Diploma thesis deals with cross-curricular themes at middle school level. In theoretical part the cross-curricular themes are described, as included in the general curriculum for basic education. Further attention is dedicated to {\clqq}Multicultural education``. Practical part includes the survey of teachers at elementary schools in reference to their work on the school curriculum for basic education and cross-curricular themes. Diploma thesis also includes suggestion of several lessons which can be used for multicultural education.

The thesis is written about the possibilities of leisure-time activities at work with cross-sectional themes at the first stage of a primary school. The thesis is aimed to capture the experience of teachers in integrating cross-sectional themes and making up a five-day program. Teoretical part is defined basic terms of the general educational program and cross-sectional themes and are characterized by leisure-time activities. Outlines the procedures how cross-sectional themes are adapated into the school educational programs. Joining between cross-sectional themes and leisure-time activities, pointing out possibilities of leasure-time activities offering goals for fulfilling the content cross-sectional themes issues in education. The practical part is find out the situation of the integration of cross-sectional themes helped by questionnaire methods at primary schools. The focus of this thesis is to prepare a five-day program of leisure activities with a focus on multicultural education.

Social problems that are identified by government policy are articulated in ways that confer the responsibility of their management onto the state. In this way, policy reform serves as a means to justify political rule, as the ‘answers’ to policy failures are located within the realm of state intervention. This role of policy is maintained by the traditional definition of policy as it enables policies to be presented as the outcome of ‘necessary’ actions taken by state institutions to better the wellbeing of citizens. Since 1994, mainstream research on basic education policy in South Africa has employed traditional understandings of policy and its function. In doing so, these inquiries have failed to question the very idea of policy itself. They have also neglected to identify the productive role played by policy in the practice of power. To illuminate the necessary limits of policy reform, an alternative approach to analyse basic education policy is necessary. This thesis premises policy as discourse and advances a governmentality analysis of basic education policy during the first fifteen years of democracy (1994-2009) in South Africa. By drawing on the work of Michel Foucault, the study argues that government – ‘those actions upon the actions of others’ – during this period in South Africa was informed by both a liberal and a neo-liberal mentality of rule. The tensions between these two rationalities contributed to the continuation of apartheid’s socio-economic inequalities in the postapartheid era; an outcome buttressed by the contradictory impulses within basic education policy. By considering policy as a productive translation of governmental reasoning, the boundaries of intervention for future policy reforms are highlighted. These show that the inequalities that were perpetuated during the first fifteen years of democracy justify policy responses similar to those responsible for their production

Magister Legum - LLM / The financing of public schools in South Africa is dependent on school fees to a great extent. However, the legislative process governing the charging of school fees perpetuates the entrenched inequality in the education system and violates the constitutional rights of those learners who are unable to afford school fees and other educational costs. This study examines the impact of the school funding system on the right to basic education of these learners, who are in most instances black and/or poor. / South Africa

MEd (Educational Management) / Department of Educational Management / The aim of this study was to investigate the merger of schools’ programmes in the Department of Basic Education (DBE) in Vhembe District for the academic years 2010 to 2016. When small schools are not merged, it is difficult for the Department of Basic Education to adequately allocate resources for effective and efficient teaching and learning. The study adopted Eisner’s Connoisseur Model of Enquiry as its theoretical framework. Besides the theoretical framework, the study also adopted a legal framework: SASA, Act No. 84 of 1996. This study was conceptualised within the interpretive paradigm, subsumed under a qualitative research design. Data was collected through interviews and document analysis. The population of the study was eighty-five (85) schools identified for merger in the Vhembe District. Purposive sampling was used to select nine (09) principals from the merging schools, three (03) Deputy Manager Governance officials from the identified circuits and one (01) district governance official in Vhembe District. Hence the sample of the study was thirteen (13) participants. Data was analysed thematically. The study revealed that most schools identified for merger were merged prematurely; that is, schools were merged before the provision of relevant infrastructure and resources in the merging centres and this caused the communities to reject mergers. The study recommends that proper consultation with relevant local structures like traditional leaders in particular is crucial to ensure that the merging of schools is implemented with minimal challenges. Correct interpretation, implementation of policies and effective monitoring of programmes should be ensured to advocate for school merging. / NRF

TITLE: Knowledge and attitudes towards HIV / AIDS among adolescents in the selected region AUTHOR: Bc. Magdalena Sajdlová DEPARTMENT: Department of education and social education, department of health education SUPERVISOR: Peadr. Eva Marádová, Csc. ABSTRACT: The thesis is divided into the two parts. The first part describes basic information about HIV and AIDS - the essence of the disease, transmission of disease, method of spreading the principles of diagnosis, therapy options. I describe the basic principles of prevention for a wide strata of the population and the basic principles of teaching, education and prevention in the elementary school. The second part is called research investigation. It describes the basic structure of the work. The research part contains the way of teaching of HIV and AIDS in three selected elementary schools and one selected secondary school in eighth classes. Information was obtained using a questionnaire, where I find the knowledge and attitudes of pupil sin individual schools and an interview with a teacher who has taught this subject. The results of the schools compare with each other. Based on the results of the evaluation recommendations processing (content, form) for individual schools. KEYWORDS: HIV / AIDS, disease characteristics, disease prevention

