Like other countries globally, South Africa has embraced inclusive education as a reform that supports and welcomes diversity among all learners. Inclusive education is a process of addressing the diverse learning needs of all learners by reducing barriers to and within the learning environment, as well as to increase their full participation in the learning process. In every classroom, there are learners who present with a diversity of personal characteristics and experiences attributable to physical, personal health or wellbeing, intellectual, psychological, religious, cultural, socio-economic or life experiences that may impact on their access to and participation in learning. It is important to respect the learners’ diversity in order to respond to the unique strengths and needs of every individual learner. The problem is that the pathological-deficit model seems to play a dominant role in teaching and learning, whereby learners who experience barriers to learning and development are not given opportunity to participate fully in learning. The purpose of this study is to enhance productive pedagogies to shift from pathological-deficit model which approaches learners based upon the perceptions of their weaknesses rather than their strengths and views those learners’ differences as deficits. The theoretical framework of critical pedagogy and social constructivism provided an extensive platform from which to engage with the study. A mixed methods study was conducted in two phases. Both phases were conducted at the Bojanala district in the North West Province. Phase one comprised a qualitative approach where focus groups and individual interviews were conducted with SBSTs and principals. Phase two comprised the quantitative approach where all teachers at the selected schools completed a questionnaire. A sequential mixed methods sampling was used with a multilevel purposive sample for choosing the schools. In both phases data were gathered from mainstream, full-service and special schools’ SBST, principals and all teachers selected by purposive and probability sampling respectively. The findings from the qualitative phase revealed that some schools are fully resourced to address diversity and respond to diverse learning needs of all learners. It is further revealed that inclusive practices are effectively implemented at those schools. It was also revealed that some schools were under-resourced to address barriers to learning and to respond to learners’ diverse needs. The SBST from the mentioned schools were not functional because they were not trained on their roles and responsibilities as support structures at their respective schools. Furthermore, several factors were identified as challenges in implementing inclusive practices and responding to diverse learning needs, and these are: limited teaching and learning time, overcrowding, lack of support from the District-based Support Team (DBST), insufficient knowledge and skills on addressing diversity and barriers to learning, lack of parental involvement and inadequate learner progression policy. The questionnaire findings indicated that some teachers did not have knowledge and skills on inclusive practices, did not attend inclusive education workshops and that there is a need for an extensive continuous professional teacher development programme for such teachers. Based on the findings of the empirical inquiry, recommendations are made to enhance productive pedagogies, improve inclusive practice and a call is made for extensive continuous professional teacher development where teachers can talk and share ideas about different approaches and strategies on how they can adjust their pedagogies, respond to diverse learning needs of all learners and get learners involved in learning. / Inclusive Education / D. Ed. (Inclusive Education)

The importance of supervision and the influence of this relationship on the process of supervision, is often underrated. In order for this process to be implementede success-fully knowledge of the different functions including the administrative- educational- and supportive functions is of the utmost importance. It is also becoming increasingly impor-tant that note should be taken of the impact that cultural differences has on supervisor-relationships, the supervisional process and the effectivity of rendering of service as so-cial service organisations increasingly consists of diverse staff members rendering service to a diverse clientelle. This descriptive study has as goal to describe the impact of cultural differences on the practice focussing on the function of supervision and the establishment of diverse organisations and problems arising in this connection. Carefull attention will be paid as to how respondents experience cultural differences in the working environment, their problems and their opinions of how to solve these problems effectively. Conclusions and recomendations were made, which focussed on problems arising as result of cultural differences. The compilation of tentative guidelines which could be usefull in establishing supervision services with greater cultural sensitivity were given. / Social Work / M.Diac (Maatskaplike Werk-Rigting)

South Africa is currently experiencing rapid social change with socio-economic deprivation, influencing the future orientation of adolescents. Research indicates that a lack of future expectations affects present behaviour−diminishing the possibility of socialisation and productivity in adulthood. The objective of this study is to assess the future perceptions of indigent adolescents. The Gestalt paradigm provided the framework for defining the study. This empirical study uses a mixed methodology design combining both the quantitative and the qualitative approaches. A crosssectional survey provided the groundwork in terms of ascertaining the degree of awareness in respect of the future orientation of indigent, urban adolescents whilst a qualitative, semi-structured, one-on-one interview provided an in-depth contextualisation of the problem. The empirical study demonstrated that, although socio-economic deprivations and pervasive social issues do influence the future orientation of adolescents in South Africa, these influences have not eradicated the indigent adolescents’ motivational striving toward a positive and productive future. / Social Work / M. Diac. (Play Therapy)

