Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This research explored the influence of the rural multi-grade context on the nature of the work of the principal of a rural multi-grade school. I specifically looked at the job description of the school principal as set out in the South African Schools Act (84 of 1996) and how the rural multi-grade context affects the nature of the work of four principals in the Western Cape. The relationship between the interpretation of policy and its implementation has always been complex because policies are open to different interpretations by the implementers thereof. This complex relationship can be observed with the implementation of the South African Schools Act of 1996, with specific reference to articles 16(1), 16A(2) and 16(3), in the South African school community. This disjunction between the policy as formulated by policy makers and the implementation thereof by implementers is often traced to the fact that policy makers do not consider the context of the implementers of the policy properly (Bell & Stevenson, 2006:14-15). In my attempt for a better understanding of this disjunction (and the factors that contribute to it), I found the interpretive qualitative investigation the most suited methodology for this study. In this case, I used the case study as a qualitative research method. According to Patton en Cochan (2002:2), qualitative research is characterised by the goals of the research question, which relates to the understanding of certain aspects of social life and methodologies; therefore, words are generated instead of numbers for data analysis. Merriam (1998:21) defines a qualitative case study in terms of the end product as an intensive, holistic description and analysis of a single case, phenomenon or social unit. By defining and conceptualising rural multi-grade schools, I found that these schools are characterised by (a) remote areas with a sparse population and (b) poverty. Joubert (2009:4) defines rural teaching (read rural multi-grade schools) as teaching in remote areas with a sparse population, such as on farms, far from towns and cities, where learners are not exposed to the luxuries of shopping malls or industries. These environments are characterised by inaccessibility, poor or inadequate infrastructure, poverty and a lack of skills, resources, knowledge and community involvement. I conducted interviews with four principals of rural multi-grade schools. Based on results of the research study, I found that the rural multi-grade context indeed has an effect on the nature of the work of the principal. To assist principals of rural multi-grade schools, I recommend that the national education department review the staff establishments of rural multi-grade schools with regard to teachers and non-teaching staff. Furthermore, the provincial department needs to increase the monetary allocation for rural multi-grade schools by the Western Cape Education Department (WCED). In order to address the lack of support to the principals of rural multi-grade schools, specialists on multi-grade teaching should be appointed to support these schools in terms of curriculum delivery and school management. / AFRIKAANSE OPSOMMING: Hierdie studie het die invloed van die landelike multigraad-agtergrond op die aard van die werk van die hoof van ’n landelike multigraadskool verken. Ek het spesifiek gekyk na die posbeskrywing van die skoolhoof soos verwoord in die Suid-Afrikaanse Skolewet (84 van 1996) en hoe die landelike multigraad-agtergrond die aard van die werk van vier skoolhoofde in die Wes-Kaap beïnvloed. Die verband tussen interpretasie van beleid en die toepassing daarvan was nog altyd ʼn komplekse verhouding omdat beleid oop is vir uiteenlopende interpretasies deur die toepassers daarvan. Hierdie komplekse verhouding kom aan die lig wanneer daar byvoorbeeld gekyk word na die toepassing van die Suid-Afrikaanse Skolewet van 1996 (met spesifieke verwysing na artikels 16(1), 16A(2) en 16(3)) op die Suid-Afrikaanse skoolgemeenskap. Die disjunksie tussen die beleid soos deur ‘beleidmakers’ geformuleer en die toepassing daarvan deur beleidstoepassers of implementeerders van beleid kan dikwels herlei word tot die feit dat beleidmakers nie die agtergrond van beleidstoepassers of implementeerders van die beleid na behore in ag neem nie (Bell & Stevenson, 2006:14-15). In my poging om dié disjunksie (en die faktore wat daartoe aanleiding gee) beter te verstaan, het ek bevind dat die interpretatiewe kwalitatiewe ondersoek die geskikste metodologie vir hierdie studie sou wees. In hierdie geval het ek gebruik gemaak van die gevallestudie as kwalitatiewe navorsingsmetode. Kwalitatiewe navorsing word gekenmerk deur die doelstellings van die navorsingsvraag, wat verband hou met die begrip van sekere aspekte van die maatskaplike lewe en die metodes, wat woorde in plaas van getalle genereer vir data-analise (Patton & Cochan, 2002:2). Merriam (1998:21) definieer ʼn kwalitatiewe gevallestudie met betrekking tot die eindproduk as ʼn intensiewe, holistiese beskrywing en analise van ʼn enkele geval, fenomeen of maatskaplike eenheid. Met die definiëring en konseptualisering van landelike multigraadskole het ek tot die gevolgtrekking gekom dat hierdie skole gekenmerk word deur twee pertinente kenmerke: (a) dit is afgeleë met ylbevolkte omgewings en (b) armoede. Joubert (2009:4) omskryf landelike onderrig (lees landelike multigraadskole) as onderrig wat meestal in afgeleë en ylbevolkte omgewings soos op plase, gewoonlik ver van hoofroetes, dorpe en stede plaasvind, waar leerders nie aan luukshede soos inkopiesentrums of nywerhede blootgestel word nie. Hierdie omgewings word gekenmerk deur ontoeganklikheid, swak infrastruktuur, armoede en gebrekkige vaardighede, bronne, kennis en gemeenskapsbetrokkenheid. Onderhoude is met hoofde van vier landelike multigraadskole gevoer. Op grond van die navorsingresultate het ek bevind dat die landelike multigraad-agtergrond wel die aard van die skoolhoof se werk beïnvloed. Ek beveel dus onder andere aan dat die provinsiale onderwysdepartement die diensstate van landelike multigraadskole hersien wat betref onderwysers en niedoserende personeel asook dat die monetêre toekenning van landelike multigraadskole deur die Wes-Kaapse Onderwysdepartement (WKOD) verhoog word. Verder bevel ek aan dat bekwame distriksamptenare aangestel word om die skoolhoof van ʼn landelike multigraadskool ten opsigte van die bestuur van die skool en die onderwysers ten opsigte van kurrikulumlewering te ondersteun.

