The study rests on the assumption that teachers of Natural Sciences apply various assessment strategies in their interaction with learners. Among the strategies that are proposed by the National Department of Education is the use of formative assessment. Due to the challenges that face teachers of this learning area, the researcher opted to explore the implementation of formative assessment, especially because there is vast lack of implementation of various departmental programmes and initiatives that are aimed at the betterment of our education system during this transformation period. To engage in this study, the researcher purposively selected three primary schools with Grade Seven classes in Umlazi District. Three research methods are employed to investigate the implementation of formative assessment in Grade Seven Natural Science classes, namely, semi-structured interviews, semi-structured observations and document analysis. Purposive, criterion-based selection was used to select participants to the study. Participants involve teachers of Natural Sciences at Grade Seven level. Data were collected using the afore-mentioned methods, and were analysed using Vygotsky’s theory constructivism and his concept of the Zone of Proximal Development (ZPD). Data were presented narratively, graphically and in tabular forms. The data are extensively discussed with reference to literature on formative assessment. The discussion is aimed at responding to the three research questions that drive the entire investigation. Findings thereof are presented in narrative form. The data collected helped the researcher to make sound conclusions about the implementation of formative assessment in the three sampled primary schools. Recommendations are made concerning the implementation of formative assessment in respect of what could help teachers achieve the prescribed learning outcomes and assessment standards through the use of formative assessment. Though the findings presented indicate the contextual factors typical to the three sampled schools, particularly the Grade Seven classes, they could be transferred to other institutions with similar settings because this is a case study research. This means that what happens in the three selected schools could be common to other schools as well regarding the use of formative assessment during teacher-learner interactions. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

This study identifies and describes the implications of new policy and legislation on non-formal adult education and training focusing on the KwaZulu-Natal Poultry Institute (KZNPI) Five Months Poultry Management Programme. This is a non-formal residential course during which the learners assume full responsibility of a small modern diversified school farm. Learners apply the theoretical and practical knowledge they acquire during the course in order to advance their practical skills. Poultry management forms an important component of the knowledge and skill pool within the poultry industry. The development and implementation of effective programmes that educate and train managers are therefore necessary and an absolute requirement. Effective management skills and knowledge of the poultry-related operations add significant value to productivity in the workplace. It is a valuable set of skills required in the industry and it needs ongoing revision in light of changing technology, new working operations and the generation of new knowledge. In 1997 the South African government declared new policy in education with the intention to transform education systems and to improve the quality of education provided to learners in a variety of settings. The most important policies and legislation include the Further Education and Training Policy, Skills Development Act, Skills Development Levies Act and the South African Qualifications Authority Act. Policy and legislation in Further Education have been implemented over the last three years. This study investigates the impact of policy on the KZNPI Management Course. The study suggests that the new legislation poses significant changes to non-formal education programmes as well as the way in which providers of non-formal programmes operate. The legislations have not only affected the course design, provision and delivery, but the funding of non-formal providers as well. This is a case study of a non-formal programme provided by a non-governmental organizations located in Pietermaritzburg, South Africa. This case study included an in-depth examination of the key policies and legislation, related literature and the use of interviews as the key methods of investigation. Data analysis involved a comparison of policy and legislation requirements to practices by non-formal adult education and training programmes. South Africa has embarked on a particular process of systems transformation in education and training with emphasis being placed on programme design and delivery based on nationally recognised qualifications and standards. Systems of accreditation and quality assurance are unfolding based on standards and this has contributed to the formalisation of non-formal programmes. The study shows that non-formal programmes, such as the KZNPI management course, require significant re-development and design in order to meet the requirements set in policy and legislation. The KZNPI is expected to redevelop its courses and have them registered and accredited. The implications of new policy and legislation also pose profound challenges for non-governmental organizations (NGOs) such as the KZNPI. Although the impact on the organizational requirements was not the focus of this study, it is intricately linked to policy reform and it is impossible to ignore them because they are directly linked to the organizational capacity and the way programmes are designed and delivered. This study therefore also describes briefly the implications of policy and legislation on the organization. Funding of non-formal education programmes is one of the key determinants and is intricately linked to the registration and accreditation of education and training programmes. It poses significant challenges to the future of non-formal education and training in the country. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, [2007]

