The study is focusing on the use of Video Technology in teaching and learning process. This was conducted in rural schools because it has been discovered that most community / rural schools do not have adequate resources, especially the modern technologies that are used by certain schools in modern countries to enhance their teaching and learning process Shellington(1995). The purpose of this study was to find out the general view of learners and educators towards the use of video technology in their schools. Generally it has been discovered that many participants of this study, both learners and educators were very positive towards the use of video technology. Though many participants voted for further usage of videos in future, but there were few discrepancies that were discovered during this study that needs immediate attention so that these schools will benefit a lot in the use of Video Technology in their classrooms. In the conclusion and recommendations of this study it was then recommended that teachers should be empowered in different ways so that they could be able to use this equipment effectively and profitable. Learners showed keen interest in other methods of teaching other than the traditional way of teaching where the teacher stands in front of them and spoon-feed them with information. In this case the researcher of this study therefore recommends that community schools should try to work hand in hand with their communities so as to be able to buy what ever resources they need for their teaching, because some of these modern technology are quite affordable even rural schools can afford them. Again it has been noted that few participants from this study have access to television at their home. In that case it is then recommended such learners should be encouraged to use them on their own at their spare times, because in that way independent learning will be inculcated. / Thesis (M.Ed.)-University of Durban-Westville, 2004.

In examining children's moral orientations, the study draws on the work of Carol Gilligan (1982) and Lawerence Kohlberg (1969) focusing on age and gender differences in moral development. This study sought to examine children's moral reasoning about situations involving conflicts and how they can resolve them. The present study is carried out in order to ascertain whether children's choice of moral orientations varies across individual factors such as age and gender. The study was conducted at a primary school in a working class suburb in Pietermaritzburg, province of KwaZulu-Natal, South Africa. The participants in the study were a group of 72 grade one and two learners. The participants were randomly selected from an alphabetical class list stratified by age (6, 7 and 8 year olds) and gender in that 12 boys and 12 girls were selected in each age group. The pupils were required to respond to three scenarios depicting real life dilemmas. The scenarios were used for obtaining data on the children's moral reasoning. Results have shown that children across gender and age made more care than justice orientation compared to 30% that reflected a justice orientation. An interesting finding was that across age boys' responses reflected a more care orientation (68%) than a justice orientation (32%) which is contrary to Kohlberg's view. However, across age girls' responses reflected a greater care orientation (72%) than a justice orientation (28%), as suggested by Gilligan. Both boys and girls showed a preference for the care orientation because they appear to understand the importance of solving problems in a way that considers the needs and concerns of all individuals. To understand the logic behind the learners determination of who is right and wrong and why, it was necessary to locate and follow the moral language, since the language gives meaning to the learners underlying belief system (Ward, 1988). This study also examined the responses in terms of moral operant concepts, which is defined as the ideas, beliefs, or principles that were used to organize a moral orientation. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2006.

