In 2005 the opportunity to apply the New Zealand ‘Numeracy’ approach to teaching Mathematics was extended into the secondary school sector. The goal was to alter teachers’ pedagogy so that ‘sense making’ rather than ‘instruction’ was the core objective of their lessons. Ultimately it is hoped that along with a familiarity and comprehension of Number will come a relatively seamless acquisition of the fundamentals of Algebra. This paper will present details of this approach for teaching Number, the status of Number in the secondary school curriculum, the focus and ramifications of teaching for understanding, as opposed to assimilating and learning to apply algorithms, and will also consider evidence of the effectiveness of the initiative.

The South African Schools Act of 1996 mandates the establishment of School Governing Bodies (SGBs) in all schools with grade eight and higher. Amongst others, the SGB has the authority to develop a Code of Conduct for learners in a school. This study includes a literature review of discipline in schools, the functions of SGBs, the development and implementation of a Code of Conduct by the SGB. A qualitative investigation of the perceptions of parents, educators and learners, of discipline and dealing with misbehaviour was conducted in three secondary schools in the North-West Province. It was established that role-players differed in their understanding of coming to a common understanding of what to include in a Code of Conduct. It seems as if measures to deal with misbehaviour are often in violation of the Bill of Rights in the Constitution. Based on the findings, recommendations for addressing discipline by means of a Code of Conduct were proposed. / Educational Studies / M. Ed. (Education Management)

Since 1994 the South African government has implemented principles of equity, redress and social empowerment in broader society and in education. Consequently, corporal punishment was banned in schools and new methods of managing discipline were introduced. Moreover, decision-making power is decentralised to School Governing Bodies on which learner representatives serve in secondary schools. Thus, the latter are also involved in the management of discipline. This study explores the learners' role in the management of discipline in urban secondary schools in KwaZulu-Natal. Current perspectives on school discipline and an overview of the learners' role in discipline management in the South African context were provided. A qualitative investigation used interviews with learners and educators in selected schools to collect data. Findings suggest that learner involvement in discipline can be positive but lack of training and poor communication impede the full deployment of learners in this regard. Finally, recommendations for the improvement of practice are made. / Educational Studies / M.Ed. (Education Management)

This study examines the extent to which the teaching of Shona novels can be used to promote unhu (humanness) in Zimbabwean secondary schools where there has been a call for the teaching of cultural values. The school syllabi for Shona make this position abundantly clear. For that reason, anchoring the discussion on the role of literature in Africa as expounded by African scholars such as Ngugi wa Thiong’o (1981), p’Bitek (1986) and Achebe (1989) among others, the study observes that literature plays an important role in moulding character through advancing unhu. For instance, as Achebe (1989) argues that the novelist is a teacher, the study therefore locates literature as a life-affirming and life-extending affair. The discussion of the role of literature as a potential conduit for expressing unhu takes place within the theoretical confines of Afrocentricity, an African-centred theory that places the interests of Africa at the centre of any analysis involving African people. The selected novels namely Pfumo Reropa (1961), Kunyarara Hakusi Kutaura? (1983) and Ndafa Here? (2007) are therefore interrogated from an Afrocentric point of view. The three novels are representative of different historical epochs in Zimbabwe’s cultural trajectory. In addition, they have featured quite prominently on the school syllabi for Shona. Through a combination of interviews and critical analysis of the novels, the study crucially observes that the proper teaching of literature can effectively transform the thinking of learners thereby locating them in their own cultural platforms. However, for this to happen, teachers must be properly trained in order that they develop an appreciation of the value of literature in imparting unhu among learners. As a result, the study thus proposes sufficient conscientisation of teachers and learners on the concept and practice of unhu be systematically carried out. At the same, there is need for greater planning in constructing a more informing syllabus, as well as the deliberate inclusion of texts that canonise unhu. / African Languages / D. Litt. et Phil. (African Languages)

