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)

Cette recherche vise à décrire l’association entre certaines variables démographiques telles que l’âge de la mère, le sexe, le rang de naissance et le statut socio-économique – représenté par l’indice de Pampalon – et l’hypotrophie fœtale au Québec. L’échantillon est constitué de 127 216 naissances simples et non prématurées ayant eu lieu au Québec entre le 1er juillet 2000 et le 30 juin 2002. Des régressions logistiques portant sur le risque d’avoir souffert d’un retard de croissance intra-utérine ont été effectuées pour l’ensemble du Québec ainsi que pour la région socio-sanitaire (RSS) de Montréal. Les résultats révèlent que les enfants de premier rang et les enfants dont la mère était âgée de moins de 25 ans ou de 35 ans et plus lors de l’accouchement ont un risque plus élevé de souffrir d’hypotrophie fœtale et ce dans l’ensemble du Québec et dans la RSS de Montréal. De plus, les résultats démontrent que le risque augmente plus la mère est défavorisée. Puisque l’indice de Pampalon est un proxy écologique calculé pour chaque aire de diffusion, les intervenants en santé publique peuvent désormais cibler géographiquement les femmes les plus à risque et adapter leurs programmes de prévention en conséquence. Ainsi, le nombre de cas d’hypotrophie fœtale, voire même la mortalité infantile, pourraient être réduits. / This study describes the association between demographic variables such as the mother’s age, the child’s gender and birth order, and the socio-economic status – that can now be assessed by the Pampalon Index – with intrauterine growth restriction (IUGR) in the province of Quebec. The analyses are based on a sample of 127,216 singletons and term births that occurred in the province of Quebec between July 1st, 2000 and June 30th, 2002. Logistics regressions on the risk of having suffered from IUGR were produced for the entire province of Quebec and for the health region of Montreal. In the province of Quebec and in the health region of Montreal, the results reveal that the risk of IUGR is higher for first-born infants, and for infants whose mother was under 25 years of age or aged 35 years and older. Moreover, the risk of IUGR increases with poverty. Since the Pampalon Index is calculated for each dissemination area, public health interventions can now target the most vulnerable women and reduce the number of IUGR cases or even infant mortality.

Ayant en perspective la faible représentativité des élèves d’origine haïtienne issus des milieux défavorisés de la grande région de Montréal dans les filières scientifiques à l’école secondaire et dans les orientations de carrière, cette étude vise à examiner l’incidence de caractéristiques individuelles ainsi que de facteurs associés à l’environnement familial, scolaire, socioéconomique et culturel sur les attitudes de ces élèves envers les sciences. L’analyse des données est basée sur les résultats d’un questionnaire portant sur le profil sociodémographique d’un groupe d’élèves de quatrième et cinquième année fréquentant deux écoles secondaires multiethniques de la couronne-nord de Montréal ainsi que sur des entretiens avec quinze de ces élèves qui sont d’origine haïtienne. Des entretiens ont également été réalisés avec des parents, un membre d’un organisme communautaire, des membres du personnel des écoles ainsi que des professionnels et scientifiques haïtiano-québécois dans le but de porter un regard croisé sur les différentes positions exprimées par les quinze élèves. Le modèle écosystémique de Bronfenbrenner (1979, 1986) a servi de cadre de référence permettant de dégager les pôles les plus marquants dans les attitudes envers les sciences chez les élèves d’origine haïtienne. La synthèse des opinions exprimées par les différents répondants souligne l’existence d’un environnement peu valorisant des sciences autour des élèves d’origine haïtienne. Les conditions socioéconomiques, les pratiques familiales, le statut ethnoculturel ainsi que des représentations individuelles des sciences concourent à créer et à maintenir des attitudes très peu engageantes envers les sciences chez ces élèves. L’étude met en évidence l’urgence de démystifier les sciences en brisant certains stéréotypes qui empêchent certaines catégories d’élèves d’accéder aux sciences. Elle commande aussi les politiques en matière d’éducation d’être plus ouvertes aux différences ethnoculturelles et d’explorer des manières dynamiques de rendre la culture scientifique accessible à tous les groupes sociaux. / Having in perspective the slight representativeness of students, from Haitian background, from the most unprivileged sections of the great region of Montreal in the scientific fields in High School and in the choices of career, this study intends to examine the effect of the individual characteristics as well as the associated factors related to the familial, scholastic, socio-economic, and cultural environment upon the attitudes of those students toward sciences. The analysis of the datum is based on the results of a questionnaire focusing on the socio-demographic profile of a group of students from fourth and fifth year attending two multiethnic High Shools of the North-Crown of Montreal as well as on the interviews with fifteen of those students who are from a haitian background. There were also interviews with some parents, a member of a community organism, some staff members of some schools as well as some Haitian-Quebecer professionals and scientists, in order to have a critical viewpoint upon the different positions expressed by the fifteen students. The Bronfenbrenner’s ecosystemic model (1979, 1986) has been used as scope of reference allowing to draw the prominent aspects from the attitudes toward science in the students, from haitian background. The synthesis of ideas expressed by different interviewee reveals the existence of a environment not much enhancing the value of sciences around of students, from Haitian background. The socio-economic conditions, the familial practices, the ethnocultural status as well as some individual representations of sciences contribute to create and maintain some attitudes very little committed to sciences in those students. The study shows how much it is urgent to demystify the sciences by breaking with some stereotypes that prevent some categories of students from acceding to sciences. It also commands to politicians, concerning education, to be more open to ethnocultural differences and to explore some dynamic ways in order to make the scientific culture accessible to all social groups.

