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Item 13-18 year old school girls’ account and their experience of gender violence in a township school in Umlazi.(2016) Ngcobo, Siyanda Charles.; Bhana, Deevia.This study is a qualitative study that draws on an interpretive approach. The gender relational theory was used as the theoretical lens with which to view how young girls’ gendered identities are socially constructed. The purpose of this study is to explore the ways in which young girls aged 13-18 from Hope (pseudonym) Township School in Umlazi in KwaZulu- Natal, South Africa, perceive, comprehend and experience gender violence. The study examines the ways in which unequal gender power relations expose these girls to sexual violence, sexual abuse and HIV and AIDS. The study demonstrates that these girls who live in the informal settlements located near the school are vulnerable to patriarchal norms. The informal settlements from which these girls emerge are situated in lower socio-economic contexts and characterised by problematic social, economic and political issues, including high unemployment, a high crime rate, poverty, drug and substance abuse. The study is premised on the notion that all violence within the school context is gendered. This study seeks to investigate how the young girls construct their sexual identities amidst the prevailing gender violence. The findings show that some young girls are vulnerable to gender violence due to the school`s social and cultural belief systems that reinforce gender violence. The girls offer reasons for engaging in sexual practices that place them at risk, in spite of their knowledge of the dangers of sexually transmitted infections, HIV and AIDS and unplanned pregnancy. The findings also show that these young girls engage in unprotected sex with their partners due to peer pressure, and a fear of being discriminated against. The findings also demonstrate that some young girls make attempts to resist male domination by openly resisting particular stereotypical and sexist expectations of them. Moreover, the fear of contracting HIV and AIDS and teenage pregnancy acted as a deterrent with regard to some girls participating in risky sexual behaviours. The results of this research also show that parents, teachers and the surrounding school community fail to implement interventions which aim to protect young girls from all forms of gender violence. Thus, the gendered nature of girls’ vulnerability to gender violence manifests through the abuse of power by boys in school. This study found that girls are victimised both within and outside the school. It appears that boys are exempt from multiple forms of gender inequalities and sexual violence that girls are subjected to in school. This research recommends that collaboration between schools, parents and the private sector should be encouraged so that girls’ vulnerability to gender violence can be addressed. In addition, this research advocates for long term intervention plans to protect young girls against all forms of oppression in schools.Item A sociological study of the family influences, educational experiences and aspirations of a group of South African Indian female students at the University of Durban-Westville.(1995) Singh, Suchitra.; Jansen, Jonathan David.Abstract not available.Item Absenteeism among secondary school pupils.(1995) Naidoo, Karthigesan Shunmugam.; Ramphal, Anandpaul.The overall aim of this study was to ascertain the nature of the differences that exist, in selected aspects, between two groups of pupils, viz. regular attenders and persistent absentees. More specifically, the research was designed to furnish information on the following issues : a) The incidence of absenteeism and truancy in Tongaat. b) The home and familial circumstances of regular attenders and persistent absentees. c) An examination of the differences, if any, between poor and good attenders with regard to maladaptive behaviour. d) The role of the school and school-related factors as contributors to absenteeism and truancy. e) The different conceptions that regular attenders and persistent absentees may have of the future. f) The reasons offered by teachers for pupil absenteeism. The sample (N = 153 pupils) was randomly selected from a list of five secondary schools in the Tongaat area. Pupils responded to a four-part Pupil's Perception Questionnaire (PPQ) designed to gather data relating to the home and familial circumstances, maladaptive forms of behaviour, the school and school-related matters and the pupils' perceptions of their future. In-depth interviews were also held with parents of the children in the sample. Teachers (N=116) were asked to offer what they saw as the more important reasons for the absence or regular attendance of the pupils. The major findings of the study were as follows: 1. The majority of absentees fall into the age category 15-16 years. Girls were often absent with the full knowledge and encouragement of their parents while the opposite was generally true for boys. 2. Absentee rates are not consistent throughout the year. Higher figures were recorded on a Monday and a Friday(days which coincided with the week-end) and on test days. 3. Poverty, parental ill-health, parental unemployment, single parent problems and alcohol abuse featured prominently in the lives of poor attenders. 4. Positive attitudes towards education on the part of parents generated similar attitudes in their children. In general, the converse was also true. 5. Poor parent-child relationships and a lack of communication with parents often resulted in ill-disciplined children who were frequently absent from school. On the other hand, children whose parents took a keen interest in their progress and welfare attended school more regularly. 