The focus of the study was an exploration of the perceptions of secondary schools’ principals about the effectiveness of school governing bodies in Ga-Rankuwa, Tshwane West District. The main research question was formulated as follows: What are the secondary schools’ principals’ perceptions about the effectiveness of school governing bodies in school governance? The main aims were to determine how the findings of the study could add to new knowledge about the effectiveness of school governing bodies in Ga-Rankuwa and to ascertain if the perceptions of secondary schools’ principals play a role in the effective functioning of school governing bodies. A review literature worked a synthesis of perspectives on functions and roles of school governing bodies. The study examined the roles, functions of school governing bodies in selected developed, and developing countries and discussed in detail school governing bodies in the South African education system after 1994. Informed by the literature review, an empirical inquiry using a mixed method; combination of qualitative and quantitative methods to explore the perceptions of secondary schools’ principals about the effectiveness of school governing bodies in Ga-Rankuwa, Tshwane West District. Sampling of respondents was purposeful. Qualitative and quantitative methods of data gathering were used in order to produce reliable and valid results. The study involved seven (n=7) secondary schools principals who responded to a researcher-designed, pen-and-paper questionnaire and participated in semi-structured interviews. Ethical requirements were met and the identity and privacy of participants were protected. Data presented were mainly derived from documentary sources, the questionnaire and interviews. Data were analyzed, the findings presented, interpreted and the significance noted. Findings indicated that little had been documented in relation to the exploration of perceptions of secondary schools` principals about the effectiveness of school governing bodies in Ga-Rankuwa. Overall, the principals were positive about the role played by the school governing bodies; although they identified several areas in which both school governing body members and principals required ongoing training. Based on the findings of the literature and the empirical study, the researcher recommended the establishment of a special unit for the training and induction of secondary principals and newly elected members of school governing bodies to ensure effective school governance. The constraints of the study were financial. The findings of this small-scale study cannot be generalised; however, several areas for future research were identified. / Educational Leadership and Management / D. Ed. (Education Management)

The study was primary undertaken to critically study the nature of learner performance and teaching in public secondary schools in Zambia, with a focus on four public, co-education, day schools in the Copperbelt region for the purposes of addressing the challenge of poor performance in the Grade 12 National examinations that has characterised public secondary schools in the country. The researcher was guided by the main research question: ‘What is the nature of learner performance and teaching in public secondary schools in Zambia?’ The aim of the research was to establish the factors that negatively affected learner performance and teaching in the selected schools in order to develop effective mechanisms that would improve the education system in public secondary schools both at regional and national levels. The study was undertaken using a qualitative interpretive phenomenological approach mainly propounded by Martin Heidegger (1889-1976), for the purposes of collecting the lived experiences of the 24 purposively selected participants employed in this research: 4 head teachers, 8 teachers and 12 learners. Data collection was based on semi-structured interviews among the two longest serving teachers (male and female) per school and each of the head teachers in all the four schools; and two focus group interviews (from the highest and lowest performing schools) comprising six learners per group of equal gender among the selected Grade 12 candidates from the debate club and school council. The research also included analysis of documents like: school mission statements and visions, schemes and records of work and learners’ record of performance. The gathered information was manually analysed and interpreted. The major findings from the analysed data were that public secondary schools were negatively affected by four main categories of factors: (a) socio-economic factors; (b) the nature of the teaching and learning environment; (c) personal factors relating to the learners, teachers and head teachers; and (d) policy issues relating to learner enrolment and assessment, teacher selection, recruitment and development and highly controlled bureaucratic systems. The study established that improved learner performance is crucial to national development because the quality of an education system is measured by the performance of learners, and is the major drive for many aspects of development. The study also revealed that it was possible to improve learner performance, based on a number of lessons that can be drawn from the international research findings on characteristics of high-performing schools. Finally, the study recommends that public secondary schools in Zambia should revise their approach to enrolment of learners, teacher recruitment and development, and leadership appointment, and should adopt policies that meet the needs of the Zambian context as well as investing in research. / Educational Studies / D. Ed. (Philosophy of Education)

In a democratic South Africa, a variety of factors are necessary to ensure effective school governance and management. One of these factors is shared decision-making (SDM). SDM is a process of making decisions in a collaborative manner at the school level. Those responsible for implementing a decision must be actively and legitimately involved in making the decision. In South African schools today, SDM is no longer an option. The new framework of SDM is embedded in the South African Schools Act (Act 84 of 1996). According to the Act, parents, learners and teachers should be given the opportunity of participating in decisions on educational matters. In this study, the researcher set out to investigate and explore effective decision-making of secondary school principals in the Thabo Mofutsanayana Education District (THMOED) of the Free State Province. In an endeavour to realize that end, an open-ended questionnaire, individual and focus group interviews were used to collect data. The main aim was to find out how teachers, learners, parents and principals experienced decision-making in their schools. The main findings of this research were that, decisions-making practices in the secondary schools in the THMOED still adhered to pre-democratic formal lines of authority. In other words, the locus of control and decision-making powers resided mainly with the principals, with minimum participation of other stakeholders. Consequently, there were dissatisfactions and concerns raised by the participants. The concerns were directed at the management and included lack of communication, lack of transparency, unacceptable disciplinary procedures, autocratic leadership styles and centralized decision-making. According to the findings, it would appear that democratic models of governance were insufficiently used or overlooked by the principals. Concerns raised by the respondents were a clear indication that much needed to be done to change the mind-set of the principals. / Educational Studies / D.Ed (Education Management)

