Relevant bibliographies by topics / Mentoring in education – KwaZulu-Natal

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Mentoring in education – KwaZulu-Natal'

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Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Mentoring in education – KwaZulu-Natal"

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Jugmohan, Pete, and Irene Muzvidziwa. "Mentoring and Principal Preparation: The Case of Kwazulu-Natal Women." International Journal of Educational Sciences 16, no. 1-3 (March 4, 2017): 150–55. http://dx.doi.org/10.1080/09751122.2017.1311646.

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Mkize, D. L., R. W. Green-Thompson, P. Ramdass, G. Mhlaluka, N. Dlamini, and J. Walker. "Mental health services in KwaZulu-Natal." South African Journal of Psychiatry 10, no. 1 (April 1, 2004): 6. http://dx.doi.org/10.4102/sajpsychiatry.v10i1.116.

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This article is a summary of a document prepared by a task team appointed by the Superintendent-General, Head: Department of Health, KwaZulu-Natal. The terms of reference of the task team were to scrutinise all available documents on mental health in the province and to come up with a new doc- ument entitled ‘Strategic and Implementation Plan for Delivery of Mental Health Services in KwaZulu-Natal’, with operational plans and time frames, and to make specific recommendations with regard to community mental health services and forensic psychiatry.The documents used to prepare the new document were: A Framework for the Delivery of Mental Health Services by Institutions in KwaZulu-Natal;Mental Health Services Planning Report; Strategic Policy Document for Mental Health Services in KwaZulu-Natal; Community Mental Health Services at Indlovu Region, KwaZulu-Natal; KwaZulu-Natal Health Care Act 2000; Mental Health Act 2002; World Health Report on Mental Health 2001; and Mental Health and Substance Abuse Report.The article is divided into nine sections, namely organisational structure; education, training and research; mental health ser- vice provision; highly specialised services; community mental health services; forensic mental health services; mental health and the private sector; pharmaceutical services; and summary of recommendations.
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Lamanauskas, Vincentas. "EDUCATION IN ZIMBABWE: AN INTERVIEW WITH CATHRINE KAZUNGA." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 8, no. 1 (June 25, 2016): 29–37. http://dx.doi.org/10.48127/spvk-epmq/16.8.29.

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Cathrine Kazunga is a full time student studying PhD in Mathematics Education with University of KwaZulu - Natal. University of KwaZulu-Natal is one of the most reputable institutions in South Africa, among the institutions with mathematics education as their main topics of research activity. She has twelve years of teaching experience in rural and urban secondary schools and ten years tertiary education of learning and teaching experience in Zimbabwe. She is an emerging researcher who has so many peer reviewed publication of three journal publications and four conference proceedings. It is possible to contact her via e-mail: kathytembo@gmail.com
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Guest, Bill. "The origins of university education in KwaZulu-Natal: The Natal University College 1909–19491." African Historical Review 48, no. 1 (January 2, 2016): 36–55. http://dx.doi.org/10.1080/17532523.2016.1234012.

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Murcott, M. "A future for the doctrine of substantive legitimate expectation? The implications of Kwazulu-Natal joint liaison committee v MEC for education, Kwazulu Natal." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 18, no. 1 (May 15, 2015): 3132. http://dx.doi.org/10.4314/pelj.v18i1.06.

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Dube, Misheck. "Poverty, Gender and Primary Education: Experiences of Learners in Elandskop, KwaZulu Natal." Global Journal of Health Science 11, no. 5 (April 8, 2019): 67. http://dx.doi.org/10.5539/gjhs.v11n5p67.

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This article discusses the interconnectedness of poverty and gender and learning at primary school level in KwaZulu Natal Province of South Africa.  A qualitative study was conducted in two schools in the poverty stricken Elandskop area where data were collected using in-depth face-to-face interviews from purposely selected participants comprising of learners, educators and the headmasters. The aim was to analyse how male and female learners experience poverty, gender role socialisation and the effect on children’ bio-psychosocial health of both sexes.  While the findings of the study revealed that poverty and gender socialisation of boys and girls have bio-psychosocial negative influences on them, the gender dimension of poverty had the most negative influence on girls. It was found that primary school learners grapple with coping mechanisms when confronted with poverty coupled with limited family and professional support. Gendered family roles and oppressive religious beliefs have been found to have influence on early marriages and teenage pregnancies resulting in school dropouts. The findings of the study imply that school social work is vehemently lacking yet necessary in schools in the area to assist educators in addressing the psychosocial ill-health of learners which educators are less equipped to professionally handle. The study recommends appropriate bio-psychosocial interventions early in the lives of learners to curtail lifelong developmental predicaments.   
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Muthukrishna, Nithi, Wayne Hugo, Volker Wedekind, and Farah Khan. "Emerging moral orientations amongst primary school children in the province of KwaZulu-Natal." Education as Change 10, no. 1 (July 2006): 41–54. http://dx.doi.org/10.1080/16823200609487128.

