Thèses sur le sujet « Educational equalization – South Korea »

The purpose of this comparative and historical study is to consider a reconceptualization of the notion of educational policy transfer, based on an analysis of how the reforms made during the Soviet and US military occupation in the two Koreas influenced the educational development of North and South Korea from 1945 to 1959. The conceptual framework for the research drew on a definition of 'policy' as a comprehensive concept comprising of policy process and practice 'on the ground,' and going beyond a rigid definition of it as a formally recorded and proclaimed statement by a government. This concept of policy enabled me to analyze the process and practice of the educational reforms from a multi-dimensional perspective, incorporating the beliefs of local actors and the bureaucracy of domestic institutions. For this purpose, historical sources including South Korean, North Korean and US government documents, magazines, newpapers, teachers' resumés and guides and the memoires and diaries of important policy-makers were analyzed; historical documentation was complemented by expert interviews with eleven South and North Korean policy-makers and academics. In South Korea, educational reforms were implemented to promote liberal democratic ideals in the education system. Curricular and systemic changes were made to teach democratic procedures and concepts, such as the introduction of the subject social studies, the establishment of a single-track school system, and the introduction of a student-centered pedagogy to primary schools. In North Korea, a socialist-communist ideology, along with an attraction to the Soviet Union as a model state to follow, was extensively promoted through a series of educational reforms as political indoctrination intensified in the adult education and school curricula. In both contexts, the localization of the reforms was affected by cultural and social factors unique to Korea: the authoritarian legacy of Confucianism and Japanese colonization, and the nationalism that had been fostered for the purpose of state-formation. The Korean case indicates that the state-centric, linear and static view of educational policy transfer should be replaced by a new conceptualization which includes the complex web of decision-making and implementation processes that involve negotiations and compromises among various politicians and administrators who are driven by national as well as personal interests and goals. For example, although the educational reforms in the two Koreas were developed by Soviet and US military in order to maximize their long-term security interests in the Korean peninsula, the key actors who implemented the reforms were Korean policy-makers, who had been appointed to key positions of the educational administrations through the bureaucratic politics between the military authorities and the Korean polity. Although the overall objective of the educational reforms was to extend the ideological influences of the Soviet Union and the USA in the Korean peninsula, specific programs and policies for the reforms depended on the Korean policy-makers' understanding and interpretations of different ideologies.

This thesis examines gender and educational inequality in South Korea. Its focus is to investigate the plausible mechanisms that account for the negative effects of education on married women's participation in the country's labour force by examining several aspects of gender inequalities. Korean women's education and labour market participation grew after the late industrialisation that occurred in the 1960s. Considering the historical exclusion of women in Korean society, this progress is noticeable. However, few Korean studies have examined patterns and trends of gender and educational inequalities systematically. This lack of attention propelled me to conduct a comprehensive study, especially a thorough analysis of the linkage among education, marriage and women's involvement in the country's labour markets. By using the most recent, nationally representative datasets, I found that the extent of gender'inequality in educational attainment remains substantial, even though the gender gap has generally decreased. The rate ofthe decrease was slowest for tertiary level of education, and women from farming class origins were likely to receive the lowest education. I also observed an unexpected pattern related to the benefit of education in occupational achievement: the impact of education on obtaining prestigious occupations was greater for women than for men. In relation to married women's labour market participation, my research revealed that the negative effect of education on women's labour market participation was affected by marital status and husbands' resources. Of interest, too, is the finding that highly educated women were less willing to accept paid jobs after they had married. This implies that strong educational homogamy in marriage and gender role attitudes may be important factors in deciding to stay at home. I believe that the results of my study, based as they are on current data, provide a comprehensive account of the patterns of gender. and educational inequality experienced by both genders in South Korea.

There has been a steady proliferation of discourses concerned with neutral education in South Korea since the democratisation of 1987. The problem of educational neutrality has been raised particularly by conservative forces. This thesis offers a critical examination of the conservative use of educational neutrality. Three inter-connected questions guide the thesis. First, what events and elements are combined in the discourse of educational neutrality in what ways? Second, how do non-discursive practices (e.g. techniques of power) help realise the discourse of educational neutrality? Finally, how do teachers and students resist pressure to be neutral? In order to address these questions, by drawing on theoretical tools offered by Kim Dong-choon and Michel Foucault, I, first of all, contextualize the conservative use of educational neutrality in relation to war-politics where critical thought and action are punished and regulated in the name of protecting society. I then combine Critical Discourse Analysis with Foucault's genealogical approach in order to grasp multiple dimensions of the discourse of educational neutrality. The construction of the discourse of educational neutrality is investigated through an analysis of a conservative newspaper's editorials. The deployment of power techniques in the realization of the discourse of educational neutrality is examined through a genealogical study of how critical teachers' unions have been regulated and how history textbooks have been sanitised. Last but not least, I explore courageous speech activities carried out by teachers and students. Those speeches, as forms of resistance to the myth of neutral education, serve to introduce a break in war-politics that draws an arbitrary line between what is and what is not say-able and do-able. The thesis concludes by highlighting that education cannot be reduced to the mere transmission of technical knowledge from teachers to students. Rather, education should take on the task of regenerating critical thought and action particularly in a pluralistic democratic society where different individuals, values, and views coexist not in an antagonistic way but in a harmonious way.

"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Title from PDF of title page (Georgia Southern University, viewed on May 1, 2010). Delores D. Liston, major professor; Yasar Bodur, F. Erik Brooks, Hsiu-Lien Lu, committee members. Electronic version approved: December 2009. Includes bibliographical references (p.170-181).

Thesis advisor: Andy Hargreaves
After a decade of large-scale educational reform there is now a growing interest in grass-roots self-initiated change (Datnow et al., 2002; Hargreaves, 2009; Hargreaves & Shirley, 2009; Shirley, 2009). Yet, self-initiated change (SIC) remains largely undertheorized in the literature of educational change. Even the advocates of self-initiated change do not clearly specify the underlying mechanisms and the multi-dimensional processes by which SIC occurs. Utilizing a qualitative case study approach and a conceptual framework that draws from incremental institutional change theory and the literature on social movements within institutions, this study explored the following research questions: * What mechanisms do the change agents of SIC employ, How do they implement these mechanisms and why do they employ these mechanisms? * What are the characteristics of the processes of SIC? What is the pacing and sequencing of the change? * How does SIC unfold over time, and why? In answering these three initial questions a fourth research question emerged that summates the other three: *What implications does an investigation of self-initiated change in one school have for understanding existing theories of self-initiated and imposed educational change? Findings from this study revealed that self-initiated change involved a recombination that embodied the ideal of "change without pain" by balancing change and stability (Abrahamson, 2004). The process of self-initiated change turned out to be slow-moving (Pierson, 2004; Thelen & Mahoney, 2010). Mindful juxtaposition (Huy, 2001) and a dialectical perspective (Hargrave & Van de Ven, 2009) were required to address the multiple and contradictory dimensions of change. Based on these analyses, I propose ways of conceptualizing SIC as: "change without pain"; "slow-moving change"; and "dialectical/ cyclical change."
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education

Because of the many shortcomings of public school education in Korea, an alternative school movement has begun to surface. Analysis of the philosophical foundations of this alternative movement reveals, however, that its programmes have thus far also been inspired by motives that have been characteristic for some time now of public schools, namely serious competition for places in higher education institutions. The purpose of this project was to, on the one hand, discover the shortcomings of current public and alternative schools in Korea, and on the other to reflect on replacing their current philosophies with a Christian approach and philosophy to schooling and education. The first step in understanding present day Korean education schooling was tracing the history and philosophy of Korean public and Christian alternative education. It emerged from this analysis that the biggest problem for Korean education is that education is knowledge-centred and intended for preparing students for entrance examinations to universities. instead of educating the whole person. The next step was to analise the history and philosophy of Australian Christian alternative schools. Christian schooling in Australia has contributed significantly to the development of a biblical understanding of' education. The Christian Parent Controlled Schools (CPCS) has for instance been emphasising parents' right of educating their children in schools of their choice and which suit their life views. Christian Community Schools (CCS), on the other hand, has put emphasis on the importance of the school a? a learning community where relationships arc more important than how they teach or even what they teach. Based on this comparative study and a study of a biblical philosophy of education, an educational philosophy for Korean Christian alternative schools could be suggested. Christian alternative schools have to teach education based on a Christian worldview and philosophy. Korean education. public as well as non-government school education, has thus far been totally dualistic in that it has tended to separate fact and \due, public realm from private. The Christian school rejects such dualisms and educates its students as complete and total persons to know this world, to live and survive in it, to practice their God-given calling of stewardship of reality, to maintain their cultural mandate, to serve God in doing so. and to love and serve their fellowmen.
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007

Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 265-274) Issued in print and online. Available via ProQuest Digital Dissertations.

This study sets out to investigate democratic participation in South Africa and the role that media play and can potentially play within this context. It considers a social movement, as one way in which citizens can organise themselves and make their voices heard to improve their chances of making a meaningful contribution to democracy. It employs Susan Bickford's theory of 'political listening', which offers a potential solution to the lack of political representativeness and inclusiveness, by focusing on the way citizens relate to each other through speaking, listening and dialogue. This study examines whether the interaction between learners and the social movement Equal Education could be considered 'political listening', and the current and possible role of the media within this context of participation. The study also attempts to develop and make a contribution to the language of description for the theory of political listening in order to map it onto the data. Using evidence or data gathered through observation of Equal Education's youth group meetings with learners and in-depth interviews with learners, youth group facilitators, Equal Education staff members and journalists, this study shows how the interaction amongst learners and between Equal Education and learners could be considered political listening and how the social movement works as a democratic project which offers learners an opportunity to exercise their citizenship. Furthermore, it also details the current role of the media and possible role of the media as perceived by Equal Education, learners and by journalists who report on Equal Education's activities. The study does not make conclusive claims about whether 'political listening' occurs between Equal Education and learners and the media because the study is exploratory in nature and involves a lot of trial and error when it comes to applying the theory of political listening to interview and textual data, which is a communication context that the theory is only beginning to chart.

