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Satyi, Nosisi Kaya. "An investigation of local economic development and income security in the Eastern Cape : the case of Amathole District Municipality." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1020130.
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The aim of this study was to investigate the impact of the Local Economic Development Projects (LED) in relation to Income Security. It can be argued that LED is one intervention, which can be used to create jobs and eradicate poverty at a given locality. LED has been regarded as an approach towards economic development and growth whereby local people are encouraged to work in collaboration in order to achieve sustainable economic growth, bringing economic benefits and improved quality of life for all community members in in a specific municipal area.
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Tsomo, Zixolele. "An evaluation of gender equity in the Amathole District Council head office, East London 2006-2010." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1012685.
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The purpose of this study was to investigate the promotion of gender equity in the Amathole District Municipality (ADM). This investigation originated against the phenomenon that women are continuously faced with barriers to progress in the workplace. In an endeavour to find a meaningful solution to the problem, it was necessary to assess the degree of transformational change in the workplace; to ascertain what these barriers are; and how they can be overcome. The study commenced with an overview of the stance of women in the Republic of South Africa, especially their struggle to find a platform from where their voice could be heard. In order to achieve the research objectives, an in-depth literature study was undertaken. A survey was also conducted to examine the perceptions of gender equity in the ADM. The required data was collected by means of face-to-face semi-structured interviews with female officials in senior managerial positions. The study concludes with a number of recommendations that emanate from the literature review and qualitative study.
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Zuma, Khethiwe Victoria. "Investigating the teaching of isiZulu folktales in the Johannesburg East and South District secondary schools." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1648.
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A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Magister Educationis in the Department of Curriculum and Instructional Studies at the University of Zululand, 2018This study examined the teaching of isiZulu folktales at some Johannesburg East and South district secondary schools. The purpose if this study was to determine the methods used by isiZulu teachers in their classrooms when they teach folktales. The research questions were concerned with the teaching methods and strategies employed by teachers in their teaching of folktales. The study employed a mixed-methods approach involving 95 teachers as part of the quantitative approach and eight teachers participated in the qualitative semi-structured interviews. The findings of the study suggest that teachers use the lecture method in their teaching of folktales. The findings also reveal that teachers do not possess training in alternative methods of teaching folktales. The study recommends that teachers should be trained in the use of alternative methods such as drama. The study also recommends that school neighbouring communities should get involved in the performance of folktales by visiting isiZulu classes where folktales are taught.
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Mpengesi, Luvokazi. "Experiences of health care professionals at Mdantsane sub-district primary health care clinics regarding the unavailability of medicines." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/19619.
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Medicine unavailability, also known as stock-outs is a global problem. South Africa is not exempt from this problem which impacts negatively on the way in which healthcare services are rendered, more especially in the public sector. Communities are complaining about the unavailability of medicines at public health facilities particularly in primary health care clinics. In an effort to address this problem, the Minister of Health has declared medicine availability as one of the six priorities of the Department of Health. The aim of this study was to explore and describe the experiences and perceptions of healthcare professionals practicing at primary healthcare clinics in a peri-urban area of the Eastern Cape regarding the unavailability of medicines. Understanding the experiences and perceptions was expected to assist in addressing the problem at hand and help management in developing ways to address the problem and support the employees. Semi-structured interviews were conducted with healthcare professionals working at primary health care clinics in and around Mdantsane Township in the Eastern Cape. The main findings of the study can be divided into the following topics: perceived causes of medicine stock-outs, the implications of stock shortages, actions taken in the case of stock-outs and the role to play by in mitigating the impact of stock shortages. The limitations of the study include the research sample which was not truly representative of all healthcare professionals working at Mdantsane sub-district primary healthcare clinics. The study recommends various strategies that management should follow to assist in addressing medicine shortages. The researcher recommends further research to describe the experiences of healthcare professional regarding medicine unavailability.
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Choudhury, Subhashis. "Structure and socio-economic conditions of migrant population in East and South districts of Sikkim since 1975: a geographical study." Thesis, University of North Bengal, 2021. http://ir.nbu.ac.in/handle/123456789/4785.
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Von, Pressentin Klaus Botho. "A Medical audit of the management of cryptococcal meningitis in HIV patients in the Cape Winelands (East) district, Western Cape, South Africa." Stellenbosch : Stellenbosch University, 2010. http://hdl.handle.net/10019.1/37562.
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Stellenbosch University. Faculty of Medicine and Health Sciences. Interdisciplinary Health Sciences. Family Medicine and Primary Care.Thesis (MFamMed) -- Stellenbosch University, 2010.
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ENGLISH ABSTRACT: Introduction: This thesis summarises the findings of a medical audit on the management of Cryptococcal Meningitis (CM). The study population of HIV positive adults (N = twenty five) were admitted during November 2009 – June 2010 to five hospitals of the Cape Winelands (East) District, Western Cape, South Africa. In the context of the HIV pandemic, CM has become the most common cause of community-acquired meningitis, and has poor outcomes if left untreated. The South African HIV Clinician Society has published treatment guidelines in 2007. These guidelines have been used by the audit team to compile a list of measurable criteria (with set targets) to evaluate the structure, process and outcome of CM management. A pilot audit (2008) at the regional hospital has demonstrated that certain target standards were not met. Aims and Objectives: The aim was to improve the quality of the clinical care of HIV-patients diagnosed with CM in the Cape Winelands (East) district. The objectives included the review of the audit criteria and target standards, demonstrating improvement in quality of CM care at the Level 1 and 2 hospitals, identifying new interventions based on the findings and providing recommendations to the health facilities. Methods In 2009, the researcher formed a new audit team, reviewed the audit criteria and held teaching interventions based on the national treatment guidelines. An intervention, based on the findings of the pilot audit, aimed at improving the clinical team’s adherence to the treatment guidelines. Results The audit identified the following areas that did not meet the target standards: the availability of Amphotericin B (Ampho B) and spinal manometers; the use of manometry in all initial lumbar punctures (LPs); completing fourteen days of the required Ampho B treatment; renal monitoring in patients on Ampho B; commencement of antiretroviral treatment (ART) by week four; and, the two-month survival figures post-diagnosis. The re-audit at the Level 2 hospital highlighted the need for improved medical record keeping to aid the audit process. Arrangement of inpatient ART counselling happened more consistently at the Level 1 hospitals. Adherence to the ART target and measures to prevent Ampho B related morbidity is comparable to that of the Level 2 hospital. The audit has also provided insight to the researcher and audit team on the practical challenges of conducting a prospective data collection technique across different care settings. Recommendations Level 1 hospitals should continue to manage CM patients. The availability of spinal manometers and closer adherence to renal monitoring require attention. Formal feedback to the audit team and clinical teams is planned. A multimodal interdisciplinary Quality Improvement approach (such as an integrated care pathway) is recommended and a future re-audit is encouraged to assess improved adherence to the CM management guidelines. The buy-in of stakeholders (management, health care workers and patients), the ongoing support of an audit team and a committed Quality Improvement environment will allow the medical audit process to become ingrained in the South African public healthcare setting.
AFRIKAANSE OPSOMMING: Inleiding Hierdie tesis bied ‘n opsomming van die sleutelbevindinge van ‘n mediese oudit van Cryptokokkale Menigitis (CM) sorg. Die studie groep van MIV-positiewe volwassenes (N = vyf-en-twintig) het binne-pasiënt behandeling ontvang gedurende November 2009 tot Junie 2010 in vyf hospitale van die Kaapse Wynland (Oos) distrik. In die konteks van die MIV pandemie het CM die mees algemene oorsaak van gemeenskapsverworwe meningitis geword, en het swak uitkomste indien onbehandeld. Die Suid-Afrikaanse HIV Clinici Vereniging het in 2007 behandelingsriglyne gepubliseer. Hierdie riglyne het die oudit span gebruik om ‘n lys van meetbare kriteria (met teiken standaarde) saam te stel om die struktuur, proses en uitkoms fasette van CM sorg te evalueer. ‘n Proef oudit (2008) by die streekshospitaal het getoon dat sekere teiken standaarde nie behaal was nie. Doelstelling Die doelstelling was om die kwaliteit van kliniese sorg van MIV-pasiënte met CM (in die Kaapse Wynland (Oos) distrik) te verbeter. Die doelstelling sluit in die hersiening van die oudit kriteria, die bevesting van verbetering in kwaliteit CM sorg by vlak 1 en 2 hospitale, identifisering van nuwe ingreep-moontlikhede gebaseer op die bevindinge en die verskaffing van toepaslike aanbevelings aan die gesondheidsorg fasiliteite. Metodes Die navorser het in 2009 ‘n nuwe oudit span gevorm, die oudit kriteria hersien en opleidingsingrepe geskoei op die nasionale riglyne gefasiliteer. Opleidingsingrepe, gebaseer op bevindinge van die proef oudit, het ten doel gehad dat die kliniese span die nasionale riglyne nakom. Resultate Die oudit het die volgende areas uitgelig waar daar nie aan die teikenstandaarde voldoen was nie: the beskikbaarheid van Amphotericin B (Ampho B) en spinale manometers; die gebruik van manometrie in alle aanvanklike lumbaal punksies (LPs); voltooi van die veertien dae Ampho B behandelingsteiken; nierfunksie monitoring van pasiënte op Ampho B; aanvang van anti-retovirale behandeling teen week vier; en, die twee maande oorlewing post-diagnose syfers. Die opvolg oudit by die vlak 2 hospitaal bevestig die belang van verbeterde kliniese notas om die oudit proses te vergemaklik. Die reël van binne-pasiënt ART berading gebeur meer bestendig in Vlak 1 hospitale. Bereiking van die ART teiken en maatreëls om Ampho B verwante morbiditeit te voorkom, is vergelykbaar met die bevindinge by die vlak 2 hospitaal. Die oudit het die navorser en die oudit span ingelig rakende die praktiese uitdagings om ‘n prospektiewe data insamelingsmetode te poog in verskillende kliniese kontekste. Aanbevelings Vlak 1 hospitale kan steeds CM pasiënte versorg. Die beskikbaarheid van spinale manometers en deeglike nierfunksie monitering sal die behaling van teiken standaarde vergemaklik. Formele terugvoer aan die oudit span en kliniese span word beoog. ‘n Multimodale interdissiplinêre Kwaliteitsverbeterings benadering (soos ‘n geïntegreerde sorgplan) word aanbeveel en ‘n toekomstige oudit word aangemoedig om verbetering in toepassing van die CM riglyne te evalueer. Dit is belangrik om die sleutelspelers (bestuur, gesondheidswerkers en pasiënte) te betrek. Verder word voortgesette ondersteuning van die oudit span en ‘n toegewyde omgewing van kwaliteitsverbetering aanbeveel. Sodoende sal die oudit proses in Suid-Afrikaanse publieke sorg geintegreer word.
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Klaasen, Edgar Gerald. "An evaluation of the emotional intelligence of secondary school learners from the Somerset East district of the Eastern Cape." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/70111.
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Thesis (MBA)--Stellenbosch University, 2004.ENGLISH ABSTRACT: The emphasis in South African schools has always been on the development of cognitive abilities of learners. The following two reasons, amongst others, could be responsible for this emphasis: Firstly, the furore over Grade 12 results each year creates the impression that the academic achievement of learners is the ultimate measure of a school's success, and secondly, there is a general belief worldwide that cognitive ability is responsible for a person's success in life. The introduction of emotional intelligence as a field of study more than a decade ago led to new discoveries with regard to factors contributing to success in life. Studies indicated that while cognitive ability played a role in determining life and job success, it was only one of many factors having an influence on success. Many researchers made the conclusion that emotional quotient (EQ) could be as important, or even more important than IQ in determining success in life and the workplace. Consequently, many education authorities worldwide introduced social and emotional learning (SEL) programmes into their school syllabi to enhance the emotional intelligence of their learners. The purpose of this study is to establish whether secondary school learners in the Somerset East district of the Eastern Cape are emotionally intelligent enough to focus on their academic development, cope with life and be successful in the workplace. An empirical study to determine the EQ of 300 secondary school learners from three secondary schools in Somerset East was conducted. Learners completed the self-report questionnaire, the Bar-On EQ-i:YV, to determine their EQ. The results of the study indicated that: • no conclusive evidence could be found to suggest that learners from secondary schools in Somerset East are not emotionally intelligent enough to focus on their academic development • learners are emotionally intelligent enough to cope with life • learners have a need to improve their ability in the realm of interpersonal skills, which could increase their ability to be successful in the workplace. As a result of this research I propose that further studies be conducted to assess the EI of learners and to determine in which realms of EI learners need improvement. Also that SEL programmes be introduced to address specifically those shortcomings in the realms of EI where learners need improvement. It is important that those teachers responsible for developing the EI skills in learners should have the ability to present SEL programmes. Therefore, evaluation of the EI of teachers and development of the EI skills of teachers where necessary, as well as in-service training of teachers to develop their skills to present the SEL programme should take place. This research therefore calls for a greater focus on the development of emotional intelligence of learners, which could lead to improvement of their academic performance, success in coping with life and greater job success.
