Foundations of Education

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An investigation into why some black parents send their children to multi-racial schools in Natal
(1993) Nzimande, Esther Dudu.; Nxumalo, O.E.H.M.
In this study the reasons why some Black parents send their children to multi-racial schools in Natal are investigated. The primary aim of this research is to find out what attracts these parents to these schools. Data was collected from parents by means of a questionnaire. The survey revealed that Black parents want ^best education for their children. The study found that parents could not get the best education for their children from schools that cater for Blacks only "because of the inferior education offered in such schools". Parents said that they therefore resorted to sending their children to multi-racial schools, as the government appears to be unwilling to seriously address the crisis in Black education. There is however a drawback with the open private schools. The fees charged by these schools as the study revealed, are so exhorbitant that only the wealthy or middle class Black families could afford them. On the other hand, a number of white schools are experiencing a serious crisis - student numbers were declining, drastically. This means that these schools were to wind up their business. The announcement that certain former white schools were to be open to Blacks has also to be seen in this light. To control this process, these schools were labelled Model A, B and C and later on Model D was added. Each model has its own requirements for admitting Black students. The study revealed that Black politicians and educationists have rejected these models. They reckon that these models do not come near to solving the crisis in Black education. Furthermore, the government did not consult the Black community when introducing these models. The fact that these schools have clearly shown that they are not a solution to the crisis in Black education, strengthen the call for a single education ministry. It is hoped that such a ministry can facilitate the integration of schools in South Africa.
An investigation into the educational performance of black high school students who lodge at private homes in the Nongoma circuit
(1995) Khumalo, Blasius Dumisani.; Nxumalo, O.E.H.M.; Ngcongo, R.P.
This study has investigated the relationship between lodging at private homes by some students, and their educational performance. The researcher is of the opinion that the social environment of lodger homes creates conditions that do not help the educational efforts of the students. The historical background in this study has identified social, economic, political as well as school factors as contributing to the history of lodging. The literature review has shown that these factors can positively or negatively affect the educational efforts of the students. The responses to the questionnaire revealed that students at lodger homes are left to themselves. Lodger students do not enjoy parental support, care motivation and encouragement which would enhance their educational efforts. In the light of the findings, the study recommends that the problems surrounding lodger students be tackled.
Sexist vs non sexist education : its implications for the education of South African Indian females
(1995) Ponnusamy, Marimutu; Nxumalo, O.E.H.M.
The purpose of this study was to measure the extent to which sexism and/or non-sexism is practised in Indian Schools, controlled by the HOD's Department of Education and Culture and then consider its implications for the education of the South African Indian females. Three methods of research-survey, questionnaires and interviews - were used to gather data from a population of 414 persons, comprising parents, educators and students The researcher intended to establish how these people perceive the influence and impact of sexism/non-sexism on the education of the Indian girls. The data were analysed and interpreted by the 'Triangulation Technique' to enhance the accuracy and the authenticity of the findings. The literature review revealed that sexism in education is universal. Most societies under-invest in their females' education; and although there has recently been equal access to education there has not been equal opportunities to both the sexes. Little information on sexism in Indian education was available. In the historical review of the education of the Indian females, three distinct periods of governmental control were identified - Natal Colonial Government (1860-1910), Union Government (1910-1961) and Republican Government since 1961. In each period the parents and the government had discriminated against the Indian girls and under-invested in their education. Theoretical perspectives on sexism and the practices of sexism and/or non-sexism obtaining elsewhere In the world were presented. This exposition focused on the construction of gender, sex-role stereotyping how the school perpetuates these gender differences, and how education is planned and dispensed to empower the males and disempower the females. Comparisons with the Indian situation in South Africa revealed a close resemblance in the way sexism works. This research demonstrated a confirmation of the sexist practices. The main findings revealed that : the HOD's Department of Education and Culture is sexist; the schools do not overtly practise sexism but the status quo reveals sexism; the differentiated curricula are designed to covertly empower the males over the females in the workplace and the wider society; the Indian parents and the government still under-invest in the girls' education; although the Indian parents now value the education of their daughters, they could still sacrifice it in favour of their sons; sexual harassment occurs at schools and the school population is not fully aware of the institutionalised sexism in Indian education. Emerging from these findings are the following recommendations: integrate schools on non-sexist lines desist from sex-role sterotyping and allocating work according to sex at schools conscientize and transform the school population adopt open curricula at schools empower women teachers use non-sexist language and literature at schools deal effectively with teenage pregnancy encourage women to engage in wage labour include parents in restructuring education.
