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1
Ntuli, M. S. "Supervision and total quality education in KwaZulu-Natal secondary schools." Thesis, University of Zululand, 2012. http://hdl.handle.net/10530/1366.
Full textAbstract:
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
2
Rugbeer, Hemduth. "A conceptual framework for implementing e-education in KwaZulu-Natal." Thesis, University of Zululand, 2005. http://hdl.handle.net/10530/685.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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...
5
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.
Full textAbstract:
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.
6
Morrison, Paula. "Master of Education portfolio." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003554.
Full textAbstract:
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.
7
Pather, Paramanandhan Prathaban. "Master teacher experiences of mentoring teachers." Thesis, 2010. http://hdl.handle.net/10413/3125.
Full textAbstract:
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.
8
Kajee, Farhana Amod. "An exploration of the induction and mentoring of educators : a case study." Thesis, 2012. http://hdl.handle.net/10413/8075.
Full textAbstract:
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.
9
Xulu, Gugu Sylvia. "Peer tutoring at a comprehensive school in KwaZulu-Natal : limits and possibilities." Thesis, 2005. http://hdl.handle.net/10413/1603.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Makanya, Nomhlangano P. "A study of the role of induction and mentoring programmes in achieving school effectiveness." Thesis, 2004. http://hdl.handle.net/10413/1772.
Full textAbstract:
The study investigated the role of induction and mentoring programmes in achieving school effectiveness. The study did not address all the issues related to school effectiveness. It aimed at finding out if the two schools under study had induction and mentoring programmes, and if these programmes were effectively used, and also to ascertain if the programmes of induction and mentoring contributed to the sound relationships within the school community. In order to answer the research questions the study employed a qualitative case study approach. Literature on issues of induction and mentoring locally and internationally was examined to provide a wider context with which to view the present study. Interviews were conducted which involved a sample of seven educators, employed between the years 2002 and 2003. Observation of the staff meetings and three of the newly appointed educators teaching was also conducted. Documents supplied by the Department, such as, Towards Effective School Management Manuals, The Final Draft of Systemic Evaluation 2001 KZN, Handbook for the Code of Professional Ethics 2002 and Guides for School Management Teams, related to induction and mentoring were analysed. The findings of the study suggest that in one school, the educators felt abandoned. In the other, the educators felt at home as regards induction and mentoring. The findings also seem to suggest that the schools studied did not practice formal induction and mentoring. As far as mentoring and having mentors were concerned, educators in one school, have their H.O.Ds as mentors although it was not spelt out to them. Educators in the other school did not have mentors in the school. The study recommends that principals, especially the beginning principals, need to be given guidance in the development of programmes of induction and mentoring. Workshops would also help to develop principals in using documents supplied to schools by the Department, to ensure the effective implementation of procedures and processes to be followed in schools.Thesis (M.Ed.)-University of KwaZulu-Natal, 2004.
12
Makoni, Divas. "Induction experiences of newly promoted heads of department in the Umlazi District." Thesis, 2012. http://hdl.handle.net/10413/9339.
Full textAbstract:
Recent years have seen a move to enhanced focus upon the induction of school leaders. Initial
induction programmes for school leaders tended to focus mainly on school principals. There is
new found realization of the need to broaden the focus on school principals to include Heads of
Department. This study explores the induction experiences of newly-promoted HoDs.
The study used a qualitative approach using the interpretive paradigm. Three new HoDs
reflected on their personal experiences of being inducted into the system through semistructured,
face-to-face interviews. They were selected through the use of purposive and
snowball sampling techniques. The participants narrated on how they were inducted by the
Department of Education (DOE) as well as their respective school management teams within the
Umlazi District.
The findings reveal that both the DOE and schools offered formal induction programmes to new
HoDs. All the new HoDs who participated in this study claimed to experience feeling of anxiety
and stress. The DoE as well as the schools with which the participants are affiliated, showed that
they valued the process of introducing novice HoDs by conducting such induction programmes
soon after their appointment. All the new HoDs were inducted through forum of workshops held
in the Umlazi District.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.
13
Pillay, Vasantha. "The professional knowledge base and practices of school-based mentors : a study of two schools in Pietermaritzburg." Thesis, 2012. http://hdl.handle.net/10413/8625.
Full textAbstract:
This study examines the knowledge-base of mentors in two South African schools.
Working within an interpretivist paradigm this study gained an in-depth
understanding of the knowledge, strategies and the sources of mentoring knowledge
the mentor teachers draw on to inform their mentoring practices. Data was collected
using questionnaires and semi-structured interviews from school-based mentors. The
study seeks to construct an understanding of the mentors professional knowledge
base in relation to Shulman’s (1985) model of teacher knowledge and Jones’s (2006)
model of mentoring knowledge.
The study provides a rich, holistic perspective of the mentoring knowledge mentor
teachers say informs and underpins their mentorship practices. Firstly, the findings of
this study suggest that the majority of mentors draw on their professional practice
and personal experience as teachers when enacting their mentoring roles. A central
message conveyed is that mentors must have a deep knowledge of subject matter,
curriculum issues and teaching strategies to mentor effectively. Secondly, the
findings suggest that mentor teachers draw from their personal values and
interpersonal skills to inform their practices. Since the mentors works with adult
learners careful nurturing of another’s personal and professional growth in a
collaborative and reciprocal partnership based on trust, respect, equality,
encouragement is key to the cultivation of healthy mentoring relationships.
These findings also suggest that it is important that the mentors’ practices are
effective, consistent and underpinned by a knowledge base that can serve as a point
of reference when training mentor teachers. In order to ensure this, it is necessary
to provide mentors access to adequate formalized training programmes that will
equip them with a sound knowledge base for mentoring. Mentor teachers also need
to be provided with conditions and resources within their schools that allow them to
work collaboratively with each other to construct and extend their knowledge base as
mentors.Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.
14
Bass, Gregory Hylton. "An investigation of the perceptions of learners and staff in respect of the dental technology extended first year programme." Thesis, 2007. http://hdl.handle.net/10413/949.
Full textAbstract:
This study investigates the perceptions of learners and staff of the Dental
Technology Extended First Programme (EFYP) currently offered in the
Department of Dental Services at the Durban University of Technology. The
EFYP has been offered since 1995 in order to meet the needs of under
prepared learners in the Dental Technology programme as well as to address
transformation of the programme. The Dental Technology EFYP has evolved
over a number of years and was one of the first extended programmes offered
in South African higher education. No evaluation of this programme has
occurred since its inception. Moreover, the present study is particularly
relevant as it has been conducted at a time that the Department of Education
is concerned with low throughput rates in South African tertiary education. It is
hoped that insights into this programme gained from this study will be of
benefit to educators either currently providing foundation provision or those
contemplating foundation provision in the future. It is noted that little research
into foundation provision has, to date, been conducted in South Africa.
For this study, learners currently registered in the Dental Technology
programme and staff from the programme were interviewed in semi-structured
interviews, and the main themes concerning foundation provision emerging
from the study were identified.
I conclude that the current EFYP is an academically sound programme
contributing to the academic development of individual learners as well as to
the overall success of the Dental Technology programme. Learners were
unanimous in their belief that the EFYP contributed positively towards their
academic advancement. Furthermore, learners noted the contribution that the
EFYP made to their integration into higher education through a range of
interventions such the departmental mentorship programme. Staff, also,
favourably viewed the EFYP as academically successful.Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2007.
15
Vethe, Calson Bhekithemba. "The induction of newly appointed educators :|ban investigation of the situation at four rural secondary schools in the Port Shepstone region, KwaZulu-Natal, 2001-2003." Thesis, 2003. http://hdl.handle.net/10321/2736.
Full textAbstract:
Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education (Management) at the Durban Institute of Technology, 2003.This research investigates the induction of newly appointed educators at four selected rural secondary schools in the Port Shepstone Region KwaZulu-Natal during the period 2001 to 2003. This study explores the notion of induction as a means of allaying fear, insecurity and uncertainty and any sense of unfulfilled expectations that newly appointed educators experience. This study also intends to apprise education departments of the need to make induction a more effective professional experience for the benefit of newly appointed educators
M
16
Dayaram, Harjiwan. "An enquiry into the management of induction and mentoring in an urban secondary school in Phoenix, north Durban region, Kwazulu Natal Department of Education and Culture." Thesis, 2002. http://hdl.handle.net/10413/1758.
Full textAbstract:
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 in the KwaZulu Natal Department of Education
and Culture is spent on the 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 and
effectively as possible. A newcomer into the teaching profession will have to cope with
increasingly complex situations such as heterogeneous pupil population, teacher
rationalisation, new curricula, teacher redeployment and increased pupil/teacher ratios.
It is therefore important that educators, who are the most expensive asset in the school,
are managed effectively.
The first few days on the plant is considered to be important in any profession, as this
will determine whether the employee will continue to provide his/her service or resign.
With education as well, the induction of educators has to be managed by the school as
quickly as possible to enable and to empower the inductee in becoming an effective
educator. While some aspects of induction and mentoring are instituted in an informal
way at the school under investigation, many other areas are sorely neglected. The p
management of people in South African schools is circumscribed through legislation J*
and regulation. The professional development of educators therefore rests with
management and must be in line with legislation prescribed in government gazettes.
However not much attention is being given to induction and mentoring programmes
which focus on utilising and empowering the human capital (staff members) at the
school. The challenge for school level management is to come to terms with what it
means to manage the performance and productivity of people in ways, which meets the
aspirations of the people and the needs of the organisation.
