After the transition from the Apartheid government to the first democratically elected government of South Africa in 1994, massive challenges of inequality had to be addressed. The career development and ability of those individuals who were discriminated against, to participate economically, are still a challenge today which indicate that past inequalities have not yet been addressed. The study aimed to gain a deeper understanding of how inequality influence the career development of emerging adults in South Africa. The findings indicated that the legacy of inequality in South Africa is still a highly influential factor in the career development of emerging adults with regards to the lack of mentorship and access to information experienced. The inability of South Africans as a collective to address the legacy of inequality also influence prospects for career development with regards to emerging adults not being financially able to gain access to career development opportunities. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

Segregation är ett samhällsproblem som är en av Sveriges största utmaningar, där stadsdelar med socioekonomiska utmaningar har ökat i Sverige och återfinns i de flesta av Sveriges kommuner. Stadsdelar med socioekonomiska utmaningar karaktäriseras inte sällan av faktorer som påverkar tryggheten, och en majoritet av invånarna i dessa stadsdelar tenderar att känna sig extra utsatta och otrygga i samhället, inte minst barn och unga. Ambitionen med detta examensarbete var att göra ett kombinerat arbete som undersöker hur samhällsplanerare genom fysisk planering kan arbeta med trygghet och säkerhet för i synnerhet barn och unga, i områden med socioekonomiska utmaningar.  Utifrån tidigare forskning och praktisk evidens inom ämnet, har ett åtgärdsprogram arbetats fram som belyser de mest bidragande åtgärderna och verktygen som kan användas på statlig-, kommunal- och kvarter- och stadsdelsnivå, för att bidra till en trygg och säker livsmiljö för barn och unga. Vidare har arbetets vetenskapliga bakgrund i form av åtgärdsprogrammet, samt arbetets platsspecifika analys av Lorensborg, satt ramarna för ett gestaltningsförslag som gjorts på Lorensborg i Malmö, som är en stadsdel med socioekonomiska utmaningar. Utifrån den vetenskapliga bakgrunden, tillsammans med analys av Lorensborgs förutsättningar, har planförslagets mål och strategier arbetats fram, vilka utgör länken mellan den vetenskapliga bakgrunden och gestaltningsförslaget. Analysen resulterade i de tre målen: Innehållsrik och varierad stadsdel Levande stadsdel Tydlig stadsdel med hög kollektiv förmåga Målen har sedan resulterat i strategier under tre teman, som berör ‘bebyggelse’, ‘trafikinfrastruktur’ och ‘funktioner och mötesplatser’. Arbetet har givit betydelsefull kunskap om hur trygghet och säkerhet, utifrån barn och ungas behov, kan hanteras i stadsdelar med socioekonomiska utmaningar med hjälp av konkreta verktyg och åtgärder. Vilket är viktigt med tanke på den utveckling som sker i dagens samhälle. / Segregation is a problem that Swedish society faces, and one of Sweden's biggest challenges. Neighborhoods facing socioeconomic challenges have increased in the country and can be found in most municipalities. Neighborhoods with socioeconomic challenges are often characterized by factors that affect security, and a majority of residents in these neighborhoods tend to feel particularly vulnerable and unsafe in society, especially children and young people.  The aim of this thesis was to create a combined study that explores how we can address security and safety, especially for children and young people, through physical planning in areas with socioeconomic challenges. Based on previous research and practical evidence in the field, an action program has been developed to highlight the most contributing design tools that can be used at the national, municipal, neighborhood, and district levels to promote security and safety. Furthermore, the scientific background of the work in the form of the action program, and the site analysis of Lorensborg has provided the framework for a design proposal carried out for the Lorensborg area of Malmö, which is a neighborhood facing socioeconomic challenges. Drawing on the scientific background together with an analysis of Lorensborg's conditions, the goals and strategies for the planning proposals have been developed, bridging the gap between analysis and design. The analysis resulted in three goals: A rich and diverse neighborhood A vibrant neighborhood A distinct neighborhood with a strong collective efficacy These goals resulted into strategies under three themes, addressing 'built environment,' 'traffic infrastructure,' and 'functions and meeting places.' The work has provided significant knowledge on how to address security and safety in neighborhoods with socioeconomic challenges, considering the needs of children, through the use of concrete tools and measures. This is important considering the developments taking place in today's society.