AFRIKAANSE OPSOMMING: In Suid-Afrikaanse skole was die klem nog altyd op die ontwikkeling van die kognitiewe vermoëns van leerders. Die volgende twee redes, onder andere, kan verantwoordelik wees hiervoor: Eerstens, die bohaai oor Graad 12 uitslae elke jaar skep die indruk dat akademiese prestasie van leerders die enigste maatstaf is vir 'n skool se sukses, en tweedens, daar is 'n algemene geloof wêreldwyd dat kognitiewe vermoëns verantwoordelik is vir 'n mens se sukses. Die bekendstelling van emosionele intelligensie as 'n studieveld meer as 'n dekade gelede het aan die lig gebring dat ook ander faktore bydra tot sukses in die lewe. Studies het aangetoon dat alhoewel kognitiewe vermoëns 'n rol speel in die bepaling van sukses in 'n persoon se lewe en werk, dit slegs een van 'n reeks faktore is wat 'n invloed het op sukses. 'n Aantal navorsers het tot die gevolg gekom dat emosionele kwosiënt (EQ) net so belangrik of selfs meer belangrik as IK kan wees in die bepaling van sukses in die lewe en die werkplek. Gevolglik het baie opvoedkundige owerhede wêreldwyd sosiale en emosionele leer (SEL) programme by hul sillabusse ingelyf om die emosionele intelligensie van hul leerders te verbeter. Die doel van hierdie studie is om vas te stel of sekondêre skoolleerders in die Somerset- Oos distrik van die Oos-Kaap emosioneel intelligent genoeg is om te fokus op hul akademiese ontwikkeling, opgewasse is vir die lewe en suksesvol kan wees in die werkplek. 'n Empiriese studie om die EQ van 300 sekondêre skoolleerders van drie sekondêre skole in Somerset-Oos te bepaal, was uitgevoer. Om hul EQ te bepaal, het leerders die selfverslag Bar-On EQ-i:YV vraelys voltooi. Die resultaat van die studie toon aan dat: • geen afdoende bewys gevind kon word dat leerders van sekondêre skole in Somerset- Oos nie emosioneel intelligent genoeg is nie, om op hul akademiese ontwikkeling te fokus. • Leerders is emosioneel intelligent genoeg om opgewasse te wees vir die lewe. • Daar is 'n behoefte om leerders se vemoëns met betrekking tot interpersoonlike vaardighede te verbeter, wat kan lei tot 'n verbetering van hul vermoë om suksesvol in die werkplek te wees. Na gelang van hierdie navorsing stel ek voor dat verdere studies gedoen word om die emosionele intelligensie van leerders te bepaal, en sodoende vas te stel in watter areas van emosionele intelligensie leerders ontwikkeling nodig het. Ook dat SEL programme ingestel word om die spesifieke tekortkominge van leerders met betrekking tot die emosionele intelligensie aan te spreek. Dit is verder ook belangrik dat onderwysers wat verantwoordelik is vir die ontwikkeling van EI vaardighede van leerders oor die vermoë moet beskik om SEL programme aan te bied. Daarom is dit nodig dat, waar nodig, evaluering en ontwikkeling van die EI van onderwysers moet plaasvind, sowel as indiens opleiding van onderwysers om hul vaardigheid om SEL programme aan te bied ontwikkel word. Hierdie navorsing vra dus vir 'n groter fokus op die ontwikkeling van die emosionele intelligensie van leerders, wat kan lei tot die verbetering van hul akademiese prestasies, hul beter opgewasse maak vir die lewe, en bydra tot groter sukses in die werkplek.
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Rantsane, Twoboy Babini. "The implementation of curriculum and assessment policy statement by economics grade twelve teachers and its influence on teaching methods in East London Education District, South Africa." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4970.
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The introduction of the Economics CAPS policy ushered the introduction of the new principle of “active and critical learning” which implies fostering active learner participation in teaching and learning process. The revision of curriculum in 1997 and subsequent years has implications on how teachers teach. Since the introduction of Economics CAPS in Grade twelve in 2014, no study has been conducted to determine how teachers implement the curriculum. The aim of the study was to investigate the implementation of Curriculum and Assessment Policy Statement (CAPS) by Economics Grade twelve teachers and its influence on teaching methods in East London Education District. The theoretical framework of the study was Experiential Learning Theory (ELT), constructivism, and pragmatism. A mixed method which entails the combination of quantitative and qualitative research methods was used in this study. A sequential design was followed in the study where the first stage comprised of the administration of questionnaire as a component of quantitative method. The second stage focused on qualitative method which entailed the administration of the following data collection techniques: lesson observation, semi-structured interviews and document analysis. Purposeful random sampling where East London Education District was selected since it has the required categories of schools required for the research was used. All the 53 Grade 12 Economics schools served as the population for the study. Some of the participants did not return the questionnaire while others have phased out Economics. A total of 36 schools participated and two schools have 2 Grade 12 classes. A total of 38 teachers returned the questionnaires. A stratified random sampling of 8 teachers was done for the qualitative research. The schools or teachers were categorised as follows: one teacher from Ex - Model C schools, one from urban, one from rural and five teachers from township schools. The sample represented 22.2 % of schools offering Grade 12 economics in the East London Education District. Descriptive statistics and thematic analysis were used for quantitative and qualitative studies respectively. The study found out that economics teachers assert that they employ mixed methods when teaching, but classroom practice reveals that their teaching approach is predominately teacher - centred. While the CAPS policy propagates the adoption of “active and critical learning” practice indicates this principle is applied to a limited extent. Economics teachers should be developed in using active learning methods to ensure that the new principle find expression in the classroom. In respect of the training of teachers to implement CAPS curriculum, research reveals that short-term training workshops were conducted but Economics teachers have challenges in methodology and content. The recommendations to address the challenges entail: continuous professional development of Economics teachers on methodology; conduct content workshops and resourcing of schools.
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Mfono, Zanele Ntombizanele. "An analysis of the emerging patterns of reproductive behaviour among rural women in South Africa : a case study of the Victoria East District of the Eastern Cape Province." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52660.
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Thesis (DPhil)--Stellenbosch University, 2002.ENGLISH ABSTRACT: The study describes and analyses changes in women's reproductive behaviour ID developing communities. These changes took more than hundred years to occur ID Western communities but only two to three decades in developing communities such as Taiwan and Barbados. The population of Victoria East district of the Eastern Cape province of South Afiica was chosen as a case study of these changes. Changes in the reproductive behaviour of women are described over a period of twenty-two years. The base year for the study is 1978 and data were collected up to 2001. Changes increased in particular since 1988. Statistical descriptive analyses were undertaken with regard to patterns of changes in variables such as age at the onset of births, child spacing, the mean number of births per woman, fertility regulation, and the number of children ever bom. Variations in patterns were analysed according to age cohorts, occupation and marital status. Information regarding these variables was collected from records at hospitals and clinics. Focus group interviews were held to reflect women's own descriptions and experiences regarding these variables. The research design thus combines the quantitative and qualitative approaches. The findings confirm a pattern of fertility decline that Caldwell described as the African pattern, which is different from that seen in Europe and Asia. It is characterized by a progressive delay in onset of childbearing and reductions in the mean number of childbirths that occur across all age cohorts and are associated with contraceptive accessibility. The high incidence of non-marital childbearing in the Victoria East district however sets the population studied apart from the polygamous Afiican societies on which Caldwell based the African transition. In this respect the population considered resembles the scenarios seen in Latin America, the Caribbean, Botswana and in recent years Europe. The study population shows a divergence in the patterns of marital and non-marital childbearing, with marital childbearing following the African pattem. Because of its high incidence, non-marital childbearing is dominant and the major contributor to the fertility decline that is afoot. The implications of this pattern needs much more in-depth study before comparisons with the above-mentioned communities can be made.
AFRIKAANSE OPSOMMING: Die studie beskryf en ontleed veranderinge in vroue se reproduktiewe gedrag in ontwikkelende gemeenskappe. Hierdie veranderinge het in Westerse gemeenskappe meer as honderd jaar geneem om plaas te vind maar slegs twee tot drie dekades in ontwikkelende gemeenskappe soos Taiwan en Barbados. Die bevolking van die landelike Victoria-Oosdistrik: in die Oos-Kaapprovinsie is gekies as 'n gevalstudie daarvan in Suid- Afrika. Veranderinge in die reproduktiewe gedrag van vroue in hierdie gemeenskap word oor 'n periode van twee-en-twintigjaar beskryf Die basisjaar van die studie is 1978 en data is ingesamel tot en met 2001. Veranderinge het veral toegeneem vanaf 1988. Statistiese-beskrywende ontleding is gedoen ten opsigte van patrone van verandering in veranderlikes soos die ouderdom by die skenk van geboorte, geboorte-spasiëring, die gemiddelde aantal geboortes per vrou, fertiliteitsregulering en die aantal kinders ooit gebore. Variasies in patrone is ook na aanleiding van huwelikstaat en beroep bepaal. Inligting aangaande hierdie veranderlikes is verky vanaf rekords wat by hospitale en klinieke gehou word. Fokusgroeponderhoude is ook onderneem waarvolgens vroue se eie beskrywings en ervarings aangaande die genoemde veranderlikes verkry is. Groepe is saamgestel volgens verskeie ouderdomskohorte en huwelikstaat. Die navorsingsmetodologie behels dus 'n kombinasie van kwantitatiewe en kwalitatiewe benaderings. Die bevindings bevestig 'n patroon van fertiliteitsafhame wat deur Caldwell as die Afrikapatroon beskryf word en afwyk van die Europese en Asiatiese patroon. Dit word gekenmerk deur 'n progressiewe vertraging in die aanvang van geboorte-skenk, afhame in die gemiddelde aantal geboortes oor al die ouderdomskohorte en word geassosieer met kontraseptiewe toegankliheid. Die hoë voorkoms van buite-egtelike geboortes in die Victoria-Oosdistrik onderskei egter die bestudeerde bevolking van die poligame Afrika gemeenskappe waarop Caldwell die Afrika-oorgangstipe gebaseer het. In hierdie opsig vertoon die bevolking eerder ooreenkomste met ontwikkelende gemeenskappe m Suid-Amerika, die Karibbiese Eilande, Botswana en die meer onlangse Europa. Die bestudeerde bevolking vertoon uiteenlopende patrone van binne-egtelike en buite-egtelike geboortes met die binneegtelike patroon meer in ooreenstemming met die Afrika-patroon. Die hoë voorkoms van buite-egtelike geboortes domineer egter die algehele patroon en kan beskou work as die hoof bydraende faktor in the afhemende fertiliteit wat waargeneem is. Die implikasies hiervan moet egter veel dieper studie ondergaan alvorens verdere vergelykings met die bogenoemde gemeenskappe gemaak kan word.
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Ouma, Erick Mungube [Verfasser]. "Management of trypanocidal drug resistance in cattle in identified chemoresistance hot spots in the administrative District of Sikasso, south-east Mali / submitted by Erick Mungube Ouma." Berlin : mbv, 2010. http://d-nb.info/1010140698/34.
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Laubscher, C. J. (Constant Johannes). "Die geskiedenis van grondbesit in Distrik Ses tot 1984 met spesiale verwysing na die invloed van die Groepsgebiedewet na 1966." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/49724.
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Thesis (PhD)--Stellenbosch University, 2002.ENGLISH ABSTRACT: District Six originated in the eighteen fifties on neighbouring wine farms close to Cape Town's city centre. The first inhabitants were Europeans, but were later joined by free slaves. By 1849 the total number of inhabitants was 2943 and as a municipal area became known as the sixth district of Cape Town. Over the years District Six developed an own unique cosmopolitan character and despite a stigma as a backward residential area District Six developed as a multiracial community with its own vibrant spirit. By 1966 there were 3700 properties of which 56% were owned by Whites, 26% by Coloureds and 18% by Indians. In the same year the area had 21 schools and 17 places of worship. One of the main causes of physical deterioration was overpopulation. The occupancy figure by the 1850's was approximately 2,5 persons per habitable room. Overcrowding led to subletting of even the smallest rooms and resulted in gross exploitation of tenants, horrific crime and moral decay, all of which contributed to the slum status of the area. In 1962 the City of Cape Town devised a pilot plan for the rehabilitation of the area, but this plan was never implemented. Years of neglect of municipal services worsened the degredation of many historic buildings as well as decent living conditions for its residents. In 1962 the Group Areas Board recommended that District Six be declared a Coloured Group Area. The N.P. government rejected this recommendation and on 11 February 1966 through Proclamation 43, declared 94 hectares of the traditional District Six as an area for White occupation. Between 1965 and 1975 the government froze all property transactions in District Six to enable them to plan the redevelopment of the area. The state made financial offers to property owners, but only 10% accepted these. The majority declined these and blamed this on inflexible property valuations of the state. By 1980 the state had spent R25 million on the acquisition of properties in District Six. Government demolition of structures took place between 1968 and 1982 and resulted in the flattenning of most buildings except for a few churches. Expropriated Coloured and Indian residents were removed to the newly created residential areas on the Cape Flats. Although some previous residents of District Six were happy with their accommodation most objected to the high bond repayments on their new homes, higher transport cost to work and the breakdown of existing communities. The biggest opposition to the declaration of District Six as an area for White occupation came from local groups, namely: The Friends of District Six and the District Six Residents', Rent and Ratepayers Association (RRR). Opposition political parties and the press used the physical and mental suffering of the residents to challenge the government. The redevelopment of District Six was characterised by continous changes to proposed plans. In 1964 the government appointed the Niemand Committee to investigate the replanning and redevelopment of District Six. In 1970 a master plan for redevelopment was recommended . In 1974 the first properties were sold to white people by the government. In 1975 the neighbouring Walmer Estate was declared a Coloured Group Area and three years later District Six was renamed as Zonnebloem. In 1979 parts of the neighbouring Woodstock and Salt River were declared Coloured Group Areas. In 1982 the Presidents Council recommended that part of District Six be returned to the Coloured community, but the government rejected this and in October 1982 year the first whites settled in District Six. The following year a part of District Six was declared Coloured area.