Text in English, abstract in English, Zulu and Afrikaans / Globally there has been a rise in the population of incarcerated women over recent decades. Yet, despite this increase, female offenders only represent about 5% of the total incarcerated population. South Africa is no different – female offenders on average total less than 3% of the incarcerated population in South Africa, one of the ten largest correctional systems in the world. This small representation of women in the correctional system often leads to the interpretation that their pathways to offending and experiences of incarceration are the same as those of male offenders, delegitimising any role that gender may play in offending behaviour. The research topic of this doctoral study aims to investigate whether these women’s symbolic or pragmatic status as mothers motivated their crimes and how this occurrence may argue that the socioeconomic challenges faced by these women play a role in their criminalisation. By utilising a feminist pathways research approach, the unlawful actions of seventeen women incarcerated in the Johannesburg Female Correctional Centre is contextualised and reveals conduits to women’s incarceration that primarily involve victimisation and socially constructed “gendered vulnerabilities” that are indissolubly interconnected with poverty and oppression. As seen through their life history narratives, this confluence of factors, coupled with fulfilling the dual roles of provider and caregiver as a mother, contribute to their pathway to offending. Ultimately the research allows for a gender-sensitive analysis of the unique challenges incarcerated women in South Africa face, and the role agency and patriarchy has played in their pathways taken. / Isihloko: Inhlawulo yokuba ngumama – ukuhlolisisa izimo zokuba ngomama okudlula kuzo abantu besifazane baseNingizimu Afrika ababoshiwe njengento ewumzila obaholela ekwephuleni umthetho. Isishayelelo ngokufingqiwe: Emhlabeni jikelele, kulawa mashuminyaka asanda kudlula sandile isibalo sabesifazane ababoshiwe. Yize kunalokho kwenyuka kwesibalo, abesifazane abasuke bephule umthetho bayingxenye ethi ayibe ngama-5% enani selilonke labantu ababoshiwe. NeNingizimu Afrika nayo akwehlukile kuyo, kubantu ababoshiwe lapha eNingizimu Afrika abesifazane balinganiselwa kuma-2.2% kuphela esamba sesisonke sabantu ababoshiwe, kanti futhi iNingizimu Afrika iyingxenye yalezo eziyishumi okuyizona ezinkulu kunazo zonke emhlabeni kwezokuqondisa izigwegwe. Lesi sibalo esincane sabesifazane abasezindaweni zokuhlumelelisa izimilo sivamise ukuhunyushwa kuthiwe leyo mizila yempilo ebaholela ekuphuleni umthetho kanye nezimo abadlula kuzona ngenkathi beboshiwe iyefana neyabesilisa abasuke bephule umthetho, ngalokho bese lingashaywa ndiva noma iliphi iqhaza lezobulili kulezo zenzo zokwephula umthetho. Okokuqala, lesi sihloko esihlongoziwe salolu cwaningo lweziqu zobudokotela sihlose ukucacisa ubunjalo bezimpawu zomuntu ngamunye futhi nalezo zinto ezihambelana ngokufanayo kubantu besifazane abasezindaweni zokuhlumelelisa izimilo eNingizimu Afrika. Okwesibili, kuhloswe ukucubungulisisa ukuthi ngabe lesi simo abazithola bekusona njengabantu abangomama akusona yini noma cha esadala ukuthi benze lawo macala, kanye nokuthi ekwenzekeni kwalokho, zizathu zini ezingaba khona zokuthi izinselelo kwezenhlalo nezomnotho ezibhekana nalaba bantu besifazane yizona eziba negalelo lokuthi bazithole sebengene kwizenzo zokwephula umthetho. Ngokusebenzisa indlela yokucwaninga evuna amalungelo nesimo sabesifazane, lolu cwaningo luhlose ukuthi ekugcineni kube nokuziqondisisa izinto ezenzeka kumuntu ngayedwana kanye nakumphakathi, okuyizona zinto ezidala ukuthi laba bantu besifazane bagcine sebeqe inqubo elandelwayo emphakathini. Ngokusebenzisa ingxoxo-mibuzo ecubungula umlando wempilo, ngalokho kubhekisiswa ukungena ezenzweni zokwephula umthetho kwabantu besifazane abayishumi nesikhombisa ababoshwe eSikhungweni Sabesifazane Sokuhlumelelisa Izimilo saseJohannesburg, ngokubheka ubunjalo besimo okwenzeka