This study is about documenting rural principals' stories, and voices regarding their experiences of education policy changes and how such changes are impacting on their day-to-day management lives. In capturing their experiences and voices, interpretive approach was used to allow the researcher to get behind their skins and faces and be one of them. Rapid changes sometimes overwhelm those people tasked with the responsibility of implementing changes. The study involved 5 cases, purposefully chosen, in the rural district around Durban in the KwaZulu-Natal province, South Africa. Formal and informal conversations were held with principals, School Management Team members, and educators. These conversations were complemented by planned participatory observations, as well as, unannounced visits to the sampled schools. The data produced have shown similarities and differences in these rural communities. They are deeply poor, suffering from the lack of shelter, food, health, clean water, transport, electricity and services. HIV/AIDS is taking enormous tolls in every aspect of community. Unemployment is high and emigration of working-age adults disrupts families, which are left largely as comprised of grandmothers and children. Literacy levels are high, at the same time, the sense of community from the past, now and future is generally high. The communities share similar histories as part of the Zulu nation, through colonialism and apartheid, political-cultural struggles, of the African National Congress/lnkatha Freedom Party conflict, the pressures of modernisation and globalisation. They live on Tribal Authority land, in a confusion of traditional leadership and democratic governance. They see themselves as marginalised, and they are. The socio-cultural, and political confusion is everywhere, at many different levels. Schools themselves are Western imports in their structure and purposes with a history in the rural areas being kept from community life; the language of schooling is not the language of the community, and neither is the content of the curriculum the knowledge in the community. There are commonalities and differences between schools. While similarities are clear; they share conception of 'school', all are situated in similar communities, with educators sharing similar backgrounds and education, there are also differences, for example, resources and facilities they have, matric results, the nature of School Governing Bodies and differences of priorities, the fundamental differences in management and leadership styles used, namely 'open-participatory', 'closed-participatory' and 'authoritative-participatory' styles. The data have indicated that these principals are highly intentional leaders, with their intentionality playing themselves out differently at school level, largely because of their different personalities and histories. Rural principals are working under challenging environment, fending for themselves, and resort to doing things their own ways, irrespective of policy dictates. The Education Department plays an obstructionist role instead of supporting quality education provision. Principals use unconventional strategies to move forward. Recommendations to the department include the following: consult properly before policies can be implemented; consider diversity; provide thorough training for educators in order that Outcomes Based Education can be effectively implemented. Recommendations to secondary schools principals include the following: use available policies to get schools functional; involve educators meaningfully in governance and management; be creative and innovative, and try to understand demands of agency of transformation. / Thesis (Ph.D.)-University of KwaZulu-Natal, 2005.

This study deals with the administrative and curricular development of Indian teacher education in South Africa for the period 1860 - 1984. It is set against the background of developments in the education system for Indians in this country. Historical and political events which have a direct bearing on Indian education are touched upon merely cursorily to give the reader the necessary background for a fuller appreciation of the Indian community's struggle for education in the country of their adoption. The study is divided into three parts. Part one comprising the first two chapters, provides a brief historical perspective of Indian education from 1860 to 1965. Chapter One deals with a brief review of the coming of the Indians to Natal and the origins and early development of education for the Indians. Chapter Two carries on the historical review with the emphasis on the early development of Indian teacher education. Part Two comprising four chapters deals with aspects of Indian education after it was transferred from provincial control to central State control in 1966. The Indian Education Act of 1965 (No. 61 of 1965) is taken as a point of departure. Chapter Three begins with a very brief discussion of the principles underlying the nationalisation of education in South Africa. The de Lange Report and the Government's reaction to its recommendations are considered against the new political dispensation. Chapter Four deals with such aspects as control and administration, involvement of Indians in the control of their education, school accommodation, growth in pupil enrolment and the school curricula are examined to assess growth and progress. Chapter Five is concerned with the control and administration of Indian teacher education after nationalisation of Indian education. Within the framework of this chapter recent developments such as the recommendations of the Gericke Commission leading to the National Education Policy Amendment Act (No. 75 of 1969) and the van Wyke de Vries Commission's recommendations for a closer co-operation with universities in respect of teacher education, are examined with a view to tracing their influence on Indian teacher education. Chapter Six attempts to examine demographic aspects which influence the demand for and supply of teachers in Indian education. Part Three comprising four chapters, examines contemporary issues and perspectives in Indian teacher education. Chapters Seven and Eight examine critically the teachers' courses at the Colleges of Education and the University of Durban-Westville respectively. Chapter Nine examines on a comparative basis structural changes and new developments in methodological skills in teacher education. Finally, in Chapter Ten proposals and recommendations are formulated with a view to achieving a properly structured institutional arrangement such as the college council and college senate to facilitate Indian teacher education. / Thesis (Ph.D.) - University of Natal, Pietermaritzburg, 1985.

