Principals were struggling with the interpretation of their roles in the implementation of the NCS in South African schools, parlty due to the huge change and complexity of the NCS. It was found that principals did not understand their roles in the implementation of the NCS, and as a result did not develop staff, were not familiar with the roles of educators as specified by policy and shifted the burden of developing educators to the Department of Education. A qualitative research approach was employed. A reputational case sampling was conducted on three secondary school principals in the KZN Vryheid District. A semi structured interview and a semi-structured questionaire were employed on these three principals to gather data. Theme analysis was used to determine how principals interpreted their roles in the implementation of the NCS. I found that principals did not have enough understanding of their roles in the implementation of the NCS. However, principals complained that the Department of Education was more concerned about expanding access to education than quality of education. They also lamented that teachers had a low self- esteem with the profession. I found that principals required detailed workshops on their roles in the implementation of the NCS, ongoing curriculum leadership training, and required LTSM resources and equipped laboratories.

The ichthyofauna of three small Natal estuaries, the Mhlanga, Damba and Zotsha was sampled over a period of two years. A total of 68 kinds of fishes representing 24 families, 39 genera and 56 species were captured during this study. Forty seven kinds of fishes were recorded in the Mhlanga of which Gilchristella aestuaria,Oreochromis mossambicus, Valamugil cunnesius, Valamugil sp. and juvenile mugilids numerically dominated. In terms of biomass, O. mossambicus, V. cunnesius, Liza alata, Myxus capensis and Mugil cephalus dominated the ichthyofauna of the Mhlanga. In the Damba, 24 kinds of fishes were recorded. The most abundant fishes captured were Glossogobius callidus, M. capensis and O. mossambicus. M. capensis, M. cephalus, O. mossambicus and G. callidus dominated the fish biomass captured in the Damba. A total of 56 kinds of fishes were recorded in the Zotsha during this study. The ichthyofauna of the Zotsha was numerically dominated by juvenile mugilids, G. aestuaria, O. mossambicus, Rhabdosargus holubi, Terapon jarbua, Ambassis productus and G. callidus. The species which dominated the fish biomass in the Zotsha were O. mossambicus, L. alata, Valamugil robustus, Valamugil buchanani, M. capensis, M. cephalus and V. cunnesius. Classifying the species captured according to whether they were resident estuarine species, freshwater species, estuarine-dependent marine species and marine species revealed that the first three groups were all well represented in the systems. The only system in which marine species made any significant contribution to the ichthyofauna was the Zotsha. Oreochromis mossambicus was the dominant freshwater species in all three estuaries during this study. Gilchristella aestuaria and Glossogobius callidus were the principal estuarine species in the Mhlanga and the Damba respectively. Both G. aestuaria and G. callidus were the dominant estuarine species captured in the Zotsha. The principal estuarine-dependent marine fishes captured in the Mhlanga were V. cunnesius, Valamugil sp., juvenile mugilids, M. capensis, M. cephalus and L. alata. In the Damba, M. capensis and M. cephalus were the dominant estuarine-dependent marine species and in the Zotsha juvenile mugilids, R. holubi, T. jarbua, A . productus, M. capensis, V. cunnesius, V. robustus, M. cephalus and L. alata predominated. The results of this study indicate that the estuaries are dominated at different periods by different assemblages of fishes. This is linked to the spawning and migration patterns of the various species as well as the hydrological regime of each estuary. During the winter these systems are normally closed with relatively deep waters and high food resource and habitat availability. Freshwater and estuarine species mainly inhabit the upper reaches of the systems while estuarine-dependent marine species mainly occupy the middle and lower reaches and dominate the fish community. When these systems open with the onset of the spring/summer rains, adult and sub-adult estuarine-dependent marine species emigrate to the marine environment and juveniles begin recruiting into the systems. Spring is also the peak breeding period of resident estuarine and freshwater species, resulting in an increase in the contribution of these fishes to the overall population during this period. When closed estuaries open many of them drain and this results in the fishes concentrating in the lower reaches of the system where moderate water depths are present, thus further contributing to an increase in the proportion of freshwater and estuarine species in this region. The breaching of closed estuaries also results in a slump in food resources and habitat availability. Competition and possible increased vulnerability to avian predation (due to the shallow nature of the systems), may contribute to a decrease in the proportion of estuarine and freshwater species in summer. The prolonged spawning and recruitment of 0+ juveniles of estuarine-dependent marine species results in an increase in the proportion of these fishes present in the estuaries during summer. In autumn, these systems normally close, water levels rise and available food resources and habitat increase. This allows the redistribution of freshwater and estuarine species upstream, leaving estuarine-dependent marine species to dominate the middle and lower reaches. Although temporarily open/closed estuaries along the Natal coast may not be as diverse as permanently open estuaries in terms of their ichthyofauna, their importance must not be underestimated since by providing a continuous sequence of sheltered habitats along the coast they may contribute significantly to the viability of estuarine-dependent marine fish stocks.