This project has attempted to investigate the management of induction and mentoring
at a school in Phoenix, north of Durban. It has been found that no formal programmes p
on induction and mentoring exist at the school. It is therefore recommended that
management together with, and in consultation with staff members, draw up and
implement a policy on induction and mentoring. This will ensure that with guidance
and training (induction and mentoring), new human resources will be best utilised to
suit the needs of the school.Thesis (M.Ed.)-University of Natal, Durban, 2002.
17
Havenga, Roslyn. "A critical examination of the graduate assistant scholarship programme at Technikon Natal as a staff development mechanism." Thesis, 2000. http://hdl.handle.net/10413/5282.
Full textAbstract:
This exploratory case study investigated the Graduate Assistant (GA) Scholarship Programme at Technikon Natal (TN) as a staff development mechanism. Although GA programmes are not a new concept and have been used internationally for decades as a means to develop academic staff, the programme at TN has some differences. This programme was initiated to address the development of young Black, and in the main African, academics in order to assist with meeting future employment equity requirements. The programme in its simplest form offers the GA the opportunity to gain teaching experience while studying for a post graduate qualification. Between 1995 and 2000, fifty GAs were involved in the programme at TN, with the majority of GAs studying at the BTech qualification level. This case study identified the juxtaposition of two perspectives of influence, those of the institutional and the individual issues. The institutional issues identified were categorised into policy and
procedural issues and the individual issues focused on staff development and mentorship issues. Although the findings cannot be generalised, significant issues have been identified which could prove of value to a wider audience. In addition to developing Black academics, the programme makes a significant contribution to increasing the achievement of higher qualifications from the technikon sector. This is desirable in order to produce the technological foundation for South Africa's future economy. The study identified great potential in the GAs and in the community at TN who have embraced this opportunity to develop young academics of the future. Although there are a number of issues to be addressed, the key stakeholders of this study; the GAs and their Heads of Departments, are well supported by the management and relevant units at TN.Thesis (M.Ed.) - University of Natal, Durban, 2000.
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Luman, Christopher John. "Managing learner behaviour of Grade 9 boys at a public fee paying secondary school in Pietermaritzburg, KwaZulu-Natal." Diss., 2018. http://hdl.handle.net/10500/24463.
Full textAbstract:
The purpose of this study is to investigate how positive discipline of Grade 9 boys should be managed at a selected public fee paying school in KwaZulu-Natal and to determine how learner behaviour would improve through educators acting as mentors. Furthermore, how educators could assist in implementing positive discipline management strategies to help in improving learner behaviour, and which positive discipline management strategies have been successful.
This study could be regarded as primarily descriptive and exploratory in nature, incorporating the basic characteristics associated with quantitative research. As such, it was predominantly deductive and positivistic in nature.
This study highlighted the importance of effective management systems that would assist the educator in the classroom. Several theories regarding learner management were explained and the literature review focused on the need for positive discipline strategies to be employed in the classroom, which would ultimately make for better relationships between the educator and the learner.
The study found that it is essential that the SGB, principal and senior management all get behind and support a managing behaviour mentor system as it has the potential to create a pleasurable work environment resulting in a reduction in the number of disciplinary matters for both the educator and the learner.Educational Leadership and Management
M. Ed. (Education Management)
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Thomson, Janet Elizabeth. "Attitudes towards physical education in KwaZulu-Natal." Thesis, 1996. http://hdl.handle.net/10413/5070.
Full textAbstract:
This study investigated the attitudes towards Physical Education in KwaZulu and the determinants of those attitudes. The focus was on the teaching of the subject in schools and colleges of education in the KwaZulu Department of Education and Culture. The purpose of the study was to establish whether Physical Education was being limited by a lack of resources and/or the perceived low status of Physical Education. Questionnaires were developed for four different groups, namely, teachers, principals, college lecturers and the pupils and students themselves. The analysis of the responses indicated that all four groups held strong beliefs about the benefits of the subject. The benefits which the pupils regarded as the most positive were in the areas of physical fitness and social development. In contrast to their western counterparts, pupils and students did not view Physical Education as a "light relief' subject nor did they regard enjoyment as a requisite. Negative determinants of attitude were found to be related primarily to the lack of facilities and the consequent lack of diversity in the Physical Education curriculum. Respondents from the teachers' and principals' groups revealed that the teaching of Physical Education in KwaZulu was important but severely inhibited by a combination of factors. Allocation of resources in the form of physical facilities and equipment was found to be deficient. There was an absence of qualified staff, which resulted in the subject either being omitted from the curriculum or being taught by teachers with no knowledge of its objectives nor of the correct teaching methods. In some cases the subject was confused with sport and coaching school teams and in most cases the subject played a subservient role to that of examination subjects. The promotion prospects of the Physical Education teachers were not perceived to be limited compared to their academic counterparts because all of them were teaching academic subjects. Those with specialised training in Physical Education were not in evidence because they were not teaching Physical Education. College lecturers were specialist trained and indicated a much greater degree of success in the implementation of Physical Education programmes. Colleges had superior facilities and equipment although insufficient use of funds was apparent. College lecturers did not feel that they successfully achieved the educational objectives of the subject. In agreement with their western counterparts, they perceived their promotion prospects to be limited. The failure to implement successful programmes of Physical Education in the schools led to the recommendation that preservice specialised training was vitally important but not sufficient and that in-service courses in the form of practical workshops for staff and principals were essential in order to support the preservice initiatives.Thesis (M.A.)-University of Durban-Westville, 1996.
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"An investigation of the mentorship programme of the KwaZulu-Natal Philharmonic Orchestra : a case for the adoption of an experiential learning model." Thesis, 2008. http://hdl.handle.net/10413/246.
Full textAbstract:
The National Cadetship Programme (NCP) is part of a comprehensive Education and
Development Programme within the KwaZulu-Natal Philharmonic Orchestra (KZNPO).
The NCP offers promising young South African players focused coaching and first hand
experience of playing in a professional orchestra. One of its main aims is to increase the
number of South African musicians in the pool of present and future orchestra musicians.
However, though the NCP has been in existence for just over ten years, the demographic
representation of the KZNPO remains largely unchanged. This research investigated
whether it is necessary to make changes to the NCP in order for it to be more effective. It
began by revealing the intended overall structure of the Programme through interviews
with the orchestra management, comparing it to what is actually happening, and
discussing the implications that this has for learning within the Programme. It also
obtained the expectations of the various participants of the NCP regarding the educational
process, and evaluated the level at which these expectations were being met. Further, it
analysed the reasons why these expectations were or were not being met in terms of
experiential learning and programme development, and discussed the implications for the
Programme. The research found a lack of clarity amongst the mentors and cadets about
the structure of the NCP and the roles expected of them. It also revealed that the formal
assessment and feedback procedure needed to be improved in order for it to be more
educative, and that the cadets needed to be given more performance opportunities. The
research concluded that it would be beneficial to the NCP for experiential learning to be
formalised within the Programme with the systematic adoption of an experiential learning
model.Thesis (M.Mus.)-University of KwaZulu-Natal, Durban, 2008.
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Sunker, Neeraj. "An investigation into road safety education in KwaZulu-Natal." Thesis, 2005. http://hdl.handle.net/10321/148.
Full textAbstract:
Thesis (M.Tech.:Civil Engineering)-Dept of Civil Engineering and Survey, Durban Institute of Technology, 2005
xiv, 134 leaves, Annexures A-CRoad fatalities claim more than one million lives annually worldwide. The emotional, social and economic impact of road traffic fatalities demands urgent attention globally. This epidemic of road traffic fatalities is plaguing everyone, especially the poorer nations. Some countries like Australia and Sweden have been more successful than others in combating this epidemic. South Africa is currently seeking strategies to combat this epidemic because South Africa’s road traffic fatalities have been increasing annually, with a substantial percentage of teenagers and young adults between the ages of 16 and 29 contributing to these statistics. This age group will become or already have become part of the economically active population and concern is mounting as to why this particular age group is vulnerable. This thesis provides an overview of the road safety problem globally, nationally, provincially and locally and also looks at the historical factors that have contributed to this problem. The Victorian model, which has been classified as the ‘world’s best practice’, has been reviewed. A pilot survey was conducted at the Mangosuthu Technikon and the focal survey was conducted at the tertiary institutions in the Durban area. Students from this sector were selected as they fall in the most vulnerable age group and data was collected from them on various aspects of road safety. On analysing the data, various problems were identified, in particular, lack of resources and limited education pertaining to road safety. A range of possible solutions is recommended and the focus areas are the 3E’s namely: education, enforcement and engineering. However, the focal recommendation is on education and looks at the possibility of introducing learner’s licence testing to the grade 12 syllabi.
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Ngcobo, Sandiso. "Dual language instruction (IsiZulu-English) of academic literacy and communication skills pilot course : impact on language attitudes of engineering students = Isifundo esilimi mbili (IsiZulu-Nesingisi) samakhono okufunda nokuxhumana : amandla aso kwizimomqondo yezilimi yabafundi bezobunjiniyela." Thesis, 2011. http://hdl.handle.net/10413/7781.