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Ebrahim, Hasina Banu. "Conflicting Discourses of Private Nursery Entrepreneurs in KwaZulu-Natal, South Africa." Contemporary Issues in Early Childhood 11, no. 1 (January 2010): 39–48. http://dx.doi.org/10.2304/ciec.2010.11.1.39.

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Matzopoulos, R., E. Jordaan Jordaan, and G. Carolissen. "Safety issues relating to paraffin usage in Eshane, Kwazulu-Natal." Journal of Energy in Southern Africa 17, no. 3 (August 1, 2006): 4–9. http://dx.doi.org/10.17159/2413-3051/2006/v17i3a3242.

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This study describes results of a household survey conducted in Eshane in the rural Kwazulu-Natal Midlands in April 2002, including baseline sociodemographic, energy usage, paraffin-related injury and safety knowledge information. A total of 404 interviews were conducted in five villages that fell within a 10-kilometre radius of the proposed Eshane integrated Energy Centre. Paraffin usage was high (86.6%) and there were no significant differences between electrified and non-electrified villages. Paraffin ingestion by children and paraffin-related fires were reported in 3.6% and 6.3% of households respectively. The majority of respondents had heard safety messages, but message retention was only demonstrated for messages relating to fires, and not ingestion. It seems that safety education may have a role to play in the prevention and response to paraffin-related fires, but that child-resistant packaging may be the only viable intervention for the reduction of ingestion among children.
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Mutinta, Given, Kaymarlin Govender, Jeff Gow, and Gavin George. "An Investigation on Students’ Risky Sexual Behavior at KwaZulu-Natal University, Durban, South Africa." American Journal of Sexuality Education 8, no. 3 (July 2013): 121–39. http://dx.doi.org/10.1080/15546128.2013.828339.

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Dissertations / Theses on the topic "Mentoring in education – KwaZulu-Natal"

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Ntuli, M. S. "Supervision and total quality education in KwaZulu-Natal secondary schools." Thesis, University of Zululand, 2012. http://hdl.handle.net/10530/1366.

