SUMMARY The researcher was primarily concerned with the socio-economic importance of technical education for the South African Indians in the 1980's. His interest was aroused because of the outlook of pupils and parents towards technical education in the 1970's when the system of differentiated education saw the introduction of Industrial Arts in the school curriculum. Indian secondary schools were equipped with modern workshops and supervised by qualified teachers. However, too few pupils elected to study Industrial Arts subjects then. A preliminary investigation by the researcher at that stage revealed that parents were generally not encouraging their sons to pursue technical subjects at all. The general feeling among Indian parents was that Industrial Arts subjects were devoid of intellectual value, that these subjects were inferior and suitable only for the delinquent, the lazy and the retarded certainly not for their children. The technikon was frowned upon as a tertiary institution. In short, parents and pupils were far too academically orientated and regarded technical education and vocational training as second rate and inferior. However, several factors gradually brought a change in the attitude of the community towards this type of education. The economic recession, the almost complete lack of job opportunities, and the difficulty of the student securing a place at the university, (tightening entrance requirements) meant that both parents and pupils were re-examining subjects critically. Presently, greater numbers of pupils are selecting Industrial Arts subjects. Even the Indian female pupils are now studying Woodworking and Metalworking. Economically, the technical subjects can pave the way to many careers. Socially, the pupil who studies technical subjects, has no fear of being looked down upon since the outlook of the community has changed. Parents in the higher income group, for example, those living in Reservoir Hills, had similar expectations for their sons as those parents from the lower income group living in areas such as Phoenix, Chatsworth or Merebank. The status of the technical subjects had been improved in the eyes of the community, due mainly to the tight economic situation. An accelerated and diversified expansion programme has been embarked upon by the Planning Section of the Department of Education and Culture (House of Delegates) to accommodate the rise in pupil numbers in the technical field. Four technical colleges and a secondary technical school are in operation presently, with more being planned. The Planners are aware that the school systern must provide both knowledge and skill components and they have realised that for too long the system over-emphasised the knowledge component because the major purpose of schooling was to direct the pupil towards the university. Very little attention was given towards satisfying the needs of industry and commerce. The pupil, as he develops, must have a basic understanding of the electrical, mechanical and electronic equipment with which he is surrounded. He should possess the skill to operate such equipment and carry out elementary maintenance. This could be achieved with the introduction of the subject Technika which would be offered in addition to Industrial Arts subjects. The researcher trusts that the relevant authorities will continue with their expansion programme in respect of technical education and that it/will not be subjected to a reduction in the budgetting of funds since the future of many pupils depends on technical education. / Thesis (M.Ed.) - University of Durban-Westville, 1986.

This study explores the experiences of the master teacher in mentoring teachers. Education officials have acknowledged that capacity and skill gaps are impeding progress in education, especially at schools. Within the school context many teachers are either under-qualified or poorly qualified for their job description and this to a large extent has contributed to the schools being dysfunctional. Therefore a well-structured mentorship programme is integral in upgrading education. Within the new occupation specific dispensation (OSD) for educators in the public sector, the category of master teacher has been created to fulfill their roles as mentors in schools. The purpose of the study therefore attempts to critically examine and explore the experiences of the master teacher in a mentoring role. The rationale for choosing the study ("Master teacher experiences of mentoring teachers") is that I am presently a master teacher at Stanger South Secondary, a school 75 kilometres north of Durban, in the KwaDukuza area of KwaZulu-Natal. However the mentoring role by the master teacher, which has been in existence at schools for over two years, is in some cases non-existent or done in a very fragmented way. The phenomenon of the master teacher as a mentor is relatively new in the context of South African education. Hence very little or no research has be done in this domain. Moreover, most of the literature on mentoring focuses on the plethora of definitions of mentoring, the role of the mentor and the experiences of beginning teachers in the induction programmes at schools and very little research on experiences of mentors, especially within the context of education in South Africa. A qualitative methodology was used using the phenomenological approach. The study employed a purposive sampling technique, choosing 3 respondents from 3 different public schools in the Ilembe district of KwaDukuza area (viz. Cranbrook Secondary, Greyridge Secondary and Doesberg Secondary), who are each subjected to a semi-structured interview. The analysis of the data revealed that three master teacher mentors embraced the discourses of collaboration, collegiality and critical dialogue in their mentoring relationship with their mentees, which forms an important part of the radical humanistic approach to mentoring, which is a shift from the rigid functionalist approach to mentoring that emphasizes conformity and maintaining the status quo. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2010.