Full textAbstract:
The study was motivated by the 2002 Language Policy for Higher Education (LPHE) that was promulgated by the Department of Education (DoE) in response to its concerns over the alarmingly high failure, dropout and retention rates of particularly black South African students. The LPHE has identified English-medium instruction as the possible main factor in denying the majority of black students’ access to and success in higher education. However, the LPHE is yet to be fully implemented in the country partly due to the fact that sociolinguistic studies among black-African-language speakers indicate that there is a strong preference for English over black African languages in all formal sectors of society, including academia. This preference for English is, in part, a result of the lack of development and the under-resourcing of black African languages in education. Also, black South Africans, while they desire quality mother tongue instruction (MTI), strongly wish to improve their English proficiency. Following on these indications, this study developed and piloted dual language instruction (DLI) (isiZulu-English) teaching and learning course material on academic literacy and communication skills. The purpose of the study was to investigate the extent to which participation in the DLI pilot course might contribute towards ‘attitude change’ as regards the use of isiZulu as a teaching and learning resource alongside English in higher education. The investigation, which took place at Mangosuthu University of Technology (MUT) in the province of KwaZulu-Natal in South Africa, was undertaken among isiZulu-speaking students and their lecturers, all of whom were involved in an Academic Literacy and Communication Skills course for engineers at foundation level.
In order to collect data the study adopted an embedded mixed-method research approach in that while it mainly made use of three questionnaires that were administered to The study was motivated by the 2002 Language Policy for Higher Education (LPHE) that was promulgated by the Department of Education (DoE) in response to its concerns over the alarmingly high failure, dropout and retention rates of particularly black South African students. The LPHE has identified English-medium instruction as the possible main factor in denying the majority of black students’ access to and success in higher education. However, the LPHE is yet to be fully implemented in the country partly due to the fact that sociolinguistic studies among black-African-language speakers indicate that there is a strong preference for English over black African languages in all formal sectors of society, including academia. This preference for English is, in part, a result of the lack of development and the under-resourcing of black African languages in education. Also, black South Africans, while they desire quality mother tongue instruction (MTI), strongly wish to improve their English proficiency. Following on these indications, this study developed and piloted dual language instruction (DLI) (isiZulu-English) teaching and learning course material on academic literacy and communication skills. The purpose of the study was to investigate the extent to which participation in the DLI pilot course might contribute towards ‘attitude change’ as regards the use of isiZulu as a teaching and learning resource alongside English in higher education. The investigation, which took place at Mangosuthu University of Technology (MUT) in the province of KwaZulu-Natal in South Africa, was undertaken among isiZulu-speaking students and their lecturers, all of whom were involved in an Academic Literacy
course for engineers at foundation level.
In order to collect data the study adopted an embedded mixed-method research approach in that while it mainly made use of three questionnaires that were administered to students there were also focus group interviews to supplement quantitative data. In addition, the data analyses were comparatively undertaken across different times of the study and between different groups of participants (students and lecturers). The purpose in the comparative analyses of all the data collected was to discover whether or not there were areas of convergence and/or divergence in the garnered opinions concerning attitudes to bi-/multilingual education. The important finding of this study was that the majority of students indicated from the onset that they preferred to use their primary language as a learning resource while they also valued the role of English in education. This was taken as an indication of positive attitudes to bilingual education. As a result, the use of the DLI pilot course contributed to a minimal attitude change in that after its use there were a few students who for the first time acknowledged the positive role of isiZulu in education. The majority of lecturers also approved of the use and/or the role of L1 in education and indicated support for its use in content subjects. However, the longitudinal investigation of attitudes amongst students in their final year of study revealed a shift in attitude in that the majority identified English as the only language of education. The thesis concluded by suggesting that it is attitudes based on personal experience rather than on preconceived ideas that should inform our decisions on language education policy implementation. It was then recommended that Higher education institutions that are in areas where the student population remains predominantly black in terms of demographics should lead in the implementation of multilingual education policies.Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2011.
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Balkaran, N. "Teacher desegregation in KwaZulu-Natal : a spatial analysis." Thesis, 2007. http://hdl.handle.net/10413/856.
Full textAbstract:
Given the historically repressive and racist legislation and practices of a white supremacist government, and notwithstanding the subsequent advent of a new democratic state, this thesis argues that the desegregation of teachers is unlikely to unfold in accordance with the conceived ideals and expectations of the Constitution of South Africa. It is further contended that while teacher desegregation has occurred to a limited extent, it has not contributed substantially
to the realization of non-racialism. Set against the backdrop of the values framework espoused in the Constitution, this study is located in KwaZulu-Natal, one of the nine provinces that constitute South Africa. Taking into account the 'layered' nature of social reality, and using a humanistic sociological approach, which is characterised by an emphasis on the human being as the central focus, this study combines both quantitative and qualitative methodologies. The first layer of the study comprises of a feasibility study which aims to ascertain the extent to which teacher desegregation has occurred in
KwaZulu-Natal as well as to assess the experiences of a convenience sample of teachers who have moved to schools that were historically not designated to their race group. This layer of the study is exploratory and succeeds in providing the contour of the data and indicated the need for an extended, in-depth study. The
feasibility study is followed by the second layer of study which serves the purpose of discovery and which comprises of an analysis of how teachers defIne, understand and manage desegregation. The subsequent layer is an intensifIcation of the data and interrogates the experiences of teachers who are currently employed at schools that were historically inaccessible places of employment. Driven by a strongly Lefebvrean theoretical perspective on space, the data is
analysed taking into consideration the conception of space that prevails today in the country as opposed to the spatial practices and representation of space of the historical past which were determined largely by legislation such as the Group Areas Act and the Population Registration Act, both of which territorially divided the country and marked bodies in terms of race thereby contributing to the
inextricable intertwining of race and space. It is suggested that while some progress has been made in respect of racial desegregation and integration, the enduring effects of history which are inscribed
in space persist nonetheless. This is evident from the experiences of alienation, marginalisation, displacement, territorialism, resegregation as well as a sense of violation of space which are described by the participants. In addition, obstacles to desegregation are factors such as a fear of crime, inaccessibility of schools, racism and the challenges posed by language. Ideas for further research in respect of teacher desegregation in other provinces of the country as well as issues of teacher identity in desegregated spaces are
suggested and the possible use of a spatial perspective in other studies is encouraged.Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2007.
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Raghoonanan, Reena Devi. "Mapping non-white educators' experiences in changed racial contexts." Thesis, 2005. http://hdl.handle.net/10413/1604.
Full text
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Mahes, Ansuyah. "Teachers' stories on race, racism and race relations in a primary school in KwaZulu-Natal." Thesis, 2012. http://hdl.handle.net/10413/7967.
Full textAbstract:
This study explored teachers‟ stories on race, racism and race relations at a primary school in KwaZulu-Natal. Internationally, race is a complex and challenging issue. A qualitative research design was used. The research methodology was narrative inquiry. Data was collected through individual interviews with 6 teachers: 3 females and 3 males. The participants were from three race groups designated as Indian, African and Coloured. The theoretical framing was Critical Race Theory and the theory of oppression. The study revealed the complex ways in which race and race relations play out at one desegregated school despite education legislation and policies that have been promulgated in South Africa to address racism at individual and institutional levels.
The study identified key themes: who holds power?; „a monster that lurks in the dark‟; institutional racism at play; teacher emotionality and racism; and strategies of oppression, resistance and coping. A common experience that emerged is the exclusion and marginalisation of minority group teachers by the dominant group, evident in their everyday experiences at the school. Everyday racism is experienced by teachers as repetitive and accumulative, serving to maintain power in the school. The study revealed that the power of the dominant group is embedded in institution through the rules, norms and habits of the school. Institutional racism at the school allows those in power to limit opportunities and information to target groups. Teachers seem powerless in the face of institutional racism. Often oppressive practices reflect the intersection of race, gender, language and religion. This study highlighted that teachers take up multiple subject positions in the face of oppression. The stories of the teachers reflect that their experiences of racism and race relations at the school evoke strong emotions which include anger, hurt, fear, suspicion and vulnerability. This study contributes to the body of literature that has used Critical Race Theory to show how racism and race relations operate in schools. This study points to the need for further research into the de-racialisation of schools in South Africa in their various permutations. Research is needed to examine the complex ways in which teachers live, challenge and conceptualize racism in their individual, unique ways and within their situated contexts.Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.
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Singh, Sunitha. "Responding to learner diversity in the classroom : experiences of five teachers in a primary school in KwaZulu-Natal." Thesis, 2004. http://hdl.handle.net/10413/1832.
Full textAbstract:
The principle of quality education for all learners is embedded in all policy documentsand legislation and this emphasis on quality education for all suggests that schools have to meet the diverse needs of all learners. However, throughout South African schooling contexts, there are many learners who face barriers to learning and participation in view of the fact that schools are unable to respond to the diversity of needs in the learner population. The issue is not how the learners adjust to the learning environment but whether the learning environment is flexible enough to accommodate the diverse needs of all learners. The responsibility of achieving the goal of a non-discriminatory education system lies heavily on the shoulders of classroom teachers. The purpose of this study is to examine how teachers at a primary school experience diversity within the classroom. The research was undertaken in a historically Indian boys' only state primary school in KwaZulu-Natal, with a learner population of almost 95% African, 4% Indian and the other 1% comprising White/Coloured learners. The focus of the study was the teachers. I
sought to investigate how teachers construct and respond to diversity in their classes. Within the context of the post apartheid South Africa, the classroom has become a microcosm of the 'rainbow nation', with teachers having to deal with many differences at varying levels within the classroom. How teachers interpret and respond to differences is likely to be subjective. In light of the fact that teachers' interpretations are subjective, for the purpose of this study, symbolic interactionism was used as a theoretical framework.
