Dissertationen: „Learners and teachers-South Africa“

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Jacobs, Tracey Senora. „The coping orientation and resources of teachers educating learners with intellectual disabilities“. Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/460.

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An overview of recent literature and research indicates that stress in teaching is now a wellrecognised phenomenon. More specifically, research has found special education to be more demanding than mainstream education. However, in comparison with the literature on mainstream education, both South African and international research relating to special education do not occupy prominent status in the literature. This study thus aims to explore and describe the coping orientation and resources of teachers educating learners with intellectual disabilities. The sample consisted of 59 special education teachers (49 females and 10 males) in the Nelson Mandela Metropole who educate learners with intellectual disabilities. The special education teachers who agreed to participate in the study were requested to complete a biographical questionnaire, Antonovsky’s Orientation to Life Questionnaire (SOC-29) and Hammer and Marting’s Coping Resources Inventory (CRI). An exploratory, descriptive design was utilised in this study. The data for this study was analysed by using descriptive and correlation statistics. The Pearson Product-Moment Correlation Coefficient was utilized in order to explore and describe the relationship between the sense of coherence and the coping resources of the sample. Key findings include the following: Results from the SOC-29 revealed fairly high mean scores for the current sample. Results from the CRI indicated average mean scores on both the total coping resources scale and all five subscales. Significant positive relationships were found to exist between the SOC-29 and the CRI for the current sample. Significant positive relationships were also found between the SOC-29 score and some of the subscale scores of the CRI for the current sample. In general, the findings of the present study reveal a need for further research on special education teachers. The focus should not only be limited to the pathogenic orientation, but should include more salutogenic approaches to better assist special education teachers to more effectively cope with their challenging work environment.

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Jooste, Zonia. „Why do learners and teachers experience problems with the concept of zero?“ Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1006764.

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The controversy around the inclusion of zero in the number system has been widely documented. Influential mathematicians in various ancient cultures did not accept zero as a number. The idea of the empty set was too abstract and they could not conceptualise division by zero. Surprisingly, understanding of the concept is still a matter of concern today. In spite of expansive reports on and recommendations for developing conceptualisation of the concept, learners and teachers still experience problems similar to those that ancient mathematicians struggled with. The study was initiated by an observation of Grade 7 learners' inability to solve the problems 4 × 0 and 0 ÷ 7 effectively or at all. I investigated why Grade 3 to 6 learners and mathematics teachers on a BEd (in-service) course and an accredited ACE course experience problems with the concept of zero. I was especially interested in the understanding of multiplication and division by zero. I investigated teachers' knowledge of zero's characteristics as a number, the history of zero and how they teach the concept, in order to support my assumptions. The data production process was performed over a period of two years. It involved a multi-case opportunity sample approach embedded in the empirical field that formed the backdrop of my involvement as mathematics education specialist in schools in the Western and Eastern Cape. The interpretative orientation of the study allowed me to conduct inquiries that served to confirm or challenge my assumptions and enabled me to construct generalisations that depict learners' and teachers' knowledge construction. The qualitative data analysis informed the presentation and discussion of the findings. The single most important message conveyed to readers of this study is that the value of zero as a number, its importance in the number system, its properties and its behaviour in calculations, should not be underrated. Teaching of this abstract concept requires competent teachers who are able to mediate understanding in the most effective and innovative manner. Professional development programmes should orchestrate this competence and curriculum developers and textbook authors should acknowledge the significance of learning and teaching the concept of zero.

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Fair, Andrew George. „An evaluation of a model of teacher professional development in a science and mathematics intervention programme for teachers and learners“. Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97135.

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Thesis (MEd)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: South Africa is in the midst of a mathematics and science education crisis that challenges all key role-players. The Institute for Mathematics and Science Teaching at the University of Stellenbosch (IMSTUS), was involved in several university-school partnership (systemic intervention) projects that sought to provide continuing professional development to mathematics and science teachers and to help them make a greater impact on the learners that they teach. One of these intervention projects was the Sciences and Mathematics Initiative for Learners and EducatorS (SMILES) that targeted mathematics and science teachers and learners in under-resourced schools in the Western Cape. The effects of an intervention aimed at supporting and enhancing teacher professional development will only be seen in the learners once teachers have accepted and mastered the pedagogies proposed. Professional development that does not “enthuse, support, train and renew, and encourage” will probably fail. When considering this, the question that must be asked is whether the SMILES project was in fact enthusing, supporting, training, renewing and encouraging. The purposes and aims of the SMILES project with specific reference to professional development of science teachers were to enhance teachers’ pedagogical content knowledge and address the critical issues confronting science education of which three are: constructivist teaching, understanding the nature of science, and scientific argumentation. The characteristics of effective professional development, the core features of professional development and the theoretical constructs to evaluate professional development of teachers were used in this study to evaluate the effectiveness of the model used in the SMILES project. A concurrent version of the mixed method approach was adopted for the collection and analysis of the data. Although causality is always difficult to prove in a school setting because of the many variables that affect student performance, improved student achievement is the ultimate litmus test for teacher professional development effectiveness. Analysis of the National Senior Certificate results of the project schools compared with the National and Provincial results indicated that the project schools on the whole fared better than the National results. The project schools outperformed the national and provincial results for Life Sciences in 2011, 2012 and 2013 by at least four percentage points. The highest result achieved was 85,5% in 2011. In 2012 and 2013 these results were 82,7% and 83,0% respectively. In Physical Sciences the project schools started with results below that achieved nationally (34,7%) and then ended up with a pass percentage within half a percentage point of the provincial result (72,1%). The Mathematics results were not as positive. The project schools started by achieving a 63,4% pass rate and ended with a percentage pass rate of 63,3% having initially taking a dip down to 51,3%. At the end of the intervention the Mathematics results were better than the national results but were 10% lower than the Provincial average. Although it is difficult to pin down the results solely to the effects of the intervention, the comparison with provincial and national results reasonably controls for most of the extraneous variables including variations in enrolments in these subjects. On the affective side it is almost certain that the attitude of the learners and the teachers toward their respective subjects improved during the tenure of the project. This could have had a positive effect on the National Senior Certificate results achieved by the project schools.
AFRIKAANSE OPSOMMING: Suid-Afrika is midde in 'n wiskunde en wetenskap onderwyskrisis wat alle sleutelrolspelers uitdaag. Die Instituut vir Wiskunde en Wetenskaponderwys aan die Universiteit van Stellenbosch (IWWOUS), was betrokke by verskeie universiteit-skool vennootskapsprojekte (sistemiese intervensie) wat gepoog het om voortgesette professionele ontwikkeling te bied aan wiskunde en wetenskap onderwysers en hulle te help om 'n groter impak op die leerders wat hulle onderrig, te maak. Een van hierdie intervensie-projekte was die Wetenskappe en Wiskunde-inisiatief vir leerders en opvoeders (SMILES) wat wiskunde en wetenskap onderwysers en leerders, in hulpbronarm skole in die Wes-Kaap, geteiken het. Die impak van 'n intervensie wat daarop gemik is om onderwyser professionele ontwikkeling te ondersteun en bevorder, sal eers in die leerders waargeneem kan word, wanneer onderwysers die voorgestelde pedagogieë aanvaar en bemeester. Professionele ontwikkeling wat nie "begeester, ondersteun, oplei en vernuwe asook aanmoedig” nie, sal waarskynlik misluk. Hierdie stelling in ag genome, is die vraag wat gevra moet word, of die SMILES-projek werklik onderwysers begeester, ondersteun, opgelei, vernuwe en aangemoedig het. Die doelstellings en doelwitte van die SMILES projek, met spesifieke verwysing na die professionele ontwikkeling van Wetenskap-onderwysers, was om onderwysers se pedagogiese inhoudelike kennis te versterk en om kritieke kwessies waarmee wetenskap-onderwys gekonfronteer word, aan te spreek. Drie van hierdie kwessies is, konstruktivistiese onderrig, begrip van die aard van wetenskap en wetenskaplike argumentering. Die eienskappe van effektiewe professionele ontwikkeling, die kern kenmerke van die professionele ontwikkeling en die teoretiese konstrukte om professionele ontwikkeling van onderwysers te evalueer, is in hierdie studie gebruik om die doeltreffendheid van die model wat in die SMILES-projek gevolg is, te evalueer. 'n Gelyklopend gemengde-metode benadering is gevolg vir die insameling en ontleding van die data. Hoewel oorsaaklikheid altyd moeilik is om in 'n skoolopset te bewys, as gevolg van die baie veranderlikes wat studente se prestasie beïnvloed, is verbeterde studente prestasie die uiteindelike lakmoestoets vir doeltreffendheid van professionele onderwyser-ontwikkeling. Ontleding van die Nasionale Senior Sertifikaat-uitslae van die projek-skole, in vergelyking met die nasionale en provinsiale resultate, dui daarop dat die projek-skole oor die algemeen beter gevaar het as die nasionale uitslae. Die projek-skole het die nasionale en provinsiale skole se resultate vir Lewenswetenskappe in 2011, 2012 en 2013 met ten minste vier persentasie punte oortref. Die hoogste resultaat behaal was 85,5% in 2011. In 2012 en 2013 was hierdie uitslae onderskeidelik 82,7% en 83,0%. In Fisiese Wetenskappe het die projek-skole met resultate onder wat nasionaal behaal was (34,7%) begin, en geëindig met ŉ uiteindelike slaagpersentasie binne 'n halwe persentasiepunt van die provinsiale resultate (72,1%). Die wiskunde-uitslae was nie so positief nie. Die projek-skole het begin met 'n 63,4% slaagsyfer en geëindig met 'n slaagpersentasie van 63,3% na ŉ aanvanklike insinking na 51,3%. Aan die einde van die intervensie was hul Wiskunde-resultate beter as die nasionale resultate, maar 10% laer as die provinsiale gemiddelde. Alhoewel dit moeilik is om die resultate slegs vas te pen aan die gevolg van die intervensie, dien die vergelyking met provinsiale en nasionale resultate as redelike kontroles vir meeste van die eksterne veranderlikes insluitend variasies in inskrywings in hierdie vakke. Op die affektiewe vlak is dit byna seker dat die gesindheid van die leerders en die onderwysers ten opsigte van hul onderskeie vakke verbeter het tydens die projek. Dit kon moontlik 'n positiewe uitwerking op die projek-skole se Nasionale Senior Sertifikaat resultate gehad het.

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Ellman, Basil. „The experiences of teachers in including learners with intellectual disabilities“. Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50152.

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Thesis (MEd)--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: In South Africa,' including learners with disabilities has been a concern in education since 1994. With children with disabilities, including intellectual disabilities, being increasingly included in mainstream schools, consideration needs to be given to the experiences of teachers in inclusive classrooms. Since an understanding of teachers' experiences can lead to the development of support strategies, this study sets out to explore teachers' experiences. The research design of this research is qualitative in nature and the unit of analysis is an inclusive school in the Western Cape. Data are collected through semistructured interviews, field notes and a review of school records. Interviews are held with three teachers, the school principal, the governing body chairperson (parent) and four learners. The data are analyzed using aspects of the constant comparative analysis. Three main themes, namely school factors, the learner with an intellectual disability and the role of the teachers emerge. Findings indicate that the learner with an intellectual disability can be effectively included if the school community (teachers, parents and learners) is informed and thoroughly prepared. There must also be a willingness on the part of all the role players to make a success of the inclusive process. An analysis of the experiences of teachers in this study indicates that the demands put on teachers and learners alike are challenging and that teachers need support regarding in-service training on specific strategies for successfully including learners with intellectual disabilities. An effective and collaborative support system can also provide teachers with the necessary support to approach inclusive education in a positive manner.
AFRIKAANSE OPSOMMING: Die insluiting van leerders met leergestremdhede is sedert 1994 'n brandpunt in die onderwys in Suid-Afrika. Aangesien kinders met gestremdhede, waaronder ook intellektuele gestremdhede, al hoe meer in hoofstroomskole ingesluit word, moet aandag geskenk word aan die ervarings van onderwysers in sulke inklusiewe klaskamers. Hierdie studie poog om die relevante ervarings van onderwysers te ontgin, aangesien 'n analise van sulke onderwyserservarings kan lei tot die ontwikkeling van ondersteuningstrategieë. Die navorsingsontwerp van hierdie studie is kwalitatief van aard, en die analiseeenheid is 'n inklusiewe skool in die Weskaap. Data is versamel deur middel van semi-gestruktureerde onderhoude, veldnotas en 'n oorsig van skoolrekords. Onderhoude is gevoer met drie onderwysers, die skoolhoof, die voorsitter van die beheerliggaam ('n ouer), asook vier leerders. Die data is geanaliseer deur aspekte van die 'constant comparative analysis' te gebruik. Drie temas, nl. skoolfaktore, die leerder met intellektuele gestremdhede, en die rol van die onderwysers, kom duidelik na vore. Die bevindinge bewys dat 'n leerder met intellektuele gestremdhede effektief ingesluit kan word in 'n hoofstroomskool, indien die skoolgemeenskap (onderwysers, ouers en leerders) ingelig en deeglik voorberei word. AI die rolspelers moet ook 'n gewilligheid openbaar om die inklusiewe proses suksesvol te maak. Die analise van die ervarings van onderwysers wat in hierdie studie gebruik is, maak dit duidelik dat die eise wat aan beide onderwysers en leerders gestel word, formidabel is; en dat onderwysers ondersteuning nodig het wat betref indiens-opleiding m.b.t. spesifieke strategieë vir die suksesvolle insluiting van leerders met intellektuele gestremdhede. 'n Effektiewe en onderling-ondersteunende sisteem kan ook die onderwyser van die nodige

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Galanakis, Linda. „Learners' attitudes to standard vs non-standard South African English accents of their teachers“. Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4259.

