During the 1990s, many low-income countries were committed to the United Nations Education for All (EFA) goals of ensuring universal access to primary education and learners’ completion of all primary grades (Gove & Wetterberg 2011:1). Since then some countries, including South Africa, have made impressive strides towards expanded access to schooling. Much of the progress has stemmed from additional inputs such as classrooms, educators, and textbooks and this has created the assumption that with sufficient inputs, learning will naturally flow. However, increases in enrollment rates alone have not always translated into high quality education or even basic learning. Additionally, South Africa’s unique politically burdened history has had profound effects on the education system. Due to its multifarious population and the amalgamation of various sectors, including education, the Department of Basic Education was and still is faced with the daunting challenge of providing quality education to its diverse citizens. This has resulted in the establishment of multiracial, multilingual, and multicultural schools. The corollary is that schools have become more inclusive. However, the ability of South Africa to educate its learners cannot be measured by access to schooling or enrollment rates alone, but rather by its ability to impart to learners the knowledge and skills necessary to function as literate and numerate members of the broader society. Within the context of EFA several international organisations began to conduct early grade reading assessments in many developing countries in Africa and Asia. These studies include SACMEQ, PIRLS and prePIRLS, EGRA, and ASER. The aim of these assessments is to facilitate the expansion of quality education by providing the necessary data to monitor educational quality, and by improving the research capacity and technical skills of educational planners. Within the context of major transitions throughout the world, the organisations mentioned above perspicaciously focused on countries that encounter major challenges in literacy. The extensive studies on reading and writing that were conducted by some of these organisations amplify the crisis in education and the plight of early grade learners. Nationally and internationally the situation appears to be relatively bleak, especially for L2 learners. Literacy, specifically reading literacy, forms the backbone of scholastic success at primary, secondary and tertiary levels and research consistently shows that learners who are good readers also tend to perform well academically (Pretorius & Machet 2004:129). Emanating from the above, this study focused on the factors that affect foundation phase English second language learners’ reading and writing skills. The study was conducted at five English medium primary schools in Port Shepstone. A literature study on second language acquisition and the factors that impact on the English second language learners’ reading and writing achievements was undertaken. Furthermore, the expansion of the English language, the significance of the primary language in second language acquisition, insights and issues focusing on bilingualism and multilingualism, theories on second language acquisition, reading and writing in the home language, and factors related to English second language learners’ reading and writing achievements were examined. A mixed-method research design was utilised. In order to obtain an in-depth perspective both quantitative and qualitative approaches were used to collect data from foundation phase educators, and the parents of isiZulu-speaking foundation phase learners. Survey questionnaires, which were the main research instruments for gathering data, were distributed to the parents of isiZulu-speaking learners and the educators. Additionally, individual interviews were conducted with educators and reading and writing observations were also conducted. Quantitative data analysis was done by means of tables, frequencies, and graphs. Qualitative data was subjected to analysis by means of an eclectic approach. This study found that cultural, psychological, social, cognitive, school, and developmental factors do indeed affect the second language learners’ reading and writing skills. It was found that the learners’ home language background significantly affected their pronunciation of words in English, their ability to use phonics to read and write, and their ability to differentiate between male and female when writing sentences. Moreover, no specific model of acculturation was found to be apparent in this study. However, the processes of integration and separation did play a role in the learners’ acculturation. On the other hand, the processes of assimilation and maginalisation were not found amongst isiZulu-speaking learners. Two prominent psychological factors, anxiety and motivation, were apparent in this study. This study revealed that isiZulu-speaking learners do experience reading and writing anxiety but do not experience writing test anxiety. It was also found that isiZulu-speaking learners do enjoy reading in English and they demonstrate relatively positive attitudes towards reading. Their attitudes towards writing in English were somewhat varied. Although integrative motivation and instrumental motivation were seen to play a dual role in the learners’ experiences, the parents’ views were strongly influenced by instrumental motivation. IsiZulu-speaking learners have good social relationships with their peers. Educators affirmed that these learners interact relatively well with both their English-speaking peers and their isiZulu-speaking peers. The amiable relationships were also observed by the researcher during the classroom reading and writing observations. None of the isiZulu-speaking learners experienced social isolation or alienation at any of the five English medium schools. IsiZulu-speaking learners’ ability to speak and understand isiZulu is relatively good. However, their ability to read and write in isiZulu is generally poor. IsiZulu-speaking learners usually cope well with conversational skills in the English language. However, their ability to read English texts fluently with understanding and to write simple stories in English ranges from fair to poor. Generally, at the five schools similar approaches were used to teach reading and writing. The dominance of the phonic approach was observed during several reading lessons. In general, educators expressed their absolute dissatisfaction with the CAPS document and the CAPS English home language workbook. They were not content with the manner in which the phonics is structured in the CAPS workbook and document. Educators asserted that CAPS is too challenging for most isiZulu-speaking learners, too much of emphasis is placed on assessments, and due to the large learner/educator ratio educators experience frustration when teaching reading and writing. Educators emphasised the significance of Grade R attendance and the Grade R curriculum. Furthermore, they asserted that learners who enter Grade 1 at the age of five are not ready for formal schooling and they generally experience reading and writing difficulties. Moreover, this study reproduced those found in literature that showed that generally girls significantly outperform boys on reading and writing tasks. There were various reasons for the parents wanting their children to learn to read and write in English. Two of the prominent reasons advanced by the parents were: parents want their children to learn more than one language and learning English at school will help their children to continue their studies at colleges or universities. Overall, this study has demonstrated that the English language has significantly impacted on all aspects of the isiZulu-speaking foundation phase learners’ lives, and more especially has considerably influenced their reading and writing achievements at English medium schools. / Inclusive Education / D. Ed. (Inclusive Education)