Drug abuse is becoming an increasing problem in Kenya. A number of studies carried out in the country show that almost every Kenyan youngster at one time or another experiments with drugs, especially beer and cigarettes. The major cause of concern is that a significant proportion of these young people eventually get addicted posing a threat to their own health and safety, while creating difficulties for their families and the public at large into difficulties. This study sought to establish the current trend of drug abuse among students in Kenyan secondary schools, and to analyze the strategies used to address the problem. The ultimate aim was to propose a programme for prevention and intervention. The study is a descriptive survey. In view of this, the field survey method was adopted to collect quantitative and qualitative data, using questionnaires and interviews. Both qualitative and quantitative approaches were used in data analysis, thus there was a mixed model research design approach to data analysis. The analysis of structured items was mainly done using the Statistical Package for Social Sciences (SPSS). The key findings from the study were that drug abuse among students is common; both boys and girls have abused drugs with the majority being in boys‟ schools; the greatest ratio of drug abusers to non-abusers among the sampled schools are aged between 20 and 22 years; there is a significant relationship between drug abuse and age, use of drugs by other family members and easy access to drugs. A variety of factors contribute to drug abuse with the majority of students citing curiosity, acceptance by peers and ignorance as to the dangers of drug abuse as the main reasons. Both the school administrators and teachers face a number of challenges in an attempting to curb drug abuse in schools. The study makes a number of recommendations for policy and further research. A number of guidelines are proposed for developing a programme for prevention and intervention. / Educational Studies / D. Ed. (Socio-Education)

The aim of this study was to investigate the causes and consequences of learner aggression in rural secondary schools in the Empangeni District of KwaZulu-Natal. The study also sought to establish the management strategies required to manage learner aggression in rural secondary schools. An in-depth literature study was conducted in this regard. A qualitative research design and methodology was adopted to investigate the phenomenon through an interview process with participants from five rural secondary schools. This study found that the causes of learner aggression were rooted in the family, the environment and the school. It was further established that the consequences of learner aggression were so serious that it resulted in victims experiencing intense fear, anxiety, tension, depression and ill-health. Furthermore, the findings of the empirical investigation concurred, to a large extent, with the findings of the literature study. Based on these findings, recommendations were made regarding the management of learner aggression in rural secondary schools. / Educational Leadership and Management / M. Ed. (Education Management)

The investigation of the relationship between the learning culture and academic achievement is the focal point of this research. Owing to the poor scholastic performance of particularly black matric pupils in the erstwhile Department of Education and Training, an investigation was launched into the Department with a view to identify the possible causes of poor matric performance. As a point of departure an in-depth study was made into aspects of the Department of Education and Training, including those which did not fall within the ambit of the Department, which would shed light on the possible causes of poor matric results. The study revealed many signs and incidents which are symptomatic of an eroded culture of learning in a considerable number of schools. Subsequently, a comprehensive study of the establishment of a learning culture was made. According to this study the establishment of a learning culture should transcend the boundaries of the school because pupils do not only learn and study at school, but at home and in the community as well. After concluding this study it immediately became evident that a considerable number of black schools fall far short of the requirements of a learning culture. The responsibilities of the principal as the manager and instructional leader of his school, together with the selection of the principal and teachers for employment, were the next to be studied. Proper performance of the aforementioned functions as well as proper selection of either the principal or teachers for employment can contribute enormously towards establishing a positive school climate. In the empirical research data was gleaned by means of questionnaires. Thereafter the Pearson's product moment correlation coefficient was used to determine the correlation between variables and the t-test and chi-square test were used to test the null hypothesis. From the empirical investigation it emerged that there is a relationship between a learning culture and academic achievement. The ultimate conclusion reached is that the establishment of a learning culture is a prerequisite for academic achievement. Arising from this research certain conclusions were drawn, recommendations were made and areas for possible future research were suggested. / Psychology of Education / D. Ed. (Psychology of Education)