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Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: This study is interested in the relationship between accent and hearers’ perception of the speaker. It investigates the kinds of stereotypes related to phonological features of the speaker’s language. Specifically this thesis focused on the perceptions that high school girls have of their Mathematics teachers who speak English with a non-standard accent. The general aims of the study were to establish whether high school girls perceived non-standard English speaking Mathematics teachers negatively and, if so, whether this perception changed as the girls mature. Twenty-seven Grade 8 learners and 14 Grade 12 learners from a private English-medium school in the Gauteng Province of South Africa participated in this study. The school attracts learners from the affluent socio-economic group, and the majority of the learners are white (76.8%) and first language speakers of English (86%). These participants completed questionnaires using the matched-guise technique (Lambert, Hodgson, Gardner and Fillenbaum 1960) to determine their perceptions of six accents. Five speakers were recorded reading the same Mathematics lesson in English. One reader read the same passage twice, using a so-called Standard South African English accent for one recording and a second language accent of an isiZulu mother tongue speaker for the second recording. The results of this investigation indicate that high school girls are inclined to stereotype teachers according to the teachers’ accents. Some of the characteristics attributed to the non-standard English speaking teachers were positive, but generally learners held a negative perception of such teachers. There was very little change in this perception from Grade 8 to Grade 12. Of particular importance in the National Curriculum Statement for Grades 10 to 12 is that learners emerge from this phase of their schooling being “sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors” (www.sabceducation.co.za/). The school where the research was conducted has addressed diversity in numerous ways in an attempt to prepare the learners for life in multilingual and multicultural South Africa. That the Grade 12 learners in this study, whether first language speakers of English or not, still display accent prejudice suggests that the life skills objectives are not adequately met and that this form of prejudice needs to be addressed in more creative ways.
AFRIKAANSE OPSOMMING:: Hierdie studie stel belang in die verhouding tussen aksent en hoorders se waarneming van die spreker. Dit ondersoek die soort stereotipering wat saamhang met die fonologiese eienskappe van die spreker se taal. Hierdie tesis het spesifiek gefokus op die persepsies wat hoërskoolmeisies het van hul Wiskunde-opvoeders wat Engels met ‘n nie-standaard aksent praat. Die algemene doelstellings van die studie was om vas te stel of hoërskoolmeisies hierdie opvoeders negatief beoordeel op grond van hul aksent en, indien wel, of hierdie oordeel minder fel raak met ouerdom. Sewe-en-twintig Graad 8-leerders en 14 Graad 12-leerders aan ‘n privaat- Engels-medium skool in die Gauteng Provinsie van Suid-Afrika het aan die studie deelgeneem. Die skool se leerders kom uit die hoë sosio-ekonomiese groep, en die meerderheid is Wit (76.8%) en eerstetaalsprekers van Engels (86%). Die deelnemers het vraelyste voltooi as deel van sogenaamde “matched guise”- (Lambert, Hodgson, Gardner en Fillenbaum 1960) navorsing om hul persepsies van ses aksente te bepaal. Vyf sprekers is op band opgeneem terwyl hulle dieselfde Wiskunde-les in Engels lees. Een leser het die les twee maal gelees, een maal met ’n sogenaamde Standaard Suid-Afrikaanse Engelse aksent en een maal met ’n tweedetaal aksent tipies van ‘n isiZulu moedertaalspreker. Die resultate van hierdie ondersoek dui daarop dat hoërskoolmeisies geneig is om opvoeders te stereotipeer op grond van die opvoeders se aksent. Party eienskappe wat aan die nie-standaard Engelssprekende opvoeders toegeskryf is, was positief, maar oor die algemeen het leerders ’n negatiewe persepsie van sulke opvoeders gehad. Baie min verandering in hierdie persepsies het van Graad 8 tot Graad 12 plaasgevind. Van besondere belang in die Graad 10 tot 12 Nasionale Kurrikulm is dat leerders aan die einde van hierdie fase ‘n sensitiwiteit sal hê vir kwessies aangaande “diversiteit, soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdheid en ander faktore” (www.sabceducation.co.za/). Die skool waar hierdie navorsing gedoen is, spreek diversiteit op velerlei maniere aan in ’n poging om leerders voor te berei vir lewe in veeltalige en multikulturele Suid-Afrika. Die feit dat Graad 12- leerders in hierdie studie, of hulle eerstetaalsprekers van Engels is al dan nie, steeds aksentvooroordele toon, dui aan dat die doelstellings van lewensvaardigheid onderrig nie voldoende bereik word nie en dat hierdie vorm van vooroordeel op meer kreatiewe maniere aangespreek moet word.

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Campbell, Anita. „The teaching strategies employed by teachers to support learners with learning difficulties in mainstream classes“. Thesis, Cape Peninsula University of Technology, 2006. http://hdl.handle.net/20.500.11838/1913.

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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2006
The study focuses on the identification and development of teaching strategies and the factors that impact on the strategies when supporting learners with learning difficulties in mainstream Foundation Phase classes. The study was carried out by interviewing a focus group of Foundation Phase teachers from public schools in the Cape Metropolitan area. The findings from the focus group discussion was verified and amplified by responses from Heads of Department, Foundation Phase within the same area. The research methodology was that of a two-stepped investigation. Firstly, a focus group discussion was conducted using an open ended question framework with the intent of exploring how mainstream Foundation Phase teachers develop teaching strategies and what factors impact on these strategies when supporting learners with learning difficulties. The data collected was analyzed and a qualitative questionnaire compiled for Heads of Department: Foundation Phase to verify and amplify the data collected during the focus group. The study indicated that past and recent teacher training does not equip teachers with the necessary skills to support learners with learning difficulties in mainstream classes. The study also found that current workload levels inhibited further self study. The research findings contributed to the fund of knowledge with regard to the training of Foundation Phase teachers to support all learners, regardless of the degree of learning difficulty, in mainstream classes in public schools.

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Mbangeni, Monwabisi Gidwell. „Perceptions of Junior Secondary School Educators on the Effects of Overcrowding in Classrooms on Learner Performance in Maluti District, Eastern Cape Province“. Thesis, Walter Sisulu University, 2015. http://hdl.handle.net/11260/923.

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The study investigated overcrowding classrooms and its impact on learners and teachers’ performance, efficiency and effectiveness. This action was prompted by the researcher’s observation of learners’ poor performance and teachers’ loss of instructional time in overcrowded classrooms. Literature was reviewed to place the study in gap lapse prospective which this study was to fill. Quantitative research method was used to be able to collect the most applicable data that would be able to produce valid and reliable information for the compilation of the research report. Revelations from the collected data were that overcrowded classrooms have adverse effects on both the teacher and learner performance and activities in schools where overcrowding is evident. Based on the revelations the research made some recommendations to contribute towards finding solution to the problem investigated in this study. The conclusion that could be drawn was that there is need for the Department of Education (DoE) to conduct elaborate study in schools where overcrowding exists and make a concerted effort to provide adequate classrooms to be able to help learners and teachers benefit from the provision of education being delivered.

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Kahenge, Wendelina Nambahu. „Understanding educators' and learners' perceptions and experiences of their participation in Science Fairs/Expos : a South African case study“. Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013130.

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The rationale behind Science Expos is to develop and empower learners to be able to identify problems and find solutions (Eskom Expo Project Guide Book, 2013). It is believed that involvement in Science Expos arouses learners' interest to pursue science related careers. But despite these ideals, there is still poor participation in Science Expos by educators and learners. I conducted this case study in five schools in Grahamstown, Eastern Cape, South Africa. The purpose of this study was to understand educators' and learners' perceptions and experiences of their participation in Science Expos. The case study was designed within an interpretive paradigm. The data were generated, triangulated and validated by a variety of methods, namely, document analysis, interviews (semi-structured and focus group) and observations. The main findings of the study were that learners who participate in Science Expos attend workshops organised by Scifest and SAEON office with the help of some of the educators and lecturers from Rhodes University. Learners' participation was influenced and assisted by the educators and peers with whom they were able to communicate and share their projects with. It emerged from the study that, as a result of participating in Science Expos, educators (teachers) and learners were exposed to a wide variety of scientific investigations and skills that are necessary for their classroom based-scientific investigations. It also emerged from this study that educators and learners face the challenge of a lack of motivation; insufficient support from schools and parents; time constraints to support learners in their participation and a lack of knowledge among some educators on their learners' projects. Some learners are even discouraged from participating in Science Expos by their peers on the grounds that they have no chance of winning. Teachers therefore require continuous mentorship and capacity building in order to encourage their learners to partake.

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Gobingca, Zameka. „Strategies employed by primary school teachers to support non-isiXhosa speaking learners in Mthatha education district“. Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006250.

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The purpose of this research was to investigate strategies employed by primary teachers to support the non-isiXhosa speaking learners of Mthatha Education District. This was the researcher’s observation and concern emanating from the difficulties displayed by her non-isiXhosa speaking learners, as the medium of instruction in these schools is not their mother tongue. The language of learning and teaching (LOLT) is isiXhosa in the school where the research was conducted. The school is composed of non-isiXhosa speaking and isiXhosa speaking learners. The research sought to address the following questions: 1 What strategies are employed by Mthatha district teachers to support non- isiXhosa speaking learners? 2 What challenges do Mthatha teachers face in supporting the non-isiXhosa speaking learners? 3 How do Mthatha teachers overcome the challenges they face in supporting the non-isiXhosa speaking learners? The qualitative design approach was used in this study. The study was a case study of one Mthatha primary school. Face-to-face interviews were used to collect the data from the six female teachers who teach from Grade 1 to Grade 6 and one male teacher who is the principal of the selected school, and who teaches English and Life Orientation from Grade 7 to Grade 9. The interviews were tape-recorded. The data collection process began after all the ethical consideration requirements were fulfilled and approved by the relevant stakeholders of the research. The thematic approach was adopted as data analysis of the study was guided by the responses given to the questions asked of interviewed teachers. The research showed the following results which surfaced from the data provided by the respondents: (i) Teachers employed few teaching strategies to support the non-isiXhosa speaking learners in their multilingual classroom. The interviewed teachers expressed their challenges as stemming from the large numbers of learners in their classrooms; (ii) IsiXhosa as a language of learning and teaching was a challenge for the non-isiXhosa speaking learners. (iii) Absenteeism and indiscipline by non-isiXhosa speaking learners (iv) Limited or non-involvement of parents in the education of children The data also showed that there was limited support to empower teachers to deal with multilingual classrooms. The study made the following and other recommendations based on the results: teachers should use many teaching strategies in linguistically diverse classrooms. The school management teams (SMTs) should admit learners in relation to the number of teachers available in a school. It is also recommended that schools implement the language policy as it relates to the learners in each classroom. The DoE should increase parental involvement in the education of their children and also provide professional support to teachers.

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Dakada, Alinda. „Teachers’ experiences in identifying learners with learning barriers in a Full Service School“. Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/6147.

