Investigating young children’s knowledge and attitudes about HIV/AIDS pandemic in Libode District of Eastern Cape
- Authors: Xhala, Xolelwa
- Date: 2014
- Subjects: HIV/AIDS(Disease) -- Social aspect Learners -- AIDS-- South Africa -- Eastern Cape Children -- AIDS -- Knowledge and attitudes
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/1290 , vital:30795
- Description: This case study, which was conducted in the Libode District of the Eastern Cape Province, investigated forty (41)) Grade 3 children’s awareness of and the extent of knowledge about HIV/AIDS disease. The study targeted primary school children aged between 5 and 12 years. This investigation assessed the knowledge levels, attitudes and risky perceptions associated with HIV/AIDS among primary school children in order to achieve one major purpose: to help learners acquire adequate basic knowledge that could help them make informed decisions about how to protect their own health and to promote safe behaviours concerning HIV/AIDS. The study was located within children’s concepts of illness theory and children’s rights theory. The findings of my study suggested the HIV/AIDS awareness and prevention interventions that have been implemented since the outbreak of the epidemic have not their stated objectives aimed at reducing infections and children’s feeling of stigma towards their HIV/AIDS infected peers in schools. More worrying is the fact that the results suggested that primary school children lacked the appropriate knowledge about HIV/AIDS. The outcome of this lack of knowledge is that many primary school children have adopted risky behaviours towards the disease. The study recommended that all stakeholders must shift prevention interventions from media-based programmes focussed on adolescents to school-based programmes focused on primary school learners. The literature reviewed and my findings suggested school-based prevention awareness campaigns and inclusion of HIV/AIDS knowledge into school curriculum for all learners might produce better results.
- Full Text:
- Date Issued: 2014
- Authors: Xhala, Xolelwa
- Date: 2014
- Subjects: HIV/AIDS(Disease) -- Social aspect Learners -- AIDS-- South Africa -- Eastern Cape Children -- AIDS -- Knowledge and attitudes
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/1290 , vital:30795
- Description: This case study, which was conducted in the Libode District of the Eastern Cape Province, investigated forty (41)) Grade 3 children’s awareness of and the extent of knowledge about HIV/AIDS disease. The study targeted primary school children aged between 5 and 12 years. This investigation assessed the knowledge levels, attitudes and risky perceptions associated with HIV/AIDS among primary school children in order to achieve one major purpose: to help learners acquire adequate basic knowledge that could help them make informed decisions about how to protect their own health and to promote safe behaviours concerning HIV/AIDS. The study was located within children’s concepts of illness theory and children’s rights theory. The findings of my study suggested the HIV/AIDS awareness and prevention interventions that have been implemented since the outbreak of the epidemic have not their stated objectives aimed at reducing infections and children’s feeling of stigma towards their HIV/AIDS infected peers in schools. More worrying is the fact that the results suggested that primary school children lacked the appropriate knowledge about HIV/AIDS. The outcome of this lack of knowledge is that many primary school children have adopted risky behaviours towards the disease. The study recommended that all stakeholders must shift prevention interventions from media-based programmes focussed on adolescents to school-based programmes focused on primary school learners. The literature reviewed and my findings suggested school-based prevention awareness campaigns and inclusion of HIV/AIDS knowledge into school curriculum for all learners might produce better results.
- Full Text:
- Date Issued: 2014
INVESTIGATION INTO PROBLEMS OF IMPLEMENTATION OF CURRICULUM 2005 IN THE SOUTH AFRICAN EDUCATION SYSTEM IN FOUR SELECTED DISTRICTS AND SCHOOLS IN THE EASTERN CAPE PROVINCE
- Authors: Nthabiseng Joyce Mokhantso
- Date: 2014
- Subjects: Management and Policy
- Language: English
- Type: Masters. Ed
- Identifier: http://hdl.handle.net/11260/2345 , vital:41449
- Description: This study investigated problems of implementation of C2005 in the South African Education System, which eventually led to its demise in 2010 replaced by CAPS. Its aim was to identify the common factors and the programmes and actions that could be used to help implement curriculum successfully. Theoretically, the literature review formed an essential part of the research process and constituted part of the whole project in itself. It was a critical synthesis of previous researches, which have been undertaken that helped to validate the need for the study to be conducted. In retrospect, the evaluation of the literature reviewed led logically to the formulation of the research questions that constituted the bases for the formulation of the, which formed the instrumentation for the collection of the main primary data required to complete the study. Methodologically, the researcher identified the need to discern an elaborate methodological choice, design and application using qualitative, quantitative and participatory research paradigms constituting the triangulation approach. This was the most important part of the research study, which guided the whole process to a successful conclusion. Through the methodological application, the study produced data from which findings were deduced and recommendations made to respond to the research problem. The conclusion that could be drawn is that curriculum reform and implementation should be considered in terms of the curriculum cycle if set aims and objectives were to be achieved successfully. Sporadic curriculum implementation leads to its apparent failure as was the case with C2005. The fear of the researcher is that CAPs might go the same way since its introduction and implementation did not subscribe to the curriculum cycle perspective. I
- Full Text:
- Authors: Nthabiseng Joyce Mokhantso
- Date: 2014
- Subjects: Management and Policy
- Language: English
- Type: Masters. Ed
- Identifier: http://hdl.handle.net/11260/2345 , vital:41449
- Description: This study investigated problems of implementation of C2005 in the South African Education System, which eventually led to its demise in 2010 replaced by CAPS. Its aim was to identify the common factors and the programmes and actions that could be used to help implement curriculum successfully. Theoretically, the literature review formed an essential part of the research process and constituted part of the whole project in itself. It was a critical synthesis of previous researches, which have been undertaken that helped to validate the need for the study to be conducted. In retrospect, the evaluation of the literature reviewed led logically to the formulation of the research questions that constituted the bases for the formulation of the, which formed the instrumentation for the collection of the main primary data required to complete the study. Methodologically, the researcher identified the need to discern an elaborate methodological choice, design and application using qualitative, quantitative and participatory research paradigms constituting the triangulation approach. This was the most important part of the research study, which guided the whole process to a successful conclusion. Through the methodological application, the study produced data from which findings were deduced and recommendations made to respond to the research problem. The conclusion that could be drawn is that curriculum reform and implementation should be considered in terms of the curriculum cycle if set aims and objectives were to be achieved successfully. Sporadic curriculum implementation leads to its apparent failure as was the case with C2005. The fear of the researcher is that CAPs might go the same way since its introduction and implementation did not subscribe to the curriculum cycle perspective. I
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Investigation of the Chemical Nature and Species Distribution of Nitromethane in Inert Solvents
- Authors: Namntu, Vuyokozi
- Date: 2014
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/2964 , vital:43106
- Description: The solution behaviour of nitromethane in inert solvents; carbon tetrachloride, n-hexane and cyclohexane is rigorously investigated using mainly spectroscopic and computational techniques. Analysis of Proton (1H) and Carbon 13 (13C) NMR spectral data reveal that nitromethane solutions in inert solvents form associated species to varying degrees of complexity. A cyclic dimer is postulated as the energetically most favourable chemical species at low solute concentrations. Infrared spectra studied in the overtone region and UV-Visible spectral data confirm the presence of multiple associated chemical species at different solute concentrations with the degree of association progressively increasing with increase in concentration of the solute. The species involved in the association of nitromethane is formulated as (CH3NO2)2n, where n=0, 1,2 and 3, for the monomer, dimer and higher order polymers respectively. Line-shape analysis of both infrared and UV spectra show the onset of a plateau at molar solute concentrations of 0.616 molar described by the point of inflection in the absorption curve at around 0.055 cm-1 , in the second overtone. , Thesis (MSc) -- Faculty of Natural Sciences, 2014
- Full Text:
- Date Issued: 2014
- Authors: Namntu, Vuyokozi
- Date: 2014
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/2964 , vital:43106
- Description: The solution behaviour of nitromethane in inert solvents; carbon tetrachloride, n-hexane and cyclohexane is rigorously investigated using mainly spectroscopic and computational techniques. Analysis of Proton (1H) and Carbon 13 (13C) NMR spectral data reveal that nitromethane solutions in inert solvents form associated species to varying degrees of complexity. A cyclic dimer is postulated as the energetically most favourable chemical species at low solute concentrations. Infrared spectra studied in the overtone region and UV-Visible spectral data confirm the presence of multiple associated chemical species at different solute concentrations with the degree of association progressively increasing with increase in concentration of the solute. The species involved in the association of nitromethane is formulated as (CH3NO2)2n, where n=0, 1,2 and 3, for the monomer, dimer and higher order polymers respectively. Line-shape analysis of both infrared and UV spectra show the onset of a plateau at molar solute concentrations of 0.616 molar described by the point of inflection in the absorption curve at around 0.055 cm-1 , in the second overtone. , Thesis (MSc) -- Faculty of Natural Sciences, 2014
- Full Text:
- Date Issued: 2014
Management of discipline policy for educators by school management teams in the Maluti district, Eastern Cape Province (RSA): a case study of two selected schools
- Authors: Lishman, Bilibane Thabo
- Date: 2014
- Subjects: Educational Management and Policy
- Language: English
- Type: Masters, Ed
- Identifier: http://hdl.handle.net/11260/2353 , vital:41450
- Description: This research project was an attempt to determine School Management Teams (SMTs) management of teacher discipline at school using the discipline policy (code of conduct for educators) as a frame of reference. This was because procedures and processes for managing teacher discipline were new to principals and their SMTs. The main aim was to investigate the practices and experiences of SMTs regarding management of discipline policy for better or improved teacher conduct. Again, the study sought to understand and explain the gap between discipline policy and its implementation as SMTs seemed to be grappling with the implementation process thereof. The study is located in an interpretive and qualitative perspective where a case study research design was used. Face-to-face interviews were used to collect data from participants selected from two schools (school A and school B). The participants were sampled purposively out of a population of 245 principals and 245 site stewards. The principal and site steward of each school were interviewed because they were found to be relevant to the case of discipline policy implementation. The principal of each school represented the SMT while the site stewards represented the teaching staff. There were therefore four participants who contributed to data collection. During the data collection process, all issues of ethics like voluntary participation, permission, informed consent, confidentiality, anonymity and rights of participants were considered. As data were collected using face-to-face interviews, they were analysed qualitatively, using interim analysis of coding, segmentation, categorising and theming. This research project is grounded in two theories, namely, progressive discipline theory and decentralisation of power theory. The researcher‟s use of progressive discipline as a framework of analysis is based on the fact that the theory focuses on discipline as a corrective measure and not a punitive measure. It also focuses on a series of steps in ii which the disciplinary action is taken each time an educator commits an act of misconduct. The decentralisation-of-power theory is used as a frame of reference because it states that a current trend in education reform is the decentralisation of decision-making powers from a central level to a school level, hence there is schoolbased management. The literature sourced for this study is also based on these two theories. Major findings were established, discussed and recommendations were made. The literature, together with the major findings, generally agreed that all schools had SMTs to manage schools on a day-to-day basis. It was also revealed that the discipline policy for educators was there in every school and was clear, actionable and was the product of collective participation. The onus is upon the capacity of the SMTs to implement the policy for the benefit of quality education. The findings and recommendations suggest that for the implementation of this discipline policy, SMTs must first improve the school culture and school climate.