AFRIKAANSE OPSOMMING: Distrik Ses het in die vyftigerjare van die negentiende eeu op aanliggende wynplase van Kaapstad ontstaan. Aanvanklik het Blankes van verskillende nasionaliteite daar gevestig en later het vrygestelde slawe die inwonertal laat toeneem. Teen 1849 was die inwonertal ongeveer 2943 en in 1867 het die gebied bekend geword as die sesde distrik van Kaapstad . Distrik Ses het n eiesoortige en unieke kosmopolitiese karakter ontwikkel. Ten spyte van n stigma van agterlikheid het die gebied n borrelende en veelrassige gemeenskap gehad. In 1966 was daar ongeveer 3700 eiendomme in Distrik Ses waarvan 56% aan Blankes, 26% aan Kleurlinge en 18% aan Indiers behoort het. Teen 1966 was daar 21 skole en sewentien plekke van godsdienstige aanbidding in die gebied. Oorbevolking was een van die grootste oorsake van verval in die gebied. In die vyftigerjare was die besettingsyfer van geboue ongeveer 2,5 persone per bewoonbare vertrek. Die gevolg was onderverhuring, gruwelike uitbuiting van huurders, misdaad en sedelike verval wat aan die gebied n slumstatus besorg het. Jarelange verwaarlosing van munisipale dienste het tot vervaI van gebouestrukture en Iewenstoestande gelei. Die stadsraad se loodsplan vir opruiming in 1962 is nooit geimplementeer nie. Die Groepsgebiederaad het in 1962 aanbeveel dat die gebied as n Kleurling-groepsgebied verklaar moes word. Ten spyte van die aanbeveling is 94 hektaar van die tradisionele Distrik Ses op 11 Februarie 1966 volgens Proklamasie 43 van 1966 as n Blanke Groepsgebied verklaar. Die regering het vanaf 1965 tot 1975 aile eiendomstransaksies in Distrik Ses gevries om sodoende die herontwikkeling van die gebied te beplan. Ongeveer 10% van die eienaars het die staat se aanbod vir hul eiendom aanvaar. Die meeste het egter beswaar gemaak teen die staat se onbuigsame skattings. Teen 1980 het die staat R25 miljoen bestee aan die verkryging Slopingswerk in Distrik Ses het tussen 1968 en 1982 plaasgevind. Byna aIle geboue is gesloop en slegs enkele kerke is behou. Inwoners is na verskeie woonbuurte op die Kaapse Vlakte verskuif Alhoewel sommige vorige inwoners van Distrik Ses tevrede was met hulle nuwe woonplekke was die meeste ontevrede oor die hoe verbandkoste van nuwe wonings, hoer reiskoste en die verbrokkeling van gemeenskappe. Die grootste opposisie teen die Blankverklaring van Distrik Ses was The Friends of District Six en die District Six Residents', Rent and Ratepayers' Association (RRR). Opposisiepolitieke partye en die pers het die regering se rassebeleid aangeval deur te konsentreer op die ontberinge van die inwoners. Die herontwikkeling van Distrik Ses is gekenmerk deur voortdurende verandering. In 1964 is die Niemand-komitee aangestel om die herbeplanning en herontwikkeling van Distrik Ses te ondersoek. In 1970 is n meesterplan vir die ontwikkeling van Distrik Ses aanbeveel. In Julie 1974 het die regering die eerste eiendom in Distrik Ses aan Blankes verkoop. In 1975 is die aangrensende Walmer Estate tot Kleurlinggroepsgebied verklaar. Distrik Ses is in 1978 herdoop en R9 rniljoen is bewillig vir die rehabilitasieskema. In 1979 is dele van die aangrensende Woodstock en Soutrivier tot Kleurlinggroepsgebiede verklaar. In 1980 is ri gewysigde plan vir die ontwikkeling van Distrik Ses voorgele. In 1981 het die regering die Presidentsraad se aanbeveling dat n gedeelte van Distrik Ses aan die Kleurlinggemeenskap teruggegee moes word, verwerp. In Oktober 1982 het die eerste blankes in Distrik Ses gevestig. In 1983 is n gedeelte van Distrik Ses as Kleurlinggebied verklaar.
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Powell, Jean. "An evaluation of a risk related intervention programme to reduce the rate of possibly preventable postperinatal deaths (including sudden infant deaths) : in Portsmouth and South East Hampshire health district." Thesis, University of Southampton, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293689.
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Linehan, Thomas Patrick. "The British Union of Fascists in east London and south-west Essex, 1933-40: a study of the district branches, their memberships, and the local context of branch recruitment." Thesis, Royal Holloway, University of London, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496967.
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Gumbo, Edwell. "Factors that influence a performance culture in a selected school in Johannesburg East district." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/4900.
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A country’s competitive advantage is linked to its educational outcomes. South Africa, as a developing country wants to shift from being a resource based economy to being a knowledge based economy. To enable such a shift, schools must be able to graduate learners who are adequately prepared for the demands of institutions of higher learning. Schools, therefore, must become centres of excellence and a culture of performance must be prevalent in schools. The National Development Plan as outlined by the National Planning Commission (2011) identified education as one of the pillars from which South Africa’s economy will be driven. However, recent studies have rated South Africa’s education system as one of the worst among middle income economies and sometimes even worse than many low-income African economies. To bridge that gap, there is a need to drive schools to be centres of excellence. This study sought to identify factors that influence a performance culture in schools. In order to achieve this objective, literature was scanned and five factors that influence a performance culture were identified (organisational school climate, teacher attitude, school managerial processes, organisational school value and organisational school structure). These factors were initially identified and used by Marcoulides and Heck (1993) in a corporate organisation and later adopted for testing in a school setting by Gomez, Marcoulides and Heck (2012). A school in Johannesburg East district was sampled through convenience sampling and data was collected through a questionnaire which was administered to the principal, teachers and staff, school governing board members, parents and alumni of the school. The total sample was 120 and a total of 94 questionnaires were returned giving a response rate of 78 percent. Descriptive statistical techniques were performed to establish the mean and standard deviation of perceptions among the respondents. Inferential statistical techniques were used to measure and ascertain reliability through Cronbach’s alpha, comparisons of responses through t-testing and ANOVA, association through correlation and hypotheses were tested through multiple regression analysis. All the variables were found to be valid and reliable. Furthermore, statistical results revealed that in the sampled school, even though all the five factors had an association among each other, only organisational school culture and organisational school value had an association to the dependent variable, performance culture. Organisational school value, however, was found to be the only variable of great influence to performance culture at the sampled school. The ideologies and activities that represent the values, therefore, influence the performance culture of a school.
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Kumanda, Nomaroma. "Retaining learners in primary schools in the East London education district: policy implications." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/6114.
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The purpose of this study is to investigate different ways of retaining learners in teaching and learning practices in grade seven classrooms. The study was conducted in two East London Primary schools. The research took the form of a qualitative interpretive case study focusing on a study sample. The qualitative methods allowed the researcher to gather data in order to describe and interpret teachers‟ knowledge in retaining learners in grade seven classrooms. This critical analysis explored the literature relating to retention of learners if they fail to meet proficiency requirements. The research made use of a qualitative, mixedmethod, and meta-analysis techniques to collect and analyse the data. The study is systematically analysed and categorized according to three themes: retention and social promotion policy effectiveness, causes of dropping out and identification of curriculum and program options. The findings suggested that retaining learners may have some positive effects in the short-term, but that may diminish with time and age. Early detection of academic deficiencies by teachers can possibly prevent negative psychological effects and dropping out due to retention. Student retention in public schools is comparatively poor in traditional education and in some contexts, embarrassingly low. Literature on the subject of student retention in public schools indicates that even when interventions are designed and undertaken to improve student‟s retention, they tend to fall short. The main aim of this dissertation therefore is to better understand and measure learners‟ attitudes and perceptions towards the effectiveness of learning. In view of this, it is hoped that the study can determine how these strategies can be used optimally to improve student retention at lower grades in the East London District in Eastern Cape. The findings at its best indicate what possible method that could be used to improve retention of learners, by enhancing their teaching/ learning and improving the efficacy of Eastern Cape school‟s existing student support system.
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Mamatu, Ntombizonke Lydia. "A critical perspective of national norms and standards of school funding in Eastern Cape East London District." Thesis, University of Fort Hare, 2009. http://hdl.handle.net/10353/303.
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Education policies remain a contested terrain in both the social and political environments. They are not neutral instruments and are used both to maintain the existing social order and also to promote varying kinds of change or mobility. The South African Schools Act, 1996 (Act 84 of 1996) hereafter SASA, which is the source of all policies that regulate school issues in South Africa promotes democratic methods of school governing and education provisioning that favours the previously disadvantaged groups. The NNSSF is one of the policies of SASA that makes schooling accessible to the poor through school fee exemptions while attempting to close the gap between the rich and the poor through differentiated school funding created according to researched poverty levels and standardized target lists. This has been designed to fulfil one of the essential human rights of man- education that has been entrenched in the Bill of Rights of the Republic of South Africa Constitution, 1996 (Act 108 of 1996) hereafter, Constitution. Thus, the study’s objective is to evaluate the implementation of the NNSSF policy in public schools focussing on school fee exemptions. The extent to which poor parents and learners are given school fee exemptions as they are supposed to according to the policy will be indicators of whether the NNSSF is justly or unjustly implemented in public schools. Learners are the recipients of the right to education. Parents are given the responsibility to fund the education of their children. However, for poor parents to fulfil that they need advice and assistance from the teachers and SGBs to be able to access the school fee exemptions while they have a right to just administrative action and to human dignity in dealing with them. SGBs and teachers have to create a favourable environment for the just implementation of the NNSSF by advising and xiii assisting deserving parents and learners to access school fee exemptions so that the right to education is fulfilled. The duty of in loco parentis and acting in the best interest of the child enforce teachers to do everything possible to ensure that learners access education. EDOs are supposed to guide, monitor and supervise the implementation of the policy while legal bodies should assist parents and learners to demand their right when it is violated through litigation. The study used the method of survey which is quantitative and interviews which are qualitative. Questionnaires and interview schedules were tools used to collect data that was analysed through statistical methods and represented in the form of tables and pie-charts. Various significant findings were made that had a bearing on the implementation of the NNSSF policy in public schools, most important to note is that some learners who have the right to education are aware of this right but do not know how to ensure that it is not violated. Parents are not given the opportunity to decide whether school fees should be charged in their schools. Above that they are not given the advice they need to be able to access school fee exemptions. Some teachers think that by advising and assisting learners and parents they will be buying cheap popularity- showing ignorance. EDOs do not know how schools implement the NNSSF, they are not involved in anyway. Thus the study views the implementation of NNSSF policy in public schools as unjust and recommends that SGBs and teachers need to be educated, guided and monitored by the EDOs on the policy and its implementation. They in turn will have to educate parents and learners so that they are able to access school fee exemptions thereby receiving education – their right.
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Pampila, Siyabulela. "Exploring fathers' role in supporting their children's learning : a case of selected primary schools in the East London District." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4915.
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The aim of this study was to explore fathers’ role in supporting their children’s learning in selected urban primary schools in the East London Education District. Epstein parental involvement theory informed the study. The study was located in the interpretivist research paradigm and it qualitative in nature. It followed a case study research design. Participants were selected through the use of purposive sampling. A total of fifty two (52) participants were selected and these included school teachers, fathers and learners. Semi-structured interviews (for school teachers and fathers) and focus group interviews (for learners) were used in the four selected primary schools. The data was coded and thematic content analysis was used. The findings from the research indicated that fathers’ and teachers had a very limited understanding of fathers’ support in children’s learning. They generally thought that it was confined to activities done at school such as payment of school fees and levies, providing labour for the construction or renovation of school buildings and providing teaching/learning resources. Participants confirmed that the majority of fathers were too poor and with low education to be meaningfully involved in their children’s learning. However, there were a few fathers who believed that their socio-economic status did not prevent them from participating in their children’s learning. They actually indicated useful ways in which they could be involved. It was found that a minority group of fathers who were unemployed spent time helping their children in their learning whilst, those working worked long hours and had no time to help their children. Among the significant findings of the study was the fact that educated fathers were too involved in their children’s learning and even reserved time on weekend to be part of their children’s life and learning. The research also revealed that fathers and teachers had wrong perceptions about themselves and each other in connection with limited fathers’ support in their schools. The study recommends, among other issues, enhanced school/parent partnership with emphasis on the involvement of fathers in academic activities meant to improve their children’s learning.
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Jekwa, Noxolo. "Teaching strategies in Grade 11 multilingual Life Sciences classrooms: a case of two schools in East London District." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/488.