School evaluation has increased in importance in recent years, particularly at the level of the whole school. It is the process which assesses the worth and merits of the institution. Due to the fact that, in most cases, evaluation is judgemental, the notion of Whole School Evaluation (WSE) was introduced into the South African education system by the national Department of Education after the 1994 democratic election. WSE has since then became the official evaluation system in South Africa. In WSE schools undergo internal as well as external evaluation. The results of the evaluation are then used by schools to draw the School Improvement Plans which are aimed at school improvement. This study explores the implementation of WSE in rural primary schools in Limpopo Province. A literature study investigated school evaluation within the international and the South African context, the provision of education in Limpopo Province and existing models of WSE. Against the background of the conceptual framework provided by the literature, a qualitative investigation was done in four primary schools in the Vhembe district in Limpopo Province. Data were gathered by means of in-depth interviews with principals of schools and supervisors. The researcher also conducted focus group interviews with School Management Team (SMT) members from participating schools. Data was analysed, discussed and synthesized. Analysed data revealed the following findings: schools experience difficulties in conducting self-evaluation, educator development in rural primary schools in Limpopo is a problem and the district and the Department of Education do not assist schools concerning development after WSE has been conducted. As a result of these findings, there is a need to assist schools in their development endeavours after WSE. The district officials as well as supervisors should find ways and means of assisting schools in the route to development. Areas for further investigation that would enhance WSE in rural primary schools have been identified. Finally, the conclusion is drawn that schools need to be rehabilitated after WSE. This will assist in developing the whole institution and improving the level of education in South African schools. / Educational Studies / D. Ed. (Education Management)

