Dissertations / Theses: 'Education White Paper 6'

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Van, Rooyen Brenda. "In/exclusion and (dis)ability : (de)constructions of Education White Paper 6 : special needs education." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52887.

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Thesis (MEd)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: White Paper 6: Special Needs Education, released in July 2001, is the response ofthe South African government's Department of Education to the inclusion movement. In this (re)search, I (de)construct this text to explore constitutions of (dis)ability and inlexclusion. I do so because I frame (de)construction as 'an aggressive, political mode of critical analysis that strips conventional and assumed truths down to their logically insubstantial bare bones' (Danforth & Rhodes, 1997: 358). I argue that it is necessary to (de)constructively read government policy that proposes a course or policy of action, particularly if, as poststructuralists state, language constitutes reality. In reading White Paper 6, I (de)construct the functionalist grand narrative as hegemonic: discourses constituted by and constituting this metanarrative, including the medical or special needs discourse, the charity discourse, the systems discourse, the business discourse and the pioneering discourse. The radical humanist grand narrative is also read as dominant, formed by and forming the rights discourse and social justice discourse. The social constructionist discourse, constituting and constituted by the intepretivist grand narrative, is (dejconstructed in White Paper 6 as not reflecting upon the social construction of disability itself, but on social constructions related to (dis)ability and inlexclusion. The objects, agents, action and binaries constituted by each of these discourses are also (de)constructed, as are the voices on the margins. The purpose of my (re)search is not to construct conclusions, but rather to (de)construct the polyphony of voices, truths and realities speaking into and out of White Paper 6. In so doing, the 'indecidability' (Silverman, 1989: 4) of the text is (de)constructed. With the indecidable (de)constructed, '... discourses can no longer dominate, judge, decide: between the positive and negative, the good and the bad, the true and the false' (Derrida, 1992: 86). (Dis)ability and inlexclusion tmths are troubled and the text is opened to different readings.
AFRIKAANSE OPSOMMING: Witskrif 6: Spesialebehoefteonderwys, wat in Julie 2001 beskikbaar gestel is, is die reaksie van die Suid-Afrikaanse regering se Departement van Onderwys op die insluitingsbeweging. In hierdie (onder)soek(e) (de)konstrueer ek genoemde teks om bepalinge van (on)vermoë en inluitsluiting te ondersoek. Ek doen dit omdat ek (de)konstruksie sien as ". .. an aggressive, political mode of critical analysis that strips conventional and assumed truths down to their logically insubstantial bare bones ... " (Danforth & Rhodes, 1997: 358). Myns insiens is dit nodig om regeringsbeleid wat 'n handelswyse ten opsigte van, of beleid vir optrede voorstel, (de)konstruktief te lees, veral indien dit is soos die poststrukturaliste voorstel, naamlik dat taal werklikheid is. Met die lees van Witskrif 6, het ek die funksionalistiese groot narratief as hegemonies geede)konstrueer: diskoerse wat deur hierdie metanarratief gevorm word en dit tegelyk ook vorm, met inbegrip van mediese of spesialebehoeftediskoers, die relaas van naasteliefde, die stelseldiskoers, die sakediskoers en die baanbrekersdiskoers. Die radikaal humanistiese groot narratief, wat die regtediskoers en die diskoers van maatskaplike geregtigheid vorm en daardeur gevorm word, word ook as dominant vertolk. Die diskoers van maatskaplike konstruktivisme, wat die interpretatiewe groot narratief vorm en daardeur gevorm word, word in Witskrif 6 geede)konstrueer, as sou dit nie op die sosiale konstruksie van (on)vermoë self sinspeel nie, maar op sosiale konstruksies wat met (on)vermoë en inluitsluiting verband hou. Die voorwerpe, agente, optrede en binêres wat deur elk van hierdie diskoerse gevorm is, sowel as die stemme op die kantlyn, word ook deur hierdie diskoerse ge(de)konstrueer. Die doel van my (onder)soek(e) is nie om uitsluitings te konstrueer nie, maar eerder om die polifonie van stemme, waarhede en realiteite wat vanuit Witskrif 6 tot ons spreek, maar ook inspraak daarin het, te (de)konstrueer. Deur dit te doen, word die "indecidability" (Silverman, 1989: 4) van die teks ge(de)konstrueer. Met die nie-besluitnemende" ... discourses can no longer dominate, judge, decide: between the positive and negative, the good and the bad, the true and the false" (Derrida, 1992: 86). (On)vermoë en die inluitsluiting van Vt'aafhede is problematies en die teks word oopgemaak vir verskillende interpretasies.

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Jacobs, Merise K. "An evaluation of the implementation of Education White Paper 6 in selected full-service schools in KwaZulu-Natal." Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1445.

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A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology) in the Department of Educational Psychology and Special Needs Education at the University of Zululand, South Africa, 2015
Currently, South Africa is in phase two of implementing 50 full-service schools (FSS) and further development is said to be based on results from immediate to short-term results (DoE, 2005a). Concerns over the new development relate to whether resources are sufficient and available to further expand the provision of FSS and, overall, whether the Education White Paper 6 (EWP6) has been implemented successfully in phase one. This research therefore evaluates the implementation of EWP6 within selected phase one FSS in the Kwazulu-Natal (KZN) province. Purposive sampling was used and the researcher selected institutional-level support team (ILST) members within FSS to participate (n=43 participants). Questionnaires were self-administered and designed to address the following research questions: Have policy objectives been met in the implementation of EWP6 within FSS? What are the barriers to implementing EWP6 within FSS? And, what strategies have ILST members used to overcome these challenges? The questionnaire elicited both quantitative and qualitative data which was analysed using the Statistical Package for the Social Sciences (SPSS) software and thematic analysis. Some schools reported successes which include the enrolment of learners who experience diverse barriers to learning and optimistic attitudes among ILST members regarding possible benefits of inclusive education and their theoretical knowledge of multi-level teaching. Barriers to implementation of the EWP6 within FSS include inadequate resources (human, educational, physical and financial), inadequate support provision to FSS and ILST, inadequate training and subsequent training support and a lack of involvement from parents and communities. Many participants are unsure of how to overcome these challenges but, undoubtedly, are in need of support from communities, parents and the Department of Education (DoE).