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It is important to find strategies to assist learners who are taught in English especially as learners show different levels of English proficiency. English is taught as an Additional Language in many South African schools. Code switching is a well documented and researched strategy that teachers use in multilingual classrooms where the language of teaching and learning is not the learners’ home language. The study is concerned with and seeks to investigate the teaching strategies that Life Science teachers use in multilingual classes in addition to code switching. A case study of two Grade 11 Life Science teachers was conducted. The study adopts classroom observations and face-to-face interviews as qualitative data – gathering methods. The findings of this study, among other issues, reveal that in addition to code switching teachers use a variety of teaching strategies that include the use of textbooks, preparing notes for students, etc. Evidence available further suggests that the choice of teaching strategies is examination oriented rather than based on an understanding of current thinking on the ways of learning Life Sciences.
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Blayi, Mcebisi. "The effectiveness of the integrated quality management system to improve the performance of educators in the East London District." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1014634.
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This study aimed to evaluate the effectiveness of the Integrated Quality Management System (IQMS) in improving the performance of educators. While literature exists on IQMS as a performance management system for educators in South Africa, no research examines it as a Performance Improvement (PI) system. Given the gap in the literature, this study aimed to answer the question: How effective is the IQMS in improving the performance of educators? The IQMS policy mandates the District Office to design and implement Performance Improvement interventions. This study investigated the effectiveness of the IQMS as a PI system with specific reference to the interventions designed and implemented by the East London District of Education. The introduction of the IQMS marked a paradigm shift from the inspectorate system. It introduced a democratic system of teacher evaluation. It put consultative structures in place and allowed educators to make their voices heard during the evaluation process through pre-evaluation meetings and feedback. The IQMS is a standards based system of evaluation. As such it is morphed with the use of rating scores and rubrics to identify the performance gap, which is followed by the development and implementation of intervention strategies to close the gap. The concept of Performance Improvement (PI) which is the process of identifying and analyzing individual performance gaps, planning for future performance improvement, designing and implementing interventions to close performance gaps, comes into play. This study was conducted using qualitative research methods. Data from questionnaires and the interviews were triangulated with information from a review of policy documents from the Department of Basic Education, pertinent documents from the East London District of Education and sampled high schools in Mdantsane. The Post Level 1 Educators are primary stakeholders in this study, and the School Principals and Education Specialists are secondary stakeholders. In this qualitative study, forty-two high school Post Level 1 (PL1) educators provided responses to an open-ended questionnaire. Six PL1 educators were interviewed. Three high school principals and three education specialists provided responses to open-ended questionnaires. Pertinent documents were surveyed. Qualitative responses were categorized and analyzed into themes and sub-themes. The findings of the current study indicate that the IQMS in its current form did not impact positively on the Performance Improvement of educators. Five specific findings emerged from this study: Educators have not embraced IQMS as a Performance Improvement system; The twofold purpose of the IQMS: development and salary progression renders it ineffective in improving the performance of educators; The logical framework for the implementation of the IQMS is not adhered to; The implementation of the IQMS is not monitored; The IQMS has no impact on learner attainment. This study also documents other positive areas in the implementation of the IQMS. This study has implications and recommendations for further research, practice and provides valuable information to the Department of Basic Education and the teacher unions in the Education Labour Relations Council as they review the IQMS and in implementing future teacher performance evaluation policies.
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Fesi, Liziwe. "An interevention strategy for improving reading comprehension in grade 9: a case study in one secondary school in East london education district." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/5905.
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The study focused on strategies for improving reading comprehension skills at Grade 9 level through story writing in one secondary school in the East London Education District. Vygotskian theory formed the theoretical framework for this study, aligned with language theories as relevant literature for this particular research study. Data was generated from 15 Grade 9 learners who were selected from 3 Grade 9 classes using convenience sampling, comprising of five learners from Grade 9(a) intervention group, five learners from Grade 9(b) and five learners from Grade 9(c) non-intervention group who were selected for this study with the inclusion of two Grade 9 teachers and one Grade 8 teacher. Involvement of the grade 8 teacher is relevant to determine the voice from a Grade 8 teacher as an informed voice, which filtered into understanding how and why Grade 9 learners are unable to read and write with understanding in their present grade. The teachers were given three questions for semi-structured interviews. All the learners were given a specific activity as a pre-assessment without intervention strategy. The Grade 9(a), which is the intervention class, used story writing as an intervention strategy where they began a two week study using intensive intervention strategies, amounting to a total of 18 weeks study from pre-assessment to post-assessment. At the conclusion of the study the selected learners undertook a post-assessment using the same specific activity as in the pre-assessment. Subsequently, these selected Grade 9 learners’ reading comprehension pre-assessment and post-assessment was analysed. Five of the grade 9(a) learners demonstrated significant improvement in the intervention activities they were given. Grade 9(b) and Grade 9(c) showed difficulty in the post-assessment as they were the non-intervention group. It was concluded that Grade 9(a) learners performed better in the post-assessment. This could be attributed to the use of story writing as an intervention strategy to improve their English reading and reading comprehension skills. Keywords: intervention, reading, comprehension.
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Makasi, Cordelia Noma-Abysinia. "Implementation of the policy on religious equity in public schools in the East London Education District : towards a framework for religious diversity." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/5014.
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The study sought to establish the implementation of the policy on religious equity in public schools in the East London Education district in the Eastern Cape Province of South Africa. Underpinned by Van Meter and Van Horn (2015) with implementation and conceptual theory and also a theory on opportunity to learn and school performance by Van Der Grift and Houtveen(2006), the study was located in the pragmatist research paradigm and followed a mixed methods approach and concurrent triangulation design. The research sampling technique was random for high school learners in selected schools and purposeful for principals, heads of departments, teachers and provincial education officials. Three methods were employed to collect data from selected public schools and from the provincial office namely; semi-structured interviews, individual interviews and observation. Quantitative data were analysed statistically and presented in the form of descriptive statistics. Qualitative data were analysed using the thematic content analysis technique. Major findings of the study are that teachers and principals understood the concept religious equity and had a fair understanding of the policy on religious equity. Schools were predominantly Christian-oriented in terms of religious practices and there were no recorded cases of religious conflict. Learners of minority religions were not compelled to attend Christian religious functions in schools and were allowed to attend their own religious functions outside school. This was established from the fact that participants cited freedom of religion as being exercised in schools. However, it was further established that there was no strategic monitoring and support for teachers in the implementation of religious equity. There were also no deliberate measures and strategies for the implementation of religious equity suggesting challenges and inconsistencies in the implementation of the policy. While there were notable challenges in the implementation of the policy, due to resistance of stakeholders to change, schools had great opportunities which could be utilized to enhance the implementation of the policy on religious equity. The study concludes by noting that, while key policy implementers had an understanding of religious equity, the situation on the ground revealed challenges and inconsistencies in the implementation of the policy which resulted in a Christian-dominated school environment at the expense of minority religions The study recommends, among other things, that that religious equity be adhered to as enshrined in the Constitution of South Africa of 1996 and the South African Schools Act of 1996. The teaching and learning environment should include Religion Education as per prescription by National Policy on Religion Education of 2003, that monitoring and support of teachers be done, and that community involvement with policy development be considered crucial as well as moral education teaching in schools. A framework for enhancing implementation of the policy on religious equity is also proposed.
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Nieuwoudt, Deborah. "'n Ondersoek na die pontensiële impak van die herverdeling van grond op die sosio-ekonomiese toestande in die Somerset-Oos en Cradock distrikte van die Oos-Kaap." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50041.
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Thesis (MPA)--Stellenbosch University, 2004.ENGLISH ABSTRACT: Land is a precious resource that forms the basis of our security, pride and history. The ownership and use of land have always played an important role in the shaping of all political, economic and social processes in South Africa. Therefore it is a very sensitive issue for all South Africans. Colonialism and the Apartheid policy deprived the majority of South Africans of the right to own land or took away their land, and this contributed to the large degree of prevailing poverty, especially of the rural black population. One of the primary purposes of the first democratic government, elected in 1994, was to introduce land reform that would return 30% of all agricultural land to the previously deprived population. The purpose of this study is to research the government policy, and prevailing theories, on land reform, and the impact of this policy on the socio-economic development of the Cradock and Somerset East districts of the Eastern Cape. The current power behind the new land policy is the land reform programme, which consists of redistribution, security of tenure and land restitution. Land reform means, among other things, the redistribution of land with the main objectives of achieving socio-economic development and reducing poverty. From the research it transpired that land reform is a complex issue with widely divergent opinions. The Government itself changed its policy since 1994, and the World Bank has also change its policy. Of the burning issues are: must land reform mainly deal with land restitution, or rather with socio-economic development; is commercial farming on large farms better for land restitution, or small scale farming on small farms; is the capitalistic viewpoint driven by the market mechanism the best, or a more socialistic approach; is communal ownership of land better than individual ownership; should only applicants with farming experience be considered or also people with no experience? All these issues have proponents, mostly it seams as if compromises between these viewpoints would yield the best results. From the case studies, as well as the literature and interviews, it transpired that support services for emerging farmers are of prime importance. Mentors that assist emerging farmers could make a positive contribution. Existing commercial farmers should also be involved as advisers. It also seemed as if it was very difficult for large groups of unrelated beneficiaries to successfully work on one farm. The success of the policy does not only depend on the mere access to land, as the quality of life and potential job opportunities can only be increased by the provision of support services, infrastructure and other development programmes, which result from land reform. This requires a cooperative partnership between national, provincial and local governments. The socio-economic analysis revealed that there are large scale poverty and unemployment in the districts of Cradock and Somerset East. Although the rural population is on the decline, there still are large rural black and coloured populations that may benefit from land restitution. However, because of the dry climate and poor soil quality, it is unlikely that many of these households could be helped by means of land restitution to escape from poverty. Opinions of experts on the degree to which land reform contributed towards socio-economic development, are divided. It seems that projects where upcoming farmers are assisted by a mentor, or where a small number of beneficiaries, related to each other, are farming together, have a greater chance of succeeding. However, for the land reform programme to meet its objectives, it is important to formulate an adequate land policy to ensure peace, reconciliation and national stability. Without these aspects, economic growth and secure livelihoods cannot be ensured. Effective land programmes can contribute directly to increased production and the reduction of poverty, but only if implemented correctly. Land forms the corner stone of development, but cannot be used or maintained as the only way to decrease or eliminate poverty.
AFRIKAANSE OPSOMMING: Grond is 'n kosbare hulpbron wat nie net die basis van welvaart vorm nie, maar ook van sekuriteit, trots en geskiedenis. Die eienaarskap en gebruik van grond het nog altyd 'n belangrike rol gespeel in die politieke, ekonomiese en sosiale prosesse van 'n land. Gevolglik is dit ook 'n sensitiewe kwessie vir alle Suid-Afrikaners. Kolonisasie en die Apartheidsbeleid het die meerderheid Suid-Afrikaners ontneem van die reg om grond te besit of hul grond afgeneem, wat bygedra het tot die grootskaalse armoede van veral die landelike swart bevolking. Een van die belangrike doeleindes van die eerste demokratiese regering wat in 1994 verkies is, was om grondhervorming in te stel wat 30% van alle landbougrond weer aan die voorheen benadeelde sektor van die bevolking sou teruggee. Die doel van die werkstuk is om die beleid van die regering, en die teorieë, oor grondhervorming na te gaan en om die potensiële impak van dié beleid op sosio-ekonomiese ontwikkeling van die Cradock en Somerset-Oos distrikte van die Oos-Kaap te bepaal. Die dryfkrag agter die nuwe grondbeleid is die grondhervormingsprogram, wat bestaan uit herverdeling, sekerheid van eienaarskap en restitusie van grond. Grondhervorming behels onder andere die herverspreiding van grond met die hoofdoel om sosio-ekonomiese ontwikkeling te bevorder en armoede te verminder. Uit die navorsing het dit geblyk dat grondhervorming 'n ingewikkelde kwessie is waaroor verskeie sterk uiteenlopend standpunte gehuldig word. Selfs die Regering het sy beleid verander sedert 1994, en die Wêreldbank het ook sy beleid verander. Van die brandpunte is: moet grondhervorming hoofsaaklik gaan oor die herverdeling van grond of oor sosioekonomiese opheffing; is kommersiële boerdery op groot plase die beste vir herverdeling of kleinskaal boerdery op klein plase; is die kapitalistiese siening met die markmeganisme as dryfveer die beste, of moet 'n meer sosialistiese benadering gevolg word; is kommunale besit van grond die beste of individuele eienaarskap; moet slegs aansoekers met ondervinding in landbou van grond voorsien word, of ook mense met geen ondervinding nie? Al dié standpunte het voor- en teenstanders, en heelwaarskynlik sal 'n middeweg meestal die beste resultate lewer. Uit die drie gevallestudies, sowel as die literatuur en onderhoude, het dit geblyk dat ondersteuningsdienste vir opkomende boere van kardinale belang is. Mentors, wat hulp aan opkomende boere verleen en hulle help met besigheidsplanne kan 'n positiewe bydrae maak. Hierin behoort bestaande kommersiële boere ook 'n rol speel. Dit het ook geblyk dat dit moeilik is vir groot groepe onverwante begunstigdes om suksesvol op een plaas saam te werk. Die sukses van hierdie elemente van grondhervorming is afhanklik van meer as blote toegang tot grond - die kwaliteit van lewe en moontlikheid van werksgeleenthede kan slegs verbeter word deur die lewering van ondersteuningsdienste, infrastruktuur en ander ontwikkelingsprogramme, wat voortspruit uit grondhervorming. Dit vereis 'n opbouende vennootskap tussen nasionale-, provinsiale- en plaaslike regerings. Volgens die sosio-ekonomiese analises blyk dit dat daar groot armoede en werkloosheid in die Somerset-Oos en Cradock distrikte is. Alhoewel die landelike bevolking daal, is daar nog steeds 'n groot swart en bruin landelike bevolking wat kan baat by grondhervorming. Weens die droë klimaat en swak grondgehalte van dié gebied is dit onwaarskynlik dat baie van dié gesinne met grond herverdeling gehelp sal kan word om uit armoede te ontsnap. Daar was verdeelde opinie by betrokkenes oor die mate waartoe grondhervorming reeds bygedra het tot die bevordering van sosio-ekonomiese ontwikkeling. Dit blyk dat projekte waar 'n mentor opkomende boere bystaan, of waar daar 'n klein aantal lede is wat verwant is aan mekaar, 'n groter kans op sukses het. Effektiewe grondprogramme kan moontlik direk bydra tot verhoging in produksie en die uitwissing van armoede - mits dit korrek toegepas word. Grond vorm die hoeksteen tot ontwikkeling, maar kan nie die enigste manier wees om armoede te probeer verlig nie.