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The fundamental aim of the study was to investigate the extent to which supervision of programmes in the FET band were geared towards TQE. The study systematically investigated the issue of TQE in selected schools in KZN province, South Africa. Chapter one introduced the problem and briefly outlined the research procedures that were followed in investigating the problem. This was followed by a theoretical enquiry into the problem, highlighting what other people have said about TQM, TQE and supervision. This problem was brainstormed on how it could be resolved by reviewing literature in chapter two. In surveying the relevant literature, this study presented educational management theories as they relate to TQM. A wide spectrum of literature relating to the TQM was explored. In doing this, the first section focuses on the distinction between TQE and TQM. The broad concept of a learner, leadership and management was looked into from the perspective of TQE. Models of TQE as they relate to school leadership ware also explored. The concept of Total Quality Education Management (TQEM) was explicated in an attempt to customise initiatives by business management. This was followed by models of supervision, and how these synchronise with some educational laws, policies and regulations. Thus, the study revealed negative and positive factors that affect TQE, and this information is very crucial and needs to be known by school management teams. This led to the development of the research instruments that are explained in chapter three. These instruments were administered in the field and were analysed using the SPSS computer programme. Chapter four reflects the results emanating from the data. The results are presented in the form of tables and graphs. These results are discussed against the literature and conceptual framework. The researcher collected both qualitative and quantitative data through a survey of research designs, with built-in elements of triangulation. The primary tools used to gather data were questionnaires that were designed for educators and principals of schools. The reliability and validity of the instrument used in the study were ascertained by subjecting them to a pilot study that resulted in their refinement and finalisation. Data collected was analysed by the use of the Statistical Package for Social Sciences (SPSS) computer programme. Information gathered scarcely viii antagonises the assumption that poor school management in KwaZulu-Natal is the result of poor supervision. It was found that educators were suitably qualified and more than half (58%) of them were well experienced. It was also found that half (50%) of the schools did not have administration buildings. In this way, classes were converted into staff-rooms and principals’ offices. Educators rated the school management teams (SMTs) as having the capacity to lead the school effectively in their journey to effectiveness. More than three-fifths (62%) of the educators believed that there were no factors that hindered their schools working towards effectiveness. However, the shortage of funds and poor capacity of the school governing bodies (SGBs) negatively affected the school based staff development. It was also found that more than a fifth (22%) of schools had the nationally initiated Developmental Appraisal System (DAS) running. Over three-quarters (78%) of schools in the region had visions and mission statements. Principals took a superior position in communicating the vision and mission statements of the school. Deputy Principals took the second position after principals in those schools that had them. Educators viewed heads of departments (HODs) as personnel that least communicated the vision and mission statements of schools. On the contrary, those schools that did not have visions and mission statements had problems such as lack of regular meetings, less commitment by principals and a lack of capacity by the school governing bodies. Findings of the study led to the making of both general and specific recommendations as listed in the study. In a summary, it was mainly recommended that the Department of Education (DoE) help schools by filling the vacant supervisor posts (Deputy Principals and HODs) to ensure that the strength of the strategic apex and middle management is fortified. This will also ensure a correct supervisor-educator ratio and all educators to receive appropriate supervisory attention. Education circuit and district managers should closely monitor the effective use of time as a resource. The DoE should organise staff development programmes for principals, where they may be work-shopped on the principles of TQE. ix It was also recommended that the shortage of classrooms should be addressed so that teaching and learning takes place under good conditions. On the same note, for the purpose of principals’ effective management and proper dignified supervision, principals’ offices (where these do not exist) should be built as well as staff rooms. To achieve this, the DoE should help schools in the proper budgeting and utilisation of funds so that resources are speedily supplied to schools, including learner support materials. The study concluded that supervision cannot be singled out as the factor that affects schools’ performance, but those multifaceted factors that affect school management. However, A Practical Supervision Model is proposed, as a major contribution of this study, to inform both future research and professional practice. If well applied, this model has the potential to make schools turn the corner through a paradigm shift and become more effective. The model emphasises the good relationships among all educators, irrespective of their post levels, must be maintained. At the same time, it emphasises how effective supervision could be achieved. It is therefore believed that recommendations and suggestions made will be taken into consideration by all concerned so that in the final analysis there is improvement in the province
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Rugbeer, Hemduth. "A conceptual framework for implementing e-education in KwaZulu-Natal." Thesis, University of Zululand, 2005. http://hdl.handle.net/10530/685.

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Submitted in accordance with the requirements for the degree of Doctor of Philosophy in Communication Science at the University of Zululand, 2005.
This is a dissertation presented on the development of e-education in KwaZulu-Natal, beginning with the dawn of the e-education process, covering its development and rate of penetration in previously disadvantaged rural, urban and township areas. The study investigates the problem of applying Information Communication Technologies (ICTs1) in education in the context of KwaZulu-Natal. The first part of the study reviews theories and literature relevant to understanding and defining e-education and the nature and scope of e-education worldwide. Subsequent chapters describe the construction of a survey instrument employed to measure and evaluate the extent of e-education in KwaZulu Natal, and the findings of the survey. Penultimate chapters blend the insights gained from this literature review to interpret the results, obtained through the quantitative research methodology, to describe a set of conclusions and recommendations in the context of applying Information Communication Technologies in the formal learning environment in KwaZulu-Natal.
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Bleazard, David Keith. "Institutional change in higher education : a case study." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/14652.

