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Relevant bibliographies by topics / Rural education - South Africa

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Dissertations / Theses

Academic literature on the topic 'Rural education - South Africa'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Dissertations / Theses on the topic "Rural education - South Africa"

1

Swart, John-Frederich. "The nature of learning support in rural schools." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2368.

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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.<br>The focus of this research study is on learning support to learners in rural schools as experienced by learning support professionals and teachers in order to identify best-practices and the obstacles experienced in this regard. It was envisaged that continuous exploration of current practices could assist in identifying ways to support the development of inclusive education. The research questions to address this aspect were: What is the nature of learning support in rural schools as experienced by teacher

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2

Fumba, Zamumzi Norman. "Development of a language policy in a rural school." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1007798.

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The study was undertaken to observe and participate in the process and development of a language policy for a rural secondary school in Peddie in the Eastern Cape. This was done in collaboration with parents, learners, and teachers. The researcher acted as a researcher, facilitator and learner in the process that Iead to the final product. Twenty four learners were selected from Grade 8 to Grade 10. These learners formed three focus groups. A questionnaire and lesson observation were used to establish what was taking place in the school with regard to language practices and preferences by lear

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3

Visser, Alvin-Jon. "Rural students' local knowledge of learning in formal and informal contexts." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002588.

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The general aim of this thesis is to illuminate the process of learning as it occurs in formal and informal contexts. The study focuses on South African scholars attending school in rural areas where the contrast between learning in formal and informal learning contexts is more pronounced than that in urban areas. The research draws on rural scholars' local knowledge of formal and informal learning contexts in order to gain a rich insight into how cognition is situated in different learning contexts. This is accomplished through investigating the structure of the respective learning tasks, the

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4

Hamilton, Joanne. "Promoting inclusive education : a case study of assessment in two rural schools." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53562.

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Thesis (MEdPsych)--University of Stellenbosch, 2003.<br>ENGLISH ABSTRACT: An outcomes-based education (OBE) approach was introduced into South African schools in 1998 in order to align education with the democratic values of the new government. The transition to OBE has not been an easy process for many stakeholders. Teachers, in particular, have had to review their own philosophies and practices of teaching and learning. This paradigm shift required by OBE was, however, underestimated in teacher training. The recent addition of an inclusive education approach may arguably be seen as a n

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5

Blease, Bernita. "Exploring writing practices in two foundation phase rural multigrade classes." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1848.

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A full dissertation submitted in fulfilment of the requirements for the degree of Master in Education Presented to the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2014<br>Writing in rural multigrade Foundation Phase schools is a largely negelected area for research and teacher development. Even those teaching multigrade classes are not sure how to approach it. There are almost no regulations or guidelines in PIRLS or government documents and reports. Nevertheless multigrade rural schooling is prevalant throughout South Africa. This gap betwee

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6

Davidson, Michael R. "Domino Servite School: an evaluative case study of a private Christian secondary school in rural Natal." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003382.

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Domino Servite School (DSS) is a private school, founded in 1986, and situated on KwaSizabantu (KSB) mission station in the Natal midlands. This research into DSS is a case study which aims to present an illuminative evaluation in the Whole School genre, within that branch of educational research concerned with effective schools. The project aimed to make use of a compatibility paradigm accommodating nomothetic and anthropological data. In attempting triangulation of methodological approaches, it tried to establish the extent to which DSS may be considered an efficient and effective 'New Priva

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7

Perold, Jana. "Entrepreneurial development through non-formal adult education and skills training in a rural community." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53411.

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Thesis (Master of Consumer Science)--Stellenbosch University, 2003.<br>ENGLISH ABSTRACT: In recent years unemployment figures in South Africa have reached alarming proportions. Many people do not have any form of income, and many others rely on irregular incomes from seasonal work. Education of adults has been highlighted as a possibility for teaching people various skills, which they could apply to generate an income for themselves. This research was conducted by following a participatory action research method to determine whether a nonformal adult education programme would assist indi

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8

Knaap, Margriet. "Sustainability of early childhood development sites in selected rural areas." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51927.

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Thesis (MPhil)--Stellenbosch University, 2000.<br>ENGLISH ABSTRACT: This study is guided by the question: what is done to sustain early childhood development (ECD) in South Africa? The research is conducted in is selected rural areas in Namaqualand and the Karoo. A selection of ECD centres is taken as the study material. In depth interviews and workshops were conducted with various role-players connected to ECD to provide case material for analysis. Apart from the findings of this research the study concludes with a number of recommendations of how to address questions of sustainability

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9

Tshifura, Vhonani Willbert. "The role of school governing bodies in rural areas in the Northern Province." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53165.

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Thesis (MEd)--University of Stellenbosch, 2002.<br>ENGLISH ABSTRACT: In April 1994, after South Africa's first democratic elections, a new era in education commenced. The education system was transformed to a unitary system and a programme of legislation was launched aimed at promoting democratic ideals and practices. Of particular importance to schools was the South African Schools Act (Act No. 84 of 1996) by which significant powers were granted to School Governing Bodies (SGBs) at local level In addition to the school principal, a SGB was to be composed of elected representatives of f

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10

Schäfer, Marc. "Designing and making a difference: an exploration of technology education for rural school teachers." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003372.

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This qualitative study focused on a Technology Education programme for farm school teachers in the Eastern Cape province of South Africa. These teachers were faced with the challenge of incorporating Technology Education into their curriculum. The study was conducted within the context of an investigation into the conceptual nature of technology and an exploration of the theoretical underpinnings of Technology Education within both the international and South African context. Technology Education is being introduced into the South African curriculum against a background of educational transfor

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