Thesis (MEd) -- Stellenbosch University , 1995.
Bibliography
ENGLISH ABSTRACT: The development in economics, science and technology, and politics characterises our world today. Nations have become interdependent to a degree never known before. Isolation of anyone nation from the world community has become unthinkable. This universal interdependence is also a reality on a national level amongst the people of the same country. What does the interdependence mean to education? Education must be regarded not as a series of individual compartments of learning and teaching but as a whole unit - as total preparation for life for humanity at all levels. This could be achieved by approaching education from a holistic perspective. Holism is a comprehensive world view which produces order and coherenc;e not only among the most recent discoveries in the empirical sciences, but also in aesthetics and morals. This study identifies the need for South Africa to establish an education system which emphasised unity and which aims to develop the full potential of all South Mricans. The persons involved in education should be regarded as integrated human beings. The physical, mental, emotional, and spiritual domain should be regarded as integrated aspects of the whole person. In keeping with this it is concluded that the whole education system needs to change from a segregated and fragmented system to an integrated and united system in order to meet the needs and expectations of the whole South African population. The apartheid education system was based on the traditional authoritarian approach to education and is to a huge extent the antithesis of a holistic approach to education. This system is described as well as the reaction of those who regarded themselves as victims of the system. The philosophy underpinning the apartheid system is also considered and compared with the philosophy of holism. In order to stay abreast of the dynamic changes that are occurring in South Africa and the world at large it is suggested that a new education system should follow a futuristic approach to education - knowledge that may dominate education today, may become obsolete tomorrow.
AFRIKAANSE OPSOMMING: Die ontwikkeling op die gebied van die ekonomie, wetenskap en tegnologie, en die politiek is kenmerkend van die hedendaagse wereld. Nasies het interafltanklik geword soos nog nooit te vore nie. Isolasie van enige gemeenskap in die wereld het ondenkbaar geword. Hierdie universele interafltanklikheid is ook 'n realiteit op nasionale vlak tussen mense van dieselfde land. Wat beteken die interafhanklikheid vir opvoeding en onderwys? Opvoeding moet nie as 'n reeks afsonderlike kompartemente van onderrig en leer beskou word nie, maar as 'n totale eenheid - as 'n totale voorbereiding vir die lewe van die mensdom op aile vlakke (Iewensterreine). Dit kan bereik word deur opvoeding vanuit 'n holistiese perspektief te benader. Holisme is 'n omvattende wereldsienswyse of -beskouing wat orde en eenheid skep, nie slegs onder die heel jongste ontdekkings in empiriese wetenskappe nie, maar ook in die estetiese en morele aspekte. Hierdie studie identifiseer die behoefte in Suid-Afrika om 'n onderwys-/opvoedingstelsel te vestig wat eenheid beklemtoon en wat ook ten doel het om die volle potensiaal van aile Suid-Afrika~ers te ontwikkel. Die persone betrokke by die opvoeding en onderwys behoort as geintegreerde mense beskou word. Die fisiese, intellektuele, emosionele en geestelike aspekte behoort beskou te word as integrale aspekte van die totale mens. Na aanleiding hiervan word tot die gevolgtrekking gekom dat die opvoedingstelsel in die geheel moet verander, naamlik van die van 'n gesegregeerde en gefragmenteerde stelsel na die van 'n geintegreerde en verenigde stelsel. Dit is noodsaaklik sodat aan die behoeftes en verwagtinge van die hele Suid-Afrikaanse bevolking voldoen kan word. Die apartheidsonderwysstelsel was op die tradisionele outoritere benaderingtotonderwys en opvoeding gebaseer. Dit is in 'n groot mate die antitese van die holistiese benadering tot onderwys en opvoeding. Hierdie stelsel, asook die reaksie van diegene wat hulle as slagoffers van die stelsel beskou, word ook beskryf. Die filosofiese grondslag van die apartheidstelsel word ook in ag geneem en met die filosofie van holisme vergelyk. Om gedurig tred te hou met die dinamiese veranderings wat in Suid-Afrika en oor die hele wereld plaasvind, word voorgestel dat 'n nuwe onderwys-I opvoedingstelsel eerder 'n futuristiese benadering moet volg - kennis wat vandag die onderwys en opvoeding domineer, is dalk weer more verouderd.

While South Africa's new democracy has meant that schools are now open to all, there is still racism in our schools. The changes in schools have in some cases exacerbated racial tensions and mistrust. Teachers everywhere are struggling with the changing dynamics of their classrooms and schools. There is much talk about how to work against racism. Various programmes and schools have developed different ways of dealing with it. All have particular ideas about how best to counter it. Resisting Racism aims to discuss and understand the beliefs and assumptions underlying many of these approaches. We look at the theories behind the different practices, present a range of ideas to illustrate them and consider their limits and possibilities. The book is a starting point for teachers and schools to reflect on their practices and help them to work out new strategies in the classroom and school. The approaches described will probably work best if they are used together, specially adapted to the specific context in which they are to be used. In the first part of the book we look at psychological and sociological explanations of why people are racist. Four different ways of looking at the issues are described. Each suggests practical ways of dealing with racism in the classroom and in the school. Chapter Three, on multi-cultural and anti-racist education, covers similar ground but from a slightly different angle, looking at curriculum debates about race, culture and equality. The final section looks at the concerns that many teachers have every day, such as "How can I deal with the language problem?" and "How can I involve parents in these issues?" In discussing these questions we have tried to use current theory to inform the practical ideas suggested. You will discover that this book is not neutral. It does have a point of view. It seeks to explain the limitations of assimilating students into a status quo and asks that schools take a critical look at their policies and practices. There are no easy answers or quick solutions. However thinking about and understanding the issues of racism and the ways in which it may be resisted can only bring us closer to positive change.

Thesis (MComm)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: The many and varied links between student socioeconomic status and educational outcomes have been well documented in the South African economics of education literature. The strong legacy of apartheid and the consequent correlation between education and wealth have meant that, generally speaking, poorer learners perform worse academically. The links between affluence and educational quality in South Africa can partially explain this outcome since the poor receive a far inferior quality of education when compared to their wealthier counterparts. This disadvantages them in the labourmarket and entrenches their poverty. This thesis uses the recent Southern and Eastern African Consortium for Monitoring Educational Quality (SACMEQ III) dataset for South Africa to answer three important questions: (1) Is South African primary education efficient? (2) Is South African primary education equitable? and (3) What are the main factors that have a significant effect on student mathematics and reading performance in Grade 6. The thesis shows that a high proportion of the country’s learners are functionally illiterate and functionally innumerate. The research confirms previous findings that socio-economic status, and particularly school socioeconomic status, is important when understanding student success or failure. Other factors which significantly affect student performance are homework frequency, grade repetition, and the availability of reading textbooks. In contrast, teacher-subject knowledge was found to have only a modest impact on Grade 6 performance. Policy interventions associated with the findings are also highlighted. The study concludes that South Africa is still a tale of two school sub-systems: one which is wealthy, functional and able to educate students, while the other is poor, dysfunctional, and unable to equip students with the necessary numeracy and literacy skills they should be acquiring in primary school. Finally, the thesis suggests that there are some options available to policy-makers which are expected to have a positive effect on learner performance.
AFRIKAANSE OPSOMMING: Die vele en diverse verbande tussen studente se sosio-ekonomiese status en onderwysuitkomste is goed gedokumenteer in die Suid-Afrikaanse literatuur oor die ekonomie van onderwys. Die sterk nalatenskap van apartheid en die gevolglike korrelasie tussen onderwys en rykdom beteken dat armer leerlinge in die algemeen akademies swakker vaar. Die verband tussen welvaart en onderwysgehalte in Suid-Afrika kan hierdie uitkoms gedeeltelik verklaar, omdat arm mense ʼn veel swakker gehalte van onderwys ontvang as rykes. Dit plaas hulle in ʼn swakker posisie in die arbeidsmark en bevestig daarmee hulle armoede. Die tesis gebruik die onlangse SACMEQ III datastel vir Suid-Afrika (SACMEQ is die akroniem vir die Southern and Eastern African Consortium for Monitoring Educational Quality) om drie belangrike vrae te beantwoord: (1) Is Suid-Afrikaanse primêre skole doeltreffend? (2) Is Suid-Afrikaanse primêre onderwys regverdig verdeel? (3) Wat is die belangrikste faktore wat studente se wiskunde en leesvermoë in Graad 6 beduidend beïnvloed? Die tesis toon dat ʼn groot proporsie van die land se leerlinge funksioneel ongeletterd en ongesyferd is. Die navorsing bevestig vorige bevindinge dat sosio-ekonomiese status, en veral die sosioekonomiese status van die skoolgemeenskap, ʼn belangrike bepaler van studente se sukses is. Ander faktore wat studente se prestasie beduidend beïnvloed is hoe gereeld hulle huiswerk doen, of hulle die graad herhaal, en die beskikbaarheid van handboeke. In teenstelling daarmee is bevind dat onderwysers se vakkennis net ʼn beskeie impak op Graad 6 prestasie het. Daar is ook klem op beleidsingrypings wat uit die bevindinge spruit. Die studie kom tot die gevolgtrekking dat Suid- Afrikaanse onderwys steeds die storie van twee sub-stelsels is: een wat ryk is, goed funksioneer en in staat is om studente ʼn goeie opvoeding te bied, terwyl skole in die ander deel van die stelsel arm is, wanfunksioneel, en die vermoë ontbreek om studente toe te rus met die syfer- en leesvaardighede wat skole hulle behoort te bied. Ten slotte identifiseer die tesis opsies vir beleidmakers wat leerlinge se prestasie sou kon verbeter.

In terms of Section 9 of the Constitution of the Republic of South Africa of 1996, Chapter Two, the Bill of Rights, there should be gender equality amongst other things. In terms of Section15 (i) of the Employment Equity Act (Act 55 of 1998), there should be equal representation of suitably qualified people from the designated groups (blacks, women and people with disabilities) in all occupational categories and levels in the workforce. Section 15 (ii)provides that an employer who employs more than 50 employees must conduct a gender audit and make a gender equity plan and implement it when new employees are employed. In the Department of Education in the District of Butterworth, there is no gender equality in the number of senior secondary school managers. Men constituted 65 percent and women constituted 35 percent. The study investigated reasons for unequal representation of men and women as senior secondary school managers. The study was qualitative in design. The participants in the study were the Assistant Director of the Human Resource Section of the Department of Education and school governing body members, who were parents and educators. Interviews were used to collect data from the participants The study found that, amongst other things, gender equity was not considered when senior secondary schools managers were employed. That was why there was unequal representation of men and women in senior secondary schools’ management positions. This implied that those involved in the employment of secondary school managers in the district of Butterworth did not consider the Employment Equity Act (Act 55 of 1998) as a guide when employing senior secondary school managers in order to be able to achieve gender equality in this position. That was why there was unequal representation of men and women in senior secondary schools’ management positions.

