Since Colonial times Education in South Africa was segregated leaving African educational systems disadvantaged with inferior services. The segregation became official when apartheid became an official policy following the general election of 1948 which resulted in the National Government taking over. This report, in particular, is a study at one of the 22 merged Higher Educational Institutions (HEIs) that was comprised of previously advantaged and disadvantaged tertiary institutions. The University of Technologies (UoTs) have a history of such segregated education dating back to its origins in 1882, when Technical Colleges were established. While the development of the early technical colleges continued to change its focus and status, inferior services continued until very recently in 2002 when mergers of Higher Education Institutions (HEIs) occurred. The democratic government of 1994 developed to many policies in an attempt to repair the damages emanating from the apartheid system. Of the many policies, one was the redressing of educational inequalities that were created by the apartheid system. During the early 1990s and to date there has been poor Higher Education (HE) performance. One of the goals of the 1997 White paper was to improve the throughput rates at HE in terms of pass rates and thus throughput rates. The study focuses on the high failure rate in the Information Administration (IA) course at one of the merged HEIs called Southern University of Technology1 (SUT). What has been conducted is an investigation of perceptions of contributory factors towards the high failure rate in the Information Administration course at SUT. The mentioned UoT has also implemented transformational policies as required by the Department of Education (DoE) but the desires of the Education White paper 3 of 1997 regarding the improvement of throughput rates has not changed. The main findings of the research present the following; lack of preparedness of enrolled students and lecturers in the IA subject , the non-compliance to the institutions assessment policy and procedures, lack of quality assurance and management measures and insufficient accessibility and utilisation of the resources. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2010.

This research investigates the gendered nature of video arcades and video games, in relation to the perceptions and attitudes of the users to them. Video arcades are relatively recent sites of leisure and engagement with electronic games. Very little research (if any) in this area has been done in South Africa. This research is concerned with both media and gender and draws on a theoretical framework informed by poststructural understandings of gender construction and discourse. The research also examines users' habits and attitudes to and perceptions of the video arcades, the games and their narrative scenarios, in relation to gendered behaviours. As a Media Educator, these findings reinforce the researcher's belief in an urgent need for Media Education in South African schools. / Thesis (M.Ed.)-University of Natal, Durban, 2001.

A substantial number of research articles have been published on postgraduate (doctoral and masters) studies, locally and internationally. Whilst most of these articles address issues of research supervision, some are seen to be concerned with issues of postgraduate retention and throughput as aspects of focus and debate on Higher Education Institutions. This research study was conducted with the aim of analysing students' experiences of researching for a masters dissertation. Seven masters students from the University of KwaZulu-Natal in South Africa participated in this study. Using a qualitative case study approach within the interpretive paradigm, the researcher sought to answer the two critical questions: 1) what are students‟ experiences of producing a masters dissertation? 2) How are masters students supported through the process of research? The theory of experiential learning was used as a framework for this study. This theoretical framework assumes that people learn new knowledge by consciously reflecting upon their existing and newly constructed knowledge. The literature reviewed as the point of departure for this study was based on two major issues, namely: students‟ issues as well as supervision issues since these are the areas that have been widely researched concerning postgraduates. Issues of trustworthiness and credibility were taken care of and are explained in chapter 3, as well as ethical considerations for the participants. Based on the collected data, eight themes were created and data analysed accordingly. From the analysed data four major insights emerged relating to individuality of research; self-direction in learning; students‟ previous experience; and challenges of research. The findings suggest that research supervision is the major contributory factor to the students' progress with their research. Therefore, greater efforts on the supervisors part in terms of creating an enabling environment for students to successfully conduct or complete their research studies seems to be a necessity. Hence, one of this study's recommendations is that the institution or the specialization should consider introducing group supervision to minimize the privatized nature of supervision. A proper working plan needs to be in place to ensure that postgraduates are adequately supervised in the manner that will encourage them into becoming successful researchers. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.