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Adams, Clyde Glenith Graham. "Fathers' involvement in the social development of children under six years: a social capital perspective and implications for early childhood development in the East London Education District." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/5116.
Full textAbstract:
The experiences of twenty fathers were explored to understand the involvement in the social development of children under six years. The main research question that guided the study was: what are fathers’ experiences with involvement in the social development of their children under the age of six years and what implications do these have for early childhood development? A social capital perspective was followed. The qualitative data was collected through the use of semi-structured interviews. The data was then analysed qualitatively. Results show that although most of the respondents could not give a definition of the concept of social development, they, however, understood the importance of parents playing a role in the development of a child. Fathers understood their role as supportive, nurturing and being there for their children. Fathers also understood their basic role as being the provider and protector. They also perceived their role as being authoritative and see themselves as the main disciplinarians. Results reveal that most schools do not offer programs specifically designed to encourage fathers to participate. Most importantly, results indicate that fathers’ interest in a variety of sporting activities, information sharing and talking about challenges both the schools as well as fathers face, are some of the ways fathers would like to be involved. Findings also indicate that although fathers acknowledged the role of the Department of Basic Education (DoBE) as mainly that of financial contributor in order to facilitate the skills development as well as that of information dissemination. However, fathers who took part in the study did not understand how the DoBE skills development agenda is envisaged for fathers. Notwithstanding, the respondents were quite clear that a father has an influential role to play in their children’s development. It also emerged that the greater the involvement, the more positive the influence on the child’s development. This study concludes that the presence of fathers in children’s lives is known to contribute significantly to their chances of experiencing positive developmental outcomes. Although the father-child relationship’s influences on children’s social competence have received increased attention in general, research on fathers’ understanding of their roles, involvement with their children as well as challenges confronting them with their involvement is scant. Based this the above, a number of recommendations have been made.
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Ngudle, N. G. "Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the East London district in the Eastern Cape." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1016499.
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Feedback has an important role to play in the performance of learners. This study looks to identify the challenges that the learners are faced with when the teachers provide them with feedback and the ways they would like like it to be used in order to see feedback assisting them in their learning and improve their performance. Feedback contributes a lot to assessment and has a close link with performance. The study used the qualitative approach to identify the challenges the learners experience when they receive the feedback from their teachers. The participants were sampled from grade 12 learners in the form of a focus group (seven to ten per school) and individual respondents. The method used semi-structured interviews and portfolio observations to collect the data from two high schools in East London (EL) district to look at the nature of the feedback provided to learners. The data was later analysed and interpreted. It has been identified that for both schools feedback conveyed certain messages to learners such motivation to do better, a need to do better and, lastly, affirmation that the learners are on the right track or they are neglected and left to figure out how to do the tasks. The study discovered that, according to Hattie and Timperley (2007)’ there are four levels of feedback. It was found that for the task level learners from school A mainly received oral feedback which was often seen as denigrating them; however, in school B learners received both the oral and written feedback. They felt that the feedback assisted them to understand the task at hand. They also saw this as a way of building up their confidence in all the tasks they come across. Secondly, in the process level, learners in school A did not report receiving feedback at this level but only oral feedback which does not show their mistakes step by step in the task, yet in school B they reported that they got feedback from their teacher individually to help them understand the task. Thirdly, for the self regulation level, in school A there was no data to confirm this. Regarding school B, learners were being assisted by the feedback they received from their teacher and this caused them to monitor their progress. The fourth and last level is the self or personal evaluation where in school A learners were not able to evaluate themselves because they did not receive written feedback, whereas in school B learners could do that freely referring to the written comments from their teacher. The research therefore concluded that in one of the schools the four levels that the study was looking at were not all addressed and thus no meaningful feedback was given. For school B the teacher gave them the feedback which has contributed a lot in their learning. The study recommends that feedback should not be used for right or wrong answers but it must also state clearly why the learner has obtained such mark or grade and what to do to correct the wrongs. Teachers should consider that learner errors also assist them to have a broader picture on what more they need to do in their subjects. It is also recommended that teachers should consider various strategies in giving feedback and the learners’ work has to be monitored timeously for the purpose of the learning process. Lastly, a good approach when feedback is provided is also important because it builds high self-esteem and develops the teacher-learner approach accordingly.
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Cobbinah, Charles. "Achievement of ‘Assessment of Learning’ and ‘Assessment for Learning’ in Physical Science and Mathematics Continuous Assessment (Cass) practices in two East London District High Schools in the Eastern Cape." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1013406.
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It has been argued that assessing learner performance is considered to be one of the most important things a teacher can do to promote learners’ learning. The Mathematics and Physical Science guidelines on assessment make a distinction between ‘assessment of learning’ and ‘assessment for learning’. Both processes are seen to be complementary aspects of continuous assessment (CASS) practices which constitute 25% of the final year learner’s mark in the National Senior Certificate. How teachers understand these processes and how they achieve them during their CASS practices were the focus of the study. This was a qualitative study in which two senior secondary schools in the East London District in the Eastern Cape participated. The respondents were four grade 12 Physical Science and Mathematics teachers and two heads of department (HoDs). Data were collected through semi-structured interviews and document analysis. There were five main findings. First, it was found that CASS assessment practices were skewed towards fulfilling accountability requirements of the Department of Education. Teachers focused on the Programme of Assessment (PoA) tasks and ignored other forms of assessment. Second, it appeared the use of the term ‘informal’ in the Department policy documents with regard to ‘assessment for learning’ encouraged teachers to treat informal assessment tasks as unimportant, not to be marked and recorded. In some cases assessment tasks were used to ‘occupy’ learners when teachers did not feel like teaching, so that learners would not be idle and disruptive in class. Third, some teachers did not set their own assessment tasks; they took previous papers and did cut and paste. Such a practice seemed to preclude assessment tasks that are tailor-made for particular learners. This practice also may undermine the alignment of learning outcomes and assessment standards. Fourth, moderation of CASS tasks was sometimes ignored and in other times done not strictly according to guidelines. These findings cast doubt on the validity and reliability of CASS marks. Finally, in most assessment for learning tasks, learners were not given feedback by teachers. This appears to undermine one of the most fundamental uses of assessment, which is feedback on performance that guides learning. It can be concluded that the CASS assessment practices did not reflect a balance between ‘assessment of learning’ and ‘assessment for learning’. This state of affairs seemed to be encouraged by the fact that district departmental support systems were too technicist and appeared to encourage teachers to do assessment to fulfil accountability purposes rather than for learners’ learning. It is recommended that research on assessment practices based on probability sampling for which results can be generalised to the target population should be carried out. It is further recommended that courses on assessment should be run for teachers in order to renew and/or give them assessment skills that will enable them to achieve a balance between assessment for learning and assessment of learning.
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Mbuqe, Bongeka. "Procurement of learner teacher support materials in East London District public secondary schools." Diss., 2020.
Find full textAbstract:
This study explores the flawed procurement and delivery of Learner Teacher Support Materials (LTSM) in East London district at public secondary schools in the Eastern Cape province. Poor management of the procurement of LTSM has the result that some schools in the country have limited access to LTSM because of late delivery, non-delivery, incorrect and, or delivery shortages. These problems have contributed to under-achievement in the affected schools and in turn undermine the learners’ constitutional rights and educational aims and goals. Like many other provinces, the Eastern Cape also encountered difficulties with the procurement and delivery of textbooks to various public schools.
To investigate the problem, a qualitative and exploratory study was carried out. The data were collected from a sample of 19 participants involved in the three levels of the procurement process; that is, district officials, school principals and the provincial head office officials. The researcher conducted face-to-face interviews using open-ended questions. The research results showed that although the procurement process of LTSM is centralised at the head office level, the other two levels, namely the district office and the school levels, play a significant part. While these levels play an important role in determining and collating the textbook needs, they require additional communication processes and systems to be in place to avoid prolonged timeframes and follow ups that bring about delays of the overall procurement process. Between communication of the relevant guidelines, and collating and submitting book needs information, delays happen along the way at one or more levels and these ultimately lead to either late procurement, late or non-delivery of books to the relevant schools.
The study showed that although there are rules, regulations and various policies that serve as guidelines in the procurement process, the actual implementation and monitoring is flawed. The lack of coherence promotes mistrust and conflict between the relevant stakeholders, which in turn brings about minimal consultation on changes relating to effective management processes during procurement and distribution of LTSM. The study recommends changes that are needed to achieve effective management to alleviate problems encountered during the procurement and distribution of LTSM in the East London district public secondary schoolsEntrepreneurship, Supply Chain, Transport, Tourism and Logistics Management
M. Com. (Logistics)
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Dzinza, Irene. "Perceptions and beliefs of physicians about adherence to anti-retroviral treatment by patients in the south-east district of Botswana." Diss., 2007. http://hdl.handle.net/10500/542.
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This study sought to explore and describe the perceptions and beliefs of physicians about adherence to antiretroviral treatment by patients in the South-East district of Botswana. The Health Belief Model (Naidoo & Willis 2003:222) was adapted to suit and be used in the study. A descriptive, exploratory qualitative design was used. Unstructured interviews and unstructured observation data collection methods were applied. Informed consent was obtained prior to data collection. For triangulation purposes, observations were done following interviews, and data analysis was done by two different people. The findings of the study revealed that the perceptions and beliefs of treating physicians contributed towards adherence. Physicians perceived adherence as an important aspect in the success of antiretroviral treatment. Giving patients correct information, personal motivation, patients' understanding of treatment, traditional and religious beliefs were among other factors perceived by physicians to be impacting on adherence.Health Studies
M.A. (Public Health)
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Dintwa, Oarabile Makgabana. "Perceived health needs and services gaps for elders on ARV treatment - south east district, Botswana (2014-2015)." Thesis, 2016. http://hdl.handle.net/10539/19492.
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A Research Report Submitted in Partial Fulfilment for the Requirements of the Degree Masters in Public Health. November, 2015Background: Health care of older people living with HIV and on ARV treatment has received very little attention in Botswana over the years. The 17.6% national HIV prevalence for Botswana excludes the older people as the Botswana Index AIDS Survey (BIAS) is focused on ages 10-64. This survey is meant to look at current national and district HIV estimations, sexual and preventive trends for each target group, compare HIV rates, behavior, knowledge, attitude, poverty and other factors related to HIV in order to come up with strategies to mitigate and enhance uptake of programs for prevention and control of HIV in Botswana. With little or no information on this group effective and targeted services are not possible hence this study. Objective: To explore perceived health services needs and services gaps for HIV positive older people over 65 years by the older people attending ARV dispensing clinics and HCW in Gaborone and Greater Gaborone, Botswana (2014-2015). Methods: A cross-sectional survey was conducted among 20 older people on ARV treatment and 15 Health Care Workers (nurses and pharmacy technicians) caring for them in Gaborone and Greater Gaborone (2014-2015). An in-depth interview guide was used to explore perceived health needs and services gaps of older people. Respondents were older people of age ranges 65 to 87 years who have been on ARV treatment for an average of 7 years (4 months to 13 years). Results: Older people in Botswana are happy with curative and non-curative services offered as part of their care in ARV clinics. Curative services being ARV treatment, blood tests and consultation are offered consistently to the appreciation of all older people. Counselling services are not consistently done and older people advocate for its strengthening; targeted health education in non-existent, there is limited interaction with medical doctors due to language barrier, poor queue management results in older people waiting for long which is attributed to staff shortage, poor defaulter identification and follow up are also not coordinated. The need for social support increases with their age and medical situation while need for improved nutrition or food ration remains critical for their health and wellbeing restoration. Above all pill burden due to comorbidities is in the increase therefore requiring coordinated patient management to maximise positive outcomes and minimise impact on older people. Conclusion and Recommendations: Need for evidence based care initiatives can never be over emphasised. Despite that older people report high cases of disclosure and adherence, major needs and services gaps that need immediate response are inevitable basing on this study. Their high illiteracy rates impact adherence to services, openness to discuss sensitive issues, limits interaction with English speaking medical doctors and ultimately impact health outcomes. More skilled HCWs should be placed in Botswana ARV clinics to offer comprehensive and high quality services that meet the needs of older people. More longitudinal researches are recommended to better understand the journey of older people living with HIV in the mist of comorbidities. Coordination of services delivery among various professionals remains instrumental if we hope to maximise adherence and benefits of the services offered to older people.