This thesis examines whether problem solving strategies develop and improve through working in a collaborative environment and, if so, how. The study explored the way peer-topeer discussions which are focussed on finding solutions to mathematical problems might shape learners' attitudes and participation in mathematical problem solving. I use the Vygotskian (1978) socio-cultural perspective where the process of learning takes place within the Zone of Proximal Development (ZPD). Polya's problem solving heuristics (Polya, 1973) and Kilpatrick's "Instructional Triangle" (Kilpatrick, Swafford & Findell, 2001) provided the analytical framework for the study. Seven grade 7 learners from a Ex-Model C school, volunteered to participate in the study. The data gathering process involved an initial problem solving assessment, a written questionnaire, observations and video recordings of the seven learners during a series of after school problem solving sessions and post intervention learner interviews. The study showed that group discussion can have a positive impact on learners' problem solving in several respects: My key findings point to: Mathematical communication does play a role in development of problem solving strategies. A more knowledgeable other, with regards to Vygotsky's (1978) ZPD and Kilpatrick et al's (2001) instructional triangle is a critical factor in the development of problem solving strategies. All five strands of Kilpatrick et al., (2001), strands for mathematical proficiency are required for correct solutions to be calculated. At times Polya's (1973) steps for problem solving move at a rapid pace and are difficult to notice. These steps develop at different speeds for different people.

In South Africa, the linguistic hegemony of English over the African languages in the academic field reproduces unequal power relationships between their speakers. The present study shows that an intervention shaped by a counterhegemonic ideology can change the attitudes of Black university students, key players in spearheading social change. Usign statistical analysis and survey methodologies, this research explored the hegemonic role of English as the only language of learning and teaching (LoLT) in the discipline of Computer Science (CS) at Rhodes University. The study found that those speakers of an African language who are the most disadvantaged by the use of English as LoLT are also the most likely to resist a more extensive use of their mother tongue as an alternative. A group of such students were involved in the development and use of an online glossary of CS terms translated, explained and exemplified in an African language (isiXhosa). This experience increased the support for the use of African languages as additional LoLT, even in the Englishdominated field of study of Computer Science. This is an initial step towards promoting linguistic equality between English and African languages and social equality between their speakers.

Thesis (PhD)--Stellenbosch University, 2015
ENGLISH ABSTRACT: Twenty years after the end of apartheid, South Africa remains one of the most unequal countries in the world. Socio-economic polarisation is entrenched by the lack of social capital and interactions across racial and economic divides, blocking pathways out of poverty. This dissertation examines social mobility and cohesion in post-apartheid South Africa by considering three related topics. Chapter 2 of the dissertation examines the impact of school quality on the academic performance of disadvantaged learners as one of the most important enforcing factors perpetuating the social and economic divides. Given the historic racial and economic stratification of the South African public school system, many black children are sent to historically white public schools as a way to escape poverty. Using longitudinal data, this chapter estimates the effect of attending a historically white school on the numeracy and literacy scores of black children. The main challenge is to address the selection bias in the estimates, for which a value-added approach is implemented in order to control for unobserved child-specific heterogeneity. In addition, various household covariates are used to control for household-level differences among children. The results indicate that the attendance of a former white school has a large and statistically significant impact on academic performance in both literacy and numeracy which translates into more than a year’s worth of learning. The main finding is robust to various robustness checks. In Chapter 3 the dissertation examines social cohesion by considering the concept of reference groups used in the evaluation of relative standing in utility functions. The chapter develops a model in which various parameters are allowed to enter the utility function without linearity constraints in order to determine the weight placed on the well-being of individuals in the same race group as the respondent versus all the other race groups living in one of three specified geographic areas. The findings suggest that reference groups have shifted away from a purely racial delineation to a more inclusive one subsequent to the country’s first democratic elections in 1994. Although most of the weight is still placed on same-race relative standing, the estimates suggest that individuals from other race groups also enter the utility function. The chapter also examines the spatial variation of reference groups and finds evidence that the relative standing of close others (such as neighbours) enter the utility function positively while individuals who live further away (strangers) enter the utility function negatively. Finally, Chapter 4 provides a summary of the dynamics of income in South Africa, using longitudinal household data. Chapter 4 is aimed at separating structural trends in income from stochastic shocks and measurement error, and makes use of an asset-based approach. It first estimates the percentage of individuals who were in chronic poverty between 2010 and 2012 and then estimates the shape of structural income dynamics in order to test for the existence of one or more dynamic equilibrium points, which would be indicative of the existence of a poverty trap. The findings do not provide any evidence for the existence of a poverty trap. In addition, contrary to earlier findings, the results do not provide evidence for the existence of an asset-based threshold at which the structural income accumulation paths of households bifurcate. Instead, the results seem to indicate the existence of a threshold beyond which structural income remains persistent with very little upward mobility. The robustness of the results is confirmed by making use of control functions in order to correct for any measurement error which may exist in the data on assets.
AFRIKAANSE OPSOMMING: Twintig jaar nadat apartheid beëindig is word Suid-Afrika steeds as een van die wêreld se mees ongelyke lande gekenmerk. Sosio-ekonomiese polarisasie word verskans deur die gebrek aan sosiale kapitaal en interaksies tussen rassegroepe en ekonomiese klasse, wat lei tot die versperring van roetes uit armoede. Hierdie proefskrif bestudeer sosiale mobiliteit en samehorigheid in post-apartheid Suid- Afrika deur middel van drie verwante onderwerpe. Hoofstuk 2 van hierdie proefskrif ondersoek die impak van skoolkwaliteit op die akademiese prestasie van benadeelde leerders as een van die belangrikste faktore wat huidige sosiale en ekonomiese skeidings afdwing. Gegewe die historiese verdeling van die openbare skoolstelsel volgens ras en ekonomiese status, word heelwat swart kinders na historiese blanke skole gestuur ten einde armoede te ontsnap. Deur gebruik te maak van paneeldata word die impak van skoolbywoning van ’n historiese blanke skool op die geletterheid van swart kinders - in beide wiskunde en Engels - beraam. Die grootste uitdaging is om enige sydigheid in die beramings aan te spreek, waarvoor daar van ’n waarde-toevoegings inslag gebruik gemaak word ten einde te kontroleer vir enige individuele heterogeniteit. ’n Verskeidenheid kontroles op die vlak van die huishouding word gebruik ten einde te kontroleer vir verskille tussen kinders uit verkillende huishoudings. Die resultate dui daarop dat bywoning van ’n historiese wit skool ’n groot en statisties beduidende impak op die akademiese prestasie van beide wiskundige asook litterêre geletterdheid het, wat omgeskakel kan word in meer as ’n jaar se leerwerk. ’n Verskeidenheid verifikasie toetse bevestig die geldigheid van die resultate. Hoofstuk 3 van die proefskrif bestudeer sosiale samehorigheid deur die samestelling van verwysingsgroepe in die evaluasie van relatiewe posisionering in nutsfunksies te oorweeg. Die hoofstuk ontwikkel ’n model waarin verskeie parameters sonder liniêre beperkings in die nutsfunksie toegelaat word ten einde die gewig te beraam wat geplaas word op die welstand van individue in dieselfde rasgroep as die respondent teenoor al die ander rasgroepe wat in een van drie gespesifiseerde geografiese areas woon. Die bevindings dui daarop dat, na die land se eerste demokratiese verkiesings in 1994, die definiering van verwysingsgroepe weggeskuif het van ’n verdeling volgens ras na ’n meer inklusiewe definisie. Alhoewel meeste van die gewig steeds geplaas word op relatiewe posisionering teenoor individue van dieselfde ras, dui die beramings daarop dat individue van ander rassegroepe ook ingesluit word in die nutsfunksie. Die hoofstuk beoordeel ook die ruimtelike variasie van verwysingsgroepe en bevind dat die relatiewe posisionering van nabye individue (soos byvoorbeeld bure) die nutsfunksie positief beïnvloed terwyl individue wat vêr weg woon (vreemdelinge) die nutsfunksie negatief beïnvloed. Hoofstuk 4 van die proefskrif sluit af met ’n opsomming van die inkomste dinamika in Suid-Afrika, deur gebruik te maak van paneelhuishoudingdata. Die laaste hoofstuk mik om die strukturele tendens in inkomste van enige stogastiese skokke en metingsfoute te isoleer en maak gebruik van ’n bate-gebasseerde inslag. Dit beraam eerstens die persentasie van individue wat in kroniese armoede verkeer het tussen 2010 en 2012 en beraam dan die vorm van die strukturele inkomste dinamika. Dit word gedoen ten einde vir die bestaan van een of meer dinamiese ekwilibrium punte te toets, wat aanduidend sou wees van die bestaan van ’n armoedestrik. Die bevindings bied nie enige bewyse vir die bestaan van ’n armoedestrik nie. Ook bied die resultate geen bewyse vir die bestaan van ’n bategebasseerde drempel waar die strukturele inkomste akkumulasieroetes van huishoudings vertak nie, in teenstelling met vorige resultate. In plaas daarvan, blyk die resultate te dui op die bestaan van ’n drempel waarna strukturele inkomste volhardend bly met baie min opwaardse mobiliteit. Die geldigheid van die resultate word bevestig deur gebruik te maak van kontrolefunksies ten einde te korrigeer vir enige metingsfoute wat moontlik in die data van bates mag bestaan.

The notion that tests have a strong influence on teaching and learning is referred to as 'washback' or 'backwash'. Questioning the assumption that washback occurs automatically, without the basis of empirical research, studies have been conducted in various contexts of English teaching and learning. No research, however, on the washback effect of tests within the Korean English as a Foreign Language (EFL) context has been carried out. The present study was designed to examine the washback effect of the College Scholastic Ability Test (CSAT), a university entrance exam, on EFL teaching and learning in Korean secondary schools.
This study first investigates the relationships among the curriculum, the school textbooks, and the CSAT: (1) the relationship between the curriculum and the textbooks and (2) the relationship between the curriculum and the CSAT. Second, this study examines if a washback effect from the CSAT exists. This study further discerns the nature of washback and the variable(s) influenced by the washback effect. The results indicate that the curriculum corresponds to the textbooks, while the CSAT does not represent the curriculum, and that there is a negative washback effect of the CSAT on EFL teaching and learning. The variable(s) influenced by the washback effect are negative attitudes that the participants of the study have toward the test.

The purpose of this study is to explore the students' motivation using songs and cooperative learning to improve intercultural understanding and to achieve communicative competence. The target level is the English as a Foreign Language (EFL) intermediate level students in South Korea.