- Full Text:
- Authors: Lishman, Bilibane Thabo
- Date: 2014
- Subjects: Educational Management and Policy
- Language: English
- Type: Masters, Ed
- Identifier: http://hdl.handle.net/11260/2353 , vital:41450
- Description: This research project was an attempt to determine School Management Teams (SMTs) management of teacher discipline at school using the discipline policy (code of conduct for educators) as a frame of reference. This was because procedures and processes for managing teacher discipline were new to principals and their SMTs. The main aim was to investigate the practices and experiences of SMTs regarding management of discipline policy for better or improved teacher conduct. Again, the study sought to understand and explain the gap between discipline policy and its implementation as SMTs seemed to be grappling with the implementation process thereof. The study is located in an interpretive and qualitative perspective where a case study research design was used. Face-to-face interviews were used to collect data from participants selected from two schools (school A and school B). The participants were sampled purposively out of a population of 245 principals and 245 site stewards. The principal and site steward of each school were interviewed because they were found to be relevant to the case of discipline policy implementation. The principal of each school represented the SMT while the site stewards represented the teaching staff. There were therefore four participants who contributed to data collection. During the data collection process, all issues of ethics like voluntary participation, permission, informed consent, confidentiality, anonymity and rights of participants were considered. As data were collected using face-to-face interviews, they were analysed qualitatively, using interim analysis of coding, segmentation, categorising and theming. This research project is grounded in two theories, namely, progressive discipline theory and decentralisation of power theory. The researcher‟s use of progressive discipline as a framework of analysis is based on the fact that the theory focuses on discipline as a corrective measure and not a punitive measure. It also focuses on a series of steps in ii which the disciplinary action is taken each time an educator commits an act of misconduct. The decentralisation-of-power theory is used as a frame of reference because it states that a current trend in education reform is the decentralisation of decision-making powers from a central level to a school level, hence there is schoolbased management. The literature sourced for this study is also based on these two theories. Major findings were established, discussed and recommendations were made. The literature, together with the major findings, generally agreed that all schools had SMTs to manage schools on a day-to-day basis. It was also revealed that the discipline policy for educators was there in every school and was clear, actionable and was the product of collective participation. The onus is upon the capacity of the SMTs to implement the policy for the benefit of quality education. The findings and recommendations suggest that for the implementation of this discipline policy, SMTs must first improve the school culture and school climate.
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Morphology and histochemistry of the digestive tract in the Banded Tilapia (Tilapia Sparrmanii, Smith 1840)
- Authors: Bongile, Bhomela
- Date: 2014
- Subjects: Tilapia sparrmanii, fish; Tilapia; teleost; stomach; digestive system; light microscopy; light microscopy; histology; morphology Teleostei, digestive tube, histology
- Language: English
- Type: Masters, Msc Zoology
- Identifier: http://hdl.handle.net/11260/2401 , vital:41456
- Description: The digestive system of Tilapia sparrmanii, Smith 1894, a small sized cichlid fish widely distributed in Southern Africa and of little economic importance was studied by light microscopy as part of establishing base-line data for future references. The gut in T. sparrmanii was a simple long coiled tube. With greater fish length, the gut progressed into a complexly-coiled definitive form. Strong linear correlations were observed between fish size and gut length. The esophagus was relatively very short and the stomach sac-like and small. Histologically, T. sparrmanii displayed a stratified esophagus epithelium with goblet cells which displayed both neutral and acid mucus at the anterior region. The stomach of T. sparrmanii was divided into three distinct segments the cardiac, fundic, and pyloric portions. The study revealed that the gastric wall is composed of several tunicae: mucosa, submucosa, muscularis and serosa. The tunica mucosa was thrown up into a number of high longitudinal folds projecting into a lumen. The mucosal surface had surface epithelial cells. The epithelium in this region was simple columnar devoid of goblet cells, with glandular regions in the lamina propria. The mucosa of the fundic region had gastric pits lined by columnar epithelium, and simple tubular glands filled most of the lamina propria. The pyloric part of the stomach was very short and its mucosa was slightly folded and devoid of both gastric pits and mucous glandular cells. The lining epithelium of this portion of the stomach was simple columnar and a few goblet cells were seen at its junction with the first part of the intestine. The tunica muscularis of the stomach contained skeletal muscle in the initial and terminal regions, usually intermingled with smooth muscle fibres. Skeletal muscle fibres were also observed in the first portion of the proximal intestine, iii near the junction with the stomach. Gastric pits were present as invaginations of the mucosal surface. Their epithelium secreted both neutral and acid mucins. Simple, straight, tubular unbranched gastric glands occupied most of the surface of the mucosa, and were lined with cells that had eosinophilic granules. The tunica muscularis of the stomach consisted of skeletal muscles usually mixed with smooth muscle fibres. Also, the stomach was separated from the proximal intestine by a pyloric sphincter. Results demonstrate that the intestine was a relatively undifferentiated muscular tube lined with a simple columnar epithelium interspersed with goblet cells. The proximal region had a greater surface area, as revealed by the presence of elongated mucosal ridges. The enterocytes were covered apically with uniform microvilli. The number of goblet cells were moderate in the proximal intestine and fewer in the medial intestine. All segments of the intestine contained neutral and acidic mucins. The distal intestine mucosa was thinner and less elaborately folded and consisted of columnar cells with shorter and sparser microvilli. After the intestinerectal valve, the rectum displayed lower mucosal folds, numerous goblet cells and a thicker muscularis. An ileorectal valve was observed. This confirms that separate intestine and rectum does exist in T. sparrmanii.
