Tesis:

1

Kapuela, Ingrid Sibongile. "Discipline in schooling: a study of rural secondary schools in KwaZulu-Natal". Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1361.

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Thesis submitted in fulfilment of the requirements for the degree of Doctor of Education in Educational Management at the University of Zululand, South Africa, 2014.
This study was influenced by a variety of disciplinary problems experienced by educators in rural secondary schools in KwaZulu-Natal. Educators regard discipline as a problem which they have to endure everyday. Teaching and learning have become difficult in some schools, and impossible in others, because some educators do not understand how to foster discipline in classrooms. The concern here is quality management and the fostering of disciplinary measures in schools. One of the important characteristics of an effective school is good discipline. The problem is that effective school discipline does not happen by chance; it has to be planned and implemented in an organised manner. The purpose of the study was to investigate the nature of discipline, and how principals of schools in rural secondary schools in KwaZulu-Natal perceive and manage discipline in their schools.The researcher chose Zululand district in KwaZulu-Natal as the field of study because that is where most rural schools are. The “mixed method research design” (the quantitative and qualitative approaches) was used in combination to provide a better understanding of research problems. Two hundred and sixty (260) schools were randomly selected. Data were collected by means of questionnaires and interviews. The following are some of the key findings that emanated from the empirical study:  Schools have the following policies: discipline policy; code of conduct for learners; code of conduct for educators and alternatives to corporal punishment but their implementation is poor.  Principals of schools still regard corporal punishment as a disciplinary option.  Schools in rural KwaZulu-Natal still resist the use of alternative punishments.  Schools have the problem of dysfunctional members of the governing bodies.  Parents do not cooperate with schools.  A high percentage of educators are not willing to enforce discipline. On the basis of the above findings the researcher recommends among other measures that principals of schools should implement the policies they have put in place. The Department of Education should empower newly appointed principals by giving them an induction course in management in order to ensure that they have the required skills. Principals should receive training in changes that are taking place in education; for instance, the implementation of alternatives to corporal punishment, legislation and regulations that govern discipline and punishment in schools and parent involvement strategies. Principals must work collaboratively with the school governing body, educators, learners and parents to formulate a unifying mission and develop school rules that will take care of discipline, the indispensable foundation for all other scholastic success.

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2

James, Sally Jane. "Teachers’ experiences of change : a case study analysis of a school-based intervention in rural Kwazulu-Natal". Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013118.

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The research presented in this thesis is a case study analysis of the school-based intervention initiated by the David Rattray Foundation [DRF]. David Rattray, a South African historian well known for his contribution to the 1879-1896 Anglo-Zulu War heritage, was murdered in January 2007. In response to his untimely death, the DRF was established by family and friends with the hope of improving education within the Umzinyathi rural municipal district of KwaZulu-Natal. This study consisted of three phases: Phase I (May-December 2011); Phase II (January-December 2012), and Phase III (December 2012-October 2013). During Phase I, the focus was on describing the broader context in which the case is located. It resulted in a narrative account of the emergence of the DRF as a non-governmental organisation [NGO] working towards change within the local rural school community. During Phase II the focus shifted from the broader socio-political and economic context to the human dimension which included teachers, principals, volunteer workers and a district official working in the schools. During Phase II the approach to change adopted by the DRF was critically analysed in relation to models of change described in the literature. Teachers’ experiences of change were also examined. Phase III was a synthesis of the findings from the first two research phases. By drawing on systems and complexity theory perspectives, insights were gained enabling a deep understanding of the DRF’s school-based intervention as a whole. This research is a qualitative study that seeks to understand individual teachers’ experiences and participation in a process of change that reaches beyond the individual and his/her immediate context. The adoption of a realist ontology (Maxwell, 2012) and application of an explanatory heuristic based on the critical realist philosophy of Bhaskar (1979, 1980, 2011) enabled the layered analysis and in-depth interpretation that characterises the study. The findings of the study reveal a complex and ongoing process of change within a rural school context. The results illuminate the efficacy of a collaborative partnership between civil society (the DRF), the local community, under the leadership of a tribal authority, and the local government (KwaZulu-Natal Provincial Department of Education). It also reveals how teachers within this particular context do not have a strong voice in the change process and hence participate only superficially in the school-based intervention. It is probable that the constraining mechanisms revealed through this research are not exclusive to this particular case study, but are common across the South African rural school context. The main contention of this thesis is that these mechanisms need further interrogation in order to enable further change and permit the active participation of teachers in the process.While the study illuminates many of the tensions and problems faced by the schools and the community in which they are located, it also highlights the achievements and selfless attitude of many people working towards change and improvement within the schools. This case study thus provides an example to all South Africans of what can be achieved with commitment and effort.

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3

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 Private' school. It also aimed to understand the school's raison d'ětre. In order to illuminate the relevance and social processes of DSS, evaluation made use of internal and external referents. The internal investigation sought to make judgements in reference to the efficiency of the school as an organisation. On the macro-level, whole school evaluation required extensive curriculum evaluation. On the micro-level, appraisal of teaching and assessment of pupil performance was undertaken. This internal investigation required a critical analysis of the school's formal, informal and hidden curriculum. The external evaluation sought to make judgement in reference to the effectiveness of DSS. On the macro-level, this required evaluation of the findings of the internal investigation in terms of a broader South African context. Implications, for example of the school's 'private' status, and its 'Christian' curriculum in respect of multi-culturalism, education for nationhood , and ethnicity were examined. The analysis of these dimensions paid attention to the school's spatial context in terms of both its 'rural' and missionary setting. Here the focus was on the school's formal curriculum. Analysis of the inter-relational context paid attention to its informal curriculum or the way in which the school deals with the commonality and diversity of its clientele and staff. The inter-relational context of the school examined the hidden curriculum, or the relationship between the school and the broader South African Community. A critical ethnographic account of this institution was therefore possible because of the dual focus on the internal and external evaluation reference points. Internal evaluation made extensive use of direct (non-participant) observation, structured and nonstructured interviews, questionnaires, and documentary analysis. Indirect (participant) observation, in particular Clinical Supervision (CS), was also used. Indirect (non-participant) observation made extensive use of Flanders' Interaction Analysis Categories (FIAC). Teacher self-evaluation was also included, while analysis of pupil performance made use of 'standardised' achievement testing and a tracer study. External evaluation required detailed study of local and international literature on issues relating to private schooling, rural and multi-cultural education, education for nationhood and ethnicity. The research found that much of the school's curriculum path is incongruous with its rural context largely because of its association with the former Department of Education and Training (DET), and because of its missionary heritage. As such the school is presently (1) located within a questionable (formal) curriculum tradition which has little relevance to, nor potential for, the transformational needs of either rural Natal or South Africa in general. However, this does not preclude the possibility of the school making a contribution to education for development in South Africa. (2) The school advocates a mono-cultural Christian value system and modified cultural pluralism which attempts to assimilate pupils from diverse socio-economic and ideologically homogeneous backgrounds. Multi-cultural education, plural values, religious and values democracy are therefore not part of the school's raison d'ětre. (3) The school, through its associated organisation Christians for Truth (CFT), represents a social view espousing either a modified cultural pluralism or multi-nationalism which allows for allegiance to a transcendent value system without compromising group. values and associations. This means that the school aims at assimilating or amalgamating diversity into a mono-cultural unity that transcends group identity. This transcendent culture is defined in Christian terms. The study recommends inter alia, further investigation into the educational implications of_values neutrality and the particularism of secular humanism; a comparative analysis of a random sample of private missionary schools and ordinary state controlled rural schools so that more generalisable results might be obtained; and a more thorough investigation into the parental and pupil contributions to the school, their attitudes and perspectives on missionary education and their feelings about the management styles evident in the organisation.

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4

Maleka, Nelisiwe Elma. "An assessment of knowledge of HIV/AIDS amongst secondary school learners of Kwazulu-Natal: an exploratory study of Bergville rural district". Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2481_1363788139.

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The main purpose of the study was to assess and explore the knowledge of HIV/AIDS among secondary learners in rural Bergville district of KwaZulu-Natal. A stratified random sample of 100
learners was selected from two secondary schools in the area. Data was collected using a questionnaire and interviews were scheduled with the teachers from the selected schools. The
questionnaire was administered to a sample of 54 learners from school A and 46 from school B. The mean age was 16, with age range from 13-20. The participants were enrolled for grade
8-12 in both schools. Both qualitative and quantitative data on learnersâ knowledge and perception about HIV/AIDS, condom use and sexual issues including their attitudes towards people living with HIV/AIDS were collected in the questionnaire. Chi-square test was used for statistics purpose to test if the HIV knowledge of learners were associated with gender, culture and
religion. Qualitative interviews with 9 teachers from both schools were conducted. The main purpose of the interviews was to investigate the management of HIV/AIDS in public schools in rural
areas. Furthermore, to assess the learnerâs attitude towards HIV/AIDS education provided in schools. The results showed that the learners in Bergville district were more knowledgeable of
HIV/AIDS through HIV/AIDS education in schools that had limited effect on gender, culture and religion. Quantitative findings presented, indicated no significant differences between those
learners attending church and cultural activities that offer
HIV/AIDS awareness programmes and those who do not with regard to the knowledge of HIV/AIDS. However, culture stood out to be associated with one item on the knowledge of whether school children can get HIV/AIDS (p-value = 0.04). On average, the level of knowledge of HIV/AIDS between female and male learners was similar. The major findings on both quantitative and qualitative findings confirmed that learnersâ knowledge levels were very high for modes of transmission and prevention of HIV/AIDS. Despite this knowledge, poor
behavioural change among learners is a major setback thus increasing high risk of contracting HIV. Adequate knowledge about issues of cure, HIV testing and treatment was of concern in the findings in this study. Furthermore, data from qualitative interviews with the teachers highlighted the lack of multisectoral response to HIV/AIDS in Bergville rural communities which thus
compromise the effectiveness in management of HIV/AIDS in schools. In summary, the study revealed some of the challenges faced by teachers and learners in regard to HIV/AIDS education.