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Hatuugari, Livingstone. "The role of socioeconomic factors in the succesful completion of matric education among young mothers in the Soutpansberg East circuit, Limpopo Province, South Africa." Diss., 2019. http://hdl.handle.net/10500/25836.
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This dissertation was carried out to try to describe the role of socio-economic factors in the successful completion of schooling up to matriculation level (matric), among young mothers in the Soutpansberg East Circuit in Limpopo Province, South Africa. The researcher used the social capital theoretical framework. A questionnaire was administered to 128 young mothers, aged 18 and above, after a pilot survey had been carried out. The data was captured, exported and analysed The data was then exported to the latest model of the Statistical Package for the Social Sciences (SPSS) version 25 where it was analysed. The research used independent T-test analysis, analysis of variance (ANOVA) and correlation analysis. The independent T- test was used to determine if the views of young mothers differed by the number of children, form of support from father, school policy and presence of educators as counsellors. A one-way analysis of variance (ANOVA) was done to determine whether the views on the role of socioeconomic factors in the successful completion of matric among young mothers in the Soutpansberg East Circuit, Limpopo Province, South Africa differed by age, grade, type of family and who takes care of the child.
The findings showed that there were several socioeconomic factors that assisted young mothers to complete matric, among them were, family supports, child support grants, intra-school environment and policies. They provided critical support to the young mother in different forms among others taking care of children while they were at school, financial support, encouragement. The study also found other that schools in the Soutpansberg East Circuit also provided a significant amount of support to young mothers. The study also found a general trend of absentee fatherhood in the caring of children. The study found out that there was a complicated interplay of different socioeconomic factors to the completion of matric among the young mothers. The researcher, therefore, concluded that socio-economic factors are critical for the successful completion of schooling up to matric level in the Soutpansberg East Circuit. The study found out the need for more empirical study in the role of socioeconomic factors to the complication of matric among young mothers.Sociology
M.A. (Sociology)
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Shoko, Mercy. "Is there a mortality differential by marital status among women in South Africa? a study on a rural sub-district of Mpumalanga Province in the North-East South Africa." Thesis, 2009. http://hdl.handle.net/10539/7313.
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Abstract Using longitudinal data collected between 1999 and 2007, for Agincourt Demographic
Surveillance Area, the paper examines the effect of marital status and co-residence on
mortality of women who are aged between 20 and 80. The Cox Proportional Hazard
Model is used to investigate the relationship between mortality and the covariates; marital
status, co-residence, woman’s country of origin and marital duration for married women.
The number of months the husband was resident in the ADSA is used as a proxy for coresidence.
After controlling for women migration, marital status and co-residence were
significant. The divorced/separated and widowed women had a higher probability of
dying compared to the married. In addition, being married to a migrant partner increased
the woman’s probability of dying. Thus the study concludes that marital status and coresidence
affects mortality.
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Tshabalala, Maureen Fatsani. "Utilzation of antenatal care (ANC) and prevention of mother-to-child transmission of HIV (PMTCT) services in east Ekurhuleni sub-district, Gauteng Province, South Africa." Diss., 2012. http://hdl.handle.net/10500/6151.
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This study sought to determine if ANC and PMTCT services are utilized within the first trimester of pregnancy by the women in East Ekurhuleni sub-district.
Quantitative descriptive research was conducted on 390 eligible pregnant women and data collection was done using structured questionnaires. The results indicated that women start ANC late despite their knowledge of first trimester as the best time to start ANC. Actions that would motivate them to start ANC early were explored and barriers were identified.Health Studies
MA (Public Health)
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Badugela, Thivhavhudzi Muriel. "Exploring the viability of integrating indigenous knowledge into life orientation curriculum in the intermediate phase Nzhelele East Circuit, Vhembe District, Limpopo Province of South Africa." Thesis, 2019. http://hdl.handle.net/11602/1281.
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Department of African StudiesPhD (African Studies)
One of the contemporary themes which dominated discourse in the education fraternity is the integration of IKS in the curriculum of South African education system. There is a growing call for the recognition of contribution by locals and indigenous societies in making education relevant to African children. The aim of the study was to explore the viability of integrating indigenous knowledge into Life Orientation (LO) Curriculum in the intermediate phase. Objectives were to explore Indigenous Knowledge that could be integrated into LO Curriculum in the intermediate phase and to generate knowledge exchange platforms where community and other stakeholders could be involved in the discussion about Indigenous Knowledge integration. A qualitative method and an exploratory-interpretive approach were adopted in the study. Data were gathered through focus group discussions. Data analysis and field notes were clustered thematically. The study indicated that, to integrate Indigenous Knowledge into LO effectively, it could require a shift from the western knowledge focused curriculum taking into cognisance the knowledge of the local inhabitants. The study showed that the integration of Indigenous Knowledge in the South African school curriculum in LO will bring new life into the content and the delivery of tuition. Although there were opportunities to integrate indigenous knowledge in the curriculum, educators felt that the curriculum does not create sufficient space, time and training for the integration of indigenous knowledge. Some of the reasons put forward were that there was inadequate content knowledge on Indigenous Knowledge integration, inadequate support and insufficient allocation of resources. Without a deliberate educator capacity development focusing on indigenous knowledge systems, the viability of IKS integration remains questionable. This is exacerbated by the growing discouragement of Indigenous Knowledge amongst the parents who also felt that there is no practical relevance for IKS in the current education trajectory. Vigorous efforts need to be executed to fast track the process of integrating Indigenous Knowledge in teaching LO in the intermediate phase.
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Makwakwa, Mafemani Norman. "Experiences of school stakeholders regarding secondary school leadership in schools found in Soutpansberg East Circuit, Limpopo province." Diss., 2017. http://uir.unisa.ac.za/handle/10500/25668.
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This study sought to explore perspectives and experiences of leaders of secondary schools’ stakeholders on leadership. The experiences of parents and learners who are not necessarily leaders in schools about secondary schools leadership were also explored. Participants were afforded the opportunity to suggested strategies for leadership improvement in secondary schools. This study is underpinned by academic literature and the shared leadership theoretic framework.
The study espoused a qualitative research methodology and used a case study approach as a research design. The study included secondary school principals, deputy principals, HODs, teachers, parents, SGB chairpersons, RCL presidents and learners. Semi-structured interview questions, focus group interview questions, notebook, a voice recording device and observation sheets were used as data collection tools. The findings showed that there is little-shared leadership in schools; principals do not share their leadership with their deputy principals where deputy principals are overshadowed by principals. SMTs drive their resolutions through teachers’ throats during staff meetings where teachers rubberstamp SMT decisions. RCLs are not recognised and in many cases, they are not part of SGBs.
Leaders of stakeholders are encouraged to use the democratic leadership style, autocratic leadership style and laissez-faire leadership style. Principals of secondary schools should involve all stakeholders in decision making. Leaders of stakeholders should be workshopped by the principal and the Department of Education on shared leadership. There should be shared leadership in secondary schools. The following leadership styles should be upheld in secondary schools based on character traits which are; honesty, loyalty, kindness, and forgiveness. Leaders should also uphold democratic principles which are consultation, collective planning, collective accountability, debates and stakeholder involvement.Educational Management and Leadership
M. Ed.
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Mngomezulu, Mishack. "Vision of excellence in secondary schools leadership in Ekurhuleni East District." Diss., 2012. http://hdl.handle.net/10500/8841.
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This research investigates the vision of excellence in secondary schools leadership in Ekurhuleni East District (Gauteng East District) and the existence of a vision of excellence in schools. A literature study investigated models of leadership related to vision of excellence and aspects of vision of excellence in school leadership. An empirical investigation used both a quantitative and qualitative research design to collect data from a purposefully selected and stratified sample of participants and secondary schools in the Ekurhuleni East District (Gauteng East Education District). A questionnaire and focus group interviews were used to gather data from the respondents. Data were analysed and interpreted using quantitative and qualitative approach. The findings of both the literature study and the empirical research on the above-mentioned vision of excellence in secondary schools leadership in Ekurhuleni East District revealed that there is a lack of support from school leadership and the School Management Team (SMT) in realising a vision of excellence in secondary schools leadership. The main challenges that were identified by qualitative method were the lack of support by both the district office and school management or school leadership. The realisation of the vision of excellence is dependent on how the information is managed and disseminated by the school leadership, principals and SMTs. It appears that the realisation of the vision of excellence would enhance the level of understanding of new developments in the education system including the curriculum change and technological advancement.Educational Leadership and Management
M. Ed. (Education Management)
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Naidoo, Bhaigiavathie. "Women principals in curriculum leadership at schools in disadvantaged communities in the Gauteng East District." Thesis, 2013. http://hdl.handle.net/10210/8699.
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M.Ed. (Educational Management)This study is part of the SANPAD (Southern African Netherlands Partnership for Alternatives in Development) research project. It seeks to answer the research question, how do women principals experience curriculum leadership at schools in disadvantaged communities in the Gauteng East District? The dawn of South African democracy gave rise to many changes and awoke many dormant issues, one of which was the issue of equity in the workplace. This extended into the sphere of education. There are many women who have managed to penetrate this equity barrier and reach positions of leadership in schools. I conducted this research at three schools, which are located in disadvantaged communities in the Gauteng East District in Gauteng Province in South Africa. For this qualitative research I used observations and semi-structured interviews to elicit data from the participants. During the analysis of this data the following themes emerged: (1) exercising a successful leadership style; (2) the principal as a curriculum leader; (3) socio-economic profile of community and its impact on curriculum; (4) striking a balance between family and school and (5) stakeholder participation and support. This study reveals that women principals continue to experience challenges within school; from the community outside school and in their personal lives. Stereotyping still exists, especially in communities where men are still privileged over women. Women principals need a support structure to persevere as curriculum leaders. This research project concludes with suggestions and recommendations for future research.
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Mathungeni, Recheal Nthangeni. "An Exploratory Study of Crime Among High School Learners in Nzhelele East Circuit, Vhembe District, Limpopo Province." Diss., 2015. http://hdl.handle.net/11602/1118.
Full textAbstract:
MA (Youth in Development)Institute for Gender and Youth Studies
High school crime has become a major problem all over the world including South Africa. The aim of this study was to explore the nature, causes and effects of youth crime amongst learners in high schools in Nzhelele East Circuit. Three high schools known for high crime rate were purposefully selected. A mixed method approach was adopted. Focus groups were conducted among the Life Orientation teachers in the selected schools to collect qualitative data, and questionnaires were administered to learners to collect quantitative data. Purposive sampling was used to sample Life Orientation teachers for the focus groups. Stratified random sampling was used to survey 40 grade 10 and 40 grade 11 learners from each of the three high schools (240 learners). Qualitative data was analyzed thematically and the quantitative data was analyzed using descriptive statistics methods. Consequently, the results from the two methods were compared and triangulated. Ethical precautionary measures were taken to avoid harm to the research participants. The study found that a variety of family, economic and environmental factors contribute to crime in schools. Findings of this study assist the teachers, learners, parents and the Department of Education authorities in the Vhembe District to gain a better understanding of the nature, causes and effects of crime among high school learners. Only a multi-pronged strategy can be effective in overcoming crime which is plaguing many high schools in South Africa.
NRF
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Ndayeni, Javier. "The impact of development planning on learner achievement: a case study of four Johannesburg East District primary schools." Thesis, 2016. http://hdl.handle.net/10539/22619.
Full textAbstract:
A research report submitted to the school of education, University of the Witwatersrand, Johannesburg in partial satisfaction of the requirements for the degree of Master of Education
Johannesburg, September, 2016School development planning (SDP) is a major driving force to achieve improvements in the quality of teaching and learning, and participation of stakeholders in school management. This study discusses research findings on the planning practices in primary schools based on the perceptions and experiences of principals of the impact of development planning towards improving learner achievement in Johannesburg District East in Gauteng, South Africa. A qualitative methods approach involving survey and case study was utilized to address research questions. This study identifies principals’ leadership, networking and teamwork amongst stakeholders, and improvements in teaching and learning as some of the benefits of SDP. This is premised on the fact that SDP is a highly technical process that requires skills and know-how to be executed successfully. However, the implementation of development planning is limited by inadequate Department of Education support, resources and continuous professional development of principals. It is argued that SDP is fraught with numerous challenges that require an approach that focuses on its, that is, school improvement and management of planned change. The findings will assist the district to design strategies to improve management schools through SDP.
MT2017
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Hagoramagara, Franco. "The impact of grade 10 learners' behaviour on their academic performance in mathematics." Diss., 2015. http://hdl.handle.net/10500/19833.
Full textAbstract:
The aim of this study was to identify types of behaviour manifested by learners during mathematics instruction, and the impact that this behaviour might have on the mathematics performance of learners. The study was conducted in Far East cluster of Johannesburg East District, in the province of Gauteng, South Africa. At the time of the study the Far East cluster of Johannesburg East District consisted of a population of seven public high schools, of which two schools were randomly sampled to participate in the study.
Participants consisted of (n=10) Grade 10 mathematics learners, 2 mathematics teachers and 2 heads of mathematics departments (HODs). Data from learners were collected using a set of their assessment scores accumulated over a period of six months, that is, from January 2014 to June 2014 (Section 1.3.3). Also, semi-structured interviews were carried out with learners to determine types of classroom behaviour they perceived to influence their mathematical performance. The aim of documenting learners‟ assessment scores (document analysis) was to determine their average performance in Grade 10 mathematics over a stipulated period. Teachers and HODs completed questionnaires to identify types of classroom behaviour that learners manifested during mathematics instruction.