The implementation of inclusive education is a challenge to most educators. The real challenge lies in the management of inclusive education. The researcher, therefore, adopted a qualitative approach to understand the participants ’understanding of inclusive education and to answer the research questions that sought to explore the phenomenon of inclusive education as presented in chapters one and five. Chapters two and three presented the latest developments, policies and practices related to inclusive education, as well as management of inclusive education. A sample of five primary school principals and fifteen educators was chosen. Data was collected through in-depth individual semi-structured interviews and focus group interviews. It emerged from the literature study that inclusive education has become a reality in Botswana, Lesotho, Namibia, South Africa and abroad. Most schools in these countries have been changed into full service schools. For example, in South Africa Tshiluvhi primary School became Tshiluvhi Full Service primary School. This shows that the government of South Africa accepts that learners with disabilities are part of the community and, therefore, have a right to receive equal and quality education.Although inclusive education is a reality in the above-mentioned countries, there are many obstacles that are still to be overcome. For instance, the issue of fiscal constraints, negative attitudes to disability, lack of support services, rigid teaching methods, teacher expertise, teacher training, time management and large class sizes are major impediments to the realisation of effective inclusive education. The same constraints were also raised during the interviews by most of the participants. Most educators and principals complained that management of inclusive education is compromised by lack of resources. Recommendations based on the findings of this study revolve mainly around the introduction of internal workshops, provision of resources and building enough classrooms to reduce the learner-teacher ratio. It was revealed during the interviews that members of the institutional level support teams and the principals of the selected primary schools were aware of their roles in managing inclusive education. For example, they manage finances to ensure the successful implementation of inclusive education and support and monitor teachers in the implementation of inclusive education.The study hopes to contribute to the existing body of knowledge and to be useful to teachers and various stakeholders by enabling them to find more constructive ways of building a successful inclusive education system. / Educational Studies / M. Ed. (Education management)

Cultural conflict is endemic in diverse societies and schools. It manifests in both subtle and overt ways, permeating the whole school environment and posing tremendous challenges for society. The purpose of this study is to devise an education strategy to reduce cultural conflict in schools administered by mines in Zimbabwe, with a particular reference to language and teacher capacity to cope with diversity in mining-town schools. This study was guided by three theoretical frameworks: Bourdieu’s capital theory, Nussbaum’s cosmopolitan education theory and unhu/ubuntu moral theory. Nine models for the reduction of cultural conflict in diversity were reviewed in order to gain insight relating to cultural conflict in mining-town schools. The qualitative research design of the study was approached from a phenomenological perspective with regard to document analysis, face-to-face and focus group interviews as well as classroom observation. Three school administrators, three SDC members, two company managers, three Grade 2 teachers and 30 Grade 6 learners were purposively selected to participate in the study. It emerged from the study that conflict was attributable to teachers with no command of language(s) spoken by the school-going population and lacked training and apititude for the task of dealing with language and cultural diversity in the classroom. It was also found that cultural conflict as described above could be reduced by establishing well-resourced language learning centres that foster essentially civilised values like respect, tolerance and dialogue. Participants also saw an ethnic match between staff and learners as significant in averting cultural conflict. The study recommended that the government should provide services that address diverse learners’ unique needs. / Early Childhood Education / D. Ed. (Socio-Education)

South African schools have educators that are faced with numerous challenges in managing their day-to-day classroom activities in general. This challenge is further made worse when it comes to managing classrooms with learners experiencing barriers to learning. The study investigated the suitability of different classroom management styles by educators in accommodating the needs of diverse learners experiencing barriers to learning. The study used a qualitative approach in which data was collected through the use of interviews, focus group discussions, lesson observations as well as literature review. The data analysis and findings revealed that many educators possess qualifications to teach and manage classrooms in regular or mainstream schools and not in special schools. With time these educators end up having to cope with managing learners experiencing barriers to learning through in-service training and professional development. The study established that there is no single classroom management strategy that should be used to manage learners experiencing barriers to learning. Educators should adapt their classroom management and teaching methods to accommodate the needs of learners experiencing barriers to learning. The study recommended that the government and the Department of Basic Education should train more educators in special education to enhance efficiency in managing learners with barriers to learning. Support structures and mechanisms should also be put in place to assist educators with different challenges that they face in the classroom on a daily basis. The study also recommended that all stakeholders in education like the government, SGBs, DoE, educators, Principals, parents, religious leaders and the community should come together to help manage lack of discipline among learners as well as giving all the necessary support to help manage learners experiencing barriers to learning. / Educational Management and Leadership / M. Ed. (Education Management)

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This master's thesis explores the potential for collaboration among diverse actors on the island of Gotland to achieve environmental sustainability. The study employs the concept of biomimicry, utilising selected natural phenomena as a source of inspiration. A theoretical framework and qualitative research methodology are employed to guide the process, with the aim of developing a strategy to enhance the collaborative state for environmental sustainability on Gotland. Drawing on principles derived from nature, the study investigates how biomimicry can provide solutions and inspire collaborative efforts for environmental sustainability. Central to the research is the exploration of trust-building mechanisms among diverse actors. Recognising that trust is a fundamental ingredient for effective collaboration, the study examines strategies that can foster trust within the context of environmental sustainability. By identifying barriers and enablers of trust, the thesis proposes actionable recommendations to enhance the trust-building process on Gotland, thereby fostering a conducive environment for collaboration. The proposed strategy aims to create a collaborative framework that fosters long-term partnerships, harnessing the diverse expertise and resources of each actor to address the multifaceted challenges of environmental sustainability on Gotland. In conclusion, this master's thesis underscores the value of applying biomimicry principles to foster collaboration for environmental sustainability on Gotland.

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No description available.