the state's intervention in legal education. Most of the policies introduced by the state revolve around the enhancement of opportunities for the previously disadvantaged to gain access to legal education. The spate of . government measures in this regard is still growing. The effects of government policy measures like the Outcomes-based Education, the under preparedness of a segment of the student population for law study, admission of more students in the face of tension between a 'mass' and ' elite' system, and the growing diversity in the law schools, are some of the social factors identified in this study. The study concluded with an expression of optimism in the system even in face of frictions and tensions, As envisaged for this exercise, a number of the issues identified were not fully explored. .It is expected that further research may be conducted to determine the far reaching consequences of the factors thus identified. / Thesis (LL.M.)-University of Natal, Pietermaritzburg, 1998.

There is little doubt that there is a widespread concern that the transition from the supportive environment of the training institution where mistakes are expected, self criticism is encouraged and both tutorial guidance and peer group friendship are readily available into a situation where professional and personal responsibilities are profoundly altered, where the methods used, the progress of the pupils, their parents' expectations, the working relationship with colleagues are now permanent responsibilities. This transition can be traumatic for some and a considerable ordeal for many.--Chapter 1, p. 10.

Thesis (MTech (Information Technology))--Peninsula Technikon, 2003 / This study was initiated following an investigation into using an Integrated Project (IP) as a learning experience to improve the skills of students at Peninsula Technikon. The literature reviewed indicated a variety of skills required for IT staff in general, but no importance was indicated for the various skills. The objectives of the study were: To identify the critical skills from literature and industry for entry-level software developers; 2 To determine from the lecturing staff's perspective, which skills they regard as the critical skills for entry-level software developers; 3 To determine from the students' perspective, whether the IP had equipped them with skills needed to be effective in the workplace; and 4 From the findings of the study to identify the components of a potentially effective lP. To fulfill the objectives, data was gathered by means of various questionnaires completed by industry representatives, lecturers and students. The results of the study revealed that a mismatch existed between the skill importance rating of companies and the skill ratings of students, especially with regard to their Programming and Database skills. The study further revealed that the JP did not contribute more to the skills competence of students than the other forms of learning experiences. The JP should provide the vehicle to increase students' skill competency levels and deeper understanding. by including the critical skills required by industry. The key skills identified from this study for an entry level software developer to be productive in industry namely, Debugging/Error Trapping, Teamwork! Group work, General Programming, Database Relationships, Data-Access and Written Communications should be included in the JP. It is possible that a well designed JP can narrow the gap between industry expectations and student performance.

M.Ed. / The point of departure in this research is that the teaching and learning of Northern Sotho (Ll) as a mother tongue or first language to its speakers should be on the same footi.ng with the teaching and learning of any other mother tongue elsewhere in the world. While universal principles of first language (Ll) instruction are followed, they should be adapted to suit Northern Sotho as a separate language. This is necessary because of the unique nature of Northern Sotho and the language's position viz a viz its speakers. The following problems are at present experienced teaching and learning of Northern Sotho as a formal subject: - lack of adequate scientific research in the teaching and learning of Northern Sotho on being introduced as a school subject; - some teachers still follow the second and third language approaches in teaching the subject; - the observed negative attitude of teachers and pupils alike towards the subject; - the status of Northern Sotho in a multilingual South Africa in which it is relegated to a so-called 'regional language'. In an attempt to ameliorate the situation, the researcher will focus attention on the following: - a review of the curriculum and the syllabi. Differentiation is necessary, hence the researcher will suggest two types of syllabi; namely a more 'culture bound syllabus' and a 'scientifically' orientated syllabus' for those pupils who wish to specialize in universal Language Studies and Linguistics. - curriculum enrichment as a measure to correct attitudes. - the teaching of Northern Sotho for specific purposes. In a multilingual country like South Africa, an African Language like Northern Sotho still has a role to play, for example, as a vehicle of culture. An alternative approach to the teaching and learning of Northern Sotho will presumably improve the status of Northern Sotho as a sUbject and thus ensure its survival as a school subject In future.