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5

Ndlala, Mangena William. "The pedagogical significance of supervision and inspection in black secondary schools with special reference to KaNgwane". Thesis, University of Zululand, 1985. http://hdl.handle.net/10530/720.

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A dissertation submitted to the Faculty of Education at the University of Zululand in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and Administration, 1985.
The purpose of this research was to determine the pedagogical significance of supervision and inspection as professional services offered to Black secondary schools with special reference to KaNgwane. The concern in educational administration is quality. This emanates from the assumption that everyone aspires to receive education of good quality. Supervision and inspection, as administrative strategies, aim at bringing about and maintaining such educational quality as may be desired. Inspectors are professional agents who, from time to time, offer supervisory and inspection services to schools. Success in the execution of this task is determined by the extent to which objectives and procedures are considered in the planning and admin¬istration thereof. This study opened with an orientation to the problem and related, issues. Findings from literature, interviews and questionnaires were related to the theory discussed in chapters two and three on supervision and inspection. This research revealed that there is inadequate consideration of objectives and procedures in the administration of supervision and inspection in KaNgwane. This implies that there is a great need for improvement of the current supervisory and inspection procedures. Application of the scientific management procedures, such as 'Supervision and Inspection by Objectives* (SIBO), have better chances of improving the quality of education than a haphazard approach devoid of clear objectives. It is hoped that the recommendations resulting from the findings in this research will be utilised with a view to improving the quality of educational administration, which is a prerequisite for the improvement of the quality of education as a whole.

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6

Ngubane, Weekend Sehlulamanye. "An investigation into the implementation of participative management in a rural school in the Pietermaritzburg district". Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1003489.

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The primary purpose of this research was to investigate the extent to which rural schools understand and perceive the concept of participative management. The concept of participative management has been viewed as an ideal style of leadership and management for school development purposes. In South Africa’s case, it is an educational policy which is expected to reign in all school management bodies. Many theorists envisaged participative management as enhancing active involvement of relevant stakeholders and it has been advocated by many scholars who believe it is the best leadership style in implementing democratic values to education, particularly South African rural education, which is still in a transitional stage. As an interpretive orientated study, this research had an interest in understanding the research participants’ subjective experiences as well as their general perception of participative management. As case-study-driven research, it sought to investigate their understanding of the concept in their natural setting. This included various meanings they aligned with and attached to participative management, their attitudes, their interpretations and feelings towards it. The study employed a focus group data gathering technique in collecting data. The findings of this study suggest that participative management has been embraced by rural school management to a certain extent. There are potentially positive aspects that have been brought by participative management to the school, namely, shared vision, common goals, shared decision-making and general involvement of relevant stakeholders. However, the study has depicted a lack of ethical values on the side of some stakeholders and this hinders the smooth implementation of participative management. The study has also revealed that there are challenges facing rural schools in terms of parental involvement in school governance. Challenges such as lack of commitment to the school, illiteracy among adults and communication breakdown between the school and its parents are still rife in rural schools. Besides these challenges, the blood of participative management is flowing steadily in the veins of the rural school communities.

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7

Govender, Poovalingum. "A team-based approach to leading and managing a rural primary school". Thesis, 2011. http://hdl.handle.net/10413/6103.

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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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8

Singh, Gunam Dolan. "Managing learner aggression in rural secondary schools in the Empangeni District of KwaZulu-Natal". Diss., 2012. http://hdl.handle.net/10500/7041.

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The aim of this study was to investigate the causes and consequences of learner aggression in rural secondary schools in the Empangeni District of KwaZulu-Natal. The study also sought to establish the management strategies required to manage learner aggression in rural secondary schools. An in-depth literature study was conducted in this regard. A qualitative research design and methodology was adopted to investigate the phenomenon through an interview process with participants from five rural secondary schools. This study found that the causes of learner aggression were rooted in the family, the environment and the school. It was further established that the consequences of learner aggression were so serious that it resulted in victims experiencing intense fear, anxiety, tension, depression and ill-health. Furthermore, the findings of the empirical investigation concurred, to a large extent, with the findings of the literature study. Based on these findings, recommendations were made regarding the management of learner aggression in rural secondary schools.
Educational Leadership and Management
M. Ed. (Education Management)

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9

Dala, Ndwamato James. "Learner underachievement in rural schools in Kwazulu-Natal". Diss., 2009. http://hdl.handle.net/10500/3374.

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Despite educational legislation and school reforms to promote improved performance and quality education, underperformance among secondary school learners is still the norm in the rural schools of KwaZulu-Natal (KZN). This dissertation investigates the problem of learner underachievement by means of a literature study and an empirical inquiry. The former provides an overview of the provisions for and problems of rural schooling in both an international and local context and it is followed by a discussion of learner assessment and learner achievement in the South African education system, with specific reference to KZN's schooling system and the problem of learner underachievement. The empirical inquiry investigates the experience of learner achievement in four rural schools in KZN and makes use of qualitative data gathered during individual and focus group interviews conducted with a small sample of underachieving learners and their parents, educators and school managers. Based on these findings, recommendations for improvement are made.
Comparative Education
M.A. (Comparative Education)

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10

Nkosi, Joyce Nozipho. "Educator professional development and support in three rural and two semi-rural secondary schools in KwaMashu circuit". Thesis, 2008. http://hdl.handle.net/10413/875.

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In this study I undertook to investigate educator professional development and support in three rural and two semi-rural schools in the KwaMashu Circuit. The rationale for the study took into consideration the demands for continuous educator professional development in order to enable the educators to face and overcome current challenges in education. In addition, schools located in rural and semi-rural areas are largely under-resourced, thus necessitating excellent human resource input from the educators. This therefore calls for effective and extensive professional development and support in such disadvantaged areas.
Thesis (M.Ed.) - University of Kwazulu-Natal, 2008.

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11

Biyela, Dennis Dumisani. "A case study of professional development for history teachers in rural KwaZulu schools". Thesis, 1996. http://hdl.handle.net/10413/5947.

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The aim of the study was to report and evaluate a programme of teacher development in which the teachers themselves would be actively involved. A case study approach was adopted to monitor the programme of teacher development for history teachers within the context of six high schools in the rural area of Nongoma between July 1992 and December 1993. The teachers worked collectively in identifying, analysing and classifying the needs that were relevant to their particular circumstances. Teachers were observed in real classroom situations and commented on their experiences after working collectively. After being observed in real classroom situations teachers attempted to use teaching methods other than those they had been using before. Teaching methods attempted included group work, the skills-based approach and teaching for empathy. Recommendations were made for further teacher development. These included: putting time aside for professional development for such activities to be successful; assisting teachers during pre-service training to produce cheap teaching aids; and encouraging teachers to identify their needs in the field of professional development.
Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1996.

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12

Duma, Bukiwe Alexia. "A critical analysis of institutional partnerships in the provision of water and sanitation services in rural Ndwedwe schools". Thesis, 2009. http://hdl.handle.net/10413/2821.

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Water and sanitation provision is a matter of life and death to humans, since its absence and shortage may increase incidences of waterborne diseases as well as have adverse effects on the learning environment at schools. Every human has a right to an adequate water supply as well as to proper sanitation services. The two cannot be separated; absence of either can have dire public health implications. Schools are an extension of communities and can therefore be seen as a reflection of societal trends and infrastructural conditions. In South Africa the national ministry of water affairs is the main custodian of water and sanitation services to all. However it is the responsibility of the education ministry to provide and extend water and sanitation services and build infrastructure in schools. One of the principles in the water and sanitation policy stipulates that the state has an obligation for ensuring service delivery within available resources. Other relevant stakeholders need to assist the government to augment service delivery. It is against this background that the study focuses on exploring the extent to which stakeholders are involved in providing water services to schools and whether their involvement has resulted in any service delivery improvement or not. The main themes explored in the study include profiling and demographics of the schools, the state of sanitation facilities and water infrastructure, operation and management of sanitation facilities and public health issues. The study also aims to provide an insight into service delivery challenges and includes success stories where partnerships have been involved. The study draws from theories that link water and sanitation to public health, child development and gender based on the human rights principles. Literature on various forms of institutional arrangements is explored in order to understand the regulatory framework upon which service delivery is based. The main findings indicated that sanitation facilities in the rural schools are generally poor unless there has been some type of intervention. Although it is the municipality’s responsibility to ensure potable water is supplied at a local level, these services are often not provided. Service delivery seems to be very slow for most schools. Stakeholder involvement has been at the level of providing infrastructure for the schools, whereas operations and maintenance has remained the responsibility of schools. There are still huge challenges for the government to improve service delivery in schools especially those in the rural areas. and shortage may increase incidences of waterborne diseases as well as have adverse effects on the learning environment at schools. Every human has a right to an adequate water supply as well as to proper sanitation services. The two cannot be separated; absence of either can have dire public health implications. Schools are an extension of communities and can therefore be seen as a reflection of societal trends and infrastructural conditions. In South Africa the national ministry of water affairs is the main custodian of water and sanitation services to all. However it is the responsibility of the education ministry to provide and extend water and sanitation services and build infrastructure in schools. One of the principles in the water and sanitation policy stipulates that the state has an obligation for ensuring service delivery within available resources. Other relevant stakeholders need to assist the government to augment service delivery. It is against this background that the study focuses on exploring the extent to which stakeholders are involved in providing water services to schools and whether their involvement has resulted in any service delivery improvement or not. The main themes explored in the study include profiling and demographics of the schools, the state of sanitation facilities and water infrastructure, operation and management of sanitation facilities and public health issues. The study also aims to provide an insight into service delivery challenges and includes success stories where partnerships have been involved. The study draws from theories that link water and sanitation to public health, child development and gender based on the human rights principles. Literature on various forms of institutional arrangements is explored in order to understand the regulatory framework upon which service delivery is based. The main findings indicated that sanitation facilities in the rural schools are generally poor unless there has been some type of intervention. Although it is the municipality’s responsibility to ensure potable water is supplied at a local level, these services are often not provided. Service delivery seems to be very slow for most schools. Stakeholder involvement has been at the level of providing infrastructure for the schools, whereas operations and maintenance has remained the responsibility of schools. There are still huge challenges for the government to improve service delivery in schools especially those in the rural areas.
Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009.