Qualitative research , methodology, which took the form of a case study was used. Teachers experiences were examined through semi-structured interviews, observations and document analysis. Throughout the study, there emerged the "them" and "us" syndrome in teachers. The study shows that while the teachers did not treat African learners unfairly, there are numerous exclusionary practices at the school. Very little attempt is made by the teachers to change their teaching behaviours in ways that make the curriculum responsive to their learners. In fact, very little was done to change the
ethos of the school, and African learners where expected to 'fit in' and become part of the existing culture of the school. There emerges from the study, a definite need to train teachers to think and work within a new frame of reference, that is, a human rights framework which constantly interrogates unequal power relations and inequalities that schools perpetuate.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.
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Govender, Poovalingum. "A team-based approach to leading and managing a rural primary school." Thesis, 2011. http://hdl.handle.net/10413/6103.
Full textAbstract:
The aim of this study is to explore a team-based approach to leading and managing a rural
primary school. A requirement in a team-based approach to make quality decisions and
improvements in the school, comes from people working in harmony. In noting that teams
are more effective than individuals, this study explores how a team-based approach to leading
and managing schools plays itself out in a rural primary school. The objectives of this study
were to determine how a team-based approach is operationalised in a rural primary school
and to determine the challenges and possibilities associated with a team-based approach. The
study employed an interpretive meta-theoretical approach with a case study research design.
For the purpose of this study, purposive sampling was chosen. The study was conducted in a
public rural primary school in the eThekwini Region of the Ilembe District. The research
participants sampled comprised two male and three female participants to accommodate
gender representation. The principal, head of department (intermediate, phase), acting head
of department (foundation phase), one level one educator (intermediate phase) and one level
one educator (foundation phase) who were concerned with the day-to-day activity of the
organisation and the delivery of its performance were selected. Data was collected by means
of semi-structured interviews. The collected data was analysed and categorised into common
categories, patterns and themes. The key findings that emerged from the research were that
to ensure achievement of school goals, teamwork is necessary. People working together,
learning and sharing together will promote team effectiveness. The principal, together with
the SMT play an important role in creating and managing the different types of teams. By
having regular formal and informal meetings; ongoing professional development; monitoring
and evaluating members of a team; having a clear vision and rationale to manage change and
conflict will lead to continuous improvement and team effectiveness.Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.
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Gumede, Ntokozo Theophilus. "The reasons why rural secondary schools educators of KwaZulu-Natal are reluctant to use English as a medium of instruction." Thesis, 2003. http://hdl.handle.net/10413/1916.
Full text
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Govender, Jugatheesan. "An investigation into teacher engagement in pedagogy : selected cases in Foundation Phase classes in KwaZulu-Natal." Thesis, 2011. http://hdl.handle.net/10413/5829.
Full textAbstract:
This research study is an examination of teacher engagement in pedagogy in the foundation phase, within the context of a literacy learning programme. The study explores what teachers know and do in foundation phase classrooms and how this impacts on learner performance. The study aims to identify areas of pedagogy that need to be strengthened so that all South African learners can compete with others, not only at national level (systemic evaluations), but also at international level in tests such as the Third International Mathematics and Science Study (TIMMS) and Progress in Reading Literacy Study (PIRLS). The critical question of the study was: How do teachers‟ engagements in pedagogy influence their practice in the literacy learning programmes of selected foundation phase classes in KwaZulu-Natal? It is expected that the findings of my study will stimulate discussions on teacher development and classroom practices for improved learner performance.
The research was conducted in three schools in urban KwaZulu-Natal. For purposes of confidentiality and anonymity, the exact location and names of the schools have not been indicated. These schools were selected on the basis of convenience sampling and are within close proximity of each other. Since teachers were the unit of study, learners were only involved as far as their participation in normal classroom lessons was concerned and where samples of their work were examined.
This study is located in the interpretive paradigm. An interpretive approach allows me the flexibility to describe, make sense of and interpret teacher engagement in pedagogy within the literacy learning programme. A qualitative research method has been employed and involves the use of case studies as a means to gather information. First, individual face-to- face interviews were held with teachers; then literacy lessons in progress were observed, and finally, documents that the teachers used in planning, preparation and delivery of lessons were examined. Samples of learners‟ work were also examined.
Results of the studies on teacher engagement in pedagogy revealed that teachers had followed the Foundations for Learning documents so religiously that they had neglected the essential components of pedagogy, namely the use of appropriate teaching strategies, creating of appropriate learning environments, establishing conducive learning climates, monitoring learners‟ achievements and giving feedback, and use of learner and teacher support materials. Arising from these findings, recommendations are made for these essential components to be
considered when engaging in pedagogy for Foundation Phase learners. This study concludes with the recommendation of a teacher engagement model labeled The Teacher Engagement for Learner Improvement Model. This model focuses on improving learner performance and is built around the six interconnected components of pedagogy. The model suggests that the level of learners' achievements will improve as the level of teachers' engagement with these components increases.Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.
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Wright, Neville Edward. "The perceptions of career counsellors towards girls and high status subjects in five secondary schools in Durban." Thesis, 2004. http://hdl.handle.net/10413/1826.
Full textAbstract:
This study was conducted to investigate what the perceptions of Career Guidance Counselors were
toward young girls and High Status Subjects. The study was underpinned by the work done by a
number of researchers in other countries.
These researchers all proved that the subjects Mathematics and Physical Science were not gender
biased and girls could do as well as boys. The subject packages girls chose at the end of their grade 9 year would have an impact on possible career choices they could make after the completion of
grade 12. The study also seeks to explore reasons why girls were not choosing these subjects and if
the Career Guidance Counselors were actively encouraging the girls to take these subjects.
The study was a qualitative one using interviews based on questionnaires. The answers were
carefully recorded and decoded. The Career Guidance Counselors were interviewed at their schools in the central Durban area. The schools selected were those fortunate enough to have counselors on
their staff. Many schools do not have Career Guidance Counselors as they are unable to
accommodate them with their limited resources.
The study found that at many schools there was little if any encouragement from the Guidance
Counselors to enter these subjects in grade 10. The two schools that did encourage their female learners to select these subjects found that their learners achieved very well. This study will show
that urgent intervention needs to be made if our young girls are to take their rightful place in our society in a number of high status occupations.Thesis (M.Ed.) - University of KwaZulu-Natal, 2004.
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Pillay, Thanjamah. "Below the surface : African learners' experiences of schooling in a predominantly Indian school in KwaZulu-Natal." Thesis, 2004. http://hdl.handle.net/10413/1827.
Full textAbstract:
This research explores the experiences of African learners in a school in which they constitute the minority. The aim of the study is to investigate how African learners perceive of their day to day experiences in an ex-House of Delegates school that still has a predominantly Indian learner population. The study was conducted in a primary school situated in a small suburb south of Durban. Ten African learners from grade seven were interviewed through semi-structured interviews in this qualitative study. This was followed by a focus group discussion with the ten respondents to further investigate specific issues and to serve as a debriefing since strong emotions had surfaced. Interviews were recorded on audiotape, and non-verbal indicators were recorded in the form of written notes. Non-participant observations were also conducted on the playgrounds. The content analysis method was used to analyze the data. Themes were identified and related to the conceptual framework of the study. The analysis revealed that learners experienced various exclusionary pressures as African learners in a predominantly Indian school. Unequal power relations are perpetuated through the intersection of race, class and ability as well as through a hidden curriculum. Racism as a form of oppression was evident in
the racist name-calling and racist stereotyping. There appears to be a lack of a caring pedagogy as African learners feel marginalized. The findings reveal the need for a whole-school policy on anti-racist education. In addition, educators need training to help them interrogate the cycle of socialization to which they have been exposed. The implications are specific to the context. The formulation of a whole-school policy on anti-racist education and an educator intervention program are some of the recommendations.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.
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Van, Wyk Adri Elizabeth. "Challenges faced by a rural FET college : a case study of a FET college in northen KwaZulu-Natal." Thesis, 2010. http://hdl.handle.net/10413/1403.
Full textAbstract:
In this study the challenges faced by a rural Further Education and Training (FET) college to deliver education are investigated. The FET sector uses the same curricula for colleges in both rural and urban settings but conditions in rural areas are very different. For example, few industries are situated in these areas, resulting in unemployment and/or the migration of youth to the urban areas. Long distances between campuses and a lack of employment opportunities in the rural areas suggest that it is difficult to manage rural colleges in the same manner as urban colleges. The education and training sector in South Africa has experienced significant changes during the last 11 years. Since 1998, the FET sector has faced mergers, the introduction of new governance structures, curriculum changes, relationship changes with both communities and the business sector and the introduction of new funding formulae. The FET College studied is situated in the Northern Region of KwaZulu-Natal and covers a vast area served by 11 municipalities. The campuses of this College are spread over a wide geographical area. This particular FET College is historically a state-funded merged institution of former Technical Colleges and Skills Centres. The merger was intended to deliver a better service by avoiding duplication of programmes at the colleges. Data gained from interviews with relevant role players identified challenges such as lack of infrastructure, poverty, poorly resourced campuses, high turnover of staff, limited course offerings, lack of policies and lack of financial assistance for disadvantaged students as key challenges faced in the rural areas. Most of the challenges faced by staff at campuses are related to the centralisation of services. Poor management is blamed for most of the challenges experienced by central office staff. Challenges faced by students are poverty, lack of infrastructure, unemployment and transport. Based on the findings of this study, recommendations are made relating to the challenges faced by the various role players.Thesis (M.Ed)-University of KwaZulu-Natal, Pietermaritzburg, 2010.