6. Poor attenders showed greater alienation from the school and the values it represented than did good attenders. 7. Poor attenders highlighted characteristics of teachers' personalities that influenced them to be absent from school while good attenders highlighted those characteristics that encouraged them to attend school. 8. Persistent absentees tended to have poorer relationships with teachers compared to good attenders. 9. Troublesomeness in class was a reliable indicator of absenteeism and truancy amongst pupils. 10. Career aspirations of persistent absentees tended to be lower than that of regular attenders. 11. The curriculum, perceived by some children as irrelevant to their needs, was blamed for generating boredom and frustration. These, in turn, contributed to their absence from school or even dropping out. Evidence from various sources show that early detection and the proper treatment of absentees can produce positive results and thereby save the individual and society much unhappiness and wastage.lt is against this background that several recommendations are made. Schools, teachers and parents (individually and collectively) can do a great deal to curb absenteeism amongst pupils. It is vital for all interested parties to create a warm, accepting and congenial climate both in the home and school situation.Item Academic (institutional) support to first year students who have limited proficiency in English as language of learning and teaching at a South African university : lecturers' experiences.(2014) Tchatchoueng, Joseph.; Kamwendo, Gregory Hankoni.; Ntombela, Sithabile Surprise.This qualitative case study was carried out in the School of Education, Edgewood Campus, at the University of KwaZulu-Natal (UKZN), South Africa. The study had two objectives: firstly, to understand lecturers’ experiences of how first year student-teachers’ abilities in the Language of Learning and Teaching (LoLT) affect their learning outcomes. Secondly, to explore lecturers’ evaluations of the academic support that is available on the Edgewood Campus to improve students’ LoLT abilities. Data were collected from consenting participants through face-to-face semi-structured interviews. Three concepts comprised the framework informing the analysis of data: inclusive education, epistemological access and the concept of the Whole School approach to the development of Cognitive Academic Language Proficiency (CALP). The findings indicate that students with limited proficiency in the LoLT tend to withdraw from participating in class discussions; often refrain from seeking lecturer assistance; are likely to plagiarise during assignments; and tend to perform poorly in examinations. Overall, the six participants found support provided to students with limited English language proficiency on the Edgewood Campus of UKZN to be negatively affected by an unplanned mass-enrolment. The participants also argue that the designated support is insufficient because it is not cross disciplinary and it is not sustained beyond the first year of study.Item The academic challenges facing deaf students at Durban University of Technology.(2011) Mazoue, Patricia.; Searle, Ruth Lesley.This study will take the form of a case study of a group of Deaf Information Technology (IT) students and their Sign Language interpreters at Durban University of Technology (DUT). These students are enrolled under a Programme for the Deaf run by the Information Technology Department. The department provides additional assistance in the form of Sign Language interpreters who attend all their lectures and also provide extra tutorials for them. The aim of the research is to identify the main challenges encountered by this group of students at DUT. I first became aware of the existence of these students while engaged in an action research project at the beginning of 2005 and realised that this was an area that needed further study. There is a lack of research on Deaf students in tertiary institutions in South Africa and there are not many tertiary institutions which enrol Deaf students and provide them with a Sign Language interpreter. I realised that this was an area which needed to be researched and that the resulting findings could make a difference to the lives of Deaf students at DUT by identifying the main problems and perhaps suggesting ways in which these could be addressed. Group interviews with the Deaf participants were conducted with the assistance of a Sign Language interpreter in order to explore their challenges. Further interviews were conducted with the interpreters who were interviewed individually. The study was limited to Deaf students enrolled under the undergraduate Programme for the Deaf at DUT and, as a result, might not reflect challenges faced by any other deaf students at DUT or other tertiary institutions. The findings identified, amongst others, problems such as poor literacy levels of the Deaf students and lack of communication between the Deaf students and hearing staff and students on campus among other problems. The Deaf students felt marginalised and largely ignored on campus. There was very little awareness of Deafness among hearing students and staff at DUT. Some possible solutions to these problems were suggested such as including deaf awareness in the orientation of hearing staff and students.Item Academic intervention experiences of 'at-risk' students : a case of an undergraduate programme in a South African university.