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1
Masuelele, Oreeditse Patrick. „Social cohesion in school Choir competitions: the experiences of conductors and adjudicators“. Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80469.
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In this qualitative study the researcher investigates how school choir competitions in South Africa contribute to creating platforms for social cohesion. The study examines the experiences of conductors and adjudicators in two main South African school choir competitions, namely the ATKV-Applous and ABC Motsepe (previously known as SASCE). This study was inspired by the contribution of the rising choral music platform in post-apartheid South Africa to national regeneration from tensions created by past disparities and how choral music contributes to social cohesion in society. Phenomenology is used to investigate the experiences of conductors and adjudicators and whether participation in choral competitions contributed to advancing social cohesion in a transforming South Africa. Data were collected through semi-structured face-to-face interviews, the review of documents and the analysis of journal notes taken during the study. The Transformative Learning Theory (TLT) was applied as framework to contextualise deliberate reflection involving increased social knowledge and openness among respondents. In this study, choir conductors and adjudicators reflected on their experiences in choir competitions and how cohesion could be achieved through choir competitions. From the study the researcher concluded that competitive platforms such as choir competitions provide an opportunity for role players to test their strength as individuals and as part of a team. The study found that, regardless of many challenges hindering social cohesion, choral music competitions offer an environment for bringing people closer and establishing harmonious collaboration. Learning from others, sharing and reciprocating experiences lead to new partnerships that promote social cohesion. However, the conditions set out in the rules and policy requirements of the competitions could inhibit social cohesion by exclusion and conditions that may hinder interest. Although many studies focus on the value of choral activities and its contribution to social cohesion, this study fills the gap of exploring the role of choir competitions in fostering social cohesion. Recommendations include the need to foster an awareness of the role of school choir activities, which includes the selection of music, in encouraging nation-building. Furthermore, school choir competition policy should include clearer guidelines on social cohesion. It is recommended that training opportunities for conductors and adjudicators should be expanded and implemented to include musical development, but also focus on fostering a sensitivity to the complexity of cultural diversity and the power of choral activities to enhance nation-building and social cohesion in South Africa.Thesis (PhD)--University of Pretoria, 2020.
pt2021
Humanities Education
PhD
Unrestricted
2
Du, Toit Sedik. „Parental Choice in South African High Schools: An urban Cape Town Case Study“. Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9351_1258028191.
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This study examines how families judge and choose high schools. The review of literature relating to school choice provides a theoretical framework for the study. The review includes an international perspective including both developed countries such as United States, Canada, Australia, New Zealand, Denmark, England and Wales, the Netherlands, Scotland and Sweden, and developing countries including India, Chile, Uganda, Kenya, Tanzania, Mauritania, Senegal, Cote d'Ivoire and South Africa. The context within which school choice occurs in South Africa is examined. This context includes continued influence of Apartheid policies and current legislation including the South African Schools Act, The Admission Policy for Ordinary Schools Act and the Norms and Standards for Schools Funding. The literature review includes a critical analysis of the research, both Local and International, which addresses questions as to which factors are considered when judging and choosing schools, who makes the choice school, when the choice of school is made and which sources of information inform the choice of school. The empirical study examines the process of high school choice in urban Cape Town. The group areas Act and other Apartheid policies have created a situation where the respondents have a large number of high schools from which to chose. The selected area reflects diversity in Socio-Economic status, including both privately owned homes and council rental flats and houses. The study is limited to English medium or dual medium schools in the area. It includes both co-ed and single gender schools.
3
Swart, Jan-Erik. „An exploratory study of South African choral identity with specific reference to three regional children's choirs“. Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1013205.
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This qualitative mini-treatise explores how South African choral identity is perceived by three regional children’s choirs, facing challenges of representing cultural diversity against the background of an ongoing process of social transformation. The study proposes that choirs from South Africa project a distinctly South African “choral” identity which they themselves have constructed by fabricating a mental representation of themselves, and which they project outwardly by means of a range of musical and extra-musical elements observable in the cultural product and artifacts generated over time. The researcher has analyzed a selection of cultural products and artifacts of the Eastern Cape Children’s Choir, the Cantare Children’s Choir and the Tygerberg Children’s Choir, in order to identify common practices among three subject choirs which sustain their continuity, in terms of Richard’s definition of identity (in Torres 2008: 3): “to name a set of practices which subjects may adopt in sustaining both the individual and, to varying degrees, collective continuity”. Research findings indicate that subject choirs are perceived, and project their choral identities, according to their musical ability to communicate and interact with other world-class choirs. Recurring practices undertaken by each subject choir, in order to maintain their international perspective, are identified as key to sustaining their continuity. Choral identity is furthermore strongly influenced by the choral tradition of the choir and the role of the conductor in developing their choral tone. This study is significant to regional children’s choirs seeking to overcome challenges of renegotiating cultural identity, as well as sustaining and expanding choral singing as an art form in South Africa.
4
Bouwer, Renette. „A critical study of models implemented by selected South African university choirs to accommodate cultural diversity“. Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2783.
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Thesis (MMus (Music))--University of Stellenbosch, 2009.The goal of this study is to explore three different models that three selected university choirs chose to accommodate diversity: two choirs with different identities existing independently alongside each other on one campus (model A), one choir, implementing diversity (model B) and one choir with a Eurocentric character (model C). Each university was treated separately, collecting qualitative data to provide historical insight into the choir, to determine profiles of the relevant conductor(s) and choristers and to determine the management body’s views regarding the role of the choir(s) within the institution. Information on repertoire indicates preference for musical styles, favouring an African or Western perspective or showing measures of cultural adaptability. Data was collected from choristers, conductors, organisers and university representatives by questionnaires and personal interviews as well as historical data in the form of concert programmes of the selected university choirs. The research findings indicated that the three universities concerned chose to handle their cultural diversities in completely different ways, resulting in creating unique choral identities which are evident in aspects such as repertoire, choristers’ experience and the support from the institution.
5
Firth, Kerry. „British amateur singers and Black South African choral music : the politics of access and encounter“. Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/british-amateur-singers-and-black-south-african-choral-music-the-politics-of-access-and-encounter(aa580d73-8506-4cfc-80b1-02d77dca53f1).html.
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This thesis explores connections between British amateur singers and black South African choral music that, over the past fifty years, have grown in strength and significance. By concentrating on a set of representative case studies, it investigates how and why this music is learned, performed and rehearsed within a variety of choirs and ensembles of different styles and experiences. In addition, the thesis focuses on certain songs that have become popular within specific choral contexts, and discusses the reasoning behind their enthusiastic reception and attractive power. My approach is ethnographical, and the material I present is taken from my own participant-observations of choir rehearsals, workshops and performances, as well as from interviews I conducted with choir members and leaders. On a theoretical level, this thesis engages critically with ethnomusicological and anthropological debates surrounding cultural appropriation. Particularly pertinent to each chapter are discussions concerning authenticity, cultural authority and power relations, and I explore the politics and logistics that are associated with British singersâ encounters with black South African choral music. By discussing critically these different levels of encounter and engagement, I offer some new and intriguing standpoints from which to consider existing debates surrounding cultural appropriation and, in so doing, suggest approaches for theorising cross-cultural encounters through a more nuanced postcolonial lens.
6
Kovach, John C. „Teacher motivation in a South African school“. Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003675.
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This study explores and attempts to shed light on what motivates teachers and how teacher motivation is affected by a principal's leadership style. The worldviews of pragmatism and critical realism were used as the basis for exploring teacher motivation in a South African school. A primary school in the Eastern Cape of South Africa was chosen for the case study. Three data gathering tools, a leadership questionnaire, teacher survey, and interviews were used to generate data on teacher motivation and the interaction between leadership style and teacher motivation. In regards to teachers, religion, social justice, and self-efficacy were all identified as motivators. The principal was strongly charismatic in her leadership and along with transformational and social justice leadership played a major role in influencing teacher behaviors. Self-determination theory was identified as helping to explain different levels of intrinsic and extrinsic motivation and thereby to better understand varying degrees of teacher motivation. There are many difficulties in South African education and around the world in general and this study is premised on the belief that if teacher motivation can be studied and advanced there will be an improvement in education and learning. This thesis was limited in its scope and ability to fully explore the different levels of ontology as outlined by the critical realist and this is identified as a possible future course of action for not only studying teacher motivation but getting to the 'heart of the matter'.
7
Montgomery, Alex. „Evaluating the South African National School Nutrition Programme“. Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11349.
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Includes abstract.Includes bibliographical references.
This paper examines the effects of the South African National School Nutrition Programme on nutritional outcomes using a regression discontinuity design applied to the first wave of the National Income Dynamic Study. There is tentative evidence to suggest that the programme has a positive effect on weight-for- age and BMI-for-age z-scores, but data constraints necessitating the employment of a proxy selection variable and potentially unobserved discontinuity in other variables around the cut-off call into question the validity of the identification strategy. As such, these results should be interpreted with caution. The paper also serves to communicate ideas for identification strategies and estimation techniques that are conditional on the imminent release of new data.
8
Harris, Carol. „Errors in South African secondary school mathematics textbooks“. Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/9684.
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Bibliography: leaves 97-101.Since 1960 various new topics were introduced into the South African mathematics syllabus for high schools. This was generally described as "New Maths". These topics were characterised by an emphasis on mathematical structure (set theory, groups, rings and fields, the construction of the real number system, relations and functions, vectors and mathematical induction). Textbooks that were published in South Africa during this time have been found to contain numerous significant mathematical errors, especially in connection with these new topics. This project has entailed the collection, classification and commentary on these problems. It has involved a study of a range of texts from Standards 6 to 10. The methodology utilised entailed reading as many maths textbooks as we could find in libraries such as Education libraries. Other sources of textbooks were from the library of the Mathematics Education Project (MEP)(of the University of Cape Town), private collections and second hand bookshops. Some misconceptions arise across a range of texts indicating that either a general misunderstanding has occurred or that authors have used one another's work in their research. We conducted a search for mathematical errors and not minor misprints, arithmetical slips, algebraic errors, mistakes in answers at the back of the book, spelling or grammatical mistakes.
