Poverty and unemployment are critical challenges that confront the post-apartheid government. Over a decade has passed since the implementation of the neoliberal Growth, Employment and Redistribution strategy (GEAR), and the policy has largely failed to address the socio-economic inequalities in South Africa. As a result of the lack of job opportunities in the country, many South Africans participate in the growing informal economy. Although there are more men employed informally, women tend to dominate certain sectors such as street trading. Research indicates that many female street traders are the sole providers for their dependants, and thus rely heavily on the small income that is generated. As women, female traders are also tasked with managing their households and taking care of their families. The thesis aims to explore the identities that female street traders construct in relation to their work experiences at home and in the informal economy. The empirical research for this study was conducted in the Hill Street informal market, which is located in the central Pinetown area, within the eThekwini Municipality. In order to address the research problem, this study adopts a feminist approach that highlights the engendered binary logic that pervades western spatial thought. Spatial binaries, such as the space/place and public/private dualisms, are intimately linked to gender. Whilst notions of home in the private sphere are thought to embody feminine characteristics, public space is typically encoded masculine. Feminist geographers argue that how space is conceptualised matters to the construction of gendered identities, in that gender and space are mutually constitutive. In this study a range of qualitative, interpretive techniques are used to explore the meanings that female street traders attach to their work spaces and to their identities as women. By exploring the everyday work activities of female street traders, as they move between engendered public and private space, attention is drawn to how the working experiences of these women both challenge and reproduce traditional ways of conceptualising space and gender. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009.

As the political milieu in South Africa changed in 1990, a new curriculum framework guided by the principles of Outcomes Based Education (OBE) emerged. The paradigm shift from a traditional to an OBE curriculum was difficult for many teachers, especially the shift away from the traditional paper and pencil methods of assessment to using formative assessments methods. The issues of assessment are further compounded in Technology Education because of its unique methodology. Within the South African context, Technology Education must include conceptual knowledge of technology products as well as procedural knowledge on the designing and manufacturing of such products. Technology Education is thus concerned with developing learners’ capability. As a result, assessment in Technology becomes complex because we are looking for more than just a display of knowledge, understanding and manual skills. It is against this backdrop that this study aims to explore Grade 7 teacher assessment practices in Technology Education within the Pinetown District and to gain a better understanding of what teachers assess in Technology Education. This was done by examining how they carried out their assessments and by exploring the reasons for such practices. The research questions addressed in this study were: What are Grade 7 teachers assessing in Technology Education? ; How do Grade 7 teachers carry out these assessments? ; Why are Grade 7 teachers employing particular assessment strategies? Middleton’s revised concept of problem space, as well as the influence of social constructive influence on learning and assessment that forms the theoretical framework of this study. Guided by the interpretive paradigm, this research was qualitative in nature and a case study approach was used to explore it aims. The case study approach allowed the researcher an opportunity to study the participants’ common and unique features in depth within a limited time scale. Participants for this study were selected by purposive sampling by virtue of their professional experience in teaching Grade 7 Technology Education within the senior phase. Data collection methods used to obtain data relevant to the research questions were observation of Technology lessons, document analysis of learners’ books and educators’ portfolios, as well as semi-structured interviews. It has emerged from the findings that although Technology Education has gained momentum over the years in South Africa. Greater attention needs to be paid towards assessment of the learning area because no proper guidelines regarding assessments have been provided for teachers. Teachers are assessing aspects of Technology Education that they feel are relevant and which they are comfortable with. Greater emphasis is placed on completed tangible products rather than the designing and the learning process that the learner engages in. Emphasis is placed on assessment for attainment of marks and not for life-long learning. Lack of pedagogical knowledge in the field of Technology Education and limited knowledge of appropriate assessment strategies in Technology Education have also emerged as major contributing factors for Grade 7 teachers for assessing Technology Education in the manner that they are. It is recommended that appropriate and adequate professional development workshops be held for teachers of Technology Education so that these short coming are addressed. Subject advisors need to play a more active role in the development of Technology Educations and meet on a regular basis with the teachers to keep abreast of new trends and to tackle challenges. This is necessary so that Technology Education in South Africa can reach its true potential in developing enterprising, creative problem solvers as envisaged in the constitution. / Thesis (M. Ed.)-University of KwaZulu-Natal, Durban, 2013.