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13

Khumalo, Witness Sibongile. "Parental involvement in classroom life in rural schools". Thesis, 2008. http://hdl.handle.net/10210/548.

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This study investigated how the parents of children in rural areas could be involved in classroom activities of the school which promote teaching and learning. The researcher is of the opinion that parents could become involved in several activities occurring at school which would provide opportunities for parents to be familiarised with the school, and at the same time, provide opportunities for the children to bond with their own families and the families of the other children. There are certain activities and responsibilities that parents can undertake which would assist teachers to accomplish the required goals of teaching and learning in the classroom. The study reviewed the literature on parental involvement in schools, creating an awareness of both the rights and the responsibilities of parents in their children¡¦s education and the vital role that they can play in decision-making. A qualitative research approach was utilised in this study and observation, one-on-one interviews and focus group interviews were used as instruments for data collection. The most important findings are as follows: Parents and teachers in rural areas lack knowledge about the importance of and need for parental involvement in classroom life. Parental involvement requires thoughtful and coordinated planning. Parental involvement could benefit all people concerned at school. Parental involvement increases the learners¡¦ achievement and ensures learners¡¦ co-operation. Teachers and parents need each other to educate a child.
Dr. M.C. van Loggerenberg

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14

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.

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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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15

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.

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16

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.

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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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Ndlovu, Zwelinjani Kingdom. "The nature of participation by the parent component in rural schools governing bodies : a case study of two primary schools in Ntabamhlophe circuit in KwaZulu-Natal". Thesis, 2012. http://hdl.handle.net/10413/9181.

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Since the establishment of SGBs in 1996, one of the key problems confronting provincial education departments has been the building of capacity of SGB members. This is more so in the previously marginalised and disadvantaged school communities. These structures could not claim to be democratic enough without the necessary skills and knowledge for parent component members to participate fully in school governance. The purpose of this study then, was to explore the nature and function of the parent component of rural School Governing Bodies (SGB) with regard to school governance as stipulated by the South African Schools Act, 84 of 1996 (SASA). As it is anticipated that members of the SGBs and the parents in rural area; cannot lead on the governance issues, this study, therefore, hoped to identify the barriers that the stop parent component from functioning effectively. Hence, social capital theory was used to measure the imbalances within the SGBs of two Primary Schools in Ntabamhlophe Circuit which falls under the Estcourt Circuit Management Centre (Estcourt CMC). This is a qualitative research study, situated in the interpretive paradigm with the aim of investigating the nature and functions of the parent component in the rural School Governing Body in two primary schools in KwaZulu-Natal. The key question with regard to addressing the investigation also concerns the parent competencies in practicing the policies as stipulated in SASA. The secondary questions look at how ‘social capital’ impacts on the rural SGBs as well as dynamics between policy and practise in relation to decision- making. This in-depth investigation of parental involvement utilised semi-structured interviews, observation as well as documents to gather data. The research population for each school constituted the principal, chairperson of the SGB, two parents, two educators and one noneducator. As the focus was on the parent component: - the age, qualification and experiences with regard to school governance was highlighted. This does not mean my study was a quantitative one as well but this would establish the changes that would have added value to the life of these parents. The findings revealed that most of the parent components in the SGBs are unemployed and being unemployed resulted in poor networking with other SGBs of other schools. Illiteracy is one of the impediments that impacted negatively towards being involved effectively in the governance of these two schools. The findings further reveal that parents could not adopt and interpret policies that pertain to finances as well as administering schools’ property, without explanation by the principals.
Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

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Ndlovu, Nondumiso A. "An investigation of factors associated with school dropout in three rural farm schools : a case study in Thornville, KwaZulu Natal". Thesis, 2005. http://hdl.handle.net/10413/1963.

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According to the Education for All 2000 Assessment, in South Africa a significant proportion (i.e. 16 percent) of children 6-14 years of age are out-of-school though they should be attending in terms of the countries education acts and policies. The aim of this study was to investigate the factors that contributed to learners dropping out of three rural farm schools in Thornville, KwaZulu-Natal. The participants in this study were seven youth who dropped out of school, three parents of youth who dropped out of school, and two teachers who are teaching in Thornville farm school. The study took a form of a qualitative case study. The semi-structured interview was used as a tool of data collection. The findings show that there are a number of different factors that contribute to youth dropping out of school in the three rural farm schools. Factors such as low socioeconomic status, single parent household, mobility, low education attainment of parents and under resourced schools place learners at risk of dropping out of school. Poverty emerged as a major factor.
Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

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Rajin, Krishna Sivalingam. "An investigation into the nature of parental involvement at a rural primary school". Thesis, 2013. http://hdl.handle.net/10413/10652.

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Ndlovu, Gugu Hildegard. "Educator, learner and the abolition of corporal punishment in a rural isiZulu-medium school in Harding, KwaZulu-Natal". Thesis, 2005. http://hdl.handle.net/10413/3229.

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This thesis examines the impact of the abolition of corporal punishment on boy behaviour in a rural IsiZulu-medium school in Harding, Kwazulu-Natal. The school is made up of black learners and educators. As far back as we can remember, corporal punishment has been part of a teacher's function. When corporal punishment was abolished by the South African Act of l996, many teachers were aggrieved, as they believed that corporal punishment was the only answer to disciplinary problems. Many educators still believe that corporal punishment should be used to make learners respect them and curb deviant behaviour. Altematives to corporal punishment have been provided as a way of bringing change to schools' disciplinary practices. These alternatives to corporal punishment haven't been popular with parents, educators and learners. There is a call for the restoration of corporal punishment in spite of the negative impact such punishment has on a learner. The South African Government has made it illegal to use corporal punishment as a way of addressing or instilling change. This study examines the effects of the abolition of corporal punishment, and more specifically, looks at whether the abolition has had a positive effect on school discipline, boys' behaviour and, more broadly, on gender relations. Using questionnaires and interviews posed to both educators and learners, the research suggests that boy's behaviour is shaped and influenced to a large extent by the following factors: (a) Home back ground, (b) The society/environment, (c) The history of the education system, (d) School practices and discipline policies and (e) Hegemonic masculinities. The type of punishment that is used also contributes towards shaping boys behaviour. The study finds that the abolition of corporal punishment has had both a positive and a negative impacts on schools' discipline and boy behaviour. The study shows that one of the intended consequences of the abolition of corporal punishment (the improvement of the teacher learner environment) has not been achieved and in fact, may have become worse as a result of the abolition of corporal punishment. Leamers are more undisciplined now than before. Educators fail to exert authority over learners as boys have as increased disregard for the rights of others. There is a high frequency of late comers and the school is functioning poorly. Educators feel that they lack the authority to discipline leamers as they are not allowed to use corporal punishment. Academic performance is low in both internal (grade 8-11) and external (grade 12) classes. There is increased graffiti and vandalism. Learners fail to attend studies and extra lessons and during breaks they are very noisy. Most learners experience difficulty using English as the medium of learning and teaching. Learners seem to have no interest in academic work although the majority of learners participate in extra mural activities. A few of the learners and educators have responded positively to the abolition of corporal punishment. Some of the educators have changed their disciplinary methods and practices. They have resorted to alternative methods of punishment like detention, discussions and getting leamers to perform menial tasks. The use of non violent methods of punishment have yielded a slight change in boy learners. Some of the boys seem to be obedient, they conform to school rules and are responsible and committed to their work. Some learners, who displayed violent behaviour before, have become passive and display acceptable behaviour. This study finds a thin but steady line of change in boys' behaviour and in gender relations in the school. The abolition of corporal punishment appears to create democratic spaces which allow new perceptions and practices of discipline to emerge and these assist in the emergence of new masculinities.
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2005.

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Govender, Mogandren. "An investigation of school improvement : a case study of David Rattray foundation partner schools in rural KwaZulu-Natal". Thesis, 2013. http://hdl.handle.net/10413/10813.

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Schools within South Africa are not performing as they should be due to a variety of issues within the school system. It is for this reason that there has been an increased interest in the field of school improvement. This research study is an articulation of a case for school improvement. In the Rorke‟s Drift / Isandlwana area of KwaZulu-Natal the David Rattray Foundation (DRF) implements school improvement projects at partner schools within the area with an aim to bring about school improvement. This qualitative study entailed the researcher conducting semi-structured interviews, a document analysis, non-participant observation with the use of a checklist, a preference analysis, and Participatory Action Research (PAR) to formulate a case study of the David Rattray Foundation (DRF). There were three main themes that emerged from the data of this research, namely (a) school improvement, (b) partnerships and (c) wider system issues. Within this study the researcher identified a shift from a charismatic approach to school improvement to one that is more systematic and business like on the part of the foundation. An interesting approach to whole school improvement is articulated by the manner in which the foundation operates. With the complexity of the school system, the researcher has identified that the DRF uses business principles to counter the problems that arise with the implementation of school improvement interventions, thus within this study the researcher presents a business model of school improvement.
Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

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Edwards, Michelle. "Understanding high school teachers' perceptions of the factors influencing academic success of learners in rural KwaZulu-Natal". Thesis, 2013. http://hdl.handle.net/10413/10763.