This qualitative study focused on a Technology Education programme for farm school teachers in the Eastern Cape province of South Africa. These teachers were faced with the challenge of incorporating Technology Education into their curriculum. The study was conducted within the context of an investigation into the conceptual nature of technology and an exploration of the theoretical underpinnings of Technology Education within both the international and South African context. Technology Education is being introduced into the South African curriculum against a background of educational transformation and the building of capacity to solve real life problems. This calls for a curriculum that will empower learners to be innovative, creative and skilled problem solvers. The introduction and incorporation of Technoiogy Education into the school curriculum poses a formidable challenge to farm schools in particular. Their unique history of neglect and legacy of underqualified teachers has made the introduction of any curriculum innovation process very difficult and challenging. This study analyses how an introductory Technology Education programme for farm school teachers in the Winterberg area of the Eastern Cape impacted~ on the teachers' professional and personal lives. It shows the importance of developing teclpological skills in conjunction with life skills in cO.ntributing to the empowerment, both in the work place and in the wider context, of rural school teachers. It highlights the need for supportive in-service education programmes and strengthens the argument for an integrative and mulitidisciplinary approach to the introduction of Technology Education in farm schools. Data was collected by means of questionnaires, interviews and photographs.

The under-provision of education for black South Africans has reached crisis proportions. While the education for black people in general is discriminatory and unequal, black rural people suffer further deprivations as there is a serious imbalance in the allocation of resources and the provision of education between urban and rural areas. Black education in the rural areas has been historically neglected for political and socio-economic reasons and, as a consequence, rural blacks have limited or no access to education. The purpose of this' study is to examine an aspect of rural education; viz: black farm schools in the 'white' commercial farming areas. It is argued that the provision of farm schools is intricately linked to the labour requirements of farmers and consequently farm schools cannot be understood independently from the social relations within commercial farming areas. The impact of local decision-making on the process of farm schooling is also significant and is an important aspect of this study. This thesis explores the political and socio-economic processes that have structured the provision of education within a small farming community, looking specifically at the effects of particular interest groups on the provision of black farm schools. The study operates on three levels. The first level provides a theoretical framework within which rural education can be better understood. It is argued that the bias towards urban areas is reflected in the current theoretical debates on the role and function of education ·in South Africa. As these theories are generally incapable of explaining rural education, an alternative model is proposed. As education cannot be understood in isolation from the rest of society, the second level of the study locates farm schooling within the broader political and socio-economic systems. This is done from two perspectives. The first perspective focuses on black education in general, tracing aspects of its development and highlighting the impact .of economic interests, white political control and black resistances to this development. The neglect of rural education is also contextualised historically and politically. The second perspective looks at rural education at a macro-level. The historical origins of the farm schools system and the effects of the relationship between agricultural capital and the state, and between farmers and farm workers on the process of farm schooling is examined. The final level of the study focuses on the micro-situation and provides an in-depth analysis of the political and socio-economic dynamics which have impacted upon the provision and process of farm schools within a specific farming community. In an attempt to understand the types of issues effecting farm schooling in this area, the attitudes of farmers, farm workers, farm- children and farm school teachers towards education are investigated. Four main issues were identified and are discussed in depth, viz: I) factors effecting the provision of black farm schools; 2) the relationship between education and the economic structure of the area; 3) the value of education; and 4) socio-economic factors effecting education in the area.

This research was conducted in the Waterberg District with particular focus on the Nylstroom Circuit. The primary aim of this research was to assess the performance of farm school governing bodies in the Limpopo Province. The farm schools that were selected for this purpose were in the Nylstroom Circuit since it had a number of farm schools. The school governing body members such as the chairpersons, the principals and educators in the governing bodies of those farm schools participated in this study. The primary data collection method used in this research was semi-structured interviews. Participant observations were carried out on the sites before the interviews were conducted. Documents were analysed at the randomly selected schools. This research revealed that many farm school governing bodies cannot perform their duties because of various challenges such as poverty, illiteracy, lack of time off from work and the long distances that have to be travelled to meetings. In order for these farm schools to overcome these challenges, this research made a number of recommendations, based on the conclusions reached. / Educational Studies / (M.Ed. Educational Management))