The management of classroom behaviour problems in secondary schools
(1997) Zondi, Zithulele; Gawe, N.
Literature and research studies have widely identified and documented the need for teachers to acquire classroom management skills and strategies in order to handle classroom behaviour problems. Teachers perceive classroom management as one of the major problems of concern in their teaching. The lack of South African literature and research on classroom management to assist teachers renders the problem of dealing with classroom behaviour problems more serious. This research investigation rests on the premise that teachers experience classroom behaviour problems which they have difficulty in managing. Teacher education institutions fail to cover the subject and subsequently teachers lack adequate skills, knowledge and taming in classroom management. This affects the teaching-learning process and places a challenge on the teachers to establish an effective teaching and learning environment. The study revolves around the following research problem: How do secondary school teachers manage classroom behaviour problems? In order to place this study in its proper perspective relevant literature on classroom management was analysed. The review of literature provided a focus on principles of managing classroom behaviour problems as the framework on which this study is based. The study adopted the qualitative approach. Classroom behaviour problems are readily observable under their natural settings and how teachers handle classroom behaviour problems rests on the circumstances from which they emanate. Observations and interviews were conducted in two secondary schools which are situated at KwaDlangezwa and eSikhawini in KwaZulu-Natal to observe how teachers handled classroom behaviour problems as they naturally occured and how they perceive their management of classroom behaviours. The findings of the study revealed that there were classroom behaviour problems that were common to most teachers and there were those classroom behaviour problems that were unique to individual teachers. The findings also revealed that most teachers were inadequately, if not at all, trained in handling classroom behaviour problems. This eventually made them to rely more on their intuition than on strategies and techniques that may have been identified as being helpful in minimising classroom disruptions. The teachers were aware of their inadequacies but lacked proper guidance. The researcher concluded the study by making recommendations such as introducing classroom management in teacher education curricular, inservice training for teachers, further research on managing classroom behaviour problems in the South African context, workshops to be organised for teachers by experts, and the department of education to formulate a working document that will form a framework on how teachers can deal with classroom management problems. Lastly, it is highly recommended that teachers approach their duties professionally and respectfully so as to eliminate some if not all classroom behaviour problems.
The role of open schools in the process of social change in South Africa
(1997) Bhengu, Paulus.; Urbani, G.; Zulu, P.M.
This study considers open schools as a movement for reform and social change. It is argued in this study that the mere act of opening up schools to all race groups is an important step in the road to social change, particularly in a country where government had enacted several pieces of legislation to prevent racial mixing of pupils in schools. A combination of social, political and economic factors such as, the crisis in black education culminating in the 1976 Soweto uprising, the moral and the social conscience of the Churches, corporate social responsibility, skills shortage and the government reform initiatives during the 1990's are cited as the main reasons for the opening up of schools. Theoretically, the study draws on the assimilationist and pluralistic models. These two models are prevalently used in the provision of education in a society comprising of people from diverse groups and backgrounds. Approaches under each of these two models are initially discussed and analysed, and later applied in the conclusion. This dissertation depicts the attitudes of 100 respondents selected from the teachers, parents and pupils ranks associated with open schools in the Durban Metropolitan area. Findings drawn from the empirical data indicate that the different views on open schools held by black and white respondents somewhat blur the role of open schools as catalysts for social change. Blacks interpret open schools from the educational standards point of view, whereas whites see open schools as providing an opportunity for socio-cultural enrichment. As a result of the differing views, the educational approach adopted by open schools vacillates between assimilationism and pluralism. Be that as it may, respondents displayed overwhelming support for the potential open schools have to bring about social change. Finally, on the basis of the aims of the study and the empirical findings, conclusions are drawn. Recommendations to make open schools viable agents of reform and social change are formulated as follows: That open schools reflect their 'openness' in practice in keeping with their intended mission. That open schools revisit their school policies with a view to addressing those aspects of policy which members of certain groups find objectionable. That open schools practise differentiation with care. That open schools implement training for teachers on dealing with school population diversity. That open schools work on producing appropriate teaching material to be used in open schools. That open schools and the Department of Education should co-operate in dealing with problems arising from the 'openness' of schools.