The aim of this study is to describe the recontextualisation of the official pedagogical field, in the form of the National Curriculum Statement (NCS), in the Further Education and Training (FET) band. The study's focus concentrates specifically on the in-service training programme devised by the KZN FET Directorate for teachers of Grade 10's in 2005, beginning with the creation of the FET curriculum statements at national level and tracking the dissemination of this information to provincial level, then through regional and district level and into the schools. The researcher was able to analyse the documents created at national level, observe and/or interview role-players at each level of the continuum: national, provincial, regional, district and school (including parents of school-going teenagers). This evidence, supplemented with video-recordings and posters produced at five different venues was selectively described using Berasteinian terminology and his theoretical framework of the pedagogic device. Research findings in answer to the questions posed, viz. to what extent the social transformation process was understood by the role-players in the process (concentrating on English Home and First Additional Language teachers), indicate that in some cases the official pedagogical field is carried over with minimal change, and in others it is evident that careful monitoring and retraining may be the only means to concretise the intended change in thinking in the minds of South Africa's teachers. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

Since 2002, the South African Qualifications Authority (SAQA) has included mathematical literacy as a compulsory fundamental component for the Further Education and Training Certificate (FETC). This constituted a radical development in education and is intended to empower individuals so that they can function effectively in, and contribute to the democratization of the country. This exploratory study examined the mathematical literacy experiences of 12 Early Childhood Development (ECD) practitioners training toward the National Certificate in ECD at NQF L4. The study was conducted at a non-government, nonformal ECD training organization based in Durban. The practitioners were undertaking their training as part of a Learnership programme. A qualitative research methodology was employed. The data was gathered through focus group interviews, semi-structured interviews, and documentary analysis. The study revealed that the practitioners held a positive view of mathematical literacy training. In addition, it was found that such training should remain as part of the ECD qualification owing to the fact that it added value at both a personal and professional level. In interrogating the curriculum, practitioners recommended the inclusion of ECD examples, and engagement with how mathematical literacy is used in the different contexts. In terms of relevancy of content, practitioners recommended content areas that could be applied in their personal and professional lives. Mathematical literacy that related to national issues was seen as abstract, for example balance of payment in terms of the national budget. The study revealed that the background of the ECD practitioners need to be taken into account as some practitioners may not have studied mathematics before. This implies that providers will need to take into account the NQF Level 3 entry requirements and the expected embedded knowledge that practitioners are supposed to have prior to the registration of practitioners for the NQF L 4 certificate. In this regard, policy makers may also need to re-examine the issue of whether mathematical literacy is needed at the level of the qualification. Dialogue on these issues between SAQA and the different stakeholders may be necessary. Not surprisingly, the study revealed the need for suitably trained mathematical literacy facilitators given that this is a new programme. This study is by no means exhaustive, and is but a small sample of views that could be further explored in a more comprehensive study. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2005.

A climate that stimulates creativity and encourages optimal performance is essential for enhancing the knowledge capacity of organisations. This encompasses the roles played by diverse aspects such as organisational support, freedom, work pressure, idea time/support, workplace challenges and trust/openness. This study is located in the field of Adult Education in general with a specific focus on Workplace Learning. A qualitative study was conducted to describe the perceptions of managers and non-managers in five campuses of Thekwini FET College as either potential enablers or disablers of a creative climate. The research explicates what and how these professionals learn in creative climates. This study examines four research questions: In what ways do employees perceive the climate for creativity in the workplace?; How is the climate for creativity nurtured or stifled in the workplace?; What is meant by a 'creative climate'?; What are the critical success factors for inducing and facilitating a creative climate at Thekwini FET College? Thirteen participants, who had working knowledge experience and were able to provide a rich description of their work climate, were selected. A comprehensive collection and analysis of data was yielded through: (a) semi-structured individual interviews; (b) looking at words, sentences and paragraphs of documents; and (c) informal observations. Data was analysed and interpreted by identifying the themes promulgated by Ekvall's Creative Climate Questionnaire and Amabile's KEYS survey. The findings led to the emergence of two new themes of coping mechanism and informal learning. The discussions inform and support the research from the perspective of employee experience and the theoretical model. The following recommendations were made in terms of: (a) Organisational Culture - devalue bureaucracy with greater interpersonal functioning of trust, freedom and support; (b) People - value and make people central in the workplace; and (c) Value Socialisation - organisational support for informal learning, playful about ideas, tolerant of spirited debates and challenges. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

