D.Ed. / The Constitution of the Republic of South Africa, 1996 (RSA, 1996(a): 14) requires that school education be transformed and democratised in accordance with fundamental values and principles. These include human dignity, non-racism, non sexism, the rule of law, accountability and transparency. The democratisation of education includes participation by parents, educators, learners and the community at large. The Governing bodies are also expected to make critical decisions on behalf of the school and to ensure that the school is managed and administered effectively and efficiently. The provisions of the Department of Education's White Paper 1 and 2 (RSA, 1996(b)), the report of the Review Committee on School Organisation, Governance and Funding, new legislation including the South African School Act (SASA) of 1996(RSA, 1996(c)) as well as provincial policy directions point South Africa firmly towards a decentralised school based system of education management and governance with substantial decision making authority at the school level. However, while the policy framework attempts to transform education, the legacy of the past education system characterized by fragmentation and inequity in provisions, a crisis of legitimacy in many schools, the demise of a culture of learning and teaching, the relevancy of the curriculum as well as resistance to change has created substantial managerial problems at schools leading to a deterioration in the standard of education. According to Ramphele (1997:25) attempts by the government to transform the inequitable and inadequate schooling system is characterised by a failure to translate good policies into sound practice. This is further confirmed by the poor matric results of the past two years. Table 1.1 (Perkins, 1998:11) and Table 1.2 (Gauteng Department of Education, 1998:37) reflect the poor state of education in South Africa.

M.Ed. (Media Studies) / Since the use of media could contribute greatly to the solving of many problems in the teaching situation in South Africa, knowledge of all aspects of media use in education has become essential. Schools have a responsibility to provide serving teachers with training in this respect. An attempt is made to - define· in-service t r a i n i nq r discuss critically two in-service training models currently in practice, i.e. course-based in-service training and school centred in-service trainingj and - create a strategy and make recommendations to be implemented by the media committee when planning in-service training for teachers in the meaningful use of media. A school centred in-service training model has the greater potential for the training of teachers in media use. With this as a point of departure, a strategy is created and recommendations are made for planning a programme for in-service training of teachers in media use. The media committee will need to adapt the general approach outlined in this study to the circumstances and/or requirements of a particular school. In-service training for teachers in the use of media should be a team effort, and the school management should be made thoroughly aware of the importance of such in-service training. Without a clear policy, it is unlikely that this strategy will be applied in any meaningful way. For it to be successful, the media committee (under leadership of the headmaster), the media teacher and the teachers should all be involved in the various phases of planning and implementation of such o. in-service training. Media teachers in particular should be fully trained in the field of Educational Media Science, the nature and extent of adult education and principles of planning, organisation, gu i dance and con tro I .. Empirical research may be necessary later to support this study; such research, however, lies presently beyond the scope of this dissertation. There is also a clear need for research into the implementation of a scientifically accountable core curriculum for the in-service training of teachers in media use. This need extends to the training of all teachers in media use in a multi-cultural milieu.

M.Ed. / Effective evaluation of teachers has as prime objective recognition of skills and professional development. This evaluation should take place as early as possible, as it is an important method of motivating and positively directing a teacher in his career. The principal and evaluating team should be the prime assessors of a teacher's input. Teacher motivation normally leads to acknowledgement as a professional teacher. There are numerous problems in educational evaluation, specifically seen in the light that this evaluation plays in improving education. Furthermore it must be stressed that the relationship between evaluator and teacher is of major importance. The teacher has to be led into realizing why he is performing his duty and must be motivated into using his full potential. A task which rests squarely on the shoulders of the principal. Productivity is determined by attitude and the role of the principal in nurturing a positive environment is vital. The demands of both present and future places a unique responsibility on a teacher. This calls for objective evaluation of the teacher where personnel development and job satisfaction can be progressive, without neglect of professional integrity. Communication and input from teachers, both as a group and individually, normally lead to commendable co-operation. Acknowledgement of the teacher's opinion leads to greater performance, in which case the pupil will certainly gain a great deal.