M.Ed. / This study focuses on the problems of language and pedagogy in the teaching of English to second language learners. The aim of the study firstly, was to investigate the problems confronting teachers of English when teaching a heterogeneous classroom population which has both first language and second language learners and secondly, to investigate the problems facing Black pupils who were a minority group in the heterogeneous classroom. An extensive literature review was undertaken to examine core areas of the multicultural education and second language teaching and learning which were pertinent to the problem of this study to ascertain if the problems were peculiar to South African schools. The theory framework constructed from the review concluded with the theoretical premise that the problems confronting teachers and pupils were not peculiar to South African schools. The investigation included data collection from two sources or constituents, namely the teachers of heterogeneous classrooms in a rural independent school and their Black pupils. These data were consolidated, reduced and clustered, culminating in empirical findings which were confirmed using different methods and sources.The main emergent patterns indicated that the second language learners had not mastered reading skills, were not capable of expressing themselves in formal writing and encountered difficulty in translating from their vernacular to English. This confirmed that teachers of English in these heterogeneous classes were enountering enormous difficulty in harnessing the full potential of the second language learners.

M.Ed. (Education) / This study focuses on the teaching of linguistic rules and structures in rural informal Settlement Schools. The inquiry was undertaken with the aim of determining what the nature of instruction of grammar, specifically tense, is and what teachers' conceptions of the pedagogy of grammar are. The rationale for the study was that there is virtually no research on the language pedagogy knowledge of practice of unqualified teachers in community schools. Teachers in this type of setting needed to be exposed to contemporary theory of Second Language instruction with the view of improving their pedagogy. This also needed to be researched in order to contribute to the body of knowledge..The rural settlement schools where semi-qualified teachers are still found in increasing numbers, need competent teachers who can teach students to function socially as well as linguistically. For relevant teacher education curricula research is needed to inform policy. Literature review was done and field investigation was conducted to determine teachers' conceptions of grammar and tenses. Data were collected through interviews and observations. These data were consolidated and clustered across five sources of different methods. The categories of data indicated that teachers' knowledge of rules was limited. The research was concluded with suggestions pertaining to the researcher's experience of semi-qualified teachers. It was suggested that teachers should not only concentrate on grammar knowledge but also on the knowledge about pedagogy and linguistics. The involvement of INSET programmes in this respect was strongly recommended.

Historically, South Africa has not had equal education in terms of funding, curriculum or physical resources and structures. These issues are still present in contemporary South Africa and none more so than the issues surrounding “mud schools”. Recently the Department of Basic Education (DBE) implemented a plan to eradicate inappropriate school structures using the Accelerated Schools Infrastructure Delivery Initiative program (ASIDI). Questions around effective placement of schools are now being asked. Using interviews and analysis of literature, this research developed criteria needed to determine how rural school sites are selected. Geographical Information Systems (GIS) was used to determine if current sites are in the most appropriate areas. The results of the research included a unique set of Eastern Cape criteria as well as an analysis of the current site selection methods used by the DBE. It also revealed that most of the schools are being constructed in acceptable areas. The main result that emerged from the research was that schools will be placed in areas where they are needed. Developing site selection criteria is still needed as South Africa seeks to reduce the education gap between rich and poor schools.

MEDEM / Department of Curriculum Studies and Educational Management

An investigation of learners’ enrolment in Bela-Bela farm schools is a study focused on the challenges encountered by farm schools. These challenges result in the decline of learners’ enrolment. The researcher has put more emphasis on the history of farm schools, legislation and policy, and socio-economic conditions of farm societies. The research method is qualitative in nature and it includes literature study, observations and semi-structured interviews. It has been discovered from the data that families working on the farms migrate a lot, and this result in decline of learners’ enrolment in farm schools. Based on the findings, recommendations were made for improvements to assist in addressing problems faced by farm schools. / Further Teacher Education / M.Ed. (Education Management)