This study is necessitated by the emergence of the notions of a developmental approach towards the informal economy within urban governance. Using the case-study methodology to draw a comparative analysis between Msunduzi Local Municipality and Hibiscus Coast Municipality, the study highlights various key challenges facing the development of the informal economy in South Africa. The study reveals that there has been a slight shift towards a developmental approach, for instance, where some level of infrastructure investment and skills support has become a part of the intervention strategies for the informal economy. However, it is argued that local government lacks adequate institutional arrangements, and is characterized by an underdeveloped policy and legislative environment with regards to the development of the informal economy. These issues at the local government level are exacerbated by a lack of direction at the national level in terms of structuring the outcomes of policy, legislation and the institutional environments in addressing the dual objectives of poverty alleviation and economic development through the informal economy. At the local level, these factors have subsequently led to unstructured, uneven and uncoordinated interventions, which have collectively hampered the development of the informal economy. This has also been aggravated by the wider struggles of stakeholders such as urban elites, political interests and informal traders’ agencies at the local level, competing to influence urban development and policy for their preferential gains. Furthermore, the state continues to determinedly institutionalise global economic competitiveness between its cities and towns in the pursuit of reaching ‘world class’ standards. This leaves local governments ill-equipped to deal with the socio-economic issues and challenges of developing the growing informal economy as an unfunded mandate. Moreover, the political ambivalence at all levels of government is fundamentally limiting the creative assimilation of alternative urban configurations that meet and synthesize the diverse needs of both formal and informal economy actors in reimagining a hybrid economy. Finally, the study raises key recommendations around the need for a deeper democratization process which attempts to overcome the barriers to more deliberative policy making and implementation. This also includes the need for aligned national, provincial and local government policy and legislative frameworks for the development of the informal economy. These should outline clear implementation plans and mechanisms, and the coordination and integration of interventions between various stakeholders as a multi-disciplinary approach. / Thesis (M.Dev.Studies)-University of KwaZulu-Natal, Durban, 2011.