This study responds to the following research question: How might rural school youth engage peers using social media in a participatory cultures framework to contribute to addressing gender-based violence in their community? This question is supported by the following secondary questions: How do rural school youth understand gender-based violence in their community. how might rural school youth use social media within a participatory cultures framework to engage peers in addressing GBV How can rural school youth engage with their peers via social media to facilitate youth agency in a participatory cultures framework This qualitative study is positioned in a critical paradigm and employs a visual participatory research methodology to contribute to addressing gender-based violence in the age of HIV and AIDS. The participants in this study are five learners (3 boys and 2 girls) with five of their peers (3 boys and 2 girls) from a secondary school in rural Vulindlela in KwaZulu-Natal, purposively selected from Grade 9 classes. Digital storytelling was employed as the main visual method of data generation to express the participants’ understanding of, and solutions to, genderbased violence. The stories were used by the participants to engage their peers around the topic via social media and to enable them to reflect on their own agency. The study draws on Jenkins’ theory of participatory cultures as a heoretical framework. Thematic analysis was applied to make meaning of the findings. The findings show that rural school youth understand gender-based violence (GBV) as a complex problem. Youthful learners are able to competently apply social media to address GBV and engage their peers through social media – hifting the power to participate as agents of change.The findings have implications for youth, the school, and the community. The youth are seen as knowledgeable actors who should inform intervention programmes aimed at social change. Social media can offer an engaging environment for peer learning and support. For digital participation, the youth need to acquire digital skills at school which could be integrated throughout the curriculum, drawing on participatory cultures. In the community, youth as knowledge producers are competent in leading, guiding, and instructing community members using social media spaces as more people have access to inexpensive digital technology that allows them to participate in community intervention programmes aimed at social change. I conclude by arguing that youth can express lived realties on GBV and solutions to GBV through visual methods such as digital storytelling. Their engagement on social media such as Facebook can be viewed as intervention by assuming agency through a guided process of solving community problems collaboratively with peers through the process of participatory cultures. This democratic process strengthens agency for community benefit and highlights a new youth and peer culture where youth circulate new and self-made content aimed at social action through their continuous reflection – a shift in power as the voices and actions of youth are acknowledged.