9
Vosloo, Penelope Leigh. „South African school teachers' perceptions of sustainable tourism“. Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/13215.
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Although much research has been conducted on sustainable tourism and the education thereof internationally, a limited number of studies have focussed on education of sustainable tourism in South African secondary schools. A literature overview identified various approaches to the education of sustainability on the international front. Despite South Africa’s reliance on the tourism industry, the concept of sustainability has received little focus in classrooms where this pertinent issue should be receiving attention in order to ensure that future sustainability is ensured in the South African tourism industry. From the literature overview it was possible to identify topics pertaining to sustainability in the Tourism Curriculum and Assessment Policy Statement implemented in the Further Education and Training Phase (FET) in South African secondary schools. These assisted in the development of the research tool for this study. The New Ecological Paradigm (NEP), an instrument used to establish the level of environmental concerns of groups of people, also provided guidance in the development of the research tool. The primary objective of this study is to investigate the perceptions of Tourism educators in secondary schools towards sustainability. A framework to investigate this was developed and three hypotheses formulated. To give effect to this, an empirical investigation was conducted. Tourism educators who were successful in their application to mark 2014 National Senior Certificate Tourism examinations were included in the sample of this study. The result of the descriptive statistics performed on the data showed that the level of education of the respondents was the main contributing demographic that impacted on their perceptions of sustainable tourism. It is, however, of concern to note that a very low percentage of the respondents (6.2%) have received formal training in Tourism. This situation should be cause for concern for Tourism education in the Eastern Cape. Two of the three hypotheses were accepted. The researcher believes that specialised subject relevant training is required to empower educators to teach sustainable tourism in the South African secondary school classrooms in order to ensure future sustainability in the tourism industry of South Africa.
10
Kusi-Mensah, John Y. „Factors influencing parents choice of Catholic schools in the Western Cape, South Africa“. Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/3646.
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11
Reynolds, Mary Jane. „School textbooks and teachers' choices : a contextualizing and ethnographic study“. Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/17551.
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Bibliography: pages 140-157.This study provides evidence that most teachers choose their class textbooks haphazardly and without evaluating them. As a result, bad textbooks are as likely to be chosen and to succeed commercially as good ones are. One consequence of this is that many publishers and authors continue to get away with producing bad textbooks. The study begins by describing the context in which school textbooks are chosen. It gives an overview of the textbook's role, and concludes that it is an indispensable part of an effective education system, especially where other resources are lacking. The study then considers the degree to which South African textbooks fulfil their roles; it concludes that most textbooks in schools are poor, many being incomprehensible to their audiences, but attention is also drawn to some positive textbook development that has taken place. The study next considers how and why so many poor textbooks have been selected by educators: it summarises the part played by education departments and publishers, and reviews the state of textbook evaluation as a discipline. It concludes that South African educators are poorly equipped to evaluate and select textbooks. Against this background, the study describes an investigation of how teachers select textbooks for their classes. The findings are that choice is haphazard and that evaluation, in the rare instances when it takes place, is usually unsystematic and superficial. In conclusion, the study recommends that research into textbook development is done to provide a theoretical framework for effective evaluation, and that training and other support in textbook evaluation for teachers is established to improve selection practices. The study hypothesises that the resulting demand from a broad base of well-informed textbook-selectors in schools will give authors and publishers a more powerful incentive than any other pressures can to produce materials that withstand systematic, critical and wise evaluation.
12
Phatlane, Rakgadi Sophy. „Experiences of diversity in a South African public school“. Thesis, Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-06032008-134944.
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13
Kgatle, Mmasoding Rachel. „"The Africanist School : a study in South African historiography"“. Thesis, University of Limpopo, 2000. http://hdl.handle.net/10386/2077.
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14
Winn, Victor. „Career awareness for grade nine learners with regard to engineering trade career choices at previously disadvantaged academic schools“. Thesis, Peninsula Technikon, 2003. http://hdl.handle.net/20.500.11838/1909.
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Thesis (MTech (Education))--Peninsula Technikon, Cape Town, 2003Currently in South Africa most learners attend academic schools that offer general subjects such as History, Geography, Biology, Accountancy and so on. There are considerably fewer technical schools that can absorb those individuals who want to pursue an engineering trade career path. Academic schools are not equipped to provide for learners who want to pursue engineering trade careers. These learners either fall by the wayside by leaving school prematurely, or they continue at the school through to matric with subjects that are not linked to engineering careers. This study attempts to determine the knowledge, understanding, attitude and perception of the learners, parents, educators, principal, and the WCED with regard to this problem. It is intended through this study to make recommendations that will lead to meaningful interventions in an attempt to rectify the current situation. The findings indicate that learners do not have an understanding of engineering careers and are more inclined to choose the more traditional careers such as teacher, doctor, lawyer, nurse etc. Because their career options are limited, many learners are unsure of what careers to choose while others end up choosing careers that are not suited for them. The parents are not knowledgeable enough and do not possess the necessary skills to assist their children with their career choices. Teachers at academic schools themselves had an academic education. As a result they are not aware of engineering careers and are not empowered to advise the learners. The principal, who is also an academic, has to consider the implication of making learners aware of engineering careers, because this could lead to an exodus of students from the school. He is under pressure from the WCED to maintain the required teacher - student ratios. The findings indicate that the WCED has initiated various programs around careers, but nothing specific with regard to career awareness. It is evident that these programs have not filtered through to this school. The methodology for this research incorporated a multi-method approach with both quantitative and qualitative instruments used. Questionnaires were directed at learners, educators and the parents. Focus group sessions were conducted with the learners and educators and interviews were directed at the principal and the WCED official. The study concludes with recommendations drawn from international models.
15
Ilsley, Jeffrey Robert. „Mathematics and physical science choices made by pupils in selected Eastern Cape high schools: an investigation into the factors influencing the different choice patterns of boys and girls“. Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1004750.
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The disparate numbers of boys and girls who elect to continue with mathemalics and/or physical science in the higher slandards of the school system has recently attracted much research atlention and the complexity of the interrelaledness of causal factors has become obvious. The broad aim of the study was to investigale the significant drop-out rate of girls at the end of the junior secondary phase of education (approximate age of fourteen lo fifteen). This was to be carried out for mathematics and physical science and undertaken using a cross-sectional and a longitudinal study. The cross-sectional study entailed administering mathematics and physical science attitude questionnaires to 3531 standard six, seven and eight pupils from 4 co-educational, 2 allgirls' and 2 all-boys' schools, from middle and upper socioeconomic communities with similar language and cultural backgrounds . The longitudinal study involved pupils from two coeducational schools and one all-girls' school. It was a progressively-focused study starting with questionnaires administered to 358 standard six girls and boys, narrowing down to questionnaires and interviews used with 50 girls and 28 boys in standard seven and finally to interviews with 10 girls from standard eight. The parents of these ten girls were interviewed at the end of the study. The attilude questionnaires yielded strong sex differences which favoured the boys in both subjects for all the attitudes measured and also pointed to a progressive deterioralion of altitudes over the three-standard span. They also established significant differences in attitudes which favoured the pupils from Single-sex schools. It was further concluded that the girls were more strongly guided by their attitudes when making their subject-choice decisions. In the longitudinal study, reasons were suggested for pupils either taking or dropping mathematics and physical science. The introduction of algebra in the first year of high school presented a problem to pupils. In physical science, electricity was singled out as giving the subject a male bias. Socialization influences in the home were the main issue dealt with from the parent interviews . Sex-roles and stereotypes were dealt with in depth. Recommendations were made involving classroom strategies, curriculum possibilities, school policies and further research
16
Steyn, J., und MK Naicker. „Learner, educator and community views on school safety at Strelitzia Secondary School“. Acta Criminologica, 2007. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001424.
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Abstract
The study explores the perceptions of learners and educators at the Strelitzia Secondary
School in Isipingo, Durban, regarding safety at the school. Members of the Isipingo
Community Policing Forum, as well as South African Police Service were involved in the
study as external participants. Through known types of research approaches (quantitative and
qualitative), more than 400 questionnaires were completed by Strelitzia Secondary School
learners while 20 interview schedules were conducted with Strelitzia Secondary School
educators, as well as members of the Isipingo Community PolicingForum and the South
African Police Service (Durban South Area). The questionnaires were analysed through nonparametric
statistical tests such as Chi-square, while the interview schedules made use of
content analyses and theme identification. The study revealed that most Strelitzia Secondary
School learners and educators as well as Isipingo CPF members and SAPS members who
participated in the study, were of the opinion that Strelitzia Secondary School is a safe
environment even though a culture of violence exists in which learners bring drugs, alcohol
and firearms to school, and corporal punishment is still practised.
17
Nkosi, A. D. „Modern African classical drumming : a potential instrumental option for South African school Music curriculum“. Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/43292.
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The Curriculum and Assessment Policy Statement or CAPS (which is the modified
extension of the National Curriculum Statement policy), Music learning area, gives an
option for Music learners to follow the Indigenous African Music (IAM) stream. This
caters for them to be examined in African instruments. Currently, there are no available
prescribed instrumental curricula in any IAM instrumental practices that learners can
follow should they choose the IAM stream. Therefore, this research was prompted by
the need for graded curriculum in IAM instruments for Music learners at the Further
Education and Training (FET) level.
This quantitative research focuses on the incorporation of contemporary African
instrumental music practices in the modern Music curriculum as demanded by current
trends, multiculturalism and multi‐ethnic societies with their emerging modern culture
which to an extent nevertheless still embrace old traditions. The research is
underpinned by the theoretical framework of multicultural music education.
This study comprises two sections. Section one analyzes the dilemma that the South
African Music curriculum faces when incorporating indigenous African instruments for
examination at FET level and poses questions on how and which instrumental practices
can be part of the possible solution. It revisits the epistemology of traditional African
drumming and investigates how some of the traditional drumming practices have
changed and are practised in the contemporary context.