During the 1990s, many low-income countries were committed to the United Nations Education for All (EFA) goals of ensuring universal access to primary education and learners’ completion of all primary grades (Gove & Wetterberg 2011:1). Since then some countries, including South Africa, have made impressive strides towards expanded access to schooling. Much of the progress has stemmed from additional inputs such as classrooms, educators, and textbooks and this has created the assumption that with sufficient inputs, learning will naturally flow. However, increases in enrollment rates alone have not always translated into high quality education or even basic learning. Additionally, South Africa’s unique politically burdened history has had profound effects on the education system. Due to its multifarious population and the amalgamation of various sectors, including education, the Department of Basic Education was and still is faced with the daunting challenge of providing quality education to its diverse citizens. This has resulted in the establishment of multiracial, multilingual, and multicultural schools. The corollary is that schools have become more inclusive. However, the ability of South Africa to educate its learners cannot be measured by access to schooling or enrollment rates alone, but rather by its ability to impart to learners the knowledge and skills necessary to function as literate and numerate members of the broader society. Within the context of EFA several international organisations began to conduct early grade reading assessments in many developing countries in Africa and Asia. These studies include SACMEQ, PIRLS and prePIRLS, EGRA, and ASER. The aim of these assessments is to facilitate the expansion of quality education by providing the necessary data to monitor educational quality, and by improving the research capacity and technical skills of educational planners. Within the context of major transitions throughout the world, the organisations mentioned above perspicaciously focused on countries that encounter major challenges in literacy. The extensive studies on reading and writing that were conducted by some of these organisations amplify the crisis in education and the plight of early grade learners. Nationally and internationally the situation appears to be relatively bleak, especially for L2 learners. Literacy, specifically reading literacy, forms the backbone of scholastic success at primary, secondary and tertiary levels and research consistently shows that learners who are good readers also tend to perform well academically (Pretorius & Machet 2004:129). Emanating from the above, this study focused on the factors that affect foundation phase English second language learners’ reading and writing skills. The study was conducted at five English medium primary schools in Port Shepstone. A literature study on second language acquisition and the factors that impact on the English second language learners’ reading and writing achievements was undertaken. Furthermore, the expansion of the English language, the significance of the primary language in second language acquisition, insights and issues focusing on bilingualism and multilingualism, theories on second language acquisition, reading and writing in the home language, and factors related to English second language learners’ reading and writing achievements were examined. A mixed-method research design was utilised. In order to obtain an in-depth perspective both quantitative and qualitative approaches were used to collect data from foundation phase educators, and the parents of isiZulu-speaking foundation phase learners. Survey questionnaires, which were the main research instruments for gathering data, were distributed to the parents of isiZulu-speaking learners and the educators. Additionally, individual interviews were conducted with educators and reading and writing observations were also conducted. Quantitative data analysis was done by means of tables, frequencies, and graphs. Qualitative data was subjected to analysis by means of an eclectic approach. This study found that cultural, psychological, social, cognitive, school, and developmental factors do indeed affect the second language learners’ reading and writing skills. It was found that the learners’ home language background significantly affected their pronunciation of words in English, their ability to use phonics to read and write, and their ability to differentiate between male and female when writing sentences. Moreover, no specific model of acculturation was found to be apparent in this study. However, the processes of integration and separation did play a role in the learners’ acculturation. On the other hand, the processes of assimilation and maginalisation were not found amongst isiZulu-speaking learners. Two prominent psychological factors, anxiety and motivation, were apparent in this study. This study revealed that isiZulu-speaking learners do experience reading and writing anxiety but do not experience writing test anxiety. It was also found that isiZulu-speaking learners do enjoy reading in English and they demonstrate relatively positive attitudes towards reading. Their attitudes towards writing in English were somewhat varied. Although integrative motivation and instrumental motivation were seen to play a dual role in the learners’ experiences, the parents’ views were strongly influenced by instrumental motivation. IsiZulu-speaking learners have good social relationships with their peers. Educators affirmed that these learners interact relatively well with both their English-speaking peers and their isiZulu-speaking peers. The amiable relationships were also observed by the researcher during the classroom reading and writing observations. None of the isiZulu-speaking learners experienced social isolation or alienation at any of the five English medium schools. IsiZulu-speaking learners’ ability to speak and understand isiZulu is relatively good. However, their ability to read and write in isiZulu is generally poor. IsiZulu-speaking learners usually cope well with conversational skills in the English language. However, their ability to read English texts fluently with understanding and to write simple stories in English ranges from fair to poor. Generally, at the five schools similar approaches were used to teach reading and writing. The dominance of the phonic approach was observed during several reading lessons. In general, educators expressed their absolute dissatisfaction with the CAPS document and the CAPS English home language workbook. They were not content with the manner in which the phonics is structured in the CAPS workbook and document. Educators asserted that CAPS is too challenging for most isiZulu-speaking learners, too much of emphasis is placed on assessments, and due to the large learner/educator ratio educators experience frustration when teaching reading and writing. Educators emphasised the significance of Grade R attendance and the Grade R curriculum. Furthermore, they asserted that learners who enter Grade 1 at the age of five are not ready for formal schooling and they generally experience reading and writing difficulties. Moreover, this study reproduced those found in literature that showed that generally girls significantly outperform boys on reading and writing tasks. There were various reasons for the parents wanting their children to learn to read and write in English. Two of the prominent reasons advanced by the parents were: parents want their children to learn more than one language and learning English at school will help their children to continue their studies at colleges or universities. Overall, this study has demonstrated that the English language has significantly impacted on all aspects of the isiZulu-speaking foundation phase learners’ lives, and more especially has considerably influenced their reading and writing achievements at English medium schools. / Inclusive Education / D. Ed. (Inclusive Education)