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Cele, Sanelisiwe Yenzile Nicole. "Experiences of Primary school teachers in full service schools in Umlazi District." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1678.

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A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Masters in Educational Psychology in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, 2018
The dispute of inclusion is one that has not only been a challenge for South African schools but for the country as a whole. The success of the implementation of the inclusion policy will not only talk to the progress at the schools in South Africa (SA), but it will also provide us with a glimpse of the nation’s progress towards the implementation of democracy itself. Considerable work has been done internationally with regards to the practicality of full-service schooling; however, a limited expanse locally. The objectives of the study were: (i) To determine the nature of experiences of primary school teachers in full service schools; and (ii) To establish if there is any relationship between the teachers’ experiences in full service primary schools and the variables of interest: gender, age, qualification, race and teaching experience. In order to address the study questions, a mixed method research design was employed. A sample of 63 teachers in Full Service Schools (FSSs) in Umlazi district was purposefully selected based on experience and expertise. For data collection, self-developed questionnaires comprising a demographic information section and a Likert-type inventory were used. Statistical Package for Social Sciences (SPSS) accounted for statistical and descriptive analysis; and Thematic Analysis for qualitative analysis. The findings of this study revealed that a greater number of teachers had positive experiences within FSSs in Umlazi district. However, disabling conditions that prevent teachers to be completely convinced of Inclusive Education (IE) were found to be: Lack of support from the Department of Education (DoE), teachers’ perceived incompetency when dealing with impaired children, insufficient resources, maltreatment of disabled children by their non-disabled peers, lack of parental support, large class sizes and shortage of staff. With regards to the variables of interest in relation to the experiences of teachers in FSSs, it was discovered that: male teachers expressed more positive experiences than their female counterparts; it appeared that the higher the qualification, the more teachers felt confident about teaching in FSSs; more Indian teachers reported having favorable experience than black African teachers; and teachers with more years of teaching experience indicated optimism towards teaching in FSSs than teachers with less teaching experience. Recommendations from the current study suggest that teacher pre-service training be tailored in accordance with the requirements of teaching in a FSS. Workshops and conferences should be conducted to provide teachers with recent updated teaching material that will allow them to stay relevant with the IE curriculum. Furthermore, psycho-education around the maltreatment of disabled children should be provided to schools and communities in an attempt to bring awareness about disability and advocacy against the exclusion and the ill-treatment of the disabled. Again, psycho-education should be provided to families to bring awareness regarding the importance of the caregiver’s active role in the academic and personal life of a child. This would entail the process of providing education and information to families of children that attend FSSs. These recommendations would bridge a gap in the challenges that are experienced in FSSs.

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Steenkamp, Ute. "A retrospective study on transforming a mainstream school into a full-service school." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/24475.

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In South Africa the inclusive trend grew stronger since the White paper 6’s release. The need for a more integrated school was called upon by the Department of Education. The Department of Education selected 30 schools which represents a district to start the transformation process. Through guidelines written by the Department of Education it seemed that when mainstream schools are transformed to the phenomena of Full-service schools by the Department of Education or through themselves, many changes take place. However, there seemed to be a gap in literature regarding the changes taking place, this gap guided this research dissertation. This retrospective study was undertaken to gain insight into the transformation process and thereby into the change towards inclusive education. As a descriptive study on the transformation of one particular school it could also assist other schools that are on their way to such a transformation. The research approach adopted was qualitative process to gain insight and understanding of the changes made, but especially the role players’ attitude and feelings towards this change into a full-service school. Insight into this transformation process could provide insight to inclusive education, with an interpretivist paradigm, and applied to a single-case study (Stake 1995). Data collection consisted of open-ended interviews, visual diary and field notes. Additional documents were received from the school and the Department of Education and were included in this study.Codes for classifying the interview responses were predetermined (a priori coding) and designated as Microsystem, Macrosystem, Leadership and Management, Culture, Identity, Strategy, Structures/Procedures, Physical changes, Technical support and Human resources, as set out by the framework of Lazarus and Davidoff (1997:17). The interviews were open-ended. Visual data were collected to illustrate contrasts and similarities between conditions before and after the transition. The data obtained about the transition process were discussed using the a priori coding categories and drawing parallels to the existing literature. This research recommends and highlights significant aspects of the transition process leading to a full-service school. AFRIKAANS : In Suid-Afrika het die tendens van inklusiwiteit sterker geword sedert die vrystelling van Witskrif 6. Die Departement van Onderwys het ’n beroep gedoen dat daar voldoen moet word aan die behoefte aan skole met groter integrasie. Die Departement van Onderwys het 30 skole, wat ’n distrik verteenwoordig, gekies om met die transformasieproses te begin. Riglyne opgestel deur die Departement van Onderwys het getoon dat wanneer hoofstroomskole getransformeer word na voldiensskole, hetsy deur die Departement van Onderwys of deur hulself, daar baie veranderinge plaasvind. Daar is egter ’n gaping in die literatuur met betrekking tot die veranderinge wat plaasvind, en hierdie gaping het gelei tot die navorsingsverhandeling. Hierdie studie het slegs op die kwalitatiewe navorsingsproses staatgemaak om insig en begrip te verkry oor die veranderinge wat gemaak is, maar veral ook oor die rolspelers se houding en gevoelens teenoor hierdie verandering in ’n voldiensskool. Insig in hierdie transformasieproses kan insig gee in inklusiewe onderwys. Deur die transformasieproses te verstaan, kan skole gehelp word met hul eie transformasie na voldiensskole. Die doel van hierdie studie was om die oorgangsproses van ’n voldiensskool te verstaan en te interpreteer. Vir hierdie doel is ’n kwalitatiewe navorsingsbenadering saam met ’n interpretivistiese paradigma gebruik. Daarvoor het ek ’n enkele gevallestudie gebruik (Stake, 1995). Data-insameling het bestaan uit oop onderhoude, ’n visuele dagboek en veldnotas. Addisionele dokumente is van die skool en die Departement van Onderwys ontvang en is in hierdie studie ingesluit. Kodes is vooraf bepaal, naamlik mikro- en makrostelsels, leierskap en bestuur, kultuur, identiteit, strategie, strukture/prosedures, fisiese veranderinge, tegniese ondersteuning en menslike hulpbronne, soos uiteengesit in die raamwerk van Lasarus en Davidoff (1997:17). Hierdie proses van kodering word ook priori-kodering genoem, aangesien die onderhoude vooraf bepaal is. Die visuele data is voor en na die oorgang geneem om die kontraste en ooreenkomste duidelik te toon. Nadat parallelle tussen die relevante literatuur en priori-data geïdentifiseer is, is die data van die oorgangsproses bespreek. Hierdie navorsing beklemtoon belangrike faktore wat in gedagte gehou moet word tydens ’n oorgangsproses na ’n voldiensskool, en maak ook aanbevelings.
Dissertation (MEd)--University of Pretoria, 2012.
Educational Psychology
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Laauwen, Hermanean May. "Explaining "non-reform" in special needs education policy in South Africa." Thesis, University of Pretoria, 2004. http://hdl.handle.net/2263/27834.