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Gush, Kathryn. "Centring development : education centres supporting rural development in KwaZulu-Natal." Thesis, 2006. http://hdl.handle.net/10413/2328.
Full textAbstract:
Since the 1950s, various paradigms of development have aimed to achieve
improvement in the living conditions in the developing world (Africa, Asia and
Latin America). Today the effects of globalisation have increased the gap
between the information and technology haves and have-nots and development practice (born out of the paradigms developed over the last fifty years) now seeks to address issues such as access to Information Communication Technology (ICT) and the need for developing countries to participate in the global economy. The practice of development has and continues to raise debate, as Friberg and Hettne (1985 in Melkote and Steeves, 2001:19) note "there is no universal path to development. Each society must find its own strategy". Thus development projects have ranged in approach and focus. This research project examines the first year of the joint venture between the Media in Education Trust (MiET) and the KwaZulu-Natal Department of Education (KZNDE) to develop Education Centres Supporting Rural Development in KwaZulu-Natal. These education centres aim to address a number of development issues for rural communities in KwaZulu-Natal. Through these centres access is provided for schools and communities in the area to Information Communication Technology, teacher development programmes, educational materials (including textbooks), library services, skills development programmes (including Adult Basic Education
and Training), youth programmes and HIV/AIDS education and support.
This research examines the Education Centres project in relation to
Development Communication Theory and the local and global development context. The local context focuses on the challenges faced by South Africa as a developing nation and the urban-rural divide. The global perspective is gained through examining the centres project in relation to the Millennium Development Goals. In order to examine the Education Centres, this research project examines three centres in KwaZulu-Natal and their objectives in relation to the issues of participation, access, sustainability and the economic and socio-economic impact of the development project. These issues relate not only to the local and global context for development but to the relationship between technology, education and development. This Education Centres project is still in the early stages and thus the challenges faced could still be resolved during the course of the project. The key challenges identified when examining the three centres in relation to the issues of participation, access, sustainability and the economic and socio-economic impact of the development project are the lack of physical resources currently available in the centres and the lack of Internet connectivity in two of the centres. These two factors restrict the centres from fully achieving their objectives in the context of access, participation, sustainability and the socio-economic impact of the project. The Education Centres project is scheduled to establish these Education Centres over four years. This research presents an analysis of the first year of the project, thus there is opportunity for additional research as the project progresses and this future research can more accurately examine if the Education Centres project is meeting its objectives in relation to the issues outlined in this research - those of access, participation, sustainability and the socio-economic impact of the development project.Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2006.
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Nkumane, Bekelwangubani Maggie. "Tourism education policy applications in the Zululand District, KwaZulu-Natal." Thesis, 2008. http://hdl.handle.net/10530/92.
Full textAbstract:
A dissertation submitted to the Faculty of Arts in
partial fulfilment of the requirements for the Master's degree
in Recreation and Tourism in the Department of
Recreation and Tourism at the
University of Zululand, 2008.The study on Tourism Education Policy Applications in the Zululand District, KwaZulu-Natal was conducted against the background that, in spite of the fact that, although South Africa in general, and Zululand District in particular, is blessed with both natural and cultural attractions which enhance the tourism opportunities that can help to improve the economy, but the greatest deficiency in the tourism industry of South Africa is the absence of adequate tourism education and training. The lack of tourism education and training has been seen to result in a dearth of professional knowledge and skills in tourism, which are necessary for the development of the tourism industry. The study therefore, had specific objectives, which are the following: (a) To reveal how tourism as a field of study is perceived and understood by respondents within the study area. (b) To establish the extent to which respondents in the Zululand District are aware of tourism education. (c) To investigate what tourism education policies are in place for stakeholders in the study area. (d) To determine the types of tourism education and training programmes which are available for stakeholders in the Zululand District. (e) To find out whether existing tourism education policies are implemented in a satisfactory manner in local schools in the study area. (f) To assess whether the local community participates in tourism education in the study area. A number of hypotheses directly related to the objectives of the study were postulated. The hypotheses were duly considered in an attempt to uncover the underlying causes of the identified discrepancies in the study area. The testing of the hypotheses was done through the analysis and interpretation of the data collected from the population sectors that are directly or indirectly affected in the study area. The findings from analysis and interpretation showed that there is a lack of participation by the local community in tourism in general and in tourism education in particular. This is because the respondents lack knowledge and information about tourism education. It was indicated that there are no educational tourism activities or projects that are conducted to encourage them to participate. Lack of participation limits meaningful involvement and participation in tourism. If the community is not fully involved in tourism because of an inadequate tourism education they miss the various job opportunities that are offered by this industry. The findings also revealed that the tourism educators do not implement the tourism education policy in a satisfactory manner in schools. The reason is that most of them lack the qualifications that are required to teach this learning area successfully. They lack the expert knowledge and experience needed to develop learners. Recommendations put forward aim to promote adequate tourism education in the study area.
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Slabbert, Ria. "A case study of teacher leadership in an education for learners with special educational needs school in KwaZulu-Natal." Thesis, 2013. http://hdl.handle.net/10413/11354.
Full textAbstract:
Currently, in school leadership a distributed perspective is supported by scholars in this field. Teacher leadership is seen as a means of operationalising distributed leadership. Drawing on this, the aim of this study is to explore the experiences of teacher leadership in a special education needs school. The study seeks to answer the following key questions:
What does it mean to be a teacher leader in an ELSEN (Education for Learners with Special Educational Needs School)?
How do teachers enact teacher leadership in an ELSEN school?
How does the SMT (School Management Team) promote/not promote teacher leadership in an ELSEN school?
Distributed leadership and teacher leadership are used as theories underpinning the study. The study is located within the interpretive paradigm and employs a qualitative case study approach. One of the strategies that qualitative research encompasses is case studies. One of the advantages of case study research is that you can use various kinds of methods to collect data. Case study research is flexible in regard to data selection, methods of data collection and analysis. In this study the context was an ELSEN school in KwaZulu-Natal and the informative participants used were five teachers, two heads of departments and the deputy principal. They were purposively selected. Semi-structured interviews with open-ended questions were used to generate data. The findings revealed that teachers play a meaningful role inside their classrooms, but beyond the classroom, leadership roles are lacking. Teachers do not understand the term teacher leadership and teachers should have a vision for their school.M. Ed. University of KwaZulu-Natal, Durban 2013.
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Maduray, Manimagalay. "Failing boys : poor achievement and the construction of masculinity of six Indian boys in a secondary school in Chatsworth, Durban." Thesis, 2004. http://hdl.handle.net/10413/1833.
Full textAbstract:
This research project investigates the ways in which six Indian boys who have been officially proclaimed failures in grade 11 construct their masculinity in Meadowlands
Secondary School, a predominantly Indian technical secondary school in a working class area of Chatsworth. The way in which failing Indian boys construct their
masculinity is under-researched in South Africa. When boys are officially declared academic failures by the school, they often take other ways to validate their masculine identities. This study focused on the complex relationship between their academic failure and the formation of their masculinities.
Drawing from semi-structured in-depth interviews with six boys who failed grade 11 in 2003 and are currently repeating grade 11 in 2004, the study shows the complex
relationship between school failure, and the formation of boys' masculinities in three areas. These areas are the formal academic dimension of schooling, the informal social dimension of schooling and outside school activities.
The major fmdings from the interviews indicate that boys construct their masculinity by resisting the demands placed on them in schools and engage in disruptive
activities. They find alternate power and prestige in wearing brand name clothes,
wearing jewellery, carrying cellular phones, having girlfriends, clubbing, taking drugs and joining gangs. They find school boring and equate academic achievement with
being feminine and thus being gay and resist doing school-work. They are thus able to construct their masculinities in ways that are anti-school and anti-authority.
The study concludes by suggesting that failing boys at MSS are in trouble and that schools and teachers must be more alert to why failing boys behave in the ways that they do. At MSS it is suggested that the school encourages the development of sport
as a way of exposing boys to different ways of being a boy.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.
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Ngwenya, Priscilla Thulisile. "Parental involvement in a rural residential special school : a case study." Thesis, 1996. http://hdl.handle.net/10413/2854.
Full textAbstract:
This study investigates the work that is currently being done to promote contact between home and school at a residential school situated in a rural area of KwaZulu- Natal. The school serves primary school children with physical disabilities between the ages of five and seventeen years. The subjects in this study were twenty five parents, teachers, learners, and support staff. The research methodology was in the form of a qualitative case study. Individual interviews, focus group interviews, observation as well as document analysis were used to investigate the nature and extent of parental involvement, the areas in which parents participated, and how the school supported parents and the learners. The results revealed that the school acknowledges the value of parents a partners, and has initiated a parent involvement programme. Parents are involved in structures created by the school, namely, a parent teacher association, parent groups in the communities, learner adoption scheme. However, findings revealed that in a number of important areas parents are not equal partners. These are school governance, curriculum decisions regarding their children, choice of school placement, and admission and discharge of their children. An important finding was that in residential schools, because parents are not part of the immediate school community the concept of "parents as partners" is difficult to achieve. Most rural parents live great distances away from the school. Time, distance, work commitments, family commitments, and financial constraints make participation almost impossible. An implication of this study is that if residential schools continue to exist there is a need for the school to take cognisance of the various contextual factors that influence parental involvement in such a setting. Schools should find creative ways to overcome barriers that may exist. Schools need to be aware of recent policy developments regarding the rights of parents, for example, the South African Schools Act. Issues such as parent participation in school governance, their right to choice, and their rights regarding educational decisions on their children, enshrined in policy documents need to be, addressed collaboratively with parents. Another important implication is that policy makers need to review the role of large residential schools in meeting the educational needs of children with disabilities, in particular the long term goal of children gaining full citizenship in their communities.Thesis (M.Ed.)-University of Natal, 1996.
