This study is an interpretive one which investigates the value attached to teaching qualifications by educators and other stakeholders, viz. learners, management and council at a FET College. The research focuses on the value of teaching qualifications for Further Education and Training (FET) educators. It suggests the need for professional development of FET educators in light of the new FET Act 16 of 2006 and the implementation of the National Curriculum Vocational (NCV) introduced in 2007. The study is informed by Shulman’s (1986) principles of teacher knowledge and the hypotheses of Kennedy Ahn & Choi (2008) on the value added by teacher education. The data was gathered using a questionnaire comprising three parts; close-ended questions to capture background information, a rating scale to capture the values attached to teaching qualifications and open-ended questions to capture additional data. The study concludes that values are attached to teaching qualifications mainly for the teaching of NC(V) programs and that practical expertise is necessary for skills training programs. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.

According to the Education for All 2000 Assessment, in South Africa a significant proportion (i.e. 16 percent) of children 6-14 years of age are out-of-school though they should be attending in terms of the countries education acts and policies. The aim of this study was to investigate the factors that contributed to learners dropping out of three rural farm schools in Thornville, KwaZulu-Natal. The participants in this study were seven youth who dropped out of school, three parents of youth who dropped out of school, and two teachers who are teaching in Thornville farm school. The study took a form of a qualitative case study. The semi-structured interview was used as a tool of data collection. The findings show that there are a number of different factors that contribute to youth dropping out of school in the three rural farm schools. Factors such as low socioeconomic status, single parent household, mobility, low education attainment of parents and under resourced schools place learners at risk of dropping out of school. Poverty emerged as a major factor. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

This study explores the experiences of the master teacher in mentoring teachers. Education officials have acknowledged that capacity and skill gaps are impeding progress in education, especially at schools. Within the school context many teachers are either under-qualified or poorly qualified for their job description and this to a large extent has contributed to the schools being dysfunctional. Therefore a well-structured mentorship programme is integral in upgrading education. Within the new occupation specific dispensation (OSD) for educators in the public sector, the category of master teacher has been created to fulfill their roles as mentors in schools. The purpose of the study therefore attempts to critically examine and explore the experiences of the master teacher in a mentoring role. The rationale for choosing the study ("Master teacher experiences of mentoring teachers") is that I am presently a master teacher at Stanger South Secondary, a school 75 kilometres north of Durban, in the KwaDukuza area of KwaZulu-Natal. However the mentoring role by the master teacher, which has been in existence at schools for over two years, is in some cases non-existent or done in a very fragmented way. The phenomenon of the master teacher as a mentor is relatively new in the context of South African education. Hence very little or no research has be done in this domain. Moreover, most of the literature on mentoring focuses on the plethora of definitions of mentoring, the role of the mentor and the experiences of beginning teachers in the induction programmes at schools and very little research on experiences of mentors, especially within the context of education in South Africa. A qualitative methodology was used using the phenomenological approach. The study employed a purposive sampling technique, choosing 3 respondents from 3 different public schools in the Ilembe district of KwaDukuza area (viz. Cranbrook Secondary, Greyridge Secondary and Doesberg Secondary), who are each subjected to a semi-structured interview. The analysis of the data revealed that three master teacher mentors embraced the discourses of collaboration, collegiality and critical dialogue in their mentoring relationship with their mentees, which forms an important part of the radical humanistic approach to mentoring, which is a shift from the rigid functionalist approach to mentoring that emphasizes conformity and maintaining the status quo. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2010.

This small-scale study sought to investigate “The experiences of redeployed educators to a rural school in KwaZulu-Natal”. This qualitative study gathered data through the case study approach guided by the following key questions: 1. What are the understanding and experiences of these redeployed teachers regarding the redeployment process? 2. What are their perceptions and experiences regarding the new community and the environment in the new school? 3. What was the role of the education stakeholders (School Management Team, School Governing Body, Teacher Unions, Community leaders etc.) regarding the facilitation of the redeployment and adaptation of the teachers in their new environment? The study entailed interviewing and observation of educators, and analysing Posts Provision Norms certificate (PPN). The findings of the study revealed that the educators had different experiences of redeployment and had varied understandings of the Rationalisation and Redeployment Policy. It was also found that the policy-makers and the policy-implementers had not sufficiently explained to the educators involved how the policy would be of mutual benefit them. This was only a topdown process which did not involve all the people concerned (those who were to be affected by the policy). There was lack of a two-way communication. This study also showed that educators did not understand how this policy helped schools in the rural areas. It further revealed that the role of the school stakeholders was lacking in terms of assisting new educators to adapt to the new environment. In the light of the above challenges, I recommend that the policy of rationalisation and redeployment be revisited once more to ensure that everybody would see the need of its implementation. I also recommend that communication and explanation of how the policy works should be improved by involving all the stakeholders. The policy involves the human resources; therefore training of all the people involved on how the policy should be handled is very important. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

The aim of the study was to report and evaluate a programme of teacher development in which the teachers themselves would be actively involved. A case study approach was adopted to monitor the programme of teacher development for history teachers within the context of six high schools in the rural area of Nongoma between July 1992 and December 1993. The teachers worked collectively in identifying, analysing and classifying the needs that were relevant to their particular circumstances. Teachers were observed in real classroom situations and commented on their experiences after working collectively. After being observed in real classroom situations teachers attempted to use teaching methods other than those they had been using before. Teaching methods attempted included group work, the skills-based approach and teaching for empathy. Recommendations were made for further teacher development. These included: putting time aside for professional development for such activities to be successful; assisting teachers during pre-service training to produce cheap teaching aids; and encouraging teachers to identify their needs in the field of professional development. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1996.