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The purpose of my case study research is to explain the development trajectory of Special Needs Education policy in South Africa. I also intended to establish whether this policy reform trajectory could be explained as “non-reform” in Special Needs Education. The development path of policies has been widely researched and explained in relation to theories of change. Over the past decade there has, however, been a growing body of knowledge that has moved the theoretical basis for the development of policy from a traditional linear and causal model to a more complex, dynamic model of change. I was able to draw from both models to engage in my case study research on the development of the Special Needs Education policy. This policy eventually culminated in a Government White Paper on Special Needs Education. My primary research question is to understand why the policy on Special Needs Education did not emerge in South Africa when it was widely expected. I examined “up close” the views, perspectives and understandings of policy makers to establish the reasons for the non-emergence of the Special Needs Policy in South Africa. On closer analysis, I found that not only was there a significant delay between the policy formulation and policy adoption, but that this had created a critical policy vacuum in the Special Needs Education system in South Africa, which warranted an explanation. I found that the main reasons for the “policy-lag” were situated in the intended paradigm shift from a medical based model to an eco-systemic model, the intended restructuring of the special school system, logistical factors, and the availability of resources. This study addresses a gap in the related literature by its focus on the policy-making process for Special Needs Education in a transitional context. Its significance lies in shifting explanations of policy reform from the domain of the causal-linear to a political account of the process. The research was guided by a conceptual framework that combined the linear and iterative models of the policy development processes with the conceptual devices of “theory of action” and “theory in use”. The role of specific paradoxes and the ensuing tensions was formulated using qualitative content analysis. The study produced several new findings with regard to the factors that affect education policy-making in South Africa. Principal amongst these findings was the observation that the politics of participation was the main factor constraining the speed and direction of policy development in Special Needs Education. The findings of this research warrant several conclusions regarding the implementation and the dynamic nature of policy-making. The study concludes with suggestions for future research in policy-making related to Special Needs Education in South Africa.
Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2004.
Education Management and Policy Studies
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Sprankles, William Thomas III. "The Fifth Day Experience: A White Paper Series an Innovative Program to Redesign Schools and Operationalize Deeper Learning." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1621252535547665.

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Simpson, Yvonne. "The potential impact of the HE Educational White Paper 2011 on higher education and professional construction education : professional quantity surveying education in England." Thesis, University of Greenwich, 2014. http://gala.gre.ac.uk/18096/.

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This thesis aims to investigate the effect of the Government’s Higher Education White Paper 2011 on the provision of vocational undergraduate degree provision within the UK. In particular the provision of quantity surveying education in the English Higher Education sector will be used as an exemplar. The intention of the study is to glean the potential impact and effects on professionally focused education in the 21st Century. There were two prongs to this study, one reflecting the experience of Australian quantity surveying provision to give some hindsight, the other reviewing the on-going debate between professional education and strategic education as raised by Cardinal Newman (1852). There was attention on the changing role of the state and the rise of individualism, in HE provision. Underlying this study was the anticipated role of knowledge in the form of professional knowledge and competencies. The methodology undertaken was pragmatic and employed mixed methods of qualitative and quantitative data collection. Future studies (Ratcliffe 2008) had an influence on the data collection methods and a Delphi technique tool was designed to harvest the data, the use of thematic analysis (Brown and Carasso 2013) enabled the construction of themes. Philosophical lens of Bourdieu’s cultural capital (1973) and Bhaskar’s critical realism (1978) were employed to provide a basis from which to explore the findings of the thesis. The themes which arguably arose were uncertainty, inequality, barriers, quality, marketization, conflict and power. The findings indicated a withdrawal of state from funding professional HE programmes, rise of individualism which acknowledges the cultural capital of professionally accredited courses and a study of power within the community of practice (Wenger 1998) of chartered quantity surveyors. Surprisingly, it is the lack of awareness surrounding the role of knowledge in favour of competencies which may indicate the schism between professional and generalist HE provision.

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Subramoney, Kemeshri Avril. "Assessment of support strategies in inclusive education in the Foundation Phase in the Umlazi District." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1725.

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A thesis submitted to the Faculty Of Education in fulfillment of the requirements for the Degree of Masters Of Education in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, 2017
It has been 16 years since the release of Education White Paper 6 however, South Africa continues to experience challenges in implementing Inclusive Education (IE) by providing support effective for learners who experience barriers to learning. Education in society is a fundamental part of our lives and IE provides the platform to achieve a unified society. The study focused on the Foundation Phase where barriers could be identified and early intervention could be provided. The aim of this study was to ascertain the nature of the support strategies employed by Foundation Phase teachers in two schools in the Umlazi District. It also aimed to establish if learners who experience barriers to learning as well as if the teachers and the school were adequately supported. It was apparent that although the department of education addressed some of the challenges by providing a policy and guidelines on the implementation of inclusive education (National Strategy on Screening, Identification, Assessment and Support (SIAS) and Guidelines for responding to learner diversity in the classroom) there was little evidence of stakeholders having knowledge of the documents or applying the recommended strategies. A mixed method design was used for this case study. The quantitative method comprised of a questionnaire constituted the initial phase of the data collection. It was then followed by the qualitative method which involved a focus group interview with selected participants. The questionnaire was completed by 21 teachers from the two schools and 5 teachers participated in the focus group interview from the first school and 8 from the second. This study established that although teachers attempted to provide support to learners that experience barriers to learning, they found these strategies to be ineffective. The pre-service in-service training that they received to address barriers to learning was ineffective and inadequate. Support networks at the schools were dysfunctional and there was confusion about the roles and responsibilities of the various support structures. Stakeholders and external support structures were ineffective and inaccessible. The lack of communication and collaboration amongst stakeholders was evident. These findings are These findings are common and consistent with discoveries from previous research. Contributions of the study are important for further research and implementation of the recommendations would assist in ensuring that learners receive quality education that can help them to be productive members of society.