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Bibliography: p. 151-153.
The dissertation, "Institutional Change in Higher Education: A Case Study" examines efforts to bring about fundamental institutional change at the University of Natal over a period of some 1 0 years, 1988 to 1997. The case study is characterised as being of an embedded single case design. It is an instrumental rather than an intrinsic study. It attempts to extend understanding of the complex social phenomenon of institutional change in higher education, through analytic generalization. The two sub-units of the case study relate to different attempts by the executive of the University of Natal to bring about consensus on the need for fundamental change and the nature of the change: through a more-or-less conventional strategic planning process; and by the adoption- as a strategic initiative- of the notion of becoming a learning organization. The two sub units are examined on the strength of University documents and interviews with past and present University office bearers and staff, within a conceptual framework of organizational theory derived mainly from Mintzberg, McGregor, and Senge. Both the strategic planning approach and the learning organization approach are seen to have failed as means of engineering consensual change and in the latter half of 1997 the University experiences a restructuring crisis as a result of financial pressures. A puzzle around restructuring, viz. why the University should pursue structural change which goes beyond the needs of simple cost-cutting and efficiency, is addressed first in terms of a perceived need for innovation, within the foregoing organizational theoretical framework. The analysis is then extended (effectively recontextualised) within a more pedagogic , social and political theoretical framework which is dependent largely on Bernstein. This analysis sees the changes being pursued at the University of Natal as being consistent with a shift in higher education generally to a market-dominated, competitive discourse in which University lecturers become knowledge entrepreneurs, competing within the institution and between institutions for scarce resources in response to perceived market needs . In this process, the narcissistic and introjected identities of academic departments, in which professionals in bounded disciplines determine priorities themselves , are replaced by projected identities and priorities are determined outside the discipline and the University. This cannot happen overnight. However , plans at the University of Natal to remove their administrative authority from academic departments are seen as a step in this direction.
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Mennigke, Stuart Michael. "Reciprocal Learning among educators in two communities in KwaZulu- Natal." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8100_1256898488.

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This research sets out to analyze the adult learning practices between two groups of secondary school teachers from historically differently resourced schools in the context of partnership. It seeks to test the nature of the partnership which exists between these schools, and exploe the nature of the learning which takes place between the teachers as adult learners. Reflections on the literature illustrate the issues surrounding the nature of learning among adult learners in shared community relationships. Methodologically this research is qualitative in nature , and has used the wider Social Responsibility Programme of St Agnes College as a field for interaction. Within that wider programme specifically, the mathematics partnership between Umdodo High School (UHS) and St Agnes was used for data colllection...

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Wassermann, Johannes Michiel. "Secondary school geography teachers' perceptions of the role of environmental education in geography with particular reference to Natal Education Department teachers." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003646.

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Environmental Education (EE) as a development cannot be ignored by Geography or Geographers particularly since South Africa, as the rest of the world, is confronted by a looming environmental crisis. Geography is an environmental science concerned primarily with man-environment relationships using an environmental approach to develop the skills, knowledge, values and attitudes necessary for sustainable living. Geography has a vital role to play in addressing environmental issues. In formal education Geography teachers will be responsible for the implementation of such an approach. This study therefore investigates the perceptions of Natal Senior Secondary School Geography teachers regarding the role of EE in Geography. Questionnaires and semi-structured interviews were used to determine this. The study revealed that although these teachers are well qualified and motivated they had a limited grasp of the theory underpinning current EE and Geographical thinking. Recommendations are made for the development of an environmental approach in the teaching of Geography.
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Morrison, Paula. "Master of Education portfolio." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003554.

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This report is the culmination of a six year process during which emerged the need to establish a meeting or indaba place for the collaborative 'People and Parks' partnership of the KwaZulu-Natal Nature Conservation Service (NCS) in Hluhluwe-Umfolozi Park (HUP) and stake-holder communities adjacent to the Park. Comprising two parts which compliment each other, the report has been developed to inform, guide and advise the NCS in the planning and development of an education centre in Hluhluwe-Umfolozi Park. Part I documents the processes of engagement and interaction between the NCS in HUP and neighbouring communities during this period, which led to the need for an education centre, whilst placing and contextualizing the process within historical, socio-political and organisational processes. This is taken further with a description of the research process and an analytical narrative of four key programmes. Part I concludes with a summary of the outcomes of the planning process which shows how through local community input and partiCipation, and through networking with other EE practitioners, a conceptual development plan for the Mambeni Education Centre emerged. The second part of this report (Part 2) is the conceptual development plan which has emerged out of the processes described in Part 1. This plan constitutes practical guidelines for the NCS on how to develop and manage the Mambeni Education Centre. More specifically the plan provides ideas about: what type of centre it should be and where it should be located; who the stake-holders are, their educational neees and ideas for possible programmes; the physical and logistical requirements; managemynt and staffing structures and a detailed business plan. The report intends to draw the reader into understanding the complex social and environmental issues that the collaborative partnership of 'People and Parks' are engaging with, so that the Mambeni Environmental Education Centre can playa [more] meaningful and responsive role in contributing to processes of social transformation. In sharing this environmental education re(search) story which represents a unique approach to centre development, it is hoped that the notion of environmental education centres might be viewed by environmental educators through a different set of lenses. Through having the participants' views represented, I wish the report to reflect the richness of the research process.
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Pather, Paramanandhan Prathaban. "Master teacher experiences of mentoring teachers." Thesis, 2010. http://hdl.handle.net/10413/3125.