D.Ed. / The number of learners sentenced at the children's court and criminal court to reformatory and industrial schools increase annually. The nature of the offences by children is becoming more serious. Today offences like armed robbery, murder, rape and dealing in drugs are common, as opposed to a few years ago when offences like aggressive behaviour, shoplifting, and refusal to do homework or attend school were the norm in these cases. Learners who are sentenced to reformatory and industrial schools must be rehabilitated. This implies that these schools should have a rehabilitation programme in place. The researcher is the manager responsible for reformatory and industrial schools in the Mpumalanga Department of Education. It is in this capacity the researcher noted that these schools do not have suitable rehabilitation programmes available for these learners. The aim of the research was to establish themes to be included in rehabilitation programmes for reformatory and industrial schools. The research design is qualitative, explorative and descriptive. The research method is divided into three phases. The first phase applied a situational analysis to establish the themes of the rehabilitation programme. In phase two the information obtained was organised into categories and subcategories. The following main themes were identified: • problematic view of the self; • problematic view of parents of the learner; and • problematic view of the future. The third was to develop a rehabilitation programme and implement it at the reformatory and industrial schools in the Mpumalanga Province. The development of the programmes was based on the developmental approach. This approach ensures that the focus is placed on the strong positive aspects of the learner during the rehabilitation programme. The learners develop skills to identify their own problems and to solve the identified problems. The aim of the rehabilitation programme is to achieve the following: • the learner must demonstrate an understanding of his/her problematic situation; • the learner must form new meanings; • reformulation of norms and values need to take place; and • self-acceptance and a focus on the future must take place. For the successful implementation of the rehabilitation programme the researcher acts as the provincial coordinator. A provincial multidisciplinary team consisting of the following people assists the provincial coordinator: principlas from reformatory and industrial schools and the psychologist of each school. The personnel members of each school are utilised as facilitators of the rehabilitation programme. The rehabilitation programme is presented to groups of learners. Techniques like story telling, dramatisation, group work, competitions, and games are used in this programme. The learner starts the rehabilitation programme the day he/she is admitted to the school. The programme is complete when the learner is rehabilitated and ready to be placed back in the community. This occurs when he can accept himself and is able to strive towards realistic future expectations and success.

M.A. (Social Work) / Please refer to full text to view abstract

M.Ed. (Education Management) / Lecturers at Technical Colleges mostly come from the industrial sector and consequently they seldom have experience in teaching or the necessary qualifications to teach. The lecturer who has no formal teacher's training is confronted with the realities of the teaching profession and has now become part of this profession. Lecturers very seldom receive training prior to actually practising the profession. Methods have to be found to provide in-service training for lecturers at technical colleges with the view of preparing them for their task as lecturers. with this study an attempt has been made to establish a workable program to assist the deputy principal in the in-service training of lecturers at a technical college. The rapid technological development of the past few decades has caused a breath-taking expansion of knowledge and therefore the lecturer must become a lifelong student. The constant change and renewal of teaching methods, skills and techniques can only be addressed by effective in-service training. In-service training is therefore indispensable. The task of in-service training at the technical college is assigned to the deputy principal. He must first determine the type of staff required, then he has to recruit and select staff and finally see to it that new staff members are orientated. This is, however, merely the beginning of in-service training. The deputy principal must now design a well-planned programme of in-service training. He can in this case make use of a mentor and a Subject-head. The mentor must be an experienced and successful lecturer, seeing that he has to convey his knowledge and teaching experience to the beginner lecturer. The subject-head can also play an important and valuable role in the initial in-service training programme by conveying knowledge and expertise concerning teaching practice to the beginner-lecturer.

M.Ed. / Following the ascendance to power of a democratically elected government in South Africa, many things had to be restructured to fit the realities of the time. Education was one of the areas where many changes occurred. The previous education system was replaced with a new system dubbed Curriculum 2005. The new system was outcomes based. Environment is one of the themes included in the new education curriculum which was not in the previous education system. Environment is a cross-curricular theme in the new education system which means it is taught in all the learning areas. Each educator or teacher is expected to integrate the theme in their areas of specialisation. This has compelled the government departments, institutions of higher learning and NGOs to retrain teachers to cope with this challenge. The implementation of Curriculum 2005 is in its third year now. Despite the training efforts that has been put in, teachers still find it difficult to cope with. This study explores the causes of the problems experienced in the formal education system in an attempt to implement EE. Chapter one.(1) outlines the problem and claims that teachers' problems in implementing EE in schools in South Africa emanates from their training. It also outlines the social problems associated with the current problems in formal education if they are not checked. The chapter concludes that it in important for the study to be undertaken so as to isolate the problems that stifle the progress in implementing this theme. Chapter two (2) reviews existing literature in teacher education, theories of learning and environmental education. The links between community education are also reviewed. The chapter attempts to establish whether the existing theory is considered in the practice of EE. An array of problems are revealed as contributing to the current problems affecting the implementation of EE in schools in South Africa and worldwide. The chapter concludes that there is a gap between theory and practice. In chapter three (3) an attempt is made to collect data from the field using four methods namely: oral interview, group focus interview, document analysis and observation. The chapter elaborates how this was done and how the relevant data was collected in order to support or refute the claim made in chapter one. In chapter four (4), data is categorised, coded and analysed. The data is then discussed. It is discovered that field data strongly supports literature reviewed in chapter two (2). The chapter concludes that there are problems that hinder the effective implementation of EE in formal education in South Africa and makes a number of recommendations to be implemented urgently for the situation to be arrested.