(2014) Mngomezulu, Samukelisiwe Dorothy.; Ramrathan, Prevanand.The higher education landscape in South Africa has significantly changed upon attainment of democracy in 1994. Access to higher education has been increased for students from previously disadvantaged groups. However, access to higher education has not been met with success as a significant number of students fail to complete degrees in the minimum time required or drop out of programmes completely. Universities have to be responsive to such challenges hence there is a need for institutionalization of academic support programmes. This study sought to ascertain students’ experiences of causal factors and of academic support interventions in one of the Schools in a South African university. The study is underpinned by the Ecosystemic Perspective Theory, Attribution Theory, Vygosky’s Social Development Theory and Chickering’s Theory of Identity Development theories. Informed by the interpretive research paradigm, the study adopted a qualitative case study design in which data were solicited from a purposive sample of ‘at- risk’ students participating in academic support programmes offered by the School. Data was collected through document analysis, focus-group as well as individual interviews. Interpretive phenomenological analysis was used to analyse data. Content analysis through emerging themes was also used to analyse data. Data presentation is in the form of thick description in which verbatim quotations are used to present participants’ views. Findings were analyzed and collated into common themes which revealed that ‘at- risk’ status is caused by multiple factors emanating from both secondary and higher learning education. The study revealed that some challenging factors emanating from secondary schools were prevalent at a higher institution. Academic and non-academic factors were considered to be the main factors that contributed to poor academic performance. Participants revealed that they dealt with challenges differently depending on the nature of the problem. It emerged that warning of ‘at- risk’ status created a plethora of emotional and psychological experiences. It also emerged that intervention support participants received was beneficial to participants but some felt it was reactive rather than being pro-active. In conclusion, the study showed that student performance was negatively affected by academic and non-academic challenges that were both in and prior to university studies. Academic support programmes in place assisted the students and to a certain level but the timing of support and a non-holistic approach remained a challenge. I recommend an inclusive approach to student support within higher education which is largely data driven and includes all registered undergraduate students. Furthermore, early warning detection systems should be built into the data- handling systems so that students, staff and the intervention student support services can respond appropriately and timeously to potential impediments to students’ academic progress.Item Academic use of smartphones among secondary school students.(2018) Mashonganyika, Eliot.; Shawa, Lester Brian.This study explores the academic use of smartphones among secondary school students at Harare High School with the aim of contributing to new educational trends in Zimbabwe. It employs the interpretive paradigm and is informed by the Actor-Network Theory. It explores how students use smartphones for academic purposes, examining the various perceptions on academic use of smartphones, and analysing reasons for students at Harare High School to use smartphones for academic purposes the way they do. Qualitative research methods were employed using a case study research approach. Semi-structured in-depth interviews, questionnaires, an observation schedule, and documents were used to generate data. Questionnaires were also used for sampling purposes. Miles and Huberman Framework for Qualitative Data Analysis was used for analysis of data. Findings reveal that students at Harare High School use smartphones for research, downloading and storage of learning materials, and collaborative learning. Most students perceive smartphones as convenient learning tools in view of the newly introduced education curriculum, which emphasises research and innovation. Students also use smartphones for social networking and entertainment. Challenges of distraction, abuse, addiction, and other behavioural challenges were revealed, raising the need for close monitoring by teachers and parents. This study recommends that: 1) the Ministry of Education in Zimbabwe should formulate a policy that makes it mandatory for schools to use smartphone technology, 2) schools should consult with ICT experts offering strategies that regulate academic use of smartphones, curbing abuse, 3) teachers should be trained to be smartphone-literate so that smartphone technology may be adopted as a compulsory learning tool, 4) teaching of media literacy and character education should be adopted to empower students to use smartphones profitably, and 5) schools should levy parents in order to raise funds to buy smartphones for students. This study has added new knowledge to the understanding of the academic use of smartphones in the Zimbabwean context. It provides methodological and theoretical contributions through data-generation methods employed, and in its use of the Actor-Network Theory. In conclusion, despite the challenges mentioned, all Zimbabwe schools should embrace the academic use of smartphone technology because the benefits outweigh the challenges.Item Academic writing experiences and literacy development of engineering students at a South African university of technology.