Section two introduces a contemporary African instrumental practice whose
development is rooted in the generic traditional idioms of African drumming. This
contemporary drumming style is not tied to a specific ethnic group but rather a creative
continuum of African traditional drumming. This practice is explored as a potential
instrumental option for the South African Music curriculum (IAM stream); through
conducting of training workshops, progress survey and the evaluation of the
implementation process of the pilot graded model curriculum. Lastly, pedagogical
instructions on teaching, learning and evaluation of this contemporary drumming
practice are provided.Thesis (DMus)--University of Pretoria, 2013.
lk2014
Music
DMus
Unrestricted
18
Von, Fintel Marisa. „Social mobility and cohesion in post-apartheid South Africa“. Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96872.
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Thesis (PhD)--Stellenbosch University, 2015ENGLISH ABSTRACT: Twenty years after the end of apartheid, South Africa remains one of the most unequal countries in the world. Socio-economic polarisation is entrenched by the lack of social capital and interactions across racial and economic divides, blocking pathways out of poverty. This dissertation examines social mobility and cohesion in post-apartheid South Africa by considering three related topics. Chapter 2 of the dissertation examines the impact of school quality on the academic performance of disadvantaged learners as one of the most important enforcing factors perpetuating the social and economic divides. Given the historic racial and economic stratification of the South African public school system, many black children are sent to historically white public schools as a way to escape poverty. Using longitudinal data, this chapter estimates the effect of attending a historically white school on the numeracy and literacy scores of black children. The main challenge is to address the selection bias in the estimates, for which a value-added approach is implemented in order to control for unobserved child-specific heterogeneity. In addition, various household covariates are used to control for household-level differences among children. The results indicate that the attendance of a former white school has a large and statistically significant impact on academic performance in both literacy and numeracy which translates into more than a year’s worth of learning. The main finding is robust to various robustness checks. In Chapter 3 the dissertation examines social cohesion by considering the concept of reference groups used in the evaluation of relative standing in utility functions. The chapter develops a model in which various parameters are allowed to enter the utility function without linearity constraints in order to determine the weight placed on the well-being of individuals in the same race group as the respondent versus all the other race groups living in one of three specified geographic areas. The findings suggest that reference groups have shifted away from a purely racial delineation to a more inclusive one subsequent to the country’s first democratic elections in 1994. Although most of the weight is still placed on same-race relative standing, the estimates suggest that individuals from other race groups also enter the utility function. The chapter also examines the spatial variation of reference groups and finds evidence that the relative standing of close others (such as neighbours) enter the utility function positively while individuals who live further away (strangers) enter the utility function negatively. Finally, Chapter 4 provides a summary of the dynamics of income in South Africa, using longitudinal household data. Chapter 4 is aimed at separating structural trends in income from stochastic shocks and measurement error, and makes use of an asset-based approach. It first estimates the percentage of individuals who were in chronic poverty between 2010 and 2012 and then estimates the shape of structural income dynamics in order to test for the existence of one or more dynamic equilibrium points, which would be indicative of the existence of a poverty trap. The findings do not provide any evidence for the existence of a poverty trap. In addition, contrary to earlier findings, the results do not provide evidence for the existence of an asset-based threshold at which the structural income accumulation paths of households bifurcate. Instead, the results seem to indicate the existence of a threshold beyond which structural income remains persistent with very little upward mobility. The robustness of the results is confirmed by making use of control functions in order to correct for any measurement error which may exist in the data on assets.
AFRIKAANSE OPSOMMING: Twintig jaar nadat apartheid beëindig is word Suid-Afrika steeds as een van die wêreld se mees ongelyke lande gekenmerk. Sosio-ekonomiese polarisasie word verskans deur die gebrek aan sosiale kapitaal en interaksies tussen rassegroepe en ekonomiese klasse, wat lei tot die versperring van roetes uit armoede. Hierdie proefskrif bestudeer sosiale mobiliteit en samehorigheid in post-apartheid Suid- Afrika deur middel van drie verwante onderwerpe. Hoofstuk 2 van hierdie proefskrif ondersoek die impak van skoolkwaliteit op die akademiese prestasie van benadeelde leerders as een van die belangrikste faktore wat huidige sosiale en ekonomiese skeidings afdwing. Gegewe die historiese verdeling van die openbare skoolstelsel volgens ras en ekonomiese status, word heelwat swart kinders na historiese blanke skole gestuur ten einde armoede te ontsnap. Deur gebruik te maak van paneeldata word die impak van skoolbywoning van ’n historiese blanke skool op die geletterheid van swart kinders - in beide wiskunde en Engels - beraam. Die grootste uitdaging is om enige sydigheid in die beramings aan te spreek, waarvoor daar van ’n waarde-toevoegings inslag gebruik gemaak word ten einde te kontroleer vir enige individuele heterogeniteit. ’n Verskeidenheid kontroles op die vlak van die huishouding word gebruik ten einde te kontroleer vir verskille tussen kinders uit verkillende huishoudings. Die resultate dui daarop dat bywoning van ’n historiese wit skool ’n groot en statisties beduidende impak op die akademiese prestasie van beide wiskundige asook litterêre geletterdheid het, wat omgeskakel kan word in meer as ’n jaar se leerwerk. ’n Verskeidenheid verifikasie toetse bevestig die geldigheid van die resultate. Hoofstuk 3 van die proefskrif bestudeer sosiale samehorigheid deur die samestelling van verwysingsgroepe in die evaluasie van relatiewe posisionering in nutsfunksies te oorweeg. Die hoofstuk ontwikkel ’n model waarin verskeie parameters sonder liniêre beperkings in die nutsfunksie toegelaat word ten einde die gewig te beraam wat geplaas word op die welstand van individue in dieselfde rasgroep as die respondent teenoor al die ander rasgroepe wat in een van drie gespesifiseerde geografiese areas woon. Die bevindings dui daarop dat, na die land se eerste demokratiese verkiesings in 1994, die definiering van verwysingsgroepe weggeskuif het van ’n verdeling volgens ras na ’n meer inklusiewe definisie. Alhoewel meeste van die gewig steeds geplaas word op relatiewe posisionering teenoor individue van dieselfde ras, dui die beramings daarop dat individue van ander rassegroepe ook ingesluit word in die nutsfunksie. Die hoofstuk beoordeel ook die ruimtelike variasie van verwysingsgroepe en bevind dat die relatiewe posisionering van nabye individue (soos byvoorbeeld bure) die nutsfunksie positief beïnvloed terwyl individue wat vêr weg woon (vreemdelinge) die nutsfunksie negatief beïnvloed. Hoofstuk 4 van die proefskrif sluit af met ’n opsomming van die inkomste dinamika in Suid-Afrika, deur gebruik te maak van paneelhuishoudingdata. Die laaste hoofstuk mik om die strukturele tendens in inkomste van enige stogastiese skokke en metingsfoute te isoleer en maak gebruik van ’n bate-gebasseerde inslag. Dit beraam eerstens die persentasie van individue wat in kroniese armoede verkeer het tussen 2010 en 2012 en beraam dan die vorm van die strukturele inkomste dinamika. Dit word gedoen ten einde vir die bestaan van een of meer dinamiese ekwilibrium punte te toets, wat aanduidend sou wees van die bestaan van ’n armoedestrik. Die bevindings bied nie enige bewyse vir die bestaan van ’n armoedestrik nie. Ook bied die resultate geen bewyse vir die bestaan van ’n bategebasseerde drempel waar die strukturele inkomste akkumulasieroetes van huishoudings vertak nie, in teenstelling met vorige resultate. In plaas daarvan, blyk die resultate te dui op die bestaan van ’n drempel waarna strukturele inkomste volhardend bly met baie min opwaardse mobiliteit. Die geldigheid van die resultate word bevestig deur gebruik te maak van kontrolefunksies ten einde te korrigeer vir enige metingsfoute wat moontlik in die data van bates mag bestaan.
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Hiles, Lorna. „Examples in South African school dictionaries : from theory to practice“. Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4211.
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Thesis (MPhil (Afrikaans and Dutch))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: It is generally accepted that illustrative examples are useful in dictionaries, particularly school and learner’s dictionaries. The South African school situation presents unique challenges to lexicographers, as most learners are being taught in English, which is not their home language, so a monolingual school dictionary is used as a learner’s dictionary, and a bilingual school dictionary may not contain the learner’s first language. This research aims to find out how useful examples are to South African learners, and how one can evaluate the effectiveness of examples in dictionaries. The first method used in this thesis is the development of a table of categories, which is used to analyse, compare and evaluate illustrative examples in five different South African school dictionaries. The data from this table is presented in detail, and the results are discussed and conclusions drawn. The second method makes use of questionnaires given to learners to find out whether they are aware of the supportive functions of examples in dictionaries. The result of the table of categories is a set of guidelines and recommendations for selecting or inventing suitable examples for use in school dictionaries. The table of categories can also be used to analyse and compare the examples in existing dictionaries. The result of the learner questionnaires is that learners do actively look for support for the definition in examples, especially if the headword is new to them, or they do not understand the definition. The conclusion of this thesis is that examples are an important part of a dictionary entry and need to be chosen with care, to provide as much support as possible, within the space constraints of that particular dictionary
AFRIKAANSE OPSOMMING: Daar word algemeen aanvaar dat voorbeeldmateriaal in woordeboeke, veral in skool- en aanleerderswoordeboeke, baie nuttig is. Die Suid-Afrikaanse skoolbestel bied unieke uitdagings aan leksikograwe, aangesien die meeste leerders in Engels (wat nie hulle moedertaal is nie) onderrig ontvang. Gevolglik word 'n eentalige skoolwoordeboek dikwels gebruik as 'n aanleerderswoordeboek, en 'n tweetalige woordeboek bevat dikwels nie die leerder se moedertaal nie. Met hierdie navorsing word gepoog om uit te vind hoe nuttig Suid- Afrikaanse leerders voorbeeldmateriaal vind, en hoe 'n mens die effektiwiteit van voorbeeldmateriaal kan evalueer. Die eerste metode wat in hierdie tesis gebruik word, is die samestelling van 'n tabel van kategorieë wat dan gebruik word om voorbeeldmateriaal in vyf verskillende Suid-Afrikaanse skoolwoordeboeke te analiseer, vergelyk en evalueer. Die data in hierdie tabel word omvattend aangebied, die resultate word bespreek en daar word dan tot gevolgtrekkings gekom. Die tweede metode maak gebruik van vraelyste wat onder leerders versprei is om uit te vind of hulle bewus was van die ondersteunende funksies van voorbeeldmateriaal in woordeboeke. Die resultaat van die tabel van kategorieë is 'n stel riglyne en aanbevelings aan die hand waarvan geskikte voorbeelde vir gebruik in skoolwoordeboeke gekies of geskep kan word. Die tabel van kategorieë kan ook gebruik word om die voorbeeldmateriaal in bestaande woordeboeke te analiseer en vergelyk. Die uitkoms van die leerdervraelyste toon aan dat leerders wel aktief in voorbeelde na ondersteuning vir die definisie soek, veral as die trefwoord by hulle onbekend is of as hulle nie die definisie verstaan nie. Die gevolgtrekking van hierdie tesis is dat voorbeeldmateriaal 'n belangrike deel van die woordeboekartikel is en dat voorbeelde met sorg gekies moet word om soveel as moontlik ondersteuning te bied sonder om die beskikbare ruimte in die spesifieke woordeboek te oorskry.