Thesis (Phd.) - Central University of Technology, Free State, 2008
This study investigates whether five former Model C schools in Bloemfontein are inclusive of diverse cultures found among their learner population. In apartheid South Africa segregation on the basis of racial and cultural difference was policy. Therefore, post apartheid legislation and policies, coupled with the fact that inclusion is not always understood or welcomed where people are used to segregated systems necessitated this investigation. The study was qualitative in nature and Buskens-Meulenberg’s Free Attitude Interview (FAI) was used as a main source of data collection. Principals of the five former Model C schools that formed part of this study and three university students who are former Model C schools learners were interviewed using open ended questions. It was important to employ the Free Attitude Interview because it meant the interviewees were free to talk about anything they felt like, as long as it was within the framework of the starting question. Secondly, it allowed for reflection on the dominant discourse and also gave a voice to the dominated discourse. To arrive at the findings data was analyzed and interpreted using Fairclough’s Textual Oriented Discourse Analysis (TODA). This method of analysis allowed the researcher to look not only at the text of the interviews but also at their discursive practices. The following findings emerged from the data analysis. The general finding from the data collected from both the principals and students was that these schools expected learners from diverse cultural backgrounds to adapt to the existing ‘school culture’ which is white middle class. The curriculum delivery, staff provisioning, and everything within the schools was found to reflect ‘white middle class culture’. The interviews from both the principals and students indicated that instead of being inclusive of all learners these schools go out of their way to assimilate children from other cultures especially black children. While this is the case it is also clear that the two groups of respondents view this differently. To the white school principals this is an accepted and normal way consciously encouraged and promoted. On the other hand this is a sore point to the black students which led them to feel that they did not belong in these schools and left them with feelings of alienation. I therefore argue that in spite of the rhetoric endorsing equity, redress, justice and respect for difference including cultural diversity, little has changed in terms of educational outcomes. Young black children who go to these former Model C schools still face exclusionary practices despite the fact that these schools have been open to all racial groups and they are physically there. While I have taken care not to generalize from the findings, – since this was never the intention of the study - I nevertheless drew the conclusion that these schools are actually not inclusive of learners from diverse cultural backgrounds. Adhering to the ‘ethos’ of the school and thereby maintaining the status quo seems to be the main objective of the schools (principals). In-fact black learners in these schools continue to experience exclusion and explicit racism. The study concludes that power structures in these schools – management and governance -, curriculum and the way it is delivered and all other activities within the school are used to reinforce domination of the learners from cultural backgrounds other than that of the school. From the findings the study recommend that for these schools to be truly inclusive of learners from diverse cultural backgrounds the Department of Education should take a leading role in ensuring that transformation takes place in these schools and they become inclusive of all learners. For this nation to be a true rainbow nation the Department of Education should not leave the transformation of these schools to the School Management Teams and Governing Bodies. Recommendations on what schools themselves can do to ensure that they accommodate, acknowledge and reflect cultural diversity and as such are inclusive of all learners are also given. Furthermore suggestions for relevant future research, based on the findings are made.

This empirical inquiry was designed as a comparative study to facilitate in the development of theoretical models that can promote a better understanding of the forces that shape the teaching and learning of older people in different cultural settings. For an examination of cultural similarities and differences, this thesis adopted a cross-national comparative method to study two institutions of third age learning, that is the University of the Third Age (U3A) in the UK and the Senior University (SU) in South Korea. In order to achieve a more active comparison, this research followed the systematic approach of comparative study advocated by Bereday (1964), and employing multi-faceted analysis according to the cube method of Bray and Thomas (1995) for a full and balanced understanding of the research subject. Quantitative and qualitative methods have been used in combination to capture the differences across the two institutions in terms of participants’ educational needs and their experiences, and the historical development of each institution, in order to analyse the different cultural meanings attached to learning and ageing in the two countries (Evans, 2001). This thesis also draws on national statistics and research reports in order to understand the broad trends. Policy thinking about the learning society and the ageing society are usually based on the same economic point of view, and governments tend to focus on the instrumental aspects of education. Therefore, in many countries older people have created learning opportunities for themselves, specifically U3A in the UK and SU in South Korea. In this study, U3A and SU’s cultures of learning are compared: the mutual aid or self-help model and organisation-led welfare model; the informal learning orientation and formal learning orientation; the andragogical and pedagogical models; the buffet or cafeteria style and set-menu style; horizontal and vertical teacher-student relationships; bottom-up and top-down management styles. Analysis of all these differences supports the conclusion that U3A is based on the tradition of liberalism and self-help tradition in the UK and SU is based on the tradition of collectivism and Confucianism in South Korea. The members of the U3A have a middle-class background and culture, and so dominantly feel more comfortable with an academic, discourse-based form of learning, while the SU members had a 'Botongsaram (ordinary person) culture' in which they preferred practical activities and pastimes (such as music and dancing) to academic subjects. This research will be of help to academics and policy makers to understand cultures of learning from the perspective of the third age group, so as to develop different learning models to satisfy the diverse interests of older adults in third age learning.

Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2005.
This investigation form part of an international about the facilitative role of school management regarding the emergence of immigrant children at schools The purpose of this study is to determine how selected school communities respond to their role with regards to the management and facilitation of immigrant learners in schools. In order to accomplish this, both quantitative and qualitative research methods were used. Descriptive survey techniques were applied on the basis of their flexibility. Questionaires, informal discourse, formal interviews and the case study were utilised to establish the opinions, attitudes, preferences and perceptions of communities regarding the immigration of learners. This was done against the backdrop of an extensive and comprehensive literature review. Throughout the study an attempt was made to remain as faithful as possible to the facts through empirical research, and to minimise prejudice, stereotyping and preferences through using rational thinking. Internal testing was used to ensure validity and reliability. According to the current research, the responses regarding migration by learners are very diverse. The responses are realised within the following contexts: accessibility or inaccessibility of schools, culture, politics, ideology, ethnicity, religion, language and even racial classification. Although geographical location is not a significant factor, social stratification patterns as well as the status play a role in this regard. The researcher concludes that the targeted school communities still lack the expertise, experience and ability to handle, facilitate and settle issues relating to multi-cultural diversity. Research findings show that this state of affairs is largely due to a lack of undestanding of transformation in the school context as well as regarding the implementation and execution of this transformation.

Foundation provisioning has a long history in South Africa, and is central to the transformation agenda, particularly the broadening of successful participation in higher education (HE). As access initiatives underpinned by various conceptualisations, foundation programmes evolved from peripheral, to semi-integrated and finally fully integrated curricular models in the form of current Extended Studies Programmes (ESPs). Underpinning the provision of Extended Studies is the acknowledgment that students who enter institutions are essentially ill equipped to cope with the demands of higher education studies, “leaving institutions themselves free of the responsibility of student failure” (Akoojee & Nkomo, 2007:391). This under-preparedness has been attributed to the ‘articulation gap’ between secondary and higher education, which in turn contributes to low retention and graduation rates (CHE, 2013:17). Situated within an overarching commitment to access and success, the Extended Studies Programme attempts to systematically address the ‘articulation gap’. This study evaluated the extent to which the Rhodes University Humanities Extended Studies Programme is achieving its objectives from a transformation perspective, specifically the broadening of successful participation in higher education. The majority of previous works on the evaluation of foundation programmes focused on measurable dimensions of student access and success – that is retention and graduation rates. This thesis considered both the measurable outcomes of the programme as well as the actual teaching and learning process. Given the shifts that have taken place in foundation provisioning, the evaluation of the current model of foundation provisioning necessitated their location in history. Therefore, the evaluation of the Rhodes University Humanities Extended Studies Programme was undertaken in view of the shifts, achievements, challenges and critics of its predecessor programmes. Specifically, the following dimensions were considered in the evaluation of the programme: i) assumptions underpinning the design and purpose of the programme, ii) teaching and learning practices in the programme, iii) student and staff perceptions of the programme, iv) students’ experiences of the programme, v) the validity of the programme in the broader institution, and vi) the measurable outcomes of the programme − that is retention and graduation rates of students enrolled in the programme. The triangulation of qualitative data collection techniques provided access into the different layers of institutional relations, processes and structures, which not only affect teaching and learning in the programme, but also determine students’ engagement with different academic and social aspects of the broader university. The theoretical insights of Pierre Bourdieu and Amartya Sen were integrated in order to provide analytical tools for both understanding the causes of inequalities in higher education, and evaluating institutional processes and structures that perpetuate or transform inequalities. Whilst Bourdieu’s social reproduction thesis exposed the ways in which social structures shape educational processes and outcomes, Sen’s capability approach provided tools for evaluating both institutional arrangements and individual capabilities – that is, the freedom to achieve desired educational outcomes (Sen, 1992:48).

Knowledge is often tacit and under researched in educational fields. In order for student access to knowledge and its related academic discourses to be facilitated, a deep understanding needs to be gained of the form that this knowledge takes. This study interrogates the ways in which knowledge is constituted in the first year of a Public Management Diploma and a Public Administration Degree at a comprehensive university in South Africa. The study takes a social realist approach that understands reality as fact but sees our knowledge thereof as a social phenomenon. The study was concerned with knowledge structures and knower structures as it argues that these have not been adequately accounted for in the sociology of education research. But this study comes to this concern from a strongly ideological view of student reading and writing. This study calls on a social practices approach that sees literacy as embedded within specific academic discourses, which vary from context to context. It uses this ideological understanding of literacy as the orienting framework for the study of knowledge. The study takes place in a Higher Education mileu that has begun to transform from its divisive past. The transformation brought about new institutional formations such as the comprehensive university, with its mix of vocational, professional and formative programmes and varied emphasis on contextual and conceptual curriculum coherence. Increasingly, the transformation agenda also shifts concern from simply providing physical access to a previously disenfranchised majority to ensuring full participation in the context of high attrition rates in first year and low retention rates. The data was analysed using the Specialisation Codes of Legitimation Code Theory to see what was being specialised in the Diploma and Degree curricula of the Public Management and Administration fields. These fields are characterised in the literature by ongoing tensions about focus, and perceptions of there being a theoretical vacuum and an inability to deal adequately with challenges in the South African public sector. Analysis of lecturer interviews and first-year curriculum documentation showed that both the Public Management Diploma and Public Administration Degree have stronger epistemic relations (ER), with an emphasis on claims to knowledge of the world. The data showed relatively weak social relations (SR), in that there was not the valuing of a particular lens on the world or a specific disposition required for legitimation within this field. The combination of ER+ and SR- indicates that these curricula are Knowledge Codes, where legitimation is through the acquisition of a set of skills and procedures. The programmes were characterised by fairly low-level procedural knowledge, which may point to a workplace-oriented direction that is dominant in the comprehensive university. In keeping with concerns raised in the literature about this field, there was little evidence of theoretical or propositional knowledge in the Public Management Diploma and while the Public Administration Degree had some evidence of this, it was arguably not to the extent expected of a degree as described in the National Qualifications Framework. This study was limited to the first-year of the Diploma and Degree and subsequent years could present different findings. Lecturers showed awareness of student challenges with literacy practices and made concerned attempts through various interventions to address this but they were found to value the surface features of writing practices over personal engagement with the knowledge. Though the expectations of student literacy practices in tests and assignments were aligned to the ways in which knowledge was constructed in the curriculum, there was little evidence of student induction into disciplinary discourses of the field as knowledge was presented as being neutral and student writing primarily took the form of retelling objective facts. The implications of these findings could include student exclusion from higher-level academic discourse, more powerful knowledge in the workplace and, finally, constrain them from becoming producers of knowledge.