(2023) Makhanya, Nontsikelelo Lynette Buyisiwe.; Shawa, Lester Brian.This study drew on the Cultural Capital Theory and the Academic Literacy Model to explore the academic writing and literacy development experiences of Engineering students at a selected university of technology in South Africa. The study sought to explore the literacy experiences of Engineering student participants over time to determine the efficacy of the knowledge and skills they acquired in relation to academic writing and literacy development. Three critical questions were posed: ● What are Engineering students’ experiences of academic writing and literacy development at the selected university of technology under study in KwaZulu-Natal Province? ● How do Engineering students experience academic writing and academic literacy support offered by the Academic Literacy and Language Support unit at the university of technology under study? ● Why do Engineering students experience academic writing and literacy development the way they do at the selected university of technology under study? Qualitative research methodologies were employed. This study was also underpinned by the interpretive paradigm which is characterised by the concern for the individual and the desire to understand the subjective world of human experience. Data were produced using in-depth semi-structured interviews and reflective journal entries and were analysed using thematic analysis. The findings revealed that, although the participating students were underprepared to engage with academic writing at university level, there was improvement in their academic writing skills over time. The study contributes to knowledge of our understanding of how to improve the academic writing capabilities and literacy development of students, including those who come from rural and low socio-economic backgrounds and whose academic development is often retarded by limited cultural capital. The study further highlights the role of IsiZulu (the predominant language in Kwa-Zulu-Natal province) in the academic writing and literacy development of rural students whose first language is IsiZulu. The study also highlights the value of the selected theoretical framing and the methodological approaches that were employed as these contributed significantly to the outcomes as described in this thesis. The unique contribution of this study to the pool of knowledge and scholarly endeavour is the integrated approach that it proposes for embedding literacies within discipline-specific content at the institution of higher learning under study.Item Access to schooling spaces for my child with Down Syndrome : an autoethnography.(2014) Gramanie, Pushpagandhi.; Sookrajh, Reshma.As part of the Indian diaspora whose ancestors were indentured labourers brought to South Africa to work in the sugar plantation (Mishra, 1996) with little scope for education, I repeatedly heard the expression ‘the only way to escape poverty is through education’ from my grandparents and parents. The access I had to schooling, and the opportunity to complete, provided me with a passport to tertiary education, a privilege only a few of my siblings had. The importance of education was instilled in me from my childhood and it was a natural expectation when I became a parent, to want access to good quality education for my own children. My pursuit of access to schools for my daughter with Down syndrome was an immense challenge with no guarantees in the South African context. I have undertaken this study to reflect on nearly fifteen years of formal and informal schooling for my daughter, Tiara. In an effort to purposefully engage the reader on the subject of schooling spaces and access to it, I considered autoethnography most suitable for the task. It offers me the scope of using personal experiences as principal data and the latitude to express those experiences in a mosaic format by intersecting and sometimes collapsing it with those of others. These ‘others’ consisting of four women, are part of a community of practice, and predominantly parents of children with Down syndrome who interact within my social space. This allowed a wider interpretation of my experiences in relation to others. Their cameos which emerged from semi structured interviews conducted at a time and place at their convenience are captured alongside mine as episodic nodal moments. In choosing autoethnography as the methodology, greater consideration was given to the issue of ethics to ensure confidentiality and respect of all informants. Three of the informants each have a child with Down syndrome. The fourth informant is an academic who is a prolific researcher in the field of Inclusive Education. Her input is from a dual perspective of having a sibling with disability and being a key role-player in the crafting of policies pertaining to inclusive education in South Africa. These reflective accounts were excavated predominantly through qualitative method of memory work. While memory-work is broadly recognized as a profoundly felt emotional experience, it is first and foremost a research tool (Cadman, Friend, Gammon, Ingleton, Koutroulis, McCormack, Mitchell, Onyx, O’Regan, Rocco & Small., 2001). Memory work entailed chronicling past events in as much detail as possible with occasional stimuli to trigger recall. A coalescing of all chronicles and cameo accounts pertaining to access to schooling spaces for children with Down syndrome is followed by thematic analysis. This is discussed in a mosaic format with all chronicles and cameos interwoven. A created multidimensional model of access, influenced by Nind and Seale (2010) helped unpack the enabling and disenabling aspects of experiences of accessing schooling spaces for children with Down syndrome. This is done to shed insight on the state of South African segregated schooling in public education, in both mainstream and special needs and the challenging experiences of access to inclusive schooling spaces for children with Down syndrome. The data suggests that despite enabling legislation, implementation of inclusive policies reflects gaps, primarily in lack of political will and sustained effort. Physical access into a school did not necessarily mean that Tiara had enabling access to and meaningful participation in the spectrum of schooling experiences: systemic, curricular, social, pedagogical, spaces and practices. Parental advocacy has historically contributed to the evolution from medical deficit model to social justice but the need for endurance to continue the fight for accessible inclusive spaces continues to be unyielding.Item Access with success: a case of students with learning disabilities at a technical and vocational education and training college.