Submitted in fulfillment of the requirements of the Master of Applied Science in Food and Nutrition, Durban University of Technology, Durban, South Africa, 2016. / Introduction: South Africa, like many other developing countries, is challenged by malnutrition among children. Globally, the nutritional status of children is a cause for great concern. The nutritional shift towards diets laden with sugar, fat and salt contribute towards the burden of non-communicable diseases (NCDs). Snacking plays a pivotal role in the diets of children; however, the consumption of unhealthy snacks or ‘junk’ food poses a serious risk to a child’s nutritional well-being. Moringa oleifera was selected for snack food development in this study, as this plant is a significant source of nutrients. Aim: The aim of this study was to determine the snacking preferences of children (grades 4-7 in four schools in Verulam, KwaZulu-Natal (KZN), South Africa, in order to develop a sensory acceptable snack enhanced with Moringa oleifera. Methodology: Two hundred primary school children between grades 4-7 were selected through stratified random sampling of schools in Verulam, KZN, South Africa through informed consent to participate in this study. In addition, ten parents/caregivers formed part of the preliminary study to determine the snacking habits of children in the selected grades. This information was reported in the form of themes. A Snack Food Frequency Questionnaire (SFFQ) was administered to children for the sole purpose of determining snacking preferences. This was supplemented by an observational study to assist with identifying the most frequent tuck shop purchases. Thereafter, once the top three snack items were identified, the main study continued with the development of a healthy snack, through three cooking trials before an appropriate product was developed. The final product was made using three different amounts of dried Moringa leaves (1g Moringa, 2g Moringa and 3g Moringa per 22g portion) in a maize chip. The developed product was then subjected to nutrient testing in order to determine the vitamin A, zinc, iron and calcium content of the three different variants. The carbohydrate, fat, energy and sodium values were calculated by using the Association of Official Analytical Chemists (AOAC) International standardised methods. Microbiological and shelf life testing were also conducted to ensure the chips were safe for human consumption. Consumer acceptance sensory evaluation was conducted among the children (n=100) to determine the most preferred amount of Moringa leaf in the snack food item (either 1g of Moringa or 2g Moringa). To determine which of the two variants (sample 1 containing 1g of Moringa and sample 2 containing 2g Moringa) was preferred, two variants of the product were sampled by the participants; samples were coded in order to prevent bias. Results: Overall, the results from the focus group study revealed that children consumed snacks frequently and were given money regularly to purchase snack items from the school tuck shop. Price was a trend noted in factors that affect snack selection. The parents/caregivers responded positively towards purchasing a snack that was nutrient-rich. However, it was noted that the price should be reasonable. Results of the SFFQ indicated that the most popular snack items were chips, cold drinks and sweets; therefore these items were reviewed to determine the most viable option for further development. It was decided by the researcher and the supervisor that chips would be the snack item enhanced with three different amounts of Moringa. The consumer acceptance sensory evaluation comprised two chip samples (123 and ABC). The results of the consumer acceptance sensory evaluation showed that sample ABC (2g Moringa/22g serving) was preferred to sample 123 (1g Moringa/22g serving) for most of the sensory attributes (taste and texture). The Moringa chips (both samples) contain almost half the amount of sodium (52.8mg) when compared to a popular corn chip brand (100mg). Moringa chips contained almost less than 1 gram of fat compared to 8 grams of fat found in the corn chips children usually consume. One portion (22g) of the Moringa chips contributes a significant amount of non-haem iron (57.89%, 48.25% and 35.61% for sample 1, 2 and 3 respectively) for females aged between 9-13 years old. Conclusion: Moringa chips (2g/22g serving) received a positive response from children in the sample population. The use of indigenous plants such as Moringa, could be beneficial in food based strategies aimed at addressing malnutrition. Recommendations: This study concluded that food based strategies such as the development of the Moringa chips, should be considered as a means to create a healthy option for children in low socio-economic schools. / M

Submitted in fulfilment of the requirements for the degree DOCTOR OF EDUCATION in the Department of Educational Psychology and Special Education of the Faculty of Education at the University of Zululand, 2006. / This study involves an investigation into the effectiveness of the Superintendents of Education Management (SEMs). In order to gain insight into the effectiveness of the SEMs relevant literature pertaining to effective leadership was reviewed. The literature review deals mainly with the following aspects: > Effective leadership. > Characteristics of effective SEMs. > Tasks of effective SEMs. Literature on the following aspects of effective leadership was also reviewed: > The occupational world of the SEMs. > Building and maintaining of relationships. The descriptive method of research was used to collect data with regard to the effectiveness of the SEMs. The investigation was aided by an empirical research comprising a structured questionnaire completed by 153 principals in the Msinga Circuit Management Centre, Ukhahlamba Region of the KwaZuIu-Natal Department of Education, in an effort to obtain the views of the principals on the effectiveness of the SEMs in their circuits. The respondents consisted of one hundred and nine (109) male principals and forty four (44) female principals. The age of the respondents ranges from thirty one (31) to over fifty (+50) years. Thirty two (32) out of 185 principals could not afford to complete the questionnaires citing different reasons. The descriptive method of research was used to analyse the collected data. From the information gathered the following are the most important findings of the research regarding the effectiveness of the SEMs: > SEMs trust the principals as their colleagues and have empathy for the task they perform. > SEMs base their leadership on the values of the community. > SEMs have good management skills and base their leadership on the needs of their subordinates. > SEMs understand the importance of a healthy school climate for effective teaching and learning. > Principals have a high opinion of sound tactics used by SEMs in matters involving cultural groups. > SEMs are open-minded and work collaboratively with the principals by taking their opinion into account. > SEMs play a vital role in encouraging the networking of schools in their circuits. The study also revealed that: > There is no effective cooperation between the SEMs and the teacher unions. > Principals are not happy with the salary backlog for educators because it affects the performance of educators in the classrooms. > SEMs do not communicate their circuit mission statements to all stakeholders. > SEMs have done nothing to assist the educators who failed to meet the curriculum objectives, which has a negative impact on the schools' final results. Based on the findings, the following recommendations were submitted: > That the SEMs should encourage and monitor the implementation of Whole School Evaluation (WSE), the Developmental Appraisal System (DAS) and Integrated Quality Management Systems (IQMS). This will provide the SEMs with relevant information concerning the performance of educators in schools. The analysis of information from the abovementioned systems will provide the department with the grey areas that need urgent attention. >. That the SEMs in consultation with all the stakeholders should formulate the circuit policy. > That the schools should be divided into clusters in terms of proximity and cluster coordinators. This will help SEMs with timeous distribution of information to schools. In conclusion a summary was presented based on the findings of the study. The following are some of the recommendations that have been made for further study: > That the influence of the SEMs in the final school results, more especially Grade 12, be investigated. > That the impact of the salary backlog on educators in their teaching and learning tasks in the schools be investigated. > "Why a lack of punctuality seems to be a way of life for some educators in high ranking positions.