This study attempts to examine language policy and language training and development in industry, with specific reference to departmental practice at ESKOM. ESKOM is South Afiica's largest electricity supplier with wide national and international business dealings. The organisation has extensive training and development programmes and is committed to supporting equity and the development of employees' potential through training and development. It is for these reasons that I selected the organisation as the basis for my study. The study is conducted within the parameters of the Constitution 's multilingual language policy, the Skills Development Act of 1998 and the Employment Equity Act of 1998. According to the Constitution, the state must take practical measures 10 elevate the status and advance the use of indigenous languages (Section 6: C). The state may also not discriminate against anyone on the grounds of language and culture (Section 9:3). The study argues that in order to ensure equity, all South African languages must be used. One way of ensuring equitable language usage is through training and development. The broad issues that are examined include: '" language policy and practice '" languages used in industry * the dominance of English in industry *upliftment of black languages * the language of training and development programmes at ESKOM * language training and development programmes at ESKOM The study is based on qualitative and quantitative approaches. Semi-structured interviews were used to elicit information from management and middle-management about language policy and practice at ESKOM. Individuals involved with training were interviewed about language in training and development, and to narrow the focus, workers attending literacy training were issued with questionnaires in Zulu or English, according to preference and proficiency. to elicit information about their language usage, English proficiency and literacy training. Data was therefore gathered from all possible areas, including areas of policy, practice and implementation. The results were analysed and a discussion of subjects' responses was presented. In summary, English is the dominant language at ESKOM, despite the Constitution's eleven language policy and the call for equity. In addition, although the majority of the subjects attending literacy classes stated that they did not understand English well, they felt that training should be conducted in English medium. The majority of the subjects also felt that it is imperative for all South Africans to acquire black languages, at least at regional level. Finally, the limitations of the study and suggestions for further research are also outlined. / Thesis (M.Ed.)-University of Natal, Durban, 2000.

A qualitative case study of critical consideration for the SMT in developing inclusive schools is reported in this study. The study was conducted in one rural district in the south coast area in the province of KwaZulu-Natal. The aim of the study was to determine the SMT’s understanding of inclusive education and to establish what they consider as important in ensuring that their schools are inclusive. Lastly, it sought to identify the challenges that they faced in making their school inclusive. This was a single case study. The study targeted 5 SMT members who were involved in a focus group interview. Data analysis in the study influenced by systems theory. The two concepts defined are inclusive education and school management teams. Both the theoretical framework and the theory were used as lenses to understand the critical considerations for the SMTs in developing inclusive schools. The findings gathered from the study indicate that the SMT had very limited and often distorted understanding of the policy of inclusive education. It was also clear that they are not sure of what they consider critical for them as the SMT in the process of developing inclusive schools. At the same time they were able to indicate many challenges that they are faced with in their school. The findings suggest that this might be lack or inappropriate training on inclusive education as well as misunderstandings on inclusive strategies. The study concludes that the introduction of policy processes that requires implementation should ensure that all stakeholders involved are brought on board. It is important to get buy in from other educators to embrace diversity and understand the purpose. The process of paradigm shift is difficult to individuals especially when there are so many changes in the system, people tend to resist change. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

The main aim of the study was to investigate the Career Orientation profiles of first year and second year MBA students at the University of Natal in order to establish what particular profiles were prevalent amongst students with the view of using those as the diagnostic schedule of those that are likely to succeed in their careers. The first aim of the study was to compile the profile of first and second year MBA students. The second aim of the study was to determine MBA students' career orientation profiles. A standardized Schein's Career Orientation Inventory Scale was used in the study in order to achieve the objectives of the second aim. The researcher constructed a biographic questionnaire in order to achieve the objectives of the first aim. The measuring instrument was administered to groups of first and second year students. One hundred questionnaires were analysed, seventy for the first years and thirty for second year students. The sample consisted of 42 first year male students and 28 first year female students, and 18 second year male and 12 second year female students. The findings according to the first aim of the study, i.e., the compiling of the profiles of the first and second year MBA students, revealed that there was no significant difference in terms of age, marital status, level of education, employment sector and salary range between the two groups of MBA students. The findings based on aim two, i.e., determining the career orientation profiles revealed that the most dominant career anchor for both groups of MBA students was the Pure Challenge followed by Autonomy / Independence. / Thesis (MBA)-University of Natal, Durban, 2001.