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The value of schools as systems for encouraging positive adaptation and development has gained recognition in resilience research. As key role players in the school environment, teachers play a central role in fostering resilience among learners. Further, the context of the school environment provides understanding into the many systems in which learners are situated which encourage or hinder the development of resilience strategies. Learners in South Africa face many barriers in attempting to access education. These challenges are especially prevalent in rural areas, where poverty, unemployment and poor health add an extra burden on learners and teachers. Despite this, there are learners who are able to achieve academic success. They are in essence resilient. This study aimed to understand the perceptions of teachers of the factors which influence learner success in South Africa from a strengths perspective. A qualitative approach and purposive sampling were employed to conduct two focus groups with teachers from two rural high schools in KwaZulu-Natal. The Participlan method was used to conduct the focus groups as it allowed the groups’ control over organising main themes and ideas. Data was analysed using thematic analysis and concepts from resilience theory and the Bio-ecological Systems Theory were used to organise and understand the findings. The results indicated that the teachers have a contextual view of the factors influencing learner success and they underemphasise the role of the individual. The key role of the teacher and the school as a site for fostering resilience was also evident. Suggestions for further research include exploring the effectiveness of reactive strategies developed by the participants and encouraging the development of characteristics found in resilient schools.
Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

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Gombert, Arthur Patrick. "Rural water and sanitation services in KwaZulu-Natal : an investigation into addressing of backlogs in basic services". Thesis, 2003. http://hdl.handle.net/10413/4099.

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The water sector in South Africa is in the delivery phase of its transformation process, with transformation having commenced in 1994. This transformation is not unlike developments in this sector in other developing countries. South Africa is facing huge backlogs in the provision of basic rural water and sanitation services (DWAF, 2002a, p.3), typical of the scenario facing international developing countries. The SA Government has committed itself to eliminate the basic water supply backlogs by 2008, and the basic sanitation backlogs by 2010 (DWAF, 2002b, p.ii). These targets are more ambitious than the international Millennium Development Goals of halving the world's population without adequate or safe drinking water, or access to basic sanitation by 2015 (WSSCC, 2002a, p.l). The research investigates whether the targets set by Government are achievable in the Province of Kwazulu-Natal (KZN). The South African targets were set ahead of the completion of the Water Services Development Plans or the planning required of the Water Services Authorities (WSAs) in KZN. Although some Municipalities, in their capacity as Water Services Authority, have completed their Water Services Development Plans, others are still in the process of doing so. The deficiency in the provision of basic water and sanitation services in KZN, has been ascertained in this investigation. Also ascertained are the costs and financial resources needed to address the backlogs in service provision and the constraints to delivery of the needed services. The research findings have shown that the backlog in basic water supply in KZN is approximately 3,66 million people, representing 38,2% of the KZN population, whilst the backlog in basic sanitation services is 4,94 million persons, representing some 51,4% of the KZN population. In a rural context only, these figures are appreciably higher. This investigation has shown that the targets set by Government to address rural backlogs in basic services in KZN are ambitious. In terms of planned programmes at Water Services Authority level, it will take an estimated average of 12 years to eliminate the basic water supply and sanitation backlog. The earliest and longest water supply delivery programme ranges from 5 years to 20 years, whilst that for sanitation delivery, ranges from 6 years to 33 years. These programmes far exceed Government's target dates. In terms of the research findings, the backlogs in basic water services in KwaZulu-Natal will require financial resources of R4,87 billion to totally eradicate all basic water backlogs. Similarly, to address the basic sanitation backlog has been estimated at R1,44 billion. It has been recommended in this report that with relatively little additional annual funding that it will be easier to achieve the government target of 2010 (DWAF, 2002b, p.ii) for sanitation delivery than it would for water supply. The planned level of sanitation service has been ascertained to be the VIP latrine in all cases, which does not require a water supply, and thus water and sanitation delivery programmes can be implemented separately. The investigation has revealed that there is sufficient grant funding available in South Africa to meet the planned basic water services delivery programmes of the WSAs, but their programmes exceed the target dates set by Government by many years. If the delivery programmes are accelerated to meet the Government's target dates, the current budget allocations of both DWAF and the Consolidated Municipal Infrastructure Programme (CMIP) are insufficient. In the short-term, the WSAs are not expected to have sourced donor funding to assist with their planned delivery programmes. Thus funding sources within South Africa will initially have to be relied upon.Whilst planned programmes have been developed for the alleviation of water services backlogs in KZN, it has been recommended in the report that they need to be monitored to ensure delivery of services in terms of these programmes. This monitoring and certification of the implementation of planned programmes are essential management tools, as the current planned programmes of the WSAs do not meet the Government's targets of 2008 and 2010 respectively for the elimination of the basic water and sanitation backlogs (DWAF, 2002b, .ii). Financial budgets have been cited as being a problem area by most, but a higher priority problem appears to be the lack of institutional capacity at WSA level to ensure sustainability of projects/schemes in the post-construction phase. Should the projects/schemes not be adequately operated or maintained, it could lead to the implemented projects/schemes becoming defunct, which would negate the national initiatives aimed at backlog alleviation. It is fortunate that legislation such as the Municipal Systems Act (Act N° 32 of 2000) enables Local Government to implement a range of public and private water service provider options that can assist with the needed institutional capacity building, and to also render operations and maintenance services on a contract basis. It is evident from this investigation that a number of major obstacles may delay the achievement of either the planned delivery programmes of the WSAs, or the even greater challenges to meet the Government's targets. The successful, sustainable implementation of these programmes will be dependent on both sufficient funding being available and on solving the lack of institutional capacity.
Thesis (MBA)-University of Natal, Pietermaritzburg, 2003.
Umngeni Water.

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Langa, Purity Phumzile Nokuthula. "Exploring school underperformance in the context of rurality : an ethnographic study". Thesis, 2013. http://hdl.handle.net/10413/9323.

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After decades of democracy, South Africa (SA) is still a country that is characterised by huge inequalities and socio-economic challenges which are intense in most rural areas. As microcosms of a larger context, rural schools tend to bear the brunt of numerous challenges as they have to cope with poor infrastructure, scarce resources and under-qualified teachers. In spite of the many challenges rural schools experience, the country has adopted an accountability systems approach that uses examination results in measuring school performance, thereby ignoring the contextual factors that rural schools face. This study sought to explore and understand the notion underperformance in a secondary school in the rural Ilembe District in KwaZulu-Natal from the perspectives of learners, parents and teachers. Guided by the propositions derived from theories of underperformance and of rurality, the study was located within an interpretive paradigm and utilised the qualitative approach to research. An ethnographic design involving observations, interviews and document analysis was utilised as it was important to capture the experiences, interpretations and meanings that participants gave to school underperformance in their particular contexts. The findings suggest that there is a disjuncture between educational policy, schooling and contextual factors afflicting particularly rural schools. In essence, participants’ perspectives on school underperformance were influenced by a number of contextual factors; however, existing national education policy tends to ignore not only what happens within the rural school, but also the context in which the school is located (i.e., its rurality). The factors that informed the perspectives of the participants can be categorised into: 1) factors within the school such as the school context or location (rurality), learning prospects, the values and standards that rural people attribute to schooling, and curriculum relevance; 2) perspectives on the relationship among the rural household, the community and the school; and 3) perspectives on the role and value of schooling in a rural setting. The study therefore argues that approaches used to measure performance or underperformance must take into consideration the context/place in which such schools are located. Moreover, educational policy and decision making should place rural inhabitants at the forefront of educational planning. In order to address school underperformance in rural areas, the study advocates an improved theoretical lens in the form of a place sensitive approach which will engender understanding of this phenomenon. Such an approach would put context/place at the centre of educational analyses and allow for conciliation between policy, schooling and contextual factors.
Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2013.

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Myende, Phumlani Erasmus. "School-community partnership in education in a South African rural context : possibilities for an asset-based approach". Thesis, 2011. http://hdl.handle.net/10413/8709.

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This case study sought to investigate the possibilities of asset-based approach in school-community partnership. A specific partnership between a secondary school from Vulindlela District, some academic staff members and student teachers from the University of KwaZulu-Natal was studied. To fulfil the purpose of this study, the critical questions such as what assets do partners in the „Nothing for us without us‟ project regard as central in their partnership and to what extent do these partners utilised these assets were used as the basis for data collection in this study. The responses to these critical questions were then used to provide answers to the major inquiry of this study, which was to investigate whether and asset-based approach can be utilised in school-community partnership. The study was conducted within the confines of interpretive paradigm and qualitative case study was adopted as a research approach. To abide by some hallmarks of the case study, multiple data collection methods were utilised. Data were collected using semi-structured individual interviews and documentary analysis. Five teachers (Principal, Deputy Principal, HoD and two post level one teachers) from the case school and two project leaders from the University team participated in the individuals‟ interviews. The proposal document for the current project „Nothing for us without‟, 2007; 2009 and 2010 reports on the previous projects were analysed. The findings of the study revealed that teachers, the school principal, community individuals, organisations and learners, the experience of the school in partnership were regarded as crucial assets in the current partnership. The findings further indicated that physical resources such as the computers available in the school and the buildings were among the assets that were available but they were not regarded as crucial for the partnership. While the assets are identified, the findings also revealed that their utilisation was to a minimum extent. Teachers were reported to be overwhelmed by academic work and also reluctant to participate because of unclear communication of goals of the partnership. The findings further revealed that community assets are not mapped because of the failure to invite community members in the activities of the partnership. I conclude in the study that asset-based approach can be utilised in school-community partnership. However, to enhance the level of asset utilisation, there is a need to re-evaluate the role of the school principal in the partnership. I further recommend coordinated efforts to invite community members in the activities of the partnership.
Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

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Matsemela, Yvonne Nonhlanhla. "The attitudes and self-reported competencies of educators in rural schools of KwaZulu-Natal regarding the use of information communication technology to delivery e-education to rural communities". Thesis, 2008. http://hdl.handle.net/10413/1274.