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Wicks, Peter John. "Bureaucratic change in further education : impacts of the White Paper 'Training for Jobs' on non-advanced further education in England and Wales, 1984-89." Thesis, London School of Economics and Political Science (University of London), 1990. http://etheses.lse.ac.uk/1200/.

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This thesis considers the impacts of legislation introduced by the British government in 1984 to restructure the administration of non-advanced further education (NAFE) in England and Wales. The White Paper Training for Jobs proposed to transfer a substantial proportion of responsibility for the delivery of NAFE away from local education authorities (LEAs) to the Manpower Services Commission (MSC), involving the transfer of a proportion of LEAs' block grant to the MSC's annual budget for the purposes of NAFE delivery. The thesis examines the impacts of the White Paper by recourse to three themes. First, the revision of the policy innovation as a consequence of resistance by local authorities and their national associations to the policy as framed, and the subsequent renegotiation of its terms. Second, the bureaucratic impacts of the policy change, principally the restructuring of local working relationships which it necessitated. Third, a consideration of its impacts upon local NAFE planning procedures, the target of the policy shift. Central to the thesis are the relative bureaucratic characteristic of, and the operational relationship between, the MSC and LEAs, and the effect of these upon the development and delivery of NAFE policy. These themes are set in the context of an historical overview of vocational education and training in England and Wales, and a theoretical perspective which considers Training for Jobs as an illustrative example of decision-making and policy implementation in practice. It presents evidence for the argument that these processes should be perceived as a continuum in which actors at all levels play a part in the policy process, rejecting more simplistic 'top-down' approaches to the issue.

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Vaughan, B. (Bronwyn). "Planning for e-(e)quality:a critical discourse analysis of the discourse on equality and quality in the South African white paper on e-education (2004)." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201311151859.

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The focus of this study is on the discourse of equality and quality in South African education as constructed in the South African White Paper on e-Education (2004). Using Postcolonial Theory as a theoretical framework for Critical Discourse Analysis (CDA) the study identifies four narratives in the White Paper that guide the discourse on equality and quality in South African education: the ‘digital divide’ narrative, the integration of the digital stranger narrative, the technological deterministic narrative, and the auditability and performability narrative. It is argued that these narratives, while evident in policies around the world, originate from states and international organisations in the global North. As such the narratives are insensitive to the reasons for South Africa’s inequality in education and work to reproduce systemic patterns of signification that fail to redress past and existing inequalities specific to South Africa. Rather than uncritically consuming global knowledge narratives, new critically informed (South) African narratives, conscious of global narratives and committed to social equality, need to be produced that are anchored in new ways of “seeing, thinking about and acting” (Soudien, 2011, p. 265).

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Faulkner, E. A. G. "The application of drama in education methodology to the teaching of history to Stds. 6 and 7 in white secondary schools in South Africa." Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/16371.

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Bibliography: pages 128-131.
CHAPTER 1 History Teaching in South Africa. Towards identifying some problems of History teaching in South Africa and suggesting in general terms a methodology to help solve the problems. CHAPTER 2 Education. Theatre and Drama. A. Towards the author's definition of child-centred education, based on the writings of eminent philosophers. B. Theatre's relationship with educational drama, given that the two modes of communication share many elements relevant also to history education. C. The links between educational drama and the author's definition of education in A above. CHAPTER 3 The Aims of Drama in Education with Reference to Goals. Special aims which single out Dorothy Heathcote from other practitioners; emphasising the Left Hand of Knowing and aiming for authenticity in teaching, which includes the concept of drama as a social art. This concept emphasises the bondings between people, particularly between child and society. Links between Drama in Education a1ms and those of a new history methodology (Chapter 1) will be. discussed.

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Bourgeois, Monique F. "The significance of post-secondary education in Newfoundland: a comparison between the provinvcial government's white paper on public post-secondary education (2005) and rural women enrolled in liberal arts undergraduate degrees /." Internet access available to MUN users only. Search for this title in:, 2009.

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Senate, University of Arizona Faculty. "Faculty Senate Minutes April 6, 2015." University of Arizona Faculty Senate (Tucson, AZ), 2015. http://hdl.handle.net/10150/554089.

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Lilley, Samantha. "Development and Adoption of the White Paper| Increasing Access to Health Care for Louisiana Residents by Utilizing Nurse Practitioners to the Fullest Extent of Their Education and Training." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163272.

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Louisiana’s primary care provider (PCP) shortage is becoming increasingly evident and is projected to accelerate over the next decade. A growing body of evidence has linked the shortage of PCPs and decreased access to primary care services as contributing factors to poor health outcomes. Research findings illustrate Nurse Practitioners (NPs) provide safe, quality, and cost-effective care. Use of Louisiana NPs to the fullest extent of their education and training (full practice authority) is a readily available, viable, cost-effective resource and may be one solution to the growing need for PCPs. Use of NPs in this capacity is often impeded by an antiquated legislative mandate, one that requires NPs to enter into a collaborative practice agreement (CPA) with a physician. The complexities of initiating and maintaining such an agreement represent a barrier to full practice authority, which inadvertently decreases access to primary care services. This DNP Synthesis Project resulted in the creation of a white paper comprising evidence-based rationales for the removal of the CPA. A summary of the background and significance of the problem, a proposed solution, the benefits of CPA removal, and a call to action for all stakeholders was addressed. The white paper was presented for organizational adoption to the Board of Directors of the Louisiana Association of Nurse Practitioners (LANP). Upon adoption, the paper was electronically posted to the LANP website to reach a broader audience. Further propagation was accomplished through presentations conducted at various organizational meetings throughout the state. Additionally, the white paper was submitted via electronic communication to Representatives and Senators currently serving on the state’s Health and Welfare committee. Finally, the tenants of the white paper were used as the foundation for bill authorship. Two bills were written addressing removal of the CPA and have been dropped, one in the House and one in the Senate, for consideration during the 2016 Louisiana Legislative session. Keywords: Nurse Practitioner, Scope of Practice Barriers, Physician Opposition, Full Practice Authority, Louisiana, Access to Care, Collaborative Practice Agreement, White

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Bigley, Terrance Michael. "Elementary Instructional Best Practices for English as Secondary Language Teachers." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3387.