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Salvesen, Matthew Sven. "Integrated learning spaces in adult education : a case of KwaZulu-Natal." Thesis, 2010. http://hdl.handle.net/10413/5125.
Full textAbstract:
In February 2010, finance minister Pravin Gordhan said:
"None of us can rest or sleep peacefully until every South African can say:
I can see a better future, I can find a job. I can learn a skill. Hard work will enable me and my family to have shelter and food. If my children work hard at school and college, they will have a better future and a thousand opportunities. Our people want action on jobs, growth and poverty. We must build a new common purpose so that we can use all of our talents, skills and resources to tackle our economic and social challenges.” (Minister of Finance Pravin Gordhan, Budget Speech, 17 February 2010) Education is an essential component of the reconstruction, development and transformation of the South African Society. Due to past governmental policies, a huge gap in the level of education between adults has developed. These people need to be given the skills so that they can reintegrate into their respective communities, becoming active citizens partaking fully in the South African economy. Therefore it is aimed to provide a centre that promotes vocational skills development in the adult sector of the population. It is aimed to promote social reintegration of people through skills development, and aim to enliven previously neglected communities and be a catalyst for community revitalisation, as the centre grows the human resource potential of the respective community. Hence, the aim of this research is to investigate what architectural elements and design factors combine best to promote the most effective educational environments for the adult teaching and learning processes. It will consist of both primary and secondary sources, while conclusions will be drawn from precedent and case studies, but a balance between primary and secondary research is needed in order to create a workable, imaginative and sound architectural solution for the design of an adult education and vocational skills centre.Thesis (M.Arch.)-University of KwaZulu-Natal, Durban, 2010.
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Geldenhuys, Martha Maria. "Gender-based violence in the age of AIDS : senior secondary school learners' envisaged solutions in two rural schools in KwaZulu-Natal." Thesis, 2011. http://hdl.handle.net/10413/6355.
Full textAbstract:
Patriarchal male power is a fundamental issue that explains the reason for
gender-based violence (GBV) as well as societies acceptance of it. Social and cultural forces shape behaviour in society. A patriarchal mindset and power relations influence behaviour towards GBV as a means of controlling women in society. These societal norms are reflected in schools, which are supposed to be havens of safety but seem to allow for and perpetuate societal GBV, increasing girls’ risk of being sexually abused at school and making school unsafe sites. Even though extensive intervention and prevention strategies have been legislated and implemented, statistics indicate that the prevalence of GBV and HIV/AIDS have not decreased in adolescents. Policies and strategies are currently still failing to help youth be less vulnerable to GBV. This study worked with adolescents, aiming to place them at the centre of the problem and of the solution, by conducting research in two rural schools in KwaZulu-Natal. The participants were grade 9 learners (adolescents) attending these schools, who were given the opportunity to explore problems regarding GBV experienced in their schools and to find possible solutions that they can implement themselves in order to curb or address GBV in their schools. A qualitative approach was used, working in a critical paradigm, allowing the participants to be a voice of change in a socially destructive situation. A purposive sample of 30 learners (boys and girls) provided information-rich data. The methodology used was participatory video, and learners simulated examples of GBV at school as well as solutions to them. The research process of producing the participatory videos was an intervention in itself. Three themes emerged from the findings, indicating that: girls’ bodies are sites for GBV in unsafe schools; men who are stereotypically seen as the protectors of society are in fact the perpetrators of GBV through low-level sexual harassment,
intimate partner violence and educator sexual misconduct; and learners have a sound understanding of how to address GBV in school and show agency by clearly indicating their disapproval, reporting misconduct, speaking out about the problem in assembly and forming support groups to provide invaluable assistance to each other. This has implications for dealing with learners’ safety at school, and recommendations are made regarding learners’ safety. These include involving the whole community, and endorsing a “safe school” plan with effective school policies and adequate safety and security measures to protect learners (and, more specifically, girls). In order to address patriarchy, recommendations include
supportive educator involvement, guidelines for educator misconduct, school counsellor involvement, appropriate sex education and workshops on appropriate male behaviour. Although learners had a sound understanding of what can be done to address GBV in school, it is also recommended that parents, police and health care providers become more involved and that educational programmes, such as peer education, are incorporated.Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.
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Nasaree, L. "A critical perspective on racial integration in a secondary school in KwaZulu-Natal : dots and dashes : patterns of co-existence." Thesis, 2005. http://hdl.handle.net/10413/1762.
Full textAbstract:
The study is an exploration of the processes of racial integration within a school. The purpose of the study is twofold: 1. To understand the pattern, extent and nature of racial integration between learners in the classroom and on the playgrounds. 2. To determine whether there are any barriers that prevent the interaction of learners of different races. The school that was selected to participate in the research was an ex-House of Delegate's secondary school in KwaDuguza in the province of KwaZulu-Natal. The participants in the study were the principal, two deputy principals, two level one educators and two focus groups of African and Indian learners. Each focus group was made up of six learners, two males and four females. They were representative of the gender and racial composition of the school. The research was a case study that used various qualitative methods of data collection. A questionnaire was administered to a selected sample of educators and learners to determine attitudes and perceptions of racial integration. These were followed up by semi-structured interviews that allowed the researcher to probe deeper into issues raised in the questionnaire. A week's observation schedule of learners in a classroom and the learners on the playground was conducted. This was followed by a review of school documents. The varied methods of data collection revealed that positive racial integration is not taking place in the school. Although the educators and the learners are aware of the need for a fundamental change in the policies, organization and curriculum of the school they are unsure of how these changes need to be effected and what the nature of the change should be. In the absence of any concrete directions from the Education Department, an 'adds on' approach to integration is used . The result of such an approach is the polarization of learners along racial lines. The study concludes with recommendations for educators and the Department of Education.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2005.
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Zulu, Sindisiwe O. "School governing bodies in addressing issues of democracy and social justice : a case study of two rural primary schools in KwaZulu-Natal." Thesis, 2013. http://hdl.handle.net/10413/9668.
Full textAbstract:
This study investigated the role played by School Governing Bodies (SGBs) in addressing issues of democracy and social justice in schools. A case study was conducted in two rural primary schools from Ugu district in KwaZulu-Natal. The intention of this study was to highlight the factors that hinder full participation of all SGB members in public state schools, including rural primary schools. It was also to gauge the policies and strategies employed by SGBs when addressing issues of democracy and social justice in their schools. My study is a qualitative research which has utilized a case study approach. I have opted for a qualitative methodology because I intended to explore phenomena, (SGBs), in their natural settings and I was be able to use multi- data collecting methods, i.e. interviews, observations and document reviews, which enabled me to interpret, understand, explain and bring meaning to them (Anderson, 1998). I have opted for a case study approach because I was studying the particularity and complexity of two SGBs, coming to understand their activities within important circumstances, in this case, the SGB roles in addressing issues of democracy and social justice (Stake, 1995). The theories that underpin this study are democratic schooling and social justice. I have reviewed local and internal literature on parental involvement and social justice in this study. This project has afforded me with the opportunity to engage with SGBs through interviews and I have been able to gauge amongst other things, their understandings of the role that SGBs must play in addressing issues of democracy and social justice. I was also able to learn the frustrations experienced by SGBs when implementing the policies in schools. Some of these frustrations were due to the challenges that some educators and some parents pose for the SGBs in the day-to-day running of the SGBs.
Based on the findings I have made some recommendations such as that schools must introduce class or grade representatives which could serve in some committees. Female learners could also be involved in activities such as debates in order to enhance their self-confidence. Policies that the SGBs use when addressing democracy and social justice in the schools could be translated into isiZulu to make sure that all stakeholders understand these policies. The Department of Education could also assist the schools in ensuring that parents in rural areas have access to ABET classes, where they can learn to read and write as well as acquire relevant skills.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.
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Ponnusamy, Marimutu. "The working conditions and careers of KwaZulu-Natal women teachers." Thesis, 2002. http://hdl.handle.net/10413/2028.
Full textAbstract:
Women activists in teacher unions such as Sadtu claimed that there was a disjuncture
between what the South African Constitution says about gender equity and what is
happening in reality. This study was undertaken to investigate this claim from the women
teachers' perspective.
This study explores how the social, cultural, political, historical, economic and educational
factors influence the conditions of work and careers of the women teachers in KwaZulu-Natal.
In this study, an historical outline of the contribution of various philosophies and
attitudes to the relative position of KZN women from 1845 to 2000 is given in an attempt
to seek solutions to the gender equity problem in education. The study also uses the racial
perspectives to investigate the feminists' claim that Black women suffer triple oppression -
that of gender, race and class.
An extensive exploratory study using a multiple method approach, incorporating data from
documentary research, surveys and interviews leads to the presentation of a well etched
picture of the KZN women teachers. A large sample of 339 educators participated in the
study. The major findings of the study include the following aspects:
About 64 percent of the teachers in KZN province are women. Despite their majority in
the teaching profession, their contribution to education is grossly undervalued. The most
visible sign of this discrimination is the under-representativity of the women educators in
managerial and decision-making positions in the education hierarchy. This stems from
patriarchy which is still prevalent. Women are excluded from male dominated areas
through socialisation and male resistance to change. Although about 98 percent of the
women are certificated teachers, the majority of them have only a matriculation certificate
as academic qualification. This stems from the historical under-investment in the girl
child's education by parents and the State.