ngaphansi kwaso lokho kwephulwa komthetho. Lokhu kuveza ithuba lokuhlaziya ngokusebenzisa indlela ebhekela ezobulili mayelana nezinselelo ezingefaniswe nalutho ababhekana nazo abesifazane ababoshiwe eNingizimu Afrika, futhi ngalokho-ke bese kunikwa laba bantu besifazane ulwazi lokuguqula izindlela abasuke sebehamba ngazo. Izindikimba ezingumongo: UMnyango Wezokuhlumelelisa Izimilo, iNingizimu Afrika, owesifazane ophule umthetho, isifundo sezobugebengu eseibhekelela ezobulili, izimo ophile kuzona, imizila eholela ekwephuleni umthetho, ingxoxomibuzo mayelana nomlando ngempilo, isayikholoji, ezobulili, indaba yezinto ezihambelanayo. / Titel: Die straf van moederskap – verkenning van die moederskapervaring van vroue in gevangeskap in Suid-Afrika se ervaring as 'n pad tot midaad Abstrak: Daar was die afgelope dekades wêreldwyd 'n toename in die populasie van vroue in gevangeskap. Ten spyte van die toename, verteenwoordig vroue slegs omtrent 5% van die totale populasie in gevangeskap. Suid-Afrika is in geen opsig anders nie – vroue-oortreders verteenwoordig gemiddeld slegs 2.2% van die populasie in gevangeskap in Suid-Afrika met een van die tien grootste korrektiewe stelsels in die wêreld. Hierdie klein verteenwoordiging van vroue in die korrektiewe stelsel lei dikwels tot die verklaring dat hul pad na oortreding en ervaring van gevangeskap dieselfde as dié van manlike oortreders is, wat enige rol wat gender ook al mag speel ongegrond maak. Die onderwerp van die navorsing wat vir die doktorale studie voorgestel is, is eerstens daarop gemik om die individuele kenmerke en dit wat vroue in gevangeskap in Suid-Afrika se korrektiewe fasiliteite gemeen het, uit te stip. Dit is tweedens daarop gemik om te verken of hierdie vrouens se simboliese of pragmatiese status as moeders hul misdade motiveer het, en hoe daar as gevolg van die voorkoms geredeneer kan word dat die sosioekonomiese uitdagings wat deur die vroue in die gesig gestaar word 'n rol in kriminalisering speel. Deur die feministiese benadering van navorsing te volg, word daar met dié studie daarop gemik om uiteindelik 'n begrip te vorm van individuele en sosiale prosesse wat daartoe lei dat hierdie vroue sosiale norme oortree. Deur lewensgeskiedenisonderhoude te gebruik, word die kriminalisering van die handelinge van 17 vroue in gevangeskap in Johannessburg se korrektiewe sentrum vir vroue gekontektualiseer. Dit bied geleentheid vir 'n gendersentitiewe ontleding van die unieke uitdagings wat vroue in gevangeskap in Suid-Afrika in die gesig staar, en voorsien vroue van die kennis om alternatiewe paaie te volg. Kerntemas: Departmenent van Korrektiewe Dienste, Suid-Afrika, vroueoortreder, feministiese kriminologie, geleefde ervaring, pad na misdaad, lewensgeskiedenisonderhoude, sielkunde, gender, narratief. / Psychology / D. Phil (Psychology)

Diversos estudos realizados na área econômica têm mostrado a importância da escolaridade para a melhoria da qualidade de vida das pessoas. Apesar disso, o nível médio de escolaridade no Brasil é de 6,4 anos na população adulta, considerado baixo, se comparado a outros países da América Latina. Em vista disso, na década de 1990, foram instituídas diversas mudanças na forma de gestão do ensino público brasileiro, com objetivo de melhorar sua qualidade e motivar o interesse da criança pela escola. O presente trabalho inseriu-se nessa discussão ao propor uma avaliação da influência que a infra-estrutura escolar e as características familiares exercem sobre a freqüência e o atraso no ensino fundamental. Dadas as diferenças regionais existentes no Brasil, fez-se uma comparação entre os estados de São Paulo e Pernambuco. Para tanto, foram feitas análises de regressões, utilizando-se do modelo próbite, e as bases de dados foram o censo demográfico, o censo escolar e as transferências do Fundo Nacional de Desenvolvimento da Escola (FNDE), do ano 2000. Tais análises concentraram-se nas escolas públicas, da área urbana, dos dois estados. Além disso, foram realizadas interações entre variáveis