The role of arts in aesthetic education in South Africa
(2000) Gcabashe, Nomndeni Hayethah; Urbani, G.; Vos, M.S.
The aim of this investigation was to establish the role of art in aesthetic education in South Africa. From the literature study it became clear that modern societies are gradually turning into technotronic societies as electronic news networks and computers bring about radical changes, accompanied by value shifts. Technological societies can be potentially beneficial by increasing personality aspects such as self-actualisation, but can also be detrimental to mankind's development by creating social and pedagogical problems. In a modem society scientific knowledge, technology and prosperity (wealth) define power, and "a brave new world" has appeared in which a person can achieve his objectives by means of his own power and intellect, and does not need God or his fellow man. Human contact is replaced by technology (automatisation, electronic, mass media), resulting in the creation of an inhuman technological society. On the one hand technology has multiplied the casual meeting of people and cultures, whilst on the other hand it has led to increased loneliness of people and a formality in human relationships, increasing the distance between people in an extremely complex world, In this study certain aesthetic objectives experienced in art education were highlighted as well as possibilities of career opportunities, should the secondary school curriculum include art as a subject Attention was given to Design Education as the global name for all works of art, with special emphasis on art forms which can be regarded as authentically South African, These art forms include handcrafts, the manufacturing of textiles, jewellery and furniture, as well as design in printing, packaging and advertising. It was shown that Design Education in schools should be regarded not merely as an interesting career but as a subject that can contribute to the economy of the country and also be instrumental in making life more meaningful to people in general Career opportunities in the following fields were discussed in details: industry, interior decorating, ceramics, jewellery rnanufacturing, clothing, textiles, entertainment, film, video and audio taping and the fine arts. The main purpose of education should be to lead learners to optimal realisation of their unique potential. Art education will not only be instrumental in educating learners about developments in the scientific and technological fields but will also allow them to use and apply their skills to their own benefit as well as to that of others. For the purpose of the empirical investigation a self-structure questionnaire was utilised. An analysis was done of 150 questionnaires by the educators of secondary schools in KwaZulu-Natal The data thus obtained was processed and interpreted by means of descriptive and inferential statistics, in conclusion, a summary and certain findings emanating from the literature study and the empirical investigation were presented. Based on these findings, the following recommendations were made; • Works of art should be accorded equal status with other subject areas of the curriculum and this should be reflected in the allocation of resources. • Principals of schools and art educators should construct policies and procedures of governing all the art subjects in schools, particularly in relation to the allocation of time and facilities. • Patterns of assessment should emphasise the principles and objectives of art education and of the nature of aesthetic experience and development. • The appropriateness and usefulness of criterion-referenced tests in arts should be fully investigated.
Parent-ducator partnership and the culture of learning and teaching in secondary schools in KwaZulu-Natal
(2002) Nzima, Phumzile Rejoice; Shezi, N.H.
The issue of involving parents in education has been explored by several studies in the past with all pointing towards greater success than failures amongst learners whose parents work in partnership with educators. Parental involvement not only ensures maximum development of learner-motivation, but it also has an impact on the smooth running of the school. However, a gap still exists between parents and educators in black secondary schools in South Africa. This results in poor performance among matriculants in particular, and lack of commitment and responsibility among learners in general. The aim of this study was to explore the extent to which parents and educators in black secondary schools work as partners in developing the culture of learning in learners. The results showed that most parents felt that they have a role to play in the education of their children. Yet they realized that they were not fully involved either due to inadequate financial and knowledge resources or trie schools did not fully involve them in their activities- This study is an ongoing attempt at making parents and educators realize the importance of partnership in the education of the child.
Impact of Discipline on Learner Performance
(2002) Mkhize, Dumisani Ezra; Mkabela, N.Q.; Sibaya, D.C.