- Full Text:
- Authors: Bongile, Bhomela
- Date: 2014
- Subjects: Tilapia sparrmanii, fish; Tilapia; teleost; stomach; digestive system; light microscopy; light microscopy; histology; morphology Teleostei, digestive tube, histology
- Language: English
- Type: Masters, Msc Zoology
- Identifier: http://hdl.handle.net/11260/2401 , vital:41456
- Description: The digestive system of Tilapia sparrmanii, Smith 1894, a small sized cichlid fish widely distributed in Southern Africa and of little economic importance was studied by light microscopy as part of establishing base-line data for future references. The gut in T. sparrmanii was a simple long coiled tube. With greater fish length, the gut progressed into a complexly-coiled definitive form. Strong linear correlations were observed between fish size and gut length. The esophagus was relatively very short and the stomach sac-like and small. Histologically, T. sparrmanii displayed a stratified esophagus epithelium with goblet cells which displayed both neutral and acid mucus at the anterior region. The stomach of T. sparrmanii was divided into three distinct segments the cardiac, fundic, and pyloric portions. The study revealed that the gastric wall is composed of several tunicae: mucosa, submucosa, muscularis and serosa. The tunica mucosa was thrown up into a number of high longitudinal folds projecting into a lumen. The mucosal surface had surface epithelial cells. The epithelium in this region was simple columnar devoid of goblet cells, with glandular regions in the lamina propria. The mucosa of the fundic region had gastric pits lined by columnar epithelium, and simple tubular glands filled most of the lamina propria. The pyloric part of the stomach was very short and its mucosa was slightly folded and devoid of both gastric pits and mucous glandular cells. The lining epithelium of this portion of the stomach was simple columnar and a few goblet cells were seen at its junction with the first part of the intestine. The tunica muscularis of the stomach contained skeletal muscle in the initial and terminal regions, usually intermingled with smooth muscle fibres. Skeletal muscle fibres were also observed in the first portion of the proximal intestine, iii near the junction with the stomach. Gastric pits were present as invaginations of the mucosal surface. Their epithelium secreted both neutral and acid mucins. Simple, straight, tubular unbranched gastric glands occupied most of the surface of the mucosa, and were lined with cells that had eosinophilic granules. The tunica muscularis of the stomach consisted of skeletal muscles usually mixed with smooth muscle fibres. Also, the stomach was separated from the proximal intestine by a pyloric sphincter. Results demonstrate that the intestine was a relatively undifferentiated muscular tube lined with a simple columnar epithelium interspersed with goblet cells. The proximal region had a greater surface area, as revealed by the presence of elongated mucosal ridges. The enterocytes were covered apically with uniform microvilli. The number of goblet cells were moderate in the proximal intestine and fewer in the medial intestine. All segments of the intestine contained neutral and acidic mucins. The distal intestine mucosa was thinner and less elaborately folded and consisted of columnar cells with shorter and sparser microvilli. After the intestinerectal valve, the rectum displayed lower mucosal folds, numerous goblet cells and a thicker muscularis. An ileorectal valve was observed. This confirms that separate intestine and rectum does exist in T. sparrmanii.
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The Influence of School Environmental Factors on Grade 12 Learners’ Academic Performances
- Authors: SIKUZA PUMLA MARJORIE
- Date: 2014
- Language: English
- Type: Masters
- Identifier: http://hdl.handle.net/11260/2822 , vital:42959
- Full Text:
- Authors: SIKUZA PUMLA MARJORIE
- Date: 2014
- Language: English
- Type: Masters
- Identifier: http://hdl.handle.net/11260/2822 , vital:42959
- Full Text:
An Assessment of The Effectiveness of Government Intervention Strategies For Water Provision In Rural Communities In The O R Tambo District Municipality South Africa
- Authors: Kunseh E, Betek Cecilia
- Date: 2013
- Language: English
- Type: Masters
- Identifier: http://hdl.handle.net/11260/2870 , vital:42969
- Description: ABSTRACT This study examines the provision of potable water to rural areas by South African municipalities, focusing on the experience of the O R Tambo District Municipality. Managing rural water supply systems effectively and efficiently is a challenge to the municipality due to the long distances between consumers and municipal centres. This is couple with the low income of most residents and the government's policy of free basic water is making rural water provision very difficult in the O R Tambo District Municipality. This policy obliges municipalities to supply a basic quantity of water usually set at 6 kilolitres per month to each household free of charge. Many rural municipalities face additional challenges of limited revenue and limited managerial and technical capacity as well as limited quantity and quality water system or source. There is little empirical data on how successful municipalities have been in providing water to rural areas. Data was collected from three local municipalities of O R Tambo that is King Sabata Dalindyebo, Mhlontlo and Qawukeni local municipalities respectively. According to the result of the research, 77% of the sample population complained that there have been no improvements in their livelihood because they still get water from the natural source and even the 33% that were getting water from the taps still have to depend on natural sources because the taps are always broken. Despite significant investment and important progress, access to safe potable water continues to be one of the most pressing challenges for rural communities in O.R.Tambo District Municipality. Rural communities should be educated on the importance of co-operation and willingness to clean and protect the surroundings of natural sources of water.
- Full Text:
- Authors: Kunseh E, Betek Cecilia
- Date: 2013
- Language: English
- Type: Masters
- Identifier: http://hdl.handle.net/11260/2870 , vital:42969
- Description: ABSTRACT This study examines the provision of potable water to rural areas by South African municipalities, focusing on the experience of the O R Tambo District Municipality. Managing rural water supply systems effectively and efficiently is a challenge to the municipality due to the long distances between consumers and municipal centres. This is couple with the low income of most residents and the government's policy of free basic water is making rural water provision very difficult in the O R Tambo District Municipality. This policy obliges municipalities to supply a basic quantity of water usually set at 6 kilolitres per month to each household free of charge. Many rural municipalities face additional challenges of limited revenue and limited managerial and technical capacity as well as limited quantity and quality water system or source. There is little empirical data on how successful municipalities have been in providing water to rural areas. Data was collected from three local municipalities of O R Tambo that is King Sabata Dalindyebo, Mhlontlo and Qawukeni local municipalities respectively. According to the result of the research, 77% of the sample population complained that there have been no improvements in their livelihood because they still get water from the natural source and even the 33% that were getting water from the taps still have to depend on natural sources because the taps are always broken. Despite significant investment and important progress, access to safe potable water continues to be one of the most pressing challenges for rural communities in O.R.Tambo District Municipality. Rural communities should be educated on the importance of co-operation and willingness to clean and protect the surroundings of natural sources of water.
- Full Text:
An exploratory study of children and youth in prostitution with specific reference to Gauteng Province, South Africa
- Authors: Sibanyoni, Ephraim Kevin
- Date: 2013
- Subjects: Child prostitution -- Gauteng -- South Africa , Teenage prostitution -- Gauteng -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:18464 , http://hdl.handle.net/11260/d1008291
- Description: This study focuses on children and youth who have been exploited sexually for commercial reasons and are currently in a rehabilitation programme. At the time of the study these children and youth were staying in safe shelters in the Gauteng province. The focus is specifically on four facilities, three in Johannesburg and one in Pretoria. The aims of the study is to determine how these children and youth were lured into prostitution; to determine the impact of the prostitution life on the child and youth and to examine factors that contribute to children and youth resuccumbing to prostitution after being rescued from prostitution. The researcher employed a questionnaire as an instrument of gathering data from children that were rehabilitated and associated with four shelters in Gauteng. Scheduled structured questionnaires were used in the study and were divided into six sections, with each section addressing each aim of the study. The findings of the study revealed that children were lured into prostitution because of poverty, unemployment, and a promise of a better life. They also got involved due to drug addiction. In turn, children faced great risks, including forced perversion, physical abuse, and emotional abuse.
- Full Text:
- Date Issued: 2013
- Authors: Sibanyoni, Ephraim Kevin
- Date: 2013
- Subjects: Child prostitution -- Gauteng -- South Africa , Teenage prostitution -- Gauteng -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:18464 , http://hdl.handle.net/11260/d1008291
- Description: This study focuses on children and youth who have been exploited sexually for commercial reasons and are currently in a rehabilitation programme. At the time of the study these children and youth were staying in safe shelters in the Gauteng province. The focus is specifically on four facilities, three in Johannesburg and one in Pretoria. The aims of the study is to determine how these children and youth were lured into prostitution; to determine the impact of the prostitution life on the child and youth and to examine factors that contribute to children and youth resuccumbing to prostitution after being rescued from prostitution. The researcher employed a questionnaire as an instrument of gathering data from children that were rehabilitated and associated with four shelters in Gauteng. Scheduled structured questionnaires were used in the study and were divided into six sections, with each section addressing each aim of the study. The findings of the study revealed that children were lured into prostitution because of poverty, unemployment, and a promise of a better life. They also got involved due to drug addiction. In turn, children faced great risks, including forced perversion, physical abuse, and emotional abuse.