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Chambers, Lynn. „Posthuman Literacy Practices in a Reggio-inspired South African school“. Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/33608.
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Through a posthuman approach to literacy education, I explore the Reggio Emilia pedagogy adopted by an independent South African primary school. Unlike the current emphasis in literacy pedagogy on language, standardised and individualised testing and universal curriculum approaches, Reggio Emilia pedagogy views child, learning and knowing not as separate from each other and from the world, but as entangled and always on the move. Moreover, Reggio Emilia-inspired schools celebrate the ‘hundred languages' of children, not just the spoken or written word, and involve children in an emergent curriculum through pedagogical documentation. In my study, pedagogical documentation (including photos and videos) also serves as research ‘instrument' to co-create data and is analysed diffractively – drawing on feminist philosophers and scientists Donna Haraway and Karen Barad. The new theorypractice produced reconfigures literacy as an assemblage which includes human and nonhuman in an entangled, intra-acting becoming-together. This includes children, no longer understood as individual entities in the world, but as phenomena. My enquiry produces a rich entanglement of unexpected actors, including digital and non-digital technologies, discourses about literacy, questions of ethics and response-abilities, and many more. The ethics of a posthumanist orientation to literacy education urges us to think about what is made to matter in a classroom and what is excluded from mattering. My research shows that children, rather than having agency as singular entities, are part of distributed agency in learning and as such are rendered capable as part of a complex, living system always in motion.
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Laughton, Lorraine Rosemary. „Teacher-stress in South African state high schools“. Thesis, Rhodes University, 1985. http://hdl.handle.net/10962/d1005865.
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Farmer, Jean L. „Language choices of English L1 learners in a Western Cape high school“. Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2586.
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Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2009.This research focuses on the language repertoire, patterns of language use and language preferences of learners from Afrikaans homes, who are registered in the English first language classes in a particular Western Cape High School. Out interest is in how a profile of the linguistic resources of such learners and the context in which their linguistic identity develops may contribute to a perceived process of language shift in the bilingual/multilingual community where they learn and live. SCHOOL A is multi-racial and multi-lingual, with a large component of "coloured" learners living in a nearby predominantly-Afrikaans community. The thesis investigates the linguistic preferences and patterns of language choice and language use of the selected group of learners across various domains, notably at home, with relatives, at school, with peers and in their religious communities. Data from various sources is presented and discussed in detail to illustrate the variety of language skills of English L1 learners between the ages of 15 and 17 in Grades 10 and 11. This will give an impression of how multilingual a given section of the local high school population is. The profile tests whether home language or academic language has a greater influence on the later language choice of learners whose parents use Afrikaans as home language and who have English as LOLT, meaning that these learners possibly possess considerable skills in at least two languages. The data was collected by means of limited access to school records, questionnaires filled out by learners, interviews with a number of learners and a couple of parents of such learners. This gives a very good impression of which languages learners know, which they used most, which they prefer where the choice is between English/Afrikaans bilingualism, English only, Afrikaans only, or codemixed Afrikaans/English). The thesis reports on the linguistic repertoire and preferences, and also on reasons given by learners and parents for their selection of one or more of the various community languages in the different domains. Consideration is given to the possible accommodation of these learners as first language users of English which is largely a second language in the community, by other community members and institutions such as school and church. The critical interest of this thesis is to determine the nature and extent of perceived language shift in this selected community of learners at a particular Western Cape high school, and to consider whether such a shift is indicative of a more extensive process of marginalization of Afrikaans in a community that historically had a strong Afrikaans identity.
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Mapasa, Tobeka Eugié. „An analysis of factors influencing the choice of particular schools in preference to township schols, in the Port Elizabeth area“. Thesis, Port Elizabeth Technikon, 2005. http://hdl.handle.net/10948/144.
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There has been a radical exodus of learners from the townships schools to former Model C, Coloured and Indian schools and this has had an impact on township schools. In some schools in the Port Elizabeth townships, learner enrolment has dropped tremendously. This tendency has also been a concern of the Eastern Cape Department of Education. The focus of this research was to determine the reasons that prompted the learners to prefer schools that were far from their homes while there were schools situated nearer to their homes. To accomplish this, a review of literature on why learners in other parts of the world moved from school to school and or why their parents send them to particular schools was done. The literature assisted in identifying key issues pertaining to school choice. These issues were translated into questions used in questionnaires to learners and parents to determine the reasons for preference of schools outside the townships. The data gathered via the questionnaires led to interviews with the staff from the schools in the areas where the case study participants live. Apart from gathering data for interpretation the interviews were also used to triangulate data collected via the two questionnaires. The five most important factors that were common to the parents and the learners, identified and endorsed by the educators as influencing school choice, were firstly the fact that high status parents prefer high status schools; secondly that safety, discipline and the smooth running of the school are of high importance. Thirdly it was indicated that extra-mural activities in the school curriculum play an important role. The opportunity the school provides for parental involvement was rated as the fourth most important factor. The educator’s attitudes towards work were rated as the fifth most important factor. The research report finally emphasized the need to undertake a variety of projects for further research. Suggestions were also made by way of recommendations of possible factors that had to be taken into consideration when determining strategies to attract learners to township schools.
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Vosloo, Barend Jacobus. „Designing an evaluation instrument for South African intermediate phase school textbooks“. Thesis, University of Port Elizabeth, 2004. http://hdl.handle.net/10948/324.
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No coherent theory about the practice of South African intermediate phase school textbook evaluation has been forthcoming since the advent of a new South African school curriculum in 1998. This deficiency has had an adverse effect on the quality of intermediate phase school textbooks, as well as on the capacity to assess their value. This research project, therefore, had two aims. The first was to articulate a theory about the practice of textbook evaluation. The second was to develop a procedure for evaluating South African intermediate phase school textbooks in terms of the theory. The research method was underpinned by the interpretive research paradigm in terms of which relevant data were analysed and interpreted. The data emanated from a literature review, an analysis of the national Department of Education’s Revised National Curriculum Statement and its draft policy for the evaluation of learning support material, and two surveys. The first survey comprised a sample of intermediate phase teachers and the second a sample of intermediate phase textbook authors. Sufficient evidence was found to conclude that the capabilities of the authoring team, the authors’ rationale and their observance of the process of learning and instruction, the accessibility of the textbook, the availability of teacher support, meeting the requirements of the Revised National Curriculum Statement, and certain key notions about textbook evaluation play a role in articulating a theory about textbook evaluation in order to guide the process of determining the effectiveness of South African intermediate phase school textbooks. Based on the above-mentioned theory, this study proposes a procedure to assist teachers and textbook evaluators to assess the worth of South African intermediate phase school textbooks in a brief, systematic, thorough, rigorous, and practical manner.
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Parkes, Jenny. „Children's engagements with violence : a study in a South African school“. Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10020479/.
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This thesis is an account of a qualitative study which set out to explore the meanings for children of living with violence. Using a social constructionist epistemology, I examine how, through social relationships, children (co-)construct beliefs, values and practices in relation to violence, and consider the implications for violence prevention. Set in the changing context of post-apartheid South Africa, the study was located in a primary school in a township of Cape Town, where gangsterism, criminal and domestic violence were rife. With 36 children (aged 8, 10 and 13 years), I carried out a series of semi-structured interviews and group sessions, using participatory data-gathering techniques to explore themes of relationships, conflict and violence. Further ethnographic data was gathered through playground observation, working as a classroom assistant, and parent and teacher interviews. Forms of discourse analysis, blending frameworks from developmental psychology, social psychology and sociology, were used to analyse children's talk, thus creating a fine-grained analysis which is sensitive to children's creative engagement with multi-layered social relations. This emphasis on children's active construction of meaning differs from much of the social science literature, which assumes a uni-directional relationship and casts children as passive victims, sometimes caught up in a 'cycle' of violence. The study reveals some of the complex, contradictory and shifting ways in which children engaged with violence in the social fields of the neighbourhood, peer relations and in adult-child relations. Three psycho-social processes were central to these engagements: control (agency), connection (inclusion) and coherence (sense making). But striving for control, connection and coherence generated tensions and conflicts. In managing these tensions, children sometimes colluded with and perpetuated forms of violence, but they also found ways to contest violent social relations. I construct a framework to illustrate these relationships, and consider how interventions, using this framework, can work with children to reduce the possibility of violence.