This study sought to explore teachers' experiences in teaching Mathematics and Science through second language in Standard 4 at rural primary schools in Lesotho. In addressing this purpose, a qualitative case study method of data production was used. The participants were four Standard 4 Mathematics and Science teachers from three selected schools. Qualitative data were collected through individual semi-structured interviews and lesson observations in the classroom. These were analyzed using a qualitative thematic approach. The study is informed by Vygotsky‟s social constructivist theory and Shulman‟s pedagogical content knowledge theory. The findings revealed that teachers experienced several challenges in teaching Mathematics and Science through second language in a transitional class. The greatest challenge that the participants experienced was the language that is used for instruction in Standard 4. According to the Educational Policy of the Government of Lesotho, English has been approved as the medium of instruction (MOI) from Standard 4 upwards. In Standards 1-3 pupils are taught in their mother tongue (Sesotho); thereafter the MOI changes to English. The participants reported that the shift from Sesotho to English posed a serious problem in the teaching and learning of Mathematics and Science in Standard 4. They further claimed that most pupils in Standard 4 do not proceed to the next class, since these two subjects are core subjects and the MOI makes passing them problematic. Teachers regularly employed code-switching as a strategy to make meaning for their pupils in their classrooms. It is recommended that the Government of Lesotho should consider changing the medium of instruction to English from Standard 1. It is also recommended that the inspectorate service should be decentralised and that one teacher at primary level should not teach all the subjects but teach according to specialisation. There should also be more regular in-service training of Mathematics and Science teachers. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.

In Lesotho the provision of education and care for learners with special educational needs was primarily the responsibility of non-governmental organizations, churches and individuals until the Lesotho Ministry of Education took an active interest in the early 1980s. Inclusive education has, since then, become a critical aspect of the Lesotho education system. This study explores educators' experiences in teaching learners with learning disabilities in three primary schools in Lesotho. Using a qualitative, descriptive and theoretical research design, the study employs a case study approach to answer the following questions: What are educators' understandings of learning disabilities in the classroom? What are the challenges that educators experience in teaching learners with learning disabilities? The data was collected from a sample of six educators from three primary schools (two educators from each school) through semi-structured interviews, observations, document reviews and questionnaires. The study revealed that the educators have not been properly prepared for implementation of the policy of inclusive education; this is reflected by their limited understanding of inclusive education. It also shows a weakness in dissemination of inclusive education policies as educators are not well trained, especially to assist learners with learning disabilities. The focus tended to be only on children with hearing impairment, sight impairment and physical disability. Therefore there is a need for the Lesotho Ministry of Education, not only to review the policy and curriculum of inclusive education, but also unpack the dissemination process so that it empowers and supports educators with knowledge and practical strategies. There are many learning disabilities which educators do not seem to know and the training of educators for the implementation of IE should address the issue. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.

This study explores the phenomenon of mathematics anxiety with respect to a group of matric students at a secondary school in KwaZulu-Natal. The contextual factors associated with mathematics anxiety were examined from the perspective of ten mathematics students and three teachers of mathematics. In this study, qualitative research methodology was used. The data was gathered through semi-structured interviews and questionnaires. Various factors, such as the belief in mathematical myths and negative experiences during the early school years, interact to contribute to the phenomenon of mathematics anxiety. The study revealed the need to dispel mathematical myths, to create supportive learning environments for students, and to provide support for mathematics teachers in the form of on-going professional development. / Thesis (M.Ed.)-University of Natal, Durban, 2000.

This study identified the quality of education in regard to pedagogical content knowledge, personal characteristics of lecturers, and teaching and assessment strategies practices in the University of KwaZulu-Natal (UKZN), as experienced by student teachers. The study is an interpretive study following a qualitative approach, and focuses on students' understanding of their lived experiences. This is a case study of Fourth year B.Ed. students registered at UKZN in 2011 for Foundation and Intermediate (F & I) phase. 24 students were selected and had agreed to participate in the study but 15 actually participated in interviews. Student teachers argued that most lecturers employed by UKZN are good quality lecturers. There were some lecturers who were considered poor quality lecturers. Student teachers categorized poor quality lecturers as those who do not know how to teach, those who do not have experience, and those who were always away attending conferences or on sabbatical leaves. Student teachers considered an outstanding lecturer as a fully qualified person who is always on time and available for lectures and consultations. Student teachers claim to have acquired sound pedagogical content knowledge from the university. They concur that lecturers employed various assessment strategies which challenged students' higher order thinking abilities. The study revealed that the most common lecture delivery methods employed by lecturers are lecture method and reading (where the lecturer reads course materials in class). The student teachers noted that these methods were used with minimal variation. There were some lecturers who utilized resources such as overhead projectors while a few used PowerPoint presentations and some engaged students in discussion. Most student teachers regarded teaching practice as a programme which developed their teaching skills, helped them in developing confidence to address audience, and with planning and presenting lessons. But they claim that there was poor organisation of teaching practice. In the final chapter it is argued that quality as experienced by teacher education students in the 4th year is a complex phenomenon which covers especially areas of teaching practice, lecture delivery. This excludes other areas that pivotal in judging quality of high institution of education such as curriculum balance, financial resources and admission criteria. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2012.