(2019) Ndlovu, Lihle Mbalenhle; Hlalele, Dipane Joseph.The Technical and Vocational Education and Training (TVET) sector in South Africa has been acknowledged for its capabilities necessary for skills development. However, its role in transferring these abilities to students with learning disabilities (SWLD) in an inclusive environment has not yet been made explicit. Nevertheless, the proven increase in the numbers of SWLD in TVET colleges leaves questions about issues of success after access has been granted to SWLD. Therefore, the objective of this study was to explore how SWLD access education and succeed at TVET colleges in South Africa. The study was theoretically located within the assets-based approach. It intended to establish the available assets that were utilised or underutilised by the college in addressing concerns of access and success of students with learning disabilities at a TVET college. It further utilised qualitative research methods. An interpretivist paradigm was used to understand how access with success of students with learning disabilities (SWLD) at a TVET college is perceived, understood and experienced by SWLD, hereafter). The researcher worked with six participants: three SWLD, and three TVET staff members (a head of department, an inclusive support coordinator, and a lecturer). Considering the fact that the study had only mentioned the word “students” in its topic, staff members were purposively targeted under the assumption that they interact daily with issues of SWLD to ensure smooth access and success. Data was generated through semi-structured interviews and focus-group discussions. Thematic content analysis was used to identify and record themes and subthemes within the data. The results suggested that while SWLD have learned to mobilise their internal capacities or assets, as well as other assets in and around the college, to independently achieve access with success, various impediments exist such as underutilised assets, untapped student potential, and the lack of availability of an internal inclusion policy document. The study revealed that these are unmapped assets which could address threats that were identified by participants while navigating the current situation regarding access with success at the TVET college. The study identified lecturers as assets, community involvement and coordinated efforts as important potential ways of enhancing opportunities to expand access with success at a TVET college. The need for the proper implementation of inclusive education was pointed out by the SWLD. This need emerged from the discovery that most SWLD are taught in a different setting, and have limited opportunities to enrol in their desired field of study. Furthermore, a need for economic independence was further identified, as SWLD have the same aspirations and career dreams as all other students. Lastly, the intrinsic motivation of SWLD was observed to be a key factor in their success at TVET college, as it enabled them to develop the necessary survival skills to make a successful transition to higher education. The study recommends that the TVET college provide lecturers with special pedagogical training to develop their skills and confidence in relation to teaching SWLD; that it foster more awareness within the college to minimise discriminatory attitudes; that it learns to map and mobilise assets in and around the college to address existing gaps in the education of SWLD, while waiting for external support; that it fast-paces the finalisation of the internal inclusion policy draft; and that it consider employing people with disabilities in order to develop a better understanding and implementation of inclusion.Item Accountability to whom? For what? : teacher identity and the Force Field Model of teacher development.(University of the Free State, 2008) Samuel, Michael Anthony.The rise of fundamentalism in the sphere of teacher education points to a swing back towards teachers as service workers for State agendas. Increasingly, teachers are expected to account for the outcomes of their practices. This article traces the trajectory of trends in teacher education over the past five decades arguing that this "new conservative trend" is but one of the many forces that characterise present interpretations of the goals of teacher education and development. A de-professionalisation of teaching as a career looms on the horizon. Each era has progressively provided new insights into what the goals for teacher education could and should be. These have become increasingly layered into expanding roles and responsibilities being foisted on teachers. The article argues that this could threaten teaching as a career and fewer individuals now willingly choose the teaching profession. If they do, their accountability is seldom to quality teaching and learning as professional teachers find themselves threatened on a number of fronts by contradictory and often competing forces. The article presents a model for understanding the complexity of forces influencing teachers' identities, and shows why there is a need for creative discursive spaces for the coexistence of these many forces. Rather than capitulate to the forces of conservatism, the article argues that teacher professional growth can flourish when it is able to understand deeply the biographical, contextual, institutional and programmatic forces that impinge on teacher identity. The Force Field Model of Teacher Development thus provides stimulus for creative dialogue and renewal.Item ACE technology lecturers' and in-service teachers' understanding of the design process and its enactment in their pedagogical practice.