This study is about a minority group which settled amongst a larger group which had dominated education and other cultural spheres. The focus is on the struggle by the Afrikaans-, previously Dutchspeaking, minority group in Natal for the right to educate their children in their own language, in their own schools. The dissertation traces general developments in the field of education prior to the Anglo Boer War and briefly views the situation during the War. In the next phase (1902 - 1910) the establishment of the early C. N. E. and church schools is under scrutiny. The focus then shifts more specifically to the context in which the first Afrikaansmedium High School in Natal was established, namely the Hoerskool Voortrekker in Pietermaritzburg. A detailed rendering is given of the conflicts surrounding the establishment of this school. The study then moves to the Durban area and traces the developments surrounding the founding of an Afrikaans medium High School there. A detailed overview is given of all aspects of the Hoerskool Port Natal since its establishment in 1941. Towards the last section, the study broadens its focus again in describing the developments in the whole of Natal, with specific reference to high schools. In the final analysis it compares briefly the uphill struggle for Hoerskool Voortrekker to be established, with the relative success story of Hoerskool Port Natal and it suggests various tentative reasons for these differences. OPSOMMING Hierdie studie gaan om ’n minderheidsgroep wat hul tussen n meerderheidsgroep, wat die onderwys en ander kultuuraspekte oorheers het, kom vestig het. Die fokus is op die stryd wat die Afrikaans-, vroeër Hollandssprekende, minderheidsgroep gehad het vir die reg om hul kinders in hul eie taal, in hul eie skole, te laat onderrig. Die verhandeling speur die algemene ontwikkeling op onderwys-gebied voor die uitbreek van die Anglo-Boere-oorlog na en gee ook 'n oorsig van die toestande gedurende die oorlog. Die volgende fase (1902 - 1910) handel oor die stigting van die C. N. 0.- en kerkskole. Die klem verskuif dan meer spesifiek na die toestande waaronder die eerste Afrikaanse hoërskool in Natal, die Hoërskool Voortrekker in Pietermaritzburg, tot stand gekom het. Daar word 'n volledige verslag oor die stryd en probleme wat, met die stigting van hierdie skool ondervind is, gegee. Die studie verskuif dan na die Durbangebied en vors die ontwikkeling van die eerste Afrikaansmedium hoërskool in die ge- bied na. 'n Volledige studie, wat al die aspekte rondom die stigting en ontwikkeling van die Hoërskool Port Natal dek, word gegee. In die laaste afdeling verbreed die studieveld en fokus op die beskrywing van die ontwikkeling van Afrikaansmedium hoërskole in die res van Natal. In die finale analise word daar 'n vergelyking getref tussen die opdraende stryd wat daar gestry is met die totstandkoming en voortbestaan van die Hoërskool Voortrekker, teenoor die relatiewe suksesverhaal van Hoërskool Port Natal en word daar verskeie moontlike redes vir hierdie verskille aangevoer. / Thesis (M.Ed.)-University of Natal, Durban, 1989.

This research presents an understanding of the experiences of school managers and teachers who manage evaluate teaching and learning in rural primary schools. In documenting their experiences I composed an analytical description which explores managers' leadership choices and teachers instructional decisions (the support and accountability) measures, which characterize the responsibilities managers and school teachers engage with in their positions within the context of rural schools. In collecting data from the rural primary schools in KZN within the case study approach I employed a diverse range of research instruments and data production process. Through an analysis of selected documents, questionnaires administered to teachers and interviews conducted with a small sample of school managers and teachers I was able to make school meaning of how teachers and school managers manage teaching and learning in three rural primary schools. Emerging along two levels, leadership support and teacher accountability this research identifies particular interests and practices both teachers and managers enact out in their daily responsibility as educators. In particular I show what happens beyond accountability and support, within spaces where power relations between managers and teachers are exercised in different ways to create an educational climate appropriate for better ways of teaching and learning. Managing teaching and learning by school managers and teachers lies in their ability to engage collectively in particular practices within the rural schooling context. While teachers and managers occupied specific responsibility in their respective positions within the hierachical structures prevelant in schools, teachers and managers in these rural schools are able to move beyond' the levels creating spaces where different possibilities for change can happen personal, professional and communal. In this study creating more spaces for professional, personal and communal relations is what enables a better cultural climate conducive to school through which better ways for teaching and learning in rural schools can happen. / Thesis (M.Ed.)-University of KwaZulu-Natal, Westville, 2004.