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A trending national concern is the increasing number of English language learners (ELL) who are being reclassified as long-term English language learners (LTELL) instead of progressing to the general education classroom. This trend is a local problem for the study elementary schools. Guided by sociocultural learning theory that outlined ESL best instructional practices, the purpose of this case study was to examine the instructional practices of elementary ESL teachers. Ten ESL teachers from each grade level from 1st to 5th grades were interviewed and observed. Analysis and organization of the data through its transcription and coding led to the emergence of 5 themes: sociocultural best practices, sociocultural deficiencies, other practices, district ESL program, and teacher needs. Findings included that the district ESL program was not executed with fidelity, there was a need for teacher think-alouds during instruction, and teachers were not consistently implementing decoding strategies with ESL students. A white paper was developed to share the findings with district leaders regarding maintaining fidelity of the ESL program by training teachers, providing necessary resources and other factors related to student success. Increasing the learning and language acquisition of the ESL students within the district may produce an overall positive social impact on society by increasing students' ability to contribute in their communities.

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Le, Grange Lesley Lionel Leonard. "Secondary school science pupils' rankings of science and technology related global problems : a comparison of the responses of rural-Northern Sotho, urban-Xhosa and urban-English speaking pupils in South Africa to meeting basic needs in the context of the 1994 Government White Paper on Reconstruction and Development." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/17454.

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Bibliography: pages 66-71.
In 1984 Bybee used 262 science educators from 41 countries to develop an instrument for measuring their ranked priorities of science and technology related global problems. In 1995 the original Bybee scale was updated and clarified, and a new 15-item version, the Le Grange Global Priorities Instrument (LGPI) was piloted, refined and administered in fifteen schools to 946 secondary school pupils speaking three different home languages in two provinces in South Africa. The study is an enlargement of the work of Bybee and Mau (1986); Bybee and 'Najafi (1986); Ndodana, Rochford and Fraser (1994); and Le Grange, Rochford and Sass (1995), and is carried out in the context of the new key programme of Meeting Basic Needs presented in Section 1.4.1 of the Government White Paper on the Reconstruction and Development Programme for the New South Africa which states:- The basic needs of people extend from job creation, land and agrarian reform to housing, water and sanitation, energy supplies, transport, nutrition, health care, the environment, social welfare and security (Government Gazette No. 16085, 23 November 1994:9). The 946 pupils surveyed in this study in 1995 comprised 414 rural-Northern Sotho pupils (sample 1) from the Northern Province; 189 urban-Xhosa speaking pupils (sample 2) and 343 urban-English speaking pupils (sample 3) from the Western Cape.

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Coe, Karen Lee. "The process of lesson study as a strategy for the development of teaching in primary schools : a case study in the Western Cape Province, South Africa." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/3984.

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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: The purpose of this qualitative research study was to determine the value that a group of teachers in South Africa would place on the process of lesson study as a model for their own learning and instructional improvement. A qualitative case study approach through an action research design was the methodology employed for this research. Participants in this 18-month study experienced three complete cycles and a fourth partially completed cycle of lesson study. The setting in South Africa offers a unique perspective to research on lesson study. Lesson study has been the primary method of professional teacher development in Japan for more than 50 years. It is also realizing some success in school districts across the USA. The recent educational reforms in South Africa have something in common with each of these countries. Like Japan, South Africa has adopted a national curriculum. The common link with the USA is that both countries have recently experienced educational reform at the national government level. The findings from this research include a discussion of the elements contained in lesson study that may be beneficial to incorporate into continuing professional teacher development programs, an analysis of the sustainability of lesson study, and an exploration of the connection between the model of lesson study and the design of action research.
AFRIKAANSE OPSOMMING: Die doel van hierdie kwalitatiewe navorsingstudie was om die waarde wat ŉ groep onderwysers in Suid-Afrika op die proses van lesstudie as ŉ model vir hulle eie leer- en onderrigverbetering sou plaas, te bepaal. ŉ Kwalitatiewe gevallestudie-benadering met behulp van ŉ aksienavorsingontwerp was die metodologie wat tydens hierdie navorsing aangewend is. Deelnemers aan hierdie studie wat oor 18 maande gestrek het, het drie volledige siklusse en ŉ vierde gedeeltelike siklus van lesstudie onderneem. Die Suid-Afrikaanse konteks bied ŉ unieke perspektief op navorsing oor lesstudie. Lesstudie was vir meer as 50 jaar die primêre metode van professionele onderwyserontwikkeling in Japan. Dit behaal ook ’n mate van sukses in skooldistrikte oor die VSA heen. Die onlangse onderwyshervormings in Suid-Afrika het iets gemeen met elk van hierdie lande. Soos Japan, het Suid-Afrika ŉ nasionale kurrikulum in gebruik geneem. Die skakel met die VSA is dat albei lande onlangs onderwyshervorming op nasionale regeringsvlak ondergaan het. Die bevindinge van hierdie navorsing sluit ŉ bespreking van die elemente vervat in lesstudie in wat inkorporering in programme vir voortgesette professionele onderwyserontwikkeling tot voordeel kan strek, ŉ ontleding van die volhoubaarheid van lesstudie, en ŉ verkenning van die verband tussen die lesstudie-model en die ontwerp van aksienavorsing.

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Senate, University of Arizona Faculty. "Faculty Senate Minutes October 2, 2017." University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/626015.

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19

Motshwane, Bareng J. K. "Evaluation of guidance – counseling services in secondary schools using South African education white paper 6 and ACSA quality performance standards." Thesis, 2009. http://hdl.handle.net/10530/964.