A dissertation submitted to the FACULTY OF EDUCATION at the UNIVERSITY OF ZULULAND in fulfilment or partial fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and Administration, 1986. / What this research is about, is contained in the title. It is thus essential to analyse concepts in the title in order to establish a common understanding of the study.

A dissertation submitted to the Faculty of Arts in fulfillment of the requirements of the Masters Degree in the Department of Sociology at the University of Zululand, 2004. / Previously in the early fifties, education was based on racial inequality and segregation. The perspective on school development through partnership in education with parents as a community changed after the democratization of S.A in 1994. Previously in 1984, parents were not fully involved in the education system. After 1994 election the culture of learning and teaching was launched, Parents, educators, non-educators and learners were involved in education. School Governing bodies were elected. They were formed by all stakeholders i.e. parents, educators, non-educators and learners. This partnership was designed to improve the quality of education for all South Africans. School development through partnership in education empowers schools to take responsibility for their own development. Development of schools is now the responsibility of all South Africans who have a stake in the education system. Tensions frequently exist between educators and parents. Many problems result from societal influences, values, assumption, ignorance and inadequate information. Since the democratization of the country in 1994 the emphases in education focused on educational rights for all. Democratization of education includes the idea that stakeholders such as parents must participate fully in the activities of the schools, regulations relating to the election of the school governing bodies in public schools. Regulation should suit all levels of communities, rural or urban areas. Schools in rural areas could benefit from community members who may have the useful contribution to the performance of the school. The process of school development reflects the values and the beliefs of the community. Educators, together with parents can organize different activities to bring about the bond among three pillars i.e. educators, parents and learners. In the partnership in education, parents and educators cater for the general welfare of the learners. Educators could also take a leadership role in learner counseling, guidance and discipline. For partnership in education to be successful all the stakeholders should be involved in the decision making in school matters. Both parents and educators should sometimes sacrifice their time in order to promote good partnership. Educators need to be exposed to more cognitive and co-operative learning and teaching styles. The study further reveals that parents have a very crucial role to play in education. Parents play an integral part in moulding and educating a child. Formal and informal education should work hand in hand. It is this reason that parents are involved through the school governing bodies. Parents should take a lead in the education of their children. Through their partnership in education, parents are involved in many activities at school. Activities like the maintenance of the school buildings, facilities, resources and the management of the funds. Research has shown that successful and quality improvements are most likely to be achieved when individual school takes responsibility for their own quality standards. The stakeholders should align with the goals of organization and should take initiative. They should persue goals despite obstacles and setbacks. When community are well developed, they have pride and sense of ownership for their schools.

Submitted in partial fulfillment for the requirements of the Degree of Doctor of Education in the Department of Educational Psychology in the Faculty of Education at the University of Zululand, 2006. / This thesis explores the responses of higher education to the national imperative to implement Recognition of Prior Learning. It makes use of a mixed methods mode of research to explore this phenomenon at three sites of higher education delivery in KwaZulu-Natal. The research investigates how these three institutions have responded to the imperative at an institutional level, in terms of policy development, organisational structures and philosophical approach. It also looks at academic staff perceptions of RPL policy and implementation and its successfulness in terms of the integration of RPL into the curriculum, the capacity of the curriculum to facilitate the assessment of RPL and the extent to which it has been implemented within the higher education system. It identifies the articulation of national policy on RPL as one of the factors that impacts on successful implementation. In so doing, barriers to the successful implementation of RPL are also identified and explored. These barriers include epistemological, material and systemic barriers. However, it also seeks to elicit the benefits that higher education sees in implementing RPL, both in terms of fulfilling the goals of higher education and in terms of the benefits for the national economic imperatives and the skills development initiative. Ultimately, the research attempts to establish the extent to which RPL has been institutionalised within the institutions in terms of a set of indicators as identified by the researcher. / University of Zululand