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Naidoo, Purll. „Redefining South African Government School Typologies to Encourage Lifelong Learning Potential“. Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78529.
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This document serves as a mini dissertation in the professional Master of Architecture degree in the Department of Architecture at the University of Pretoria. It focuses on the educational ecosystem within the context of South Africa, with emphasis placed on the economically distressed environment of Mamelodi East. Mamelodi is a township situated in the north east of the City of Tshwane, Gauteng. Due to the location of the University of Pretoria’s Mamelodi Campus, this area has been a study of investigation for many faculties over the years.
The spatial consequences of architecture on the educational ecosystem are questioned, with focus placed on the shift in the learning environment towards lifelong learning. The dissertation deals with this concept from the perspective of the holistic development of a person through the qualitative social activities of learning. Lifelong learning is explored throughout the dissertation from a spatial and non-spatial point of view. The spatial conversation deals with the intersection between architecture and education, whilst the non-spatial conversation advocates for a relationship between a community and its school, as integral in achieving lifelong learning.
The study is grounded in a typological understanding of the schooling environment that arises as a result of South African educational policy documents. A critical stance is taken where the resulting school typology is challenged in relation to context. The intention is to redefine the current teacher-centric classroom and corridor typology. It is proposed that the schooling environment should be publicly redefined and serve as a support structure within its context, instead of isolating the educational experience. This is explored through the concepts of building as a boundary and building for pedagogy with the resulting development of a spatial matrix to provide architectural definition to South African educational policy.
Tsako Thabo Secondary School was used as a case study school for the application of the matrix principles, however it is intended that these principles could be applied to other schools within similar contexts and typologies to achieve lifelong learning potential.
Both the research and design process of the dissertation has been directed through the lens of Participatory Action Research (PAR) involving co-design and spatial agency theories. Particular focus within the co-design process was given to the development of design games as a mediation tool. An intimate use of both analogue and digital design games has been applied throughout.Mini Dissertation (MArch (Prof))--University of Pretoria, 2020.
Departmental National Research Foundation (NRF) project titled, Stitching the city: From micro-data to macro-views (STINT), aimed at establishing a “transdisciplinary collaboration” to develop a “methodological framework and digital platform for the collection, storage, and sharing of spatial, socio-economic data at a street and precinct level” (Roussou, Brandao, Adelfio & Thuvander 2019). The STINT project was a collaborative effort between the University of Pretoria (UP), South Africa (Departments of Architecture and GeoInformatics) and Chalmers University in Gothenburg, Sweden (Department of Architecture) from 2019 to 2020. In particular, the collaboration was between the Unit for Urban Citizenship (UUC) and the Social Inclusion Studio (SIS) from Chalmers University’s architecture department.
Architecture
MArch (Prof)
Unrestricted
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Ramathesele, Jonas Ramorwesi. „The epidemiology of injuries in South African high school soccer players“. Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/26544.
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The aim of the study was to document the epidemiology of injuries sustained by South African high school soccer players. Subjects for the study were selected from all the high schools (n = 10) in Tembisa (Gauteng, South Africa). A cohort of 227 high school soccer players, representing all the players in the Tembisa schools, was followed over one playing season. All practice and match hours were recorded and specific injury report forms were completed by all the coaches. All injured players were then referred to the principal investigator (JR) for detailed examination to document injuries. Factors such as pre-season training, warm-up, stretching, playing surface, environmental factors, and the use of protective equipment were also recorded. In this study, 63% of all the players sustained an injury during the season (seasonal incidence). The overall incidence of injuries was 9.04/1000 hours of play. The incidence in matches was 274 times higher than in practice. More than half (57%) of the injuries were classified as moderate. The highest incidence of injury per player position was in goalkeepers (13.7/1000 hours play). The lower extremity accounted for most injuries (88.8%), principally the ankle (42.4%) and the knee (27.1%). The most common type of injury was a ligamentous sprain (68%), followed by musculotendinous strains (15.8%). There were only two joint dislocations, and no fractures. All the participants in this study played on gravel pitches and on no occasion was a first-aid kit available. The majority of players were not aware of appropriate stretching, warm-up, and strapping techniques to prevent injuries. None of the players engaged in any form of pre-season training. In two of the schools (20%) the soccer coaches had formal training with coaching certification. Although the injury rate in high school soccer players in this study is only slightly higher than that reported · by others, it is clear that scientifically based measures of injury prevention (pre-season training, warm-up, stretching, and strapping) need to be implemented in these schools. In addition, proper sports and first-aid facilities should be provided, and coaches should receive formal continuous training.
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Clack, Beverley Teresa. „Racial Contact and Isolation in a Post-Apartheid South African School“. Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.514449.
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Mji, Lwazi Knowledge. „Investigating factors inhibiting the implementation of IQMS in a South African school“. Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003468.
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After the 1994 elections education reform has been characterized by the introduction of laws and policies, including IQMS, that seek to reconcile post‐apartheid traditions to practices that would address deficiencies borne by the era in the education field. The IQMS is a clear reaction to the autocratic mode of evaluation that operated during the apartheid era and is a major shift from the old paradigm of external evaluators. It was designed to review performance and identify strengths and weaknesses, encouraging personal and professional development, drawing on peer and collegial feedback rather than official Department of Education surveillance. However, recent studies have shown that the IQMS has failed and is failing to achieve what it was intended to achieve. This study examines the reasons for this failure in a secondary school in the Eastern Cape, South Africa. This research is an interpretive case study that uses observation, document analysis and interviews utilising theories of learning organizations, management and leadership. The study reveals that the policy is not applied in the way it was intended and is failing in this regard. The policy process has been bureaucratised and suffers from superficial compliance. The developmental thrust of the policy seems to have been lost. It was also discovered that the involvement of teacher unions has both positively and negatively affected the implementation process and that the support schools receive from the department is not enough to keep the policy alive in schools. This research is likely to benefit school principals, policy makers and implementers, and IQMS coordinators, as it provides clarity on the issues restraining IQMS implementation in schools. The study also demonstrates the need for school principals to consider adopting transformational leadership as a strategy to lead teachers against political influence and expose them to professional development opportunities.
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Turnbull, Margaret. „Education policy and social justice : the experience of South African school principals“. Thesis, University of Lincoln, 2013. http://eprints.lincoln.ac.uk/12702/.
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The purpose of this research is to gain insight into how school principals make sense of and promote social justice in their schools in South Africa. Underpinned by the ontological view that knowledge of the world comes from many perspectives, and set within the interpretive, constructionist paradigms, this qualitative study explores seven principals’ attempts to promote social justice. The data was gathered using semi-structured interviews with principals and staff members from schools in both the public and independent sectors. The findings reveal the principals’ interpretation of social justice. They also identify those frameworks of leadership which when applied by principals,appear to support social justice better. The thesis argues that principals’ efforts to promote social justice are constrained by government policies and further compounded by the lack of capacity, in terms of individuals’ ability and understanding, at a National or Provincial level. It is also argued that the community within which the school is positioned significantly influences the principals’ attempts to promote social justice. It was also evident that the principals have interpreted and reinterpreted social and cultural justice in light of the context within which their school is positioned. The conclusion is that despite principals’ attempts to promote social justice, both the school context and external political and economic factors significantly constrain their success. Hence education in South Africa continues to struggle to deliver social justice to the majority of learners. This research contributes to the limited literature on leadership in So uth Africa and provides a voice for school leaders to identify the reality they face, rather than expressing the rhetoric of the government.
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Godinho, Catrina Laura. „School determinants of political engagement and participation among South African 'Born Frees'“. Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/23402.
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In this dissertation, I use the 2012 Cape Area Study - a survey of 2,518 Grade 11 students at 45 schools in the Cape Town metropolitan area - to explore school determinants of political engagement and participation among South Africa's first post-apartheid generation, the 'born frees'. I ask whether schools have had an impact on 'born free' students' civic engagement and the likelihood that they will participate in legal and illegal political activity, as well as voting in elections. Despite the legacies of the racially defined apartheid system, the current African National Congress (ANC) government's failure to deliver on their promise of equal, quality and democratic education for all, and the enduring crisis in basic education, I find that the school can have a positive influence on political engagement and attitudes toward political participation. In this regard, the school characteristics that have the greatest influence are: the frequency with which politics is discussed across classes, the level of participation in school governance and other organisations, and extent to which the school environment is fair and caring. In addition, the school contributes to the development of internal efficacy and a procedural (rather than instrumental) understanding of democracy, both of which positively impact political engagement and attitudes toward political participation. Socio-economic status and race have a relatively small impact, which is reassuring given South Africa's history and the persistently high level of socio-economic inequality. Intriguingly, where socioeconomic status and race are significant, it is the wealthier and previously advantaged groups who are less likely to be politically engaged and to have participative attitudes toward political activities, with the exception of voting.
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McDougall, Kathleen Lorne. „Discipline and savagery : the spectacle of the post-apartheid South African school“. Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/11072.
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Bibliography: leaves 194-203.In describing and evaluating a South African semiotic of order and disorder, this dissertation traces representations of school discipline through examples of colonial and apartheid to key contemporary discursive practices. In this interdisciplinary dissertation three contemporary sets of texts are analysed: the department of education policy document, Alternatives to corporal punishment (2001), news articles on school disruption from the Business Day, Mail & Guardian and the Sowetan newspapers (1996-2002), and photographs on delinquency and discipline taken by a group of Cape Town public secondary school students.
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Manganyi, Calvin. „South African naval diplomacy since 1994“. Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86420.