- Full Text:
- Date Issued: 2013
An intervention study to develop a male circumcision health promotion programme at Libode Rural Communities in the Eastern Cape Province, South Africa
- Authors: Douglas, Mbuyiselo
- Date: 2013
- Subjects: Circumcision Health promotion Penis surgery South Africa -- Libode
- Language: English
- Type: Thesis , Doctoral , Ph D
- Identifier: vital:18476 , http://hdl.handle.net/11260/d1007187
- Description: The purpose of this study was to develop an intervention health promotion programme to prevent circumcision related health problem such as sepsis, botched circumcision, dehydration, penile amputation and reduce the number of deaths. The intervention programme was aimed at promoting a safe male circumcision practice affecting boys aged 12-18 years at Libode rural communities in Eastern Cape Province of South Africa. This was achieved through a mixed method design using both quantitative and qualitative approaches utilizing sequential transformative strategy to allow for the convergence of multiple perspectives of the traditional male circumcision in Libode. The study was conducted in 22 schools of the rural communities of Libode because most of the participants are still attending school. Frequencies and percentages were used to analyse the quantitative data, utilizing the Statistical Package for Social Sciences (SPSS). A total of 1036 participants, AmaXhosa circumcised young men (abafana) and uncircumcised boys (amakhwenkwe) participated in the cross-sectional survey, quantitative phase of the study. Qualitative phase of this study was composed of 7 focus group discussions with a total of 84 circumcised and uncircumcised male participants and 10 key informants’ interviews were conducted. In analysis qualitative data, the researcher found the most descriptive words for each topic and turned them into categories or sub-themes. Topics that related to each other were then grouped in order to reduce the number of categories and to create themes. The similar categories of data were grouped and analysed using Tesch’s method. Findings indicated that traditional circumcision is performed during winter and summer holidays in order to cater for the boys who are attending schools. The circumcision age at Libode ranges from 12 and 18 years of age which is against the Health Standards in Traditional Circumcision Act (Act No. 6 of 2001). Although the participants were aware of the complications of male circumcision in Libode, there was a high preference for traditional circumcision (92.3% of participants) to hospital circumcision. The participants were of the view that the benefits of traditional circumcision outweigh the complications or challenges related to traditional circumcision. They wanted to be socially accepted and wanted to learn about manhood values in the traditional circumcision which are values that cannot be achieved through the hospital based circumcision. As male circumcision initiation is seasonal and the intervention programme needed to be approved by different stakeholders, the testing of intervention programme could not happen before the programme was approved by all the stakeholders.
- Full Text:
- Date Issued: 2013
- Authors: Douglas, Mbuyiselo
- Date: 2013
- Subjects: Circumcision Health promotion Penis surgery South Africa -- Libode
- Language: English
- Type: Thesis , Doctoral , Ph D
- Identifier: vital:18476 , http://hdl.handle.net/11260/d1007187
- Description: The purpose of this study was to develop an intervention health promotion programme to prevent circumcision related health problem such as sepsis, botched circumcision, dehydration, penile amputation and reduce the number of deaths. The intervention programme was aimed at promoting a safe male circumcision practice affecting boys aged 12-18 years at Libode rural communities in Eastern Cape Province of South Africa. This was achieved through a mixed method design using both quantitative and qualitative approaches utilizing sequential transformative strategy to allow for the convergence of multiple perspectives of the traditional male circumcision in Libode. The study was conducted in 22 schools of the rural communities of Libode because most of the participants are still attending school. Frequencies and percentages were used to analyse the quantitative data, utilizing the Statistical Package for Social Sciences (SPSS). A total of 1036 participants, AmaXhosa circumcised young men (abafana) and uncircumcised boys (amakhwenkwe) participated in the cross-sectional survey, quantitative phase of the study. Qualitative phase of this study was composed of 7 focus group discussions with a total of 84 circumcised and uncircumcised male participants and 10 key informants’ interviews were conducted. In analysis qualitative data, the researcher found the most descriptive words for each topic and turned them into categories or sub-themes. Topics that related to each other were then grouped in order to reduce the number of categories and to create themes. The similar categories of data were grouped and analysed using Tesch’s method. Findings indicated that traditional circumcision is performed during winter and summer holidays in order to cater for the boys who are attending schools. The circumcision age at Libode ranges from 12 and 18 years of age which is against the Health Standards in Traditional Circumcision Act (Act No. 6 of 2001). Although the participants were aware of the complications of male circumcision in Libode, there was a high preference for traditional circumcision (92.3% of participants) to hospital circumcision. The participants were of the view that the benefits of traditional circumcision outweigh the complications or challenges related to traditional circumcision. They wanted to be socially accepted and wanted to learn about manhood values in the traditional circumcision which are values that cannot be achieved through the hospital based circumcision. As male circumcision initiation is seasonal and the intervention programme needed to be approved by different stakeholders, the testing of intervention programme could not happen before the programme was approved by all the stakeholders.
- Full Text:
- Date Issued: 2013
An investigation into causes of the underachievement of Junior Secondary School learners within Ngqamakhwe District of the Eastern Cape Province
- Authors: Nogqala, Lillian Pindiwe
- Date: 2013
- Subjects: Learners -- Performance -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18461 , http://hdl.handle.net/11260/d1008255
- Description: The study investigated the underachievement of Junior Secondary School learners within Ngqamakhwe district in the Eastern Cape Province. The research was conducted from the seven selected junior secondary schools in the Ngqamakhwe sub-district. The primary respondents of the study were one hundred and five (105) learners, forty two (42) educators and seven (7) school principals. Questionnaires were used to collect data. Three different questionnaires were designed, one for learners, one for educators and one for school principals. School schedules were also used to assess the extent of underachievement. The study utilised a quantitative research for the analysis of the data. The analysis was done using SPSS (Statistical Package for Social Sciences, version 19). The study revealed a number of factors responsible for underachievement amongst the learners. These factors were grouped into school and home environments. With the home environmental factors the level of education of parents and whether the parents buy reading material were more significant. With the school environment the age and grade of a learner were significant. Responses from principals and educators were regarded as factors underlying the underachievement and in particular the lack of resources both at home and at school. School principals of the seven schools revealed that there were no libraries, science laboratories, computers or clerks in their schools. Poverty emerged as one of the causes of underachievement. The influence of these may be statistically weak but are nonetheless present. A few other factors were noted to have statistically weak influences on the academic underachievement of learners. These included factors like gender, the parents’ employment status, the availability of a person to assist with homework, the frequency of parents visiting schools, whether television is available at home and whether the children are bored or not.From the findings the following recommendations were made:Creation of jobs by the government; Adult Basic Education must be encouraged in the rural areas; Employment of more educators; Appointment of clerks in every school; Building enough classrooms; Building libraries; Building of science laboratories; Review of teaching methods by educators.
- Full Text:
- Date Issued: 2013
- Authors: Nogqala, Lillian Pindiwe
- Date: 2013
- Subjects: Learners -- Performance -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18461 , http://hdl.handle.net/11260/d1008255
- Description: The study investigated the underachievement of Junior Secondary School learners within Ngqamakhwe district in the Eastern Cape Province. The research was conducted from the seven selected junior secondary schools in the Ngqamakhwe sub-district. The primary respondents of the study were one hundred and five (105) learners, forty two (42) educators and seven (7) school principals. Questionnaires were used to collect data. Three different questionnaires were designed, one for learners, one for educators and one for school principals. School schedules were also used to assess the extent of underachievement. The study utilised a quantitative research for the analysis of the data. The analysis was done using SPSS (Statistical Package for Social Sciences, version 19). The study revealed a number of factors responsible for underachievement amongst the learners. These factors were grouped into school and home environments. With the home environmental factors the level of education of parents and whether the parents buy reading material were more significant. With the school environment the age and grade of a learner were significant. Responses from principals and educators were regarded as factors underlying the underachievement and in particular the lack of resources both at home and at school. School principals of the seven schools revealed that there were no libraries, science laboratories, computers or clerks in their schools. Poverty emerged as one of the causes of underachievement. The influence of these may be statistically weak but are nonetheless present. A few other factors were noted to have statistically weak influences on the academic underachievement of learners. These included factors like gender, the parents’ employment status, the availability of a person to assist with homework, the frequency of parents visiting schools, whether television is available at home and whether the children are bored or not.From the findings the following recommendations were made:Creation of jobs by the government; Adult Basic Education must be encouraged in the rural areas; Employment of more educators; Appointment of clerks in every school; Building enough classrooms; Building libraries; Building of science laboratories; Review of teaching methods by educators.
- Full Text:
- Date Issued: 2013
An investigation on the stakeholders' perceptions of the involvement of the governing bodies in the appointment of teachers in the Libode District of the Eastern Cape Province
- Authors: Mabunu, Sipho Christian
- Date: 2013
- Subjects: Teachers -- Recruiting -- School governing body -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18457 , http://hdl.handle.net/11260/d1008042
- Description: Decentralization of governance is one of the many reforms that has been undertaken by the Department of Education in the Republic of South Africa since the attainment of democracy in 1994. The concept of decentralisation originates from the belief that the state alone cannot control schools, but should share its power with other stakeholders, particularly those closer to the school, on a partnership basis (Marishane, 1999:78). The South African Schools Act (SASA) No 84 of 1996 mandates the establishment of democratic structures of school governance in all schools (RSA, 1996a, section 16). According to the South African Schools Act No 84 of 1996, School Governing Bodies have been mandated to be responsible for the recommendation of teachers for appointment through interviews. This study was conducted in the Libode District in the Eastern Cape. Libode is composed of rural villages which are characterised by poverty, a high rate of unemployment and illiteracy. Many schools in the Libode district of education are experiencing problems emanating from the recruitment of teachers carried out by the SGBs. Interviews conducted by the SGBs are more often than not nullified and the selection and interview processes have to be repeated. They (SGBs) fail to defend their recommendations with valid facts when challenged by union representatives or by candidates themselves. The major concern of this study is to investigate the stakeholders' perceptions of the involvement of school governing bodies in the appointment of teachers in Libode district. A qualitative approach was employed for this research study. Purposive sampling was used for sampling the schools from which interviewees were selected. There were 14 respondents in the sample. Three (3) school principals , three teachers, three (3) teacher candidates, one SADTU teacher, one NAPTOSA teacher, two (2) SGB parents from the parent component and two (2) circuit managers were interviewed. The case study research design was employed to explore the perceptions of the stakeholders regarding teacher appointments. This research employed three data collection techniques, namely semi-structured interviews, documents analysis and observations. The main findings of this study reveal that the involvement, or participation, of the SGBs (parent components) in the recruitment of teachers is the source of conflict and disputes. The SGBs lack capacity, capacity to draft criteria for shortlisting qualified teachers, and capacity to conduct interviews properly and fairly. Findings suggest that problems still exist around SGBs' knowledge of Policies and Acts that enshrine procedures pertaining to teacher recruitment. In conclusion, from the findings, it appears premature for the system to mandate this professional function of teacher recruitment to the office of the SGBs.