Sexuality education is a controversial subject, which gave rise to many heated debates about whether sexuality education should be taught in schools. Many studies found that parents, although the primary educators of sexuality, were abdicating this very important responsibility. This led to their children seeking information from their peers and the media. A few children turned to their teachers whom they could trust. With the increase in teenage pregnancies, child rape and HIV/AIDS, the Minister of National Education, Prof. Kader Asmal, advocated that sexuality education should be taught in schools and not left solely to the parents. Hence, he mandated the implementation of sexuality education in schools in 2002. One of the vital components of sexuality education is teaching children about relationships, not specifically sexual relationships but relationships with significant others. An extensive literature survey revealed that there was a paucity of research in this area. Hence, this study investigated the influence sexuality education in schools was having on Grade 7 learners' relationships with parents, teachers and peers. Learners needed to communicate with their parents, teachers and peers on matters pertaining to sexuality as they experienced it, in order to improve their relationships. Schools were expected to use the whole school policy approach in implementing sexuality education in order to fortify the learners' relationships with others. The purpose of this study was to find out if implementing sexuality education in schools was improving learners' relationships with significant others. Indian and Black learners from two schools in Tongaat, KwaZulu-Natal, were selected to participate in the study. Data were gathered by means of a questionnaire and selected semi-structured interviews. A qualitative and quantitative analysis of the results revealed that many learners were turning to same gender learners and Life Orientation teachers to talk to on matters pertaining to sexuality. However, they expressed feeling uncomfortable and shy when discussing sexuality related issues, especially with parents, other teachers and opposite gender learners. Most of the learners preferred confiding in their mothers or female teachers on issues regarding sexuality. It was also found that boys and girls preferred to be separated during sexuality education sessions because they felt more at ease with their own gender peers. Overall, it was found that the whole school policy approach to teaching sexuality education was not very successful, as reflected in the variable responses to the influence of sexuality education on learners' relationships with others. The findings of this study led to the following recommendations being made to the Department of Education: engaging in more intensive workshops to promote the whole school policy approach to teaching sexuality education in schools; devising a proper monitoring system to check the implementation of sexuality education in schools; engaging female Life Orientation teachers and screening sexuality education teachers. As the relationship between Life Orientation teachers and learners appeared to be positive, Life Orientation teachers could serve as facilitators to bridge the gap amongst all relevant stakeholders involved in the learners' education regarding sexuality. Other teachers could improve their relationship with learners by trying to integrate sexuality education into their learning areas, which would allow learners to develop rapport and trust with them when discussing sexuality issues. Most importantly, a suggestion was made to parents to form a partnership with schools to strengthen their relationships with their children. Children are bound to communicate more effectively with their parents about sexuality if they see their parents liaising with the schools and showing an active interest in their progress. Finally, it must be noted that this study is not without limitations. The chosen sample was not representative of the entire population of KwaZulu-Natal. Therefore the results cannot be generalised. This study was also limited racially to Indian and Black learners. / Thesis (M.Ed.)-University of Durban-Westville, 2003.

Despite the commendable qualities of the new staff selection and appointment process such as stakeholder participation it seemed to have generated a host of problems such as nepotism, subjectivity and personal preferences. Although selectors were involved in the selection process for the very first time they were quite confident in their choices of candidates. Selectors believed that the short training programme did not prepare them adequately for the selection of school leaders. In spite of severe difficulties, such as little knowledge acquired, members dropping off during the process and time constraints, 80% of the parents were quite confident in their choice of candidates for their schools. It was found that 52% of the selectors indicated that the selection was not vulnerable to nepotism, subjectivity and personal preferences. However, a relatively high percentage (42%) indicated that the process was not carried out fairly. Selectors believed that the selection process required their time as well as money. Making personal sacrifices affected their commitment to the process. Selectors were not remunerated for the execution of this mammoth task. Although there was severe time constraints 73% of the parents indicated that all CV's were allocated equal time for evaluation. It was noticed that 60% of the parent selectors and 64% of the senior managers as selectors found it extremely difficult to differentiate whether the CV's were original or professionally written. However, it was interesting to note that 70% of the selectors believed that applicants were not given preferences such Heads of Department and those from their own schools. An extremely important point is that there was consensus among the various stakeholders in reaching their final choices. This is confirmed by the fact that 87% parents, 82% principals and 82% deputy principals, indicated that decisions were reached through consensus rather than a vote. This is a positive sign because all selectors took ownership of these appointments. Clearly, there were several shortcomings of the new staff selection and appointment process. However, parents felt really empowered since they were afforded the opportunity of choosing a senior manager who would lead their children to greater heights. / Thesis (M.Ed.)-University of Durban-Westville, 1999.

The purpose of this study was to determine and explain the experiences as well as influences and other determinants on the careers of female educators who studied for the B.Ed at the University of Natal, Pietermaritzburg. For some time, it had been observed that although women comprised the majority of part-time students in the B.Ed programme, most of the women experienced gender based problems which could only be addressed by research informed by evidence from these female graduate students' stories. Accordingly, when in 1999 the School of Education set out to determine the extent to which the B.Ed as a course was influencing change in educator practice, a focus on gender was initiated. In line with this, a mini study focusing only on some of the female educators was designed. The purpose was not only to determine the influences of the B.Ed on practice (as was for the main study), but locate these influences in gendered relations. This research report is based on this smaller study. By means of in-depth-interviews eleven women were studied. These women were part of the sample of the bigger study which comprised volunteered male and female educators. The interview schedule included questions relating to the women's background, putting a specific reference to the early lessons in their lives and the impact they (lessons) had on the choices they made about their careers. Women were further asked to relate their experiences of the constraints both during their B.Ed studies and at their workplaces, which are a result of the socially defined roles of the two gender groups. The interviews were tape-recorded and transcribed for analysis which was done descriptively. The study revealed that their backgrounds determined their career choices, and that the B. Ed had a positive impact on their practices as educators. As women they had a lot of pressure from their studies that left them with limited time to spend with their families. Women are still under the influence of the gendered social expectations in terms of what they do at school and at home, hence some inconsistencies between their beliefs and practices were exposed. Through the feminist perspective, this situation ironically makes them unwilling promoters of gender inequality. These findings led to the conclusion that women are aware of the gender inequalities in education and within the society in general, but they need to accept them as anomalies, so that they can be given proper attention. A call for gender awareness programmes was therefore made. These programmes should be made part and parcel of the initial teacher training, so that gender biases within the education system are confronted and deconstructed. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 2000.