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This study explores the experiences of the master teacher in mentoring teachers. Education officials have acknowledged that capacity and skill gaps are impeding progress in education, especially at schools. Within the school context many teachers are either under-qualified or poorly qualified for their job description and this to a large extent has contributed to the schools being dysfunctional. Therefore a well-structured mentorship programme is integral in upgrading education. Within the new occupation specific dispensation (OSD) for educators in the public sector, the category of master teacher has been created to fulfill their roles as mentors in schools. The purpose of the study therefore attempts to critically examine and explore the experiences of the master teacher in a mentoring role. The rationale for choosing the study ("Master teacher experiences of mentoring teachers") is that I am presently a master teacher at Stanger South Secondary, a school 75 kilometres north of Durban, in the KwaDukuza area of KwaZulu-Natal. However the mentoring role by the master teacher, which has been in existence at schools for over two years, is in some cases non-existent or done in a very fragmented way. The phenomenon of the master teacher as a mentor is relatively new in the context of South African education. Hence very little or no research has be done in this domain. Moreover, most of the literature on mentoring focuses on the plethora of definitions of mentoring, the role of the mentor and the experiences of beginning teachers in the induction programmes at schools and very little research on experiences of mentors, especially within the context of education in South Africa. A qualitative methodology was used using the phenomenological approach. The study employed a purposive sampling technique, choosing 3 respondents from 3 different public schools in the Ilembe district of KwaDukuza area (viz. Cranbrook Secondary, Greyridge Secondary and Doesberg Secondary), who are each subjected to a semi-structured interview. The analysis of the data revealed that three master teacher mentors embraced the discourses of collaboration, collegiality and critical dialogue in their mentoring relationship with their mentees, which forms an important part of the radical humanistic approach to mentoring, which is a shift from the rigid functionalist approach to mentoring that emphasizes conformity and maintaining the status quo.
Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2010.
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Kajee, Farhana Amod. "An exploration of the induction and mentoring of educators : a case study." Thesis, 2012. http://hdl.handle.net/10413/8075.

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The disillusionment experienced by new entrants to the teaching profession is definitely a cause for concern. A beginner teacher who commences work is faced with the same responsibilities as veteran educators. However, to add to these responsibilities lies the difficulty of adjustment into an organisation with its set rules and policies. With the anxiety and numerous challenges in the lives of new entrants, a call for support from all levels in the organisation is required. Against this backdrop the new democratic dispensation in South Africa calls for a more collaborative approach to leadership and a strong focus on selfmanaging schools (Department of Education, 1996, p.27). Theorizing teacher leadership within a distributed leadership framework, this study aimed to focus on the mentoring relationships between teacher leaders and the novice educators. As Howey (1988) argues, “teachers must assume leadership positions that will enable them to model methods of teaching, coach and mentor colleagues” (p.28). Therefore, my aim was to research induction and mentoring in a High school in KwaZulu-Natal. Key Research Questions: • How do educators understand the role of induction and mentoring? • To what extent is induction and mentoring occurring in the case-study school? • What is the nature of relationships between the teacher leaders and novice educators in the induction and mentoring processes?
Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.
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Xulu, Gugu Sylvia. "Peer tutoring at a comprehensive school in KwaZulu-Natal : limits and possibilities." Thesis, 2005. http://hdl.handle.net/10413/1603.