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This study investigates teachers‟ experiences in identifying learners with learning barriers in one primary school in the East London District. It focuses on diversity and inclusive education as well as practices and procedures within the school. This is a phenomenological study conceptualized in terms of social constructivism(Leatherman, 2007), Kurt Lewin‟s Field Theory(Neill, 2004) and ecological systems theory(Maddock, 2000).The literature review encompasses four focal points: conceptualisation of inclusive education, inclusive education in South Africa, policy implementation, and lessons learned from inclusive education implementation both internationally and in South Africa. A qualitative research method is employed in this study through the use of semistructured interviews and observations. The findings are analysed using content analysis. The key findings of this might help the teachers working in full service or mainstream schools to have a good understanding and a sense of what diversity and inclusive education entails. The findings might attempt to examine how educators manage inclusion in the classroom, their competencies and the strategies they need in order to be competent inclusive teachers. Recommendations are developed that point to how practices could be put in place to facilitate an effective implementation strategy for the development of an inclusive education system.

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Makena, Bulelwa. „Factors causing the decline in English proficiency among learners based on a perception of teachers in the junior secondary schools of the Qumbu Education District“. Thesis, Walter Sisulu University, 2013. http://hdl.handle.net/11260/d1007178.

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The purpose of this study was to find out whether factors such as the learners’ learning styles, their cultural backgrounds, instructional approaches and strategies used by teachers and the lack of exposure to relevant resources had an influence on the declining English proficiency among learners. The researcher is currently an English teacher in one of the schools in the Qumbu Education District. The researcher expressed concern about the learners’ declining performance in aspects of English language like reading, writing and speaking. The idea of carrying out this study became necessary as English is a compulsory first additional language for most of the schools. Most of the subjects offered in South African schools are taught in English; moreover, English is an internationally-recognized medium of communication. One therefore, has to master the use of English to a certain extent so as to be a successful scholar. The sample consisted of 20 English senior phase teachers who were randomly selected from 13 schools in various circuits around the Qumbu Education District. Data was collected through the use of questionnaires which focused specifically on the learners’ learning styles, their cultural backgrounds, instructional approaches and strategies used by teachers, and also the lack of exposure to relevant literature. These questionnaires were administered by the researcher in person. The data were analyzed and interpreted statistically and also presented through tables and discussions. The findings of this study revealed that the geographical locations of the selected schools for the research study, limited exposure to English-related resources, workload of English teachers, teaching and learning approaches, and knowledge acquisition strategies employed by teachers and learners contribute to the decline in English proficiency among the learners. If these could be attended to effectively, English proficiency could improve among learners. In conclusion, recommendations have been made both for action and possible further research.

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Maas-Olsen, Marcelle Isabel. „Empowering representative councils of learners through policy-making“. Thesis, Cape Peninsula University of Technology, 2006. http://hdl.handle.net/20.500.11838/1647.

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Thesis (MTech (Public Management))--Cape Peninsula University of Technology, 2006.
The right of learners to participate in decision-making as stakeholders in their own education was a significant area of controversy between learners and education authorities prior to 1994. At the end of the apartheid regime in 1994 the foundation was laid for a South Africa based on democratic values, social justice and fundamental human rights as provided for in the Constitution of the Republic of South Africa, 1996 (Act 108 of 1996), hereinafter referred to as the Constitution RSA. To give effect to these constitutional rights and to entrench the democratic values in society, a new system of education and training which required the phasing-in of new education legislation had to be created. The National Education Policy Act, 1996 (Act 27 of 1996) [NEPAl was the first comprehensive new act promulgated by the government after 1994. This act mainly provides for the promulgation of education policy by the Minister of Education. The South African Schools Act, 1996 (Act 84 of 1996) [SASAj, as amended, provides a national system of school education that advances democracy, the development of all leamers and the protection of rights, as well as promoting acceptance of responsibility by learners, parents and educators for the organisation of the school, its governance and its funding. The SASA has entrenched the rights of learners to participate as stakeholders in education by affording them representation in school governing bodies which have the status of being the only legitimate bodies representing parents and learners in public schools.

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Botes, Geary. „Grade six learners' supplementary reading practices : a case study“. Thesis, Peninsula Technikon, 2002. http://hdl.handle.net/20.500.11838/1941.

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Thesis (MTech (Education Management))--Peninsula Technikon, 2002
In this thesis it is argued that attempts by teachers to 'simulate' middle class home based reading practices in working class schools is not effective in building a reading culture among young learners. The "mismatch' between learners' home and school cultures inhibits this. Instead, an understanding of the different ways in which learners construct their view of literacy through their interactions at school should be sought. This can be achieved through an analysis of a range of literate actions and interactions in the school context. As reading is associated with academic success more generally" it is proposed that integrating supplementary reading into mainstream academic subjects, particularly ,,"here those subjects are interesting to learners, is more effective in the promotion of reading practices than the traditional provision of supplementary reading material. Thus, it is proposed that supplementary reading should be introduced to support mainstream academic work, particularly in those subjects which are of interest to learners at this level. But offering learners a variety of reading situations in this research project. it was found that learners felt more "empowered' to make reading choices and to become intrinsically motivated to read. What has emerged from this research is that children's reading is very complex - and if it is to be adequately supported, it is likely to need a "multipronged' approach, By this it is meant that it not sufficient to offer supplementary reading texts and activities at school when these are not consistent with practices in the home.

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Mudau, Mpheletshedzeni Joyce. „Strategies and attitudes of teachers towards learners with behaviour problems in rural areas of the Limpopo Privince, South Africa“. Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53065.

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Thesis (MEd)--Stellenbosch University, 2002.
ENGLISH ABSTRACT: This .study is .almed at exploring teacher attitudes towards learners presenting with behavior problems and the subsequent strategies they use to manage such problems. Teachers under consideration are from the Limpopo Province, South Africa. In order to better understand the impact of such attitudes and strategies, theoretical underpinnings from the literature as well as the effect of training are also considered. Data gathered from this study was analysed by means of SPSS using descriptive statistics. High levels of behavioural problems appear to be present in the respondents' classrooms, with most teachers attempting to deal with these issues in a contextual manner. Furthermore, those respondents who have received training would appear to be doing so more than those teachers who have not received training. Results of this study also highlight areas on which future research could focus. These include teacher emotions and the effect training has on these emotions.
AFRIKAANSE OPSOMMING: Hierdie studie het ten doelom onderwysers se houdings te ondersoek teenoor leerders met gedragsprobleme en die strategieë wat hulle gebruik om sulke probleme te hanteer. Die onderwysers is woonagtig in die Limpopo Provinsie, Suid Afrika. Deur gebruik te maak van beskrywende statistiek, is die data wat ingesamel is deur middel van die SPSSprogram verwerk. Dit blyk dat die voorkoms van gedragsprobleme hoog is en dat onderwysers dit op uiteenlopende maniere binne konteks hanteer. Die studie het verder getoon dat die respondente wat opleiding ontvang het die probleme meer effektief hanteer as daardie respondente wat nie opleiding ontvang het nie. Die studie beklemtoon die belang van die houdings van onderwysers in die hantering van gedragsprobleme in die klaskamer en maak ook aanbevelings vir verdere navorsing in hierdie verband.

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Van, Wyk Renera Elsabé. „Teachers' perceptions about language practices and choices in schools in Mpumalanga, South Africa for learners with severe intellectual disability“. Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/76358.

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Supporting learners with a severe intellectual disability (SID) who come from diverse language backgrounds presents teachers with complex choices and decisions regarding the language(s) they use in their classrooms. Understanding teachers' perceptions in this matter can assist all role players, such as administrators and policy makers as well as auxiliary support personnel such as speech-language therapists, to support teachers in their decisions and practices. This study aimed to investigate the perceptions of foundation phase teachers in schools for learners with SID, that have high linguistic diversity, about their language practices and choices. Specifically, the study aimed to: (i) describe the language(s) teachers use with the learners in their classrooms; (ii) to describe the factors that teachers take into account when deciding on which language(s) to use with their learners; and (iii) to explore teachers' beliefs and feelings about language practices and choices for learners with SID in their classes.
Mini Dissertation (MA AAC)--University of Pretoria, 2020.
Centre for Augmentative and Alternative Communication (CAAC)
MA (AAC)
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Ngxata, Ncediwe Gratia. „An exploratory study of inclusion of learners with visual impairment into mainstream schools : the learners' parents' and educators' perspectives“. Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1008096.

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The study explores the experiences of inclusion of learners with visual impairment into mainstream schools in Mdantsane and Duncan Village in the Eastern Cape. The learners previously attended a special school away from home for the visually impaired in Port Elizabeth. The study delves into the barriers to inclusion as identified by the parents, educators and learners. A study of this nature was essential as many learners with visual impairment, are sent away to special schools on the grounds that they are unfit to attend mainstream schools when they could do well in mainstream schools when provided with appropriate support. As inclusive education is fairly new in South Africa, studies of this kind provide the Department of Education with some understanding of what the situation is with regard to the implementation of inclusive policies. The study attempts to establish from the participants what they think inclusive education is, the reason for introducing inclusive education, the barriers to inclusive education and the kind of support required to implement inclusive education in South Africa. Data collection was through semi-structured interviews and focus groups. A sample of educators, learners and parents was selected from two high schools and one primary school. Coding was used in data reduction and analysis. The study revealed that some learners, educators and parents are not totally against inclusive education as long as they could be provided with the necessary support. The study also revealed the excitement of learners and parents about attending nearby schools which are close to their homes. However two parents and learners are not satisfied due to lack of support and would rather go back to special school. The study ends with recommendations about how inclusive education could be intensified to ensure that learners with disabilities benefit from the mainstream schools. There is no doubt that this research study will be a strong contribution towards inclusive education initiatives particularly with regard to learners with visual impairment in the Eastern Cape Province.

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Shadaya, Girlie. „The implementation of inclusion policy for learners with special education needs: a case study of four primary schools in the Grahamstown District“. Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1006239.

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Inclusion is successful when all stakeholders in the education system accept the challenge to work together and to do their fair share of educating all children. Although the teacher has been placed at the heart of the system as a key person in shaping inclusion, the district office (Department of Education), schools, teachers and parents must engage in collaborative team-driven decision making that is focused on interventions designed to enhance social outcomes for learners. The aim of this study was to assess the implementation of the inclusion policy for learners with special education needs. This study made use a mixed method research approach which engaged both qualitative and quantitative research methodologies. A total of twenty primary school teachers filled a questionnaire that had three parts: (i) Teacher demographics, (ii) Instructional modifications and (iii) Teaching strategies. Interviews, documents and observations were also used to collect data. Data was analysed by statistical and non-statistical procedures. Results showed that the inclusion policy is being implemented in schools. However, there are challenges that are being faced. For one, teachers have not received adequate training with regards to inclusive education. Staff development workshops to try and address this challenge are minimal, there is not enough collaboration being demonstrated by the different stakeholders with regards to support and monitoring the implementation process. The study recommends that all teachers and other personnel in the school receive adequate training. Also, the need for support must be met. Further studies could consider attitudes to inclusive education and the relationship between learner success and teacher preparedness in inclusive educational models.

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Ferreira, Xanthe Rune. „An exploratory investigation on the subsequent experiences of emotional, verbal and physical abuse by learners on the well- being of high school teachers in Port Elizabeth“. Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/12414.

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The main aim of this study was to investigate and explore how the emotional, verbal and or physical abuse of teachers by learners could impact on the general well-being of high school teachers in the Port Elizabeth region.This study asked how does the emotional, verbal and or physical abuse of teachers by learners impact on the general well-being of teachers? It also set out to find out what types of abuse teachers experience the most, how frequently teachers are exposed to abuse by learners and if there are any solutions to teacher abuse that can be offered. A teacher should be seen as someone who imparts knowledge, a person that creates an atmosphere for learning, a facilitator. Teachers are there to teach, although this is sadly not the case in schools anymore. Teachers are being abused by their learners in the classrooms and very few incidents are ever reported as teachers fear the repercussions of perhaps being told that because a class is misbehaving that they lack the necessary skills to be proficient teachers. There is limited literature available on the topic especially with regards to teacher abuse by learners in South Africa as the main focus used to be how teachers could be abusive to the learners and not the learners being abusive towards their teachers. This situation as is in South Africa at the moment can be seen as a silent epidemic. This study made use of a pragmatic paradigm that included both quantitative and qualitative research and data collection methods and an explanatory design was used to display the findings.

