A thesis submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in fulfilment of the requirements for the degree of Doctor of Philosophy May, 2016 / This study investigates how primary school mathematics in-service teachers respond to learners’ offers, over time, during classroom interactions. The study was a follow-up to a one-year long in-service ‘maths for teaching’ professional development course in which 33 teachers participated in 2012. Four teachers from that course were tracked in this follow-up study. Data sources within this study consisted of two cycles of observations of lessons taught by the four teachers in 2013 and 2014, and an interim video-stimulated recall (VSR) interview with each teacher, with reflections guided by the structure of Rowland et al.’s ‘knowledge quartet’. A total of 18 lessons from the four teachers were video-recorded across the 2013 and 2014 observations. The notion of ‘elaboration’ was used in this study as an interpretive lens to examine and characterise responsive teaching actions in the South African context, with the focus narrowing over the course of the PhD to contingency situations within the knowledge quartet framework, focused on responses to learner offers. In the South African literature, the terrain of elaboration is characterised by extensive gaps in teachers’ mathematical knowledge, incoherent talk, and frequent lack of evaluation of learners’ offers in the classroom. Using a grounded theory approach, I propose an ‘elaboration’ framework with three situations of responsive teaching (breakdown, sophistication and individuation/ collectivisation), which can be used as a tool to support the development of more responsive teaching in the South African context (and perhaps in other contexts where similar problems prevail). In this way, the study has contributed in terms of identifying some important ‘stages of implementation’ (Schweisfurth, 2011) that might be required to move towards the ideals of more responsive teaching that are described in the international literature, and yet remain distant from the realities of South African schooling. Using the three markers of shifts (extent, breadth and quality) in elaboration recruited in this study, drawn from the ways in which the dimensions of responsive teaching were conceptualised, I report on the different patterns of shifts in elaboration by the four teachers. The results of this analysis indicated that all four teachers made shifts in their responses to learners’ offers from 2013 to 2014 lessons in at least one or more dimensions of responsive teaching, in relation to extent, breadth and quality of elaborations. Findings from VSR interviews indicated associations between shifts in teachers’ reflective awareness, and shifts in responsive teaching actions. Theoretically, the study contributes through characterising responsive teaching actions in contexts of evidence of limited evaluation within the elaboration framework, with a language of description for identifying and developing more responsive teaching actions in a resource constrained context

M.Ed. (Education Management) / Please refer to full text to view abstract

D.Ed. / Education for the Deaf in South Africa appears to be insufficiently researched, contributing to a less than ideal educational situation. Teachers are not trained to address the special needs of Deaf learners, there is limited cohesive instructional theory and the educational policy focussing on the needs of Deaf learners is limited in both range and depth. Due to the ineffectiveness of Deaf education in South Africa, the majority of Deaf school leavers leave school linguistically impoverished, 'disabled' by the lack of effective educational opportunities, thus carrying the main barrier to learning' with them into life. In an effort to ascertain why the educational system is deemed ineffectual, I identified the lack of training programmes for teachers of the Deaf in South Africa as a main cause of inadequate Deaf education in South Africa. In order to assess this working hypothesis, I initiated an investigation into the perceptions of the crucial role players in Deaf education, namely the teachers of the Deaf and Deaf adults (former learners). The purpose of the study was thus to find out why the Deaf education system is ineffectual. An inquiry was therefor conducted into the emic views of teachers of the Deaf and also Deaf adults who had experienced the education system in South Africa first-hand. I aimed to study rigorously and methodically these perceptions and experiences with the view of contributing to the discourse about the improvement of Deaf education in South Africa. These personal views were obtained in a 'bottom-up' research mode and could be essential in contributing to the sparse body of knowledge on Deaf education in South Africa from the Deaf adult's perspective. The study should also contribute to the Deaf community's move toward empowerment and equality. The findings that emerged from the study support the hypothesis that the present situation in Deaf education is unacceptable to both educators and learners alike and that specialised training for teachers of the Deaf, including knowledge of Sign Language, is essential. The investigation concludes with a consolidation of the findings into a framework for a proposed teacher training programme for teachers of the Deaf, which is presented within the outcomes based paradigm.