- Full Text:
- Date Issued: 2013
- Authors: Mabunu, Sipho Christian
- Date: 2013
- Subjects: Teachers -- Recruiting -- School governing body -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18457 , http://hdl.handle.net/11260/d1008042
- Description: Decentralization of governance is one of the many reforms that has been undertaken by the Department of Education in the Republic of South Africa since the attainment of democracy in 1994. The concept of decentralisation originates from the belief that the state alone cannot control schools, but should share its power with other stakeholders, particularly those closer to the school, on a partnership basis (Marishane, 1999:78). The South African Schools Act (SASA) No 84 of 1996 mandates the establishment of democratic structures of school governance in all schools (RSA, 1996a, section 16). According to the South African Schools Act No 84 of 1996, School Governing Bodies have been mandated to be responsible for the recommendation of teachers for appointment through interviews. This study was conducted in the Libode District in the Eastern Cape. Libode is composed of rural villages which are characterised by poverty, a high rate of unemployment and illiteracy. Many schools in the Libode district of education are experiencing problems emanating from the recruitment of teachers carried out by the SGBs. Interviews conducted by the SGBs are more often than not nullified and the selection and interview processes have to be repeated. They (SGBs) fail to defend their recommendations with valid facts when challenged by union representatives or by candidates themselves. The major concern of this study is to investigate the stakeholders' perceptions of the involvement of school governing bodies in the appointment of teachers in Libode district. A qualitative approach was employed for this research study. Purposive sampling was used for sampling the schools from which interviewees were selected. There were 14 respondents in the sample. Three (3) school principals , three teachers, three (3) teacher candidates, one SADTU teacher, one NAPTOSA teacher, two (2) SGB parents from the parent component and two (2) circuit managers were interviewed. The case study research design was employed to explore the perceptions of the stakeholders regarding teacher appointments. This research employed three data collection techniques, namely semi-structured interviews, documents analysis and observations. The main findings of this study reveal that the involvement, or participation, of the SGBs (parent components) in the recruitment of teachers is the source of conflict and disputes. The SGBs lack capacity, capacity to draft criteria for shortlisting qualified teachers, and capacity to conduct interviews properly and fairly. Findings suggest that problems still exist around SGBs' knowledge of Policies and Acts that enshrine procedures pertaining to teacher recruitment. In conclusion, from the findings, it appears premature for the system to mandate this professional function of teacher recruitment to the office of the SGBs.
- Full Text:
- Date Issued: 2013
Application of lie group analysis to mathematical models in epidemiology
- Authors: Otieno, Andrew Alex Omondi
- Date: 2013
- Subjects: Epidemiology -- Mathematical models
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:18486 , http://hdl.handle.net/11260/100
- Description: Lie group analysis is arguably the most systematic vehicle for finding exact solutions of differential equations. Using this approach one has at one's disposal a variety of algorithms that make the solution process of many differential equations algorithmic. Vital properties of a given differential equation can often be inferred from the symmetries admitted by the equation. However, Lie group analysis has not enjoyed wide-spread application to systems of first-order ordinary differential equations. This is because such systems typically admit an infinite number of Lie point symmetries, and there is no systematic way to find even a single nontrivial one-dimensional Lie symmetry algebra. In the few applications available, the approach has been to circumvent the problem by transforming a given system of first-order ordinary differential equations into one in which at least one of the equations is of order two or greater. It is therefore fair to say that the full power of Lie group analysis has not been sufficiently harnessed in the solution of systems of first-order ordinary differential equations. In this dissertation we review some applications of Lie group analysis to systems of first order ordinary differential equations. We shed light on the integration procedure for first-order systems of ordinary differential equations admitting a solvable Lie algebra. We do this via instructive examples drawn from mathematical epidemiology models. In particular we revisit the work of Nucci and Torrisi [54] and improve the exposition of the Lie-symmetry-inspired solution of a mathematical model which describes a HIV transmission. To aid implementation of the integration strategy for systems of ordinary differential equations, we have developed ad-hoc routines for finding particular types of admitted symmetries and checking if a given symmetry is indeed admitted by a system of ordinary differential equations.
- Full Text:
- Date Issued: 2013
- Authors: Otieno, Andrew Alex Omondi
- Date: 2013
- Subjects: Epidemiology -- Mathematical models
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:18486 , http://hdl.handle.net/11260/100
- Description: Lie group analysis is arguably the most systematic vehicle for finding exact solutions of differential equations. Using this approach one has at one's disposal a variety of algorithms that make the solution process of many differential equations algorithmic. Vital properties of a given differential equation can often be inferred from the symmetries admitted by the equation. However, Lie group analysis has not enjoyed wide-spread application to systems of first-order ordinary differential equations. This is because such systems typically admit an infinite number of Lie point symmetries, and there is no systematic way to find even a single nontrivial one-dimensional Lie symmetry algebra. In the few applications available, the approach has been to circumvent the problem by transforming a given system of first-order ordinary differential equations into one in which at least one of the equations is of order two or greater. It is therefore fair to say that the full power of Lie group analysis has not been sufficiently harnessed in the solution of systems of first-order ordinary differential equations. In this dissertation we review some applications of Lie group analysis to systems of first order ordinary differential equations. We shed light on the integration procedure for first-order systems of ordinary differential equations admitting a solvable Lie algebra. We do this via instructive examples drawn from mathematical epidemiology models. In particular we revisit the work of Nucci and Torrisi [54] and improve the exposition of the Lie-symmetry-inspired solution of a mathematical model which describes a HIV transmission. To aid implementation of the integration strategy for systems of ordinary differential equations, we have developed ad-hoc routines for finding particular types of admitted symmetries and checking if a given symmetry is indeed admitted by a system of ordinary differential equations.
- Full Text:
- Date Issued: 2013
Causes of conflict in school governing bodies of Mthatha district schools in King Sabata Dalindyebo Municipality
- Authors: Mandisa Nokwanda Memela
- Date: 2013
- Language: English
- Type: Masters
- Identifier: http://hdl.handle.net/11260/2838 , vital:42963
- Description: ABSTRACT According to the South African Schools Act (Act 84, 1996) (SASA), which came into effect in the beginning of 1997, all public schools in South Africa should have democratically elected School Governing Bodies, with parents, educators, non-teaching staff, learners and the principal. Their functions included creating an environment conducive to teaching and learning, developing a vision and mission statement for the school and promoting the best interests of the school. School governance practices are performed with tension due to values inherent in African traditions; customs and values of modern school leadership. Integrating schools and the communities and making the former accountable to its community and having representations of legitimate interests in the schools are seen as politically and socially correct. It is argued that conflicts and tensions in school governance are likely to continue. In this study, the researcher explores and analyses causes of conflict in SGBs of Mthatha District schools in King Sabata Dalindyebo Municipality. A quantitative study using questionnaires was conducted, using five respondents of the School Governing Bodies (SGBs) from each of the rural, semi-urban and urban schools. Two schools were selected from each of these categories. This gave a total of thirty respondents. Non- probability purposive sampling was used. Two types of comparative analysis were done to the quantitative data. There was the usual descriptive statistical analysis meant to draw comparisons based on the responses within a given variable. This was the initial analysis for quantitative data. Some reliable conclusions were determined from this analysis. The findings of the study reveal numerous causes of conflict in SGBs related to SGB‟s in ability to execute their functions and ability to rule the school as prescribed in the South Africa Schools Act.84 of 1996. The causes of conflict include parents‟ level of education, parental interference, illiteracy, or lack of transparency, recruitment and lack of financial mismanagement. Finally, it is also evident that only learners could not be blamed for causing conflict. The study concludes with some recommendations, amongst them that there should be a friendly atmosphere between parents and teachers with teachers accepting the presence and involvement of parents in the running of school activities but that parents should not interfere in the teaching practices of educators and should not be at school during odd hours of the day.