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In 2004 the South African Department of Education released a White Paper on e-Education in which it outlined its intention to introduce Information Communication Technology (ICT) to deliver e-Education in South African schools by 2013. The White Paper prompted this study on the attitudes, perceptions and competencies of educators in rural schools of KwaZulu- Natal towards this policy with the aim to establish whether they would be willing to adopt e-Education and whether they would be ready to implement the policy in the classroom. A study of educators' perceptions about e- Education and their willingness to adopt this form of education delivery enables one to establish their level of e-Readiness. The researcher conducted a literature review and formulated e- Readiness as the theoretical framework of the study. This was followed by a quantitative research involving a suitably representative sample of educators in rural schools of KZN. It aimed at establishing educators' use of basic and advanced electronic communication technologies as indicative of e-Readiness. A follow-up survey was conducted which intended to establish educators' use of cell phones as an indication of e-Readiness. Both surveys were conducted by means of structured questionnaires. Data processing and analysis were done using analytical program SPSS 13. The major findings of this study are that educators in rural schools of KwaZulu-Natal are not ready for the rollout of e-Education. Among the factors limiting their e-Readiness are: a lack of exposure to advanced electronic communication technologies emanating from lack of technological infrastructure as well as resources in the majority of schools in the rural areas. Another factor is inadequate computer skills needed for effective teaching in an e- Education setting. Those with computer training have not been able to utilize their skills at the poorly equipped schools where they teach and would therefore require retraining. The study, however, revealed positive attitudes among educators and willingness to adopt and implement the e-Education policy should these problems be addressed. Finally comparison of the results of PC based e-Education survey and the cell phone survey indicate that while educators in rural communities are ill-equipped to use computers, they are sophisticated cell phone users, leading one to surmise that they would readily adopt emerging and converging technologies that are set to make available powerful multi-functional communication-computation devices.
Thesis (M.Admin.)-University of KwaZulu-Natal, 2008.

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Naidoo, Logandran. "The impact of lean thinking on operational efficiency in a rural district hospital outpatient department in KwaZulu-Natal". Thesis, 2013. http://hdl.handle.net/10413/11159.

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Introduction Health-care service in South Africa, especially in the public sector, is fraught with numerous problems, including ineffective operations management in health care facilities. This contributes to poor service delivery and a lackluster work environment. Non-value-adding activities result in, inter alia, long cycle and waiting times, and low staff morale. With Lean thinking, health care managers could tackle specific issues to improve operational efficiency. Aim The purpose of the study was to apply Lean thinking, and to determine its effect on efficiency and staff morale within the outpatient department at Catherine Booth Hospital, in order to inform recommendations to improve operational efficiency in rural district hospital outpatient departments. Methods An operational action-research study design was used. The study sample consisted of all service nodes and employees of the outpatient department in Catherine Booth Hospital. Cycle and waiting times were iteratively measured for all service nodes. Statistical analyses on pre- and post-intervention results were carried out. Results Cycle and waiting time targets were met and exceeded in three service nodes, but only the Investigations node showed statistically significant results (cycle time reduced from 16.7 to 12.2 minutes; p=0.04; and waiting time reduced from 11.93 to 10 minutes; p=0.03). The waiting time for Consulting Rooms improved significantly (80.95 to 74.43 minutes; p<0.0001). Significant decreasing trends in waiting times over the study period were found in Patient Administration (p=0.04), Patient Screening (p<0.0001) and Consulting Rooms (p<0.0001). The trend in average operational efficiency improved over time from 16.35% to 20.13%. The implementation of Lean had a positive impact on the proportion of OPD staff satisfied with their jobs (increased from 21.1% to 77.8%; p<0.0001) and proportion of staff that felt motivated (increased from 15.8% to 77.8%; p<0.0001). Discussion Rural public sector hospitals require a novel and evidence-based approach to improving operational efficiency and staff morale in OPDs and other departments. Lean implementation had a positive impact on cycle and waiting times in all service nodes. Attitude towards teamwork and communication strength are positively impacted by the process of Lean implementation. However, factors such as differing priorities and logic among staff in the OPD and management negatively affect the outcomes of Lean implementation. Conclusion and recommendations The application of Lean principles, tools and techniques is possible in a rural district hospital OPD, without any demands on staff in terms of learning and adopting a new quality-improvement management approach by which to improve operational efficiency. The lessons learnt from the implementation of Lean thinking at a rural hospital used in this study may be emulated for quality improvement across similar hospitals and its sustainability can be assessed further.
Thesis (M.Med.Sc.)-University of KwaZulu-Natal, Durban, 2013.

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Munien, Devandaran. "A study to provide direction as to the curriculum of the sixth form programme at Michaelhouse in order to improve the marketability of the programme". Thesis, 2002. http://hdl.handle.net/10413/4147.

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A central requirement to accomplish a competent and effective education system is the inclusion of a post matric year to facilitate the transition from the protected academic leaning to the reality of the world at large. This strategy needs to emphasise the acquisition of formative information to minimise problems that might arise if life skills needs and tertiary learning barriers are not promptly identified and addressed. Michaelhouse a private school in Kwa-Zulu Natal- South Africa is faced with declining numbers in the post matric class called the sixth form. The study recommends that in order to improve the marketability of the sixth form programme, the following objectives need to be met by Michaelhouse. i. Be a centre of excellence providing high quality education in a supportive and caring environment. ii. Be entrepreneurial and innovative in encouraging more students to pursue the post matric offering. iii. Be responsive to the needs of the community and business sector in the provision of continuing education and training. iv. Prepare students to function effectively in an adult world. The purpose of this study is to establish the expectations of students with regards to the offering of a sixth form programme, in order that the Michaelhouse may customise the curriculum incorporating customer needs. This will be used as a marketing tool to attract pupils to Michaelhouse.
Thesis (MBA)-University of Natal, Durban, 2002.

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Woldu, Ghebre Embaye. "The effective use of computers and emerging technologies for e-education in public secondary schools in urban and rural communities of KwaZulu-Natal". Thesis, 2009. http://hdl.handle.net/10413/8008.

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This study identifies problems and competencies, with the aim of establishing whether educators would be willing to adopt e-Education; and be ready to implement the policy in the classroom, as well as the acceptance of Information and Communication Technologies (ICT) in public secondary schools in urban and rural communities of KwaZulu-Natal. The focus of the study is on basic as well as emerging technology that teachers need to use for a range of educational applications. The quantitative research methodology was used to conduct the study, using a questionnaire as data gathering survey instrument. The sample of the population consists of 300 respondents in the rural and urban communities of KwaZulu-Natal. The data was analysed and processed using SPSS and MS Office Excel application software. The study forms part of a coordinated research project in which a group of researchers measured the degree of readiness (e-Readiness) of educators and learners to effectively use Information and Communication Technologies for e-Education, as proposed in the South African Government’s 2003 White Paper on e-Education. The results of the present project indicate that teachers in KwaZulu-Natal are willing to implement e-Education and ready to use emerging technologies for the effective learning and teaching environment, but that their skills at using Information and Communication Technologies need upgrading to advance electronic communications and computer equipment.
Thesis (M.Com.)-University of KwaZulu-Natal, Westville, 2009.

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Khuzwayo, Qaphelisani Obed. "The role of parent governors in school financial decision-making : experiences of parent governors in Ndwedwe rural schools". Thesis, 2009. http://hdl.handle.net/10413/1358.

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This study focused on parent governors' experiences In school financial decision-making. Whilst the South African Schools Act, 1996, endorses decentralisation of finance control to all School Governing Body members, this is not commonly the case with Ndwedwe rural School Governing Body parent representatives in particular. It is argued that decentralised financial powers could increase parent governors' democratic participation in the school financial governance. However, reports from some parent governors in Section 20 and Section 21 status schools indicated that parent governors still face severe challenges in making financial decisions. In this regard, the study investigated the voices of parent governors regarding school financial decision-making. The study drew on a qualitative interpretive approach of parent governors' experiences in a small sample of schools selected by means of purposeful sampling. For the purpose of data collection, an interview schedule was designed to allow flow of probing, clarifying and motivating the respondents where necessary. Document analysis informed subsequent data collection from the interviews. The findings indicated that the majority of parent governors in the schools studied were still dependent on their principals, had language difficulties and faced huge challenges in the' No Fee' paying schools. The study concluded that in the schools selected, school financial governance was not taking place as it should. To achieve quality in financial governance, continuous support of rural SGBs on financial decisionmaking is necessary, effective SGBs should twin with ineffective SGBs, financial documents must also include IsiZulu versions and the Department of Education should lift the restrictions on allocated funds.
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

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Thusi, Mlungisi Emmanuel. "A principal's management of an urban secondary school in a turbulent environment : with special reference to KwaZulu schools". Thesis, 1993. http://hdl.handle.net/10413/3140.

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The crisis in Black Education has dramatically influenced the manner in which principals manage their schools. What is clear is that for more than a decade school principal's have been faced with a complex task of managing schools in a changing environment, which is characterised by many upheavals. It would seem that every school principal will inevitably have to reconceptualise the school as a management structure and perhaps, accept certain guidelines for effective management of his school. Therefore, the specific purposes of the study were:  to investigate the problems encountered by principals, who are assigned the duty of managing the schools in an unstable environment;  to put forward proposals for effective management in a changing environment. In this study special attention was paid to the management of urban secondary schools under the Department of Education and Culture, KwaZulu. The major findings which emerged from the study are that :  from 1976 to 1991 the school environment has not been stable enough for the principals to be able to practise their management and leadership skills effectively.  that a number of factors within and outside the school have contributed to the disorder encountered in the schools;  although principals continued in their positions as heads, they had almost no authority to suppress the unrest that threatened the normal functioning of their schools;  that principals have to be innovative and flexible enough, to deal with the situation as it presents itself;  that as long as the legitimacy of the KwaZulu Education System remains questionable to the communities, teachers and the pupils it servers, unrest in schools, under this Department, will never be eliminated and therefore principals will always remain deprived of their opportunity to manage their schools effectively. The study concludes with several recommendations arising out of the study. The most important being :  the establishment of a single based purely on academic considerations rather than political considerations;  as the school is part of its surrounding environment, recognition must be given to the norms, values and attitudes of the community from which its pupils are drawn;  unrest related problems, that affect both the home and the school, can be overcome if parents meet regularly with principals and teachers and have discussions on matters of common concern, such as reducing the incident of truancy, methods of curbing drug abuse, methods of handling adolescent problems and selection of subject packages;  maintenance of firm, fair and consistent discipline is essential for effective management of a school.
Thesis (M.Ed.) - University of Natal, Durban, 1993.