The research examined the impact of discipline on learner performance in KwaZulu-Natal. This study made use of questionnaires and interviews to determine whether discipline has any impact on learner performance. On the basis of views from respondents, the study concluded that in the areas studies learner-performance is indeed influenced by discipline. Further than that, there was a high percentage of respondents who suggested that in restoring discipline in schools, societal background of learners must be taken into consideration.
Outcomes-Based Education and under-resourced schools : an evaluative study
(2003) Nyuswa, Yvonne Ntombizanele; Mkabela, N.Q.; Sibaya, P.T.
Outcomes-based education, like all other systems, need love, interest, background knowledge to learners as well as educators and proper resources for backing up the learning process. Educators' success in OBE depends on conditions of the country and circumstances like geographical locations that lead to imbalance of changes accompanied by problems such as overcrowded classrooms and inadequate of educational resources in rural and urban area.
African learners' perception of vernacular language in disegregated schools
(2003) Luthuli, Thandazile Monica; Mkabela, N.Q.; Sibaya, P.T.
This study contributes to the debate which is still going on about African languages and the need for its recognition in desegregated schools. This study reveals the historical background of the indigenous African languages in South African Education and the international trends on languages in the few countries which have been selected on the literature review of the study. It is clear that vernacular language problem is not in South African desegregated schools only but even other countries internationally. They have the problem of their languages being dominated by other languages for example English. In Great Britain, English has been spread throughout the various islands to the extent that only a very small 'Celtic Fringe' remains to remind people of linguistic diversity that once existed. Today, an attempt is being made to stop decline of the Celtic languages. In France, they are also facing the problem of vernacular languages which are declining but in recent years the state has found it necessary to meliorate its French-only policy and recognize at last the existence of other languages. The study further reveals the importance of language to everybody especially African people who need recognition of their languages in the desegregated schools. The study also highlights the problems that are encountered by African learners who are in desegregated schools. The importance of language has been pointed out in order to highlight the role vernacular language plays to pass information from generation to generation. This is done through mother tongue communication which starts from childhood. It is important then, that our learners should know their vernacular languages so that we can not lose our identity and the value of our language by forgetting our roots which we gain from our vernacular languages. Problems which have been highlighted have proved that the learners will not cope well in these schools if their African languages are not considered, since the learner learns well through understanding the subject matter in his language first, before understanding it through the second language. The stress the African learners in desegregated schools usually experience is mostly the result of the language. Research data have proved that whereas African learners and their parents have appreciated the admission of African learners by the former Model C schools, they still value their own language, which is the mother tongue. They want their mother tongue to be taught by being considered as a language of learning. The analysis has indicated that the African learners would be happy for their mother tongue to be recognised. Since the Ex-Model C schools have mixed racial groups the recommendations given provide suggestion of African languages being taught to all racial groups. Different methods to help the educators in multiracial classrooms have been given including guidelines and principles for multilingualism and approaches to multilingualism. Therefore the results of this investigation might be the positive ones as the recommendations given have a variety of methods which might assist the educators and learners.
The place of African Renaissance in the South African education
(2004) Xulu, Victor Sibusiso; Mkabela, N.Q.;
This research focused on describing "The Place of African Renaissance in the South African Education". The motivating factor is how African cultures can be restored through education. The research is intended to explore how the present education system can direct African education when faced with challenges that the African Renaissance would usher in. There is need to grapple with the problem of how the process of educational transformation as embodied in the current Philosophy of Education can transmit African values, cultures, norms and beliefs. The relevant literature reviewed the African Renaissance idea and its conceptualization. It debated two perspectives surrounding it; philosophies underlying the African Renaissance; Afrocentricity and the notion of this ideal; the dichotomy between African Renaissance call and the present education system. African Renaissance and education were studied with particular reference to African centered Psychology, African Philosophy and African centered curriculum. The qualitative ideographic research method was used in this research. Data was collected through interviews. Conversational analysis drew full transcript and recorded conversations that were carried out. Qualitative research was relevant in that the phenomenon under study was "seen throush the eyes" of the African people, thereby rejectins the deleterious formulations of theories and concepts in advance. Throush qualitative research, the perceptions, the feelinss and the attitude of the African people about the place of African Renaissance in the South African education were critically analysed. The findinss of the study significantly revealed that there is a place for African Renaissance in the South African education. The study further found that: African Renaissance could revive self-esteem amons Africans and renew African consciousness; African Renaissance was an ideal worth striving for; important education considerations should not ostracise African cultural backgrounds; the incorporation of African Renaissance at school level demands broad-minded educators with a particular character. The study furthermore revealed critical challenges facing the South African Education system, the African traditional culture of Ubuntu hold much promise and should receive significant consideration in education for the realisation of African Renaissance; there is an essential need for reconstruction of African consciousness among African learners; African educators are not better positioned to facilitate African Renaissance; and there is dire need for the reawakening of African languages. The most significant aspects of the recommendations address the incorporation of African Renaissance in the South African education. Both the indigenous African education and Outcomes Based Education (OBE) Curriculum frameworks are recommended in good stead for incorporation. The implementation thereof demands unbiasness and apolitical objectives. There is demand for making the present curriculum relevant to the needs of the African people in South Africa. African education needs to be globally competitive, and emancipatory without losing the notion of African identity.