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Maluma, T. R. „The attitude of educators towards assessment in schools where learners with barriers are included: a case study“. Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2821.

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Assignment (MEd (Educational Psychology))--Universsity of Stellenbosch, 2009.
Within the movement towards an inclusive society in South Africa, learners experiencing learning barriers are included in mainstream schools. With the inclusion of these learners, there seems to be a trend of learners repeating the same grade more than twice. There seems to be a problem with regard to assessment in classrooms where these learners are present, which could be related to teachers' skills and attitudes. This is a problem found in Venda, Limpopo Province in the Dzindi circuit. Learners experiencing learning barriers in this circuit are not assessed as prescribed by the assessment policy and the draft guideline for the implementation of inclusive education (second draft). The background of Venda rural communities has an influence on educators' attitudes towards assessment of these learners. This study investigates the attitudes of educators towards assessment of learners who have been enrolled in the three primary schools. The research was conducted at three primary schools in the Dzindi Circuit, Limpopo. A qualitative approach was used and the results of this study indicate that educators would prefer to assess non-disabled learners rather than learners with learning barriers. Educators feel that they are inadequately trained, and therefore do not possess the necessary knowledge and skills for assessing learners with barriers in their classroom. School-based in-service training should be introduced to prepare all qualified educators for this task. Specialized training should be introduced into every training program, aimed at training all prospective educators to manage the full range of barriers that they will encounter in their classrooms. The results also suggest that support teams should be in place and that the number of learners in mainstream classes be reduced so that better support can be provided.

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Thobela, Nompapa Regina. „The perceptions of principals and teachers of learners with HIV/Aids“. Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1909.

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Thesis (MEd (Educational Psychology))--University of Stellenbosch, 2009.
ENGLISH ABSTRACT: The HIV/AIDS pandemic presents many challenges to education in South Africa. The National Department of Education declared itself a central player in addressing the many challenges presented by HIV/AIDS. An important challenge relates to an increase in learners that experience barriers to learning and development in schools and classrooms. Education White Paper 6 of 2001 (Department of Education, 2001) emphasised that the implementation of inclusive education in schools should take the incidence and impact of HIV/AIDS into consideration and that learners with HIV/AIDS should be included into schools and given the necessary support to ensure quality learning. To successfully include and support learners with HIV/AIDS, principals and teachers should hold positive perceptions on the inclusion of these learners in schools and classrooms. Before strategies and techniques on how to support learners with HIV/AIDS can therefore be developed effectively, principals' and teachers' perceptions on the inclusion of these learners should be explored. This qualitative study was designed to explore the perceptions of principals and teachers on the inclusion of learners with HIV/AIDS in mainstream schools and classrooms. The research was done within an interpretative paradigm. A qualitative research methodology was employed with purposive sampling of participants, semi-structured individual interviews and constant comparative analysis. Research findings indicate that learners with HIV/AIDS as a chronic illness were accommodated in mainstream schools and classrooms in the community under investigation. The findings also suggest that positive attitudes would result in meaningful relationships between teachers, learners and parents. The findings furthermore indicate that certain teachers, especially those working in schools in the senior and further education phases in the specific community, should develop more positive perceptions of learners with HIV/AIDS in order to render appropriate support and care. Knowledge and training were found to be lacking. The transdisciplinary approach to support with its emphasis on collaboration across boundaries was seen as the most appropriate approach in addressing the diverse needs of all learners with HIV/AIDS. v
AFRIKAANS OPSOMMING: Die MIV/vigs-pandemie skep baie uitdagings vir die onderwys in Suid-Afrika. Die Nasionale Departement van Onderwys het verklaar dat dit sentrale rolspeler is in die aanspreek van die vele uitdagings wat MIV/vigs bied. Een belangrike uitdaging in skole en klaskamers hou verband met toename in leerders wat hindernisse tot leer en ontwikkeling ervaar. Die Onderwyswitskrif 6 van 2001 (Departement van Onderwys, 2001) het beklemtoon dat in die implementering van inklusiewe onderwys in skole, die voorkoms en impak van MIV/vigs in aanmerking moet neem en dat leerders met MIV/vigs in skole ingesluit moet word. Dit beveel voorts aan dat hulle die nodige ondersteuning moet kry om gehalte-onderwys te verseker. Ten einde leerders met MIV/vigs suksesvol in te sluit en hulle te ondersteun moet skoolhoofde en onderwysers positiewe persepsies huldig oor die insluiting van hierdie leerders. Voordat strategieë en tegnieke om leerders met MIV/vigs in skole en klaskamers te ondersteun effektief ontwikkel kan word, moet skoolhoofde en onderwysers se persepsies omtrent die insluiting van hierdie leerders eers ondersoek word. Hierdie kwalitatiewe ondersoek is ontwerp om die persepsies van skoolhoofde en onderwysers oor die insluiting van leerders wat met MIV/vigs geïnfekteer is in hoofstroomskole en -klaskamers te ondersoek. Die navorsing is binne interpretatiewe paradigma gedoen. Kwalitatiewe navorsingsmetodologie is gebruik met doelgerigte steekproefneming van deelnemers, semi-gestruktureerde individuele onderhoude en konstant-vergelykende analise. Navorsingsbevindings het aangetoon dat die gemeenskap wat ondersoek is leerders met MIV/vigs as chroniese siekte in hoofstroomskole en-klaskamers akkommodeer. Dit het ook uit die bevindings geblyk dat positiewe houding betekenisvolle verhoudings tussen onderwysers, leerders en ouers tot gevolg sou hê. Die bevindings het verder aangetoon dat sekere onderwysers, veral diegene wat in skole in die senior en voortgesette onderwysfases in die besondere gemeenskap werk, meer positiewe persepsies moet ontwikkel van leerders met MIV/vigs ten einde toepaslike ondersteuning en sorg te verskaf. Daar is bevind dat kennis en opleiding ontbreek. Die transdissiplinêre benadering tot ondersteuning, met sy klem op samewerking oor grense heen, is gesien as die toepaslikste benadering in die aanspreek van die diverse behoeftes van alle leerders met MIV/vigs.

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Robberts, Anna Sophia. „The influence of South African teachers' qualifications and experience on the mathematics performance of learners“. Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60978.

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The shocking mathematics results of South Africa's Grade 9 learners in TIMSS 2011 were received as a warning that all is not well with the country's educational system. Since good quality teaching is often associated with high performing learners, the influence of the teacher's level of education and years of teaching experience on the mathematics performance of Grade 9 learners is the focus of this study. The data originates from the South African participation in TIMSS 2011. The relative effects of these aspects on learners' performance were investigated by employing regression analysis with effect coding using the IDB Analyzer. The results suggest a positive relation between teacher education level and learner performance. The influence of years of experience on learner performance confirmed theories regarding teacher development stages and can be beneficial for professional development courses specifically aimed at teachers.
Dissertation (MEd)--University of Pretoria, 2016.
Science, Mathematics and Technology Education
MEd
Unrestricted

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Tuta, Thamsanqa Clifford. „Teachers’ perspectives of learners’ indiscipline on Grade 12 academic performance: a case of the Libode District“. Thesis, Walter Sisulu University, 2012. http://hdl.handle.net/11260/889.

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Evidence of the effects of indiscipline on the academic performance of grade 12 learners has been mixed. This study examined how indiscipline in the forms of disruptive, aggressive behaviour, alcohol and drug abuse affected levels of academic performance in a case study of public Senior Secondary Schools of the Libode Education District, Eastern Cape Province in the Republic of South Africa. A total of 25 teachers from two selected schools in the Libode District (10 men and 15 women) were randomly assigned to participate in both the quantitative and qualitative interview surveys conducted by the researcher. The study relied substantially on teacher ratings. The data were collected using interviews which were synthesized, analysed, presented and discussed within a specified time frame. The results adequately reflected on the three research questions of the study which were: To what extent do learners‘ aggressive and violent behaviour impede academic performance? Does imbibing alcohol and drugs influence learners‘ academic performance? To what extent does learners‘ disruptive behaviour affect their academic performance? It has been clearly indicated that disruptive, aggressive behaviour and alcohol and drug abuse have a negative impact on academic performance. The factors (disruptive, aggressive behaviour, alcohol and drug abuse) used in the analysis were identified as the main challenges to the educational development and academic achievement among learners; they pose a serious threat and have negative effects on students, teachers, the school environment and society. They originate from the same sources, however; these are mainly family background, society, cultural values, beliefs, technology, peer pressure and classroom management strategies employed by educators. Findings were discussed in the context of the main and sub research questions and recommendations were made.

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Mereko, Mantoa Margarett. „Perceptions of some primary school educators towards the inclusion of learners with disabilities in their mainstream classrooms in Manyatseng“. Thesis, Bloemfontein: Central University of Technology, Free State, 2008. http://hdl.handle.net/11462/224.

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Thesis (M. Tech.) - Central University of Technology, Free State, 2008
This study investigates how primary school educators in Manyatseng construct their meaning of their perceptions towards the inclusion of learners with disabilities in their mainstream classrooms. To arrive at the findings, the researcher used qualitative study to conduct the research. Literature was also reviewed to find out what the previous findings in other countries are with regard to the above mentioned research question. The Free Attitude Interview was also employed to obtain information concerning ideas, opinions, feelings and experiences of the four selected respondents. Grounded on the above findings and conclusions, the study recommends that efforts should not be spared to enable educators to adapt positive meaning making strategies. These strategies may be accompanied by enhanced positive feelings about their capability which may in turn also impact positively on their perception. The research further argues that this goal may be achieved through in service training, support services and empowerment, therefore further research needs to be conducted that will elaborate clearly, what the implications of perceptions in education are in teaching and learning, what are the most effective means of transferring strategies of meaning construction to educators with negative perception, how to strengthen and further sustain the positive meaning making strategies among educators who perception, how to strengthen and further sustain the positive meaning making strategies among educators perceive inclusion positively. Recommendations relating to educator empowerment through training and support are made as well as suggestions for further relevant research based on the concept generated in this research.

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Van, der Mescht Caroline. „Positions on the mat : a micro-ethnographic study of teachers' and learners' co-construction of an early literacy practice“. Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004333.

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This thesis reports on research into micro-interactions within the reading literacy event Reading on the Mat in three Grade One classrooms. This event is the core of literacy learning in Foundation Phase classrooms in formerly ‘white’, government-funded primary schools in the Eastern Cape, South Africa, and takes place daily for every child. It is literacy practice resembling Group Guided Reading. The research focused on teachers’ identity-forming decisions, actions and discourses as a way of examining micro-interactions within the literacy event. Hymes’s work on the ethnography of communication provided categories for the investigation. Using an ethnographic approach, I entered the sites of the study as a participant observer. There I focused on the central literacy event, in which a group of children and the teacher sit in close proximity. I made field notes, video recordings and audio recordings in three sets of visits spanning the full school year. These were supplemented by teacher interviews, consideration of reports and assessments, and an analysis of the text types used on the Mat, for example, graded readers, flash cards and phonics primers. Beginning with Hymes’ S.P.E.A.K.I.N.G. mnemonic, cycles of analysis using multiple instruments foregrounded the data. The central finding of this research is that in Reading on the Mat children are offered identities through strong normative work and embedded practices. Teachers promote positive identities for children as successful readers and create positive affect for reading activities. This positive positioning work is however undercut by three factors: first, the fact that activities on the Mat focus on decoding text fragments rather than interrogating whole texts. The resultant identity offered to children is one of code breakers alone. A finding subsidiary to this, but important for pedagogic practice, is that teachers’ choice of text types is the most powerful determinant of children’s code breaker identity. A second factor that undercuts children’s identity as successful readers is that, although they are active, they have little agency. This derives from the strong assessment focus of teachers on the Mat and their questioning practices. A third factor which undercuts the positive identity children are offered in this literacy event is that, by focusing primarily on decoding fragmented text and on assessment opportunities, teachers avoid engaging with issues of differentiation and disregard cultural and linguistic differences. Teachers’ choices, therefore, while creating a positive climate in the classroom and developing emergent readers who are effective decoders, construct children as limited literate subjects. The same choices enable teachers to ignore learner diversity.
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Didloft, Virginia Charmaine. „Improving the reading abililties of grade 9 learners: a classroom-based inquiry: how do I facilitate improvement in the reading abilities of my Grade 9 learners?“ Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/942.