- Full Text:
- Authors: Mandisa Nokwanda Memela
- Date: 2013
- Language: English
- Type: Masters
- Identifier: http://hdl.handle.net/11260/2838 , vital:42963
- Description: ABSTRACT According to the South African Schools Act (Act 84, 1996) (SASA), which came into effect in the beginning of 1997, all public schools in South Africa should have democratically elected School Governing Bodies, with parents, educators, non-teaching staff, learners and the principal. Their functions included creating an environment conducive to teaching and learning, developing a vision and mission statement for the school and promoting the best interests of the school. School governance practices are performed with tension due to values inherent in African traditions; customs and values of modern school leadership. Integrating schools and the communities and making the former accountable to its community and having representations of legitimate interests in the schools are seen as politically and socially correct. It is argued that conflicts and tensions in school governance are likely to continue. In this study, the researcher explores and analyses causes of conflict in SGBs of Mthatha District schools in King Sabata Dalindyebo Municipality. A quantitative study using questionnaires was conducted, using five respondents of the School Governing Bodies (SGBs) from each of the rural, semi-urban and urban schools. Two schools were selected from each of these categories. This gave a total of thirty respondents. Non- probability purposive sampling was used. Two types of comparative analysis were done to the quantitative data. There was the usual descriptive statistical analysis meant to draw comparisons based on the responses within a given variable. This was the initial analysis for quantitative data. Some reliable conclusions were determined from this analysis. The findings of the study reveal numerous causes of conflict in SGBs related to SGB‟s in ability to execute their functions and ability to rule the school as prescribed in the South Africa Schools Act.84 of 1996. The causes of conflict include parents‟ level of education, parental interference, illiteracy, or lack of transparency, recruitment and lack of financial mismanagement. Finally, it is also evident that only learners could not be blamed for causing conflict. The study concludes with some recommendations, amongst them that there should be a friendly atmosphere between parents and teachers with teachers accepting the presence and involvement of parents in the running of school activities but that parents should not interfere in the teaching practices of educators and should not be at school during odd hours of the day.
- Full Text:
Challenges encountered by schools in the implementation of inclusive education in the Eastern Cape: a survey study in the Ngcobo District
- Hlatini-Mphomane, Nyameka Winnifred
- Authors: Hlatini-Mphomane, Nyameka Winnifred
- Date: 2013
- Subjects: Inclusive education -- Evaluation , Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18441 , http://hdl.handle.net/11260/d1007258
- Description: This study investigated challenges encountered by schools in the implementation of inclusive education in the Eastern Cape. It was a Survey Study carried out in Ngcobo District. School principals of randomly-sampled mainstream schools and special schools participated in this research project. The key research question that the study sought to answer was: What are the challenges encountered by schools in the implementation of Inclusive Education in the Ngcobo District of the Eastern Cape Province? The following were the sub-research questions: (a). How does the lack of specialized or in-service, trained human resource personnel challenge or hinder the implementation of Inclusive Education? (b). How is the implementation of Inclusive Education affected by available infra-structure? (c). How do the attitudes of stake holders such as learners, educators (ILST) and parents (SGB) affect the implementation of inclusive education? The findings of the study revealed that: There is a gross shortage of educators qualified in inclusive education or related streams, and in some schools none at all. Institution Level Support Teams (ILSTs) in some schools have not been established and some of those that are established are not functional. Needed specialists such as psychologists and occupational therapists are not available in special schools. Workshops or in-service training for educators generally are held for to ILSTs only instead of all educators and SMTs. School buildings and toilets have not been adapted for when inclusion is to be implemented and there are no specific, funded departmental projects to rectify this. Assistive devices for learners experiencing barriers to teaching, learning and development are rarely found. There are no clear departmental budgets to ensure the policy is implemented in ordinary schools. Negative attitudes of some parents, teachers and learners toward inclusion still exist. The following recommendations were made for consideration in order to facilitate the smooth implementation of Inclusive Education in the schools. There should be adequate provision of human resource training and development Educators have to further their studies in Inclusive Education. There should be provision of a specific budget for buildings. Maintenance funds ought to be used to renovate school buildings so as to be Inclusive Education friendly. Advocacy and awareness programmes for different stakeholders should be conducted.
- Full Text:
- Date Issued: 2013
- Authors: Hlatini-Mphomane, Nyameka Winnifred
- Date: 2013
- Subjects: Inclusive education -- Evaluation , Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18441 , http://hdl.handle.net/11260/d1007258
- Description: This study investigated challenges encountered by schools in the implementation of inclusive education in the Eastern Cape. It was a Survey Study carried out in Ngcobo District. School principals of randomly-sampled mainstream schools and special schools participated in this research project. The key research question that the study sought to answer was: What are the challenges encountered by schools in the implementation of Inclusive Education in the Ngcobo District of the Eastern Cape Province? The following were the sub-research questions: (a). How does the lack of specialized or in-service, trained human resource personnel challenge or hinder the implementation of Inclusive Education? (b). How is the implementation of Inclusive Education affected by available infra-structure? (c). How do the attitudes of stake holders such as learners, educators (ILST) and parents (SGB) affect the implementation of inclusive education? The findings of the study revealed that: There is a gross shortage of educators qualified in inclusive education or related streams, and in some schools none at all. Institution Level Support Teams (ILSTs) in some schools have not been established and some of those that are established are not functional. Needed specialists such as psychologists and occupational therapists are not available in special schools. Workshops or in-service training for educators generally are held for to ILSTs only instead of all educators and SMTs. School buildings and toilets have not been adapted for when inclusion is to be implemented and there are no specific, funded departmental projects to rectify this. Assistive devices for learners experiencing barriers to teaching, learning and development are rarely found. There are no clear departmental budgets to ensure the policy is implemented in ordinary schools. Negative attitudes of some parents, teachers and learners toward inclusion still exist. The following recommendations were made for consideration in order to facilitate the smooth implementation of Inclusive Education in the schools. There should be adequate provision of human resource training and development Educators have to further their studies in Inclusive Education. There should be provision of a specific budget for buildings. Maintenance funds ought to be used to renovate school buildings so as to be Inclusive Education friendly. Advocacy and awareness programmes for different stakeholders should be conducted.
- Full Text:
- Date Issued: 2013
Challenges in the implementation of technology learning area in the senior phase in some Mthatha schools
- Authors: Nokwali, Mlandeli Philbert
- Date: 2013
- Subjects: Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/245 , vital:26589
- Description: Technology education is an important factor in every learner’s education. It contributes to the intellectual and practical development of the learners to enable them to cope with the challenges of a technological society. The main purpose of the study was to investigate the extent to which the learning and teaching of technology were implemented in schools in the Mthatha District. The main research question was: What are the challenges for the implementation of technology learning area in the Senior Phase? Research sub questions were: What support does the Department of Education give to educators?; To what extent have the objectives of implementing the technology learning area been achieved?; and, What suggestions do educators have to improve implementation of technology education? There were 20 Junior Secondary Schools involved in the study. There were two groups of samples: (a) the educators’ sample and (b) the learners’ sample. The educators’ sample: The sample size was 20 educators consisting of those who were teaching technology in either all the Senior Phase grades (Grade 7, 8 and 9) or at least in one of the grades in the senior phase in his/her school. On the researcher’s request, the Principal of each school nominated an educator and hence there was one educator in the educators’ sample from each of the 20 schools. The learners’ sample: The sample size was 40 learners consisting of at least two learners from each of the 20 schools. On the researcher’s request each educator in the educators’ sample nominated two learners from the senior phase. The instrument which was made to collect data was a researcher-designed questionnaire. The researcher personally visited each school involved in the study and gave the questionnaires to the two learners and one educator from that particular school to complete them independently within five days. The researcher personally re-visited each school on a day after the agreed-upon 5-day period but only after confirming over the phone that the questionnaires were indeed completed. The data were analyzed manually. The results obtained revealed that the implementation of the technology learning area is challenged by a number of problems. Those which were specifically identified were: lack of resources especially the rural schools; lack of people who are knowledgeable on Outcomes-based education (OBE) or the OBE modes of learning & teaching technology and its assessment methods, ineffectiveness arising out of large and overcrowded classes, challenges originating from or as a consequence of redeployment and the rationalization of educators and the lack of human resource to assist in the implementation of technology. The study showed the need for the provision of supportive service and continuous contact with educators to offer advice and assistance in order to improve the quality of technology teaching and learning in schools. The professional knowledge and skills of subject advisors as well as educators needed to be extended, refreshed and updated.