This investigative study focused on challenges experienced by novice principals in executing their mandated leadership and management duties. A case study was conducted on four novice principals in the Pinetown District. Two headed a rural primary and high school respectively and the other two, an urban primary and high school respectively. The study investigated challenges experienced by novice principals, how they coped with these challenges and how they enacted themselves as assets to their schools. This qualitative study was located in the interpretive paradigm. Documents review, observations and semi-structured interviews constitute the research instruments for date generation. The study was framed by the distributive theory and the asset-based approach. Local and international scholastic works, on the research topic, were interrogated to seek insights into the progress so far made and determine the agenda to the explored. The analysis and discussion of the generated and presented data led to findings that demystified the world of novice principals. Clearly, they require pre-service induction or orientation, mentoring and coaching should accompany the in-service workshops for contextualisation of the theory learnt and informal networking to glean from the experience of peers. Higher stakeholder involvement and learning should be enhanced through the adoption of distributive leadership and the asset-based approach. The findings were utilised as the basis of making conclusions. It was concluded that capacity building initiatives are key to development even if novice principals are appropriately qualified, possessed accumulated experiences in leadership position as the Head of Department or Deputy principal and prior knowledge. It was also concluded that for the effective and efficient entrenchment of thee DoE’s legislated vision and direction of the democratic system of education, leadership should be shared or distributed. Individual capabilities should be determined and employed in the asset-based approach. Recommendations, informed by the conclusions were presented to facilitate how each theoretical conclusion can be translated into a workable practice in running schools effectively and efficiently. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.

The study sought to explore eight women school principals’ management experiences and challenges that these women encounter in their day-to-day management duties. It used semi-structured interviews, observations and document analysis as its methods of data collection. The findings revealed that women principals encountered the challenge of being caught in the middle of having to balance domestic chores (being mothers and wives) and work responsibility (as school principals). The simultaneous demands of domestic and work responsibilities ensured that the women principals were inequitably pressured in their roles as school managers compared to their male counterparts. Other challenges related to gender stereotypes (perceptions held by some teachers and parents that women are care-givers, nurturers, and therefore not suited for management positions) and lack of women role models in school management positions. Even though women principals were challenged in their management duties they engaged in empowering management approaches by means of involving all the staff members in the decision making processes. The study highlighted the challenges that women principals encountered in maintaining their identity as women (feminine) in a male orientated field of school management. In managing the schools they used different approaches of management depending on the situation, and these included the adoption of masculine and authoritarian management strategies. By and large, these women principals insisted on using management strategies that are associated with femininities, such as empathy, cooperation, pastoral care and so forth. These strategies seemed more appropriate in promoting democratic participation in schools, as stipulated in South African education policies. The study recommended that holding induction programmes, building women networks, workshops and seminars could be a useful strategy in supporting women school principals. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2010.

This study explored the role of School Management Teams (SMTs) in leading and managing school-based teacher professional development. This was a case study of three schools from Mafukuzela-Gandhi circuit in Pinetown district. Participants comprised twelve Principals, Deputy Principal, HODs and teachers who were involved in one-toone interviews (for principals) and focus group interviews (for deputy principals, HODs and teachers). Data were also collected through observations and document analysis. According to the information from participants, school-based teacher professional development is necessary because in schools there are unqualified teachers, inexperienced teachers and teachers who qualified a long time ago. All these categories of educators need to be trained and equipped with skills and knowledge that would enable them to teach effectively and efficiently. Findings show that SMTs hold meetings to identify specific problems facing teachers in schools with the intention to assist teachers to overcome the problems they face, SMTs organise school-based training workshops. The challenges that face SMTs in executing school-based teacher professional development include: non-involvement of teachers in decision-making; incompetence of some SMTs in running the workshops; lack of cooperation from teachers and negative attitudes of some teachers who do not want to change. The study concludes by suggesting a modified model of a professional development design framework that can be utilised to minimise SMTs' challenges in school-based teachers‟ professional development. / Thesis (M. Ed.)-University of KwaZulu-Natal, Durban, 2012.