(2015) Mabaso, Bongeka Petunia.; Alant, Busisiwe Precious.This thesis is an exploration of Advanced Certificate in Education (ACE) Technology lecturers’ and in-service teachers’ understanding of the design process and how it influences their pedagogical practice. Creativity, critical thinking, problem-solving capabilities and other related skills are key aspects of Technology Education. In order for Technology learners to develop these capabilities and skills they need to engage with the design process. It is in this regard that the design process is argued to be the core of technology education. Hence, it is argued that it ought to be used to structure and drive the delivery of all learning aims of the Technology subject in South African schools. Research shows that the context based and complex nature of the design process presents a huge challenge for teachers. As a result, teachers present it as a linear process, rather than an iterative process as suggested in the South African Curriculum and Assessment Policy Statement for Grades 7-9 Technology. The two research questions explored were: “What are ACE Technology lecturers’ and in-service teachers’ understanding of the design process?” and “What informs and influences Technology Education lecturers’ and in-service teachers’ understanding of the design process?” These questions were addressed through the use of a questionnaire and two focus group interviews with the ACE Technology lecturers’ and teachers’. Schön’s notions of reflection-in-action and reflection-on-action were used to trace how these ACE Technology lecturers’ and teachers’ developed their understanding of the design process. The results indicate that through the use of reflection in and on action, ACE Technology lecturers’ and teachers’ understanding of the design process broadens and changes. Reflection occurred by means of narrative, graphic presentations and participative engagement methods. W.r.t. to Research Question 1, four conceptions of the relationship between the design process and problem solving emerged which then led to the emergence of the seven ways in which the design process is understood: Conception 1: Design process is action orientated. Conception 2: Design process is not linear, but iterative. Conception 3: Design process is solution based. Conception 4: Design process is appraisal and evaluation. Conception 5: Design process is systematic. Conception 6: Design process is complex. Conception 7: Design process is context based. With regard to Research Question 2, the findings revealed two factors that influence and inform ACE lecturers’ and teachers’ understanding: a) reflection and interacting in a community of practice and b) the interface between understanding and practice. This interface is premised upon two factors which cause understanding to be transformed and confirmed during practice: (i) contextual issues and (ii) identity. In this regard, the analysis of data from this study shows that ACE technology lecturers’ and in-service teachers’ understanding of the design process not only directs their pedagogical practice but impacts on learning of Technology with respect to critical thinking, innovation and creativity.Item The acquisition of reading without formal instruction.(1994) Blignaut, Amanda D.; Farman, Robin Hylton.Abstract available in PDF.Item Addressing educational and pastoral needs of vulnerable children in the eThekwini region : a case study of two drop-in sites.(2007) Mahlase, Zabalaza Richard.; Ntombela, Sithabile Surprise.This study presents the findings of a qualitative case study research to explore andItem Adolescent attitude to authority : a study done at Boys' Town, Tongaat.(2003) Govender, Amutha.; Bojuwoye, Adetola Olaniyi.The present study investigates the attitude of adolescents to authority. Thirty-eight adolescents from Boys' Town, Tongaat, participated in this study. The intention of the study was to investigate the attitude of the boys to authority and to determine whether there was a difference in attitude to authority according to grade, race, parental academic background or type of family structure that the boys had. Generally the adolescents at Boys' Town, Tongaat, viewed the mother as authoritarian and the father as authoritative/flexible. Boys in grade 6-9 viewed both mother and father as authoritative/flexible while boys in grade 10-12 viewed both mother and father as permissive. The Indian and black adolescents viewed mother and father as authoritative/flexible while the white and coloured adolescents viewed mother and father as permissive. When parents had grade 12 or less qualification both mother and father were viewed as permissive. When parents had a post-matric qualification, both mother and father were viewed as authoritative/ flexible. Adolescents from single-family households found mother to be authoritative/flexible and father to be authoritarian. Adolescents from nuclear-family households found mother to be equally permissive and authoritative/flexible and father to be permissive. Adolescents from extended-family households found mother to be permissive and father to be authoritative/flexible. Adolescents from foster families found both mother and father to be authoritative/flexible. The positive changes that were brought about in the adolescents and in their relationship with their environment during their stay at Boys' Town, Tongaat, leads to the recommendation that the behaviour modification programme and the parenting skills workshop adopted by Boys' Town, be examined and assessed with the possible consideration for implementation at South African Schools and homes.Item Adolescent suicidal behaviour : a desperate cry for help.