- Full Text:
- Date Issued: 2013
- Authors: Nokwali, Mlandeli Philbert
- Date: 2013
- Subjects: Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/245 , vital:26589
- Description: Technology education is an important factor in every learner’s education. It contributes to the intellectual and practical development of the learners to enable them to cope with the challenges of a technological society. The main purpose of the study was to investigate the extent to which the learning and teaching of technology were implemented in schools in the Mthatha District. The main research question was: What are the challenges for the implementation of technology learning area in the Senior Phase? Research sub questions were: What support does the Department of Education give to educators?; To what extent have the objectives of implementing the technology learning area been achieved?; and, What suggestions do educators have to improve implementation of technology education? There were 20 Junior Secondary Schools involved in the study. There were two groups of samples: (a) the educators’ sample and (b) the learners’ sample. The educators’ sample: The sample size was 20 educators consisting of those who were teaching technology in either all the Senior Phase grades (Grade 7, 8 and 9) or at least in one of the grades in the senior phase in his/her school. On the researcher’s request, the Principal of each school nominated an educator and hence there was one educator in the educators’ sample from each of the 20 schools. The learners’ sample: The sample size was 40 learners consisting of at least two learners from each of the 20 schools. On the researcher’s request each educator in the educators’ sample nominated two learners from the senior phase. The instrument which was made to collect data was a researcher-designed questionnaire. The researcher personally visited each school involved in the study and gave the questionnaires to the two learners and one educator from that particular school to complete them independently within five days. The researcher personally re-visited each school on a day after the agreed-upon 5-day period but only after confirming over the phone that the questionnaires were indeed completed. The data were analyzed manually. The results obtained revealed that the implementation of the technology learning area is challenged by a number of problems. Those which were specifically identified were: lack of resources especially the rural schools; lack of people who are knowledgeable on Outcomes-based education (OBE) or the OBE modes of learning & teaching technology and its assessment methods, ineffectiveness arising out of large and overcrowded classes, challenges originating from or as a consequence of redeployment and the rationalization of educators and the lack of human resource to assist in the implementation of technology. The study showed the need for the provision of supportive service and continuous contact with educators to offer advice and assistance in order to improve the quality of technology teaching and learning in schools. The professional knowledge and skills of subject advisors as well as educators needed to be extended, refreshed and updated.
- Full Text:
- Date Issued: 2013
Community perceptions of Cannabis Sativa (dagga) in the Mzintlava location, Ingquza Hill Local Municipality, Eastern Cape Province
- Authors: Lum, Niba Rosemary
- Date: 2013
- Subjects: Cannabis sativa -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , MA (Anthropology)
- Identifier: http://hdl.handle.net/11260/226 , vital:26586
- Description: Nowadays young people and other members of the society often find themselves in many malpractices such as rape, suicide, murder dropping out of school and other harmful activities due to the use of cannabis sativa (dagga) which is on the rise. This study concentrated on the use of cannabis sativa (dagga) in Mzintlava, Ngquza Hill Local Municipality in the Eastern Cape Province of South Africa. Young people are actually the victims of the consequences of the use of dagga. Indications are that parents often ignore their children to use cannabis sativa until they can no longer stop them. Earlier researches on substance use in South Africa have always been descriptive. This resulted in sketchy understanding of factors that predisposed young children to the use and even abuse of dagga and the reasons why parents and the community underestimated the practice until the stage of addiction. Without this understanding, it will be difficult to introduce effective ways of abolishing dagga use among young children and other members of the community. Finding effective measures to prevent substance use has been difficult. Research is therefore needed in order to understand the basis of the problem. This study attempts to examine factors that make parents and the communities to leave children to taking substances until the stage where they can longer stop them. It will also lead to establishing factors that put young children or teenagers particularly at risk to the use of dagga.
- Full Text:
- Date Issued: 2013
- Authors: Lum, Niba Rosemary
- Date: 2013
- Subjects: Cannabis sativa -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , MA (Anthropology)
- Identifier: http://hdl.handle.net/11260/226 , vital:26586
- Description: Nowadays young people and other members of the society often find themselves in many malpractices such as rape, suicide, murder dropping out of school and other harmful activities due to the use of cannabis sativa (dagga) which is on the rise. This study concentrated on the use of cannabis sativa (dagga) in Mzintlava, Ngquza Hill Local Municipality in the Eastern Cape Province of South Africa. Young people are actually the victims of the consequences of the use of dagga. Indications are that parents often ignore their children to use cannabis sativa until they can no longer stop them. Earlier researches on substance use in South Africa have always been descriptive. This resulted in sketchy understanding of factors that predisposed young children to the use and even abuse of dagga and the reasons why parents and the community underestimated the practice until the stage of addiction. Without this understanding, it will be difficult to introduce effective ways of abolishing dagga use among young children and other members of the community. Finding effective measures to prevent substance use has been difficult. Research is therefore needed in order to understand the basis of the problem. This study attempts to examine factors that make parents and the communities to leave children to taking substances until the stage where they can longer stop them. It will also lead to establishing factors that put young children or teenagers particularly at risk to the use of dagga.
- Full Text:
- Date Issued: 2013
Developing teaching and learning skills at a Higher education institution: a collaborative action research study
- Authors: Mokhele, Paul Rampaola
- Date: 2013
- Subjects: Learning -- Study and teaching (Tertiary) -- South Africa
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: vital:18456 , http://hdl.handle.net/11260/d1007960
- Description: The thesis which was originally undertaken to improve my teaching skills and determine ways of allowing me space to live my academic values also turned out to become the enquiry to investigate students’ learning and study skills. Students and I collaborated in a year-long self-study action research where we were trying different teaching-learning strategies in order to improve our practice(s). Throughout the study I kept a reflective journal and students also reflected in a portfolio of learning their impressions about the new teaching-learning strategies. In addition to these data gathering methods data from students were gathered using chats, observation, and open-ended questionnaire. Data was analysed using a narrative method, reflexivity principle, and grounded theory. There are two major steps I followed in this study which are aimed at improving students’ basic study and learning skills, and my teaching skills. The first relates to action research into student learning at the school of Mathematics Science and Technology (MSTE) at a rural university. The study reveals that: Students have their own different and unique styles of learning, implementing various learning styles afford students an opportunity to find a style that matches their own. The second action step relates to my own self-study research trying different teaching methods based on my academic and personal values. Here, the study reveals that: The best teaching-learning practice is the one developed and agreed upon between the teacher educator and his or her students. These ‘action’ steps were not mutually exclusive – they were conducted in parallel. After the description of developing student learning skills at undergraduate level my reflections on the study followed in relation to theories and methods of teaching-learning and further revealed that what works with one group of students will not necessarily work with another group. The best teacher educator is constantly seeking ways of improving the learning experience of his or her students. The recommendations that teacher educators should become self reflective practitioners and improve their professions using self-study collaborative approach will benefit other teacher educators who are keen to study and improve their practice.
- Full Text:
- Date Issued: 2013
- Authors: Mokhele, Paul Rampaola
- Date: 2013
- Subjects: Learning -- Study and teaching (Tertiary) -- South Africa
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: vital:18456 , http://hdl.handle.net/11260/d1007960
- Description: The thesis which was originally undertaken to improve my teaching skills and determine ways of allowing me space to live my academic values also turned out to become the enquiry to investigate students’ learning and study skills. Students and I collaborated in a year-long self-study action research where we were trying different teaching-learning strategies in order to improve our practice(s). Throughout the study I kept a reflective journal and students also reflected in a portfolio of learning their impressions about the new teaching-learning strategies. In addition to these data gathering methods data from students were gathered using chats, observation, and open-ended questionnaire. Data was analysed using a narrative method, reflexivity principle, and grounded theory. There are two major steps I followed in this study which are aimed at improving students’ basic study and learning skills, and my teaching skills. The first relates to action research into student learning at the school of Mathematics Science and Technology (MSTE) at a rural university. The study reveals that: Students have their own different and unique styles of learning, implementing various learning styles afford students an opportunity to find a style that matches their own. The second action step relates to my own self-study research trying different teaching methods based on my academic and personal values. Here, the study reveals that: The best teaching-learning practice is the one developed and agreed upon between the teacher educator and his or her students. These ‘action’ steps were not mutually exclusive – they were conducted in parallel. After the description of developing student learning skills at undergraduate level my reflections on the study followed in relation to theories and methods of teaching-learning and further revealed that what works with one group of students will not necessarily work with another group. The best teacher educator is constantly seeking ways of improving the learning experience of his or her students. The recommendations that teacher educators should become self reflective practitioners and improve their professions using self-study collaborative approach will benefit other teacher educators who are keen to study and improve their practice.