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Coetzer, Laura Johanna Maria. "Out-of-field teaching : the phenomenon in northern KwaZulu-Natal and eastern Mpumalanga schools". 2015. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001801.

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D. Tech. Education
It explores out-of-field teaching in northen KwaZulu-Natal and eastern Mpumalanga schools. It also looks at the impact out-of-field teaching has on teachers perceptions and experiences. The research attempts to determine the special needs that teachers require in order to serve in a different field.

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33

Ntuli, Mbuyiseni Goodlife. "The effects of the educator post-provisioning model in the management of public schools in iLembe District". Thesis, 2012. http://hdl.handle.net/10413/11156.

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The Post-Provisioning Model (PPM) is a Resource Allocation Model (RAM) used by the Department of Education to optimize the distribution of available educator resources to public schools. The KwaZulu-Natal Department of Education adopted the PPM to distribute the total available posts to all public schools in an equitable, transparent and resource-efficient manner. The PPM is a formula-driven model that primarily allocates educators, as human capital, to public schools based on learner enrolment numbers. In addition to allocating teaching staff, the PPM allocates the School Management Team (SMT) to each school. The outcome of the PPM formula is called the Post-Provisioning Norm (PPN). The implementation of the PPM has presented various challenges in the management of public schools. The primary aims of this study were to investigate any possible weaknesses of the PPM and to critically evaluate and explore school managers’ views of the PPM in the management of public schools. For the purposes of this study a complex probability sampling procedure was used. The participants were chosen from the principals within KwaZulu-Natal Department of Education in iLembe District. A sample size of 217 principals participated in the survey, which was drawn from the population of 420 school principals. The literature review undertaken in chapter 2 and the field research conducted in chapter 4 revealed that there is a gap between the ideals of the PPM and its implementation. It was found that there was a poor understanding of the technical aspects of the PPM formula among principals of public schools. There is evidence of equitable quantitative distribution of posts through the PPM. However, it was discovered that the PPM does not take into account the distribution of qualified educators. Hence, some of the allocated posts in public schools were often filled by under-qualified or non-qualified staff. The appointment of qualified educators was skewed. Further findings of this study revealed, amongst others, the inability of the PPM to provide for and promote the needs of a diverse curriculum in rural areas, and the inability to factor in and balance for the variable that some public schools raise millions of rands in school fees, which enables the advantaged schools to employ additional educators. The primary recommendations of this study are that principals be trained, on an annual basis, on the workings of the PPM and that the South African schools Act No.84 of 1996 must be amended to grant authority to the Head of Department of the province to appoint and deploy qualified educators to public schools.
Thesis (MBA)-University of KwaZulu-Natal, Durban, 2012.

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Mzimela, Patience Jabulile. ""An exploration of foundation phase teachers' pedagogical content knowledge (PCK) for teaching literacy in a multi-graded classroom in rural context."". Thesis, 2012. http://hdl.handle.net/10413/9410.

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Rural schools in South Africa often face numerous challenges that are largely aggravated by low numbers of learners, low numbers of teachers and a shortage of teaching and learning resources, to mention a few. Hence, the provision of one teacher per grade is perceived as a luxury in many rural schools. Consequently, such challenges have led to many rural schools being affected by multi-grade teaching. Multi-grade classes have more than one grade in one classroom, usually those grades that are close to each other. For instance, Grade R and Grade One learners will be taught in one class by the same teacher. This research study therefore focused on teachers’ pedagogical content knowledge for teaching literacy in a multi-grade foundation phase class. The teaching of reading in isiZulu Home Language was singled out as the literacy component to be investigated. Teachers at the foundation phase need to have a distinctive body of knowledge as they have to be able to blend content in literacy and the appropriate methods of teaching each literacy component. They need to understand how to organize each component of the content and how to deliver it accurately to learners through appropriate methodologies. Moreover, it is imperative to understand that it is a complex process for teachers to intersect content knowledge and pedagogical knowledge. The process becomes even more complex for teachers who teach in a multi-grade class. Reading as a literacy component was put under a particular lens as teaching and assessing this literacy component in a multi-grade context is highly challenging. This was an exploratory case study that was embedded in a qualitative research methodology. A primary school from Ndwedwe Circuit in the KwaZulu-Natal province was purposively sampled. Empirical data for this study were collected from this rural school because it was practising multi-grade teaching in all phases. To collect the data, teachers teaching multi-grade classes were interviewed using semi-structured interviews. Observations were also done during the teaching process and relevant documents were analysed. The documents that were interrogated included daily, weekly and monthly work plans, class timetables, and the school’s calendar. The findings suggested that teachers relied on traditional methods of teaching as the context was complex and beyond their professional capabilities. This study was therefore aimed at contributing to the discourse of how teachers in rural contexts can be trained on multi-grade teaching in order to provide them with appropriate pedagogical knowledge and skills that will empower them to support teaching and learning across grades.
Thesis (M. Ed.)-University of KwaZulu-Natal, Durban, 2012.

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Devnarain, Bhanumathi. "Poor access to water : the experiences of learners and educators within a rural primary school in Jozini, KwaZulu-Natal, South Africa". Thesis, 2010. http://hdl.handle.net/10413/2748.

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Water is an indispensable basic human need which is protected by several provisions within legislation. However, despite extensive legislation access to water is problematic for many rural schools in South Africa. The achievement of the Millennium Development Goals and national goals that are time bound are not possible with the structural barriers that loom. This research study, sketches the experiences of learners and educators who have been exposed to poor access to water within a rural primary school in Jozini, KwaZulu-Natal, South Africa. This research study employs a qualitative research paradigm using a case study method to provide an in-depth understanding of the schooling context where there is poor access to water. The main aim was to explore in-depth how the schooling community is affected and what coping strategies are employed to deal with poor access to water. The research study was approached using ecological systems and social justice perspectives. Findings suggest that the consequences of poor access to water at school level are numerous and become even more complex when there is a lack of water at community level. In a compounding manner the consequences have the potential to, in the long term, have irreversible negative effects on learners and their potential to access quality education. Furthermore educators and management are placed in an invidious position to accommodate the challenges associated with poor access to water at school as part of their everyday teaching routine. Educators are failing to teach and learners are failing to learn thus the education system is rendered dysfunctional. The recommendations echo those of the participants who maintain that the community and the school must have access to water in order to improve the quality of life of all. Changes at the structural level in terms of how access to education is defined are a necessity. Co-operative governance, more stringent monitoring and evaluation of the education system, approaching education from a child-friendly perspective, adopting a human rights approach to fiscal spending and the involvement of chapter 9 institutions to ensure social justice are examples of the structural changes required and are part of the recommendations.
Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Durban, 2010.

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Khanare, Fumane Portia. "School management teams' response to learners who are orphaned and vulnerable in the context of HIV and AIDS : a study of two rural senior secondary schools in KwaZulu-Natal". Thesis, 2008. http://hdl.handle.net/10413/231.

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Truter, Anna M. "Education in the best interests of the child : a case study of rural schools in KwaZulu-Natal". Thesis, 2016. http://hdl.handle.net/2263/51392.

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The appropriate treatment of children is not only a moral issue, but an important investment in a country’s future. No child should be excluded from quality education. Schools should therefore be managed in such a way that it ensures that all children can learn in a child-friendly, safe and stimulating environment in order for its learners to reach their full potential. Simply put, schools should operate with the “best interests of the child” in mind. In South Africa the “best interests of the child” gained prominence in section 28(2) of the Constitution of the Republic of South Africa in 1996. Section 28(2) of the Constitution states: “[a] child’s best interests are of paramount importance in every matter concerning the child.” Quality education is one of the cornerstones of any society. It is therefore important for any country to develop a functional education system. Unfortunately this is not the case in South Africa. South Africa’s education system performs poorly and lags behind much poorer countries which spend less on education. South Africa has experienced important political, legal and social changes since 1994, but in spite of many positive changes, the education system is characterised by great inequalities and considerable differences regarding learners’ access to quality education. All families, including those in rural areas, would like to see their children attain success through formal and effective education. The majority of schools in KwaZulu-Natal are poor, dysfunctional and unable to equip learners with the necessary skills. Most of these schools are located in the rural areas and lag behind their urban counterparts. The reason for my research is to explore whether current educational practice is in the best interests of the child who attends a rural school. Too few policy-makers pay attention to what our legislation promises. The purpose of this study was not to generalise, but to explore and understand how perceptions of education managers, with regard to the “best interests of the child” principle, may affect the quality of education in a rural setting. The study focused on education managers of under-performing rural schools, in the uThungulu District of KZN. The purpose is to understand why many public schools in disadvantaged areas (mostly rural areas) in KZN are under-performing. This multi-site case study aimed to make a case for education in the “best interests of the child”. The multi-site case study also aimed to gain an in-depth understanding of the “best interests of the child”, attending a rural school and how to improve the output and through-put (progression) of learners attending these under-performing rural schools. The research question driving the research was: How may the perceptions of education managers, regarding the “best interests of the child”, affect the quality of education at rural schools in KwaZulu-Natal? The study adopted a qualitative research approach that was based on an interpretive paradigm. Data were collected by means of document analysis, semi-structured interviews and focus group interviews. Convenience and purposeful sampling was used to select under-performing rural schools from the uThungulu District of KwaZulu-Natal. The data which emerged from the thematic data analysis revealed that, education managers from these under-performing rural schools are well aware of what the “best interests of the child” should be, but challenges, circumstances and contextual factors prevent them from delivering quality education which will serve the “best interests of the child”. Based on the findings, the following recommendations are suggested: Introduce a Basic Education Act that includes the “best interests of the child” principle. Findings revealed that education in the “best interests of the child” should include the fulfilment of the child’s emotional needs; physical needs and the ability to attend a school in a safe environment. Education in the “best interests of the child” should also include the availability of adequate human and physical resources. It is further recommended that school laws, policies and procedures should be reviewed to align with the well-being of children and with the “best interests of the child” in mind. Based on the findings it is suggested that the “best interests of the child” should become the leading principle in guiding all decisions affecting a child’s education. Furthermore, it is recommended that adequate and context specific management training needs to be put in place in order for education managers to manage a rural school with the “best interests of the child” in mind. All schools, including rural schools should offer at least three streams. Lastly, education managers need to establish a culture of teaching and learning in public rural schools. Education in the “best interests of the child” will level the playing field between rural and urban learners and close the achievement gap which exists amongst them. Former President, Nelson Mandela believed that the soul of a society could be seen in the way it treats its children. Taking education in the “best interests of the child” seriously, may have a huge impact on vulnerable children in rural areas.
Thesis (PhD) University of Pretoria, 2016.
Education Management and Policy Studies
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Van, der Watt Peter Gregory. "Implementation of the integrated quality management system policy in public schools in the Ugu District". Thesis, 2010. http://hdl.handle.net/10413/10026.