In ensuring a sound culture of teaching and learning various stakeholders in education have emphasised school effectiveness. Schools in achieving and maintaining effectiveness, require optimum levels of commitment and performance from the educators. Therefore, it is an essential task of the school managers to ensure that educators are performing at their optimum levels. "Underpinning this notion of affecting and improving the performance capability of individuals is the concept of motivation" (Middlewood and Lumby, 1998:21). It is with this in mind that the researcher, conducting a case study, aimed at identifying factors associated with the motivation of primary school educators in Isipingo, Phumelela Circuit, EThekwini Region. Through the process of random sampling 5 schools, in Isipingo, were selected. All the principals and Level One educators employed by the Department of Education were targeted for this study. Questionnaires directed at the principals and educators as well as focus group interviews with the educators, formed the research instruments for this study. The study revealed that 60.2% of the educator sample was motivated. These educators claimed that they were generally motivated by the team spirit and the 'togetherness' amongst staff members at their schools. These educators placed a high premium on positive human relations as well as their interaction and love for children and teaching. Other factors associated with the motivation of these educators included being recognised and appreciated for their efforts, increased responsibilities, professional autonomy and the open door policy that some school managers employed. Educators felt strongly that school managers should play fundamental roles in motivating them in their work. The study also revealed that although the school managers were employing some motivation strategies based on the general needs of their educators, emphasis should be on analysing the educators' individual work related needs. / Theses (M.Ed.) - University of KwaZulu-Natal, Durban, 2005.

The aims of modern education are largely Enlightenment-inspired - thus postmodernism finds an uneasy foothold within educational theory. But the needs of the present are not so much for universal reason and truth as for respect and non-violence (which it is argued are the "spirit" of postmodernity). This research report suggests that the usefulness of postmodern thought (and particularly of deconstruction) to education is not so much political as ethical. Drawing upon recent work of Jacques Derrida and commentaries upon his work by Simon Critchley and Johan Degenaar, it is argued that deconstruction is inherently a discourse of moral advocacy and that although it undermines the ultimate validity of any particular thought system this does not render it nihilistic; rather it involves responsiveness and openness towards the Other (person or system). While a reading of postmodern pedagogy acknowledges this, the intention is more often linked to particular political agendas, especially radical and feminist , than to wider ethical issues. Within educational theory a deconstructive "ethic of ethics" has implications for the kinds of knowledge which will be taught, the social relations which will be promoted, and the kinds of educational provision which will be made - but without prescription and within wide bounds of possibility. / Thesis (M.Ed.) - University of Natal, Durban, 1995.

.. , The assessment of an individual is an attempt to estimate the value of, or the quality of, that specific individual. (Concise Oxford Dictionary, 1983 : 52) In recent years, the focus of teacher assessment has broadened to incorporate consideration both of the assessment of potential and the assessment for professional development. The underlying focus of this project is to explore the possibilities and potentiality of Systematic Staff Appraisal, to meet the need for a process of teacher assessment, which will be formative in its intention, empowering and developmental, and which might be implementable in the South African and KwaZulu-Natal context. It is believed that this new system will help to develop the skills of the educator and identify more accurately the individual development needs of the teacher. The system is intended to increase the overall effectiveness of the individual and to move away from the subjective judgements and threats to teacher autonomy. It is a system designed to guide, support, encourage and extend good teacher practice and professional competency. The project is a consideration of some of the purposes, processes and principles involved in Systematic Staff Appraisal, and to focus on the potentiality for the implementation of this system in contributing to the enhancement of teacher quality and school effectiveness. / Thesis (M.Ed.) - University of Natal, 1995.