There are a number of challenges that are facing the South African manufacturing industry today. Companies within this sector are trying all they can to ensure the optimal utilisation of physical and human resources and the maximisation of profit, all this at a very minimal possible cost. Each company within the industry is struggling for a competitive edge and bigger market share compared to other companies manufacturing the same product. Haas et al. (2005: 1) suggest that the manufacturing companies need more flexible labour strategies, like multiskilling, as a way of dealing with these challenges. Hulett Aluminium (Pty) Ltd, South Africa's largest aluminium producer and based in Pietermaritzburg, was used by the researcher as a case study. The company was founded in 1946 as a subsidiary of the international Alcan Aluminium Group. It is South Africa's largest manufacturer of semi-fabricated and finished aluminium products. The company introduced multiskilling in 2000, the main objective being to equip the employees with a variety of skills for the benefit of both the company and the employees themselves. This research study was undertaken to establish the extent to which Hulett Aluminium (Pty) Ltd has taken advantage of the theoretical benefits associated with multiskilling. To achieve this the following issues were investigated: preparation of a suitable environment for the application of multiskilling, effects of new, advanced technology on multiskilling, effects of absenteeism due to workshops, training programmes and personal matters, productivity levels, labour turnover, labour costs, trend towards selfmanaged groups, job satisfaction , employee motivation and industrial conflicts. This study first discussed the theoretical perspectives on multiskilling. This is followed by the description of Hulett Aluminium (Pty) Ltd, with specific description of the company's profile, the organisational structure, the aluminium supply chain and the company's core business . The description of the company is followed by the methodology used for the collection of data as well as the outline of the interpretation procedures followed. Research findings and discussion are also given. The key findings of this study are that both managers and shop floor employees at Hulett Aluminium agree that multiskilling contributes to increased organisational labour productivity, reduced organisational overall costs, and reduced industrial conflicts. Other areas of agreement include the fact that multiskilled employees need appropriate resources for the application of their skills; training is an essential tool for multiskilling and that rewards for a multiskilled workforce are a motivating factor for in the workplace. The final conclusion drawn is that much as Hulett Aluminium (Pty) Ltd has embraced multiskilling, there is still a lot the company needs to do or improve on, so that it could enjoy the benefits of the programme. Based on the findings of this study, some of the recommendations made for Hulett Aluminium are: • A detailed planning process for proper implementation ofmuItiskilling • All the relevant stakeholders within the company should be part and parcel of the implementation of the programme • Benchmarking with other manufacturing companies which have implemented multiskilling • Training of new recruits so that they could be at equal par with the old employees and also contribute positively to increased organisational productivity. 11 / Thesis (MBA)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

This study reports on the findings of a research project into the problems facing the General Education and Training Certificate (GETC) for Grade 9 learners in the North West Province. To do this, the views of school management staff, teachers and professional support staff were sought. This study confined itself to the North West Province, South Africa. The sample size was two hundred individuals, comprising professional support staff, school management staff and teachers who are directly involved with GETC and Outcomes-Based Assessment (OBA). Three main problem areas were selected for the purpose of this study. l)lese are (a) OBA assessment training (b) follow-up activities needed for teachers (c) challenges facing the school level implementation. The study culminated in recommendation of a professional support model for teachers. The findings of this study revealed that teachers in the province were not adequately trained for the General Education and Training Certificate (GETC) implementation. Professional Support Staff did not offer enough follow-up activities to support the teachers during the implementation period and there after. Lack of this monitoring and supporting mechanism adversely affects the school level implementation of the GETC for Grade 9 learners. It was also revealed that schools are experiencing challenges regarding time management, implementation of CASS and CTA and in the processes and procedures followed in the GETC administration. The final recommendation is that there is a need to include in the pre-service training programmes, CASS and CTA assessment and develop an on-going professional support plan for teachers who are in the service. / Thesis (Ph.D) North-West University, Mafikeng Campus, 2005