No abstract available. / Thesis (M.Med.)-University of Natal, 1986.

Thesis (M.A.)--University of Central Florida, 2008. / Adviser: Ezekiel Ayodele Walker. Includes bibliographical references (p. 86-88).

Submitted in fulfillment of the requirements for the Degree of Master of Health Sciences: Nursing, Duban University of Technology, Durban, South Africa, 2018. / Introduction: The shortage of skilled health professionals in public health care facilities is the main reason why compulsory community service was started by the South African government. The change in the disease pattern over the past two decades coupled with the mass exodus of health care professionals to overseas countries resulted in severe staff shortages especially in rural areas. Nursing community service practitioners (NCSPs) lack experience in dealing with complex clinical problems especially at primary health care level. They need experienced health professionals to offer clinical support to them. Aim of study: The aim of the study was to establish the degree of clinical support that is offered to NCSPs who are placed for compulsory community service within the Ugu district. Methodology: A qualitative study was conducted using an exploratory­ descriptive design. Purposive sampling was utilized to select eight NCSPs from a regional hospital and a community health centre. Semi-structured interviews were conducted and data was recorded verbatim for accurate analysis. Content analysis of data was employed where data was analyzed into meaningful themes. Results: The study revealed gaps in the clinical support offered to NCSPs. Lack of clinical support was reported more in the hospital than at the community health centre.·organizational problems such as lack of orientation, absence of in-service education and lack of proper rotation to different departments were some of the main concerns that were reported. Conclusion: Nursing community service practitioners need clinical support from experienced health professional to guide and teach them until they develop confidence. / M

Submitted in partial fulfilment of a Masters Degree in the Department of Educational Planning and Administration at the University of Zululand, South Africa, 2005. / The primary objective of this study was to investigate the impact of School Management Teams (SMTs) on Learner Academic Performance (LAP). To achieve this, a literature review was conducted on relevant strategies that SMTs can adopt to enhance LAP. Furthermore, an empirical research project was launched to test the extent to which these strategies were or could be employed in local schools. The empirical study was conducted by means of a questionnaire-driven survey, administered in the Port Shepstone District. The study revealed that LAP is adversely affected in schools where learners are not part of the decision-making process and where they are not given immediate feedback after their assessment activities. In such cases, opportunities for improve performance were lost. Other key findings of the study suggest that: • Many STMs have not implemented staff development programmes. • Some SMTs have not involved parents in the formulation or implementation of LAP enhancement programmes. • Educators are not fully motivated to enhance LAP. • A general lack of communication between SMTs and the rest of the staff members compromises potential enhancement of LAP. • Some educators are not familiar with the vision of the school and consequently do not realise its goals. • LAP is negatively impacted in schools where there are indications of poor strategic planning. • A lack of non-management educator involvement in curriculum development also negatively impacts LAP. The above shortcomings were compared to recommended and best practices where suggested in research on LAP enhancement. The following suggestions were made in this regard: • The National Department of Education (NDoE) should provide resources for on-going capacity-building. • Parents should be involved in supporting the school to manage learners and learning activities effectively. • SMTs should capitalize on educator strengths, put in place educator development programmes to address areas of weakness and motivate educators to excel in teaching. • SMTs should create and maintain clear channels of communication. • SMTs and educators should develop a shared vision to enhance LAP and this should be communicated to all constituencies in the teaching and learning environment (including parents and the general community in which the school is embedded). • SMTs and educators should engage in strategic planning to enhance LAP. • SMTs should conduct staff training programmes on curriculum development. This study is deemed significant as it exposes, at grassroots level, problems experienced in enhancing LAP and makes practical recommendations on strategies to improve LAP. These recommendations are based on a review of both national and international literature and have precedents of successful implementation here and abroad.