D.Ed. / You all know about population growth. When Oxford University was founded in the 13th Century there were about 500 million people in the world. When the Open University was set up there were 3 billion and when we celebrate our thirtieth anniversary at the end of this century there are likely to be 6 billion. To situate the same phenomenon ... in Africa you only have to note that in 1960 there were only three African cities with populations of over half a million. Now there are 28. In many countries population is increasing faster than gross national product. The conclusion is simple. By the next century the world will not possibly be able to train and educate its people by conventional means. We shall face the challenge of mega-education and mega-training. By the year 2000 half of the world's population will be less than 25 years old and half will live in the cities. In the developing world one third of the population will be under 14. The response to this challenge will determine the future of the world and we, as distance educators, have the nearest thing to a solution for educating and training the people of the 21st century" (Daniel, 1992:4). Seligman (1992:13) continues the above line of thought when he states: "We need a class of modern educators who are Ghandian in their commitments and concerns but who are at the same time highly modern in their technological competence and sophistication in the field of communication. This means they combine social sensitiveness with the technical capability to bend modern technology for a mass orientated education". The researcher in this study is therefore of the opinion that within the context of South African education, training and development of the workforce conventional training methodology as well as conventional delivery of programmes would futuristically not be appropriate if we consider the changing nature of local and global economies.

M.Ed. (Education) / Lecturers at technical colleges mostly come from industry and consequently they seldom have experience of teaching or the necessary qualifications to teach. As the educational profession has no formal and compulsory induction into the profession, beginner lecturers are put directly into class and are expected to teach. Although these lecturers have the required subject knowledge, they definitely lack the necessary didactical skills or methodology of education. Due to "swim-or-sink" attitude, beginner lecturers experience unique problems that place them under tremendous pressure and stress. The aim of this study was focused on the grounding of guidelines that could be used in designing an induction programme for beginner lecturers at a technical college. The methods used in grounding these guidelines for induction at a technical college were: * a relevant study of literature that was conducted into three induction programmes used in various sectors of the industry, to enquire more knowledge with regard to the design and function of these programmes; a literature and empirical study of the experienced needs and problems of beginner lectures when entering the teaching profession. A qualitative research approach was used to conduct a study in which the needs and problems of beginner lecturers in a specific technical college were identified by means of structured interviews. The lecturers that participated in this inquiry were asked to describe their experiences related to their needs and problems when they entered the teaching profession. From the analysed data the following needs and problems were identified:...

D.Litt. et Phil. (Psychology) / Assertiveness, a specific social skill is traced back to its roots in Salter's 1949 Pavlovian model. The impression is gained that the growing interest in assertiveness may be a reaction to the post-Sputnik era of increasing violence and acts of terrorism. In South Africa assertiveness training has particular relevance, as a state of emergency was -declared by the State President in the middle of 1985. It is fitting that assertiveness training be done with black adolescents as in the African communities there is concern about the estrangement of parents and their children which has contributed to the school unrest that has had such wide repercussions. An empirical study of 32 matched pairs of black South African pupils in their 11th year of schooling was undertaken in 1985 following a pilot study in 1984. The experimental groups were given assertiveness training while the control groups were engaged in other activities. The hypotheses examined were that if aggressive and submissive South African black adolescents were exposed to assertiveness training their levels of aggression and submission would be reduced, assertiveness would be increased, anxiety would be reduced and self-esteem enhanced. Evidence is adduced to indicate partial support for the hypotheses and this is discussed.