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The main aim of the study is to determine the views of teachers in the East London district on the influence of quintile-based school categorization on the culture of teaching and learning in No Fee Schools (NFS). The study is motivated by the high rate of underperformance registered by the NFS despite the huge amount of support and intervention directed to them. The study is located in the interpretive paradigm and hence used, was a qualitative approach and case study design. Purposive sampling technique was followed to identify participants. Twelve (12) teachers from three research sites, which are NFS, participated in the study. Data was gathered through observations, document analysis and one-on-one semi-structured interviews, respectively. In each school, a principal, a School Management Team (SMT) member and two Grade 12 teachers were interviewed as participants in order to enrich the study. The study is underpinned by the Social Identity Theory (SIT) which is guided by the pursuit of evaluative positive social identity through positive intergroup distinctiveness, which is, in turn, motivated by the need for positive self-esteem (Tafjel & Tunner in 1979). Thus, according to Hogg (2006), social identity is motivated by self-enhancement and uncertainty reduction, which causes groups to strive to be both better than and distinct from other groups. This theory afforded the researcher the opportunity to understand how teachers’ personal identity and professional identities are influenced by the categorisation status of their schools as well as by their associates. This study revealed that the no fee categorisation status seems to affect the teacher identity and their professional identities which in turn appears to affect the culture of teaching and learning in NFS. This is indicated by data that some of the teachers in NFS seem to be in denial or feel rejected whilst some are proud and embracing teaching in these disadvantaged schools. The study further reveals inadequacy of the funding systems to address lack of resources in NFS means teaches have to provide for these in one way or another. One of the main findings of this study is that various strategies used by the NFS in trying to enhance the culture of teaching and learning in their schools produces differentiated results depending on teacher’s attitudes, commitment, determination and hard work. The study also reveals that teachers from the same communities as the schools in which they work are more dedicated and willing to go an extra mile to plough back. In addition to this, teachers from similar environments seem to be driven by their backgrounds to help and support destitute learners. Amongst the strategies used in schools, matric revision camp, cell phone policy and parenting of learners by teachers are the most effective in terms of enhancing culture of teaching and learning thereby improving matric results. Moreover, the study further divulges that some of the teachers in NFS are committed, motivated and hardworking despite the contextual factors found in these schools. Furthermore, learners in these schools tend to mirror their teacher’s positive attitudes, hard work and determination towards their work which in turn they apply in their own studies. The study concludes with the findings that the teachers in underperforming NFS have to prove their worth to their associates in affluent schools or high performing NFS. Structural committees used at school levels have a positive contribution in the effective implementation of the intervention and support programs directed at NFS.

Thesis (MTech (Education))--Cape Peninsula University of Technology, 2009 / The purpose of this study was to determine the post level I CS-educators' knowledge of their rights and duties in respect of unfair labour practice. The specific aim was to determine educators' knowledge of unfair labour practices in terms of the literature study. The method of research was based on interviews with post level I CS-educators in rural primary schools. The interviews consisted of structured questions of which the format as well as the order was determined beforehand. No coaching was given to respondents because it may have compromised their answers. The sample consists often educators (five males and five females) who teach in rural schools. In this way a fair opportunity was granted to both groups to be included in the sample. The researcher is of the opinion that this is a reasonable representation of the total sub population. From the empirical research it was evident that educators in rural schools had a vague knowledge of unfair labour practices. Shortcomings that were apparent from this study was addressed, recommendations were made, as well as possible future research on related topics was discussed.