This commentary is essentially a report on various aspects of assessment of health needs and priorities in a peri-urban black community (mainly African) situated near Pinetown. The study was initially conducted under the auspices of the Pinetown Health Department, and the main findings are as follows (a) The geographical area of Mariannhill II Location includes what the local people call "Impola" and "Tshelimnyama", and sustains a population of 3 000 persons on some 500 hectares. (b) The origins of the population have been found, contrary to popular belief, to be 92% urban and semi-urban, and only 8% rural. (c) Demographic characteristics are those of an established stable community with a high mortality rate and high fertility (135 livebirths per 1 000 women aged 15 - 49 years per annum). The sex ratio is 99.4 males per 100 females, and there are no migratory characteristics. (d) The average number of individuals per household is 9, with a lot of overcrowding per room (not quantified). Of 1 346 adults of working age 43.68% are unemployed. (e) Morbidity and mortality studies conducted both at the level of the community and hospital revealed that children under the age of one year had the most sickness episodes, while the age groups 6.1 to 18 years had the least. (f) The disease profile is that of a typical third world developing country, with predominance of infections, accidents and physical violence. (g) Diarrhea disease constituted about 11% of the profile and was significantly associated with the water source for the household. (h) The most important cause of the 33 deaths reported over a one year period is motor vehicle accidents and physical violence (33.3%). (i) The major health resource is the local St Mary's Hospital with a 55% uptake of sickness episodes from the community. Nearly half of these ended up as in-patients. (j) 60% of children under the age of 6 years were estimated to have been fully immunized, and virtually all of it had been done by the hospital. (k) Community opinion on their problems and needs overwhelmingly pointed at water, clinic and lack of transport facilities as urgent matters. However, careful assessment of community concern pointed to the threat of removal as the most important single community problem, with implications for housing and all the other perceived problems. The majority of the people looked up to the Catholic Mission as a possible source of help to resolve the problem of availability of water. (l) As the study was initiated with a view to interventive strategies, the main findings are discussed against a background of information distilled from several literary sources, and recommendations for action are advanced. (m) Lastly, the most important problem in data collection has been that of inaccessibility of the Pinetown register of births and deaths to the Pinetown Medical Officer of Health. We regret the difficulty, but we hope to update our study when the problem has been overcome. / Thesis (M.Med.)-University of Natal, 1984.

A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the Degree of Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, 2004. / The present investigation consists of two objectives. The first aim is to investigate the nature of career aspirations of Black high school learners. The second aim is to find out whether learners' characteristics have an influence on their choice of a career. A questionnaire was administered to a group of 102 learners from grades ten to twelve. The findings indicate that a high percentage of respondents hold positive attitudes towards career aspiration. Results also indicate that variables such as year of study, age, gender and educational stream have no significant influence on career aspirations.

The National Senior Certificate Examination results for Physical Sciences have recently declined, particularly in the province of KwaZulu-Natal. This study identified the causes of poor learner performance in Physical Sciences in grade 12 in the Further Education and Training (FET) phase in public schools in the Pinetown District, KwaZulu-Natal. The study employed a quantitative as well as a qualitative approach. Two public schools in the Pinetown District participated in this study. The identities of all respondents were protected. Upon analysis of the results, several contributory factors for poor performance were identified; no single factor was accountable for poor performance in Physical Sciences. Recommendations for improvement in the areas identified were provided and topics for future research on the curriculum of grade 8 and 9 Natural Science were suggested. / Education / M.ED (Curriculum Studies)

The National Senior Certificate Examination results for Physical Sciences have recently declined, particularly in the province of KwaZulu-Natal. This study identified the causes of poor learner performance in Physical Sciences in grade 12 in the Further Education and Training (FET) phase in public schools in the Pinetown District, KwaZulu-Natal. The study employed a quantitative as well as a qualitative approach. Two public schools in the Pinetown District participated in this study. The identities of all respondents were protected. Upon analysis of the results, several contributory factors for poor performance were identified; no single factor was accountable for poor performance in Physical Sciences. Recommendations for improvement in the areas identified were provided and topics for future research on the curriculum of grade 8 and 9 Natural Science were suggested. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

This study describes the research that was carried out at a boys-only primary school in the Pinetown District of Kwazulu-Natal. The study was conducted with the purpose of investigating the management duties undertaken by the principal regarding time, staff and curriculum. In order to achieve the aim of this study the main research question was formulated, that is: How does the principal of X primary boys-only school manage the administrative and instructional programme in the process of executing his duties? Chapter One orientates the reader regarding the purpose, research problem, motivation and design of the study. Chapter Two provides the theoretical framework in terms of the types of school management models with particular focus on the democratic management model and the systems theory. Qualitative research in the form of in-depth interviews and participant observation was undertaken in an attempt to answer the research question. Interviews were conducted with the school principal and four educators. Chapter Four presents the findings of the study which highlight the role of the principal in managing the aspects of the school while he delegates the various areas of management to the members of staff. The findings further reveal the principal’s involvement in all the processes from inception to end. Chapter Five concludes the study summatively. The chapter includes a brief account of what the study covered, assumptions made in the theoretical framework, and draws important conclusions and makes relevant recommendations about the management duties of the school principal. / Educational Studies / M.Ed. (Education Management)