The role of educators in promoting African indigenous culture in schools
(2005) Mbambo, Thamsanqa Pius; Mkabela - Castiano, N.Q.; Sibeko, J.
This research has been conducted during the period when South Africa has undergone numerous changes as a result of social, political and economic developments in the country. The aim of the study was to find out the role that can be played by the educators in promoting the African indigenous culture in schools under Umgungundlovu region. Qualitative research in the form of ideograms, as well as unstructured interviews with educators was used to elicit educators1 views concerning how they perceive their roles in the promotion of African indigenous culture in schools. Interviews conducted enabled the researcher to gain deeper understanding of an insight into the problem under investigation. Results revealed among other issues that; (i) there is a problem of time for African indigenous cultural activities in schools. (ii) not all educators engage themselves in the promotion of African indigenous culture in schools. (iii) the South African curriculum is not doing enough to promote African indigenous culture in schools. (iv) not all parents and School Governing Bodies support the promotion of African indigenous culture in schools. (v) there is a conflict between African indigenous culture and Western culture. (vi) there is a lack of experience in managing diversity in schools. (vii) cultural aspects accommodated in schools are not the same. (viii) sometimes people's right to culture is infringed. These findings presuppose that the South African education department needs to review its policy with regard to the promotion of African indigenous culture in schools. Finally the research recommends that: (i) training of educators on African indigenous culture should be done.. (ii) there should be an improvement of the school curriculum. (iii) consultation to acquire knowledge should be done by educators. (iv) there is a need for an increased support by the SGB and parents. (v) there is a need for educators to be the role models of African indigenous culture. (vi) educators should organise cultural days in their schools. (vii) there is a need for maintenance and elaboration of cultural values. (viii) there should be a development of innovative and adaptive abilities of learners. (ix) there should be a promotion of educational tours to places of cultural importance. (x) promotion of indigenous languages should be done. (xi) there is a need for paradigm shift among Africans. (xii) educators should manage cultural diversity in schools. Promotion of African indigenous culture in schools will amongst other things help the learners to know their history i.e. where they come from and ultimately to regain their identity.
The role of continuous assessment in primary school
(2007) Nxumalo, Zakhe Frans.; Vilakazi, S.A.; Vos, M.S.
The aim of this study was to pursue an investigation into the role of continuous assessment in the primary school. From the literature study it became clear that the role of continuous assessment, as formative assessment is to inform educators and learners about a learner's progress in orderto improve learning. The information obtained by continuous assessment should be of such a nature, and be available at a time, that willl enable the learner to grow. Effective continuous assessment should involve the continuous updating of assessment of the performance of a learner. There are many different methods that can be employed in continuous assessment and different ways in which they can be used. In order to improve assessment and to ensure the best feedback from it, the educator needs to find the method which best fits the purpose of the assessment. The purpose of continuous assessment is to assess all aspects of a learner's development. For the purpose of the empirical investigation a self-structured questionnaire, to be completed by primary school educators, was utilised. The completed questionnaires were analysed using descriptive statistics. In conclusion a summary was presented on the findings of the literature and empirical study and the following are some of the recommendations that were made: * Educator development should focus on the skills needed by educators for the effective implementation of continuous assessment. • Adequate human and material resources should be made available to educators for the successful implementation of continuous assessment.