M.Comm. / The South African hotel industry is a labour intensive industry, with high staff turnover and a shortage of skilled labour. The introduction of the national grading system and an increase in tourists, both local and foreign, placed more pressure on hotels to improve the quality of their services. Improvement of quality service is linked to well qualified personnel. The question : "Does the country have the required labour force" thus arises. The answer is obviously In order to solve the above mentioned labour problem, management training and management development programmes are of cardinal importance. Top management in hotels must show more interest in and commitment towards management training and development. Training at colleges, technikons and universities is placed under the microscope to ascertain whether it meets the requirements of the industry. Most students have the necessary theoretical training, but practical training (in-service training) has to be improved. ix Affirmative action is implemented to satisfy the needs of the majority in the work force. The necessity of affirmative action and its implementation is investigated with the aim of affording the majority of the labour force the opportunity to be trained. The main aim of this study is to highlight the necessity of management training in a changing environment. It is important that hotel management identify these changes and take action accordingly in order to remain competitive.

D.Litt. et Phil / The primary aim of this study is to: assess the relevance of the Zulu first language syllabus in respect of its meeting the needs of pupils; investigate and discuss language teaching approaches that may be appropriate to Zulu first language teaching; establish if various types of language syllabuses can be integrated for the enhancement of effective language teaching; integrate teaching approaches. Method of investigation The main method of investigation used was the literature review. In this research the focus is on the theoretical treatises, the present syllabus as well as Zulu textbooks and methodology books used for language teaching. Only materials relevant to the study were selected, categorised and discussed systematically in detail under the topics such as: the role of linguistics in language teaching; language teaching syllabuses; learning styles and theories on language learning and teaching; methods of language teaching in the classroom. The findings were compared with other investigations in the same field of study and were applied to Zulu first language teaching. Findings In this thesis it is recognised that the methodology and approaches in the teaching of Zulu first language is inadequate, since it focuses primarily on theoretical intricacies of the subject. Grammar teaching is not utilised maximally because teachers are to adhere to the theoretical aspects of the subject at the cost of the development of communicative competence. In the teaching of languages such as English, the value of the teaching of grammar has been questioned in the course of time, but not so with Zulu first language. The focus in the traditional Zulu first language syllabus is on grammar teaching, it however, lacks proper application. In the light of the above it is clear that the traditional way of teaching Zulu first language is inadequate. The thesis will hopefully guide Zulu mother tongue teachers into acquiring adequate language teaching skills and techniques. Recommendations It is recommended that language teaching should break away from the methodology that does not apply to real-life situations and that language learning should be made useful to learners by applying it to develop their life-skills. Teachers should explain theoretical principles by using authentic or quasi-authentic texts or speech as the point of departure. In other words the theoretical principles should not be merely illustrated by isolated decontextualised examples. Language teaching should reflect on all four language skills, namely, listening, speaking, reading and writing. An integrated approach to language teaching will enhance the standard of Zulu first language teaching. Therefore, language teaching should not be confined to only one syllabus type, but various syllabus types should be integrated depending on the language need to be addressed

The study investigated some of the problems experienced in the teaching and learning of biochemistry - a section in the Senior Certificate biology syllabus - in the Transkei Colleges of Education. Biochemistry is often labelled a difficult area, therefore, the study was an attempt to identify the problems encountered by biology teachers and lecturers in teaching biochemistry and by student-teachers in learning it. Questionnaires were admlninistered to final-year biology major student-teachers in the colleges, and to the biology teachers and college lecturers. Examiners and subject advisers for biology were interviewed. The questionnaires required the respondents to identify the following: 1. Areas of biochemistry they find difficult. 2. Areas of biochemistry they find easy to understand. 3. Possible reasons for the students' poor performance in biochemistry. 4. Possible suggestions for improvement. The student-teachers were further given a concept test to test their understanding of the concept 'photosynthesis'. After analysing the data, the findings were used to make some recommendations, in an attempt to improve the teaching of biochemistry by the teachers and lecturers and of the learning of biochemistry by the students