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With the advent of democracy in South Africa in1994, a plethora of old pieces of legislation and policies have either been revised or new ones promulgated to address the gross inequalities of the apartheid state. In the context of education new policies were designed to improve the standard of education across public schools in the country. One such policy is the Integrated Quality Management System intended to support teachers in achieving quality education. Policy Design and Policy Implementation are separate concepts and it is well known that the intentions of the policy are not always achieved during implementation. It is clear that the State President, Jacob Zuma was cognizant of the disconnection between Policy and Policy Implementation when he stated at a meeting with school Principals in 2009 that “our wonderful policies that we have been implementing since 1994 have not essentially led to the delivery of quality education for the poorest of the poor”. He questioned as to why the policies have failed to deliver excellence and what should be done about it. Further, the Basic Education Minister, Angie Motshekga in her maiden Budget Speech asserted that: “The findings of Professor Jonathan Jansen’s committee on National Education Evaluation and Development Unit (NEEDU) confirms what we all know, what the view is outside there and reasons for a general lack of public confidence in our education system”. The study explores the extent to which the implementation of the Integrated Quality Management System has indeed led to the delivery of quality education. The Policy was also intended to restore public confidence in the education system and the study aims to explore the extent to which this has been achieved. The Integrated Quality Management System was intended to ensure that the State is obtaining value for the money expended on education, the largest portion being allocated to the salaries of educators. It would appear not to be the case. In this regard, a Report issued by the Organisation for Economic Cooperation and Development (OECD 2008) found that international studies have shown that the “returns to investment” in teacher education, or the quality of performance one might expect from learners in return for money spent on educators, is very low in South Africa, to the extent that “low educator productivity has been cited as the main reason for South Africa’s relatively poor performance” It is for the above reason that the National Policy on Whole School Evaluation which includes the Integrated Quality Management System, designed to address the problems of educator performance and poor learner attainment were put under the spotlight. The success of Policy Implementation, and the possible adaptation of existing policies to ensure that the desired results are achieved are also investigated in the study. Recommendations are made as to how policy might be reviewed or changed.
Thesis (Ph.D.)-University of KwaZulu-Natal, Westville, 2010.

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Ngidi, David Phathabantu. "Attitudes of teachers towards a career in rural schools". Diss., 1995. http://hdl.handle.net/10500/17569.

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This study investigated teachers' attitudes towards a career in rural schools. The aims of this study were broken into two, namely, the primary and secondary aims. The primary aim was to find out whether rural secondary school teachers hold a positive or a negative attitude towards a career in rural schools. The secondary aim was also broken into two. The first secondary aim was to find out whether rural secondary school teachers' personal characteristics such as age, sex, marital status, rank, qualification and teaching experience in rural school(s), as well as the school in which the teacher teaches, have a significant influence on their attitudes towards a career in rural schools. The second secondary aim was to determine the nature of attitudes with regard to A-B-C components of attitudes. To this end, a questionnaire was compiled and used as an attitude rating scale. The questionnaire was administered to a representative sample of one hundred and thirty four rural secondary school teachers from six schools, under Mehlwesizwe circuit in KwaZulu-Natal. Statistical analyses were conducted to fulfil the aims of the study and to test the research hypotheses stated. This study revealed that rural secondary school teachers hold a negative attitude towards a career in rural schools. It also revealed that, irrespective of teachers' personal characteristics, their attitude towards a career in rural school is the same, that is, it is negative. Therefore it was concluded that teachers' personal variables have no significant influence on their attitudes. This study also revealed that, statistically, there were significant differences in the affective and cognitive components of attitude but differences in the behavioural component were not significant. This indicated that the affective and cognitive components are more closely related to each other than they are with the behavioural component. On the basis of teachers' responses to attitude statements, the researcher offered two lines of direction as recommendation, namely, "Rethink resource allocation" and "Direction of restructuring". The former will assist in improving the conditions under which rural teachers work and the circumstances surrounding their workplace. The latter will assist in collaborating the Reconstruction and Development Programme (RDP) structures at national, regional and local level with the Department of Education and Culture, as well as with the private sector, for improving the conditions under which rural teachers work. In that case teachers' attitudes towards a career in rural schools might be changed from negative to positive.
Psychology of Education
M. Ed. (Psychology of Education)

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Mahlabela, Patisizwe Tennyson. "Learner errors and misconceptions in ratio and proportion : a case study of grade 9 learners from a rural KwaZulu-Natal school". Thesis, 2012. http://hdl.handle.net/10413/5825.

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Proportionality is the content domain of mathematics that is rooted in ratio and proportion. It is believed to be vital for problem solving and reasoning, which are key cognitive domains of mathematics teaching and learning. Hence, ratio and proportion forms part of curricula for all countries. Studies carried out in different parts of the world found that while learners can do simple and routine manipulations of ratio and proportion, they struggle to solve problems that involve these concepts. Researchers apportion the blame for this to the strategies that learners use to solve the problems. Researchers found that learners use flawed strategies due to misconceptions that learners have on ratio and proportion. The purpose of the study is to explore learner errors and misconceptions on ratio and proportion. A test that comprised of questions that are appropriate to the National Curriculum Statement (NCS), for General Education and Training (GET) band, was used to collect data. Items in the instrument were selected and adapted from a tool used in Concepts in Secondary Mathematics and Science (CSMS) study. The participants in the study are 30 Grade 9 learners from a rural school in KwaZulu-Natal (KZN). The findings of the study are that learners have a limited knowledge and understanding of ratio and proportion, hence their performance in items on the topic is poor. A great proportion of the learners have serious misconceptions of ratio and proportion. They use incorrect strategies to solve problems on ratio and proportion that produce errors. The errors and misconceptions they exhibit are not different from those observed by similar studies conducted in other parts of the world. The study recommends a structured focus on ratio and proportion because the topic is fundamental to proportional reasoning. It recommends clarity for teacher trainers, textbook writers and teachers on what learners need to learn on ratio and proportion. It recommends serious exploration of errors and misconceptions on ratio and proportion, and a teaching approach that considers errors and misconceptions as opportunities for learning.
Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2012.

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Nala, Nomfundo. "Commuting to school in semi-rural KwaZulu-Natal: characteristics, causes and consequences". Diss., 2020. http://hdl.handle.net/10500/27434.

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The Umnini Tribal Authority is a poor, semi-rural area in KwaZulu-Natal, governed by a local chief. This study set out to determine school commuting patterns in relation to school choice and socio-economic status (SES) in the area. Mixed methods were used, involving a parental questionnaire survey, interviews, focus groups and a field audit with photographs. Overall, almost all learners enrolled in the seven 'no-fee' state primary (four) and high schools (three) under study were found to be Black African, IsiZulu speakers, and generally ‘extremely poor’ to ‘very poor’. Most households are headed by single mothers who have completed high school but are unemployed. Most households rely on government social grants to some extent. Most fathers were either absent, poorly educated to uneducated, and far less likely to be employed than the mothers. Children living with both parents, especially where the father was tertiary educated, and the mother employed, fell into the ‘less poor’ and ‘better off than most’ categories. In terms of school choice affordability, good teachers, good school management and proximity to home were the main drivers of enrolment. SES seems to have an impact on the amount of money spent on school lunches and school expenses, although there were some concerning exceptions. Primary school learners walked to school, but many parents pay for monthly transport. Some use the government-subsidised bus. High school learners tended to have longer and less safe journeys to school and back than primary school learners. This is especially true for boy learners, who are targets for criminals, drug addicts and, even worse, school bus drivers. Several challenges face all these learners en route to school every day: crime, unsafe and poor road conditions, roadworthy vehicles, long journeys and rough terrain. Primary school learners often get lost or left behind by their transport drivers. Fortunately, their teachers are actively involved in ensuring their safety and well-being – far more so than their parents, who seldom even know the name of the transport driver, let alone whether the vehicle is appropriate, roadworthy or licenced. High school learners were more likely to live in ‘extremely poor’ to ‘very poor’ households, a possible indicator that financially better-off parents are sending their high school children to schools outside of the area. It is recommended that the local tribal authority, the provincial government, the schools, parents and drivers need to work in unison to make the school commute simpler and safer.
Environmental Sciences
M. Sc. (Environmental Management)

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42

Khumalo, Jabulisiwe Clarah. "Teachers' perceptions and experiences of teacher leadership : a survey in the Umlazi schools, KwaZulu-Natal". Thesis, 2008. http://hdl.handle.net/10413/844.

