The aim of this research was to determine the differences in student responses of two forms of assessment, automated and manual in terms of measuring student capability in the computer literacy programme, The International Computer Drivers Licence. Computer Literacy studies are an integral part of many academic programmes and have become a basic requirement for securing certain employment. Many academic programmes utilise recognised computer literacy qualifications rather than developing their own. In this case study, assessment within one of the most prestigious programmes, the International Computer Drivers Licence (ICDL), is the focus of attention. This qualification has become a benchmark for such computer literacy certification. Formal assessments are conducted to complete the certification. The certifying body, The ICDL Foundation, that controls this qualification, allows institutions to select from two modes of assessments. The modes of assessment are paper- based ‘manual’ (traditional) assessments or approved automated assessment software that is commercially available through different software suppliers. Manual assessments are available from the ICDL Foundation and conducted by external examiners, whilst the automated assessments are designed by software companies and approved by the ICDL Foundation. This case study looks at a comparison between students’ responses of the automated assessments that uses simulation of major software packages such as Microsoft Word and Excel and a manual assessment. The focus of this study was to gain some insight into students’ experience when taking the automated assessment and how it compares to a manual assessment. A case study was conducted in which a group of volunteer students were requested to take two assessments on a particular section of computer literacy. The first assessment was the automated assessment followed by a manual assessment which assessed the same outcomes as the automated assessment. During these assessments certain phenomena were observed and recorded. These observations were then qualitatively analysed and organised into themes. Scores of these two assessments were also compared to establish if the students showed marked differences between the two assessments. However the small sample size means that no conclusions could be made based on statistical differences. Immediately after the two different forms of assessment, six of the students were interviewed. These interviews were conducted using semi-structured questions. The questions revolved around the students’ perceptions of their responses to the automated and manual assessments and in particular how the students perceived both assessments. The transcriptions of these interviews were then qualitatively analysed and common themes were extrapolated. The results of the study show that students’ abilities were not always being assessed accurately in the automated assessment. The data in this study also shows that the automated assessment, whilst highly reliable and objective, does not present an authentic assessment environment. This resulted in high scores being awarded where students were not able to perform the same tasks successfully in the manual assessment. This calls into question the validity of the automated assessment and its ability to assess students’ practical skills accurately. The interview data also suggests that the use of multiple choice questions and discrete tasks in the automated assessment further resulted in students adopting a surface approach to learning in their preparation for this summative assessment.ses / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2009.

The casting of the votes for the first time for all South Africans irrespective of race, gender, social class and language brought hope of a better life for all in South Africa. There were fears and uncertainty but many were optimistic about the future in our country. The new democratic South Africa had challenges that needed drastic transformation. That included understanding each other in terms of social identities and power relations since these challenges involved the end of discrimination of any kind, living together, losing some privileges to those who had them, and sharing some powers. Before 1994 when South Africa was under the spell of apartheid, South Africans were divided into social groups that forbade people to know each other. Some people for example White people, men and upper class people who had privileges enjoyed their privileges in the expense of others who had no privileges like Indians, Coloureds, Africans, women and lower class people. These groups that were powerless were oppressed and discriminated against. That resulted into anger, hatred and dissatisfaction among people. They became far apart from each other. Therefore all South Africans (privileged and non privileged) had to renegotiate their social identities and change their understanding of who they are. That could not be done automatically, strategies had to be implemented so as to influence these kind of changes in people. This research was done in order to find if students on the Diversity and Learning (DaL) module of Social Justice Education have developed in their understanding of social identities. Interviews were done at the University of KwaZulu Natal Edgewood Campus. Literature concerning social identities was examined. A qualitative research design was used. A non - probability sampling method was used with reliance on available subjects. The snowball method was used to find 8 students, comprising of 2 Whites, 2 Blacks, 2 Coloureds and 2 Indians where both sexes were involved. Data was collected through an in-depth interview to enable self - reports from the samples. The finding of the research shows that students on the DaL module do seem to have gone through some changes, and these changes are in the areas which DaL module addresses, that is, race and gender. / Thesis (M.Ed.) - University of KwaZulu-Natal, 2006.