das características familiares e variáveis da infra-estrutura escolar, a fim de verificar as formas mais eficientes de se colocar e manter a criança na escola, garantindo-lhe o avanço nos estudos. Questionou-se, portanto, se é mais interessante para o governo investir na melhoria da qualidade das escolas, ou em iniciativas que melhoram as condições socioeconômicas da família. Foram, também, realizadas simulações para avaliar os impactos de uma melhoria na qualidade das escolas, versus uma melhoria das condições socioeconômicas das famílias, na freqüência e no atraso escolar do estudante. Os resultados mostraram que políticas públicas voltadas para um aumento do salário, ou da escolaridade do professores, assim como para uma melhoria dos equipamentos disponíveis na escola, beneficiarão mais as crianças pertencentes a famílias com chefes pouco escolarizados e/ou com uma baixa renda familiar per capita. Além disso, percebeu-se que em Pernambuco, a política pública de maior impacto sobre a freqüência escolar foi o aumento do salário do professor e sobre o atraso escolar foi o aumento da escolaridade do chefe de família. Para São Paulo, a melhor opção seria aumentar a renda familiar per capita, tanto no caso da freqüência, quanto no caso do atraso escolar. Conclui-se, então, que a adoção de políticas públicas deve levar em consideração o lugar onde as mesmas serão adotadas, bem como os objetivos a serem atingidos na área da educação. Acredita-se, no entanto, que políticas voltadas para melhorar as características familiares geram resultados somente no longoprazo. Por isso, sugere-se que no curto-prazo sejam priorizadas as políticas capazes de melhorar a qualidade das escolas públicas que oferecem o ensino fundamental, na área urbana, dos dois estados. Sugere-se, também, que os investimentos públicos na área da educação priorizem Pernambuco, em função das diferenças socioeconômicas existentes entre os dois estados. / Many studies in the economic field have showed the importance of education to increase the wellbeing of the society. However, the adult population in Brazil has, on average, 6.4 years of education, which is considered low when compared to other Latin American countries. Trying to improve the educational indicators, in the 90’s, many changes were implemented in the Brazilian public school system. The objective of the present study is to evaluate school infrastructure and family characteristics affecting children’s decision to study or to drop out from school (frequency and school delay in primary and secondary levels). The analyses were concentrated in public schools located in the urban areas of Pernambuco and São Paulo states. Demographic census, school census and government spending data from 2000 were used to run a Probit model, whether a child was in school or not and whether a child was in lower grade for his age or not. Interactions between family’s characteristics and school infrastructure, as well as some simulations, were done to verify what would be the best possible resource allocation to improve children’s education. The results showed that public policies that increased teacher’s schooling or teacher’s salaries, and policies that improved the school’s equipments would benefit more children from low income families and/or with low educated parents. Moreover, in Pernambuco, the teacher’s salary caused the greater impact in the children’s frequency to school, while the teacher’s schooling had the larger impact in the children’s school delay. On the other hand, in São Paulo, the best option would be to increase per capita family income, either to increase frequency or decrease delay in school. It is known that policies to improve families’ characteristics will produce results more in the long run. Therefore, policies that would improve the schools’ infrastructure and consequently the quality of the schools are suggested in the short run. Moreover, the investment should focus Pernambuco due to the lower socio-economic indicators compared to São Paulo.