The study followed a qualitative approach with phenomenology research design (Section 3.2). The study identified several types of classroom behaviour that characterized mathematics instruction in both schools, such as making noise and not doing classwork and homework activities. In addition, the study established that forms of behavioural patterns that are manifested by learners during a mathematics instruction influenced their performance in the subject. Huitt‟s (1997) model was used to conceptualize and interpret the results.Mathematics Education
M. Ed. (Mathematics Education)
39
Ngulani, Gugulethu. "Teachers’ experiences in implementing inclusive education in primary schools in Johannesburg East district, Gauteng Province." Diss., 2020. http://hdl.handle.net/10500/27418.
Full textAbstract:
According to the Department of Education White Paper 6 of 2001, all learners have the right to learn at any school of their choice without being discriminated because of their barriers to learning. The aim of this study was to investigate teachers’ experiences in implementing inclusive education in primary schools in Johannesburg East district, Gauteng Province. The study sought to establish the teachers’ experiences in the implementation of inclusive education in primary schools. The researcher used qualitative method to conduct the study to get in-depth information on the teachers’ experiences in the implementation of inclusive education in primary schools. Five level 1 teachers and five Heads of Departments (HODs) were purposively sampled for the study in five different schools in the Johannesburg East district, Gauteng. Data were collected through in-depth interviews as this allowed participants to elaborate on their responses. Participants were also observed in their respective classrooms. Data was analysed to identify recurring themes.
It emerged from the study that many teachers have not been adequately trained on implementing inclusive education in primary school classrooms; many schools do not have adequate resources and there is very little support from the relevant stakeholders. The study makes recommendations for the Department of Basic Education (DBE) to workshop teachers more often on inclusive education, to supply more resources in schools and for relevant stakeholders to support teachers at schools.Inclusive Education
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Ratshivhadelo, T. A. "Performance of Grade 12 learners in physical sciences subject within Sekgosese East Circuit in Mopani District." Diss., 2013. http://hdl.handle.net/11602/120.
Full text
41
Rapeta, Maria Ouma. "Managing teacher attrition in Sekgosese East Circuit, Mopani District in Limpopo." Diss., 2018. http://hdl.handle.net/10500/25817.
Full textAbstract:
This research was aimed at investigating the management of teacher attrition in Sekgosese East Circuit. Teacher attrition is an on-going problem experienced by various countries, including South Africa. Although teacher attrition was always part of the departmental policy of age retirement, schools suffer as a result of it. In this study, ‘attrition’ refers to the number of teachers leaving the profession due to resignation, retirement, death, medical incapacity and retrenchment for operational reasons. Teacher attrition is regarded as a voluntary, involuntary and a continuous phenomenon. The current study focused on answering questions based on the nature of teacher attrition, the causes of attrition, the effects of attrition on learners, staying teachers and management, how attrition was managed by principals as well as the statutory bodies that may be involved in retaining teachers.
The study used the qualitative method to investigate the management of teacher attrition in schools. The qualitative method was selected because it deals with participants in their natural setting, which was exactly what was done in this study. Both convenient and snowball sampling were used to sample six principals in the area under study. Semi-structured interviews were used to collect data from the participants in their natural setting. The interviews were recorded and later transcribed, analysed and categorised into themes.
The findings revealed that teacher attrition in Sekgosese East Circuit occurs in the form of death, retirement and resignation. Teachers resign due to a number of reasons. It was found that resignation occurred as a result of the low salaries they are paid, loans which accumulated into more debts and because teachers seek greener pastures. The findings revealed that attrition was detrimental to learners’ performance. In schools that were affected by teacher attrition, learners spent three to four months without a teacher due to the slow pace of the Department of Education in replacing teachers. Principals revealed that they liaise with the Department of Education for replacement of teachers. Principals also revealed that attrition is not good for them as school managers. They rely on sourcing teachers from elsewhere and overloading remaining teachers who even have to teach those subjects in which they did not specialise. The recommendation was that the Department of Education speed up the replacement of teachers by introducing on-line application for resignation or retirement so that the two processes may run concurrently.Educational Management and Leadership
M. Ed. (Education Management)
42
Sinyosi, Livhalani Bridget. "Factors affecting grade 12 learners' performance in mathematics at Nzhelele East circuit : Vhembe District in Limpopo." Diss., 2015. http://hdl.handle.net/10500/20245.
Full textAbstract:
The quality of education in South Africa has come increasingly under scrutiny for various reasons and learners ‘performance in mathematics is one of the main areas of concern. Learners in secondary schools in Nzhelele East Circuit in Limpopo Province, South Africa, are not performing well in mathematics. Learners who want to pursue careers such as civil engineering, medicine and other qualifications where mathematics is a prerequisite find it difficult to follow these careers. The study used focus group discussions with 20 Grade 12 learners, face-to-face semi-structured interviews with six teachers and four SMT to investigate factors affecting grade 12 learners performance in mathematics in two secondary schools. The study highlighted socio-cultural and psychological factors that are seen to be barriers in mathematics performance. The purpose of this study was to explore factors that affect Grade 12 learners’ performance in mathematics. As there are many factors, this study's main emphasis was on the influence of the home environment, teachers’ competence and attitudes in teaching mathematics, learners’ attitudes towards mathematics and strategies that can be used to improve learners’ performance in mathematics. The afore-said were named themes each of which related to questions contained in the semi-structured interview schedule. The study included literature review from Kenya, Ghana and South Africa. Qualitative research method was used. Interviews were conducted with SMT, teachers and learners.
The researcher set out to answer the following question
What are the dominant and most profound socio-cultural and psychological factors of the Grade 12 mathematics learners affecting performance in the Nzhelele East Circuit, Vhembe District of Limpopo Province?
The following points will also be taken into consideration during this research.
How do learner performance trends in mathematics education look like among Grade 12 mathematics learners in the Nzhelele East Circuit, Vhembe District of Limpopo Province, and South Africa?
What are the teacher-based factors established to have been contributory to the state of learner performance in mathematics in the selected participant schools?
What are the School Management Team (SMTs) factors established to have been contributory to the state of learner performance in mathematics in the selected participant schools?
THE AIMS AND OBJECTIVES
Aim
This study investigates the dominant and most profound socio-cultural and psychological factors affecting learner performance in mathematics among Grade 12 learners in the Nzhelele East Circuit, Vhembe District of Limpopo Province, and South Africa.
Objectives
The objective of this study was to explore the socio-cultural and psychological factors in the home and school environment that affect Grade 12 learners performance in mathematics at Nzhelele East Circuit, Vhembe District of Limpopo Province.
Based on the above question the following were findings of the research.
• Mathematics is believed to be a critical school subject in most regions of the world in general, and Sub-Saharan Africa in particular.
• A plethora of governments – especially those in developing economies where governments are targeting industrialization and technological development believe mathematics is crucial for facilitating development and advancement of the general populace of their regions.
• Mathematics is a compulsory subject in most education systems around the world.
• There are a variety of complexities and constraints affecting the teaching and learning of mathematics in most regions of the world.
• There is poor learner performance in mathematics. This is indicated by high failure rate in mathematics during end-of-year learner assessments.
• The reasons for the poor performance of learners in mathematics in the selected schools were vast and intertwined.
• Efforts have been made at international level to intervene with regard finding solutions to complexities and constraints affecting teaching-learning environment in mathematics.
• The complexities and constraints affecting the teaching-learning environment of mathematics in South Africa stem from South Africa's past era of apartheid education.
• Mathematics has been a major target of improvement and transformation by the post-apartheid government in South Africa.
• Regardless of the efforts made by the post-apartheid government in South Africa to improve and transform teaching-learning environment in mathematics, there are perpetual complexities and constraints still hindering progress, and this affects learner output in mathematics.
• Mathematics is one of the poorly performing subjects in the post-apartheid education system in South African schools – especially those schools which are based in formerly disadvantaged areas such as homelands and townships.
• There is a growing body of literature investigating the complexities and constraints affecting the teaching-learning of mathematics in South Africa.
Apart from the conclusions based on general observations, the study furthermore concluded that critical learner-based factors, teacher-based factors and SMT-base factors contributed to the state of affairs in the selected participant schools.
This study therefore concluded thus:
• Learner-based factors
Mathematics learners were poorly prepared in the lower grades for senior grades. In other words, learners lacked proper foundation and background in mathematics. Learners were not well taught the basics of mathematics in previous grades. Furthermore, mathematics learners lacked assistance with homework for example because the majority of parents were illiterate and therefore not involved in supervision of learners beyond school environment. Learners showed negative attitude towards their teachers and the subject. Learners were not self-motivated in mathematics.
• Teacher-based factors
Teachers did not have enough workshops on how to teach mathematics, and also on content knowledge improvement. Less creative teachers were teaching mathematics. Teachers lacked support from their principals. The majority of teachers lacked passion in mathematics.
• School Management Teams (SMTs) factors
This study concludes that mathematics teachers were not receiving adequate support from the School management Teams (SMTs). Lack of teacher support by SMTs stems from poor organisation of supervisory roles expected from SMTs. Teachers' work is not being properly monitored and supervised.
RECOMMENDATIONS
Based on the conclusions drawn from the study, the following recommendations are crucial, and they have to be implemented:
• Recommendations to the Department of Education
This study recommends that the Department of Education should monitor or revisit the methods of teaching and learning of mathematics. Assessment should also be revisited to ensure that the mathematics paper is not too long for the learners during examinations. Enlisted service providers who facilitate teacher workshops for mathematics must be conversant with content requirements of mathematics. Considerations should be made to simplify the mathematics question paper. The Department of Education should also provide necessary resources such as textbooks timeously. Knowledgeable mathematics specialists and advisers could be enlisted to visit regular visits to schools to assist teachers and learners throughout the year.
• Recommendations to the School Management Teams (SMTs)
The SMT should ensure that their educators are adequately qualified to teach mathematics. as a subject as well as being able to teach their learners in a way that they understand the subject. In addition, teachers who are knowledgeable in teaching mathematics should be appointed to teach mathematics. The SMTs should also ensure that compulsory workshops are provided for mathematics teachers at school level. Furthermore, the SMTs should ensure that educators are able to identify learners that are under-performing, monitor the utilisation of study time and assist in resolving problems regarding the poor performance of such individual learners. School Management Teams shall facilitate additional after-hours lessons and sessions to assist learners identified as lacking in home environment assistance for example. Moreover, SMTs should also encourage all Grade 12 mathematics learners to participate in supervised extra mathematics lessons and extra-mural activities in order to develop and build their self-confidence and positive self-esteem. In addition, the SMT members should be more supportive to their mathematics teachers. Continuous moderation of teachers' work should be encouraged. School Management Teams (SMTs) should also develop motivational programmes and instruments to encourage and motivate learners in their respective schools. For example, performing learners could be awarded with prizes in public – especially during school organised functions which might include learners, teachers and parents.
• Recommendations to the teachers
The teachers should make it a point that they attended mathematics workshops as organised by various stakeholders. Teachers' interest in mathematics could be improved by improving their knowledge of subject content in mathematics, and personal recognition by authorities. Performing teachers could also be recognised and awarded with prizes publicly at school gatherings and meetings. Teachers should also be encouraged to obtain further qualifications and skills in mathematics.
• Recommendations to the learners
Efforts should be made to improve learners’ attitudes towards mathematics, and in addition to their mathematics teachers. Learners should be made aware of national target for mathematics education and the implications thereof. This could be achieved by utilizing educators – especially those who teach Guidance as a subject to learners to provide more convincing evidence of the spin-offs of obtaining good passes in mathematics in South Africa.
SUGGESTION FOR AREAS NEEDING FURTHER STUDY
There is a need to conduct follow-up research on:
• applied strategies and instrument to improve learner attitude towards mathematics.
• Establishing whether the complexities and constraints affecting learner performance in mathematics affect both girl and boy learners the same considering that their circumstances and conditions might materially differ.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
43
Nkanyani, Tebogo Edwin. "Teaching difficulties of natural sciences educators in the planet, earth and beyond strand in the Sekgosese East Circuit of Limpopo." Diss., 2017. http://hdl.handle.net/10500/26877.
Full textAbstract:
This study aimed to explore teaching difficulties of Natural Sciences teachers
when offering lessons in the Planet, Earth and Beyond strand. The aim was to
understand their teacher knowledge, type of instructional strategies, and
classroom discourse and interactions in their Natural Science classroom. The
following question guided the study: What are the teaching difficulties of Planet,
Earth and Beyond strand? A qualitative case study design was used for the study.
The data was collected through semi-structured interviews and observations. The
study revealed that NS educators: carry misconceptions to class; show poor
knowledge of context in specific aims and assessment strategies while also
choosing poor and irrelevant instructional strategies and; still see themselves as
authority in class by applying a one- way approach. It is recommended that:
educators be trained on how to implement active and critical learning, while
empowering them with knowledge on NS specific aims and assessment
strategies; departmental heads, SMTs, and subject advisor should engage in
regular class visits in the NS educators` classes, reviewing lesson plans that
educators prepared; schools should provide educators with CAPS relevant
documents; the DoE should provide more education to educators on the
importance of following the curriculum as prescribed in the CAPS document; the
department should provide educators with relevant teaching aids and practical
apparatus and in the absence advice educators on how to improvise and; the
subject advisors should assist educators in identifying misconceptions.Science and Technology Education
M. Ed. (Natural Sciences Education)
44
Mabuza, Raymond Vusi. "Perceptions of adult education teachers about their working condition in the Adult Basic Education and Training programme in the Gauteng East Education District." Diss., 2019. http://hdl.handle.net/10500/26508.