Perceptions and practices of learner rights in South African" black schools
(2008) Mkhize, Dumisani Ezra; Sibeko, N.J.; Mkabela, N.Q.
The research examines the Perceptions and Practices of learner rights in the South African Black Schools. This study made use of Primary sources, Secondary sources and interviews to ascertain the perceptions and Practices of learner rights in South African Black schools. In this study we first embark on a retrospective probe into discourses of difference between educators and learners and argue that these discourses of difference tend to promote oppressive and dehumanizing social relationship between learners and educators. We further argue that the discourses of difference and power tend to naturalize and normalize Otherness as though it is naturally given rather than conceiving of it as socially constructed. The study thus highlights that the issue of learner rights in schools that is predicated on differential power relations between learners and educators can be resolved if co-operation between learners and educators could be forged.
Towards a model for linking theory and practice in the teaching of entrepreneurship skills in schools
(University of Zululand, 2011) Buthelezi, Lindiwe Carol; Vilakazi, S.A.
The world is changing fast due to the increasing innovation in technology. New products and services are emerging faster than ever before. The task of identifying opportunities for creating new processes, services and products leading to the creation of wealth and jobs, will increasingly fall on the shoulders of a new generation of entrepreneurs. Learners need to be more oriented towards the entrepreneurial practices and create room for hands-on projects. In order for South Africans to have hope in the education that is on offer for today’s youth, there must be a strong emphasis on having learners understand the entrepreneurial process. The future of South Africa lies in the youth education of today. They must understand what makes a society and organization entrepreneurial. Learners need to be creative and innovative. They must be given the opportunity to identify areas in which innovation has particular advantages or weaknesses. In addition, they must be able to determine with a reasonable degree of certainty whether or not that innovation is viable before investing money in it. Quality in the education context can be described as good achievement, worthy and add value to one’s living. This will involve learners, parents, teachers, employers and industry as the major stakeholders in the education scenario. Entrepreneurship should be applied both practically and theoretically in education which will in return empower learners to bring forth natural talents and capacitates them to become creative and critical. Learners are mentored to become self-driven, life–long seekers of knowledge and to respond to challenges with the enthusiasm of great entrepreneurship. Education has encountered many problems in the past because of political agendas; for that reason, the focus must now change to offering basic education to primary schools, since nowadays children in this country head most of the families. They therefore need to attain strategies of entrepreneurship at an earlier stage in order to sustain their families. This paper aims at scrutinizing the link between the practical and theoretical part of teaching entrepreneurship among learners. The Department of Education in South Africa has identified educational opportunities, preparing young people for the world in response to intermediate and higher-level skills requirements. The government is very optimistic about meeting its targets for 2004 - 2009 and 2010 – 2014, which are geared towards minimizing inadequate education and skills development. India and China have managed to transform themselves from economic prey to corporate raiders of international repute and world-class competitors (Agelasto & Adamson, 1998: 433). The introduction of a new Outcomes Based Curriculum and the Revised National Curriculum in South Africa, amongst other things, have aimed at attaining critical outcomes, which included problem-solving skills, teamwork, communication by means of mathematics, language and the application of science and technology. Thus, to a large degree, this curriculum has been a response to the demands of globalization; hence there has been the shift to new curriculum which is Curriculum and Assessment Policy Statements (CAPS.) Generally, there is a need of a curriculum to become more vocationally orientated. Learners are expected to be more in touch with the world of work, as practiced in the Netherlands, Japan, China and India (Dore & Sako, 1989: ix). They are made aware of the brave new world they will be facing in the workplace (Lemmer,1999:37). Herrington (2008:1) indicated that, “the low business prevalence rates remain a major concern for South Africa”. The poor sustainability of start-ups in South Africa relative to other countries highlights the need for policy interventions aimed at supporting and mentoring entrepreneurs through the difficult process of the firm’s birth and skilled labourers.
Strategic planning: a tool for effective management of schools
(University of Zululand, 2015) Mahlambi, Sizwe Blessing; Duma, M.