Thesis (M.A.(Development Studies))--University of the Witwatersrand, Faculty of Humanities, School of Social Sciences, 2016. / Public participation has become an integral component of development projects, and is encouraged in the South African constitution as well as national laws governing the development and management of the environment. Especially in large infrastructure projects such as dams and water transfer systems, community participation is essential, as these projects leave great social and environmental footprints, with the benefits often accruing far beyond the immediately affected areas. Yet, there is little consensus on how this participation should manifest or what it should hope to achieve. This study sought to examine public participation processes through a case study of a dam and pipeline project, the Mooi Mgeni Transfer Scheme Phase II, particularly in terms of its social impacts. The study draws from the perspectives of all stakeholders involved, namely the various project authorities (government architects, implementing company, engineers, construction contractors), the interested and affected community members, and the independent authorities hired to monitor different aspects of the project. This study found that differing views of participation among these different actors greatly affected the participation that manifested in the project. While project authorities’ primary focus for participation was as a means to achieve project goals, community members expected that participation directly benefit them, whether through mitigating impacts or maximising benefits. These differences are complicated by conflicting conceptions of participation in South African legislation, and scant conflict management mechanisms. These conflicting views of participation led to conflict in participatory spaces, and resistance against the project. This study examines five participatory spaces, namely Environmental Impact Assessment public participation meetings, Environmental Monitoring Committee meetings, the engagement with marginalised communities, the engagement with expropriated landowners, and the engagement with relocated informal farm workers. The analysis illuminates the way that power manifests in participatory spaces and can work for or against community goals, and also the effectiveness of different community strategies to leverage their interests. It finds that trust between project authorities and community members is often lacking, but can significantly reduce conflict when it is present. When conflict does arise, if community members are able to upset the project from proceeding, they can make significant inroads in achieving their interests. However, marginalised contingents of the community are faced with ingrained disempowerment in participatory spaces which is difficult to overcome / GR2017

The purpose of this study was to investigate the impact of negative influences facing children with physical disabilities living in rural areas. Children with physical disabilities living in rural areas of South Africa have to deal with many negative influences in addition to their disability. The main theme is that all children in rural areas face negative influences, but these are far worse for the children with physical disabilities. Societal and educational exclusion and poverty continue to place these children at a disadvantage despite South Africa’s policies that promote inclusion and equality. These rights are central to a meaningful democracy yet; research indicates that children with physical disabilities remain in a hopeless situation in the rural areas. To escape their plight inclusive education is pivotal. It is argued that the government’s capacity to deal with all the negative influences is limited and this therefore necessitates community involvement. Bronfenbrenner’s Bio-ecological approach was used both to investigate the impact of the negative influences facing children with physical disabilities as well as providing a framework that tackles the barriers that prevent this marginalised group of children having an equal opportunity to education. A qualitative and ethnographic study was undertaken to investigate these issues. This entailed the researcher living in four rural areas in KwaZulu-Natal, and collecting data through community participation, observations, questionnaires and interviews as well as photographs and drawings collected from the children. Data was analysed and poverty and exclusion clearly impacted not only on the children with physical disabilities, but their parents/caregivers. It became clear to the researcher that unless this group of children received early intervention to prepare them for education they would not be able to be included in formal education from Grade 1 but would need to begin their schooling in a specialised and exclusive environment. A framework for intervention based on Bronfenbrenner’s model was formulated that involved community involvement on the micro and mesosystemic levels. This framework is unique in that it will provide intensive early intervention for children with physical disabilities with the explicit aim of preparing them for inclusion and at the same time giving their parents/caregivers an opportunity to escape their plight of poverty.Every child in South Africa according to our Constitution and other policies is guaranteed equality. This equality needs to be provided to children with physical disabilities before they attend formal schooling and end up floundering never having had the opportunity to lift themselves out of the cycle of poverty that they face. Contemporary models for understanding these negative impacts and exclusion suggest that an important outcome of rehabilitation services is to optimise children with physical disabilities participation in the home, school and community life. Bronfenbrenner’s Model is based on the premise that disability involves an interaction between features of the child and features of the environment that can be adapted to promote educational inclusion and thus reduce the cycle of poverty. / Psychology of Education / D. Ed. (Inclusive Education)