This study presents results to be contributed to the field of Environmental Education. It is a new arena for qualifications development and implementation in the South African Education and Training system. The study is located in the context of a joint research programme focusing on understanding issues of articulation and learning pathways development for sustainable development, established between the South African Qualifications Authority (SAQA) in partnership with Rhodes University, Environmental Learning Research Centre (ELRC). Phase 1 of the SAQA/ELRC research showed that researching workplace learning requires an understanding of learning pathways, if it is to be meaningful. It is for this reason that this research in phase 2 focuses specifically on learning pathways in the context of a local municipality in Makana. Using a case study research approach and qualitative data, this study investigated learning pathways for three occupational categories at different levels in the Makana Municipality: 1) key managerial occupations; 2) key supervisory occupations; and 3) key workers occupations relevant to sustainable development and how they are shaped and experienced. It also identified system and structural factors influencing articulation and access issues relevant to progress in learning pathways relevant to these key occupations. The study was designed using a case study research. Primarily, qualitative research techniques were employed to generate data, including observations, interviews and document analysis. The study used inductive, abductive and retroductive modes of inference to interpret and analyse data, using critical realist and systems perspectives. The findings on worker learning pathways show that there is a discrepancy between the Training Policy and the Environmental Training and Education Strategy of Makana Municipality. The issue of complexity in learning pathways and social structural factors such as inequality emerged as factors that strongly influenced learning pathways for workers. Learning pathways for workers involved in sustainable development practices hardly existed or simply did not exist. Interesting transitions associated with learning pathways such as from home, to work or no schooling in the case of the workers, showed a pattern of emergence. These showed that learning pathways are not accessible and equally available to everyone as can often erroneously be assumed. The findings on supervisor learning pathways show diverse complexities as well as related issues, when compared to the worker’s learning pathways. Issues such as overlapping of study and work emerge as influential to supervisor learning pathways. Lack of support is, however, an influencing factor, but in a different context compared to the workers, and mainly focuses on lack of bursaries, highlighting training policy issues. This aspect was found to also relate to lack of proper resources in order to enable them to learn and do their job better; an issue raised by the workers too. This challenge of lack of support in various forms posed a barrier to learning pathways. Findings related to the manager’s learning pathways show a noticeable gap between the workers, supervisors and managers. The manager’s generally have higher education qualifications related to sustainable development, and in certain cases managers have had exposure to international training related to sustainable development. Factors such as ample opportunities for learning, mentoring, association on professional bodies, and decision making powers influenced the manager’s learning pathways. It was also notable that while managers receive occupationally directed training, it is not necessarily sustainable development related. In theory, the results highlighted a need to understand systems as a whole and how their integration is important in influencing learning pathways. There were also underlying mechanisms and structures identified which needed to be unravelled and understood as these were found to influence learning pathways in this study. The study highlighted critical insights in understanding how learning pathways in a local municipality context (the case of Makana Municipality) are constructed by both systems and structural factors in the workplace, while also identifying ways in which agency of those engaged in learning for sustainable development in workplaces is enabled and /or constrained by such factors. It also showed the persistence of deep-seated inequalities of opportunity, especially for workers, to access and participate in sustainable development learning pathways.

The South African government has shown enormous commitment to the achievement of “Education for All” (EFA) through its policies premised on the right to basic education for all which is enshrined in the constitution. Central to the South African constitution, is a fundamental right of all citizens to basic education, equity, redress, and the improvement of quality of schooling. Further, pro-poor funding policies such as school fee exemptions, social grants and, most recently, the designation of 60% of all schools as ‘no fee’ schools, have made it possible for even the poorest learners to attend school. This has affirmed South Africa’s commitment to the achievement of the Millennium Development Goals (MDGs) by 2015. In light of Notwithstanding the progress made in South Africa in universalising education, there are concerns regarding learner access to quality education, especially in poor provinces such as the Eastern Cape where this study is situated. Thus, the purpose of this study is to further understanding of the interface between learners’ agency and access to education in two township public high schools in Makana District in the Eastern Cape Province. In doing so, the research addresses the current under-representation in the literature of the voices of learners about their experiences of access to education. Drawing on Margaret Archer’s social realist approach to the relationship between structure and agency, the study explores learner agency with the aim of understanding how learners exercise their agency as they struggle to negotiate and overcome difficult and challenging circumstances in order to access education. The data collection was carried out during the academic year 2011, using a qualitative case study approach. Multiple methods of data collection were used. First, data was collected through questionnaires administered to learners. This questionnaire asked for basic information about the schools (for example, subjects, resources and teachers ), parents ( their education, employment, qualification etc.) and learners’ aspirations (their role model; where they see themselves in 5 years; which university they would like to attend; and what they would like to become in future). Secondly, observation method was used to collect data that would inform an assessment of the school’s structure and cultural practices and the impact these have on learners’ access to education. The focus here was also on classroom interaction between learners and teachers, as well as classroom participation, participation in extra-mural activities and voluntary activities, and interaction with peers and others in a variety of school settings. Thirdly, interviews with learners, educators, principals, and parents were used to provide insight about how participants construct their social worlds. In this study the primary data was collected through semi-structured individual and focus group interview. And finally, document analysis was used to analyse the attendance and performance of learners on attendance registers. Findings from this research have enabled new themes and areas for reflection about learner agency to emerge. These themes reflect current and ongoing constraints and enablements towards learners’ educational experiences. In particular, themes such as the following have surfaced: learners changing their lives; the desire to succeed; shaping the future; the value of education; family pride; aspirations and careers. This study addressed these developments by examining agency as temporally located reflexive deliberations of learners upon their future goals and present social environment. This allowed for the identification of individuals’ future goals in relation to access to education and the strategies that they intend to pursue to achieve them, in relation to their personal and social contexts. The findings show the choices and decisions learners are prepared to make and the strategies they use as they engage with socio-cultural environments. Archer’s nuanced approach to agency and structure offers tools to help make sense of learners’ equally nuanced way of engaging with various social structures and making considered decisions about their social environment. Key findings of this research suggest that despite the constraining social structures in their homes, communities and schools, learners make decisions and choices that enable them to navigate social contexts to their advantage. Put differently, for learners, social structures provided the impetus for the projects they created, and to this extent enabled rather than constrained their courses of action.

Thesis (MPA)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: For the past five years, Stellenbosch University (hereafter SU) has worked attentively to improve the diversity profiles of its staff and students, as well as the campus climate. In this regard, as at many other institutions, SU has worked in various ways to promote diversity. To this end, SU has not only invested in a variety of strategies and initiatives to address inequalities that exist in the education system, but has implemented their strategies and initiatives to assist with the diversification of the campus environment. Supplementary to these strategies and initiatives, staff, students, faculties and departments substantially support the institutional climate for diversity by supporting the various approaches and initiatives. In the twenty-first century, higher education institutions are obligated to make numerous changes in their recruitment, retention and study programmes to succeed in having a more diverse learning environment. This thesis discusses diversity at SU and how the institution, as a community, can work together to make the campus a more welcoming place for everyone. The purpose of the study was to determine the success of the diversity strategies and initiatives used by SU to promote their student diversity profile as it relates to students’ perceptions and experiences of the campus. The data confirms differences in opinions and perceptions in demographics such as race, culture, ethnicity and religion/beliefs. The researcher has also found a relationship between campus climate and the perceptions that students and staff may have. The findings presented in this study enhance the body of knowledge in the areas of student recruitment and retention strategies and initiatives, as well as student participation, student progress and campus climate. Even though the study is limited to one institution, this report provides institutions with a better understanding of student/staff involvement, their backgrounds and the campus climate as these aspects relate to the staff and students’ perceptions of the institutional commitment to diversity.
AFRIKAANSE OPSOMMING: Die Universiteit Stellenbosch (US) het vir die afgelope vyf jaar aandagtig gewerk aan die diversiteitsprofiel van beide studente en personeellede, sowel as aan die klimaat op kampus. In hierdie opsig het die US, soos ander hoëronderwysinstellings, op verskeie maniere gewerk om diversiteit te bevorder. Die US het nie net belê in ’n verskeidenheid strategieë en insiatiewe om die ongelykhede wat in die onderwyssisteem bestaan, aan te spreek nie, maar het ook hierdie strategieë en inisiatiewe geimplimenteer om diversifikasie van die kampusomgewing aan te moedig. Bykomend tot die strategieë en inisiatiewe het studente, personeellede, fakulteite en departemente ongelooflike bydraes gemaak tot die institusionele klimaat van diversiteit deur verskeie benaderings en insiatiewe te ondersteun. In die een-en-twintigste eeu het dit toenemend belangrik geword vir hoëronderwysinstellings om veranderinge te maak in werwing, behoud en studieprogramme ten einde `n meer diverse leeromgewing te bewerkstellig. Hierdie tesis bespreek diversiteit in die hoër onderwys en hoe die US as gemeenskap saam kan werk om die instelling `n meer verwelkomende kampus vir almal te maak. Die doel van hierdie studie was om die sukses van die diversiteitstrategieë en insiatiewe wat deur die US vir die bevordering van die studente diversiteitsprofiel gebruik is ten opsigte van studente se persepsies en ervarings van die kampus te assesseer. Die resultate bevestig verskillende opinies en persepsies oor demografiese aspekte soos ras, kultuur, etnitisiteit en godsdiens/geloof. Die navorser het ook `n verhouding bepaal tussen die kampusklimaat en die persepsies van studente en personeellede. Die bevindinge wat hierdie studie aanbied, dra by tot die geheel van kennis in die areas van strategieë en insiatiewe om studente te werf en te behou, sowel as studentedeelname, studentevordering en kampusklimaat. Hoewel die studie tot een instelling beperk is, voorsien hierdie verslag instellings van `n beter begrip oor studente/personeelbetrokkenheid, hulle agtergrond en die kampusklimaat in terme van hoe hierdie aspekte verband hou met die studente en personeel se waarnemings van die institusionele verbintenis tot diversiteit.