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In this study, an innovative 'peer tutoring' programme at a high school in KwaZuluNatal was examined. The aim of the study was to explore the limits and possibilities of this approach to enhancing learning at the school from the perspective of teachers, tutors and tutees. 30 learners who were tutees in the programme, 10 tutors, and 5 educators were interviewed through semi-structured interviews into order to examine how they were experiencing the programme. In addition, the researcher conducted non-participant observations of selected peer tutoring sessions at the school. The findings revealed that overall peer tutoring has positive benefits for learners and has the potential to enhance learning and teaching at the school. Some of the benefits that emerged are: increased motivation; enhanced self-concept; reduced inhibition; learning in a supportive, enabling environment; increased communication and dialogue; development of learner autonomy and independence. The study revealed there are areas in the programme that need to be systematically monitored, for example, peer interactions to ensure that they are not at a purely concrete knowledge telling level. Training has to ensure that deep level thinking and problem solving occurs. The active involvement of teachers is necessary at all levels, in particular to monitor discipline. The findings also suggest that the success of a peer-tutoring programme may be linked to the culture and ethos of the school as a whole. A school that upholds the principles of inclusivity, values of caring and affirming others, collaboration, and an ethos of working together may be an environment in which a peer-tutoring programme will flourish. The whole school community needs to build this kind of an ethos and culture - teachers, learners, parents, school management.
Thesis (M.Ed.)-University of KwaZulu-Natal, 2005.
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Jogie, Abdull Latiff. "An investigation into the management of induction and mentoring at a private college in North Durban, KwaZulu-Natal." Thesis, 2004. http://hdl.handle.net/10413/1773.

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The broad theme of this investigation is Human Resource Management (HRM) in education. It has been widely publicised both in the media and other areas that the salary bill for state paid educators represents the major area of expenditure. More than ninety percent of the education budget at Al-Fallah is spent on salary bill. It therefore becomes necessary to ensure that, newly appointed educators and those appointed into promotion posts who are earning these salaries do justice in their jobs and produce the goods. School management teams have to ensure that these newcomers settle into their new jobs as quickly as possible. It is therefore important that the educators who are the most expensive assert in the school, are managed effectively. Induction and mentoring should not be optional. Failure to provide staff induction can result in long-term problems for both employers and employees. All newly recruited, promoted or transferred staff need an induction programme which takes account of their particular circumstances. Using a variety of approaches will stimulate interest and help to satisfy the different learning needs of individuals. Communication, as always is of paramount importance, thus regular opportunities for feedback and discussion should form an integral part of the programme. This project has attempted to investigate the management of induction and mentoring, at a school in north of Durban. It has been found that no formal programmes of induction and mentoring exist at the school. It is therefore recommended that the management together with, and in consultation with staff members, draw up and implement policy on induction and mentoring.
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.
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Books on the topic "Mentoring in education – KwaZulu-Natal"

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Jacobs, Monica. A statistical overview of education in KwaZulu Natal, 1990. Johannesburg: EduSource, 1992.

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Sithole, Sibusiso. The education crisis in Kwazulu-Natal: A case study of Amandlethu Public School. Durban: Education Policy Unit, University of Natal, 1996.

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Graham, Hall, ed. Transforming further education and training in South Africa: A case study of technical colleges in Kwazulu-Natal. Pretoria: Human Sciences Research Council, 1999.

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Ardington, Elisabeth. The implications of current conditions and constraints on policy proposals for the provision of education in rural Natal/Kwazulu. Durban, South Africa: Centre for Social and Development Studies, University of Natal, 1992.

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South Africa. Public Service Commission. Consolidated report on the Kwazulu-Natal and Free State procurement and distribution of learner and teacher support material. Pretoria: Public Service Commission, 2006.

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author, Merrett Christopher, ed. The struggle for the soul of a South African university: The University of KwaZulu-Natal : academic freedom, corporatisation and transformation. [South Africa: Nithaya Chetty and Christopher Merrett], 2014.

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Book chapters on the topic "Mentoring in education – KwaZulu-Natal"

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Dalrymple, Lynn, and Alan Jaffe. "Dramaide, a Project in Schools in Kwazulu-Natal, South Africa." In AIDS Education, 119–23. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4757-9122-8_18.

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Boler, Tania. "5. The gendered impact of AIDS on orphans and education in KwaZulu-Natal, South Africa." In Gender Equality HIV, and AIDS, 84–102. UK and Ireland: Oxfam Publishing, 2008. http://dx.doi.org/10.3362/9780855987480.005.

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Zulu, Bheka Clive. "An Economic Development Policy Implementation Approach to Creation of Sustainable Maritime SMMEs in the KwaZulu-Natal Province." In The 1st International Conference on Maritime Education and Development, 297–303. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64088-0_26.

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Luthuli, Lungile Precious, and Thobekile K. Buthelezi. "Strategies for Digitizing Records in Academic Higher Education in South Africa." In Advances in Library and Information Science, 65–78. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6618-3.ch004.