The in-service management training of school managers, especially heads of departments in these constantly changing times, is an issue which is long overdue in South Africa. Numerous initiatives, such as the Canada - South Africa Education Management Programme, the Whole School Improvement Workshop and the Workshop for School Management Teams are in-service management training programmes in the Mpumalanga Province which are aimed at the upgrading of management skills of school managers such as principals, deputy principals and heads of department. The aim of this study was therefore, to determine the impact of these programmes on the performance of heads of department. A literature study was conducted to give an overview of current in-service management training programmes in the Mpumalanga Province. An empirical study was conducted through semi-structured interviews with key-informants to establish the impact of current in-service management training programmes, such as the Canada - South Africa Education Management Programme, the Whole School Improvement Workshop and the Workshop for School Management Teams on the performance of school heads of department. Although these in-service management training programmes have some short-comings, it was found that they played a significant role in the upgrading of management skills of heads of department and thereby improving their performance. / Educational Studies / M.Ed. (Educational Management)

Text in Afrikaans / Die konsepdokument van die National Curriculum Statement (2003) van die Onderwysdepartement in Suid-Afrika staan 'n inklusiewe benadering voor met verwysing na gehalte-onderwys vir alle leerders, en maak sodoende voorsiening vir die diversiteit van leerders. Die National Curriculum Statement stel dit (vir die eerste keer in Suid-Afrika) onomwonde dat die nuwe Nasionale Kurrikulum voorsiening sal maak vir alle leerders met struikelblokke tot leer (StL) in teenstelling met hulle uitsluiting in die verlede van gewone onderwys of hoofstroming by verstek. Beperkte navorsing het aan die lig gebring dat onderwysers opleiding benodig om die verskeidenheid struikelblokke te hanteer wat leerders moontlik kan he. Die navorser het die weg gebaan vir die opleiding van onderwysers en leerders om StL te akkommodeerdeurditas deel van die leerondersteuningsmateriaal in te sluit. Die vertrekpunt van die opleidingsprogram is dat elke mens in 'n sekere mate struikelblokke het om te oorkom en dat die opvoedkundige gemeenskap elkeen van daardie gemeenskap kan insluit en versorg. / The draft document of the National Curriculum Statement (2003) of the Department of Education in South Africa promotes an inclusive approach regarding the quality education of all learners, thus including provision for diversities of learners. The National Curriculum Statement states explicitly (for the first time in South Africa) that the new National Curriculum will provide for all learners with barriers to learning (BtL) as opposed to their previous exclusion from ordinary education or mainstreaming by default. Limited research - has shown that teachers need training to deal with the variety of barriers that learners may exhibit. The researcher pioneered the concept of including the training of teachers and learners to accommodate BtL as part of the learning support material. The training programme's point of departure is the view that, to some extent, every person has certain barriers to overcome, and that the educational community can include and care for each and every member of that community. / Educational Studies / M.Ed. (Inclusive Education)

This study investigates the possibilities of incorporating African languages in skills development and training in South Africa as part of functional multilingualism. This investigation is done in relation to the Skills Development Act (Act No.97 of 1998) promulgated by the South African government, through parliament in order to address skills shortage among workers in South Africa the majority of whom are black whose education and training needs can be more effectively addressed through mother-tongue instruction than through English or Afrikaans. A literature review of global trends in skills-development initiatives and strategies indicates that the use of indigenous languages in skills development ensures success in skills transference and also enhances language development and language promotion. Empirical research was done in the mining and minerals industry at Beatrix Gold Mine, Free State. / African Languages / M.A. (African Languages)

M. Tech. Business Administration / The annual report issued by Jozini Municipality (2012) for the financial year 2010/2011 shows that the growth and development of small, micro and medium-sized business enterprises is adversely affected by the lack of entrepreneurial skills, lack of access to SETA-accredited skills based training opportunities, poor socioeconomic conditions, and poor infrastructural development. The purpose of the study was to identify and quantify factors that are known to affect entrepreneurial growth and skills development in the Jozini Municipality region of KwaZulu-Natal Province. The study shows the relationship between skills development, service delivery, entrepreneurship and socio economic empowerment in line with alleviation of poverty among the rural population in KwaZulu-Natal.