This study investigates issues around the teaching of the literary essay in the high school. The purpose of the study is to explore the instructional approaches used by selected high school teachers in respect of the literary essay, and to gain an insight into teacher and student perceptions of the essay and its place in the English syllabus. This study also examines the effect of the genre-based process on student argumentative writing at the senior certificate level. A review and theoretical consideration of principles and approaches to teaching the essay is included. The sample comprised two groups. The first was made up of six teachers from schools in the Northdale/Raisethorpe area, Pietermaritzburg, and the second of a class of eighteen standard ten students at a high school in the same area. Data drawn from a survey of the teachers, a content analysis of the students' essays and a Pre-process questionnaire was synthesized with information from relevant literature to formulate the genre-based writing process to which the students were subsequently exposed. The fmdings revealed that current methodologies and perceptions of the essay are product centred with minimal focus on the writing process itself and on specific genre requirements. They indicate that there is a need for teachers and students to develop an awareness of writing as a process of refinement which involves their collaborative effort. It was concluded that the genre-based process is an appropriate methodology for instruction in literary essay writing. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 1995.

ABSTRACT The discriminative ability and interrater reliability of one quantitative method of scoring Kinetic Family Drawings, (KFDJs), was explored, focusing on a little researched population - that of sexually abused versus non-referred Zulu speaking females between 7 and 11 years of age. An additional 20 indicators, suggested by various research to be frequent in the human figure drawings of (Western) sexually abused children, were also evaluated. The KFD's of 28 subjects were obtained. The 14 experimental group subjects were drawn from an organisation which deals extensively with the child survivors and perpetrators of sexual abuse. The 14 control group subjects were drawn from alocal primary school and had no known history of sexual abuse. Results were interpreted empirically. Results suggested that although the scoring system may be reliable, it is sensitive to the training, theoretical stance, etc. of the user. It was also suggested that the indicators used were not, as used by the scorers, able to distinguish between the KFDJs of the control and experimental groups. The relevance of certain of the indicators to South African populations was questioned since they were not scored at all by the scorers. In view of the researcher's perception of shortcomings with this approach, she attempted to describe more fully that which was depicted in the KFD's collected. Finally, several comments on the utility of viewing drawings from social constructivist, deconstructionist and social constructionist understandings as a complement to qualitative and quantitative approaches to the KFD were made. Suggestions as to how the KFD could be fruitfully used were proffered. It was contended that the KFD technique is not suitable for the use of lower level health care workers, that KFD's may have value in therapeutic settings, and that quantitative methods are simply one set of meanings which could be used to (partly) understand KFD's - attending to the child's context and the meanings he/she attributes to the various aspects of the KFD was contended to be important. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 1999.

The end of the apartheid era in the history of South Africa resulted in many black pupils being admitted to schools which were previously used exclusively by either coloureds, Indians or white pupils. However, the newly admitted black pupils spoke English as a second language in schools where the medium of instruction was English. Consequently, the black pupils' inability to cope with English as a first language meant that they were at risk of failing at school. In an attempt to reduce the risk of the black pupils failing, Eastwood Secondary School introduced the Language Integration Programme. The school hoped that the programme would accelerate the black pupils acquisition of the English while simultaneously making academic progress in their other subjects. The aim of this study was to gain insights into the results of the Language Integration Programme. The research questions focused on the views of the parents of the pupils who were in the programme, the teachers at the school, the pupils who were in the Language Integration Programme, as well as the principal and deputy principal of the school. Both closed and open-ended types of questions were used in the questionnaires that were administered to the parents, teachers and pupils, as well as in the interviews that were conducted with the principal and deputy principal. The findings from the questionnaires and interviews were supplemented by information that was obtained from the school's VRE-52 academic records. The findings of the study revealed that there was an improvement in the Language Integration Programme pupils' English language and communication skills. The findings also showed that there was a positive relationship between the pupils' performance in English and their performance in their other subjects while they were in the Language Integration Programme. Recommendations that arose from the study of the Language Integration Programme were that there is a need for placement tests to identify the background knowledge of the pupils so that the material in future programmes is not too easy for the pupils in the programme. The study also revealed that the class size in programmes similar to the Language Integration Programme should be kept as small as possible if the programme was to achieve maximum effectiveness because weaker pupils generally need more attention. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 1996.