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Submitted in part fulfillment of the requirements for PhD (Community Psychology) in the Department of Psychology in the Faculty of Arts at the University of Zululand, South Africa, 2009.
Learners need effective school-based Guidance and Counselling Services to assist them with their developmental and situational needs. The main aim of the study was to evaluate the extent to which Guidance-Counselling Program is implemented in secondary schools in line with South African Education White Paper 6 of 2001 and ACSA Performance Standards. The study further intended to capacitate educators and Guidance counsellors with knowledge and skills on how to develop and maintain effective Comprehensive and Integrated Guidance-Counselling Services in their institutions. A sample of 153 educators and 130 learners was selected from secondary schools in Gauteng and Mpumalanga provinces. Secondary schools that received (orientation) training on SA Education White Paper 6 from the researcher were compared with those who did not receive such training. Data was collected through a questionnaire consisting of structured and semi-structured questions. Responses from focus groups were content analyzed into themes and descriptive techniques were utilized. The Objective/Close-ended questions were analysed using the Statistical Package for Social Science (SPSS) (Version 17). x2 Tests were computed for categorical data and to analyze any differences, in relation to level implementation of Guidance-Counselling Program. The main finding of the study was that, secondary schools differ significantly on how they implement Life Orientation, Guidance and Counselling activities. Furthermore, there is a perfect relationship among secondary school learners and educators on how they perceive the Guidance-Counselling Services within their respective institutions. The need for Comprehensive and Integrated Guidance-Counselling Program Model, clear guidelines and performance standards cannot therefore be overlooked. If this program is effectively implemented, it may contribute substantially towards excellent academic results, improved psychological well-being, and production of matured and responsible future citizens.

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Masango, Johannes Mboneni. "The roles of the principal and the SBST in supporting teachers teaching inclusive education." Diss., 2013. http://hdl.handle.net/2263/25820.

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This research focuses on the challenges encountered by teachers in terms of support in teaching inclusive education in primary schools. According to the White Paper 6 of 2001, the Department of Education gives guidelines and points out the strengths of school-based support teams (SBST) and district support teams in attempting to overcome inclusivity. The SBST works with a variety of internal support structures to meet the needs of teachers who are teaching inclusive education. Schools in South Africa - especially in townships – are, generally, of the opinion that managing the process of inclusive education is the sole responsibility of the Department of Education. The research methodology employed in this study is qualitative which is explorative and descriptive by nature. The purpose of this study was to explore the role of the principals and the school-based teams in supporting teachers teaching inclusive education in primary schools. Data was collected by means of two focused interviews, which involved the principals and members of the school-based support team and by using one-on-one, semi–structured interviews. The collected data was analysed and categorized according to a constant comparative method. The data revealed a number of frustrations and challenges for teachers who need support in teaching learners in inclusive education. It is evident that there is a lack of support both from the principals and the SBSTs in supporting teachers who are teaching inclusive education. There is an insufficient knowledge and a lack of skills in supporting teachers teaching inclusive education as there has been no proper training for these teachers. However, the Department of Education has ensured that the introduction of White Paper 6 is aligned to the schools’ contextual systems.
Dissertation (MEd)--University of Pretoria, 2013.
Education Management and Policy Studies
unrestricted

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Jama, Pateka Pamella. "Implementation of inclusive education in Mthatha district of the Eastern Cape Province." Diss., 2014. http://hdl.handle.net/10500/13679.

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This study investigated the implementation of inclusive education in three schools of Mthatha district in the Eastern Cape Province, in accordance with the principles set out in Education White Paper 6: Special Needs Education—Building an inclusive education and training system. The qualitative method was used in this study, and data collection strategies were based on interviews and observations. The study established the following challenges that hampered the implementation of inclusive education in the three schools: • Lack of training or workshops for both principals and educators on inclusive education, which led to a lack of knowledge about the topic and ways to support learners experiencing barriers to learning in their schools. • Lack of access to the White Paper 6 document. These challenges can remedied by proactive assistance from the Eastern Cape Department of Education and the Mthatha District of Education authorities.
Inclusive Education
M. Ed. (Inclusive Education)

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Ladbrook, Maughreen Winifred. "Challenges experienced by educators in the implementation of inclusive education in primary schools in South Africa." Diss., 2009. http://hdl.handle.net/10500/3038.

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Resting against a background of local and international movements in respect of human rights, South African educators have had to implement a new curriculum, accept diversity and address inclusive education with little or no training, insight and knowledge. Challenges at all levels in education, impact on the successful education of children and the future of young adults who must as equal members of society enter a fast changing global economy. Challenges for educators in South Africa are unique. The lack of knowledge and training for educators and an inadequate infrastructure of the country present as some of the challenges for educators. This qualitative study deals with the subjective experiences of educators in primary schools. The research indicates that when these challenges are addressed educators will be both, better supported and disposed, towards the implementation of inclusive education idealised as the panacea for social transformation in South Africa.
Educational Studies
M. Ed.

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Erradu, Jordan. "Learner support to foundation phase learners who are intellectually impaired : a case study." Diss., 2012. http://hdl.handle.net/10500/7735.

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Since 1994, the South African education system has undergone a number of paradigm shifts culminating in the implementation of the policy of Inclusive Education as highlighted in Education White Paper 6: Building an Inclusive Education and Training System. The purpose of this research was to explore how foundation phase learners who experience severe intellectual barriers to learning are provided with high levels of support at special schools in the Pietermaritzburg district. A case study design was embarked upon as this allowed for an in-depth exploration of the above research question. Three special schools in the Pietermaritzburg district that cater for learners who experience severe intellectual barriers to learning were chosen for this investigation. Quantitative and qualitative research methods, consisting of questionnaires, interviews and observation were utilised. The findings reveal that educators at these schools do provide high levels of support to foundation phase learners who experience severe intellectual barriers to learning.
Inclusive Education
M. Ed. (Inclusive Education)

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Roberts, Julie-Anne Samantha. "Autism and inclusion: teachers' perspectives on the mainstreaming of autistic students." Thesis, 2008. http://hdl.handle.net/10539/4972.