This study examines primary school educators' attitudes towards the sexual abuse of children in a South African black community. The aims of this study are threefold: to assess educators' knowledge and attitudes towards, and management recommendations for child sexual abuse. to examine differences in the attitudes of male and female educators and lastly, to look at differences in opinions of different age groups of educators. A sample of 155 educators in the Edendale area was randomly selected. These schools fall under the ex- Department of Education and Training and are traditional African schools. Educators were asked to read a case vignette describing a child sexual abuse case. They were then asked to respond to a questionnaire divided into three categories - knowledge, attitudes and management recommendations. Educators were asked to indicate the extent to which they agreed with the various statements. The data was analysed using means, frequencies and standard deviations for each statement. To examine the effects of age and gender, chi-square tests for independent samples were conducted per statement. Results showed that teachers have some knowledge in the area of child sexual abuse and were able to identify emotional and behavioural signs in the classroom, but that they had insufficient knowledge about the incestuous abuse of children. Results also indicated that teachers have a positive attitude towards intervention. Teachers agreed that a child needs to receive treatment from psychologists and that abuse should not be kept secret. In looking at significant differences in the gender of the educators, it appeared that more female teachers thought that young children are more traumatized by abuse than older children, and that more female teachers felt that a child should directly confront the perpetrator. Lastly, results showed that teachers know some procedures for dealing with abused children. In-service training was recommended as a means of helping teachers deal effectively with sexually abused children. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 1998.

This study focused on the responses of the main role players in a Work Experience Programme which is offered as a component of Grade 11 Career Education at Hillcrest High School. The aim was to describe, evaluate and optimise the programme. The theory and literature on career development and work experience was reviewed in order to establish what programmes, methods and approaches are currently being used internationally and in South Africa. Issues related to work experience were explored with a view to evaluate whether the programme undertaken could enhance the career decision making of Grade 11 pupils. A qualitative, participatory research method was applied. The action research design chosen enabled the researcher to collect data over a period of eight months while interacting 'with her subjects as their teacher counsellor. The design, application, analysis of findings and limitations of the research study are described and recorded. The findings indicated that the programme was regarded as a positive experience by the majority of pupils. It was possible to make recommendations from the findings for wider application of such a programme. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1997.

The aim of this study was to conduct preliminary research into the nature and extent of bullying behaviour in primary schools in Pietermaritzburg, KwaZulu-Natal. A questionnaire, based on the published results of the Modified Olweus Questionnaire (Smith and Sharp, 1994), was constructed. A further questionnaire was devised in order to gain insight into teacher perceptions of bullying behaviour. A sample of 259 pupils (97 boys and 161 girls) completed the pupil's questionnaire. 37 teachers (6 male, 28 female and 3 who did not state their sex) completed the teacher questionnaire. The resulting data from both questionnaires was analysed in terms of frequencies as well as percentages. The data obtained from the pupils was investigated by gender, grade and school using the Pearson Product Moment Correlation Co-efficient. The aim of this was to obtain a statistical indication of the significance of the difference in answers to the pupils' questionnaire in terms of these variables. Only significant correlations are discussed. It is noted that there are no other published research figures from South Africa concerning bullying in schools to support the results of this study. Nevertheless this study does suggest the possibility of much higher bullying levels existing in South Africa than have been shown to occur by researchers in the United Kingdom and Scandinavia. It is important for educators in this country to take cognisance of this situation and begin to build a body of South African research both on bullying behaviour and on prevention programmes. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 1997.