This case study sought to investigate the possibilities of asset-based approach in school-community partnership. A specific partnership between a secondary school from Vulindlela District, some academic staff members and student teachers from the University of KwaZulu-Natal was studied. To fulfil the purpose of this study, the critical questions such as what assets do partners in the „Nothing for us without us‟ project regard as central in their partnership and to what extent do these partners utilised these assets were used as the basis for data collection in this study. The responses to these critical questions were then used to provide answers to the major inquiry of this study, which was to investigate whether and asset-based approach can be utilised in school-community partnership. The study was conducted within the confines of interpretive paradigm and qualitative case study was adopted as a research approach. To abide by some hallmarks of the case study, multiple data collection methods were utilised. Data were collected using semi-structured individual interviews and documentary analysis. Five teachers (Principal, Deputy Principal, HoD and two post level one teachers) from the case school and two project leaders from the University team participated in the individuals‟ interviews. The proposal document for the current project „Nothing for us without‟, 2007; 2009 and 2010 reports on the previous projects were analysed. The findings of the study revealed that teachers, the school principal, community individuals, organisations and learners, the experience of the school in partnership were regarded as crucial assets in the current partnership. The findings further indicated that physical resources such as the computers available in the school and the buildings were among the assets that were available but they were not regarded as crucial for the partnership. While the assets are identified, the findings also revealed that their utilisation was to a minimum extent. Teachers were reported to be overwhelmed by academic work and also reluctant to participate because of unclear communication of goals of the partnership. The findings further revealed that community assets are not mapped because of the failure to invite community members in the activities of the partnership. I conclude in the study that asset-based approach can be utilised in school-community partnership. However, to enhance the level of asset utilisation, there is a need to re-evaluate the role of the school principal in the partnership. I further recommend coordinated efforts to invite community members in the activities of the partnership. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

This research project is aimed at investigating the reading programmes, in four schools in KwaZulu- Natal, which serve to encourage learners to read. The schools involved in this research project were single- sex schools that were either private or government funded. My research involved interviewing the Librarians and English Heads of Department (HoDs) at each school to establish their experiences and perceptions of the reading programmes that are run at each school. I also interviewed a group of Grade 10 learners at each school in an effort to gauge their experiences and perceptions of the reading programmes at each particular school. The reading programmes at each school are also described and critiqued within my investigation and offered as examples of what successful reading programmes entail. These reading programmes were defined as successful by the Librarians and English HoDs who collaboratively run these programmes. Many learners who participated in these programmes did not deem them a success and offered suggestions for the Librarians and English teachers to amend these programmes. The qualitative components of my research (interviews) were complemented by the use of a questionnaire that was randomly distributed to 50 Grade 10 learners at each school. This questionnaire constituted the quantitative aspect of my research as the results were statistically analysed in a bid to validate the results of the interviews. Other strategies employed by the Librarians and English HoDs were also assessed and are offered as suggestions to other teachers or librarians who are struggling to encourage a positive attitude towards reading amongst their learners. Through my research I was able to conclude that the reading programmes that were investigated are generally a successful means of motivating adolescents to read because all the learners involved read more than they normally would. These programmes do not, however, always instil lifelong reading habits in learners because they do not facilitate the promotion of reading as a pleasurable activity that can be enjoyed in one’s leisure time. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