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Thesis (MMil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Since the beginning of naval power, navies have been used by their states as instruments of foreign policy. In South Africa, the political transition since 1994 originated the evolution of the country’s foreign policy. Accordingly, foreign policy has implications for the South African Navy (SAN). Traditionally, navies have three main roles, namely: military, policing and diplomatic, roles. This study only focuses on the diplomatic role of the navy, termed naval diplomacy. In this regard, the SAN is the custodian of South African naval diplomacy. The purpose of this study is to investigate and theoretically appraise the nature and scope of South African naval diplomacy since 1994. The study has two objectives: firstly, it seeks to outline the most salient features of South Africa’s foreign policy, post-1994, as the framework for naval diplomacy; and secondly, it seeks to analyse and describe how the SAN has utilised naval diplomacy, namely: maritime coercion, naval cooperation, international maritime assistance, and international conflict resolution and management, in pursuit of South Africa’s foreign policy objectives. The research methodology is a qualitative descriptive analysis, using a literature study, factual data sources, and interviews, as techniques. Both primary and secondary sources are consulted. This study makes an original contribution to the gap in the literature on South African naval diplomacy. In this regard, with the procurement of the recent ships and submarines, South African naval diplomatic capabilities have improved significantly. It is for this reason that the SAN is currently instrumental in maritime coercion in the region, particularly deterrence against piracy and other maritime insecurity issues. The SAN is also immensely involved in naval cooperation. In terms of international maritime assistance, the SAN does not only assist other countries in search and rescue missions, but also empower them. It also plays a vital and evolving role in international conflict resolution and management. The, however, SAN faces several hindrances including ageing equipment and ships (such as strike craft and hydrographic survey vessel); lack of patrol vessels and sea lift capability; loss of skilled personnel; and other challenges.
AFRIKAANSE OPSOMMING: Sedert die ontstaan van vlootmagte het state vlote as buitelandse beleidsinstrumente aangewend. Die politieke oorgang in Suid-Afrika in 1994 het tot ʼn evolusie in die land se buitelandse beleid aanleiding gegee, wat ook gevolge vir die Suid-Afrikaanse Vloot (SAV) ingehou het. Tradisioneel het vlote drie hooffunksies, naamlik ʼn militêre, ʼn polisiëring en ʼn diplomatieke funksie. Hierdie studie fokus slegs op die diplomatieke funksie van die vloot, waarna verwys word as vlootdiplomasie, en die SAV se rol as die ‘bewaarder’ van Suid-Afrikaanse vlootdiplomasie. Die doel van hierdie studie is om ondersoek in te stel na die aard en omvang van Suid-Afrikaanse vlootdiplomasie sedert 1994 en dit aan die hand van relevante teoretiese beginsels te beoordeel. Hieruit voortspruitend is twee doelwitte: eerstens om die wesenskenmerke van Suid-Afrika se buitelandse beleid na 1994 as raamwerk vir vlootdiplomasie te gebruik; en tweedens om die wyse waarop vlootdiplomasie ter ondersteuning van Suid-Afrikaanse buitelandse beleidsdoelwitte aangewend is, te beskryf en te ontleed met spesifieke verwysing na maritieme dwang, samewerking tussen vlootmagte, internasionale maritieme hulpverlening, en internasionale konflikresolusie. Die navorsingsmetodologie is 'n kwalitatiewe beskrywende ontleding, gegrond op 'n literatuurstudie, feitlike bronne, en onderhoude. Beide primêre en sekondêre bronne is in die proses geraadpleeg. Hierdie studie is 'n oorspronklike bydrae om die leemte in die literatuur oor die Suid-Afrikaanse vlootdiplomasie aan te spreek. Na die onlangse aanskaffing van nuwe skepe en duikbote, het die SAV se diplomatieke vermoëns aansienlik verbeter. Die gevolg is dat die SAV tans ʼn wesenlike bydrae met betrekking tot maritieme dwang in die streek speel, veral wat teen-seerowery en ander maritieme veiligheidsbedreigings betref. Die SAV is ook baie betrokke in maritieme samewerking. Wat internasionale maritieme hulp betref, het die SAV ander lande met soek en reddingsoperasies bygestaan en ook bemagtig. Die SAV lewer ook ‘n groeiende bydrae tot internasionale konflikresolusie en bestuur. Maar die SAV staar ook verskeie uitdagings in die gesig wat die volgende insluit: verouderde toerusting en skepe (soos aanvalsvaartuie en die hidrografiese opmetingskip); 'n gebrek aan patrollievaartuie en 'n see-verplasingsvermoë; verlies van opgeleide personeel, en verskeie ander uitdagings.
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Hendricks, M. (Mymoena). „School governing bodies : their significance in the democratic transformation of South African society“. Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51905.
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Thesis (MEd)--University of Stellenbosch, 2000.ENGLISH ABSTRACT: This thesis seeks to demonstrate the potential of school governing bodies to further the process of democratising South African society. Among the main features of the democratisation of South African education, is the decentralisation of educational governance. In this process the decision-making authority has been devolved from central government to the local school level, thus preparing school communities for self-government and autonomy. The establishment of school governing bodies at all public schools in the country brings South Africa in line with current international trends for democratic local community participation and control in education. When this aspect of the education systems of three countries, the United States of America, England and Australia, are compared with South Africa's, it shows the extent of the latter's democratisation of educational governance. The background to local community participation in South African education according to various pieces of legislation passed, their failure to reform education, and other aspects which led to the promulgation of the Schools Act (1996), places school governing bodies in South Africa in proper historical context. An examination of the Schools Act reveals its democratic nature and identifies those aspects of school governing bodies which have the potential of furthering the democratisation process. The challenges that the changes in school governance bring with them are analysed to highlight their implications and significance for school governing bodies. School governing bodies offer new and exciting opportunities for enterprising and enthusiastic communities. School governors should, therefore, be urged to seize the opportunity to participate in school governance and in this way play their role in furthering the democratic transformation of South African society.
AFRIKAANSE OPSOMMING: Hierdie tesis poog om die potensiaal wat skoolbeheerliggame het om die proses van die demokratisering van die Suid-Afrikaanse samelewing te bevorder, aan te toon. Een van die hoofeienskappe van die demokratisering van die Suid- Afrikaanse onderwys, is die desentralisasie van onderwysbestuur. In hierdie proses is besluitnemingsgesag afgewentel vanaf sentrale regeringsvlak na die plaaslike skoolvlak, waardeur skoolgemeenskappe voorberei word vir self-beheer en outonomie. Die totstandkoming van skoolbeheerliggame by alle openbare skole in die land, bring Suid-Afrika in lyn met huidige internasionale tendense rakende die demokratiese plaaslike gemeenskapsdeelname aan beheer en bestuur in die onderwys. Wanneer hierdie aspek van die onderwysstelsels van drie lande, die Verenigde State van Amerika, Engeland en Australië, met die van Suid-Afrika vergelyk word, dui dit die omvang van die demokratisering van onderwysbeheer en -bestuur in die Suid-Afrikaanse opset aan. Die agtergrond van plaaslike gemeenskapsdeelname in die Suid- Afrikaanse onderwys volgens verskeie stukke wetgewing, hulle onvermoë om die onderwys te hervorm, en ander aspekte wat tot die afkondiging van die Skole Wet (1996) gelei het, plaas skoolbeheerliggame in die regte historiese konteks. 'n Ondersoek van die Skole Wet dui aan dat dit demokraties in wese is, en daardie aspekte van skoolbeheerliggame wat die potensiaal besit om die demokratiseringsproses voort te sit, word geidentifiseer. Die uitdagings wat die veranderinge in skoolbestuur met hulle meebring, word geanaliseer om hulle implikasies en betekenisvolheid vir skOOlbeheerliggame uit te lig. Skoolbeheerliggame bied nuwe en opwindende geleenthede vir ondernemende en geesdriftige gemeenskappe aan. Skoolbeheerliggame moet dus aangespoor word om die geleentheid aan te gryp om deelname aan skoolbestuur te hê en om sodoende hulle rol te speel in die bevordering van die demokratiese transformasie van die Suid-Afrikaanse samelewing.
35
Mostert, Orla. „An evaluation of the use of computers in a South African primary school“. Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003410.
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The introduction of the computer into the educational arena is unique as pressure for its inclusion has come not from educationalists, but from public demand based on the conviction that exposure to computers is an essential ingredient of modern education. This has resulted in computers being added to school curricula before there has been careful research into its educational implications, making huge demands on teachers involved in the innovation. South African primary schools involved in computer education have followed international trends in their adoption of computers, initially perceiving computer education as a separate subject added on to the present curriculum. However, changing trends in computer use internationally are now beginning to reflect educators' changing perceptions of the nature of primary education, and educators are calling for the use of computers to be integrated into the curriculum rather than being seen as an area of study in themselves. This investigation attempts to outline general trends and perceptions of computer use in a South African primary school. Despite a high level of computer usage at the observed school, the computer was seen by teachers, in the main, as an extra subject, and has not yet led to any significant changes in teaching styles and methods. The research suggests that two main issues need to be resolved before computer education in primary schools reflects the present paradigm shift towards learner-centered educational practices. Firstly, there is a need to rethink the delivery of the curriculum towards one which promotes a greater degree of problem solving and decision making on the part of the learner. Secondly, it would appear that teachers need to be made more aware of this trend.
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Cherrington, Avivit Miriam. „Research as hope intervention: a visual participatory study with rural South African school children“. Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/8350.