This study investigates the impact of education programmes on the rehabilitation of prisoners. For the purpose of this study, rehabilitation of a prisoner is a stage reached when a person, after admission into prison, undergoes specifically planned programmes that will help him or her to fit well into society (social adjustment), be accepted by family and community and not to re-enter prison after release. This study acknowledges the fact that education on its own is not necessarily rehabilitative, but education helps to equip people with knowledge and skills that they may use in the outside world so that they may not resort to criminal practices as a result of unemployment. Methods of rehabilitation in different countries have been studied with the aim of comparing them with those in the South African context. Theories concerning the causes and treatment of crime and some ways of rehabilitating prisoners have also been examined. Questionnaires with personal, administrative and institutions items were given to programme facilitators, participants in programmes, nonparticipants in programmes and to ex-prisoners. Some questionnaires were given to family members of prisoners. Also, interviews with prison warders were conducted. This study has shown that educational programmes have a positive impact on the rehabilitation of prisoners. Sentenced prisoners and ex-prisoners that participated in educational programmes confirmed this. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, [2007]

This case study explores a relatively new and stimulating method of incorporating / Thesis (M.Ed.) - University of KwaZulu-Natal, 2006.

The perspective on the social construction of childhood has dominated research on children and childhood in recent years. The aim of this study was to contribute to these debates and gain an understanding of the vulnerabilities and resiliency factors in the lives of children from a working class schooling context in KwaZulu-Natal. Twenty seven children, twelve boys and fifteen girls were interviewed using interviews, questionnaires and focus groups. Participatory research techniques including children's drawings and mind mapping were used. The children's perspectives revealed that there are various risk factors that they are exposed to which include crime, violence, bullying, racism from teachers, gender stereotyping, child abuse, pollution, HIV/Aids, alcohol and drug abuse. Concerns that children have about their future include possible unemployment of their parents, the rising cost of schooling and contracting HIV/ Aids. Despite this, the children identified various resiliency factors in their lives such as grand parents, good neighbours, caring teachers and a comprehensive school programme that includes sport. A common theme across participants in this study was religion as an identifying and resiliency factor in their lives. The findings stress the need for schools to address exclusionary pressures that impact on the well-being of children in this schooling context. / Thesis (M.Ed.)-University of KwaZulu- Natal, 2005.

This study examines the way in which ten teachers in two schools In the Pinetown District view sexuality education. Sexuality education is part of the Life Orientation curriculum and teachers thus have an obligation to teach it. Teacher's perceptions of the teaching of sexuality education in secondary schools are significant because in secondary schools are found learners who have reached adolescence and are likely to be sexually active and curious. The secondary literature on sexuality education indicates that there are numerous difficulties associated with teaching it, despite pressing reasons that it be well taught to all school learners. High rates of teenage pregnancy and HIV infection in young learners, particularly in South Africa, indicate the need for sexuality education. Difficulties in delivering successful sexuality education include parental resistance, conservative cultural and religious education, poor policy and inadequately trained or poorly motivated teachers. Learners need sexuality education to enable them to make informed decisions about their sexual health and to assist them with developing their sexual identities. Sexuality is deeply gendered and this means that sexuality education should be informed by a knowledge of gender and a commitment to gender equality (which includes being sensitive to issues of sexual orientation. Under apartheid the schooling system was divided along racial lines and schools were inequitably resourced . This has meant that today the schools formerly designed to provide education solely to Africans remain poorly resourced and ill-equipped to deliver sexuality education . Ten educators of grade 8 to 12 learners in two Hammarsdale schools, five male and five female and all African, isiZulu speakers, were involved in this study as respondents. They completed a questionnaire and participated in a focus group interview. It was found that no sexuality education was given in Grades 11 and 12 but some sexuality education was given to the junior grades, particularly Grade 9. 30% of the teachers had no training and only 20% had tertiary training for delivering sexuality education. Half were trained via Departmental workshops but as far as the teachers were concerned, this training was not adequate and left them feeling uncomfortable teaching certain topics. 90% of the sample felt that their school does not have sufficient resources to assist in the teaching of sexuality education and only a third of respondents indicated that the school management supported them in teaching sexuality education. 80% of the educators said that sexuality education was not included in the timetable while only 10% of educators maintained that they received support from parents. The teachers said that the impact of sexuality education was undermined by parent resistance, conservative cultural and religious values and by the fact that some teachers had covert sexual relationships with learners. The teachers noted that it was the learners who were most at risk who somehow were not included in or reached by the messages in sexuality education Female educators, in general, were more positive confident about the beneficial effects of sexuality education for boys and girls. It is obviously necessary that steps be taken to improve the delivery of sexuality education and such steps should include working with parents, improving sexuality education training and promoting peer education. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2007.