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- Date Issued: 2013
Educators ‘Perceptions of The Implementation of The National Curriculum Statement in Mt Fletcher District of The Eastern Cape Province
- Authors: Sikhunyana, Philiswa
- Date: 2013
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/2957 , vital:43114
- Description: The National Department of Education has undergone drastically changes from 1994. This study is about teacher‘s perceptions of the implementation of NCS. This study seeks to reveal the perception, feelings and the beliefs of teachers towards the implementation of the New Curriculum Statement in Mount Fletcher District of Eastern Cape Province. A mixed mode approach was conducted in this study in a form of quantitative and qualitative methods. Stratified random sampling (schools) and purposive sampling was used to draw the participants (teachers) from different High schools in Mt Fletcher. Data was analyzed following this pattern of organizing, transcribing, coding, establishing themes or categories, structuring, findings which paved way for the recommendations of this study and conclusion. The findings of this study reveals that teachers are just shooting in the dark in the sense that few teachers are implementing NCS successfully using their own methods and strategies of teaching and learning with a very limited clear understanding of the policy documents related to NCS principles while most schools and teachers are implementing through trial and error method, policy documents are just ―blue print to them as they received no clarity of them. And above all, teachers are lamenting on systematic, pedagogical and societal challenges that hindering the process of thorough implementation of NCS. Based on the findings the researcher recommends that the National Department of Education must pay attention for the Systemic challenges e.g. thorough training of teachers on methods of teaching and learning so that they can be able to understand the policies and methods of teaching and learning. She also recommends that whenever the NDoE is introducing new reforms on education, advocacy and awareness must reach the level of implementers not the understanding of the delegates. The NDoE again must pay attention to overcrowded classrooms and classes that are not conducive for teaching and learning (poor infrastructure), lack of basic and appropriate learning materials; Societal challenges e.g. Lack of parental support and Pedagogical challenges e.g. inappropriate teaching methods as well as learning and teacher support material, unqualified and under-qualified teachers, inappropriate assessment procedures, lack of support for teachers. Key words: National Curriculum statement; Teachers; Department of Education; Implementation and Perception. , Thesis (MMED) -- Faculty of Educational Sciences, 2013
- Full Text:
- Date Issued: 2013
- Authors: Sikhunyana, Philiswa
- Date: 2013
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/2957 , vital:43114
- Description: The National Department of Education has undergone drastically changes from 1994. This study is about teacher‘s perceptions of the implementation of NCS. This study seeks to reveal the perception, feelings and the beliefs of teachers towards the implementation of the New Curriculum Statement in Mount Fletcher District of Eastern Cape Province. A mixed mode approach was conducted in this study in a form of quantitative and qualitative methods. Stratified random sampling (schools) and purposive sampling was used to draw the participants (teachers) from different High schools in Mt Fletcher. Data was analyzed following this pattern of organizing, transcribing, coding, establishing themes or categories, structuring, findings which paved way for the recommendations of this study and conclusion. The findings of this study reveals that teachers are just shooting in the dark in the sense that few teachers are implementing NCS successfully using their own methods and strategies of teaching and learning with a very limited clear understanding of the policy documents related to NCS principles while most schools and teachers are implementing through trial and error method, policy documents are just ―blue print to them as they received no clarity of them. And above all, teachers are lamenting on systematic, pedagogical and societal challenges that hindering the process of thorough implementation of NCS. Based on the findings the researcher recommends that the National Department of Education must pay attention for the Systemic challenges e.g. thorough training of teachers on methods of teaching and learning so that they can be able to understand the policies and methods of teaching and learning. She also recommends that whenever the NDoE is introducing new reforms on education, advocacy and awareness must reach the level of implementers not the understanding of the delegates. The NDoE again must pay attention to overcrowded classrooms and classes that are not conducive for teaching and learning (poor infrastructure), lack of basic and appropriate learning materials; Societal challenges e.g. Lack of parental support and Pedagogical challenges e.g. inappropriate teaching methods as well as learning and teacher support material, unqualified and under-qualified teachers, inappropriate assessment procedures, lack of support for teachers. Key words: National Curriculum statement; Teachers; Department of Education; Implementation and Perception. , Thesis (MMED) -- Faculty of Educational Sciences, 2013
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- Date Issued: 2013
Experiences and survival strategies of informal traders in Mthatha, Eastern Cape, South Africa
- Authors: Seh, Vera Mantoh Ngwe
- Date: 2013
- Subjects: Informal traders -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:18447 , http://hdl.handle.net/11260/d1007299
- Description: This study investigated the experiences and survival strategies of informal traders in Mthatha, paying more attention to women. This has included their daily activities to sustain themselves and improve business performance. It has however elaborated on the reasons why people engage themselves in informal trade. Literature review shows that the reasons why people are involved in this form of trade are mainly due to unemployment, lack of education and lack of knowledge. The significance of this form of trade to the economy cannot be underestimated. Emphasis was laid on the challenges encountered by these traders. Such challenges include lack of access to financial facilities such as credit and savings; lack of shelter; harsh weather conditions and harassment and confiscation of their goods by Metro Police. The methodology of this study is primarily based on both quantitative and qualitative methods of research. Several data collection instruments were used. These included questionnaires, participant observation, in-depth interview and photography. Fifty questionnaires were administered to the informal traders and an interview schedule was used to gather information from members of the community and municipality. Description of study site, ethical consideration, limitations and delimitation has equally been presented. Data collected was analyzed using SPSS and manually. The results revealed that informal trading is a survival strategy to a large population of the people in Mthatha and the only source of income. Most of them are breadwinners who support a large number of dependents.
- Full Text:
- Date Issued: 2013
- Authors: Seh, Vera Mantoh Ngwe
- Date: 2013
- Subjects: Informal traders -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:18447 , http://hdl.handle.net/11260/d1007299
- Description: This study investigated the experiences and survival strategies of informal traders in Mthatha, paying more attention to women. This has included their daily activities to sustain themselves and improve business performance. It has however elaborated on the reasons why people engage themselves in informal trade. Literature review shows that the reasons why people are involved in this form of trade are mainly due to unemployment, lack of education and lack of knowledge. The significance of this form of trade to the economy cannot be underestimated. Emphasis was laid on the challenges encountered by these traders. Such challenges include lack of access to financial facilities such as credit and savings; lack of shelter; harsh weather conditions and harassment and confiscation of their goods by Metro Police. The methodology of this study is primarily based on both quantitative and qualitative methods of research. Several data collection instruments were used. These included questionnaires, participant observation, in-depth interview and photography. Fifty questionnaires were administered to the informal traders and an interview schedule was used to gather information from members of the community and municipality. Description of study site, ethical consideration, limitations and delimitation has equally been presented. Data collected was analyzed using SPSS and manually. The results revealed that informal trading is a survival strategy to a large population of the people in Mthatha and the only source of income. Most of them are breadwinners who support a large number of dependents.
- Full Text:
- Date Issued: 2013
Exploring learning and teaching support given by principals to Grade R teachers in Mqanduli Area in the Eastern Cape
- Authors: Pantshwa, Zimasa Prudence
- Date: 2013
- Subjects: Teaching and Learning support -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18438 , http://hdl.handle.net/11260/d1007197
- Description: The study was conducted in the Mthatha District, Mqanduli area, and it sought to enquire about the role of junior secondary school principals in supporting Grade R teachers in order to make teaching and learning in the Grade R classes effective. The researcher has noticed with concern the poor conditions of Grade R classes in the schools and felt a need for proper support. She felt the principal could champion the concept of support better, in his capacity as a manager in the school. Studies in Early Childhood Development have been done, and they pertained to all aspects of child development, parental support etc., but studies that view support from a managerial perspective in Mthatha District are scarce. Under quantitative research design, a survey research method was employed to collect a large portion of the data. A questionnaire consisting of closed and open ended questions was used in order to collect data from the Grade R teachers. Open ended questions were used in order to get a broader view and perceptions. Comprehensive sampling was used in this study because the whole population fell into the sample. All ethical considerations were observes and after receipt of permission to conduct research in the schools, a questionnaire was distributed personally to all the schools in the sample. Data was analyzed by means of the SPSS. Some of the findings identified in the study pertained to: the need for material support including good infrastructure, poor communication between principal and Grade R teacher, scarce meetings specifically for Grade R. The individual findings, together with the implications were discussed in relation to the research questions. The researcher recommended that technical support should be attended to and the principal must communicate frequently with the Grade R teacher. Financial limitations and negative attitudes from some principals were the major limitations the researcher encountered.
- Full Text:
- Date Issued: 2013
- Authors: Pantshwa, Zimasa Prudence
- Date: 2013
- Subjects: Teaching and Learning support -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18438 , http://hdl.handle.net/11260/d1007197
- Description: The study was conducted in the Mthatha District, Mqanduli area, and it sought to enquire about the role of junior secondary school principals in supporting Grade R teachers in order to make teaching and learning in the Grade R classes effective. The researcher has noticed with concern the poor conditions of Grade R classes in the schools and felt a need for proper support. She felt the principal could champion the concept of support better, in his capacity as a manager in the school. Studies in Early Childhood Development have been done, and they pertained to all aspects of child development, parental support etc., but studies that view support from a managerial perspective in Mthatha District are scarce. Under quantitative research design, a survey research method was employed to collect a large portion of the data. A questionnaire consisting of closed and open ended questions was used in order to collect data from the Grade R teachers. Open ended questions were used in order to get a broader view and perceptions. Comprehensive sampling was used in this study because the whole population fell into the sample. All ethical considerations were observes and after receipt of permission to conduct research in the schools, a questionnaire was distributed personally to all the schools in the sample. Data was analyzed by means of the SPSS. Some of the findings identified in the study pertained to: the need for material support including good infrastructure, poor communication between principal and Grade R teacher, scarce meetings specifically for Grade R. The individual findings, together with the implications were discussed in relation to the research questions. The researcher recommended that technical support should be attended to and the principal must communicate frequently with the Grade R teacher. Financial limitations and negative attitudes from some principals were the major limitations the researcher encountered.
- Full Text:
- Date Issued: 2013