M.Ed. / The White Paper on the provision of education in the RSA (1983: 3) has made proposals for a new policy framework on issues of ownership, governance, finance and legal categories of schooling. On launching the White Paper (1993) on Education Provision, Prof. Sibusiso Bhengu (Minister of Education) (Learning Press No 7:712/03/1993:49) said that S.A. has never had a truly national system of education and training and does not have one yet. He added that the White Paper describes the process of transformation in education and training so that a system serving all our people, democracy and the RDP can come into existence. According to the ANC Discussion Document (1994:50) the upgrading of the teacher's quality will improve their competence. The country needs a dynamic system with a clear mission and sufficient scope to perform it. The ANC Discussion Document (1994: 50)states that teacher preparation and development would be the cutting-edge of educational

M.Ed. (Multiculturalism and Education) / This project will endeavour to turn misconceptions of the past into mutual trust, understanding and respect for each of the population groups involved. It is hypothesized that: Intergroup contact can help refine information related to stereotypes and prejudice (Engels, 1993:1). Engels (1993:1) further argues that "intergroup contact alone is not sufficient to improve intergroup relationships and counter prejudices permanently". This research endeavours to probe into the possibility of reducing prejudice by creating a situation in which juveniles from different population groups will interact and engage in communication. To this, Czula (1979:31), contends that "only the type of contact that leads people to do things together is likely to result in changed attitudes". As a result, non-racial extra-curricula activities have been organised to provide a common ground where interpersonal and intergroup encounters will take place. Such an encounter is meant to instill in the youth (i.e. high school students, black and white) respect and understanding for other cultural groups irrespective of their pigmentation. In preparation for an integrated, multicultural education system which does not deny cultural plurality, it is necessary to prepare our youth for the advent of such a system by exposing them to a situation in which they will learn about each other's perceptions. It is hoped that this will enable students to rid themselves of unfounded misconceptions by laying the ground for them to acquire knowledge about each other and share matters of common concern, in order to bridge the chasm which exists between them.

M. Ed.

No description available.

In terms of Section 9 of the Constitution of the Republic of South Africa of 1996, Chapter Two, the Bill of Rights, there should be gender equality amongst other things. In terms of Section15 (i) of the Employment Equity Act (Act 55 of 1998), there should be equal representation of suitably qualified people from the designated groups (blacks, women and people with disabilities) in all occupational categories and levels in the workforce. Section 15 (ii)provides that an employer who employs more than 50 employees must conduct a gender audit and make a gender equity plan and implement it when new employees are employed. In the Department of Education in the District of Butterworth, there is no gender equality in the number of senior secondary school managers. Men constituted 65 percent and women constituted 35 percent. The study investigated reasons for unequal representation of men and women as senior secondary school managers. The study was qualitative in design. The participants in the study were the Assistant Director of the Human Resource Section of the Department of Education and school governing body members, who were parents and educators. Interviews were used to collect data from the participants The study found that, amongst other things, gender equity was not considered when senior secondary schools managers were employed. That was why there was unequal representation of men and women in senior secondary schools’ management positions. This implied that those involved in the employment of secondary school managers in the district of Butterworth did not consider the Employment Equity Act (Act 55 of 1998) as a guide when employing senior secondary school managers in order to be able to achieve gender equality in this position. That was why there was unequal representation of men and women in senior secondary schools’ management positions.

M.Ed. / The aim of this study is to investigate and determine the effect of a strategy like the computer in the equalisation of the educational opportunities for people with visual impairment. Furthermore, the study seeks to establish the effect of computer usage in subjects considered inaccessible to people with visual impairment. The attitude and perception of the educator toward) both the learner and the role the assistive device plays in the education situation will be examined. The perception that the person with visual impairment has about his potentials will be studied. Ultimately, educational opportunities constitute the core of the research. In other words, the focus of this study will be on what must be done to fully and in the best possible terms meet the educational needs of persons with visual impairment. What strategies must be employed to equalise educational opportunities for visually impaired people?

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

Submitted in Fulfilment of the Requirements for the Degree of Master of Education in the Department of Philosophy of Education in the University of Zululand, 1994. / The study contributes scientifically to the erudite debate still going on and problems facing the Government of National Unity about open schools. The study reveals the most central problem in open schools, that is, if education amongst its functions serves to enhance and maintain cultural identity, thus, are open schools culturally relative to maintain all cultural identities. The study further reveals alienation as a social problem suffered by African pupils in open schools and in their respective communities. Different perceptions and expectations by African parents are revealed in this study as well. Statistical imbalances in Black is to White enrolment ratio in these schools has been noted together with concomitant justifications by their predominantly White principals. The study consequently recommends that, since hitherto the integration has been such that only Black pupils move to White schools, therefore the Minister of Education should take into account the inadequacies and in some instances non-existence of vital facilities for effective teaching-learning to take place in African schools which is one of the pulling factors.