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Digitizing records ensures that the continuation of information value remains accessible and usable in all academic institutions. The study aimed to establish strategies being used for digitization of records in higher education institutions in South Africa. A case study design was found appropriate to investigate the strategies of digitizing records in KwaZulu-Natal. The study employed the qualitative research approach and collected data from the literature. Content analysis was used for data analysis. Furthermore, the study used an analytical review of empirical findings conversant of digitization of records in academic institutions as the strategy. Literature was reviewed across the world and narrowed down to KwaZulu-Natal intending to trace strategies being used by universities in KwaZulu-Natal. The findings revealed that most records are stored on the digital platforms or network servers that the university manages. Users across the world get access to these records and it gives the platform to download all records. The findings further revealed that records are stored and digitized individually from the portable devices. The study recommended that institutions should offer more training to the staff.
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Moraes, Renato Bulcao. "Blockchaining Corporate Education." In Blockchain Technology Applications in Education, 224–41. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9478-9.ch011.

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Michel Foucault wrote about education as a control system of the population. Roger Deacon is an Honorary Lecturer in education and Honorary Research Lecturer in politics at the University of KwaZulu-Natal. He is researching the relevance and implications of the work of Michel Foucault for education. All his remarks lead to concerns about the idea of blockchain for corporate education, as the life of an individual may be registered from the very beginning throughout the whole educational system. As choices, even computer-driven ones, are biased, chances of exclusion are higher than the opposite. Even the peer-to-peer system, designed to give people a chance to be fairly evaluated, with a blockchain system may be circumvented. In this scenario, how should one think about corporate education? Would it be an opportunity to reframe an individual with the right skills, or simply a way to build a uniform brigade? Maybe the multiple skills of collective games could indicate the need for multiple intelligences in order to keep a corporate performing well.
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Naidoo, Shamila, and Roshni Gokool. "Towards the Implementation of E-Assessment in L2 IsiZulu." In ICT-Based Assessment, Methods, and Programs in Tertiary Education, 149–68. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3062-7.ch008.

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This chapter reports on a quantitative study that investigated the adoption and implementation of e-assessments of listening comprehension tasks on second language learners registered for the Basic isiZulu module at the University of KwaZulu-Natal, South Africa. Specifically, the chapter examines the process used in the design of listening comprehension activities. It focuses on the pedagogical implications of adopting such tasks within the assessment rigour. Drawing on Hemmati and Ghaderi's study, the focus is on the format of questions. The experiment was conducted over four weeks with a cohort of non-mother-tongue learners of isiZulu. Encouragingly, the findings of the experiment suggest that formative e-assessments of listening comprehension tasks are beneficial to students. Language teachers should, however, engage in a careful and thoughtful planning process in the design of relevant and authentic listening comprehension tasks.
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van Jaarsveld, Leentjie, and Kobus Mentz. "School leadership, school climate and academic performance: Results of a study in KwaZulu-Natal province, South Africa." In Leadership Approaches to Negotiate Challenges in a Changing Education Landscape, 135–64. AOSIS, 2021. http://dx.doi.org/10.4102/aosis.2020.bk213.06.

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Kunene, Lindiwe Nqobile. "Teaching and Learning Curricula Design for Entrepreneurship Development." In Advances in Business Strategy and Competitive Advantage, 293–320. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3171-6.ch014.

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The teaching and learning of entrepreneurship have become critical in accelerating entrepreneurship activity in South Africa. Appropriate education in entrepreneurship provides students with skills, knowledge, and opportunities for growth and development to prosper in the field of entrepreneurship. By examining activities in the Bachelor of Commerce's (BCom) Management Major, which embeds entrepreneurship learning, at the University of KwaZulu-Natal (UKZN), the chapter identifies gaps in its curricula design. It compares the Major with the principles that govern entrepreneurship education and curricula design theories. The chapter concludes that an appropriate curricula design for entrepreneurship development should foster learning that promotes entrepreneurship intention; it thus proposes a Management and Entrepreneurship Major that is more appropriate.
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Khupe, Constance. "Language, Participation, and Indigenous Knowledge Systems Research in Mqatsheni, South Africa." In Handbook of Research on Theoretical Perspectives on Indigenous Knowledge Systems in Developing Countries, 100–126. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0833-5.ch005.