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As a result of White Paper 6 (2001), South Africa has embarked on a radical restructuring of its entire education system, with the aim of removing barriers to learning and including children with disabilities into mainstream schooling (Mittler, 2003). According to this new framework, autistic students should be included into mainstream schools but there is scant research on the feasibility and practical implementation of this. This study took the form of a qualitative analysis of the perceptions of both mainstream and specialised teachers in terms of the mainstreaming of autistic students in South African schools. Results of the study suggest that neither of the sample groups perceive the South African context ready for mainstreaming of autistic students. They felt that students with Aspergers Syndrome, higher-functioning autism, could be included more successfully. However, on the premise that all autistic students were going to be included, a number of changes would need to be made. These included the provison of paraprofessionals, smaller classes and a stronger emphasis on safety. Teachers would also need to receive extensive training on dealing with behavioural problems that autistic students may exhibit. It was further noted that mainstream teachers are in need of practical exposure to autism and training in this area.

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Maabane, Tswelopele A. "Implementation of new policies, the white paper and the ABET programme in adult education. What effects have the new policies, the white paper and ABET had on education, training, development practitioners and adult learners?" Thesis, 2014.

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This study investigated implications of new education policies, the white paper on education and training and implementation of adult basic education and training (ABET) and the consequences thereof for education, training and development practitioners (ETDPs) and adult learners. The study also investigated how ETDPs implement new ABET policies and how these new policies affect adult learners. Adult education policies (in the democratic South Africa) were introduced to reduce inequalities in education. Despite these interventions, since 1994 the failure rate of adult education learners has continued to deteriorate. (This is partly confirmed by honours students (see Personal Communications) involved in teaching adult learners from 1993 to 1998.) The new adult education policies are intended to improve literacy and the quality of education for adults in South Africa. However, this does not seem to be happening. Three groups within adult education participated in this study. The groups consisted of twenty (20) adult learners, seven (7) ETDPs and seven (7) district education managers. All thirty-four (34) respondents were based in Soweto and the surrounding areas, which lie within Gauteng Province (see map contained in Appendix A). The information was gathered from respondents by telephonic interviews and by completing questic-nnaires. The literature review examined adult education policies; the Whit,- Pape" on Education and Training; successes and failures of ABET policies; and implementation and financial implications for adult education. “Quality education” based on a review of literature (world-wide and locally) was explored The information from the respondents supports the view that new ABET polices have had little impact in offering quality education. The results from the. interview and questionnaires show that the process of policy implementation is ineffective and inefficient, and is without clear direction. Workshops orgauised by the Department of Education reach only a few, and are not very effec j F i n a n c i a l constraints have rendered the process of policy implementation almost, impossible. The majority of learners and educators in this study were not iu'iy aware of the workshops. Based on world-wide and local literature, elements which might improve quality education were suggested. The study used both a qualitative and a quantitative approach. The concluding section of the research report suggested areas for future research relating to the process of policy implementation in adult education in South Africa.

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Mobara, Nafiza. "Professional development in full-service schools in Dr Ruth S Mompati District in North-West Province." Thesis, 2017. http://hdl.handle.net/10500/24935.

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The primary aim of the study is to investigate the effectiveness of professional teacher development for a group of teachers at full-service schools (FSSs), who are the implementers of inclusive education according to Education White Paper 6, the inclusive education policy in South Africa. The researcher used ontological and epistemological assumptions, as well as specific social research methodologies. This created a scientific grounding for the findings of the study. The methodology included a qualitative research approach and research design. Focus group interviews and observation were used for data collection. In this study purposive sampling was used. The participants in this study were chosen because of their teaching experience at full-service schools; sampling was therefore done with a purpose. Phenomenology is used in the study to decide what happens in the lived experiences of the focus group interviewees, who were teachers at full-service schools. This helped the researcher to better understand the needs and problems of the participants. During qualitative data analysis the information was organised, arranged and prepared systematically and classified into themes and categories and then coding followed. The analysis showed that in the absence of an appropriate model for professional teacher development for FSSs, the teachers at the schools were not in a position to implement inclusive education adequately. The researcher proposes a framework that is based on the ecological systems theory of Bronfenbrenner, taking the intervention collaborative framework designed by the researcher based on findings and recommendations into consideration. The collaboration among stakeholders in the different levels would encourage teamwork in the development of the FSS teacher. The full-service school teacher is influenced by various elements, the learner with diverse needs in the classroom, members of the management team, the school-based support team and colleagues at school. Members of the district-based support team, the school governing body, as well as members from the wider school community all have an influence on a teacher’s development as a professional person.
Inclusive Education
D. Ed. (Inclusive Education)

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Maluleke, Nash Nelson. "The impact of the National Environmental Education Policy initiatives in South African schools." Thesis, 2007. http://hdl.handle.net/10539/2042.

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Student Number : 0102782D - MA research report - School of Geography, Archaeology and Environmental Studies - Faculty of Humanities
The South African environmental policies, NEMA (1998), and the White Paper on Environment and Development (1995) support the incorporation of environmental education into the national school curriculum. These policies propose that environmental education should be interdisciplinary and holistic in approach and should run across all school learning areas and disciplines. The policies further recognize the role of environmental education as a potential tool through which learners and the general public can engage themselves in critical issues related to environmental justice in South Africa. Interviews with teachers, government officials and Delta personnel show that the national policy initiatives, documents and projects have not yet reached schools in the Gauteng region. The triangulated findings from this research show that there is poor coordination between parties responsible for the implementation of policies. This poor coordination has resulted in teachers not being prepared and empowered to initiate, organise, implement and run environmental education in schools. As a result integrated environmental education is not being implemented across the curriculum in the schools that were interviewed in the study. The basic problem seems to be that teachers and school principals have poor understanding of the nature of environmental education. It appears, from the research findings, that this is linked to a lack of training and support.

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Huang, Bi-Chih, and 黃碧智. "The implementation and reflection of the White Paper on International Education for Primary & Secondary Schools in Taiwan: the case study of planning of integrated curriculum of school-based approach in primary schools." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/83613301946247961414.