Now, it is a time for me to take a journey to share my Computer Literacy experience with readers. After extensive reading and hard work, I have discovered new information about Computer Literacy course offered by different institutions. As a result of this study, which focuses on outcomes (competencies) of Computer Literacy course offered by UniSchool, my experience (knowledge & skills) has been developed. Such experience has been developed in terms of outcomes (types), computer hardware & software, computer users, computer language and method of teaching. All these areas are covered in this report. Other areas, which are also covered, are computer viruses, categories of computers, brief history of computers and purpose of the study. The order in which these areas are presented is as follows: The first part (chapter 1) covers the statement of purpose, critical questions, rationale of the study, outcome definitions, other concepts of outcome, research method together with approach and methods of gathering data as well as theoretical framework. The second part (chapter 2) covers computer definitions, history of computer, types of computer, major components of computer (hardware, software & users) and computer literacy. The hardware part covers Input, processing, storage, output and other devices. The software part covers Operating system, application programs, development / programming software and utility software. The third part (chapter 3) covers the methods of teachings The last parts (chapter 4, 5 & 6) cover research methodology, data analysis, conclusion, recommendations and limitations. Therefore, for the details of these parts the readers will simple read each chapter of this report. / Thesis (M.Ed.)-University of Durban-Westville, 2001.

The Investigation falls within the field of study known as "economics of education". According to Blaug(l) the subject of economics of education can be divided neatly into two sections: analysis of the economic value of education and analysis of the economic aspects of educational systems. As this Investigation is concerned with determining the productivity of a particular course of study, it may be classified more precisely as belonging to the branch of economics of education dealing with the value of education. Economics of education has been referred to as a new subject with an old history. Although certain aspects of economics of education have been discussed by economists as early as the seventeenth century, it only became established as a branch of economic studies a little more than two decades ago. Two factors are generally given as reasons for its rapid development since the mid 1950's. (2) The first is the increasing recognition that has been given to the concept "human capital". Economists are beginning to accept this form of capital as being as important a component of economic growth as physical capital. The second reason for the recent rapid development of economics of education is the increasing volume of resources that have been devoted to education. These large commitments have forced economists and educational authorities to explore various methods of ensuring efficient utilisation of resources. / Thesis (M.Ed.)--University of Durban-Westville, 1980.

The purpose of this study was to investigate the Effectiveness of Managing Through Formal Teams in a Secondary School. The study attempted to identify the role functions and composition of the formal teams at the school, based on the literature that there are complexities of managing through teams in secondary schools. If formal teams are to play a significant role in the management of secondary schools and to operate effectively, then opportunities for team performance and effectiveness are particularly significant. The key focus of the study was to identify the level of operation of the Formal Teams in accordance with the characteristics of effective teamwork and the manner in which the team's goals are accomplished. The overall aim was to focus on the perceptions of team leaders in respect of their team's effectiveness and the perception of team members regarding their team's effectiveness. The study was conducted at a Secondary School in the Pinetown District. Three formal teams were in operation at the school and for each team, the leader and team members were included in the research. Thus, no sampling was required. Quantitative and Qualitative research methodology guided the evaluative nature of the study. The data collection methods included a questionnaire, which was completed by members of the formal teams; semi-structured interviews conducted with the team leaders and observation of the three formal team meetings. Many issues emerged from the data to exemplify the significant absence of team effectiveness at the secondary school. One of the main findings of managing through teams is that all three formal teams seem to be functioning below their potential due to many other factors, resulting in the impediment of team performance. It is clear that monitoring team performance and evaluating team achievements by the leaders are not sufficient enough for team effectiveness. There is also some variance as to how well the leaders feel about their leadership roles in respect of their team's effectiveness. There are instances where team members spend too little time solving problems and too much time debating issues over which there is no control. The study concludes, that there is scope for consideration of more varied approaches towards achieving effectiveness of formal team operation, followed by some recommendations, which suggest ways to improve team effectiveness. / Thesis (M.Ed.)-University of Natal, 2003.