This study was designed to investigate the correlational relationship between four school elements listed on the Texas Academic Progress Report (TAPR) and the academic achievement of 8th grade African American male students. Data for this study was provided from the Texas Education Agency's (TEA) Office for Public Information Requests. The study included four independent variables: percent of socioeconomically disadvantaged students, average years of teachers' experience, attendance rate and average class size in mathematics. The dependent variable was the 8th grade African American males' performance on the mathematics STAAR exam. The study examined scores from the mathematics STAAR exam for the years 2012-2014. The sample population included 1,540 schools and 47,169 individual test results. The results of the correlational analysis indicate that none of the independent variables were correlated to each other, but each of the independent variables had a statistically significant correlation with the dependent variable at the p < .05 level. The study also sought to explore the variance in academic achievement that could be explained by the four independent variables when used as a model. The results of the simple multiple regression suggest that not only were the results statistically significant at the p < .01 level, but the model explained 32.4% of the variance in 8th grade African American males' performance on the STAAR mathematics exam in the years 2012-2014.

A child's early years are vital for development. The first few years of life is a period of rapid physical, mental, emotional, social and moral growth and development. This is a time when young children acquire concepts, skills and attitudes that lay the foundation for lifelong learning. During this time, parents are the primary influence on a child’s development and learning. The more parents are involved with their children, the more positive learning and general life outcomes occur. Different factors have been linked to children’s readiness to learn as they enter school. These include family characteristics such as the income level of the child’s household, parent education, and family structure. Other experiences in the home and community also linked to children’s readiness to learn include the quality of their relationships with parents, educational activities at home, and opportunities to participate in recreational or educational activities. Research has shown that poverty in early childhood can prove to be a handicap for life. Studies have revealed that many children under the age of five, living in poverty, annually fail to reach their full cognitive and social potential and do not have the necessary knowledge, skills and attitude to engage effectively in formal schooling once entering Grade 1. In the light of this, parents are in a key position to establish a suitable environment and to provide experiences during the early childhood years, whereby their young children can grow and develop to reach their fullest potential. This study is aimed to determine the way parents from disadvantaged backgrounds perceive their role, in their children’s early development and preparation for school. A selected group of parents of preschool children from disadvantaged communities in an area northeast of Tshwane participated in focus group discussions. Through the information obtained from the study, crucial limitations and needs regarding parenting and school preparation were identified. Based on these findings, the necessity for an effective and helpful parental guidance and intervention programme for these disadvantaged communities were recognized. If parents become more knowledgeable about early childhood development and school readiness, by expanding and improving their parenting skills, they might largely improve the development and learning abilities of their preschool children. It is therefore recommended that this study forms the foundation in the development of an intervention programme, which addresses the needs of these parents and provides support to equip them in their roles, in preparing their preschool children for school. / Early Childhood Education and Development

The Junior primary teachers have the task of catering for the needs of pupils of varying abilities in their charge. With the admission of culturally different groups of children (many of them from disadvantaged communities) to schools previously accustomed to having one cultural group, this task of catering for the needs of pupils presents a problem as teachers are not trained to deal with disadvantaged children. The aim of this study was to formulate scientifically sound guidelines according to which class teachers can plan and implement language programmes for disadvantaged learners. In order to formulate such guidelines, a theoretical investigation was undertaken on normal language development and on the effects of disadvantagement on the scholastic and language performance of the child. Various programmes available for disadvantaged learners which are being implemented in other countries were evaluated. On the basis of these findings guidelines were suggested to class teachers for planning language programmes for disadvantaged learners. / Teacher Education / M. Ed. (Orthopedagogics)

The role played by the principal as instructional leader worldwide is critical due to its direct and indirect impact on learner achievement.In South African primary schools the role of the principal as instructional leader in improving learning achievement is a pressing issue since most South African primary school learners perform far below par as determined by benchmarking carried out by local and international education assessment agencies with reference to curriculum goals and literacy and numeracy milestones.This descriptive exploratory study examined the role of the principal as instructional leader in primary schools in South Africa with special reference to the Tshwane South District, Gauteng Province. The study was informed by a literature review of local and international sources related to theoretical perspectives on instructional leadership, the features of instructional leadership that impact on learner achievement and selected models of instructional leadership. An overview of contextual and school factors which shape primary school learner achievement in South Africa with reference to the rural and township communities also framed the empirical inquiry. A mixed method study was conducted according to two phases: Phase 1 comprised the quantitative component (questionnaires); Phase 2 comprised the qualitative component (interviews). Both phases were conducted in the Tshwane South District, Gauteng Province. In both phases data were gathered from primary school principals and Institute Development Support Officials (IDSOs) selected by random and purposeful sampling respectively. The questionnaire findings indicated that the principals and IDSOs had adequate qualifications and experience, and that key school policies are in place. However, the principals are less confident about policy implementation, particularly with regard to educator and learner discipline. They face many systemic problems, such as inadequate school resources and additional funds in no fee-paying schools to improve the infrastructure and reduce the learner-teacher ratios. The findings from the interviews indicated that the principals struggle to maintain participative management with the school governing bodies; are hampered by contextual factors, especially poor school infrastructure; and are challenged to meet the requirements of annual benchmarking assessments. Based on the findings of the literature study and the empirical inquiry recommendations are made to improve practice, including a call for the professional development of principals in project management and fundraising. / Educational Leadership and Management / D. Ed. (Education Management)