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This thesis is a narrative account of how I have transformed my learning and teaching strategies for Grade 9 learners, generating my own living theory of teaching within a social context with the aim of enabling my learners to construct their own knowledge. My value-embedded practice is reflected in the values I attach to equality, inclusivity, social justice and basic human rights. These embodied values are also a reflection of my commitment to my Christian values which encompass my entire existence and have become the living standards by which I judge the quality of my research. My classroom-based action research methodology is a living transformational process which heralds a change for a more just practice and the inclusion and recognition of the individual. My findings about my learners’ and my own learning offer new conceptualisations about the capacity of my learners to learn in their own unique ways and according to their own potential. I am claiming that the significance of my research is grounded in my ability to demonstrate how I can unleash the untapped potential of learners failing to attain the desired outcomes. I show them how to learn confidently and successfully within a social context using prior knowledge, scaffolding and motivation as teaching and learning tools. This has potential inspiration for new forms of practice and theory in aiming to improve learners’ potential. A significant feature of my account is how my Christian values have been translated into my critical epistemological standards of judgement, and the development of a living theory of practice that enables me to account for educational influences in my learners’ and my own learning.

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Els, Catherine. „Occupational aspirations and gender stereotyping of Xhosa-speaking senior primary learners“. Thesis, University of Port Elizabeth, 2004. http://hdl.handle.net/10948/325.

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International research highlights conflicting results regarding factors that could play a role in the development of occupational aspirations and occupational gender stereotyping of primary school children. Some of the variables that have been identified are age, gender, ethnicity, socioeconomic status and societal influences. There has been some research emphasis on the career development of South Africans. However, studies that have been conducted have focused mainly on adolescents and adults. Furthermore, the majority of this research has focused on programme intervention and not on acquiring baseline information. There has been no research to date on the career development of South African Xhosa-speaking senior primary school children. The lack of career research on South African Xhosa-speaking children indicates the need for the present research. This study aims to describe and compare the occupational aspirations and occupational gender stereotyping (in terms of Holland’s occupational and status level typology) of male and female Xhosa-speaking senior primary school learners. The study also describes the possible gender stereotypical perceptions preadolescent children hold regarding certain occupations. A non-probability sample of 274 Xhosa-speaking children between the ages of 10 and 14 years was drawn from two primary schools in townships in the Nelson Mandela Metropole. An exploratory and descriptive research framework was utilised, with descriptive statistical procedures employed to summarise and report the data in a meaningful manner. The major findings of the present study indicate that Xhosa-speaking senior primary school children’s favourite occupational aspirations fit into Holland’s Investigative typology and high status level. Some gender differences were evident, with slightly more boys aspiring to Investigative occupations than girls. Both boys and girls demonstrated gender stereotypical perceptions regarding xiii which occupations were suitable for both genders, with boys more willing to accept girls into traditional male occupations than girls willing to accept boys into traditional female occupations. The results of the present study emphasise the need for further exploration of the occupational aspirations and occupational ge nder stereotyping of Xhosa-speaking senior primary school children. Future research needs to include other cultural and age groups in order to explore how personal and situational variables may differentially influence children’s occupational aspirations and occupational gender stereotyping.

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Gray, Wesley Barclay. „Apprenticing learners in the context of the Grade 10 physical science classroom“. Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003304.

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The number of African learners who participate and succeed in physical science is recognized to be ‘disturbingly low’. One of the factors attributed to the low levels of enrolment and performance in physical science is language. In this study, teaching and learning through the language of science is examined in the context of the bilingual classroom. A model of analysis is constructed that (1) extends the notion of the language of science to include the mathematical and visual ‘languages’ of science, (2) takes recognition of the manner in which language, content, and values and beliefs construct the science learner, and (3) moves beyond the characterization of teaching and learning according to the dichotomy of the ‘traditional’/ the ‘progressive’. The model of analysis draws upon the central concepts of a sociocultural model of pedagogy, namely the ‘developmental model’. In addition, the model of analysis makes use of Systemic Functional Linguistics to examine teaching and learning at the micro level of classroom interaction. This study reveals the complex nature in which the language, content, and values and beliefs change as a lesson unfolds: teaching and learning through the language of science has been shown in these classrooms to be marked by features of both a ‘traditional’ and a ‘progressive’ model – each of which appears to serve different functions in the overall construction of the science learner. In addition, this study begins to uncover how a ‘successful’ teacher equips his/ her learners in the context of the bilingual physical science classroom: teaching and learning through the language of science has been shown in these classrooms to incorporate complex and varied strategies that depend upon choices made by both the teacher and learners. These findings substantiate the need to understand the challenges teachers and learners face in the bilingual physical science classroom in ways that acknowledge the complexity of the teaching and learning process.

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Kakaza, Sandile. „Grade twelve learners' experiences of an NGO's life skills programme“. Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/42899.

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MEdPsych--Stellenbosch University, 2005.
ENGLISH ABSTRACT: After the apartheid regime of the white minority was dismantled, a new democratically elected government took power for the first time in the history of South Africa. This newly elected government brought new curriculum policies that have completely changed the education system in the country. Among was the Curriculum 2005,which used outcomes based education (OBE) for as the organising principle. The aim of this study is to gain insight in to the experiences of Grade 12 learners who attended a Life Skills programme run by Association for Educational transformation (ASSET). ASSET is a non-governmental organisation that provided supplementary tuition to Grade 11 and 12 learners in the Khayelitsha and Langa Centre. The research methodology was a qualitative case study of Xhosa-speaking boys and girls who were between seventeen and twenty-one years of age. The participants were selected from learners who lived in Khayelitsha and who are attending the Life Skills programme at the centre. The methods used during data collection were interviews, note taking and a literature review. The data analysis was done by using a procedure of content analysis where manageable units of data were coded into categories and themes. These themes and categories were interpreted and matched with the relevant literature. http://scholar.sun.ac.za/ IV The findings of the study suggest that the Life Skills programme run by ASSET helped learners in acquiring life skills that may help them to handle challenges they may face. The learners interviewed for the study indicated that the programme had helped them to deal effectively with challenges such as teenage pregnancy, HIV/AIDS, substance abuse and relationships. In addition, the learners suggested that the programme had expanded their knowledge about careers, tertiary institutions and the field of work. The findings of the study will be used by ASSET for further programme development.
AFRIKAANSE OPSOMMING: Nadat die apartheidsregime van die wit minderheid afgetakel is, het 'n nuutverkose demokratiese regering vir die eerste keer in die geskiedenis van Suid-Afrika die mag oorgeneem. Hierdie nuutverkose regering het nuwe kurrikulumbeleid bepaal wat die onderwysstelsel in die land heeltemal verander het, en onder andere Kurrikulum 2005 en uitkomsgebaseerde onderwys (UGO) vir skole ingesluit het. Hierdie navorsing ondersoek die lewensvaardigheidsprogram vir graad I2-leerders wat deur ASSET by die Khayelitsha Sentrum bedryf word. Die doel van hierdie ondersoek is om insig te kry in die ervaring van graad I2-leerders wat die lewensvaardigheidsprogram van ASSET bygewoon het. Nadat die apartheideidsbewind van die wit minderheidsgroep ontbind is, het 'n nuutverkose demokratiese regering vir die eerste keer in die geskiedenis van Suid-Afrika aan bewind gekom." Die ondersoek is belangrik omdat dit leerders sal help om lewensvaardighede te verwerf wat hulle kan help om vraagstukke wat met MIVNigs, persoonlike probleme, misdaad en geweld, armoede, tienerswangerskap, verhoudings en beroepskeuses verband hou, te hanteer. Die navorsingsmetode was 'n kwalitatiewe gevallestudie met Xhosasprekende seuns en dogters van tussen sewentien en een-en-twintig jaar oud. Die proefpersone is geselekteer uit leerders wat die lewensvaardigheidsprogram by die Sentrum bygewoon het, veral dié wat in Khayelitsha woon, omdat hulle die Sentrum maklik kon bereik. Die metodes wat tydens data-insameling gebruik is, was onderhoude, aantekeninge en literatuuroorsig. Die data-analise is gedoen volgens 'n prosedure van oop kodering waartydens hanteerbare data-eenhede volgens kategorieë en temas gekodeer is. Hierdie temas en kategorieë is geïnterpreteer en met die literatuur vergelyk. Die navorsingsresultate dui daarop dat die lewensvaardigheidsprogram wat deur ASSET bedryf word, leerders gehelp het om lewensvaardighede te verwerf wat hulle kan help om uitdagings te hanteer. Die leerders met wie daar vir die ondersoek onderhoude gevoer is, het aangetoon dat die program hulle gehelp het om uitdagings soos tienerswangerskap, MIV/Vigs, dwelmmisbruik en verhoudings doeltreffend te hanteer. Verder het die leerders aangedui dat die program hulle kennis aangaande beroepe, tersiêre instellings en die wêreld van werk uitgebrei het. Voorstelle met betrekking tot die ondersoek is gemaak.

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Thabana, M. „The development of the teacher support team in assisting teachers of learners with special educational needs in one school in Khayelitsha“. University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This research study explored the process in the development of theTeacher Support Team in assisting teachers of learners with special educational needs in the mainstream classroom. This research was conducted in the context of the restructuring of the South African Education system. The Policy Document White Paper 6 (2001) states that all learners irrespective of the barriers to learning and development have a right to be educated in the ordinary school, together with their peers.

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De, Jager Marina, und Johanna Geldenhuys. „Introducing and intervention programme for grade 2 Afrikaans home language learners with reading, comprehension and phonics barriers“. Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/6801.

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This research study was aimed at the Grade 2 Afrikaans Home Language learners who encounter reading, comprehension and phonics barriers in an inclusive classroom. The Grade 2 Curriculum and Assessment Policy Statement (CAPS) Home Language curriculum and pass requirements that the learners have to master in the mainstream, was a major concern. Consequently, seventy per cent of the Grade 2 Afrikaans learners have already failed Grade 1 or 2; and some seemed to be borderline cases; as their pace of development was so slow. The intervention programme was implemented intensively outside normal school hours, through qualitative and quantitative data collection, known as the multi-method. The research approaches were conducted through action research and case-study research. Bronfenbrenner’s model indicated that intrinsic and extrinsic factors cannot be disregarded in the learner’s holistic development; therefore, parent involvement was vital during the research study. As the Individual Learner Support Team (ILST) coordinator at the research school, I have experienced the despair and perplexity of the teachers, when dealing with teaching challenges; but also, that of the learners, who face barriers to learning. A sample of six learners was identified; and one parent in each household was active during the study. The parent’s responses varied from limited to worthy feedback throughout the intervention programme. The learners’ responses were observed during the intervention programme, the classroom situation; and their perceptions during the semi-structured interviews were recorded. The intervention programme links with the Screening, Identification, Assessment and Support of SIAS process; and it involved the assistance of a remedial expert by applying remedial education, without psychometric tests. The findings revealed that the learner must be intrinsically motivated to co-operate fully. And this relates to both intrinsic and extrinsic influences. Recommendations are offered to the various stakeholders, who are directly or indirectly engaged in the learner’s scholastic development, to ensure corrective and supportive measures, which are conducive to learning.

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Njambatwa, Mluleki. „Teenage fathers as learners in a Butterworth Secondary School: implications for sex education“. Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006294.

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Teenage pregnancy is one of the social and health problems in many communities of South Africa and is escalating (Richter, 2005). Teenage pregnancy is also a global health problem as it affects the whole world and has been a concern to health workers like medical doctors, nurses, community developers, educators and parents (Maholo, 2009). In addition, the risk of dropping out of school due to pregnancy is considerable to teenagers as it results in a lack of qualifications and future unemployment.The purpose of this study was to determine the perceptions and experience of teenage fathers who are both learners and fathers and their views on the effects of teenage pregnancy. Furthermore, this investigation was undertaken to investigate the implications of teenage fathers‘ experiences on sex education. This study followed qualitative research approach as it is based on male teenage pregnancy which is a real consequence of teenagers engaging in sexual activities (Silverman, 2006). In this study the data collected through in depth interviews and personal journals were analyzed.This study revealed that all the teenage fathers interviewed were not happy that they were teenage fathers instead they were disappointed, shocked, and regretful and did not believe that they could become fathers at their respective ages. They also regretted themselves for becoming teenage fathers as it delays them in their studies. They have been taught about sex education at school in a learning area called life orientation so they do not blame school but themselves for their actions.