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This chapter is informed by findings from a science education interpretive study carried out in collaboration with an isiZulu-speaking community. Indigenous languages constitute intellectual and cultural resources that are important for local communities and for the society. The author argues for the recognition of indigenous languages as part of the call to decolonize research methodologies. The chapter positions research among indigenous peoples in the context of social justice and human rights, and shows how language fits in the transformation agenda. Drawing from findings from a research study carried out with a community in rural KwaZulu-Natal, the author asserts that the inclusion of indigenous languages in research frameworks contributes to meaningful participation, strengthens collaboration and facilitates the generation of authentic data.
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Khupe, Constance. "Language, Participation, and Indigenous Knowledge Systems Research in Mqatsheni, South Africa." In Indigenous Studies, 615–41. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0423-9.ch032.

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This chapter is informed by findings from a science education interpretive study carried out in collaboration with an isiZulu-speaking community. Indigenous languages constitute intellectual and cultural resources that are important for local communities and for the society. The author argues for the recognition of indigenous languages as part of the call to decolonize research methodologies. The chapter positions research among indigenous peoples in the context of social justice and human rights, and shows how language fits in the transformation agenda. Drawing from findings from a research study carried out with a community in rural KwaZulu-Natal, the author asserts that the inclusion of indigenous languages in research frameworks contributes to meaningful participation, strengthens collaboration and facilitates the generation of authentic data.
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Conference papers on the topic "Mentoring in education – KwaZulu-Natal"

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Paideya, Vino. "USING TECHNOLOGY FOR STUDENT ACADEMIC SUPPORT AT THE UNIVERSITY OF KWAZULU NATAL, SOUTH AFRICA." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1823.

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Nicole Hadebe, Philisiwe. "Understanding the Prevalence of Police Torture and Assault in Kwazulu-Natal Province, South Africa." In 4th International Conference on Social Science, Humanities and Education. Acavent, 2020. http://dx.doi.org/10.33422/4th.icshe.2020.12.44.

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Ngwane, Knowledge, and Bhekuyise Mbatha. "INFORMATION AND COMMUNICATION TECHNOLOGY AS A TOOL FOR TEACHING AND TEACHER DEVELOPMENT: A CASE STUDY OF MTHUNZIWOXOLO SECONDARY SCHOOL, KWAZULU-NATAL." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1150.

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Ngwane, Knowledge, and Bhekuyise Mbatha. "INFORMATION AND COMMUNICATION TECHNOLOGY AS AGENTS OF CHANGE FOR TEACHING AND TEACHER DEVELOPMENT: A CASE STUDY OF A SECONDARY SCHOOL, KWAZULU-NATAL." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1036.

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Buthelezi, Thabisile Makhosazana. "PERSONAL DEVELOPMENT, KNOWLEDGE AND SOCIO-EDUCATIONAL VALUE OF FOLK NARRATIVES IN PRESENT-TIMES: PRE-SERVICE TEACHERS’ EXPERIENCES IN KWAZULU-NATAL, SOUTH AFRICA." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2552.

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Ngwane, Knowledge, and Kwanda Cebekhulu. "AN INVESTIGATION INTO THE EFFECTIVENESS OF SMALL MEDIUM MICRO ENTERPRISES (SMMES) IN REDUCING UNEMPLOYMENT SOUTH AFRICA: A CASE STUDY OF UMSUNDUZI LOCAL MUNICIPALITY IN KWAZULU-NATAL." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1677.

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Phewa, Nombulelo Molly Cynthia. "The Unisa KZN Students’ Perspectives of Student Success." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4878.

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This paper aims to present what students refer to as ‘student success’ based on their own lived experiences and perceptions. It also aims at presenting a proposal towards developing an integrated model for learner support whose objective is to identify students' academic and career needs at the point of entry; refer them to appropriate learning and career development programmes; and thereafter enrol them in a job readiness training and placement programme (JRTP) in preparation for work-integrated learning (WIL) placements. A mixed methods study was conducted, involving a diagnostic academic literacies assessment, student questionnaires as well as focus group discussions. Participants were the KwaZulu-Natal (KZN)-based Unisa students who had been placed in WIL programmes with and/or without the career development and JRTP experience, and those that had been placed in other jobs not directly related to their qualifications and/or career needs through the JRTP programme. It was found that most senior students view student success as obtaining a qualification, and being able to use such qualification in gainful employment, whereas junior students placed most emphasis on obtaining a qualification. It was also found that most of the JRTP students perceived the programme as having been helpful in them landing and retaining jobs.
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