The Junior primary teachers have the task of catering for the needs of pupils of varying abilities in their charge. With the admission of culturally different groups of children (many of them from disadvantaged communities) to schools previously accustomed to having one cultural group, this task of catering for the needs of pupils presents a problem as teachers are not trained to deal with disadvantaged children. The aim of this study was to formulate scientifically sound guidelines according to which class teachers can plan and implement language programmes for disadvantaged learners. In order to formulate such guidelines, a theoretical investigation was undertaken on normal language development and on the effects of disadvantagement on the scholastic and language performance of the child. Various programmes available for disadvantaged learners which are being implemented in other countries were evaluated. On the basis of these findings guidelines were suggested to class teachers for planning language programmes for disadvantaged learners. / Teacher Education / M. Ed. (Orthopedagogics)

The role played by the principal as instructional leader worldwide is critical due to its direct and indirect impact on learner achievement.In South African primary schools the role of the principal as instructional leader in improving learning achievement is a pressing issue since most South African primary school learners perform far below par as determined by benchmarking carried out by local and international education assessment agencies with reference to curriculum goals and literacy and numeracy milestones.This descriptive exploratory study examined the role of the principal as instructional leader in primary schools in South Africa with special reference to the Tshwane South District, Gauteng Province. The study was informed by a literature review of local and international sources related to theoretical perspectives on instructional leadership, the features of instructional leadership that impact on learner achievement and selected models of instructional leadership. An overview of contextual and school factors which shape primary school learner achievement in South Africa with reference to the rural and township communities also framed the empirical inquiry. A mixed method study was conducted according to two phases: Phase 1 comprised the quantitative component (questionnaires); Phase 2 comprised the qualitative component (interviews). Both phases were conducted in the Tshwane South District, Gauteng Province. In both phases data were gathered from primary school principals and Institute Development Support Officials (IDSOs) selected by random and purposeful sampling respectively. The questionnaire findings indicated that the principals and IDSOs had adequate qualifications and experience, and that key school policies are in place. However, the principals are less confident about policy implementation, particularly with regard to educator and learner discipline. They face many systemic problems, such as inadequate school resources and additional funds in no fee-paying schools to improve the infrastructure and reduce the learner-teacher ratios. The findings from the interviews indicated that the principals struggle to maintain participative management with the school governing bodies; are hampered by contextual factors, especially poor school infrastructure; and are challenged to meet the requirements of annual benchmarking assessments. Based on the findings of the literature study and the empirical inquiry recommendations are made to improve practice, including a call for the professional development of principals in project management and fundraising. / Educational Leadership and Management / D. Ed. (Education Management)