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Van, Vollenhoven Willem Johannes. „Learners’ understanding of their right to freedom of expression in South Africa“. Thesis, University of Pretoria, 2005. http://hdl.handle.net/2263/25528.

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Newspapers often report on the violation of learners’ rights. Many of these violations and critical incidents are related to the right to freedom of expression, which is internationally viewed as a core right in a democracy. My inquiry focused on grade 11 learners’ understanding of the right to freedom of expression. It is important to understand learners’ understanding of the right to freedom of expression, as they are the leaders of tomorrow and the right to freedom of expression is central to the survival of democracy. This inquiry was informed by an interpretivist paradigm. Atlas.ti™ was used to systematically analyse the data and categorise it into three hermeneutic units. This computer-aided qualitative data analysis software (CAQDAS) tool facilitated the process of analysis and enhanced the validity of the research. During the inductive process of analysis two patterns crystallised, viz. the absolutising of the right to freedom of expression by some learners and the lack of skills to implement the limitation to the right to freedom of expression in schools. The main findings indicated that some learners did not have knowledge regarding the right to freedom of expression, although most learners were aware that they could speak their minds under this right. Furthermore, learners didn’t seem to know how to exercise the right to freedom of expression. One of the factors disrupting the implementation of the right to freedom of expression in schools is the perpetuation of an authoritarian culture in schools. Theoretical and practical recommendations are suggested and avenues for future research are identified.
Thesis (PhD (Education Management))--University of Pretoria, 2007.
Education Management and Policy Studies
unrestricted

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Irwin, Michael Padric. „An investigation of online threat awareness and behaviour patterns amongst secondary school learners“. Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1002965.

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The research area of this work is online threat awareness within an information security context. The research was carried out on secondary school learners at boarding schools in Grahamstown. The participating learners were in Grades 8 to 12. The goals of the research included determining the actual levels of awareness, the difference between these and self-perceived levels of the participants, the assessment of risk in terms of online behaviour, and the determination of any gender differences in the answers provided by the respondents. A review of relevant literature and similar studies was carried out, and data was collected from the participating schools via an online questionnaire. This data was analysed and discussed within the frameworks of awareness of threats, online privacy social media, sexting, cyberbullying and password habits. The concepts of information security and online privacy are present throughout these discussion chapters, providing the themes for linking the discussion points together. The results of this research show that the respondents have a high level of risk. This is due to the gaps identified in actual awareness and perception, as well as the exhibition of online behaviour patterns that are considered high risk. A strong need for the construction and adoption of threat awareness programmes by these and other schools is identified, as are areas of particular need for inclusion in such programmes. Some gender differences are present, but not to the extent that, there is as significant difference between male and female respondents in terms of overall awareness, knowledge and behaviour.

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Ngqela, Nozuko. „Exploring learners' experiences of violence in a township high school“. Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5165.

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Thesis (MEdPsych))--University of Stellenbosch, 2010.
Bibliography
ENGLISH ABSTRACT: School violence is a reality in South African township schools contaminating the school environment and jeopardizing the educational process. The aim of this study is to explore adolescent learners' experience of school violence in township high schools in order to develop and recommend a school prevention intervention programme/strategy. The study is explained in the theoretical framework of the bio-ecosystemic theory where violence is discussed as a reaction and as an action that occurs through reciprocal interaction between systems and the social environment. Through this interaction, adolescent learners are exposed to individual, family, school and community risk factors which place them at risk. Literature shows that schools in the township are sites of widespread violence; and these impacts on learners‟ emotional well-being. School violence also reflects the relationship that exists between what occurs in schools and what happens in learners' homes and communities. The specific design selected for this study is a case study and is qualitative and explorative in nature. Unstructured interviews were conducted with individual learners and focus groups to gather information regarding adolescents' experiences of school violence. The data was analysed with three main themes emerging during the participants' interviews. The findings revealed that a significant number of adolescent learners in the township school have experienced some form of gender-related violence at school, and that boys are more often the perpetrators of this school violence. The findings further showed that lack of safety and class management is another cause of violence and the violent activities within the school are a symptom of the social ills of the community within which the school is situated. Conclusions drawn from the study are that school violence is a multifaceted phenomenon and, based on these findings, it is recommended that a 'whole school' and an integrated approach be taken when dealing with violence in schools.
AFRIKAANSE OPSOMMING: Toenemende geweld in skole in Suid-Afrikaanse townships bederf die skoolomgewing en belemmer die opvoedkundige proses. Die doel van hierdie studie is om leerders se ervarings van geweld in hoërskole in townships te verken, ten einde 'n voorkomingsprogram/-strategie vir skole te ontwikkel en aan te beveel. Die studie gebruik die teoretiese raamwerk van die bio-ekosistemiese teorie waarbinne geweld bespreek word as 'n aksie en 'n reaksie wat plaasvind deur wedersydse interaksie tussen die sisteme en die sosiale omgewing. Hierdie interaksie kan adolessente leerders aan individuele, gesinsverwante, skool- en gemeenskapsrisikofaktore blootstel. Die studie wys dat skole in townships die ligging is van wydverspreide geweld wat 'n uitwerking het op leerders se akademiese prestasie. Dit wys ook dat geweld in skole 'n weerspieëling is van die verhouding wat bestaan tussen gebeure in die skool en gebeure in die leerders se huise en gemeenskappe. Die navorsingsontwerp vir hierdie studie is dié van 'n gevallestudie. Dit is kwalitatief en verkennend van aard. Ongestruktureerde onderhoude is met leerders en fokusgroepe gevoer om inligting rakende hulle ervarings van geweld in skole in te win. Die data is ontleed na aanleiding van drie temas wat tydens die onderhoude na vore gekom het. Die bevindinge het gewys dat 'n noemenswaardige aantal adolessente leerders in townshipskole een of ander vorm van geweld ervaar het, en dat seuns gewoonlik die aanrigters van die geweld is. Die studie het voorts gevind dat akademiese prestasie ernstig beïnvloed word deur geweld wat binne en buite die skoolgronde plaasvind, en ook dat geweld binne die skole 'n simptoom is van die sosiale euwels van die gemeenskap waarbinne die skole geleë is. Die studie se gevolgtrekking is dat geweld in skole 'n veelvlakkige fenomeen is. Die aanbeveling wat op hierdie gevolgtrekking berus is dat 'n "heel skool" geïntegreerde benadering gevolg moet word wanneer daar met geweld in skole gewerk word.

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Kenyon, Tracy Karen. „An investigation into school learners' perceptions of linguistic politeness norms within and across cultures“. Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1004715.

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The assumption underlying this study is that cultures differ in terms of politeness norms. Often people from different cultures approach one another in what they think is an appropriate manner and the outcome is miscommunication. This may be attributed to differing cultural norms and this study aims to examine what a sample of school learners perceive to be polite behaviour when making requests and their reasons for doing so. This study focuses on perceived politeness norms (Brown and Levinson 1978) in English across selected South African cultures. The individuals are seen as reflecting a cultural identity, using norms that they feel are appropriate in given situations. Previous researchers have endeavoured to show that politeness norms are universal, but it has emerged that this is not always the case. When people from differing language and cultural backgrounds come into contact they have to find a common ground for their interaction to be successful (Lustig and Koester 1999). Of particular interest is the way people request things, both the way they phrase their request and their reasons for phrasing it this way. In order to investigate this, twenty-nine same-sex pairs of Grade 10 learners were selected from three schools with different cultural backgrounds in Grahamstown. These learners were required to complete a Discourse Completion Test, which contained both Think-Aloud and Retrospection Procedures, while they were being audio-taped. This data was transcribed and analysed using a model that was developed and adapted to describe request strategies. This data is shown through the use of basic statistics, even though it is primarily qualitative. The data is given this qualitative dimension by looking at the factors that the co-conversants attend to. The recorded data shows that although second language speakers of English have a formula for requesting things, they are not always able to articulate why they use the request strategies they do. It appears that English first language speakers and speakers who have English as an additional language request things similarly, but the first language speakers have access to a greater variety of politeness strategies. They also attend to different contextual features. This shows that while the need to be polite seems to be universal, the expectations of the speakers will be different and while a first language speaker of English would not misinterpret the force of a given speech act, they may feel that the person who has English as an additional language is rude. Sensitivity is therefore called for in order to combat mutual negative stereotyping and misunderstandings.
KMBT_363
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Rasana, Nomakhosazana Hazel. „The reading preferences of grade 11 ESL learners in Grahamstown“. Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1003604.

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This survey investigates learners’ reading preferences in selected Eastern Cape secondary schools where English is taught as a second language. It seeks to understand the reading patterns and interests of Grade 11s, and the role played by parents, teachers, school and public libraries in promoting a love for reading. Focus group interviews and questionnaires were used to gather data over a period of six weeks. All Grade 11 learners from eight Grahamstown secondary schools where English is taught as a second language participated. Data was analysed using Biomedical Data Programme Statistical Software (BMDP). Chi-square (X ²) tests and t-tests for proportions were used specifically to determine significant differences in the groups (i.e. gender effect, schools and language effect). The data suggest that ESL Grade 11s: 1) do have preferred reading material; 2) have preferred authors; 3) have a preferred language they read in; and 4) read for information. Limited access to reading material affects their reading patterns and ability.

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Maharaj, Ishara. „Educators' perceptions of learners' intelligences“. Thesis, 2006. http://hdl.handle.net/10413/931.

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Educators from schools located in the Midlands region of KwaZulu Natal were approached to participate in the present study with the aim of investigating educators' perceptions of their learners' intelligence. School type differences in educator estimates of their learners' overall and multiple intelligences, and the best predictors of learners' overall intelligence were investigated. Information was elicited pertaining to educators' views on intelligence and the multiple intelligences most valued in pedagogical practice. A questionnaire was administered to educators from Previously Disadvantaged High and Primary Schools, and Ex-Model C High and Primary Schools. Educators from Previously Disadvantaged High Schools gave comparatively lower estimations of their male and female learners' intelligences. Mathematical and verbal intelligence were shown to predominate as the foundations for academic intelligence, especially for male learners, while cultural and social intelligences were included as best predictors of female learners' overall intelligence. A preponderance of the Western associated academic intelligences (mathematical and verbal) was demonstrated in pedagogical practices. The study highlights the need to engage with educators' implicit perceptions of intelligence to facilitate change in education.
Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

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Mashile, Lemohang Ditokelo. „Teachers bullied: exploring the victimisation of teachers by learners in high schools in the Johannesburg South Region“. Thesis, 2017. https://hdl.handle.net/10539/24751.

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A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Arts in Social Work in the field of Occupational Social Work, September 2017
School violence over the years has been on an increase. It has been particularly known and researched that learners have been affected by such a persistent phenomenon (Burton & Leoschut, 2013). Notably, teachers themselves are increasingly becoming victims of school violence. It has been said that much of the school violence stems from the violent nature of society; violence in society being complex in nature (Mncube & Harber, 2012). Limited research has been directed towards exploring victimisation of teachers by their learners, hence the interest in the topic. In order for one to gain knowledge and insight in this topic, the qualitative approach and a case study design was used. The unit of analysis consisted of 5 high school teachers within the Johannesburg South Region. Snowballing, which is a type of non – probability sampling was used to identify participants. A semi – structured interview scheduled was used as a data gathering tool, during the face – to face interviews. The thematic content analysis was used to analyse the data collected, so as to find common themes and topics relevant to the study. As predicted, the study helped in gaining insights in understanding the consequences of school violence and bullying on teachers. It helped in understanding teachers’ experiences of school violence and the consequences it has in the workplace. Additionally, it assisted in gaining insight on what may contribute towards the creation of a healthier work environment.
XL2018

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Xitlhabana, Salani George. „Guidelines for teachers working with learners with a hearing-impairment“. Thesis, 2012. http://hdl.handle.net/10210/6421.