About 67 percent of the women teachers are married and 68 percent have children. The
majority of them believe in the tradition of marriage and are very comfortable with the
multiple roles they perform. However, the majority of the Black women derive little
satisfaction from teaching at the moment because of the tough working conditions and the
lack of respect from learners, parents and KZNDEC officials. Presently the Govt's R & R
policies cause uncertainty and frustration for the teachers. The work environment at historically Black schools can be unsafe with robbery and muggings which happen in the school grounds.
Women teachers are presently on a par with the men in economic terms. The most
significant aspect of the empowerment is the ability to leave their pension benefits to their
husbands or dependents upon their death, this gives them a new identity, that of
benefactors. Through its affirmative action policies, the State is giving preference to
women when promoting personnel to managerial posts.
Overall, the women teachers are still overworked and, therefore, relatively underpaid.
Because of the role overload they are prone to ailments, frustration, stress etc. Therefore,
it is recommended that their retirement age be reduced; the calculation of pension benefits
for previously disadvantaged women teachers be corrected; women's health be given
priority attention; childcare be provided at the workplace. In addition, more research on
KZN women teachers' issues needs to be undertaken as this is only a baseline study.
This study confirms the women teachers' claim that thus far the new Govt has addressed
only the class issues and not the issues of race and gender.Thesis (Ph.D.) - University of Durban-Westville, 2002.
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Moore, Andrew John. "Natal's "Native" education, 1917-1953 : education for segregation." Thesis, 1990. http://hdl.handle.net/10413/3918.
Full textAbstract:
The Natal Education Department's "Native" education system which functioned from 1910 to 1953 has often been termed a good example of "liberal" education for Africans. However an investigation into the administrative structure and curricula content of this education order proved that numerous similarities existed between "Native" education, as formulated by the Natal Education Department, and "Bantu" education as established by the Nationalist government as part of its apartheid program. "Native" education in Natal could be considered a forerunner of "Bantu" education. Both systems were designed to achieve similar aims, eg. to maintain the social divisions, aid in the reproduction of semi-skilled labour and bolster the reserve system and migrant labour system. Course content was geared, in both "Native" and "Bantu" education, to promote a specific way of life for the African - a life that was both rural and agrarian in nature. A continuity of both method and aim existed between the two education orders. In effect, despite the different rhetoric and arguments used by the authorities of these two education systems, both implemented systems aimed at maintaining segregation. Emphasis is placed on exposing the true character of "Native" education as well as developing the argument that "Native" and "Bantu" education should be seen as the continuation of a specific education order rather than two distinct and different systems. This study focuses on Natal's 'Native' education and reveals it as a system designed to promote segregation and protect white interests. It too did not have the true interests of African children at heart.Thesis (M.A.)-University of Natal, 1990.
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Sokhulu, Thembinkosi M. "The family literacy practices of ten adult participants at the Tembaletu Adult Basic Education Centre in rural KwaZulu-Natal : a case study." Thesis, 2005. http://hdl.handle.net/10413/1936.
Full textAbstract:
This study examined the family literacy practices of ten adult participants who
attend the Tembaletu Adult Basic Education (ABE) Centre in rural KwaZulu-
Natal. The aim was to explore the influence of the ABE programme on these
practices? The concept of family literacy in this rural context was interrogated.
This is a qualitative case study, and the data collection techniques included
individual interview, focus group interviews, observation, and document analysis.
Findings revealed that women engaged in varied literacy practices in their homes.
Story telling was more common than reading to children. The participants in the
study for the first time are able to engage with their children in school related
literacy activities. The extent to which the participants and their children supported
each other in their literacy development was dependent on the levels of literacy.
The Adult Basic Education programme had a direct impact on the literacy practices in the families of the participants. The benefits reported by the participants included personal empowerment, enhanced self-image, and the acquisition of literacy life skills that are crucial to the health and well being of their families. The study highlights tensions between the content of adult programmes and family literacy practices valued by the participants. Other key issues that emerged in the study are: the link between family literacy and culture; gender and family literacy; family literacy in the context of HIV/Aids. The findings in this study valuable perspectives on emerging family literacy in a rural context - an area of study that is in its infancy in South Africa.Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2005.
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John, Samuel Eric Vedanayagam. "An exploration of educator's and learners' perceptions of learner discipline at an all-boys primary school in the southern region of Durban." Thesis, 2013. http://hdl.handle.net/10413/9481.
Full textAbstract:
Poor learner discipline, a problem for both educators and learners at South African public
schools, ranges from violence to issues with classroom management. As a result of learner-on-
learner violence, learners generally feel that schools are unsafe places to be in (Premdev,
2008). Schools have become challenging contexts for effective teaching and learning to take
place in, owing to the presence of bullying, disobedience, drug addiction, vandalism, rape,
assault, use of obscene language and disrespect for teachers (Anderson, 2009). With
examination results on a downward spiral, De Lange and Mbanjwa (2008) report that poor
learner discipline in schools is strongly implicated in learner underachievement.
This study, which is an exploration of educators’ and learners’ perceptions of poor learner
discipline, is underpinned by research in the construction of masculinities, which submits that
masculine identity is a gendered social construction, and as such, is subject to transformation.
The research project suggests that whilst schools, by virtue of the ways in which they tend to
be organised, condone and perpetuate the formation of hegemonic masculinities in boys, they
are also able to effect meaningful change and usher in emancipation to this locale.
Some of the key findings include:-
• Poor learner discipline in boys reflected their own constructions of dominant male
gender identities, formed as a result of their life experiences in a world embedded
with notions and practices of patriarchal hegemony;
• Poor learner discipline and the ineffective management thereof contributed to a poor
teaching and learning environment that disadvantaged all learners;
• Female educators relinquish their agency to successfully deal with poor learner
discipline when they choose to let male educators handle their disciplinary problems,
thereby becoming complicit in entrenching notions of male superiority;
• Male educators tend to resort to the use of corporal punishment;
• Violence in the home and wider community is reproduced in learners at school.
The study discusses approaches that may be employed in achieving a more just and
empowering teaching and learning context for educators, as well as learners at schools.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.
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Prammoney, Charmaine. "School management of learner problems in the context of an impoverished school community." Thesis, 2012. http://hdl.handle.net/10413/9348.
Full textAbstract:
This study investigated teachers’ management of learner problems in the context of an
impoverished school community. The rationale for the study took into consideration
the constant demands placed on learners and teachers by poverty-related issues. By
illuminating the factors that affect teachers’ work performance in the context of an
impoverished school community, it is hoped that all education stakeholders would be
motivated to support, assist and guide teachers to overcome the current challenges with
regard to poverty in schools, thus enhancing their work performance as well as that of
their impoverished learners.
The study employed a qualitative research design. Through a process of purposive
sampling, five teachers from a primary school from the Phoenix Ward of the Pinetown
District in KwaZulu-Natal were selected. The data were generated by means of semistructured
interviews. The data gathered were coded and organized into themes,
categories and sub-categories. Content analysis was used to analyze the data.
The findings suggest that the consequences of poverty at school level are numerous
and become even more complex when there is a lack of parental support at community
level. Furthermore, they reveal that poverty impacts negatively on learners’ academic
performance. Factors associated with poor work performance by learners included
abuse, parental apathy, the environment, and a lack of resources, to name but a few.
Praise and recognition, as well as democratic leadership styles on the part of teachers
have a positive influence on learners’ work performance. Flexibility, care and visible
intervention by teachers and the school have been found to have a positive impact on
learners’ attitude towards school. The study concludes with a number of
recommendations to address and manage the problems experienced by learners in
impoverished contexts.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.
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Mhlaba, Gertrude Thulisiwe. "Exploring clinical mentoring of the students in the clinical settings as perceived and experienced by the student nurses and clinical mentors in a selected nursing college campus in Durban." Thesis, 2011. http://hdl.handle.net/10413/4714.
Full textAbstract:
Background: Within nursing and other health professional education, clinical
mentorship is an integral part of students’ clinical learning experiences. Clinical
mentorship is a widely relied upon strategy to ensure that students benefits
positively in the clinical placements and is perceived as not just as a support
mechanism for students but also as the main vehicle for the activities associated
with learning, teaching and assessment of practice. In South Africa, mentoring in
the clinical settings is not yet formalized, there are no guidelines from the
regulatory body to serve as a guide to mentors in clinical settings and mentors do
not undergo special preparation and it is not yet a common practice in South
African nursing.
Purpose: This study was aimed at exploring and describing the phenomenon of
clinical mentoring as perceived and experienced by the student nurses and clinical
mentors in a selected hospital in Durban.
Methodology: A qualitative approach guided by the naturalist interpretive
paradigm was used in this study. The research designed used was a descriptive
phenomenological approach. The total population for this study was 48
registered nurses working in medical and surgical wards at a selected nursing
college campus in Durban, and 47 first and second year students who were doing
the Diploma in Nursing (General, Psychiatry, Community) and Midwifery. The
sample size consisted of eight mentors and eight mentees working at the selected
wards in the selected hospital. Individual interviews were conducted to collect
data.