Thesis (MPhil)--Stellenbosch University, 2003.
ENGLISH ABSTRACT: South Africa has made a remarkable transformation from an openly racist to a tolerant and democratic nation. The transformation process removed the legal barriers between subgroups that formerly postulated separate development for the various racial groups and restricted the contact between individuals to a major extent. In present day society, one can observe the transformation process in that South African citizens from different backgrounds have to develop new patterns of communication and interaction. This process was mirrored in the student culture of Stellenbosch. The first objective of this study was to research how individual students experienced their social and academic environment. Since student relations do not always conform to the University norm of mutual respect for human diversity, the University felt the need to facilitate an intervention for valuing human diversity. The second objective of this study was to evaluate the process of the intervention, focusing on the programme context, the programme activities and the program theory. In addition, the impressions of workshop participants were studied. In order to conceptualise the research objectives, the theoretical principles of valuing diversity were discussed in the form of a purposive literature review on the social psychology and sociology of stereotyping and related processes, which were examined as barriers to valuing diversity. The Value Diversity Intervention was implemented in August 2001. The intervention aimed to heighten students' awareness of the diversity of the student body and to improve the interaction among the various student subgroups. The intervention was designed as a workshop and included 50 students from various backgrounds who were living in the University residences. Two evaluation types were utilised in this study, i.e. the evaluation of perceived needs and the evaluation of the intervention process. The research questions were clarified and the specific methods for gathering and analysing the data were specified. In addition, the aspect of validity and the quality of the obtained data were reviewed. The evaluation of perceived needs showed that individual students perceived the student population to be divided into minority ('coloured', 'black') and majority ('white') groups. Even though group membership did not affect specific instances of intergroup relations (e.g. individual friendships), it had implications for the social atmosphere on campus, which was characterised by a lack of intergroup contact and a domination by the majority group. Accordingly, minority group members interpreted the social atmosphere more negatively than majority group members. Hence, minority group members perceived a need to improve intergroup interaction. This analysis indicates that a value diversity intervention may be beneficial. This corresponded to the view of the Department of Student Affairs, which arranged the Value Diversity Intervention. The evaluation of the intervention highlighted both negative and positive aspects. Firstly, the intervention design did not include the promotion of the intervention itself, which might have been essential making students interested in the diversity topic and in motivating students to participate. Secondly, the intervention did not address the specific diversity challenges as experienced by students of the University of Stellenbosch. Students expressed concerns regarding the applicability of the provided information in their daily life. Thirdly, the workshop focused mainly on stereotypes. Yet, the possible effects of stereotypes were not sufficiently discussed. In addition, a large number of stereotypes were listed, but these were often biased due to the lack of participants from diverse groups. Further, no workshop technique which questioned the presented lists of biased stereotypes was applied or generated. Besides these technical considerations, it should be noted that stereotypes in general perpetuate the division between subgroups. Thus, the workshop focused to a large extent on past and present aspects, which divide the student population, instead of focusing on uniting issues. The described negative aspects might have been balanced by one of the four observed workshops. This specific workshop was characterised by a small amount of participants and a positive presentation of one of the main facilitators. This resulted in a productive discussion, where the participants used the possibility to reflect on the current situation out of their perspective and reflected upon the contributions of the facilitator. Students might have been motivated to take positive impulses of this workshop in their daily life. Based upon this research, recommendations can be determined. Firstly, the promotion of the intervention should emphasize the desirability of diversity values and highlight the personal potential benefits to participants. Secondly, it might be useful to acknowledge differences between students, but to place a greater emphasis on similarities, i.e. on aspects that connect students. Thirdly, the curriculum of the intervention should be modified to cater especially for student needs. Fourthly, the selected workshop components should achieve an equal balance between lecture parts and interactive elements. Participants should have the possibility to take an active part in the intervention if they are interested in doing so. The final recommendation entails that future interventions should be based on a comprehensive, sustained strategy with long-term goals. These strategies should be integrated in the already existing infrastructure of an institution. This intervention has to be understood as a contribution to the transformation process that South Africa is currently undergoing. Based on the recent discussion at the University of Stellenbosch about the adoption of a comprehensive diversity strategy, it is hoped that this singular intervention will be linked to further contributions in this transformation process.
AFRIKAANSE OPSOMMING: Suid Afrika het 'n merkwaardige transformasie vanaf 'n openlik rassistiese tot 'n tolerante en demokratiese nasie ondergaan. Voorheen het die wetlike skeiding tussen subgroepe aparte ontwikkeling en, vir verskeie rassegroepe, minimale kontak met individue in verskillende rassegroepe beteken. Die transformasieproses in Suid-Afrika het hierdie omstandighede verander en in die huidige Suid-Afrikaanse samelewing is die proses waardeur mense van verskillende agtergronde nuwe patrone van kommunikasie en interaksie moet ontwikkel, merkbaar. Die transformasieproses kan ook in die studentekultuur van Stellenbosch gesien word. Die eerste doel van die tesis was om ondersoek in te stel na hoe individuele studente hulle sosiale en akademiese omgewing ervaar. Aangesien studenteverhoudinge nie altyd tot die Universiteit se norm van wedersydse respek vir menslike diversiteit konformeer nie, het die Universiteit gevoel dat daar 'n behoefte is om 'n intervensie te fasiliteer om waardering vir menslike diversiteit skep. Die tweede doel van die tesis was om die proses van die intervensie te evalueer deur te fokus op die konteks van die program, die programaktiwiteite en die programteorie. Verder is die indrukke van die deelnemers aan die werkswinkelook bestudeer. Die teoretiese beginsels onderliggend aan die waardering van diversiteit is bespreek ten einde die navorsingsdoelwitte te konseptualiseer. Dit is verwesenlik deur 'n "doelgerigte" literatuurstudie oor die sosiale sielkunde en sosiologie van stereotipering en verwante prosesse wat gesien word as struikelblokke in die evaluering van diversiteit. Die intervensie vir die waardering van diversiteit is in Augustus 2001 deur die Universiteit van Stellenbosch geimplimenteer. Die intervensie het as doel gehad om studente 'n verhoogde gewaarwording van die diversiteit van die studenteliggaam te bied en ook om interaksie tussen die verskeie studente-subgroepe te bevorder. Die intervensie is ontwerp as 'n werkswinkel vir 50 studente van verskillende agtergronde wat van Universiteitsbehuising gebruik maak. Die tesis verduidelik hoe die navorsingsdoelwitte korrespondeer met die evalueringstipes wat gebruik is, nl. die evaluasie van waargenome behoeftes en die evaluasie van die proses. Die navorsingsvrae is duidelik gestel en die wetenskaplike metodes vir dataversameling en dataanalise word gespesifiseer. Verder word die aspek van die geldigheid en kwaliteit van die data ook bespreek. Die evaluering van waargenome behoeftes het gewys dat individuele studente die studentepopulasie sien as verdeel In 'n minderheidsgroep ('bruin' en 'swart') en 'n meerderheidsgroep ('wit'). Alhoewel lidmaatskap tot n betrokke groep rue intergroepverhoudings affekteer nie (bv. individuele vriendskappe), het dit tog implikasies vir die sosiale atmosfeer op kampus wat deur 'n tekort aan intergroepkontak en dominasie deur die meerderheidsgroep gekarakteriseer kan word. Vervolgens interpreteer minderheidsgroepe die sosiale atmosfeer meer negatief as lede van die meerderheidsgroep. Dit kan dan ook as die rede aangevoer word waarom lede van minderheidsgroepe 'n waargenome behoefte het om intergroepinteraksie te bevorder. Die persepsies van die respondente wat 'n onderhoud toegestaan het, het aangedui dat 'n intervensie vir die waardering van diversiteit voordelig sal wees en dit het ooreengestem met die siening van die Departement van Studentesake, wat die intervensie gereël het. Die evalusie van die intervensie beklemtoon albei die negatiewe en positiewe aspekte. Eerstens, het die intervensie intervensie-ontwerp, nie die promosie van die intervensie self behels nie, wat noodsaaklik sou gewees het om student geinteresseerd te maak in die diversiteit van die onderwerp en om die studente te motiveer om mee te doen. Tweedens, het die intervensie nie die spesifieke uitdagings soos deur die studente van die Universiteit van Stellnbosch ondervind is, aangespreek nie. Studente het hulle bekommernis uitgespreek oor die toepassing van die informasie in hulle daaglikse lewe. Derdens het die werkswinkel hoofsaaklik gefokus op stereotipes. Nogtans was die effekte van die stereotipes nie deeglik bespreek nie. Boonop was daar te groot aantal stereotipes gelys, maar dit was bevooroordeeld as gevolg van die gebrek van deelnemer van diverse groepe. Daar was ook geen werkswinkel tegnieke van toepassing wat die aangebode lyste van die bevooroordeelde stereotipes bevraagteken het nie. Naas die tegniese oorwegings, moet daar gelet word dat stereotipes in die algemeen die verdeling tussen subgroepe in stand hou van stereotipes in die algemeen. Dus het die werkswinkel tot 'n groot mate gefokus op huidige en vorige aspekte wat die studente verdeel het in plaas daarvan om te fokus op sake van ooreenstemming. Gegrond op hierdie navorsing, kan aanbevelings gemaak word. Eerstens moet daar klem gelê word op die bevordering van die verskeie behoeftes en waardes van die intervensie en die potensiaal waarby deelnemers kan baat. Tweedens, kan dit waardevol wees om verskille tussen studente te erken maar groter klem te lê op eendersheid, d.i. aspekte wat die studente tot mekaar verbind. Derdens moet die leerplan van die intervensie gewysig word om in die behoeftes van die student te voorsien. Vierdens, moet daar 'n balans gehandhaaf word tussen die lesings en interaktiewe elemente. Daar moet 'n moontlikheid bestaan vir deelnemers om 'n aktiewe rol in die intervensie te speel indien hulle dit verlang. Ten slotte word aanbeveel dat toekomstige intervensie gebaseer word op begrypende en volgehoue strategie met lang termyn doelwitte. Die bogenoemde strategie moet in die alreeds bestaande infrastruktuur verweef word. Hierdie intervensie kan beskou word as 'n bydrae tot die transformasie proses wat Suid-Afrika huidiglik ondergaan. Gebaseer op die onlangse gesprek by die Universiteit van Stellenbosch oor die aanneming van'n omvattende diversiteitstrategie, word daar gehoop dat die enkelvoudige intervensie kan inskakel by verdere bydraes in die transformasie proses.