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M.Ed.
The advances in the education of the learners with hearing-impairment in our schools is inhibited by several factors, for example, lack of trained and dedicated teachers, the lack of full time parent commitment and participation. Communication creates another problem due to the lack of Sign language, books and training manuals, and related teaching aids in the classroom. The major problem experienced in schools for learners with hearing-impairment is that teachers are not trained or skilled in teaching learners suffering from hearingimpairment. Reflecting on the lack of trained teachers Storbeck (1997:3) states that teachers of learners with hearing-impairment in South Africa, are not required to have undergone specialised teacher training to thus qualify for teaching learners with hearing-impairment. In the first instance as a result of involvement and participation in the instruction of hearing-impaired learners, also as principal of a school dealing with hearingimpaired and partially hearing-impaired learners, the researcher has come to realise that these learners experience specific problems. Furthermore, the researcher has also gained further appreciation of the teaching practices and teaching cultures that are in existence at schools for the hearing-impaired learners. In the second instance, lack of qualified teachers seems to be an important aspect of the problem. This distinct lack of qualified teachers in this field of learning and instruction has again placed emphasis on the fact that research in this context is essential and absolutely vital. In the third instance, the Government has appealed for improvement of teaching standards and commitment in general, and in this context it is also applicable to the hearing-impaired learners and the schools serving these learners specifically. As educators, we have to create and initiate some form of action to address the problems of the hearing-impaired learner, thus creating a scenario and opportunity for them to develop and become citizens contributing to future progress and achievements. The problem is that the hearing-impaired learner does not succeed at school. The research questions are: (a) "What kind of problems do hearing-impaired learners encounter at school? and (b) what are the guidelines for teachers to adapt when teaching in the classroom of the hearing-impaired learners?" The aims of the study are: to identify the learning problems encountered by the grade 8 and 9 hearingimpaired learners in the classroom; to provide guidelines to teachers to adapt their teaching in the classroom of the hearing impaired learners.

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Pooley, Megan Lisa. „Teachers' approaches to teaching Patrick Flanery's novel Absolution to Grade 12 learners at two IEB schools in Johannesburg“. Thesis, 2017. https://hdl.handle.net/10539/31339.

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A minor dissertation submitted in partial fulfillment of the requirements of the degree of Master in Education Faculty of Humanities University of the Witwatersrand
As a prescribed Grade 12 IEB (Independent Exams Board) English Home Language (HL) text, Absolution written by Patrick Flanery (2012) has proven to be a very difficult text to teach. It is for this reason that I have chosen to conduct research into the various ways that Grade 12 teachers have approached the teaching of this novel. In my experience as a Grade 12 English teacher my engagement with a vast variety of IEB prescribed English texts has been wholly accessible to learners and teachers, offering complete engagement and understanding of the various concepts explored within each text. As IEB (Independent Exams Board) prescribed English texts remain prescribed for the duration of two years, each year provides an opportunity to further develop my experience in conveying the nuances relating to theme, character and style. In my experience, such a process has always been achievable, satisfying and highly rewarding; however the option to select Absolution as the Grade 12 English Home Language set text for 2015 and 2016 presented challenges due to the complexities of both style and content inherent in this text. The unusually dense nature of this text has made it extremely difficult for Grade 12 learners to engage with the novel in a profound way. It is for this reason that I would like to conduct research into the methods and underlying models for teaching literature that IEB English teachers have used when approaching the teaching of this specific text in their Grade 12 English classrooms. Drawing on the models for teaching literature as first proposed by Ronald Carter and Michael Long (1991) as well as Gillian Lazar (1993), various teacher approaches will be investigated. Using a qualitative method of research, questionnaires were completed by two teachers from an independent school for girls and three teachers from an independent school for boys. Focused group interviews were conducted with one teacher from each of the schools as a way of clarifying certain responses to the questionnaire that was initially completed. Careful analysis of the data provided through both the questionnaire and the focused group interview, led to the conclusion that understanding literary theory as well as the context in which the novel is set is fundamental in allowing for an intensive study of the novel as well as a clear understanding of the nuances contained within the novel.
Andrew Chakane 2021

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Mapepa, Peter. „A wellness model for teachers in learner support for learners with hearing impairment“. Thesis, 2017. http://hdl.handle.net/10500/23122.

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The purpose of the study was to develop a wellness model for teachers in addressing learning barriers for learners with hearing impairment. The study is underpinned by three theories, namely, the Linguistic Interdependence Theory, the Universal Design for Learning and the Wellness Theory to generate understanding of how learners with hearing impairment learn. Ethical standards were adhered to in terms of gaining permission for access, issues of informed consent, voluntary participation, and confidentiality. The study is premised on the pragmatism philosophy that favours a mixed method approach, using both qualitative and quantitative methods of data collection and analysis and interpretation of data. The mixed method is a multi-method, ensuring multiple angles in data collection, interpretation and analysis. Data collection and analysis were concurrent because data were collected and analysed as soon as the data were available. The study used a purposive sampling approach to select samples of educators who responded to the questionnaires and those who participated in the interviews. Three provinces and 11 schools were purposively selected because of their history of providing quality education to learners with hearing impairment. The researcher knew all the schools. One hundred deaf educators (86 female and 14 male) participated in answering a semi-structured, self-completion questionnaire. All respondents were school-based teachers of the deaf, teaching Grade R to seven. Eleven primary school educators were interviewed, consisting of eight women and three men. Concurrent data analysis was used to compare quantitative and qualitative data, which revealed that learners faced several wellness challenges. Most of the learners faced literacy challenges in reading, communication with the hearing and limited academic, social and career dimensions. Some positive strides were showing in the physical and spiritual wellness through health promotion and moral education. The study proposed an integrated wellness model integrating the three lenses. The following four themes emerged from the study. The first theme is that academic challenges are major barriers faced by learners with hearing impairments. The second theme noted that deaf learners faced communication challenges. The third theme indicated curriculum, adaptation, and multidisciplinary teams as factor where hearing-impaired needed support to address barriers to learning. The last theme called for more programmes to be introduced to address academic, career, and spiritual wellness. A wellness model was proposed to assist educators to address the academic, social, career, emotional, physical, and spiritual wellness of the hearing-impaired learners
Inclusive Education
D. Ed. (Inclusive Education)

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Moyo, Khumbulani. „Secondary teachers' views regarding learners' awareness on household waste management in Newcastle South Africa“. Diss., 2021. http://hdl.handle.net/10500/27177.

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Abstracts in English, Sotho and Zulu
Waste generation is a global problem encountered by many nations. In recent years, population growth, booming urbanisation, an increase in economic activities and rise of communities’ living standards have significantly escalated household waste generation which has been a cause for concern. Waste production in households and schools imposes serious concern on the environment. To curb further depletion of environmental resources, sustainable consumption and household waste management practices and systems cannot be over emphasised. Therefore, the aim of the study was to explore the views of secondary school teachers’ views with regard to learners’ awareness of household waste management in Newcastle, South Africa. This study, following a qualitative approach, adopted a case study design to explore secondary teachers’ views on learners’ awareness on household waste management in the Newcastle municipality, in the Amajuba District, South Africa. By using semi- structured interviews, non-participatory observation and documents analysis, data were collected from three secondary schools and nine teachers, teaching Natural Sciences, Social Sciences and Life Orientation in Grade 8. The findings revealed that teachers understand the importance and benefits of household waste management although misconceptions of household waste management still prevailed. A challenge that emerged showed that teachers lack training to successfully integrate household waste management in their subjects. Their failure to identify household waste management themes in their CAPS subjects was sufficient evidence for the urgency of in-service training of teachers to assist them in integrating environmental education (EE) themes such as household waste management in their subjects. Although teachers experienced several challenges regarding implementing the theme of household waste management in their subjects, they considered the benefits outweighed the challenges.
Tlhahiso ya ditshila ke bothata bo aparetseng dinaha tse ngata. Dilemong tsa morao tjena, kgolo ya baahi, ho eketseha ha ditoropo, ho eketseha ha mesebetsi ya moruo, le ho phahama ha maemo a bophelo a baahi ho ekeditse tlhahiso ya ditshila tsa malapa ka mokgwa o bonahalang, e leng seo e leng sesosa sa ho tshwenyeha. Tlhahiso ya ditshila malapeng le dikolong e baka mathata a tebileng tikolohong. Ho thibela ho qepha ho eketsehileng ha mehlodi ya tikoloho, tshebediso e tsitsitseng le ditlwaelo tsa taolo ya ditshila tsa malapeng le ditsamaiso ho hloka ho elwa hloko ka tsela e kgethehileng. Kahoo, sepheo sa phuputso e ne e le ho hlahloba maikutlo a matitjhere a dikolo tse mahareng mabapi le tlhokomediso ya baithuti ka taolo ya ditshila tsa malapa Newcastle, Afrika Borwa. Phuputso, ka ho sebedisa mokgwa wa boleng, e amohetse moralo wa phuputso e ikgethileng ho hlahloba maikutlo a matitjhere a dikolo tse bohareng hodima tlhokomediso ya baithuti mabapi le taolo ya ditshila tsa malapa mmasepaleng wa Newcastle, Seterekeng sa Amajuba, Afrika Borwa. Ka ho sebedisa dipuisano tse hlophisitsweng hantle, tlhahlobo e sa kenyelletseng bonkakarolo le manollo ya ditokomane, datha e ile ya bokellwa ho tswa dikolong tse tharo tse bohareng le ho matitjhere a robong, a rutang Saense ya Tlhaho, Saense ya Phedisano le Thuto ya Bophelo bakeng sa baithuti ba Sehlopha sa 8. Diphetho di senotse hore matitjhere a utlwisisa bohlokwa le melemo ya taolo ya ditshila tsa malapa le hoja maikutlo a fosahetseng mabapi le taolo ya ditshila tsa malapa a ntse a atile. Phephetso e ileng ya hlaha e bontsha hore matitjhere a haellwa ke kwetliso ya ho kenyelletsa ka katleho taolo ya ditshila tsa malapa dithutong tsa bona. Ho hloleha ho kgetholla dihlooho tsa taolo ya ditshila tsa malapa dithutong tsa bona tsa CAPS e ne e le bopaki bo lekaneng ba ho potlaka ha kwetliso ya matitjhere a tshebetsong ho ba thusa ho kenyelletsa dihlooho tsa thuto ya tikoloho (EE) jwalo ka taolo ya ditshila tsa malapa dithutong tsa bona. Leha ele hore matitjhere a ile a ba le diphephetso mabapi le ho kenyelletsa dihlooho tsa taolo ya ditshila tsa malapa dithutong tsa bona, ba ile ba utlwa hore melemo e feta diphephetso.
Ukukhiqizeka kukadoti kuyinkinga ehlangabezana nezizwe eziningi emhlabeni. Eminyakeni esanda kudlula, ukukhula kwenani labantu, ukukhula kwamadolobha, ukukhula kwemisebenzi yamabhizinisi kanye nokukhuphuka kwezinga lempilo yabantu yikho okuye kwadala ukuthi imizi ikhiqize izinga eliphezulu likadoti/lenkukuma, okuyinkinga ebekade ivele isikhona. Ukukhiqizeka kukadoti emakhaya kanye nasezikoleni kudala izinkinga ezibi kakhulu endaweni. Ukuqeda ukumoshakala/ukuguga kwemithombo yezendawo okuqhubekela phambili, kusobala ukuthi kudingeka izindlela ezisimelele zokugaywa kukadothi kanye nezindlela zokulawula kukadothi kanti konke lokhu kuyiqiniso elingenakuphikiswa. Ngakho-ke, inhloso yocwaningo kwakuwukuphenya imibono yabafundisi bezikole zamabanga aphakeme mayelana nokuxwayisa uhlelo lokulawulwa kukadoti endaweni yase Newcastle, eNingizimu Afrika. Lolu cwaningo ngokulandela indlela yocwaningo eyencike kwingxoxo, luye lwalandela idizayini yocwaningo lotho ukuphenya imibono yabafundisi bamabanga aphakeme mayelana nokuxwayiswa kwabafundi ngokulawulwa kukadoti emakhaya ngaphansi kukamasipaladi waseNewcastle, ongaphansi kwesiFunda saseMajuba, eNingizimu Afrika. Idatha iye yaqoqwa ngokusebenzisa inhlolovo embaxambili, kwahlaziywa indlela yokuziphatha futhi kwahlaziywa imibhalo, kanti le datha iqoqwe ezikoleni zamabanga aphakeme ezintathu kanye nakubafundisi abayisishiyagalolunye, okungabafundisi abafundisa izifundo phecelezi Natural Sciences, Social Sciences kanye neLife Orientation yabafundi bakaGreyidi 8. Ulwazi olutholakele luveze ukuthi abafundisi bazwisisa ukubaluleka kanye nezinzuzo zohlelo lokulawulwa kukadoti, yize kusekhona ukudideka/ukungazwisisani mayelana nohlelo lokulawula ukuphatha kukadoti. Inselelo ebonakele, ikhombise ukuthi abafundisi baswela ukuqeqeshwa ukuze bakwazi ukuzwisisa kahle uhlelo lokulawulwa kukadoti kwizifundo zabo. Ukwehluleka kwabo ukwehlukanisa izindikimba zokulawulwa kukadoti emakhaya ezifundweni zabo zeCAPS kuye kwaba wubufakazi obanele besidingo esisheshayo sokuqeqeshwa kwabafundisi abasemsebenzini ukubanceda ukuba bakwazi ukuhlanganisa izindikimba zezifundo zezendawo environmental education (EE) ezinjengokulawulwa kukadoti ezifundweni zabo.Yize abafundisi behlangabezana nezinselele ezimbalwa mayelana nokusebenzisa indikimba yokulawulwa kukadoti ezifundweni zabo, baye babona ukuthi izinzuzo zalokhu zedlula izinselele.
Curriculum and Instructional Studies
M. Ed. (Environmental Education Curriculum)

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Bergman, Zinette Wilmyn. „An explanatory model of school dysfunctions from the perspectives of principals, teachers and learners“. Diss., 2011. http://hdl.handle.net/10500/10349.