Cette recherche vise à décrire l’association entre certaines variables démographiques telles que l’âge de la mère, le sexe, le rang de naissance et le statut socio-économique – représenté par l’indice de Pampalon – et l’hypotrophie fœtale au Québec. L’échantillon est constitué de 127 216 naissances simples et non prématurées ayant eu lieu au Québec entre le 1er juillet 2000 et le 30 juin 2002. Des régressions logistiques portant sur le risque d’avoir souffert d’un retard de croissance intra-utérine ont été effectuées pour l’ensemble du Québec ainsi que pour la région socio-sanitaire (RSS) de Montréal. Les résultats révèlent que les enfants de premier rang et les enfants dont la mère était âgée de moins de 25 ans ou de 35 ans et plus lors de l’accouchement ont un risque plus élevé de souffrir d’hypotrophie fœtale et ce dans l’ensemble du Québec et dans la RSS de Montréal. De plus, les résultats démontrent que le risque augmente plus la mère est défavorisée. Puisque l’indice de Pampalon est un proxy écologique calculé pour chaque aire de diffusion, les intervenants en santé publique peuvent désormais cibler géographiquement les femmes les plus à risque et adapter leurs programmes de prévention en conséquence. Ainsi, le nombre de cas d’hypotrophie fœtale, voire même la mortalité infantile, pourraient être réduits. / This study describes the association between demographic variables such as the mother’s age, the child’s gender and birth order, and the socio-economic status – that can now be assessed by the Pampalon Index – with intrauterine growth restriction (IUGR) in the province of Quebec. The analyses are based on a sample of 127,216 singletons and term births that occurred in the province of Quebec between July 1st, 2000 and June 30th, 2002. Logistics regressions on the risk of having suffered from IUGR were produced for the entire province of Quebec and for the health region of Montreal. In the province of Quebec and in the health region of Montreal, the results reveal that the risk of IUGR is higher for first-born infants, and for infants whose mother was under 25 years of age or aged 35 years and older. Moreover, the risk of IUGR increases with poverty. Since the Pampalon Index is calculated for each dissemination area, public health interventions can now target the most vulnerable women and reduce the number of IUGR cases or even infant mortality.

Ayant en perspective la faible représentativité des élèves d’origine haïtienne issus des milieux défavorisés de la grande région de Montréal dans les filières scientifiques à l’école secondaire et dans les orientations de carrière, cette étude vise à examiner l’incidence de caractéristiques individuelles ainsi que de facteurs associés à l’environnement familial, scolaire, socioéconomique et culturel sur les attitudes de ces élèves envers les sciences. L’analyse des données est basée sur les résultats d’un questionnaire portant sur le profil sociodémographique d’un groupe d’élèves de quatrième et cinquième année fréquentant deux écoles secondaires multiethniques de la couronne-nord de Montréal ainsi que sur des entretiens avec quinze de ces élèves qui sont d’origine haïtienne. Des entretiens ont également été réalisés avec des parents, un membre d’un organisme communautaire, des membres du personnel des écoles ainsi que des professionnels et scientifiques haïtiano-québécois dans le but de porter un regard croisé sur les différentes positions exprimées par les quinze élèves. Le modèle écosystémique de Bronfenbrenner (1979, 1986) a servi de cadre de référence permettant de dégager les pôles les plus marquants dans les attitudes envers les sciences chez les élèves d’origine haïtienne. La synthèse des opinions exprimées par les différents répondants souligne l’existence d’un environnement peu valorisant des sciences autour des élèves d’origine haïtienne. Les conditions socioéconomiques, les pratiques familiales, le statut ethnoculturel ainsi que des représentations individuelles des sciences concourent à créer et à maintenir des attitudes très peu engageantes envers les sciences chez ces élèves. L’étude met en évidence l’urgence de démystifier les sciences en brisant certains stéréotypes qui empêchent certaines catégories d’élèves d’accéder aux sciences. Elle commande aussi les politiques en matière d’éducation d’être plus ouvertes aux différences ethnoculturelles et d’explorer des manières dynamiques de rendre la culture scientifique accessible à tous les groupes sociaux. / Having in perspective the slight representativeness of students, from Haitian background, from the most unprivileged sections of the great region of Montreal in the scientific fields in High School and in the choices of career, this study intends to examine the effect of the individual characteristics as well as the associated factors related to the familial, scholastic, socio-economic, and cultural environment upon the attitudes of those students toward sciences. The analysis of the datum is based on the results of a questionnaire focusing on the socio-demographic profile of a group of students from fourth and fifth year attending two multiethnic High Shools of the North-Crown of Montreal as well as on the interviews with fifteen of those students who are from a haitian background. There were also interviews with some parents, a member of a community organism, some staff members of some schools as well as some Haitian-Quebecer professionals and scientists, in order to have a critical viewpoint upon the different positions expressed by the fifteen students. The Bronfenbrenner’s ecosystemic model (1979, 1986) has been used as scope of reference allowing to draw the prominent aspects from the attitudes toward science in the students, from haitian background. The synthesis of ideas expressed by different interviewee reveals the existence of a environment not much enhancing the value of sciences around of students, from Haitian background. The socio-economic conditions, the familial practices, the ethnocultural status as well as some individual representations of sciences contribute to create and maintain some attitudes very little committed to sciences in those students. The study shows how much it is urgent to demystify the sciences by breaking with some stereotypes that prevent some categories of students from acceding to sciences. It also commands to politicians, concerning education, to be more open to ethnocultural differences and to explore some dynamic ways in order to make the scientific culture accessible to all social groups.