Thesis (MMus (Music))--University of Stellenbosch, 2009. / In 1994 the first democratic election took place in South Africa. Since then large initiatives have been undertaken on national level to redress the inequalities of the past. One of these areas where drastic transformation was needed, is the education system of the country. A National Qualifications Framework was created and Outcomes Based Education was used to implement a new curriculum. This required a total paradigm shift of teachers in terms of how they thought about education as well as changes in their teaching practice. The learning area Arts and Culture was included in the new curriculum to provide all learners with equal opportunities to take part in and enjoy the arts, cultural expression and conservation of heritage as a basic human right. The learning area however brought about unique problems for the teacher, as it is multidisciplinary and most teachers were not trained to facilitate it. Initially it was given to teachers who were specialists in one or the other of the arts disciplines, but these teachers progressively left the education system, and since then the learning area has fallen into the hands of nonspecialists. The Department of Education has launched various training opportunities to empower teachers, but without much success. Teachers remain inadequately qualified regarding subject knowledge and skills to bring the learning area to fruition and to reach the goals of the curriculum. In the process learners are deprived of important opportunities for experiences in the arts and teachers become increasingly demotivated. Thus, in South Africa there exists a dire need for effective in-service training and professional development of Arts and Culture teachers in order to empower them to take their place in the unlocking and transmission of the spiritual goods of the human race to our youth. This study investigates the true problems of Arts and Culture teachers in South Africa by placing the process of transformation in the education system after 1994 into context and viewing Outcomes Based Education, the learning area Arts and Culture and the development of teachers through the looking glass. Three forms of training for teachers are compared to try and find a possible best way to address these problems and to determine whether effective in-service training of Arts and Culture teachers leads to professional development, empowerment, a more positive vocational disposition and motivation. Training on a one-to-one basis lead by a specialist teacher emerges as the most effective alternative form of training.

Thesis (MPA)--Stellenbosch University, 2007. / ENGLISH ABSTRACT: The focus of this study is to determine the perception of entry-level constables, field training officers and supervisors with regard to the level of competencies in the condensed Police Basic Training Programme. The research was done in the Pretoria area, which consisted oftwenty-one stations and the Pretoria West Basic Training College. The entry-level constable should complete both the college phase and the field training phase to be declared competent. The entry-level constable completed a questionnaire after completion of the college training and completed a second questionnaire after completion of the field training. The sample group consisted of a convenience group based in the Pretoria area representing the majority of the stations in the area. The supervisors of the entry-level constables were also requested to complete a similar questionnaire. The researcher interviewed the field training officers and mentors by means of a semistructured questionnaire. The entry-level constables were questioned on thirty-seven competencies during both the college and field training. Some competencies included were basic, whilst the other were classified as complex competencies. The duration of the college training and the field training were each four months. The entry-level constables were taught on various subjects in academics that included Law, Elements of a crime, Specific crimes, Statutory and Common Law, Communication, Detention and Law of evidence. Other areas of training were Musketry, Drill and Physical training. / AFRIKAANSE OPSOMMING: Die fokus van hierdie studie is om die persepsie van intree-vlak konstabels, veldopleidingsbeamptes en toesighouers te bepaal aangaande die vlak van bevoegdhede in die gekondenseerde Polisie Basiese Opleidingsprogram. Hierdie navorsing is in die Pretoria-area voltooi, en sluit 21 stasies asook die Pretoria-Wes Basiese Opleidingskollege in. Die intree-vlak konstabel moes beide die kollege- en die veldopleidingsfase voltooi het om bevoegd verklaar te word. Die intree-vlak konstabel het 'n vraelys voltooi na die voltooiing van beide die fases van opleiding. Die proefgroep het uit 'n geskiktheidsgroep bestaan wat in die Pretoria-area gestasioneer is en verteenwoordig die oorgrote meerderheid van die stasies in die area. Die toesighouers oor die intree-vlak konstabels is ook versoek om 'n vraelys te voltooi. Die navorser het onderhoude gevoer met die veldopleidingsbeamptes en mentors met behulp van semigestruktureerde vraelyste. Die vraelys het 37 bevoegdhede van die intree-vlak konstabels getoets wat hulle tydens beide hul kollege- en veldopleiding aangeleer het. Sommige van hierdie bevoegdhede was basies terwyl ander as komplekse bevoegdhede geklassifiseer is. Die tydsduur van die kollege- en veldopleiding was vier maande elk. Die intree-vlak konstabels het opleiding in verskeie vakke ontvang insluitende Regte, Elemente van 'n oortreding, Spesifieke oortredings, Landswette en Gemene reg, Kommunikasie, Aanhouding en Regte van bewyse. Ander areas van opleiding sluit in skietkuns, driloefeninge en fisieke opleiding.

M.Cur. / Please refer to full text to view abstract