(2007) Govender, Amutha.; Naidoo, Zaiboonnisha.; Ramrathan, Prevanand.There appears to be a need to demystify suicidal behaviour not just for the benefit of researchers and health workers but equally for parents, teachers and most importantly for adolescents themselves. The focus in this study was on attempting to provide a fresh perspective of adolescent suicidal behaviour by viewing some delinquent and deviant behaviour as possible manifestation of suicidal behaviour and by decoding and making an attempt to understand the non-verbal voices/cries of suicidal adolescents. In general, suicide and suicidal behaviour among adolescents, has received relatively little attention from Education Departments throughout South Africa. Suicide-prevention is also sadly neglected by government and public health authorities. Unfortunately, despite the fact that the phenomenon has become the first cause of death among the younger age groups, with a higher mortality rate than for road accidents, it has not so far managed to provide backing for preventive schemes within the school and community systems of the same magnitude as the ones developed to tackle other public health problems, such as Aids. The purpose of this study was to gain greater insight into the phenomenon of adolescent suicidal behaviour so that a clearer and broader definition (that included both overt and covert behaviour) was formulated. This will then assist, amongst others, educators, parents and adolescents to identify more easily adolescent suicidal behaviour in its various forms . The study also hoped to investigate and identify the factors that could contribute to suicidal behaviour in adolescents. It also hoped to explore what support systems were available and accessible to the adolescents, more especially those manifesting deviant and delinquent forms of suicidal behaviour and to investigate the effectiveness of the support systems. The concept of networking and creating supportive connections is strongly supported when facing problems of suicide and suicidal behaviour. In creating a connection with the parents, teachers are able to better connect with learners because they will be more aware of the stressors that adolescents are experiencing. Since evidence indicates (Snyder, 1971) that potential suicide victims typically turn first to family and everyday friends and to the more traditional and perhaps formal sources such as clergy, psychiatrists, social workers only later, the need for the school to be more ready to play the role of referrer to other established sources of help is apparent. Teachers should not mistake adolescent suicidal behaviour for just delinquent 'brat' behaviour. In many situations adolescent suicidal behaviour becomes a way of communicating with others after all other forms of communication have broken down - when connections with the outer world is tenuous or non-existent. Stigma keeps adolescent suicidal behaviour from being identified as a public health problem that is preventable. This could be the reason (besides financial ones) why the Department of Education has not seen the urgency to strengthen counselling services in schools. In the absence of such support parents, educators and adolescents need to join forces - create a network of connections - both physical and emotional - so that desperate cries of adolescents are heard, interpreted and eliminated.Item Adult education for community development : the case of Ugandan non-governmental organization.(2014) Twine, Bananuka Hannington.; John, Vaughn Mitchell.A number of studies have explored the relationship between adult education and community development. These often do not provide in-depth accounts of how such relationships emerge and develop. The case study of Emesco Development Foundation (EDF) was conducted to specifically interrogate this relationship from the contextual setting of a single NGO in Uganda. The interest was on how adult education emerged, is understood and practiced by novice adult educators in community development work. EDF is a rural-based, indigenous NGO located in Kibaale district, mid-western Uganda. The study, a qualitative investigation, was framed by the educational theories of Nyerere (1973) and Freire (1972) and located within the critical theory paradigm. The two theories, which provide radical perspectives of adult education, resonate well with the participatory approaches to community development that have taken centre stage in the NGO world and are reminiscent of practices in EDF. Youngman’s (2000) framework of political economy of adult education and development was also adopted, later during the study, to explain the understandings and practices of adult education in EDF within the socioeconomic, political and global context. As is the norm with case study design, a range of methods were used to generate data and these included interviews, focus group discussions, document review, observations and photovoice. Findings indicate that EDF’s philosophy, policies and practices on adult education have been characterised by change, power dynamics, ideological contradictions and compromises. EDF’s initial focus of social enterprise as a driver of community development has over time been replaced by a focus on ‘giving knowledge and skills’ or providing adult education. Consequently, most actors have had to re-negotiate identities of adult educator in addition to their professional identities. In a bid to harmonise the multiple forces and interests of various stakeholders, EDF has assumed the position of a ‘power broker’ as a survival strategy. The study noted that adult education as field of practice and discipline is broad, complex and dynamic. It therefore recommended that adult education unlike most professions should promote an inclusive culture in order to accommodate other professions and novice actors. The study further highlights a need for EDF to strengthen its income generation capacity to sustainably finance its projects and thus avoid having to compromise their valued ideology.Item Adult learning in a Bible study group: an Apostolic Faith Mission case study in the Bulwer rural area.