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This thesis is based on research aimed to develop and test a systematic framework to describe and analyse dysfunctions in underperforming schools in South Africa, the Explanatory Model of School Dysfunctions. The theoretical foundation of the model was created by synthesising the literature from various disciplines and conceptualising dysfunctions in relation to their antecedents, motivations, and consequences. The model was then applied and refined on three different data sets. The three data sets included data from principals, teachers, and learners. The principal data consisted of 80 essays written by principals or their representatives, the teacher data of 40 essays from teachers in the Gauteng area, and the learner data of 1,500 open-ended responses from recent high school graduates in South Africa. Content Configuration Analysis explored how school dysfunctions varied in degree, kind, and interconnectedness. Four groups of dysfunctions were identified: dysfunctions relating to rules and rule breaking, issues of competence, resources, and issues extrinsic to the school context. After application and refinement, the Explanatory Model of School Dysfunctions was found to be a suitable model to account for the problem sets experienced by these three actor groups. The goal of this model is to provide a theory-based approach to analyse dysfunctions within schools and to invite researchers to explore these and other problems within this framework.
Psychology
M.A. (Psychology)

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Naicker, Aneshee. „Learners' experiences of educators' aggression in a secondary school in Gauteng“. Thesis, 2011. http://hdl.handle.net/10210/3643.

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M. Ed.
Adolescence is a phase in human development that is synonymous with change, namely, physical, cognitive, emotional and social changes. Educators start playing an important role in the lives of adolescents, and the school as an institution of learning is a place to promote social, emotional and intellectual growth that fosters the development of a positive self - concept in adolescent learners. The researcher was interested in the experiences of learners who witness educator aggression in the schooling environment and the impact this has on the adolescent learner and on the education system as a microcosm of the South African society. Current research on educator aggression indicates that aggression is detrimental to the emotional, social and mental health of learners, because aggression begets aggression. Guidelines are proposed to support both educators and learners who experience educator aggression, to facilitate their mental health. The research objectives were as follows: to explore and describe the learners’ experiences of educatoraggression in a secondary school in Gauteng; and to describe guidelines to assist learners and educators concerning educator aggression in order to facilitate their mental health. The data collected was used to formulate effective guidelines, designed to assist the adolescent learners and educators in a secondary school in Gauteng. Through this approach the researcher was able to gain insight into the experiences of learners related to educator aggression.

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Mostert, Hendrik Petrus. „Teachers' perceptions of homophobic victimisation among learners within independent secondary schools“. Thesis, 2013. http://hdl.handle.net/10539/12534.

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Discrimination based on sexual orientation takes place on a regular basis in schools today. A major form of discrimination among learners in secondary schools is homophobic victimisation. South Africa is a democratic society with laws that protect lesbian, gay, bisexual and transgender (LGBT) learners, yet discrimination towards these learners still occurs. The objective of this research is to investigate teachers’ perceptions of homophobic victimisation among learners within independent secondary schools. The researcher adopted a phenomenological approach. The research design was qualitative and of an exploratory, descriptive and contextual nature. Information was gathered through questioning participants via an open-ended, structured questionnaire. Teschs’s eight step method of data analysis was used. An independent coder, together with the researcher, analysed the data. Three themes (and attendant categories) were identified, discussed and supported with literature. The first of these themes pertains to the institutional level and the school context, in particular. The categories identified under this theme pertained to teachers’ thoughts regarding a culture of acceptance of homosexuality and school policy regarding sexual orientation and homophobic victimisation. The second theme related to the individual level of the teachers and their perceptions regarding, firstly, homosexuality and, secondly, homosexually-oriented learners. The third and final theme identified was that of the individual level of the learners and the difficulties they experience. In particular, these difficulties pertain to social difficulties, acts of verbal, physical and emotional victimisation and the learners’ self-concept.

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Nesengani, Alidzulwi Thomas. „Management of high school learners academic performance in Chemistry“. Thesis, 2017. http://hdl.handle.net/11602/878.

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DEd (Educational Management)
Department of Educational Management
Performance of learners in Chemistry in South Africa has been below the international average. This study intended to investigate the management of high school learners’ academic performance in Chemistry as a component of Physical Science. The study employed mixed designs which are qualitative and quantitative. The population of this study comprised learners who were doing Physical Science, Physical Science teachers and school principals. The principals as participants were purposively sampled whereas teachers and learners were stratified random sampled. Data were collected through questionnaires which were distributed to learners and teachers, while school principals were orally interviewed. Data obtained from questionnaires were analysed using SPSS software. Qualitative data were analysed through identification of themes, development of codes and sub-themes. The improvement of teaching and learning will have a positive impact on the academic performance of high school learners in Chemistry. The findings showed that there are factors which affect the management of high school learners like (school location, inadequate physical resources, attitude and anxiety) contribute to the performance of learners in Chemistry. The findings also showed that factors influencing the academic performance of learners in Chemistry like (effective teaching, In-service Training of Chemistry teachers and Chemistry syllabus and content) contribute to the performance of learners in Chemistry. This study will give new insight to curriculum developers and implementers, and researchers regarding emerging issues on performance and influence the Ministry of Basic Education on policy formulation. Improved Chemistry performance will give learners opportunities to pursue science related courses in higher institutions of learning and middle level colleges.

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Naude, Francois. „Barriers in the teaching and learning of evolutionary biology amongst Christian teachers and learners“. Thesis, 2013. http://hdl.handle.net/10210/8502.

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M.Ed. (Science Education)
Evolution was introduced as a new section of Life Sciences in the National Curriculum Statement in 2008, anecdotal evidence indicating that this incorporation was not welcomed by all teachers, learners, parents and schools with the same enthusiasm. For example, many Christian teachers and learners seem to have religious objections, but while there is ample research available in the United States of America and Great Britain on their views of evolution, that on the South African Life Sciences classroom is limited. Therefore, this study strives to determine the lived experiences of these teachers and learners and how they relate to the topic. The objectives were to investigate how Christian teachers of Life Sciences experience the teaching of evolution in the classroom; the knowledge and skills they have in order to teach natural selection and evolutionary biology, as prescribed by the National Curriculum Statement; and the barriers they face in the teaching of evolution and natural selection. Meanwhile, Grade 12 learners completed a questionnaire before and after receiving tuition on evolution in order to determine their lived experiences. This study is part of a trilogy within a Research Niche Area of the University of Johannesburg, with the other two researchers focusing on Islam perspectives (Yalvac, 2011) and the Hindu perspective (Reddy, 2012). This is an explanatory sequential mixed method study with an element of phenomenology. Quantitative data was collected which informed the qualitative research, the latter being used to examine the lived experiences of Life Sciences teachers, the former to determine learners’ attitudes toward evolution as well as gauging the teachers’ general understanding of the theory of evolution. Third generation Cultural Historical Activity theory (CHAT) was used as the theoretical framework through which the lived experiences of Christian teachers and learners were analysed. This is appropriate for this study as it views the teachers and learners holistically, by taking their culture and history into account, and it provides a vehicle for looking at what Pintrich, Marx and Boyle (1993) call, the “hot” factors associated with controversial conceptual change. The findings of my study show that many Christian teachers and learners experience conflict between their religion and evolution and many tensions arise in the activity system when using CHAT as a lens. These tensions mainly arise due to a lack of the teachers’ PCK and the conflict arising because of religious objections. The findings furthermore show that learners have a relative naïve understanding of evolution before tuition and have many misconceptions regarding it. A clear polarisation can be seen after tuition as learners move from a neutral stance with regards to evolution to either a more creationistic or scientific point of view. In the final chapter I make recommendations on how the teaching and learning of evolution can be improved in the South African classroom.

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Moime, Winnifred Motsei. „Assessment and automatic progression of learners in the foundation phase“. Diss., 2001. http://hdl.handle.net/10500/834.

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Changes in Education usually brings along with it problems of curriculum implementation, such as assessment, evaluation and curriculum design. One of the major problems is how learners are going to be assessed for progression and how the teachers are going to adapt to these new approaches. In this research the focus was on the following problems: Are the new assessment criteria met by the facilitator? Can the opinions/ideas and attitudes of facilitators be transformed? Do facilitators understand the new assessment criteria and how to use them? To find out how knowledgeable the educators are on assessment criteria and what the educators average attitudes are towards the new assessment criteria. In the empirical research data was gleaned by means of questionnaires. Thereafter, correlation coefficient was used to determine the correlation between variables and the t-test and chi-square test were used to test the null hypothesis.
Psychology of Education
M.Ed. (Psychology of Education)

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Mthethwa, Gugulethu Octavia. „The role of inclusive intermediate phase teachers in imparting reading skills to learners in KwaDukuza circuit“. Diss., 2015. http://hdl.handle.net/10500/19938.

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The role of teachers has been defined as that of providing knowledge and skills to learners, so it is imperative for them to understand their roles and responsibilities in. This extends to language teachers’ enhancing their performance in teaching reading, particularly because of the large and increasing number of learners who are having reading difficulties. Their inclusion in mainstream classrooms necessitates that teachers optimise reading to all learners who are experiencing reading difficulties. In some schools teachers are underqualified or not qualified to teach language, hence there are inadequate strategies for teaching reading skills. The study will shed light on how to help teachers in imparting reading skills to learners in KwaDukuza circuit, South Africa. It analyses the role of inclusive intermediate phase teachers in imparting reading skills, with 80% of schools in the circuit requiring training for teachers, to empower them to assist learners with reading difficulties. The qualitative method as mode of inquiry used in the study was suitable for gaining more information on and understanding of the role of inclusive teachers in teaching reading skills to learners Qualitative data elucidated the role of teachers in imparting reading skills and the study was carried out with 20 participants, comprising 10 learners, five School Management Team (SMT) members chosen because they had final accountability in teaching and learning, and five teachers selected by purposive sampling because they were either language teachers or inclusive teachers of reading in schools. Observation of actions they embarked on were made to illuminate teachers’ roles. The findings of the study determined that there was a major consensus that the ability of teachers to deliver good reading instruction was the most powerful factor in determining how well learners learn to read. Appropriate resources, adequate human resources, and material resources are an integral part of teaching of reading. The study makes recommendations and suggests further areas of research.
Inclusive Education
M. Ed. (Inclusive Education)

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Shilubana, Mmamajoro Sylvia. „Learners achieving without adult support at home“. Thesis, 2014. http://hdl.handle.net/10210/9717.

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M.Ed. (Educational Psychology)
The Constitution of South Africa and its Bill of Rights places a lot of emphasis and importance on the Rights of children. This is further emphasized by the UN Convention on the Rights of the Child, which states that every child has the inherent right to life, and the State shall ensure, to the maximum, child survival and development. Beside the State, the parents also have the primary responsibility for a child's upbringing (UN Convention, 1998). The South African constitution is regarded as one of the best in the world. The process was consultative and the constitution is the supreme law of the country. Among other things, the constitution ensures that all citizens are equally entitled to the rights, privileges and benefits of citizenship. This includes the children who are protected by the Bill of Rights. The Bill of Rights enshrines the rights of all people in our country and affirms the democratic values of human dignity, equality, and freedom (Act 108 of 1996: chapter 2).

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