M.Ed. / The African National Congress' (ANC) victory of the 1994 elections in South Africa, and the consequent establishment of the Government of National Unity, led to far reaching changes in many facets of South African lifestyles. The changing political climate resulted in many policy documents, both of a political and professional nature, coming to light. It seems from these documents that all resources (including educational-, health-, and other professional resources) should be redistributed. The changes that may originate from this redistribution, have implications at both meso- and macro-level of society. In the context of Education, training and practical implementation are directly effected. Suggestions in favour of progressive mainstreaming have already been put forward, and it is clearly stated that mainstreaming together with inclusion are seen as specific medium- to longterm goals. The new South African government sees education as a basic human right and the government aims to make education accessible to all learners. Consequently a need for a system which is more effective and accessible, complying with the needs of a post-apartheid South Africa has developed. Inclusive education is seen as a way of complying with educational needs, also with regards to learners with special educational needs. This implies that all schools will eventually be able to accommodate all learners, including those learners who to date received education in schools for special education. Teachers are seen as the key figures in the change to inclusive education policy. Should the teacher have a negative conception with regards to the new policy, the successful implementation thereof may be threatened. When personal negative conception does not change, motivation is lacking and there is no correlation between what happens in practice and the theory of the policy makers. To investigate and gain insight into the conception of teachers and other remedial personnel with regards to the new education policy is indispensable research for the implementation of the new policy. In the light thereof, the over-all aim of this study is to describe the conceptualization of a group of remedial practitioners, which may serve as a point of departure in developing a new approach to training, and test and expand existing literature.

D.Ed. / During the last decade of the 20th century and in the early years of the new millennium, the education dispensation in South Africa changed tremendously. Many lecturers are not necessarily equipped to face all the challenges the changes brought about, and since it is the vision of the new Government to have a erational, seamless Higher Education system that will embrace the intellectual and professional challenges facing South Africans in the 21st centuryf (Department of Education 2003:iii), the researcher became involved and conducted this study in a Higher Education institution. The relevant acts in the Higher Education environment served as framework to table a training model for newly appointed lecturers. Development research was used as method, and a heuristic statement formulated and tested. The instructional design components based on an Input¨ Process¨ Output matrix was applied, and a step-by-step approach followed to design the training model and simultaneously test the implementation of the programme. An extensive literature study determined criteria to be met in the design of the training programme, and experts in the field of Higher Education continuously gave their input. Reflection on 30 lecturersf who participated by giving their perceptions regarding their ability to perform their duties before and after a year of probation, as well as the 632 studentsf perceptions of the learning facilitation skills of their lecturers, completed the cycle of analysis, design, evaluation and revision. A distinction between the results of experienced and less experienced lecturers proved to be valuable, and the information that was gained, led to recommendations to support staff developers to implement a training programme for lecturers. It became evident that quality promotion is a necessity, and in order to enhance that, staff development initiatives should be linked to the performance appraisal system. Lecturers should take ownership of their own development and recognise the value of reflection on practice. The proposed training programme for the holistic development of lecturers in a Higher Education institution is based on past experience, relevant in the current situation but also future orientated. It is practical, effective and applicable in the Higher Education sector, and the validity lies in the fact that it is goal orientated, based on state of the art knowledge, relevant and meaningful. The reality in which the lecturers are expected to perform is reflected and it considers their emotional and instinctive feelings. It is therefore tabled as a well researched and properly instituted model.

M.Comm. / The purpose of the study is to determine, through literature research, what the current situation is regarding Labour Relation Management in Education. In order to search for answers, various resources have been used -the majority of which are primary and authoritive of nature. In the first instance a few basic concepts and definitions in labour law in education were studied. Issues which were discussed focused on the definition of employer and employee and the relationship between them. The professional nature of the teaching profession was discussed, including the various councils which have an impact on industrial relations in education. In chapter three an in depth analysis has been made of the role of the various legislation regarding industrial relations in the educational field. The focus of this analysis was on the following key legislation: The Constitution 108 of 1996 The Labour Relation Act 66 of 1995. The Employment of Educators Act 76 of 1998. The Basic Conditions of Employment Act 75 of 1997 The Employment Equity Act 55 of 1998 The Development of Basic Skills Act. South African Schools Act 84 of 1996 10 Regulations: Regulations Regarding Terms and Conditions Of Employment of Educators R 1743 OF 13 November 1995. Regulations on Personnel Administration Measures (PAM) 18 February 1999. In chapter four the disciplinary process in education was discussed at length. The focus here was on the disciplinary code, principles of the disciplinary process as well as internal disciplinary procedures -specifically by whom and at what level it should be managed. A clear distinction was made between internal and external procedures. The principle of natural justice under the audi alteram partem and the nemo iudex in propria causa principle was discussed. An important aspect here is the appointment and dismissal of teachers in governing body posts. In chapter six the grievance procedure in education-such as the definition of grievance and how it should be dealt with, were discussed. The management of grievances as quickly and as close as possible to the cause as well as the reaction and conduct of the parties concerned, were also discussed. In conclusion the study was summarized and certain shortfalls highligted. Certain recommendations were also made, especially concerning the Administrative Act 3 2000, and the use thereof in labour relations.