The effects of the Human Immunodeficiency Virus and Acquired Immune Deficiency Syndrome (HIV and AIDS)-related stigma in Ndweni preclude learning and the humane treatment of people living with HIV or AIDS (PL WHA). This is because stigma contributes to the isolation, marginalization and vulnerability, all of which do more harm than good to people infected and affected. Countering HIV and AIDS-related stigma implies addressing, among other things, the private contexts within which it occurs. While redress mechanisms may have effected systematic change, HIV prevention and AIDS-related education would interrupt the cycles of ignorance, prejudice, violence and sexism that exist at both school and community levels. This study of the Ndweni Primary School and the surrounding community focuses on the HIV and AIDS-related stigma and its effect on learners. The findings reveal that HIV prevention and AIDS-related education is being marginalized by both educators at Ndweni Primary and members of the community. Although the learners gained some knowledge from occasional interaction with personnel from Ndweni Child Welfare, Ndweni Clinic, and volunteers, they retained most of their parents' views on HIV and AIDS. Within Ndweni Community, people do talk about the epidemic, but this is always in secret hushed tones and indirectly to PL WHA, waiting for them to 'break the silence' and disclose their status. The findings reveal, furthermore, the interconnectedness between poverty, prejudice and ignorance, violence and gender politics to the HIV and AIDS stigma. I used social justice theories of oppression by Freire (1970), Hardiman and lackson (1970) and others that focus directly on marginalization of PL WHA as well as of HIV and AIDS information. My recommendations include research into foster care birth documentation for placement of orphans within the education system and a merging of both educational and social institutions to keep a documented track of children who get lost once they transfer from schools or relocate to other areas. This thesis can be regarded as a step forward in the empowering process of creating knowledge and an understanding of HIV prevention and AIDS- related education at both the school and community levels, not only in Ndweni, but for all communities like Ndweni. / Thesis (M.Ed.)-University of Kwazulu-Natal, 2005.

Relying on the standard conventions and techniques of life-history methodology in the Social Sciences, this study explores the professional or career histories of selected women principals in the EThekwini region. The study examines the relationship between gender and self-portrayal on the one hand, and gender and school leadership, on the other hand. Thus the central focus of the study is on the different ways in which women principals define themselves and are defined by others, especially their colleagues and the communities served by their schools. The study also looks at the ways in which key management structures such as School Management Teams (SMTs) and School Governing Bodies (SGBs) deal with the issues relating to gender equality in school leadership, management and governance. The dissertation also tackles the· complex relationship between private (personal) and professional identities and how these are constructed and continually re-constructed within the context of school management and leadership. The study is recognizably qualitative in orientation and therefore does not set out to formulate general principles about gender and school management. Instead the intention is to gain some insight into the relatively unique lives of individual women managers in education. / Thesis (M.Ed.) - University of KwaZulu-Natal, 2005.

The purpose of this study was to gain an understanding of the enactment of teacher leadership within an urban primary school. My focus was to look at the factors that enhanced or hindered this enactment. The research took the form of a case study which was conducted within the qualitative research paradigm. The study took place in an urban primary school in Pietermaritzburg, KwaZulu-Natal. The participants included three post level one educators. Data were collected by means of a multi method approach with techniques that included an observation schedule, semi- structured interviews, a focus group interview and self reflective journaling. Data were continuously analyzed throughout the research process using thematic content analysis and Grant’s (2008) model of teacher leadership. Findings from the research proved that the enactment of teacher leadership is still in its infancy at the case study school. Due to the fact that the school is still hierarchically controlled by an autocratic principal, the School Management Team (SMT) does not see the need to create the space for teachers to enact leadership. Teacher leadership is therefore restricted to the classroom and to teachers working with other teachers in curriculum and extra curriculum activities. Very little teacher leadership was evident in the area of whole school development neither in the case study school nor from the school leading into the community. Barriers to teacher leadership included the autocratic leadership style of the principal, work overload, time constraints, lack of leadership opportunities created by the SMT and a culture of favoritism by the principal. Despite these many barriers, the aspiring teacher leaders showed high motivational levels to participate in leadership roles provided that the leadership at the school created the space for teachers to become leaders. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2010.

This study arises out of my experiences of conducting flamenco dance workshops in a number of schools. During my visits I became concerned by what I observed happening in dance education at these schools. In discussion with the teachers I began to identify various challenges and constrains that had the effect of ‘boxing’ dance in the formal education curriculum. I became concerned with the effect these ‘boxes’ were having on dance education and I felt compelled to try and address some of the issues and challenges I observed. The diversity of cultures found in many urban schools that I visited, presents a tremendous challenge for educators wishing to include dance into their learning programmes. As a result dance is either not being offered at these schools or is approached in a tokenistic way. In many instances the teachers I spoke to were inadequately trained or ignorant of the requirements for dance in the formal curriculum. This study seeks to offer a way to address these issues. In my research, I have reflected on some of the educational and social factors that I believe are challenging dance education in these schools. I have conducted a Qualitative Action Research with an Auto Ethnographic, Self Study approach using the Living Theory Methodology as a point of departure. I have used my knowledge of flamenco and dance education to open the ‘flamenco box’ in order to introduce it to mainstream dance education in South Africa. I have come to term my approach ‘flamenco as educational’. In accordance with the Living Theory Methodology I include personal and educational aims and values and through rhythm and flamenco dance reflect on the interconnectedness of existence. I use critical reflection to engage with the issues I observed influencing dance education in a multicultural learning environment. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2010.