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There is a dearth of knowledge on rural South African children’s perspectives of hope, and how their hope can be nurtured, shaped, and strengthened. Guided by a qualitative approach, and located within a critical transformative paradigm, this study explores the following research question: How could visual participatory methodology as ‘research as intervention’ enable rural South African primary school children to explore their conceptualisations of hope, as well as strengthen their hope? To answer this question I pose two sub-questions: Firstly, what are rural primary school children’s conceptualisations of hope? Secondly, how could using visual participatory methodology to explore their hope also strengthen the children’s hope? Hope plays a key role in the lives of people, influencing decisions and behaviour, as well as coping skills and wellbeing. The socio-economic and cultural contexts in which rural South African children find themselves are critical in enabling hope and influencing their psychosocial wellbeing. While international hope research boasts a diversity of theories, there is scarce representation of such research from an African perspective. Unable to turn to an Afrocentric theory of hope this study is framed by two theories from the global-North: Scioli’s (2007) Integrative theory of hope which provides a description of the individual’s hope process, and Prilleltensky and Prilleltensky’s (2007) Framework of psychosocial wellbeing which provides a broader context in which to view this process. Over a period of a year I engaged with twelve purposively selected 9-13 year old Basotho children, beneficiaries of a children’s programme situated in a rural village in the QwaQwa region, Free State, South Africa, to explore their hope. Using visual participatory methodology, data was co-constructed through four visual data generating tools (collage-making, drawing, Mmogo-method®, and photovoice), as well as individual interviews, a group interview, and notes and photographs kept in my research journal. A qualitative thematic analysis was followed, and a literature control conducted to re-contextualise the findings. The results of this study are presented in themes. The first three themes, Hope is having a better life; Hope is community participation and togetherness; and Hope is weakened by others and by one’s environment, combine to represent hope as a multi-layered, multi-dimensional experience towards attaining a better life on a contextual, personal, relational, and collective level. These levels of hope are all inter-related, interdependent, and influenced by cultural factors and the children’s belief system (or worldview). I therefore conclude that, according to these rural South African school children, hope is an internal process of being that develops within the individual, with assistance from external resources, and then extends outwardly through hopeful beliefs, feelings, and behaviours to promote togetherness, care, and respect in one’s community. The last three themes, Strengthened personal hope; Enhanced relational hope; and Mobilised collective hope, show that using visual participatory methodology to engage the participants in an exploration of hope potentially strengthened, enhanced, and mobilised their hope across three inter-related and overlapping levels: Personal, Relational, and Collective. The participants expressed a growing understanding of their hoping process, increased sense of autonomy, and improved coping skills for strengthening their own hope. They also began to refer to themselves as Hope Champions - able to foster hope in others by behaving in a hopeful manner, teaching others about hope, and offering care and support. I therefore conclude that this shifting view of themselves as competent and valuable members of the community mobilised their collective level of hope as they began to formulate ideas of how they could be active citizens in their community, pursuing collective wellbeing for themselves and other members of the community so that everyone could live a better life. The findings have several implications for educational psychologists working with marginalised and vulnerable children’s hope, for fostering hope in school contexts, and for educational hope research with marginalised children in rural South African communities. While this study cannot presume to have achieved long-term social change, it does certainly lay the foundation for proposing that ‘research as intervention’ has promising potential as ‘research as hope-intervention’ in educational contexts. In responding to the research question, I argue that visual participatory research methodology, when focused on hope, is in and of itself a hope-enhancing intervention. Consequently, combining visual participatory methodology with hope-focused explorations enables ‘research as hope-intervention’, facilitating a strengthening of the participants’ hope, and resulting in meaningful personal transformation. I conclude that using ‘research as hope-intervention’ with rural South African children holds many possibilities for mobilising a ‘pedagogy of hope’.
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Harrison, Jo-Anne Elizabeth. „Perceptions of primary school teachers towards the South African Museum as an environmental education resource“. Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003577.
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This study examines the perceptions of a small group of primary school teachers from Gugulethu in Cape Town, of the various exhibitions and education services currently offered at the South African Museum. Their perceptions of proposed services are also examined in order to find out which of these proposals, as well as existing services, best meet the needs expressed by this group of teachers. An attempt was also made to determine their level of understanding of environmental education and awareness of environmental issues. This study suggested the need for greater emphasis to be placed on the 'hands-on' components of the Museum's education programmes. The need for syllabus related and enriching educational programmes and resource materials was also identified. In this regard, the exhibits perceived to be of greatest benefit to the pupils were those relating either to the syllabus or their culture, whilst exhibits seen to be 'out of the pupils' experience' (eg. Fossils) were perceived as unimportant. The teachers also epressed a strong desire for training sessions to be held at the Museum that would help them improve their knowledge of the displays and programmes. It was found that the teachers understanding of environmental education ranged from syllabus-related definitions to more holistic views. The environmental issues perceived to be of greatest importance were mainly social issues such as poverty, violence, child abuse and street children as well as water pollution and cruelty to animals. The production of posters and resource materials, drama, story-telling and programmes for parents were seen to be among the choices most favoured for the Museum to adopt in promoting environmental awareness in the community.
38
McComb, Roslin Vanessa. „Newspapers in education programmes and South African youth: a survey of the relationship between South African school-goers and newspapers in Esikhawini, Kwazulu-Natal“. Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1002920.
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This study examines the relationship which scholars have with newspapers against the background of a Newspapers in Education (NIE) programme in two black South African primary schools. Considering the presence of newspapers in the class as a medium of instruction, a number of factors are found to influence the -relationship which scholars have with newspapers. These factors are: scholars' access to newspapers; the nature of lessons using the newspaper; the character of the newspaper used in NIE and the context of education at the particular schools, including the attitudes and organisational abilities of both teachers and the principal. A description and analysis of this relationship is conducted in terms of the knowledge, attitudes and behaviour which scholars had -in te1ation to newspapers. This research is qualitative, undertaken from a constructivist-interpretative approach, and is set within international and South African contexts. The findings are relevant to understanding NIE programmes' interface with scholars' educational performance and with newspaper marketing objectives, as well as to the theorisation of NIE practices.
39
Gallie, Muavia. „The implementation of developmental appraisal systems in a low-functioning South African school“. Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-06192007-115447/.
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40
Amusa, LO, und AL Toriola. „Children's perceptions of Physical Education and school sports at selected South African schools“. African Journal for Physical, Health Education, Recreation and Dance, 2008. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000930.
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Students’ perceptions and value orientation
could assist curriculum developers to
design and implement a Physical Education
(PE) curriculum that would address the
needs of post-independent South African
schools. PE and School Sport (SS) in South
Africa demonstrate extremes and
inequities. Contrast is visible in all aspects
of South African life, but most significant
in education. White and urban schools are
relatively problem free, whereas black and
rural schools have been adversely affected
by the past governments’ apartheid and
separate development policies. Some
schools have well developed facilities,
while the majority has next to nothing. PE
teachers are qualified in some cases and
grossly unqualified in many others. PE
programmes in white schools and urban
cities offer a wide and balanced variety of
activities while in others opportunities are
limited to a few movement activities. PE as
a school subject has been neglected,
misunderstood, seen as being of little
importance and regarded as inferior when
compared to other subjects in the school
curriculum. In order to find out the
perceptions of PE and school sport among
school children aged 7-15years, we
administered the modified Sport in
Education (SpinEd) project questionnaire
to 923 school children in two provinces
and contrasting geographical locations in South Africa. The questionnaire focused on five main
domains referring specifically to aspects of
children’s perceptions and understanding of
PE and SS. The results showed some
disparity in the perceptions and
understanding of PE and SS among the
respondents by gender, age group and
geographical location, specifically with
regard to feeling about PE and SS, outcomes
of PE and SS, comparison of PE and SS with
other school subjects and perceived
competence in PE and SS. Results are
discussed in the light of their implications for
provision of quality PE and SS in South
African schools.
41
Robinson, Bradley. „Strength and conditioning practices of high school rugby coaches: a South African context“. Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/63459.
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Although the sport of rugby union is well established, the strength and conditioning practices of high school level players are not well known. Therefore, the purpose of this study was to examine the current strength and conditioning practices that coaches implement at South African high school level rugby. A secondary purpose was to compare practices between different types of schooling systems available in South Africa. An online survey or in person interview (depending on the school), adapted from previous strength and conditioning questionnaires, was conducted with 43 responses; including 28 schools among the top 100 rugby schools in South Africa for 2016 and 15 no-fee paying public schools in the Eastern Cape Province of South Africa. Results indicated that the top 100 rugby schools implement conditioning practices similar to the best-known international practices compared to no-fee paying schools who lacked the knowledge and skills in various strength and conditioning principles. It was found that all no-fee paying school coaches had insufficient qualifications to administer the correct training techniques. Coaches at all schools lacked the appropriate knowledge on injury prevention and scientifically based training programmes. It was concluded that education and skills around the best strength and conditioning practices for school level coaches needs to be improved and particularly in less privileged schools. The main goal being to reduce the risk of injury and improve performance across all sectors of the rugby playing population within the country. This was deemed crucial to the transformation goals set out by the South African Rugby Union, which would benefit from player development in lower socioeconomic schools.
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Adebanji, Charles Adedayo. „Educational and socio-cultural challenges of immigrant students in a South African school“. Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/24764.
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This research set out to explore the educational and socio-cultural experiences of DRC immigrant students in South African schools. Utilising a qualitative case study approach, the study attempted to provide a glimpse of the lived experiences of DRC immigrant students inside South African schools by exploring the following aspects: (1) academic performance, (2) schooling experiences, (3) linguistic disposition, (4) acculturation experiences and (5) how the students constructed their identities within South African society. The theoretical framework applied to this study was threefold in nature, namely Cultural Ecological Theory, Culture-Centred Theory and Critical Race Theory. The Major findings emanating from this study were: First, Cultural Ecological Theory could not explain the low academic performance of DRC immigrant students. Second, DRC immigrant students experienced acts of prejudice, isolation, linguistic adjustment incapability and xenophobic attacks. Third, acts of racism were prevalent at the school because teachers who taught them brought in African languages to explain lessons in class to indigenous students at their expense. Fourth, they were confronted by disrespectful modes of behaviour emanating from indigenous students to teachers. Fifth, the opportunity they had at the school, in terms of having access to education without being able to pay tuition fees, likely became their source of low academic achievement. The school had rapid turnover of teachers because the school governing body could not afford to pay additional teachers. Sixth, the students were exposed to uncommon modes of behaviour originating from indigenous students, in terms of gambling and smoking at the school. Seventh, they were exposed to display of weapons by indigenous students. Eight, the incorporation of culture into their academic work at school seemed to enhance their focus on learning. Ninth, they could not commence acculturation and identity negotiation in mainstream culture.Dissertation (MEd)--University of Pretoria, 2010.