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博士
國立暨南國際大學
國際文教與比較教育學系
100
Through interview and document analysis, this thesis attempted to examine and reflect the implementation of White Paper on International Education for Primary & Secondary Schools in Taiwan. With the focus on school-based management and integrated curriculum, the researcher explored the planning of integrated curriculum of school-based approach in two primary schools. Based on findings, some conclusions of this study can be reached as follows: 1. English is an important communication tool for international exchange. But, being tools for learning different cultures, other second foreign languages should not be ignored. 2. The ideal of international education is similar to the one of global education. The difference between the two ideals is the premises. The former, putting emphasis on crossing boundaries of states, is based on differences; the latter, highlighting the same responsbility of all states, on the "similarity". 3. School-based approach is referred to school-based management. The contents of this term is about budgeting, personnel, curriculum and teaching and administraton of school. 4. Types of integrated curriculum can be classified into single subject integration, cross-discipline integration, inter-sectional integration, supra-discipline integration. 5. Primary school, teamed up with University, is much easier to promote international education. Besides school principals’ support, resources obtained from social networks of relationships can come up international education programmes with the feature of schools. 6. Experiences of School-based curriculum can be sorted into two categories: replicable and irreplicable. 7. All schools time can be used to promote integrated curriculum of international education. 8. The major difficulties of international education curriculum design are the translation of concepts into teaching design, the practice of teaching, and time limits. 9. The same opinions are expressed in two schools: SIEP tables are complicated; the aim of fostering the abilities of global competition/cooperation cannot be easily implemented in elementary curriculum; and the operational definition is difficult to write. Based on the above-mentioned findings, the following recommendations are proposed: 1. To keep promoting international education projects, encouraging the establishment of international education of teachers' professional development communities, and providing financial aid and professional advices. 2. To continue organizing the workshops of teachers' professional development of international education and improving teachers' knowledge of international education. The workshops of international education should include both theoretical and practical training courses 3. To review the SIEP tables. 4. To design different patterns of integrated curriculum by fully using school time. 5. To integarate international education programs with existing school curricula by means of making full use of local cultures or characteristics which school located or by creating a situation to impose international educational curriculum. 6. To implement and improve the school-based international education curriculum through clarifying the concept, looking for topics, designing instructional process, teaching, evaluating and reflecting the teaching. 7. To form a common consensus in school in order to set up the plan of international education.

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BARTLOVÁ, Iveta. "Význam průřezových témat ve výuce na 1. stupni ZŠ." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-152939.

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My diploma thesis deals with Cross-curricular themes for teaching in primary school education and especially with the Cross-curricular theme Education to Thinking in European and Global Context. In the theoretical section I have explained the changes in the curriculum, the White paper and the Framework educational program and briefly I have characterized all Cross-curricular themes. Theoretically and within educational areas I have focused on the Cross-curricular theme Education to Thinking in European and Global Context. In the practical section I have done a survey of primary school teachers to examine attitudes to Cross-curricular themes and the integration of the Cross-curricular theme Education to Thinking in European and Global Context into lessons. I have compared relation to each Cross-curricular theme. I have also suggested an intensive instruction leading to the formation of attitudes and opinions by content of the Education to Thinking in European and Global Context.

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Moosa, Zuliakha. "A curriculum perspective for special needs learners : a case study focusing on empowering special needs learners." Diss., 2014. http://hdl.handle.net/10500/20078.

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Currently, South African special need schools that cater for intellectually disabled learners are implementing the continuous assessment policy statement (CAPS). This study explored the CAPS curriculum which is used in special needs schools, in order to determine whether or not it can develop disabled learners intellectually. In other words, can the curriculum be used to ensure that disabled learners are also prepared for future employment opportunities? Disabled learners also have a constitutional right to be lead through education to independent adulthood. This study looks at the characteristics of the intellectually disabled. It mentions some of the official South African documents in this regard and then discusses the theory of Paolo Freire. The researcher addresses two programmes that she feels could improve the curriculum quality of learners with special needs in special needs schools. A few negative aspects, as well as the time frame for South Africa to completely implement inclusive education, according to the White Paper, contributed to this research. Comparisons are drawn between two international policies and acts and South African policies and programmes, in order to determine the effectiveness and standard of South African inclusive education. This research was conducted in a special needs school in a suburb of Laudium in the Gauteng Province South Africa. It was a qualitative study and adopted a case study design. The researcher collected data from the principal, HOD, occupational therapist, two teachers and an administrative staff member, who were the participants in the study, using a questionnaire as an instrument for data collection. Inclusive analysis was used to narrate and explain the data. The researcher found that the CAPS curriculum does not equip, prepare or develop learners who are intellectually disabled. The teachers and staff members feel that they need more training and development to support learners with special educational needs, together with a suitable curriculum to ensure effective teaching and learning.
Inclusive Education
M. Ed. (Inclusive Education)

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31

Moosa, Zuliakha. "A curriculum perspective for special needs learners : a case study focussing on empowering speical needs learners." Diss., 2014. http://hdl.handle.net/10500/20078.

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Currently, South African special need schools that cater for intellectually disabled learners are implementing the continuous assessment policy statement (CAPS). This study explored the CAPS curriculum which is used in special needs schools, in order to determine whether or not it can develop disabled learners intellectually. In other words, can the curriculum be used to ensure that disabled learners are also prepared for future employment opportunities? Disabled learners also have a constitutional right to be lead through education to independent adulthood. This study looks at the characteristics of the intellectually disabled. It mentions some of the official South African documents in this regard and then discusses the theory of Paolo Freire. The researcher addresses two programmes that she feels could improve the curriculum quality of learners with special needs in special needs schools. A few negative aspects, as well as the time frame for South Africa to completely implement inclusive education, according to the White Paper, contributed to this research. Comparisons are drawn between two international policies and acts and South African policies and programmes, in order to determine the effectiveness and standard of South African inclusive education. This research was conducted in a special needs school in a suburb of Laudium in the Gauteng Province South Africa. It was a qualitative study and adopted a case study design. The researcher collected data from the principal, HOD, occupational therapist, two teachers and an administrative staff member, who were the participants in the study, using a questionnaire as an instrument for data collection. Inclusive analysis was used to narrate and explain the data. The researcher found that the CAPS curriculum does not equip, prepare or develop learners who are intellectually disabled. The teachers and staff members feel that they need more training and development to support learners with special educational needs, together with a suitable curriculum to ensure effective teaching and learning.
Inclusive Education
M. Ed. (Inclusive Education)

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Dissertations / Theses on the topic 'Education White Paper 6'

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