Thesis (MEd)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: The importance of increased accessibility to higher education for non-traditional students has been recognised globally. In South Africa, a strong drive exists to provide access to students who were previously excluded from higher education because of the apartheid history. Stellenbosch University attempts to contribute to redress and transformation through, amongst other initiatives, the SciMathUS Bridging Programme (Science and Mathematics at the University of Stellenbosch). The SciMathUS Bridging Programme provides access to educationally disadvantaged students to higher education. Even though these students gained access to higher education, they were struggling to succeed. Many questions about the functioning of specifically educationally disadvantaged students in higher education are still unanswered. This study aims to find answers to some of these questions, namely what are the major challenges educationally disadvantaged students face at a predominantly white, Afrikaans university and how do they function within the university. The research is a narrative ethnography with the focus on the experiences of seven former SciMathUS students at Stellenbosch University. The data was collected by means of unstructured interviews, student journals as well as social media over a period of four months. Narratives about the seven students’ experiences on campus were compiled and analysed within the framework of Bronfenbrenner’s ecological model by focusing on the reciprocal and dynamic interactions of the students within their campus systems. The analysis of the narratives showed limited interactions in the academic, social and residential contexts and revealed that these students faced academic, financial, linguistic, social and administrative challenges, which led to very high stress levels. They struggled to become part of the academic practice and responded by functioning on the periphery of the university system. The implications of providing access to educationally disadvantaged students to higher education, and particularly Stellenbosch University, are threefold. On a theoretical level, gaps in current theory on student development and support were identified. On a substantive level, a disjuncture between university policies and initiatives, and the real-life experiences of the students existed and systemic changes in the academic, social and residential contexts are imperative. Finally, on a practical level, the narratives of these students provided insight into their experiences and highlighted the need for the reconsideration of current practices around teaching and learning, language, admission, re-admission, financial support, tutoring and mentoring, and social life, particularly in residences.
AFRIKAANSE OPSOMMING: Die belang van groter toeganklikheid tot hoër onderwys vir nie-tradisionele studente word wêreldwyd erken. As gevolg van die apartheidsgeskiedenis, is daar in Suid-Afrika ‘n grootse poging om aan studente wat voorheen uitgesluit was, toegang tot hoër onderwys te verleen. Die Universiteit Stellenbosch poog om ‘n bydra te lewer tot die regstelling en transformasie, onder andere, deur die SciMathUS Brugprogram (Science and Mathematics at the University of Stellenbosch) wat aan onderwysbenadeelde studente toegang tot hoër onderwys verleen. Alhoewel hierdie studente toegang tot hoër onderwys verkry het, sukkel hul om sukses te behaal. Baie vrae oor die funksionering van spesifiek onderwysbenadeelde studente in hoër onderwys is steeds onbeantwoord. Hierdie studie poog om antwoorde te vind op van hierdie vrae naamlik, wat is die grootste uitdagings wat onderwysbenadeelde studente aan ’n hoofsaaklik wit, Afrikaanssprekend universiteit in die gesig staar en hoe funksioneer hul binne die universiteit. Die navorsing is ’n narratiewe etnografie met die fokus op die ervarings van sewe voormalige SciMathUS studente aan die Universiteit Stellenbosch. Die data is oor ’n tydperk van vier maande deur middel van onderhoude, studentejoernale en sosiale media versamel. Narratiewe oor die sewe studente se ervarings op kampus is saamgestel en binne die raamwerk van Bronfenbrenner se ekologiese model ontleed deur op die wedersydse en dinamiese interaksies van die studente in hul kampus- sisteme te fokus. Die ontleding van die narratiewe het beperkte interaksies binne die akademiese, sosiale en residensiële kontekste aangedui en het getoon dat die studente akademiese, finansiële, taal, sosiale en administratiewe uitdagings in die gesig gestaar het, wat tot hoë stresvlakke gelei het. Hul het gesukkel om deel te word van die akademiese praktyk en het daarop reageer deur op die rand van die universiteitsisteem te funksioneer. Die implikasies van toegang tot hoër onderwys, en meer spesifiek die Universiteit Stellenbosch, aan onderwysbenadeelde studente, is drieërlei. Op ’n teoretiese vlak is gapings in huidige teorie oor studente-ontwikkeling en -ondersteuning geïdentifiseer. Op ’n substantiewe vlak het daar ’n gaping bestaan tussen universiteitsbeleide en -inisiatiewe en die werklike ervarings van die studente en is sistemiese veranderinge in die akademiese, sosiale en residensiële kontekste nodig. Laastens, op ’n praktiese vlak het die narratiewe van die studente lig gewerp op hul ervarings en die behoefte aan die heroorweging van huidige praktyke rondom onderrig en leer, taal, toelating, her-toelating, finansiële ondersteuning, tutor- and mentorskap en sosiale lewe, spesifiek in koshuise, beklemtoon.
FIRLT Committee

Defence date: 16 May 2017
Examining Board: Professor Hans-Peter Blossfeld, EUI (Supervisor); Professor Fabrizio Bernardi, EUI; Professor Héctor Cebolla Boado, UNED; Professor Hyunjoon Park, University of Pennsylvania
As the saying goes: there are some things that money cannot buy. Yet, scholars have tended to analyze the upper class as a homogeneous group, able to overcome any difficulty that life puts in their way to educational success. Nonetheless, the children of the upper class are subject to the disadvantages of a historically discriminated ethnicity, negatively stereotyped gender, and the boundaries of the institutional framework, among other things. By neglecting the heterogeneity of the upper class, the literature on the Inequalities of Educational Opportunities (IEO) has forgotten to test the limits of class privilege in education. The most crucial point for fully comprehending the research that is being pursued here, is that this dissertation does not tackle whether the rich are simply doing better than the poor in school, or whether the gap between social classes is widening or shrinking. Instead, it focuses on the dynamics and limits of privilege. It analyzes how, in some contexts, the advantaged can be disadvantaged too. In other words, it aims to shed light on what happens when privilege meets disadvantage, and how the perks of being upper class vary among different social groups, such as blacks and whites in the US, or boys and girls in Germany. There are three main lessons to be learned from the three empirical chapters of this dissertation. First, privilege is multidimensional (chapter 3). Second, privilege is dynamic (chapter 4). Finally, privilege is contextual (chapter 5). Lastly, one may wonder why the focus should be on upper-class children since they are, generally, the top performers in any country in the world. The reason is simple; because the dynamics of privilege are part of the IEO puzzle. Only by testing the limits of privilege will we be able to unravel the riddle that IEO poses.

What do Buddhist monks really know about Buddhism? How do they imagine their religion, and more importantly, how does their understanding of their tradition differ from the one found in our typical introduction to Buddhism textbooks? In order to address these fundamental questions, this dissertation concentrates on the educational programs and curricular canons of Korean Buddhism. It aims to find out which part of their enormous canonical and non-canonical literature do Korean Buddhist professionals choose to focus on as the required curriculum in their training (and what do they leave out), why is it chosen and by whom, and how does this specific education shape their understanding of their own religion and their roles within it. It tracks down the 20th-century invention of the so-called `traditional' Korean monastic curriculum and delineates the current 21st-century curricular reforms and the heated debates surrounding them. Ultimately, it illustrates how instead of Buddhist academics learning from the Buddhists about Buddhism, it is actually often the Buddhists in their monasteries who end up simulating the educational agendas of Buddhist studies.

Research for this work involved diverse methodologies. Multiple-sited ethnographic fieldwork in monasteries was supplemented by archival digging in the Chogye Order's headquarters in Seoul and textual analysis of historical records, Buddhist media reports, and online blogs. I have visited the current official 17 monastic seminaries in Korea, as well as many of the new specialized monastic graduate institutes and lay schools, interviewed teachers and students on site, and inspected classrooms and schedules. During winter 2013-4 I have conducted a full-scale participant observation attending the Buddhist lay school of Hwagyesa, during which I engaged some of my classmates with in-depth interviews, and distributed a written attitude survey among the class.

Dissertation

The present government places tremendous faith in academic performance as a crucial tool for transforming the country's society. However, academic performance in the majority of historically disadvantaged schools is poor. What this means is that these schools are hardly in a position to contribute to this hoped for transformation. This is despite the numerous policies generated by the government in an effort to improve the performance. Underpinning this study was a view that this is because the policies do not address issues that are foundational for academic performance. One such issue, as indicated by widespread findings, is school culture, and associated leadership. In response to this view, an examination was in this study conducted on the relationship between academic performance, school culture and school leadership in two historically disadvantaged African township secondary schools (HDATSS). The purpose was to develop better understanding of school cultures that have the potential of enabling good academic performance in HDATSS, and, in the process, develop better understanding of leadership associated with the formation of such school cultures. The examination was conducted by means of ethnography. The advantage of ethnography for this study was that the methodology results in micro/thick descriptions more likely to inform practice than is the case with thin descriptions provided by other methodologies. Findings were that school cultures that are most likely to enable good academic performance in HDATSS are those that are predominantly communal in nature, but also incorporate societal features. Of particular advantage about communality for the schools' academic performance are common, consensual understandings in relation to the schools' academic goals and behavioural norms. Of advantage about the societal incorporation, on the other hand, is societal capacity to compensate for communality's failure to negotiate common understandings in organizations that are as complex, ever-changing and multifaceted as are HDATSS. It was further found that for such school cultures to be enabling for HDATSS they need to creatively supplement historical deprivations and reflect the cultural backgrounds of the schools' populations. A style of leadership that was found to be associated with the formation of such school cultures is that which emerges organically and is therefore diffused, serving and diversified.
Theses (Ph.D.)-University of Kwazulu-Natal, 2005.

M.Ed.
The aim of this study is to investigate and determine the effect of a strategy like the computer in the equalisation of the educational opportunities for people with visual impairment. Furthermore, the study seeks to establish the effect of computer usage in subjects considered inaccessible to people with visual impairment. The attitude and perception of the educator toward) both the learner and the role the assistive device plays in the education situation will be examined. The perception that the person with visual impairment has about his potentials will be studied. Ultimately, educational opportunities constitute the core of the research. In other words, the focus of this study will be on what must be done to fully and in the best possible terms meet the educational needs of persons with visual impairment. What strategies must be employed to equalise educational opportunities for visually impaired people?

This research investigates the impact of rote learning, national examinations and types of motivation to learn English language on the way English language is taught and learnt in Korea. The research is framed around two questions, using qualitative data in a discursive manner (Holstein & Gubrium, 2005). Qualitative and interpretive methods were applied in this research. The research examined the various influential actors involved with English language learning and teaching in Korea such as the methods of learning and teaching English language in Korea, and policy makers’ impact on the way English language is being taught and learnt in Korea. Professional diary entries written by the researcher during a one year English language teaching experience in Korea provided the core data for this research. Searching for support in the literature for the diary entries lead to three themes: the method of rote learning, the significance of exams, and the types of motivation to learn the English language. These three themes will be the basis for three scenarios that will offer changes to the current learning and teaching English in Korea. This research concludes with a proposed Scenario Model of Educational Policy Development. The model suggests education policy development which proposes a process of thinking about and implementing protocols and issues related to education with specific application to English language teaching and learning in the Korean context.