Collective smallholder farming has been widely promoted as a vehicle for smallholder agricultural development in South Africa. As a result, agricultural co-operative registrations in South Africa are increasing. However, research suggests that South African co-operatives have generally not been effective, successful and functional. This study investigated the elements constituting an effective and functional primary agricultural co-operative among three smallholder agricultural co-operatives. It is expected that identification of these elements may enable institutions that offer support to co-operatives make better decisions to improve smallholder farming through primary agricultural co-operatives. Understanding of these elements could inform the efforts for members of co-operatives to achieve their set objectives and thus improve smallholder agriculture profitability. Three rural agricultural co-operatives in the Local Municipalities of Mooi-Mpofana, Mkhambathini, and Richmond in the Umgungundlovu District Municipality were purposively selected for the study because they were registered agricultural co-operatives. Inyamvubu Co-operative (from Mooi-Mpofana) was larger in membership, and well established compared to Umphumela (from Mkhambathini) and Ingwe-Mndeni (from Richmond). The sample included the purposively selected members and non-members of agricultural co-operatives to explore the differences and provide insight to the knowledge, opinions and perceptions of collective farming. A framework for analysing the effectiveness of agricultural co-operatives was developed using literature of objectives of agricultural co-operatives, success factors of smallholder agriculture and organisational effectiveness. This framework was used to analyse the effectiveness of the three co-operatives. Focus group discussions, Force Field Analysis and a survey were used for data collection. The study revealed that the three co-operatives have clearly defined group objectives aligned to those set out by the South African government. The main identified objectives of farming for the three co-operatives included; creation of employment and income generating activities, improving access to funding, strengthening market access and strengthening human and community development. Activities carried out by the three co-operatives took advantage of opportunities in the value chain including production, marketing, and transportation of produce to markets. However, farmers’ activities were hampered by a number of constraints. Production capability of the three co-operatives was hampered by resource constraints such as lack of access to land, machinery and equipment, finances and information relevant to production. Marketing, transportation and financial management capability of the three co-operatives was hampered by poor networking skills, poor infrastructure and low literacy levels. Management capability in the three co-operatives was challenged by complex group dynamics characterised by conflict of opinions and issues related to free-rider, horizon, and portfolio problems. Low capability of the three co-operatives to mobilise resources, use the limited resources available and low capability to manage institutional arrangements rendered the co-operatives ineffective in achieving their set objectives. The study recommends strategies for ensuring the effectiveness of agricultural co-operatives. These include strategies for addressing internal and external issues affecting the co-operatives. Direct intervention from government was recommended to improve production through revising land allocation systems, improving extension services and strict monitoring of effective use of government resources provided to farmers. Government should improve access and training to relevant technologies to improve the processing and packaging capabilities of co-operatives. Marketing and management activities should be supported through provision of improved infrastructure and relevant training. Farmers themselves should consider pooling resources for market rental of crop land, engage in value added activities, and develop informed marketing programs and cost-effective distributing mechanisms. Farmers should elect an effective board of members that will ensure enforcement of agreements and constitution. / Thesis (M.Agric.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

There has long been evidence that many smallholder farmers can benefit from marketoriented agriculture. However, smallholder farmers often face a number of barriers to accessing the markets. Smallholder market access is often cited as a factor that exacerbates the smallholder situation, but is little researched. This study investigated barriers to market participation among three smallholder farmer groups in rural KwaZulu-Natal. It is hypothesised that identification of these barriers could assist in institutional innovation to alleviate market constraints and challenges faced by smallholder farmers. It is also expected that addressing such barriers may create enabling conditions that would encourage smallholder farmers to access and participate more effectively in markets. Such efforts could improve the ability of smallholder farmers to become part of the mainstream or commercial agricultural economy. Three farmer groups from rural areas of KwaZulu-Natal (Centocow, Mbumbulu and Muden) were selected to participate in the study because they had interests in marketing fresh produce. One group (Mbumbulu) was a certified organic producer and was supplying a formal market. The other two groups (Centocow and Muden) were not organically certified and sold produce to informal markets. A three way comparison that included agricultural Policy Reform, Integrated Development Plans (IDPs) from Local Municipalities and focus group discussions was used to check and validate farmers’ responses to questions asked. Agricultural policy reforms relevant to these groups were reviewed. IDPs were analysed to evaluate service delivery and provision of infrastructure (enabling conditions for market participation). Focus group discussions were conducted to investigate farmer experiences in marketing and perceptions of agricultural policy constraints. The study revealed that access to resources, market information, infrastructure and farmer support services were barriers to market participation. Efforts to incorporate smallholder farmers through agricultural policy reforms in large scale agriculture have failed. Programmes to create enabling conditions (e.g. infrastructural development and telecommunications) were either not budgeted for or not implemented by local municipalities. Local economic development programmes focused on developing tourist attractions, although communal areas (Centocow and Mbumbulu) have the potential for agricultural growth. Local municipalities also faced challenges, such as lack of capacity to plan, implement, budget for planned projects, lack of service provider commitment and municipal funds. The results showed that despite barriers to market participation, smallholder farmers still marketed limited amounts of produce. If identified barriers are addressed, the issues raised in this study might improve market participation. Some barriers require direct intervention by government, as in the case of support services, extension service, credit and training. Investment in good infrastructure may encourage smallholder farmers to participate effectively in markets. This may be done by establishing a market infrastructure that includes collection points, transportation and market deposits in order to address the problems of proximity to markets. Such intervention should require the involvement of the private sector. / Thesis (M.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

Polygyny has been defended by some men in terms of ‘tradition and culture’ but a cursory observation suggests that it is currently being embraced even amongst women. It seems that some women are willing to allow a husband to take a second wife and even in arranged marriages some women seem content to enter into a polygynous union because they will be answering the call of duty. This study seeks to explore why even some middle-class educated women enter polygynous marriages. The study is different than the previous studies conducted because it focused on women who were educated and had employment that made them financially independent. Previous studies focused on poor rural women who had no better option but to marry into polygynous marriages for a better life because in the past it was only wealthy men who could afford to support more than one family and unfortunately that is not the case in today’s society, now it is just any man who wants to ‘elevate his manhood’ by having more than one wife but who he cannot support. The findings showed women entered such unions for numerous reasons such as love, family and societal pressures as well as desperation to have a higher social standing in the community than a single woman. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2011.