M.Ed.

The purpose of this treatise is to discuss the implementation of section 17 of The Employment of Educators’ Act1 with a view to examining its shortcomings in fulfilling the requirements of fairness. Section 17 makes dismissal for transgressing any of the misconduct cases listed therein compulsory. This is so because of the use of the term “must” in its opening sentence. The Constitutional Court in Sidumo v Rustenburg Platinum Mines2 emphasizes the consideration of the totality of circumstances before the dismissal sanction is imposed by an employer. These include but not limited to the importance of the rule that has been breached to the employer; the basis of the employee’s challenge to the dismissal; the harm caused by the employee’s conduct; the effect of dismissal on the employee and the length of service. The treatise argues that in its current form section 17 of The Employment of Educators’ Act does not cater for the consideration of these circumstances set by the Constitutional Court. The study will also discuss the applicable dismissal legislation in education. The Constitution of the Republic of South Africa guarantees everyone a right to fair labour practices.3 This right is further qualified by the Labour Relations Act4 in section 185. The Labour Relations Act also has in it Schedule 8 which is a Code of Good Practice: Dismissal. The Code endorses the concept of corrective or progressive discipline5 and the need to give due consideration to certain circumstances before dismissing an employee.6 The consideration of the circumstances listed by the Constitutional Court in Sidumo v Rustenburg Platinum Mines7 and the provisions of items 3(2) and 3(6) cannot be said to be well catered for under section 17 of the Employment of Educators’ Act because of the use of the term “must”. For the principle of fair labour practices to be fully accommodated under section 17 of the Employment of Educators’ Act a need to amend it is necessary. This treatise will introduce amendments that will provide for pre-dismissal arbitration as a possible approach to ensuring full compliance for fairness in dismissals that are as a result of transgressing any of the misconduct cases listed in section 17. Other amendments suggested are aimed at realigning section 17 to other child specific legislation like the Children’s Amendment Act8 and the Sexual Offences and Related Matters Amendment Act.

M.Ed. / The purpose of this study was to determine the educator's perception on the importance of the juridical facet of discipline. It also aimed to inform readers what the rights and duties of parents, teachers and children as far as discipline is concerned. The study is presented as follows: * Chapter 1 : Introduction * Chapter 2 '* Chapter 3 * Chapter 4 * Chapter 5 FINDINGS A study of literature on the juridical facet of discipline. The research plan. The assimilation and interpretation of the empirical data. Summary, conclusion and recommendations. * More woman than men had facet plays an important discipline. the opinion that the juridical part in the application of * Afrikaans mother tongue speakers valued the juridical facet higher than English mother tongue speakers. * More teachers than parents were of the opinion that the juridical facet plays an important role in the application of discipline. * Involvement of educationists either at primary- or secondary schools didn't influence their perception on the importance of the juridical facet. * The age of an educationist did have an influence on his view of the juridical facet of discipline. * Flat tenants regarded the juridical facet of discipline far more important than home residents did. * Christian educationists regarded the facet more important than non-Christians. * The mari tal status of educationists didn't have an influence discipline. on their perception of the juridical facet of * As far as income was concerned it became clear that the lower the income group the more important the juridical facet of discipline was regarded. CONCLUSION Ignorance of the law proves in many cases to be a problem in the application of discipline. Teachers and parents must therefore be thorougly informed about their roles in the juridical facet of discipline and must realize that they are partners in the disciplining of the child (Bondesio, 1989: 107) • It thus became evident that the juridical facet of discipline is regarded as highly important by most educationist