The first democratic elections in April 1994 brought about drastic changes in South African education system. One of the changes legislated in the South African Schools Act of 1996 has a profound influence on the management of state schools. The South African Schools Act of 1996 created a need for change from an autocratic to a democratic style of school governance and management. This research project sought to investigate how School Management Teams function in primary schools in Vulindlela West Circuit, Pietermaritzburg Region in the context of educational change. The research approach was the qualitative case study. The study involved sixteen (16) primary schools in Vulindlela West Circuit. A questionnaire and interviews were used to collect data. In this study fifty-five (55) questionnaires were administered to all SMT members. Interviews were conducted in three primary schools, which yielded seven respondents. The questionnaire data was analysed by using the Statistical Package for Social Sciences (SPSS). Data of descriptive nature was organized in terms of response types and general trends, and constructed in a manner that enabled the researcher to address the research questions for this study. The findings of this study revealed that most of the roles and responsibilities performed by the School Management Teams (SMTs) were both curriculum and administrative duties. It was found that hierarchical management structure was still evident in schools. It was also found that the principal involved the members of the SMT in decision-making but did not make use of their input. It is evident that there was an element of fear and mistrust on the side of the principal relating to the delegation of powers to other members of the School Management Teams. The results revealed that most of the SMT members had induction guidelines and had undergone management training. Lastly, it was found that the most important skill the SMT required in order to be effective was stress management. The conclusions that were drawn from the findings indicated that the School Management Teams need extensive training in the following areas: time management, understanding of roles and responsibilities as prescribed in the Employment of Educators Act of 1998; management of change; continuing induction; training in decision-making and delegation of power, and, finally, stress management. It was concluded that without specific attention to the effective management development programmes for School Management Teams (SMTs) attempts at improving quality of education in South Africa are likely to be ineffective. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.

Currently in South Africa much emphasis is being placed on minimizing barriers to learning and maximizing participation to learning. Education White Paper 6 of 2001 draws attention to the barriers to learning in South Africa and highlights HIV/AIDS as one of the barriers to learning. This study, therefore, seeks to ascertain what barriers to learning impact on the lives of children affected by HIV/AIDS and what support exists for children affected by HIV/AIDS. Further, this study is part of a larger project commissioned by the NRF on the impact of the HIV/AIDS pandemic on learning in the Richmond District. A participatory research framework was employed in this study using qualitative methods of gathering data. A structured participant interview schedule was devised using projective and drawing exercises to get participants to volunteer information. Six children from a Day Care and Support Centre in Richmond were selected purposefully as research participants. Three focus group sessions were held to gather the data from the participants. The data that was gathered was subjected to stringent content analysis from which topics and categories emerged which were used to report on the data. The data was analysed using critical theory in general and Young's theory of oppression in particular. The findings of this study confirm that poverty, issues pertaining to family responsibility, the emotional trauma of losing loved ones and the crime, violence and abuse that affected children are exposed to, all serve as barriers to learning. Further, the findings indicate that children are aware of the agencies from which assistance could be accessed. However, the financial assistance in terms of child support grants is not being fully exploited by those who qualify for it. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

The purpose of the study was to investigate the factors that are associated with learner choice of mathematics at Grade 10 level at a secondary school in KwaZulu-Natal. It examined learners' experiences of learning and teaching in mathematics in the General Education and Training (GET) phase. The study was a narrative inquiry. The data collection technique focused on learners‟ stories of their experiences of mathematics teaching and learning. Forty learners participated in this study. Twenty (males = 10; females = 10) of the learners chose mathematics at Grade 10 level and twenty (males = 10; females = 10) did not. The findings of the study revealed that various factors affect learner choice of mathematics in Grade 10. These factors include: mathematics anxiety; perceptions that mathematics is boring and difficult to understand; classroom pedagogy; teacher attitudes; career aspirations; parental pressure; and course selection limitations. The findings indicate that the decision not to choose mathematics in the Further Education and Training (FET) band is influenced by various intersecting factors. It is impossible to single out a particular factor. The study suggests that there are not many differences in the mathematics learning experiences of boys and girls who chose not to study mathematics in the FET phase. Gender did not emerge as a significant mediating factor in the learners‟ experiences of learning mathematics, and in their decisions about whether to select mathematics as a subject in grade 10. Learner emotionality in the context of mathematics teaching and learning emerges as a significant factor in the study. The study has implications for teacher professional development and for future research. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.