Afrikaans text, with English and Xhosa summaries / Baie leerders in voorheen benadeelde skole kom uit enkelouerhuise, waar ouers lang ure werk en dikwels ongeletterd is. Dit lei daartoe dat die oorgrote meerderheid leerders in 'n ongestruktureerde omgewing en in huise grootword sonder duidelike dissiplinêre grense. Dissiplinêre grense behels die daarstelling van duidelike perke wat aan kinders wys wat hulle mag doen en wat hulle nie mag doen nie. Alle kinders het grense nodig om optimaal te groei en te leer. As kinders weet wat die gevolge daarvan is om buite die grense te beweeg, sal hulle probeer voldoen aan verwagtinge. Aan die anderkant sal 'n gebrek aan grense baie dissiplinêre probleme veroorsaak, aangesien leerders nie tuis selfdissipline aanleer nie. Daarbenewens word hulle dikwels grootgemaak in omgewings waar hulle blootgestel word aan dwelms, geweld, misdaad en bendes. Hulle verwerf nie die kennis van watter soort gedrag tuis of in hul gemeenskappe moreel en sosiaal aanvaarbaar is nie. Die gebrek aan dissipline en selfdissipline tuis lei tot dissiplinêre probleme in die klaskamer, veral by leerders in voorheen benadeelde skole. Die onderrig van goeie dissipline, wat tot selfdissipline lei, berus op opvoeders se skouers in die skoolkonteks. Dus word die rol van skole en opvoeders uiters belangrik, hoewel dit na 'n onoorkomelike probleem klink. As alle belanghebbendes 'n rol kan speel om leerders te help om optimaal te ontwikkel, sal dit ook help met dissiplinêre probleme. / Many learners in previously disadvantaged schools come from single parent homes, where parents work long hours and often are illiterate. This leads to the fact that the vast majority of learners grow up in an unstructured environment and in homes without clear disciplinary boundaries. Disciplinary boundaries involve establishing clear limits that show children what they are allowed to do and what they are not allowed to do. All children need boundaries to grow and learn optimally. When children know what the consequences are for stepping out of bounds, they will be more compliant. A lack of boundaries on the other hand causes many disciplinary problems, as learners do not learn self-discipline at home. In addition, they are often raised in environments where they are exposed to drugs, violence, crime and gangs. They do not acquire the knowledge of which types of behaviour are morally and socially acceptable at home or in their communities. The lack of discipline and self discipline at home leads to disciplinary problems in the classroom, especially with learners in previously disadvantaged schools. The teaching of good discipline, leading to self discipline rests on educators’ shoulders in the school context. Thus, the role of schools and educators become extremely important, although it sounds like an insurmountable problem. If all stakeholders could play a role to assist learners to develop optimally, it will also help with disciplinary problems. / Uninzi lwabafundi abaphuma kwizikolo ebezihlelelekile ngaphambili bavela kumakhaya anomzali omnye, apho abazali besebenza iiyure ezinde kwaye kunjalo bengafundanga. Ngoko uninzi lwabafundi lukhulela kwindawo engenasiseko someleleyo nakumakhaya angenamiqathanga icacileyo yokuziphatha. Imida yokoluleka kokuziphatha ibandakanya ukumiselwa kwemida ecacileyo ebonisa abantwana izinto abavunyelweyo ukuzenza nezinto abangavunyelwanga ukuba bazenze. Bonke abantwan bafuna ukubekelwa imiqathanga ukuze bakhule ngokugqibeleleyo. Xa abantwana bezazi iziphumo zokutyeshela imiqathanga ebekiweyo baya kuthobela nangakumbi. Ukongeza, basoloko bekhulela kwindawo apho bedibana neziyobisi, ubundlobongela, ulwaphulo-mthetho namamaqela emigulukudu. Ngoko ke, abalufumani ulwazi ngeentlobo zokuziphatha ezivumelekileyo ekhaya okanye ekuhlaleni. Ukungabikho kwenqeqesho nokuzihlonipha ekhaya kukhokelela kwiingxaki zokuziphatha egumbini lokufundela, ingakumbi abafundi abakwizikolo ebezihlelelekile. Ukufundisa indlela efanelekileyo yokuziphatha, ekhokelela ekuziphatheni kakuhle, ngumthwalo wootitshala esikolweni.Yiloo nto indima yezikolo nootitshala iba yeyona ibaluleke kakhulu, ngaphandle kwale ngxaki ikhangeleka ingenakuphela. Ukongeza, ukuba bonke ababandakanyekayo banokudlala indima ekuncedeni abafundi ukuba bakhule ngokugqibeleleyo, kunganceda ekusombululeni iingxaki zokuziphatha. / Psychology of Education / M. Ed. (Opvoedkundige Sielkunde)

<div>This research analyzes over 60,000 awarded highway contracts from 18 states throughout the United States. Analysis was performed on the state and aggregate level. The contracts were awarded from the years 2008 through 2018. Statistical analysis utilizing Pearson's Correlation and Ordinary Least Squares regression for each sample was performed to identify each variables relationship between the budget and awarded values.</div><div>The research examined effects of economic indicators, contractor descriptors and yearly/seasonal adjustments These variables included DBE Participation Goal, Number of Bidders, Project Dollar Value, Project Duration, Unemployment Rate, S&P 500 Index, Volatility Index, quarter, and year of project award. The results were examined by using a combination of simple statistical summaries and econometric coefficients called a cost vector. <br></div><div>Summary statistics observed Bid Difference at 8.5% below the Engineer's Estimate. The study observed DBE Participation Goals averaged 3.74% of the value of contracts, with an observed average of 4.5 bidders per contract. <br></div><div>The research determined that 55% of observed states had a positive significant correlation with DBE Participation Goal and Bid Difference. This correlation translated to nearly $80 million in additional cost. In addition, the research determined that all 19 groups in this study had a negative significant correlation with the Number of Bidders. The correlation translated to a savings of nearly $500 million. <br></div>