Curriculum Studies
unrestricted
43
Namane, Kedibone Charlotte. „Examining the evolution of bully-victim behaviour in South African high school students“. Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/26902.
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Bully-victims have not been studied extensively in the South African context and studies regarding cyber bullying are not keeping up with this widespread of ICTs. There is a large scale of research that focuses on bullying and victimisation, but not much on bully-victims in general which makes it difficult to identify this group of individuals for better intervention measures. The term bully-victims refers to those individuals that are bullies but also experience bullying as well. An obstacle in the development of interventions suitable for this phenomenon is the inability of researchers, teachers as well as learners to differentiate between the different forms of bullying. Failure to understand the distinctions in the forms of bullying may result in a domino effect of not understanding individuals' behavioural differences as well as bullies' risk profiles. Therefore, it would be very important to try and get an understanding of this behaviour and the possible causes which will help in developing tools that can assist in preventing the cycle of mobile bullying, and mobile bully-victimisation as well as raise awareness on the issue. This study will therefore target the category of mobile bully-victims, this class has not been studied extensively but recent developments show that it has extreme consequences for young people. This study identified different factors that impact on bully-victim behaviour and the evolution thereof. Following literature review, the researcher developed a conceptual framework illustrating the evolution of mobile bully-victim behaviour. The framework proposed that there are relationships between previous traditional bullying experience and (1) the school environment, (2) self-control/self-esteem, (3) age/grade, (4) retaliation and (5) technology which result in the evolution of mobile bully-victim behaviour. The conceptual framework was tested using a questionnaire which was distributed to grade 8 and 9 learners in four schools in the Mpumalanga province where 817 responses were obtained. A Frequency distribution test was run on factors of mobile bullying that are significantly associated with factors of mobile victimisation and it was found that a total of 121 learners scored high on both these factors thus making them mobile bully-victims. It was also found through the execution of a Spearman rank order correlation that learners that currently use their mobile phones to bully others are those that were victims of previous traditional bullying. The results revealed, for example, that learners tend to threaten, spread rumours, share content online and create groups solely for the purpose of excluding others because they have been bullied in the past. Studies explain that this reaction is as a result of impulsivity, a characteristic of low self-esteem or lack of self-control, after experiencing bullying. Structural Equation modelling was run to analyse how bully-victim behaviour evolves and how the bully-victim pathways are formed. The results revealed that schools located in rural or less advantaged communities engage in bullying activities more than those in urban or suburban communities. It was also found that only 14% of learners were aware or knew of exiting anti-bullying policies in their schools and 40% indicated that they know of other mobile bullying reporting mechanisms, with most of these learners being from urban and suburban schools. Studies found that this may be due to the high social capital provided by well off communities which provide a safer environment. The findings also proved that learners are more involved in mobile bullying activities at a younger age, this contradicting previous studies which found that mobile bullying is more prevalent as children mature. Also, younger learners lack self-control/self-esteem due to previous traditional bullying experience whereas for older learners it is due to mobile bullying experience. This is despite the fact that studies show that self-control improves with age.
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Botha, Cornelius J. „Evaluation of a school-based intervention programme for South African children of divorce“. Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11901.
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Includes bibliographical references (leaves 78-88).Currently, parental separation in South Africa affects an estimated 30 000 children under the age of 18 annually. These children spend a great part of their day at school where they have to interact with peers and teachers and are expected to perform academically, but parental separation could have a significant impact on their ability to do so. Although research has found that children can be adversely affected by parental divorce, schools in South Africa do not offer any group interventions in an attempt to assist and guide children through what could be an ordeal for them. This study aimed to evaluate the effectiveness of the school-based Children of Divorce Intervention Programme (CODIP) at two South African schools. CODIP is a preventively oriented 12-week group programme for nine to twelve year old children. The aims of the programme are to create a supportive group atmosphere in which children can share divorce-related feelings and clarify misconceptions about divorce. Participants are also taught problem-solving, communication and anger management skills. Twenty-five boys of divorce from two schools (ages 10 to 13 years) were randomly assigned to two experimental groups and one delayed intervention control group. The boys' understanding of divorce was assessed through the completion of the Children's Belief about Parental Separation (CBAPS) scale. The Self Perception Profile for Children (SPPC) was used to assess children's perceptions of themselves, while the Parent-Child Interaction Questionnaire for Children (PACHIQ-R-CH) was employed to determine the boys' perceptions of their families. Questionnaires to determine the boys' general adjustment were completed by the boys, teachers and parents. Boys completed the Strengths and Difficulties Questionnaire (SDQ), teachers the Teacher-Child Rating Scale (T-CRS), the AML-R Behaviour Rating Scale and the SDQ, and parents completed the Parent-Child Rating Scale (P-CRS) and the SDQ.
45
Makoe, Pinky B. „'Black children in a white school' : language, ideology and identity in a desegregated South African primary school“. Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019886/.
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This thesis is an account of a qualitative study, which set out to investigate how black multilingual children in their first year of formal schooling are socialised into the cultural practices, particularly the English language practices, and ethos at a former white English medium school in South Africa. This study is interdisciplinary drawing on social theories and poststructuralist epistemology to explore the relationship between ideology, language/knowledge practices and identity. In particular, I consider the discursive construction of English as legitimate language, while other forms of representation are viewed as 'abnormal'. Set in the context of post-apartheid South Africa, the study was located in a desegregated primary school in a suburban area of Johannesburg. Data was collected using ethnographic methods and drawing on the traditions of school ethnography. Qualitative data collection methods included non-participant observation, video recordings of classroom interactions, audio recordings of interviews, and learners' tasks. Forms of discourse analysis, blending approaches from sociology, education and applied linguistics, are used to analyse social interaction as a discursive site where resources are validated and marginalised, and as a site of identity construction. Bourdieu's notions of linguistic capital, linguistic markets and linguistic habitus inform my analysis. The analysis will also be located in Foucault's work, which sets out the constitutive forces, and discursive practices by which identities are constructed and negotiated within institutional contexts. The study reveals that proficiency in English, and access to specific cultural practices associated with English, enables learners with those resources to claim certain identity positions while those who do not have access to them become disadvantaged and marginalised. Despite the linguistically diverse nature of the institution, the school practices, discourse and ethos work toward monolingualism. I argue that the value and legitimacy attached to English plays a significant role in how black multilingual children in year one of schooling imagine themselves as members of this community. Through making visible, the ideological practices and assimilationist activities, especially with regard to dominant language/knowledge, this study hopes to raise questions of inequality and social justice in a society in transformation.
46
Nkambule, Samson Gugulethu. „Primary school educators' experiences of support from internal and external sources in a South African school district“. Thesis, University of Pretoria, 2018. http://hdl.handle.net/2263/65457.
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This study explored how primary school educators expect to be supported and how they experience support from internal and external sources in a South African school district. Support for educators is vital in order to improve basic education in terms of South Africa’s long-term development goals and particularly in light of the poor performance of primary school learners in universal benchmark tests. Furthermore, the myriad of curricular changes introduced by the Department of Basic Education have increased the need for educator support in South Africa. A qualitative approach, located in an interpretive paradigm was adopted and a case study research design was employed. The requisite data were gathered by means of interviews, document sourcing and non-participant observation in three public primary schools. The main finding of the study was that there is limited amount of technical support, aimed at improving the quality of education, while affective aspects, i.e., meeting the socio-emotional needs of educators appear to be neglected. A broad theme that emerged was participants feeling like they are under surveillance; perceiving district officials to be on fault-finding missions when they conduct school visits and classroom observations; and feeling like they are on their own once they return to school from attending offsite workshops. In addition, the participants who served as heads of departments (HODs) reported that their workload prevented them from providing adequate internal support. A key recommendation of this study is that more curriculum instructors and HODs be employed and that they receive adequate preparation in order to provide appropriate support to primary school educators. In addition, it is recommended that the provincial and district officials increase the frequency of their school and classroom visits in order to spend more time supporting primary school educators.Thesis (PhD)--University of Pretoria, 2018.
Education Management and Policy Studies
PhD
Unrestricted
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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)
Unrestricted
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Richmond, Samantha. „South African Public opinion on Government's performance in the area of School Education in Post-Apartheid South Africa“. Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/3720.
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The aim of this research project is to empirically unpack South African public opinion on government's performance in the area of school education. The descriptive analysis chapter shows that school education has not been as politically salient an issue amongst South Africans in post-apartheid South Africa. In addition, this chapter also shows that a vast majority of South Africans positively evaluate government's performance in the area of school education. Furthermore, the multivariate analysis chapter shows that the significant demographic variables collectively formed the strongest basis on which South Africans evaluated government's performance, followed by the significant general experiences with education variable and the significant heuristics variables respectively. Moreover, South Africans' perceptions of the present versus the past appear to be the strongest individual determinant of government's performance. The evidence therefore suggests that South Africans are making use of a schema that deals with their experiences of school education under apartheid to evaluate government's performance.
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Mthethwa, Joel Mpikayipheli. „The management of educator appraisal in South African schools within the changing environment“. Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-07272005-153832.
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Mackenzie, Ian. „An investigation into short course accreditation through the South African Qualification Authority“. Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003482.
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This research project offers an analysis of the Adult Basic Education and Training Directorate in the Eastern Cape Province. The Bush Models are described and critiqued and then used as a tool for analysis. Other organisational models are described and used to add depth to the analysis. The choice of analysing the Adult Basic Education and Training Directorate comes both from a professional desire to know and understand this organisation more fully, as well as the importance of stressing that the definition of education organisations does not stop at school, colleges and universities, but includes the government bodies which are a key part of the sector. This assignment therefore explores both the features of a government department as well as the appropriateness of using Bush’s models in this context and draws on other organisational theory--Introduction.