[pt] É crescente na Educação básica a preocupação em formar olhares capazes de aceitar a complexidade das situações reais, sem reduzi-la, sintetizá-la ou livrá-la de suas contradições. Neste contexto, a ideia de preparar alunos competentes para resolverem problemas é recorrente em documentos acerca dos novos objetivos da Educação contemporânea, especialmente nos parâmetros do PISA, o importante programa de avaliação internacional de estudantes, no qual assume o status de símbolo da capacidade de mobilizar conhecimentos para lidar com a realidade. A partir da consideração de que o conceito de resolução de problemas ainda é interpretado de formas bastante díspares, esta dissertação visa explorar possíveis contribuições do campo do Design para a Educação, no sentido de trazer novas perspectivas sobre o seu papel na capacidade dos alunos em lidar com a complexidade do mundo, tal como descrita por Morin. Para tanto, foi traçado um percurso de discussões epistemológicas e metodológicas, desde Simon até Coyne e Findeli, passando por Rittel E Webber, Schon e Buchanan, nas quais é questionada a congruência dos termos problema e solução com a prática e o ensino do campo. Também foram conduzidas entrevistas com professores da Educação básica que cursaram a graduação em Design, como forma de nos engajarmos em um diálogo, do qual poderiam emergir conceitos e conexões que revelassem como os entendimentos próprios do campo do Design poderiam oferecer contribuições para o âmbito educacional. Entendemos que o contexto de propensões e motivações do Design, pela pluralidade de sua dimensão cultural, favorece a transcendência das dicotomias e a compreensão do aspecto fundamental da complexidade. / [en] There is a growing concern in general Education with developing an acceptance of the complexity of real-life situations, without reducing it, synthesizing it or exempting it from its contradictions. In this context, the idea of preparing students to be competent problem solvers is recurring in documents about the new of goals of contemporary Education, especially in the PISA (Programme for International Student Assessment) framework, where it symbolizes the capacity of using multiple understandings to deal with reality. Considering that the concept of problem solving is still interpreted in very unequal ways, this dissertation intends to explore possible contributions from the field of Design to Education in the sense of bringing new perspectives to its role in students’ capacity of grasping the complexity of the world, as described by Morin. In order to accomplish that, a trajectory of epistemological and methodological discussions that question the congruence of the terms problem and solution with Design education and practice has been traced, from Simon to Coyne and Findeli, passing by Rittel AND Webber, Schön and Buchanan. Interviews with teachers who work in general Education and studied Design were also conducted as a way to engage ourselves in a dialogue from which concepts and connections about how Design thinking can contribute to the educational field could emerge. We understand that, because of its plural cultural dimension, the context of motivations and proclivities from Design favors the transcendence of dichotomies and the understanding of the fundamental aspect of complexity.

The purpose of this research was to examine the perceptions of a selected group of retrenched participants from Ford Motors in Gauteng in the Dipaakanyo Social Plan Programme. An evaluative qualitative study utilizing a triangulation of methods was chosen. The findings revealed that the programme led to an understanding of the economic context, acquisition of new skills, and changes in attitude and behaviours. The challenges were the timing, duration, as well as the language and style of facilitation. Recommendations were that the programme form part of an Employee Assistance Programme, develop comprehensive individual development plans and inclusion of spouses.

Student Number : 9710307F - MEd research report - School of Education - Faculty of Humanities / This study evaluated the impact on learners of Adult Basic Education and Training (ABET) programmes at Duvha Power Station. The methods of collecting data comprised face-toface interviews, on-site participant observation, classroom observation and document analysis. The underlying assumption was that ABET programmes did not have a positive impact on either the company and individual candidates, and that they were only provided to comply with the legislation and not to develop and empower people. What emerged from findings was that ABET programmes had a major impact on the company and on the individual candidates, in their homes and communities. The findings, however, also revealed weaknesses and challenges in ABET level 1 that need to be addressed i.e ABET level 1 respondents showed no further interest in participating in the programme citing advanced age, learning being for youth, difficult sums etc, as some of the reasons.

This study investigated implications of new education policies, the white paper on education and training and implementation of adult basic education and training (ABET) and the consequences thereof for education, training and development practitioners (ETDPs) and adult learners. The study also investigated how ETDPs implement new ABET policies and how these new policies affect adult learners. Adult education policies (in the democratic South Africa) were introduced to reduce inequalities in education. Despite these interventions, since 1994 the failure rate of adult education learners has continued to deteriorate. (This is partly confirmed by honours students (see Personal Communications) involved in teaching adult learners from 1993 to 1998.) The new adult education policies are intended to improve literacy and the quality of education for adults in South Africa. However, this does not seem to be happening. Three groups within adult education participated in this study. The groups consisted of twenty (20) adult learners, seven (7) ETDPs and seven (7) district education managers. All thirty-four (34) respondents were based in Soweto and the surrounding areas, which lie within Gauteng Province (see map contained in Appendix A). The information was gathered from respondents by telephonic interviews and by completing questic-nnaires. The literature review examined adult education policies; the Whit,- Pape" on Education and Training; successes and failures of ABET policies; and implementation and financial implications for adult education. “Quality education” based on a review of literature (world-wide and locally) was explored The information from the respondents supports the view that new ABET polices have had little impact in offering quality education. The results from the. interview and questionnaires show that the process of policy implementation is ineffective and inefficient, and is without clear direction. Workshops orgauised by the Department of Education reach only a few, and are not very effec j F i n a n c i a l constraints have rendered the process of policy implementation almost, impossible. The majority of learners and educators in this study were not iu'iy aware of the workshops. Based on world-wide and local literature, elements which might improve quality education were suggested. The study used both a qualitative and a quantitative approach. The concluding section of the research report suggested areas for future research relating to the process of policy implementation in adult education in South Africa.