The aim of this quantitative study was to determine whether there were significant relationships between cultural factors and academic achievement of secondary school female learners in the Chimanimani district of Manicaland in Zimbabwe. According to literature, home environment variables, school environment variables and learner variables influence academic achievement of learners. The home environment includes family's expectations, the family's socio-economic status, exposure to role models and child-rearing practices. The school environment includes teacher's attitudes and the curriculum. Learner variables encompass self-concept, gender role concepts as well as the learner's attitude and aspirations. The empirical research found significant correlations between all cultural factors and academic achievement, particularly in English and at times in mathematics. These correlations were low but positive. The investigation also revealed that diverse age groups did not differ significantly in academic achievement in mathematics or in English. However, females from diverse socio-economic backgrounds differed significantly in their academic achievements. / Psychology of Education / M.Ed.(Psychology of Education)

There is compelling evidence that parental involvement positively influences children’s academic achievement. Its benefits occur across all socio-economic classes. In spite of its significance, parental involvement has received scant attention in Zimbabwe. This qualitative study sought to establish how parents in a materially poor rural district of Zimbabwe were involved in their children’s education. Barriers to their involvement were investigated with the view to overcoming or mitigating them for the benefit of the affected primary school pupils. The attribution theory was used not only to substantially explain the status of parental involvement in Zaka District, but also to generate strategies to promote parents’ participation in their children’s school education. Observation, semi-structured interviews (for school heads), focus group interviews (for parents) and the open-ended questionnaire (for teachers) were used in this qualitative study covering ten primary schools. Respondents were selected through the use of chain reference sampling and sampling by case. A total of one hundred and forty (140) participants were selected. It emerged from the research that parents, teachers and school heads/principals had very limited understanding of parental involvement. They generally thought that it was confined to activities done at school such as payment of school fees and levies, providing labour for the construction or renovation of school buildings and providing teaching/learning resources. Most teachers, school heads/principals and parents believed that parents were too poor and too lowly educated to meaningfully be involved in their children’s education. However, there were a few parents who believed that their socio-economic status did not prevent them from participating in their children’s education. They actually indicated useful ways in which they could be involved. The research also revealed that parents, school teachers and school heads/principals made wrong attributions about themselves and each other in connection with limited parental involvement in their schools. Both school staff and parents, after identifying barriers to involvement, were willing to learn about how they could overcome or mitigate the barriers. They believed that the challenges they were facing regarding parental involvement were capable of resolution. / Teacher Education / D. Ed. (Education Management)

The study investigated the factors that are responsible for student dropout rates at Gert Sibande FET College. A random sampling method was used to select participants for this study. A quantitative approach was used in this study. Accordingly, data were collected using a questionnaire designed in a Likert scale format. The study was limited to students at Gert Sibande FET College’s two campuses, namely, Evander and Sibanesetfu. Subsequently, the findings revealed that socio-economic factors, institutional policies and funding strongly explain the prevalent dropout rates at these two campuses. It is recommended that, adoption of student centred funding model, cultivation of relationships between lecturers and students as well as restructuring learning schedules be factored in during policy development. The findings confirmed that these recommendations would help reverse continuous dropouts currently experienced at Gert Sibande FET College. / Educational Leadership and Management / M. Ed. (Education Management)