The question of whether increased funding pursuant to equity and adequacy court decisions has improved academic performance of at-risk students has sparked a lively and spirited debate. The landmark New Jersey case of Abbott v. Burke has been at the center of this debate. In Abbott, the New Jersey Supreme Court held that students in twenty-eight (28) “special needs” districts must receive the same funding per pupil as students in the two highest socio-economic district factor groups in the State. 149 N.J. 145 (1997) (Abbott IV). The question of whether the redistribution of State aid pursuant to Abbott IV has been efficiently and effectively managed has dominated public policy debates on education in New Jersey for the last two decades. The research questions are: 1. Did the court orders in Abbott v. Burke and subsequent reform policies adopted by the state in response to these orders increase funding and resources for economically disadvantaged students in the Abbott districts? 2. Have increased resources from Abbott v. Burke directly reached students in the classroom through enhanced instruction and student support services? 3. Have Abbott v. Burke and ensuing State reform policies improved the academic performance of economically disadvantaged students as compared to analogous low socioeconomic and working-class students in districts that are not covered by the court decision? 4. Have a specific set of programs and reforms, including intensive early literacy programs in the elementary grades mandated by the State pursuant to Abbott v. Burke been effective for at-risk students in Abbott districts? My study proceeds from descriptive analyses of revenues by source and expenditures per pupil by function to quasi-experimental models. My primary causal analyses involved applying a difference-in-differences (DD) approach using expenditures per pupil, student teacher ratio, state standardized assessment scores for fourth, eighth, and eleventh grade; SAT Verbal and Math district averages; and Graduating with the Class as outcomes. My secondary causal analyses entailed a comparative interrupted time series (CITS) approach using state standardized assessment scores for eleventh grades, SAT scores, graduation rates, and post high plans as outcomes. After an exhaustive study, wherein I built one of the most comprehensive district-level databases in the nation and utilized over twenty-five measures, I find that Abbott v. Burke as an intervention has strong positive effects on education spending, student performance (in the early stages), and the learning environment. Abbott v. Burke had a strong positive effect on education spending from the time the seminal case was decided in 1997 up until to the present date. The fact that Abbott districts are expending more on student support services per pupil in FY 17 than all other socio-economic districts across the State in raw dollars ($2,477) and on a percentage basis (12.7 percent) indicates that increased resources from Abbott v. Burke directly reach students through enhanced student support services. In New Jersey, increased funding and reform policies pursuant to the line of Abbott v. Burke court decisions has improved the academic performance of economically disadvantaged student in the Abbott districts as compared to low socioeconomic and working-class non-Abbott districts. The DD model suggests that Abbott IV increased the proficiency levels on fourth grade reading assessments of Abbott districts as compared to low socioeconomic districts between school year 1997-98 and 2001-02 (p<0.01). The DD model suggests that the IEL program increased fourth grade reading proficiency scores of the Abbott districts who were “high and medium implementers” of this policy as compared to low socioeconomic districts. In a confirmation that the IEL program is effective, the DD model also implies that the IEL program increased fourth grade reading proficiency scores of the Abbott districts who were “low implementers” of this policy as compared to low socioeconomic districts. Abbott IV increased the number of students in Abbott districts enrolling in two-year colleges as compared to low socioeconomic or working class districts between school year 1997-98 and 2001-02 means that Abbott students are more cognizant of the opportunities to attend college.

This qualitative case study explored four early childhood preservice teachers’ experiences and reflections pertaining to a required critical multicultural teacher education course and sought to understand how they navigated student teaching the following academic year. Inquiring into teaching and learning in a critical multicultural education course and seeking to examine possible connections between the course and subsequent enactments of pedagogical practices in student teaching, this study was guided by the questions: How did preservice teachers construct their experiences in a multicultural education course? How did preservice teachers who had previously taken a multicultural education course make sense of and navigate their student teaching experiences? The dataset was comprised of three in-depth individual interviews with four early childhood preservice teachers—two White preservice teachers and two preservice teachers of color; field notes from observations of each preservice teacher’s student teaching placement; three individual assignments written in the multicultural education course; and reflective journals and lesson plans submitted during student teaching. These data were analyzed through a critical pedagogy lens via axial coding. Findings demonstrated that the required multicultural education course influenced preservice teachers in different ways, conveying the complexity of learning to teach and the intertwined nature of personal and professional identities. Preservice teachers’ experiences in the multicultural education course were deeply informed by their identities, dis/privileges, and representation in the course (in readings, videos of teaching practices, and the identity of the teacher educator). Preservice teachers’ navigations of student teaching in the following academic year were complex, being informed by a variety of factors, including their racial identity development, their life experiences and prior knowledge about race and difference, the racial identity of their mentor teacher in relation to theirs, and the demographics of their placements. Findings complicate simplistic notions of teaching and learning within the context of initial teacher education, pointing toward the need to recognize and account for the deeply entwined nature of racial identity development and the development of teachers committed to fostering equity and justice. Implications point toward needed transformations in early childhood teacher education.