(2022) Zaca, Nondumiso Heather.; Harley, Anne.; Mbatha, Lynette Lulama.The way in which adults learn the Bible depends on the approach that the church uses when it comes to Bible teachings. This study explored what keeps adults coming to Bible study group meetings, and what and how they learn from their involvement in the group. The study focused on the Apostolic Faith Mission (AFM) of Southern Africa in the Bulwer rural area within the Harry Gwala region of KwaZulu-Natal, South Africa. This study was located within the interpretative paradigm and used a qualitative approach. The data of the study was collected through the telephonic interviews with five participants who are active members of the AFM Bible study group in Bulwer. The study adopted Schugurensky's (2000) conceptual framework regarding the forms of informal learning and Wenger's (1998) communities of practice as its theoretical framework. The findings of the study indicate that adults joined the Bible study group to learn about God, because they are hungry for God’s Word. Members of the group believe that they learn to develop their spiritual being and to dwell in God’s Word. The data showed that the group assists its members to share information with each other, and that members believe that you cannot learn the Bible well by yourself – learning the Bible is better when you do it within a group of people. This is particularly so for the members who cannot read. Additionally, it was revealed that the leader of the group plays an important role in the group, particularly because he is responsible for reading the Bible to the group. The members feel happy coming to the Bible study meetings because they are all treated equally. The major recommendations arising from the study are that the AFM in Bulwer needs to carefully consider the scheduling of Bible study group meetings, as well as look at ways in which it can better support adults who are not literate. Keywords: Bible study group; Adult learning; Informal learning; Community of practice; Adult learner motivationItem Adults in the mainstream : free primary education in the southern districts of Lesotho.(2002) Ramaqele, Thabele.; Lyster, Elda Susan.The United Nations Declaration of Human Rights has as one of its components and the world call to achieve education for all has led to a number of countries' introduction of Free Education. In Lesotho the call was heeded with the introduction of the Free Primary Education Programme in phases as from the year 2000. It was with the advent of the Free Primary Education Programme that a number of adults who never had formal schooling and or who had very little schooling took advantage and enrolled in the mainstream of primary education. This study therefore investigates the teaching and learning processes of adult learners in the mainstream of primary education where the curriculum is designed for the school age learners. It consists of the in-depth investigations of three primary schools in the Southern districts of Lesotho namely Moyeni Primary and Zibandayo Primary in the district of Quthing; and Naleli Primary in the district of Mohales'hoek; This study also investigates how these schools handled the education of adult learners while still not compromising the tuition of the school age learners. It also tried to find solutions as to how best the tuition of the adult learners could be handled so as to benefit them and the country as a whole.Item Affected by the loss of a classmate.(2007) Jonathan, Chantelle Unice.; De Lange, Naydene.The HIV and AIDS pandemic that has struck worldwide has impacted not only on those whose lives it has taken but on the loved ones left behind to cope with the trauma, stigma and discrimination of the disease. HIV and AIDS presents a challenge to all, especially early adolescents whose lives, already complicated with their negotiation to adulthood, are also affected and infected by HIV and AIDS. How early adolescents cope with death is influenced by their developmental level as well as by their relationships to the deceased. Schools as secondary institutions of socialisation are charged with not only the academic development of their learners but also their physical, moral and social development as well. Schools are responsible for educating the learner in a caring school environment and educators are tasked with the added responsibility of providing pastoral care for their learners in times of distress. The inclusion of death education and policies to support learners following death becomes a necessity as the incidence of death increases. Research with regard to this study was conducted as follows:- • A literature study of available literature was done. • Qualitative research comprising the use of unstructured interviews was used to obtain data. Six participants from the class of a primary school who experienced the loss of a classmate participated in the research. Data was obtained during audio-taped interviews which were then transcribed and coded by the researcher to establish themes and categories. Conclusions were drawn from the data yielded in the research and the literature study and recommendations were made. The aim of these recommendations is to facilitate helping the Department of Education and Culture to empower educators in pastoral care and counseling who in turn will be able to assist learners in need of care.