Full textAbstract:
This research presents a qualitative inquiry of the perceptions of the adult education teachers about their working conditions in the Adult Basic Education and Training programme.
A qualitative investigation method was conducted, and a semi-structured interview was employed to collect data. The data from open-ended questions was analysed using a thematic approach.
Findings suggest that the condition of services for adult education teachers was not acceptable and the levels of job satisfaction among teachers in adult education was low.
Some recommendations that arise from the study are that the dilapidated buildings belonging to adult education be revamped and teaching and learning resources be provided. It is also recommended that the employment conditions of adult education teachers be in line with those of mainstream education teachers.Adult Basic Education (ABET)
M. Ed. (Adult Education)
45
Ajayi, Oluwakemi Bolanle. "Teachers' and learners' views on the role that entrepreneurship education plays in career choice decision-making of Business studies learners in Ekurhuleni Gauteng East District." Diss., 2018. http://hdl.handle.net/10500/25471.
Full textAbstract:
As unemployment is on the rise in developing economies as the result of a decline in the
global economy during the past decade, increased attention is paid to entrepreneurship
as generator of global economic growth. It has been noted that sustainable economic
development cannot be achieved without entrepreneurship, nor can a country increase
its gross domestic product and stock of wealth, or improve its citizens’ quality of life, if
entrepreneurship is not increased.
In order to increase the prospect of entrepreneurship in a country, it is necessary to
introduce secondary school learners to entrepreneurship from the early grades,
specifically the Grades 8 and 9 General Education and Training phase years. To
stimulate learners’ interest in the subject, it is important to provide them with appropriate
resources and textbooks, competent teachers and a well-structured curriculum. The
knowledge and skills gained from studying entrepreneurship could influence learners’
future career choices. The unemployment rate in South Africa is high and 70 per cent of
unemployed South Africans are youths. This percentage grows annually as learners exit
the Further Education and Training (FET) phase.
There is a dearth of literature on the attitudes of South African Business Studies
learners in the FET phase towards entrepreneurship as a future career. Additionally, the
role that entrepreneurship education plays in the potential career choices of Business Studies learners in the FET phase has not been explored extensively. Consequently this
study attempted to explore the role of entrepreneurship education in influencing
Business Studies learners in the FET phase in choosing entrepreneurship as a career.
A qualitative case study research method was used to conduct the study. Three schools
were identified and data were collected from them. The data-gathering methods
employed were face-to-face, semi-structured interviews with Business Studies teachers;
and focus group interviews with Business Studies learners in the three schools. The objective of the interviews was to determine the respondents’ views on the role that
entrepreneurship education plays in learners’ career choices. The findings of the study
indicate that teachers and learners strongly agree that entrepreneurship education plays
a significant role in learners’ choice of entrepreneurship as a career. However, the
respondents (both teachers and learners) highlighted challenges that could prevent
learners from choosing entrepreneurship as a career.Namate ʼn insinking in die wêreldekonomie die afgelope dekadewerkloosheid in ontwikkelende lande laat toeneem het, geniet entrepreneurskap as stimulus vir globale ekonomiese groei groter aandag. Dit is alombekend dat entrepreneurs noodsaaklik is vir volhoubare ekonomiese ontwikkeling. Sonder entrepreneurs kan geen ekonomie groei nie, kan geen land sy bruto binnelandse produk en rykdomreserwe vermeerdernie, en bly sy burgers se lewenstandaard onveranderd. Ten einde entrepreneurs te kweek, moet hoërskoolleerders reeds in Graad 8 en 9, in die jare van Algemene Onderwys en Opleiding (oftewel die AOO-fase), met entrepreneurskap kennis maak. Om hulle belangstelling te prikkel, isgeskikte hulpmiddels en handboeke, bevoegde onderwysers en ʼn behoorlik gestruktureerde kurrikulum noodsaaklik. Die kennis en vaardighede wat leerders in die studie van entrepreneurskap opdoen, kan hulle loopbaankeuse bepaal. Suid-Afrika het ʼn hoë werkloosheidsyfer en 70 persent van die land se werkloses is jongmense. Hierdie persentasie styg jaar na jaar namate leerders die fase vir Verdere Onderwys en Opleiding (VOO) voltooi. Daar is ʼn skaarste aan literatuur oor die vraagof Besigheidstudiein die VOO-fase Suid- Afrikaanse leerders se ingesteldheid jeens entrepreneurskapas loopbaan beïnvloed. Ook is die rol wat onderrig in entrepreneurskap in leerders se keuse van ʼn loopbaan speel, nog nie volledig ondersoek nie. Gevolglik poog hierdie studie om te bepaal of onderrig in entrepreneurskap Besigheidstudieleerders in die VOO-fase entrepreneurs van beroep laat word. ʼn Kwalitatiewe gevallestudie is as navorsingsmetode gebruik. Data is by drie skole ingesamel. By hierdie skole is deels gestruktureerde onderhoude van aangesig tot aangesig gevoer met Besigheidstudieonderwysers en fokusgroeponderhoude met Besigheidstudieleerders. Die doel van die onderhoude was om vas te stel of leerders van mening is dat onderrig in entrepreneurskap hulle loopbaankeuse bepaal. Volgens die bevindings van hierdie studie is onderwysers en leerders dit volkome eens dat onderrig ʼn bepalende rol in leerders se keuse van entrepreneurskap as loopbaan speel. Desnietemin het sowel onderwysers as leerders op uitdagings gewys wat verhoed dat leerders hierdie loopbaan volg.
Psychology of Education
M. Ed. (Psychology of Education)
46
Osman, Cookie Regina. "Educational inequality on access to physical resources at Highveld Ridge East Circuit : Mpumalanga." Diss., 2020. http://hdl.handle.net/10500/27886.
Full textAbstract:
The phenomenon of educational inequality on access to physical resources in the Highveld Ridge East Circuit of Mpumalanga was investigated in the study. Since the COVID-19 worldwide pandemic had affected education on a global scale, South Africa included, it became necessary to incorporate this new development into the emerging design that unfolded. The study explored the impact of access to physical resources in three public schools. The aim of the investigation was to ascertain how educational disparities on access to physical resources manifested at the chosen research sites, especially during the COVID-19 pandemic.
A qualitative research approach was utilised comprising of a multiple case study design. The study reported how the principal and deputy principals viewed educational inequality on access to physical resources from a management perspective, while educators provided insight on the effect of this phenomenon on the teaching and learning process. Observations, individual interviews involving the principal and deputy principals as participants, and focus group interviews involving the teachers, as well as the scrutiny of relevant official documents provided the empirical data for this investigation. All research participants were purposively selected, as a full staff complement was unavailable at the research sites during the pandemic.
The results that emerged from the study indicated that educational inequality was prevalent in these public schools. The dearth of resources, and in some instances basic essential resources, had a marked impact on the management as well as the teachers and students at these schools. A significant point to consider was how ill-equipped the public schools in this area were to deal with education during a global pandemic. The backlog of the inequities on access to physical resources needed to be addressed as a matter of dire urgency if the country had any hope of salvaging the education process even at the most basic level. The recommendations in the conclusion of the study are desperate pleas for help in assisting the country, especially the previously marginalised, to move forward in the worst of times.Educational Management and Leadership
M. Ed. (Education Management)
47
Madlela, Sobantu. "An exploration of suitable teachers’ classroom management style in accommodating the needs of diverse learners experiencing barriers to learning : a case study of six special schools in Johannesburg East district, Gauteng." Diss., 2018. http://hdl.handle.net/10500/25969.
Full textAbstract:
South African schools have educators that are faced with numerous challenges in managing their day-to-day classroom activities in general. This challenge is further made worse when it comes to managing classrooms with learners experiencing barriers to learning. The study investigated the suitability of different classroom management styles by educators in accommodating the needs of diverse learners experiencing barriers to learning. The study used a qualitative approach in which data was collected through the use of interviews, focus group discussions, lesson observations as well as literature review. The data analysis and findings revealed that many educators possess qualifications to teach and manage classrooms in regular or mainstream schools and not in special schools. With time these educators end up having to cope with managing learners experiencing barriers to learning through in-service training and professional development.
The study established that there is no single classroom management strategy that should be used to manage learners experiencing barriers to learning. Educators should adapt their classroom management and teaching methods to accommodate the needs of learners experiencing barriers to learning. The study recommended that the government and the Department of Basic Education should train more educators in special education to enhance efficiency in managing learners with barriers to learning. Support structures and mechanisms should also be put in place to assist educators with different challenges that they face in the classroom on a daily basis. The study also recommended that all stakeholders in education like the government, SGBs, DoE, educators, Principals, parents, religious leaders and the community should come together to help manage lack of discipline among learners as well as giving all the necessary support to help manage learners experiencing barriers to learning.Educational Management and Leadership
M. Ed. (Education Management)
48
Zikalala, Ntombintombi Alice. "An investigation of the use of Zulu as the language of learning and teaching in foundation phase of schools in Gauteng East district." Diss., 2014. http://hdl.handle.net/10500/14077.
Full textAbstract:
According to the South African Schools Act no 86 or 1994, school governing bodies determine the official language used as Language of Learning and Teaching (LoLT) in public schools. Black community primary schools use home language in the Foundation Phase, and switch to English from the fourth grade. This study investigates Zulu as LoLT in the Foundation Phase in selected township primary schools in Gauteng East District. A qualitative inquiry used semi-structured interviews to collect data from Grade Three teachers. Findings were that educators welcomed use of learner’s Home Language as LoLT; due to diverse linguistic backgrounds of teachers and learners, Zulu was not used effectively in classrooms; code switching to English was prevalent; parent involvement was poor due to parents’ lack of Zulu proficiency and learning and teaching materials were mainly in English. The review of school language policies and the provision of multiple medium classes to accommodate language diversity were recommended.Educational Studies
M. Ed. (Early Childhood Development)
49
Phaiphai, Thanyani. "Teachers' experiences of the Curriculum and Assessment Policy Statement implementation in foundation phase primary schools : Nzhelele East Circuit." Diss., 2017. http://hdl.handle.net/10500/24233.
Full textAbstract:
This research investigated issues teachers face Curriculum and Assessment Policy Statement (CAPS) implementation at Foundation Phase primary schools in Nzhelele East Circuit. Curriculum implementation promotes thinking and learning of new things in the teachers’ day to day working environment. Foundation Phase teachers are pillars contributing to the children’s success in future. If children become passive, this passiveness will be reflected in the following stages, namely developmental and progressive stages, through the school system. Republic of South Africa transcended many stage of changes in all different sectors of society since the inception of the new democratic government in April 1994.
The curriculum change was done in order to address the concerns, cited by teachers in different schools. Those four concerns were: “complaints about the implementation of the National Curriculum Statement (NCS), teachers who were overburdened with administration, different interpretations of the curriculum requirements, and poor performance of learners”.
In this mini dissertation, the researcher found that implementation the CAPS by teachers is a risk-taking exercise, because teachers were not trained well. The curriculum advisors responsible for training them were not having depth of knowledge of Foundation Phase. The curriculum advisors are there as a result of secondment. The teachers were devoid of capacity of knowledge, values and skills towards the implementation of the CAPS. Some teachers were not having time to improve their qualifications as they were still having Junior Primary Teachers Diploma (JPTD).
In presenting this argument, the theoretical framework, constructivism learning theory, was particularly suitable within the area of education in curriculum implementation. Constructivism learning theory refers “to the idea that learners construct knowledge for themselves; each learner individually (and socially) constructs meaning as he or she learns”. The objectives of the study were:- to explore the way in which Foundation Phase teachers experience the execution of their tasks in the implementation of the CAPS; to establish how the resources are used through in the implementation of the CAPS; to determine the type of assistance by School Management Teams (SMTs) in the implementation of the CAPS; and to investigate how Foundation Phase teachers’ understanding and assessment of the CAPS influence their teaching practices of curriculum implementation.
This study used a qualitative approach, and the methods used included a focus group interview with foundation phase teachers, individual interviews with heads of departments (HoDs) and school principals (SP), observation, document analysis of the CAPS in Nzhelele East Circuit.
This study revealed the teachers’ frustrations and unease regarding curriculum change, assessment, previous policies, and workload, knowledge on the CAPS documents, and training and resources. This research should encourage the Limpopo Education Department to take heed of the responses of the teachers at the sampled schools, as this can easily be rectified through the intervention of the Department by funding the training of teachers in implementing the CAPS. The recommendations should be considered well in the correct implementation of the CAPS. It is also recommended that education specialists from the provincial government be appointed to visit schools in order to assist and evaluate the implementation of curriculum. It is also recommended that the DBE must make a re-training to all Foundation Phase teachers for a week during school vacation. The challenges that are facing the CAPS can be minimal if the recommendations could be adhered to.Curriculum and Instructional Studies
M. Ed. (Curriculum and Instructional Studies)