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Kanjira, Timothy Jameson. "Motivation and attitudes towards English as a second language (ESL) among learners in rural KwaZulu-Natal High Schools". Thesis, 2008. http://hdl.handle.net/10530/225.

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A thesis presented to the Faculty of Arts in partial fulfillment of the requirements for the degree of Master of Arts, 2008.
Judging from what several of teachers have generally said about the poor performance and low levels of English proficiency, (how poorly they spoke, read and wrote), there seems to be a lack of interest or motivation among rural high school learners to acquire English proficiently. Thus, motivation being what initiates, sustains and directs thinking and behavior, as Louw and Edwards (1997:425) put it, and that motivational processes make us seek and find the things we need for our survival and development (approach motives) - one of the three variables on which good language learning depends, in Pride’s (1979) words, lack of it (motivation) is considered a worrying enough a situation, which warranted scrutiny and careful study. Many factors could account for such a decline or loss of interest in learning English, which is a need for survival in a cosmopolitan country like South Africa and in the world today. Only some kind of misunderstanding of freedom and language rights or misinformation and ignorance or even some form of a misguided ethnic endeavour suicidal in nature on the part of learners, could create or inform such an unfortunate situation of lack of motivation to learning English, when competition for jobs is so high. This research has investigated factors, which might account for what seems to be clearly a decline in interest or motivation among the rural KZN high school learners to acquire English proficiently. In order to meet the aims and objectives of the study, four different groups of people key to the study (people directly involved in the learning and teaching taking place in high schools situated in the rural communities of KwaZulu- Natal) had to be questioned about the matter: 1) learners from several rural high schools 2) high school educators - English subject specialists from a wide selection of rural high schools, as well as few primary school educators 3) parents of children learning in different rural high schools. 4) Some officials, too, from the KZN department of education were interviewed, from whom official information and statistics were obtained.

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Ncwane, Sithenjwa Hopewell. "The role of teachers in the decision making processes that relate to school financial management in the Pinetown district primary schools". Thesis, 2011. http://hdl.handle.net/10413/6243.

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The promulgation into law of the South African Schools Act (SASA) in 1996 ushered a new era in South African school management and governance. Informed by a number of values such as accountability, transparency and participation that permeate the new South African Constitution, the SASA has decentralised certain powers to the local stakeholders at school level. It meant that teachers, principals, parents and learners (in high schools) can work together towards a common vision for the school. The School Governing Body was installed as the powerful legal structure. Teachers, as one of the important stakeholders, are represented in the SGB and can participate in school decision making processes. Teachers are important stakeholder because they are the ones who are at the critical level since they deal directly with the learners. Their participation inside and outside the SGB is important. Given the above background, a case study of two primary schools was conducted. The two schools were sampled using the convenience and purposive sampling methods. Semi-structured interviews and document analysis were used to gather data. Four teachers, two from each school were interviewed. Semi-structured interviews were deemed appropriate for this study because they give the researcher an opportunity to ask follow-up questions. This study documented teachers narratives about their experiences regarding their participation in the decision-making processes that relate to school financial management. Through teachers’ narratives, the factors that hindered or promoted their participation were also explored. The findings indicated that teacher participation in school financial decision making did exist in the case study schools but was minimal. Teacher participation seemed to be more confined to the operational decision such as making a list of classroom needs that should be part of the school budget. However, teachers were found not to be involved in strategic decisions where decisions on issues such as setting financial goals of the school were made. It was also found that, despite their minimal involvement, teachers were satisfied with the role that they were playing in the school financial decision making processes.
Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

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Tambwe, Myra. "Teachers' perceptions of participative decision-making in a public high school in Durban, KwaZulu-Natal". Thesis, 2011. http://hdl.handle.net/10413/7777.

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The present research explores teachers’ perceptions of participative decision-making (PDM) in a public high school in Durban, South Africa. PDM is also termed as participative management. This study attempts to investigate level one educators’ experiences of participation in decision-making. Hence, it is a qualitative exploration of the nature of their participation in decision issues and how they perceive the school’s actions with regard to participative decision-making. For the purpose of this study, semi-structured interviews were administered on ten level one educators within the school setting. Five themes were identified through the use of thematic analysis. These themes are as follow: collective activity, shared influence, expression of individual perspectives, the acknowledgement of educators’ input, and the implementation of cooperative governance. The integration of educators’ experiences in the literature on PDM, generated an in-depth understanding of participants’ perceptions. In essence, the findings of this research suggest that level one educators are not meaningfully engaging in decision-making in the school environment. In conjunction with this assertion, the school lacks a comprehensive framework to engender effective participative decision-making, as well as, significant involvement of level one educators. Essentially, the present research provides insight into the experiences of educators in a public high school and therefore, contributes to the body of knowledge on participative management.
Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2011.

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Zulu, Gladstone Khulani. "The challenges in the implementation of the alternatives to corporal punishment in the rural primary schools in KwaZulu-Natal". Thesis, 2008. http://hdl.handle.net/10413/851.

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This study undertakes to explore challenges that rural primary schools face in the implementation of the alternatives to corporal punishment. This qualitative study gathered data through the case study approach for the following key research questions: 1. How do rural primary schools implement alternatives to corporal punishment policy? 2. What are the new experiences of principals, teachers and parents after the introduction of alternatives to old corporal punishment policy? 3. How do rural primary schools manage the implementation of the alternatives to corporal punishment policy? Interviews were conducted with educators and parents in order to collect data from three schools in the KwaNgcolosi and eMolweni areas. The qualitative approach helped the researcher to make meaning from data by seeing the bigger picture and converting the raw empirical information into what is known in qualitative research as a “thick description”. The researcher used a qualitative approach to gain a deeper and better understanding of the challenges facing rural primary schools in the implementation of alternatives to corporal punishment policy. In order to get a full picture of the challenges in schools under study the researcher obtained data through semi-structured interviews. Most educators and parents felt that misconduct was worse without corporal punishment in schools. They said that learners did not take alternatives to corporal punishment seriously, and made fun of these disciplinary measures. It was also indicated that there were dangerous conditions [such as walking alone for long distances] when detention was vi used in rural areas. There was a call to reinstate corporal punishment by most educators and parents in schools under study. In responding to the challenges in the implementation of alternatives to corporal punishment policy, educators in rural schools should be provided with guidance and training by the Department of Education on how to implement the alternative measures. Guidance educators and counsellors need to be appointed to support educators in schools. Caregivers should be allocated by the government to learners who are living alone and learners who are under the care of grandparents that are old and illiterate.
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.

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Baruth, Grace Gayatri. "Grappling with large classes : experience of educators, heads of department and principals in three rural schools in KwaZulu-Natal". Thesis, 2009. http://hdl.handle.net/10413/757.

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The South African Education system has gone through much transformation and seen significant changes in the past decade in order to provide quality education and reformation. However, many under-resourced schools, such as rural schools, still face unacceptably high teacher-pupil ratios and large classes in their schools (Prinsloo, 2006). Rathogwa (2006) confirms that rural schools have been historically disadvantaged with limited resources and poor infrastructure. The purpose of this study is to investigate the perceptions and experiences of educators, Heads of department (HODs) and principals about how they coped with large classes. The study was conducted in three rural primary schools situated in the Inanda Area. The study adopts a qualitative research approach. Within this approach, a case study design was adopted. The data collection methods comprise of observations and semi-structured interviews with educators, HODs and principals. The overall findings of the research show that these schools are faced with a plethora of challenges because of their large classes. The findings show that large classes result in poor achievement levels, poor quality of work and disruptive behaviour amongst the learners. Furthermore the educators are faced with heavy workloads which increase teacher apathy, teacher stress and low teacher morale amongst the educators. The schools attempt many strategies as a means to overcome their challenges. Some schools employ the following strategies: they have a strict code of conduct; they reward appropriate behaviour; they counsel difficult learners, they engage in co-operative learning, they employ qualified staff members and engage in group work. From the data collected, principals motivate staff members by having weekly staff meetings to resolve their staff conflicts. Moreover some schools have more strategies than other schools.
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

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Appalraju, Dhalialutchmee Padayachee. "Emerging bilingualism in rural secondary schools in KwaZulu-Natal : the impact of educational policies on learners and their communities". Thesis, 2010. http://hdl.handle.net/10413/972.

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Sibiya, Bongani Christopher. "The role of ward committees in enhancing participatory local governance : a case study of KwaMaphumulo Municipality". Thesis, 2011. http://hdl.handle.net/10413/9717.

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To strengthen democracy, the South African government established the ward committee system in accordance with Sections 72-78 of the Municipal Structures Act, 1998. The objective was to improve service delivery by bridging the gap between the respective communities and the municipal structures. Ward committees should be able to enhance participatory government. Public participation is essentially a process that engages communities from the planning to the implementation and the evaluation phases of a particular activity or a project. The ward committee structure should focus on increasing the involvement of the municipal communities when decisions are made within the local government sphere. The primary objective of this research was to establish the role of ward committees in enhancing local governance, with particular reference to Maphumulo Municipality. The objectives of the study were to provide an overview of the new mandate for future ward committees and trends in local governance affairs; review the roles of ward committees and transformation processes with particular reference to Maphumulo Municipality; and evaluate the concept of ward committees in the context of participatory developmental local government and the mandate enshrined in the Constitution. The study employed both qualitative and quantitative approaches to understand the scope and nature under which ward committees operate to enhance local governance. The research has established that there are still important aspects regarding the roles of ward committees and community participation on which Maphumulo Municipality has still to improve. The municipality structures, particularly the Public Participation Unit, should work closely with the ward committees so that they will be able to drive community initiatives.
Thesis (MPA)-University of KwaZulu-Natal, Westville, 2011.

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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.

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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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Tesis sobre el tema "Rural schools – KwaZulu-Natal – Administration"

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