M.Ed. (Educational Management) / Eighteen years after the introduction of several education reform policies, education in South Africa continues to be unequal and complicated. Departmental officials within the Department of Basic Education, educationists and academics have disclosed the trauma and the devastation that the apartheid propagandists’ discriminatory policies have caused. This has forced the current stakeholders to embark on a vigorous campaign to re-evaluate the transformational policies that were designed to hasten progress to erase the inhumane atrocities of the pre-apartheid and apartheid eras. It has therefore become the National Department of Basic Education’s responsibility to change the discriminatory thoughts, attitudes and behaviours of the past. Most important of all, this department has had the responsibility of redirecting resources and investments to those schools that have been victims of the oppressive laws of the past and bring them on par with schools that had benefited from apartheid. The present government therefore has set its attention on correcting the imbalances of the past by focusing on the poorest of the poor and targeting the segments of society in which poverty is the dominant social ill, and by creating equity and social justice. This approach led to the formulation of the National Norms and Standards for School Funding in public schools in 1998 (South Africa, 1998), hereafter referred to as the “NNSSF in public schools”. This policy provides guidelines for the distribution of government resources to “poor schools” in order to align these schools with apartheid institutions of learning. Historically it has been concluded that schools with few or poor resources have difficulty in providing good quality education in comparison with those that had benefited from the apartheid regime. It has therefore become the post-apartheid government’s responsibility to bring the poor and rich schools on par. The state has realised that this can be done through the NNSSF in public schools and using equity and social justice as the catalyst. Through this policy it was the government’s intention to transform schools and redress the inequalities and imbalances of the past. This approach was intended to create an education system that would embrace learner diversity and ensure that all learners were granted equal educational opportunities, irrespective of their race, colour, creed or class. Using the qualitative method, the general aim of this research was to determine the perceptions of stakeholders in six schools with regard to the progress made by the NNSSF in public schools. Matters that have impacted on the implementation of equity and social justice are also discussed in this report. Included is also the identification of the challenges that may have been encountered in the implementation of the NNSSF in public schools. The core focus of the study is on the disparities between the intention and the implementation of the NNSSF in public schools in terms of equity and social justice, and the implications of this policy on the day-to-day functioning and operations of these six public schools. The schools that were evaluated were schools in quintiles 1, 2 and 5. The Education Laws Amendment Act, No. 24 of 2005 provides that the Minister of Education distinguish between five national poverty quintiles. Schools categorised in quintiles 1 and 2 are classified as “no fee” schools and these quintiles receive one hundred per cent state funding to the poorest of the poor schools. The findings of this research should benefit the poor in South Africa, who are black in the majority and have had a long history of discrimination through a system of segregated and unequal educational funding that had been in practice from the time that the South African Party in 1910 and the National Party in 1948 took control (Christie, 1991:55). During this period education for whites was free and compulsory while blacks were deliberately kept illiterate and ignorant for purposes of manual and household labour. It was for that reason that when the government of national unity came into power it ensured that statutory documents such as the Constitution of South Africa and the NNSSF in public schools policy became legislation to protect the democratic processes that are instrumental in redressing the inequities and imbalances of the past. There are still very few studies conducted by scholars based on the implementation of the NNSSF in public schools to achieve equity and social justice. In this study, the researcher looked at the effects of the funding policy on equity and social justice and found out that the gap between the previously disadvantaged (black) and the advantaged (white) is still wide owing to the slow and sometimes ineffective implementation of the NNSSF in public schools in pursuit of equity and social justice.