Findings: The findings revealed that mentorship in nursing education and training
remains an integral part for student’s clinical learning experiences. The nature and
vi
quality of the relationship between the mentor and the student continues to be of
vital important for an effective mentoring process. It emerged that the assistance
and guidance that the clinical mentors are offering to students are most crucial for
growth and the development of students and gain of quality clinical skills. While
the befriending role of clinical mentors perceived as useful to facilitate students’
settling into the clinical milleu. The roles of mentors emerged as assisting,
supporting, teaching, motivating, befriending and advising students. The ability to
give feedback, experience, availability of time and a positive attitude were the
elements considered important qualities for a good clinical mentor.
The benefits of clinical mentoring outweighed the drawbacks. The benefits of
mentoring were both for the student and for the mentor. For mentors, benefits
were immaterial and included closer follow-up of new developments, teaching
and sharing of experiences. For the students, benefits are based on the level and
quality of grooming and nurturing students gets that help to bridge theory-practice
gap, motivating students to be highly interested to what they do in the clinical
settings. Challenges included limitations on time, shortage of resource, dual
responsibilities of patient care and student teaching, high workload and lack of
formalised mentoring programmes.
Recommendations: This study suggests that the educational and clinical settings
needs to work together to ensure that a formalised mentorship programme is put in
place where clinical mentors will be trained for the role and formally appointed to
the roles. Further research is suggested where the operational management staff of
the organisations and academic college staff will participate to understand how
mentoring is done in the clinical settings, and what criteria the clinical mentors
use to measure the student performance who properly or poorly mentored.Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2011.
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Lalla, Sharitha. "Women middle managers in schools : narratives about capabilities and transformational leadership." Thesis, 2013. http://hdl.handle.net/10413/9324.
Full textAbstract:
This study explores the narrated experiences of nine women heads of department (HoDs) in their roles as middle managers of secondary schools in South Africa. There is scant literature about women who hold such positions in schools. Too little is known about how they develop as middle managers and what capabilities they need to perform a management function. This study aims to push that peripheral attention given in education management literature to women in middle management roles in schools into sharp focus by concentrating on the women who operate in this much neglected tier of management. The study seeks to do this by understanding how women HoDs develop capabilities in a changing social context so that they become able to function as transformational middle managers and leaders at secondary schools. The key critical questions posed in the study are: * What are the narratives from women HoDs about how they developed their capabilities in a transforming and contested social context? * What are the capabilities that enable women middle managers to function as managers? * In what way do the capabilities of women middle managers enable them to function as transformational leaders? Located within the feminist paradigm, the study employs a participatory narrative methodology in two phases to generate data through qualitative participatory methods such as life-history interviews, letter-writing, journaling and participant observations. The first phase in the field focuses on eliciting accounts from nine women HODs about their lived experiences from early childhood to adulthood in order to understand how they developed their capabilities and how they came to take up management roles. Central to the development of capabilities are family relationships and educational experiences that influenced and equipped them for management. The second phase of data generation concerns observations and experiences of the women HoDs in their middle management roles. In this part of the study, role models, mentors and practices as middle managers come to the fore. To understand how women middle managers develop as managers in a transforming school context, and what capabilities enable the women middle managers to function in their role as transformational leaders, the study uses two theoretical lenses. The first lens is Nussbaum's and some educational scholars‟ expansion of Sen's capability approach; and the second lens is Bass and Avolio's and Leithwood et al's work on the behaviours and attributes of transformational leaders, which are used to separate out the capabilities that enable women to function as transformational middle managers.
Five key findings emerge in this study: * The foundational management capabilities that enable women to function as transformational leaders in school management develop over an extended period of time from childhood into early career years. * Women identify mentors and/or role models who are afar from or in close proximity to them and who are located within their personal and/or professional domains as significant formative influences on them as middle managers in schools. While some women assert that their mentors and role models put up some barriers to their development as middle managers, these women employed their agency and resilience to offset any weak capability development. * Women middle managers' capability to function as transformational HODs is constituted in four attributes that emerge through the practice of behaviours and attributes that characterise transformational leadership. The management capabilities and the transformational leadership functionings are aligned on the basis of leadership attributes, namely, developing knowledge and skills; setting departmental directions; developing people in the department; and redesigning the department. * While women middle managers in schools have the internal capability to function as transformational leaders based on the foundational management capabilities they developed over many years, the external conditions within the school context may constrain them from functioning as transformational leaders. When external conditions support the development of women‟s management capabilities, then women appear to have a strong capability set; however when there are barriers to their capability development, then their capability set may be weak. * Neither the capability approach nor transformational leadership theory on their own is sufficient to understand how women develop capabilities to function as transformational leaders within the middle management tier of schools in the South African context.
Based on these five findings, especially the fifth finding, the thesis of this study is that the affinity and complementariness between the development of foundational management capabilities and the behaviours and attributes of a transformational leader proposes a hybrid of the two theoretical lenses. This new approach, referred to as the Transformational Leadership Capabilities Approach, provides an explanation of how women middle managers develop capabilities appropriate for a management role and how they can function in that management role as transformational leaders. The Transformational Leadership Capabilities Approach unifies the capability approach and transformational leadership theory on the basis that management capabilities and transformational leadership behavioural components and dimensions are complementary.Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2013.
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Okoye, Felix Ifeanyi. "The use of languages in mainstream grade 4 schools in KwaZulu-Natal : implications for policy development." Thesis, 2012. http://hdl.handle.net/10413/8832.
Full textAbstract:
The South African Language in Education Policy (LiEP) of 1997 and the Department of Education National Curriculum Statement (2002) require that learners‘ mother tongue is maintained and developed and used as a language of learning and teaching (LOLT) for the first three years of the Foundation Phase. English is recommended as the (LOLT) from Grade 4 upwards. This sudden change presents enormous language challenges especially in Grade 4 as teachers and their learners negotiate transition from isiZulu as first language (L1) to English as LOLT. This study investigates language challenges that Grade 4 learners and their teachers encounter in three South African mainstream schools as they negotiate transition from isiZulu to English as Language of Learning and Teaching (LOLT) and the implication of these challenges on language policy development. The study adopted a qualitative-interpretative methodology. Six Grade 4 teachers were purposively selected from three mainstream schools in KwaZulu-Natal for interviews three of which were observed and interviewed after the classroom observations. Data was generated through pre-observation interviews, video-recorded lesson observations, and post-observation interviews. The data collected was analysed and interpreted using an open coding in order to answer the study‘s critical questions.
The findings revealed that serious language challenges occur whilst teaching Grade 4 learners in English as a FAL due to learners‘ limited knowledge of grammar and vocabulary in the LOLT. The study also revealed limited understanding ability, (s)low articulation, poor performance and participation, and psychological distress emanating from learners‘ social problems as part of the challenges. The study further showed that teachers frequently switched to the mother tongue to ensure sufficient meaningful communication in their classrooms. Additionally, the study revealed teachers‘ exclusion in policy formulation and development process and lack of adequate training which exacerbates teachers‘ ignorance of the policy contents leading to the teachers‘ indiscriminate use of code-switching. These worsen learners‘ language difficulties, thus under-develop the learners, and create unequal opportunities for effective learning by all learners through English as LOLT. They widen the gap and hinder education when teachers are not able to negotiate the transition from the foundation phase to Grade 4. Teachers were convinced that the study by EFAL learners of English in the Foundation Phase would go a long way in alleviating the language and learning challenges encountered by learners in Grade 4 and thus improve the quality of communication and interaction that needs to take place in the classroom between the learners and their teachers as they negotiate transition to English as LOLT. The study recommends a review of language policy that will integrate quality in the learning of English in the Foundation Phase, in addition to learning the mother tongue throughout high school education. It also recommends an increased participation of teachers in policy-making processes and intensification of teacher professional development in language teaching in relation to the language in education policy.Thesis (M.Ed)-University of KwaZulu-Natal, Pietermaritzburg, 2012.
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Zondi, Thokozani Octavia. "Perspectives of undergraduate nursing students on community based education." Thesis, 2016. http://hdl.handle.net/10321/1768.
Full textAbstract:
Submitted in Fulfillment of the requirements for the Master’s Degree in Nursing, Durban University of Technology, Durban, South Africa, 2016.Aim The aim of the study was to examine students’ perspectives regarding their learning in a community based undergraduate nursing programme at the Durban University of Technology in South Africa. Methodology A quantitative descriptive design was used to examine student nurses’ perspectives regarding their experiences in community-based education (CBE), with specific reference to perceived academic gains, local and global gains, intrapersonal gains and interpersonal gains. Hours spent by students outside their CBE schedule as well as most preferred clinical practice Participants included 203 undergraduate nursing students drawn from the 2010, 2011 and 2012 cohorts. A stratified random sampling technique was used. A modified 4-point Likert scale version of a questionnaire designed by Ibrahim (2010), which also comprised of open-ended questions for supportive qualitative information, was used to collect data. Analysis was done accomplished using SPSS Version 22 for the quantitative data and identification of themes for the supportive qualitative information. Results The study results revealed that students had benefited from CBE in all the four domains under study. Participants rated the impact of CBE on academic gains lowest ( ̅x = 3.09, SD = .38) with perceived impact of CBE on local and global gains rated highest ( ̅x = 3.33, SD = .38). The personal gains subscale was the second highly rated subscale with a mean of 3.27 (SD = .43), followed by the intrapersonal gains domain ( ̅x = 3.15, SD .48). No significant differences were found between groups on all the variables of interest. Furthermore, the results revealed that participants spent a varying number of hours outside of scheduled CBE placement. The majority of the participants spent 200 hours to 399 hours (n= 119) = 58.6% in the first semester and (n = 120) = 59% in the second semester. The majority (72%) of the participants indicated that their preferred clinical practice environment was Primary Health Care.
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