Distance education in South Africa is rapidly becoming a highly favoured mode of teaching and learning with its potential to reach great numbers of previously disadvantaged learners. The enthusiasm with which it is embraced is underscored by the proliferation of organizations offering distance education courses, particularly within the field of teacher education. The 1995 South African Institute of Distance Education (SAIDE) audit of teacher education has revealed serious shortcomings of the distance education sector, particularly with regard to the poor provision of learner support. Even in Colleges of Education which received relatively favourable evaluations, the provision of student support is not strongly grounded in theory, nor are there clear models of effective contact. The literature on distance education reflects divided opinions on student support, particularly where face-to-face contact is concerned. The literature also focuses largely on perspectives of teaching and learning that reflect the views of teachers and course designers. There appears to be very little emphasis on finding out what students' perceptions are or what they might mean for the development of effective student support systems. What students believe to be the reality of their learning experience is most certainly influenced by the perceptions they hold. This study attempts to analyze and interpret student perceptions about the contact component of a newly developed further diploma in educational administration and management at the Natal College of Education, Pietermaritzburg. Data from focus group discussions and a follow-up questionnaire showed that students' perceptions about the value they attach to contact time, and the functions they believe it should serve, differ from the original intentions of the course designers. Students show relatively weak independent learning skills and strong dependence on group activities, both of which have negative implications for the effective use of distance learning materials such as interactive study guides. There are indications that a superficial evaluation of contact time might suggest that students and lecturers have similar perceptions about the value and functions associated with it, however, the interpretation of data reveals more differences than are first apparent. This points to the danger of course designers making assumptions about student perceptions which have not been tested. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 1997.

This research project attempts to identify teacher perceptions of school desegregation at three schools in Pietermaritzburg, KwaZulu Natal, South Africa. A targetted selection of schools was made to ensure that three of the former apartheid era Education Departments were represented. Data were gathered from interviews with teachers and by means of questionnaires that were completed by pupils. The study attempts to replicate a study that was carried out by Verma et al (1994) in secondary schools in Britain. The Pietermaritzburg study sought to examine the experiences and attitudes of teachers in three racially desegregated schools to deepen our understanding of the complex processes of inter-racial and inter- cultural exchange within the three schools. The Pietermaritzburg (as did the Verma et ai, 1994) study focussed on the following areas: • How well did the teachers know themselves, their students and colleagues? • What, if any, relevant policy frameworks did they operate with, and how widely were these internally known and acknowledged? • To what extent were teachers equipped by knowledge, experience, training and disposition to contribute to good inter-ethnic relationships? • What were the teachers' perceptions of the state of pupil inter ethnic relationships? • To what extent did school/community links affect the pupil inter-ethnic relationships? • see page 38. The teacher interviews were used to create a profile for each school and selected data from the pupil questionnaires were used to compare the opinions of the pupils to that of the teachers. The profiles of the three schools were compared to determine similarities and differences in terms of the research questions. The major findings of the study were that: • The teachers did not know their pupils' ethnic backgrounds. • None of the schools operated with any policy frameworks with specific reference to either the promotion of inter-ethnic relationships, or the handling of racial incidents or racism in general. None of the schools were equipped by knowledge, experience, training or disposition to contribute to good pupil inter-ethnic relations. Assimilation was the primary approach adopted in response to desegregation. Very few links existed between the schools and the communities that they served. The state of pupil inter-ethnic relationships was perceived by the teachers as being poor. The comparison of the findings of the Pietermaritzburg and Verma et al (1994) studies revealed that: • The circumstances under which school desegregation took place in the United Kingdom and South Africa were different; teachers in both the studies were ill-prepared to teach in multi-ethnic schools; insufficient INSET was identified as a problem in both studies; significantly better school-community links were identified in, the Verma study as compared to the Pietermaritzburg study and; • teachers in the Verma study were better informed about macro and micro education policies as compared to the teachers in the Pietermaritzburg study. This study recommends that mechanisms need to be established to ensure that the role players involved in education work together as it is impossible to implement any form of educational reform without the participation of all the role players. The study also recommends that research needs to begin focussing on actual classroom practice to determine how racism is addressed in lessons and how it is tackled as a problem among children. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1999.