M.Ed. (Multiculturalism and Education)
That we live in a very diverse multicultural society which is in the process of change is a reality. Education, as one of the social systems, needs to contribute to the establishment of sound intergroup relationships and eliminate the educational gap that exists within the south African society. To bring about this change we need a system which "will lead to recognising cultural values and differences among and between ethnic groups and individuals and will develop strategies that enhance communication, develop cross cultural understanding and awareness, which will lead to a more positive learning outcome" (Sieburth, quoted by Goodey, 1989:481). The possibility of opening government schools to pupils from the other population J groups was announced early in 1990. In her survey on private open schools Pam Christie found that the opening up of schools did not bring about a greater understanding of the complexity of the South African situation amongst the pupils (1990:99). To undertake the task of eliminating inequalities and help the people of South Africa to understand each other we need an education system which will be "focusing on the need of all pupils to feel creatively comfortable with 1987:7). The cultural diversity as the norm" The introduction of an educational system which is sensitive to the multicultural composition of the South African population will have to take into consideration the institutionalised discrimination which has become a feature of the South African social system and address this issue in an effort to bring about the enhancement of the self-concept of the disadvantaged pupils. The reduction and eventual elimination of prejudice will have to be a central strategy of a multicultural educational system. The important role to be played by teachers in an educational system of this kind is self-evident. Lynch expresses it as follows,"This task involves teachers in a redefinition of their role and an increased recognition of their responsibility for prejudice reduction and eradication as new goals for education in a democracy (Lynch, 1987:xi).

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006.
Printout. Vita. Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2628. Adviser: Nancy Abelmann. Includes bibliographical references (leaves 232-254) Available on microfilm from Pro Quest Information and Learning.

The study examines the evolution of academic support programmes (ASPs) at predominantly White universities in South Africa. The participating institutions include: University of the Witwatersrand, University of Natal, Rhodes University, and University of Cape Town. Since they are selected on the basis of pioneering the establishment of ASP in South Africa and the extent of effectiveness achieved by ASP programmes, the relationship between the stated goals of academic support and the approaches, as well as strategies used to achieve them, are assessed. Throughout the focus is on whether or not the programmes are effective in reducing the failure and drop-out rates at these universities. The important variables in the intervention process are scrutinised. They include the conceptual framework guiding the formulation and implementation of the programmes and the environment in which ASP operates. A more wider context of ASP is explored to determine those factors that have a significant influence on the successful implementation of the programmes. Among those identified are institutional policy regarding the perceived requirements of disadvantaged students and what are considered to be appropriate strategies for dealing with their disadvantages. For this purpose the experiences of international ASPs are investigated to establish similarities, or lack thereof, with the South African experience. The measures adopted in the United States to deal with the inadequacies of the schooling system, as it impacts on the tertiary sector of education, have especially appealed to educationists in South Africa, since the educational context of Blacks in the United States of America is believed to have many parallels in South Africa. For different reasons racism in the educational arena has resulted in Blacks being underprepared for tertiary education in both countries. The important task then is to ascertain whether the strategies used to resolve the problems encountered by these students at colleges and universities in the United States have any relevance for the South African situation. The focus then shifts to what appropriate measures are necessary to bring about a dispensation that will allow maximum benefit to flow from ASP for both disadvantaged students and educational practice in tertiary institutions. It is the author's firm belief that, without scientifically derived solutions, the mistakes committed by local ASPs and elsewhere will be repeated in South Africa, thus delaying ASP from realising its full potential so that institutional policy-makers, staff and students may reap the fruits of functional ASPs that are both efficient and effective. South Africa has the advantage of entering the ASP field when accumulated knowledge on the subject will provide the opportunity to build on the strengths of others and learn from their weaknesses, and so enhance the chances of success for the programmes here. In an attempt to contribute towards making this objective a reality, wenty-four criteria have been formulated from ASP experiences at the four universities surveyed which participated in the investigation. From conducting interviews with ASP personnel faculty staff and students and personally visiting campuses and, among other things, perusing their records and scrutinising annual reports, it was possible to decide that the best way to address the problem of ineffective ASP is to draw up criteria that can be used, in future, for purposes of setting up ASP units and evaluating the performance of both newly established ones and those already existing. Regular attendance at ASP conferences and the invaluable exposure, through presentation of papers at these and other fora and subsequent exchanges of information and sharing of perspectives, have convinced the writer of the urgent need to approach the problem systematically, scientifically and rationally. Finally, it is contended that without a procedure for the implementation of the criteria, there is the risk of selecting and using them randomly. Hence the grouping of the criteria according to their common characteristics and functioning will expedite the implementation process and reduce the risk of failure as a result of poor sequence and incorrect utilisation.
Thesis (M.Ed.) - University of Natal, Durban,1994.

Submitted in Fulfilment of the Requirements for the Degree of Master of Education in the Department of Philosophy of Education in the University of Zululand, 1994.
The study contributes scientifically to the erudite debate still going on and problems facing the Government of National Unity about open schools. The study reveals the most central problem in open schools, that is, if education amongst its functions serves to enhance and maintain cultural identity, thus, are open schools culturally relative to maintain all cultural identities. The study further reveals alienation as a social problem suffered by African pupils in open schools and in their respective communities. Different perceptions and expectations by African parents are revealed in this study as well. Statistical imbalances in Black is to White enrolment ratio in these schools has been noted together with concomitant justifications by their predominantly White principals. The study consequently recommends that, since hitherto the integration has been such that only Black pupils move to White schools, therefore the Minister of Education should take into account the inadequacies and in some instances non-existence of vital facilities for effective teaching-learning to take place in African schools which is one of the pulling factors.

FEBRUARY, 2016 A research report submitted to the Faculty of Engineering and the Built Environment, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Science in Development Planning.
Since the dawn of democracy in South Africa, significant strides have been made in (ensuring equal access to) education. With that Section 29 of the highest law in the land – the Constitution of the Republic of South Africa (Act 108 of 1996) – has made provision for the realisation of a basic education for all citizens. Moreover, significant portions of the national budget have since been set aside annually in ensuring the realisation of this right. Yet, the quality of education remains unequal across municipal space(s), even against the backdrop of the amalgamation of previously disadvantaged spaces (such as Luphisi) with affluent areas (such as Mbombela/Nelspruit). This has resulted in the persistence of ‘two worlds of education’ within municipalities as in the case of Mbombela Local Municipality. A world of well-resourced schools and exceptional matric pass rates flourish in Nelspruit/Mbombela, while a world of impoverishment and low academic performance rates is experienced in Luphisi. This research refers to this predicament as ‘structural inequalities between Model C and Rural Schools’ resulting in spatial educational inequalities. The research explores the problems re structural inequalities between Model C and Rural Schools, using the case of Sdungeni Secondary School in Mbombela Local Municipality’s Luphisi village to uncover these hindrances. The report departed by focusing on birth location and the socioeconomic background of learners and how this has a great influence in the kind of education a learner is likely to receive. Using the qualitative method of enquiry, which is a multi-layered type of research technique that crosscuts disciplines, fields, and subjects, the study arrived at presenting a cohort and demonstration of multiple truths rather than ‘a single truth’. The research brought to light that whilst the government has made concerted efforts at ensuring the equal structures of education in different municipal spaces, these efforts are still hampered by class (as a residue of apartheid) as well as government’s adoption of neoliberalist policies which further perpetuate the rich-poor divide. It was also noted that the confusion regarding the governance of schools – due in large part to traditional and/or structural issues – may be hindering the upgrading of rural schools with amenities and higher grades. Consequently, schools – by virtue of their location, morphology, still play a significant role in reproducing and perpetuating social class divisions as well as ordering different societies according to their ‘latently prescribed’ nature(s) of function

This thesis is concerned with the implications of the new South African education system based on the South African Schools Act, No. 84 of 1996 for educational performance and learners' enrolment in public schools. Central to the argument are the unfavourable consequences of the charging of school fees at public schools for learners from poor families. This is analysed based on a survey conducted in the Durban Metropolitan area between September and November 1998. As a legacy of apartheid education, inequalities between population groups are still evident (Chapter 1). One of the aims of the Act is the redress of past inequalities and permission to charge fees at public schools is seen as a measure to supplement the resources provided by the State (Chapter 2). Implications of school fees for school finance and redress of past inequalities between ex-departments are often discussed. However, little attention has been given to the impact of charging fees on learners' enrolment, which is the main focus of this thesis. There is a contradiction between permitting the charging of fees at public schools and the insistence on compulsory attendance in the Act. Given the financial constraints of South African schools, most schools are likely to adopt school fees. There may be many learners who may not be able to afford fees. Although the Act provides measures to prevent poor learners from being refused admission, it is questionable whether the measures provided by the Act function properly in practice. There would be poor learners who are effectively excluded from advantaged schools which charge high school fees. Past inequalities would not necessarily be redressed under the new system. As a result ofthe implementation ofthe Act, a kind of semi-privatisation within the public school sector could be introduced (Chapter 3). Analysis based on the research in Durban supports these hypotheses to some degree (Chapter 4). Recent incidents regarding the refusal by some public schools to admit learners on the basis of the parents' inability to pay school fees indicate the importance of this issue. Equal access to a basic education cannot be guaranteed under the current situation. Chapter 5 presents an alternative to the current system. If the State provided all public schools with the minimum operation costs necessary to run daily activities, the school would be able to substitute voluntary contributions for school fees. One possible way to release resources for this purpose is a reduction in personnel expenditure, including an acceptance of much higher pupil/teacher ratios. Although this is a controversial issue, it is inevitable for any society to seek a more productive system if it faces financial constraints.
Thesis (M.T.R.P.)-University of Natal, Durban, 1999.

M.Ed. (Curriculum Studies)
The purpose of this study is to get parents of black pupils in the senior primary phase of state-aided (model C) schools to evaluate the curriculum. After a short period of gradually being opened to pupils ,of all races, schools which has obviously been-government schools became state-aided, or semi-private schools. This meant that school had the liberty to decide on their own admissions policy. Most English medium schools became-so called open schools, that is, they decided to admit pupils of all races. Although the target population for the curriculum had thus changed, there was no adjustment to the curriculum. Teaching carried on as it had always done, with there being no mention of any form of multicultural education; the schools became assimilatory schools. In order to determine the attitude of the parents and to gauge what could be done about this problem, this study was embarked upon. A literature study of the curriculum, multicultural education and parental involvement in their child's schooling, with particular reference to the curriculum, was conducted in order to serve as a theoretical background and to act as a yardstick against which conclusions and recommendations could be made.

M.Ed.
The White Paper on the provision of education in the RSA (1983: 3) has made proposals for a new policy framework on issues of ownership, governance, finance and legal categories of schooling. On launching the White Paper (1993) on Education Provision, Prof. Sibusiso Bhengu (Minister of Education) (Learning Press No 7:712/03/1993:49) said that S.A. has never had a truly national system of education and training and does not have one yet. He added that the White Paper describes the process of transformation in education and training so that a system serving all our people, democracy and the RDP can come into existence. According to the ANC Discussion Document (1994:50) the upgrading of the teacher's quality will improve their competence. The country needs a dynamic system with a clear mission and sufficient scope to perform it. The ANC Discussion Document (1994: 50)states that teacher preparation and development would be the cutting-edge of educational