No abstract available. / Thesis (M.S.U.R.P.)-University of Natal, Durban, 1976.

M.Sc. (Geology) / The Proterozoic Namaqua-Natal Mobile Belt of southern Africa represents a succession of high grade metamorphosed igneous and sedimentary rocks rimming the southern and western extents of the Kaapvaal craton. Different petrological processes associated with the onset of granulite facies metamorphism were investigated with the emphasis on the processes on anatexis and migmatitization and the influence of the fluid phase on these processes. The investigation took place in the Margate Terrane of the Southern Natal Metamorphic Province. The Umzimkulu and Louisiana Quarries near Port Shepstone formed the bulk of the field area for this investigation. The Umzimkulu and Louisiana quarries expose two s-type granitic lithologies, namely, the Glenmore Biotite Gneiss (GBGn) and the slightly younger, intrusive Margate Leucogranite (MLGn), both of which have been metamorphosed to granulite facies. Geothermobarometric calculations on the metamorphism of the Margate Terrane all indicate temperatures and pressures of peak metamorphism be 850oC+50oC at +6 kbar. The high grade metamorphic history of the lithologies is recorded by the formation of concordant, lens-shaped, prograde anatectic leucosomes. The leucosomes are concentrically surrounded by biotite selvage zones, followed by melanosomes, and lastly undisturbed host rock material. This investigation revealed that the formation of both the charnockite veins and the prograde leucosomes occurred through processes of anatexis. Field relations suggest that the charnockitic veins formed in situ, and were structurally controlled, which is evident from their linearity. Petrographic and geochemical data provide evidence for melt involvement. This is in strong contrast to theories of charnockite formation ascribed to subsolidus granulite formation by the flushing of host lithologies by a pervasive, carbonic fluid, as has been suggested to have occurred in Southern India. The so-called "incipient charnockites" of Southern India are both morphologically and geochemically similar to the charnockite veins described in the SNMP, suggesting that an anatectic origin may be common to both.

Les conflits environnementaux sont un outil à la fois conceptuel et méthodologique d'étude des acteurs et des territoires. Ils révèlent des réalités problématiques dépassant le simple champ environnemental, analysées à travers le double prisme des héritages (de la colonisation et de l'apartheid) et du processus de démocratisation post-apartheid. Les attitudes des acteurs par rapport à l'environnement masquent parfois d'autres motivations. Les cas de Port Shepstone, et surtout de Richards Bay, deux petites villes industrielles, illustrent des conflits d'usages entre les territoires des industriels, de la municipalité, et les lieux de vie et de récréation des riverains défendus par quelques environnementalistes parfois extrémistes. Les cas de Kosi Bay et de St Lucia, mettent en perspective la compétition entre les territoires d'un parc national (Greater St Lucia Wetland Park) reconnu Patrimoine Mondial de l'Humanité, de plusieurs municipalités, d'autorités tribales et de groupes de résidents, Blancs ou Noirs, aux diverses stratégies de vie ou de survie. Outil méthodologique, les conflits environnementaux permettent d'affiner des typologies d'acteurs par rapport à l'environnement et au territoire. Outil conceptuel, ils revisitent les principes de gouvernance, de décentralisation et de développement durable à travers l'étude des jeux politiques, des rivalités entre niveaux national et local, de l'influence des réseaux, de la participation citoyenne et des dynamiques socio-économiques de « profit versus solidarité ».