This thesis explores Parental involvement in children's education in selected / Thesis (M.Ed.) - University of KwaZulu-Natal, 2006.

Traditional professional development approaches to assist teachers to implement the new curriculum in South Africa have come under criticism. This is because these do not provide the ongoing, context sensitive support that teachers need to improve their practice. This has raised the importance of situating teacher learning within the school context. This study explored how a group of teachers gave meaning to and expressed their understanding of themselves and their experience of school-based professional development. The purpose of the study was to understand the nature of school-based professional development at an FET school. In attempting to address the research questions, this study adopted a qualitative, interpretive approach. Since human interaction and context are important in the qualitative interpretative study, the tenets of symbolic interactionism were drawn on to guide this research study. This study also drew on the concepts of situated learning theory, which stresses the importance of context and therefore supports, the notion that learning opportunities should be grounded in environments where problems arise. This was a case study of a secondary peri-urban school in KwaZulu-Natal. lt involved three teachers who were purposefully selected. Data was gathered through three qualitative methods i.e. observation, interviews and a reflective journal. A process of open coding was used to analyse and interpret data. Findings reveal that the school did recognise the importance of schools as places where teachers can learn. However, the contextual factors such as inside politics, staff relations within the school, as well as the way management handled their role in managing professional development in the school made it a challenge to organise and promote collective teacher learning. lt further reveals that as a result of the difficulties and inconsistency of the official professional development programme, teacher learning was in fact taking place in various other ways. These included department meetings';-infQr:mal-teacher collaboration and mentoring. The study also reveals that various contextual factors affected curriculum development implementation. These included a lack of resources, large classes and learners' backgrounds. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2007.

This study sought to ascertain the role that is played by traditional healers in healthcare delivery among the Nguni people of South Africa. Its objective is to ascertain who the traditional healers are, how they are trained for the profession, how they practice their profession including how people consult with them, how they gather information relevant to identify the problems of their clients, what interventions are put in place once health problems have are identified and generally the role traditional healers play in the wellbeing and upliftment of living conditions of their communities. Three traditional healers were interviewed and observed, generating important information for the study. The study found out that traditional healers are respected traditional or community leaders whose main contribution to the community is practicing healthcare delivery by which they bring well-being to the generality of the people. Traditional healers are called to their profession by their ancestors. The training of traditional healers is by apprenticeship with experienced renowned traditional healers and the training takes place between two and six years. Training takes place in the skills of diagnosis or the gathering of information, through observation, interviews, divination and the interpretation of dreams to arrive at a decision as to the probable healthcare needs or health problems of patients. Traditional healers are generally trained to be capable of identifying different kinds of problems affecting people, whether these be physical, mental or interpersonal relationship problems. Training in skills to intervene in health matters are provided including herbal medication, interpersonal interactions and as in group healing or ritual ceremonies as well as training in the skills of prevention of ill-health and promotion of health. Other skills in which traditional healers are trained include those of advocacy, mobilization and being custodians of the people's traditional culture. Traditional healers are generally trusted for their competency and the efficacy of their intervention strategies and this explains the reason for the people's generally positive behaviour tendency towards the utilization of traditional healer's services. Traditional healers generally bring about well- being to the people in their communities. / Thesis (M.Ed.) - University of KwaZulu-Natal, 2007.

Thesis (M.Ed.)-University of KwaZulu-Natal, 2005.