The aim of this study is to investigate the role of strategic planning in the management of schools. Strategic Planning refers to the combined effort of people with interest in education (stakeholders) to develop a common goal for a particular school. Everyone within the boundaries of the school (teachers, learners and parents) then work toward the attainment of such a goal. From the literature study it becomes clear that strategic planning should commence with a study of the environment. “Environment” is an all inclusive word in this context that refers to both internal and external environments. The internal environment includes inherent factors that strengthen or weaken the school’s position. The external environment includes outside opportunities that the school may have as well as the threats that are brought by outside influences, including other schools or the community. The literature survey supplies a vast amount of evidence to support the belief that successful organisations are goal orientated. What all successful schools have in common is a well discussed mission / goal that people in that particular school works towards. A goal orientated school is characterised by parental involvement in matters concerning the school; by learner performance because of set standards; by educator competence because of available resources for effective teaching; and by teamwork, trust and participation in all activities in the school. For the purpose of the empirical investigation, a self-structured questionnaire for educators was utilized. The data obtained from the completed questionnaires was processed and analysed by means of descriptive statistics. The findings from the empirical study confirmed that most schools are still lacking in goal setting and- management expert skills. In conclusion a summary of the study, based on the findings of the literature and empirical studies is presented, with the following recommendations: • Programmes in the form of workshops should be developed to empower parents in their involvement in schools. • Implementation of training and education of the school management teams with regard to the running of the schools. • Further research should to be done to improve planning and management of the schools.
The role of the school management team in educator motivation
(University of Zululand, 2015) Periah, Joseph; Duma, M.A.N.
The study dealt with the theories of motivation, causes of demotivation, the role of the school management team in educator motivation. In the study certain influential theories were briefly looked at such as the earlier theories of Maslow, McGregor and Hezberg. The empirical survey was used to gather information from educators on the following research questions: • What causes de-motivation of educators? • What is the role of the school management team in the motivation of educators? • What alternative theories, strategies and approaches can the school management team adopt to motivate educators? In the study it was found out that against the milieu in which most schools operate, there seems to be a great deal of de-motivation among educators. Educators are burdened with overload, limited resources, increased workloads, and financial constraints. The study concluded that in order for educators to perform at their best, they needed to be motivated. The responsibility lies heavily on the school management team to motivate educators. The study recommended that the school management team must provide sound visionary and creative motivational leadership in order for educators to perform.
An evaluation of social grants in schools in Kwadukuza District of Kwazulu -Natal
(University of Zululand, 2015) Shabalala, Sthembile Princess; Vilakazi, S.A.
The study set out to investigate the importance of co-operation in an evaluation of grants handling in schools. The following objectives were formulated: (a) To evaluate effectiveness of the current systems in handling grants in schools in Ilembe district, Lower Tugela circuit in uMhlali and kwaDukuza ward in KZN. (b) To propose effective strategies to improve partnership between Department of Social Development and Department of Basic Education in handling social grants in schools. In order to investigate the aims of the study of evaluation of handling grants, questionnaires were distributed to educators, social workers and parents. The instrument was administered to a sample of 90 respondents consisting of educators, social workers and parents in Groutville area, KwaDukuza ,in KwaZulu Natal. Data was analyzed and interpreted. The study came to the following conclusions: 1. The majority of educators feel that school grants handling is ineffective as learners on grants are not attending school satisfactorily 2. The study also concluded that caregivers are only interested in social grants and not in assisting learners with their school work. 3. The majority of learners on grants do not perform well in schoolwork because of conflict between the relatives, caregivers and learners, and as a consequence, their performances and progress in their schoolwork are affected. 4. Most parents that are caregivers lack support and assistance from the Department of Social Development with regard to the challenges that they face owing to lost or misplaced documents. 5. The study indicates that there are households that are unattended and where orphans suffer because it is not clear who is responsible for them. 6. The study also concludes that schools do not clearly provide support with regard to the learners and caregivers as far as grants are concerned. vi 7. Social development officials do not visit schools as required; they collect information about the learners by means of forms submitted by parents. 8. Learners who are mothers that are still attending school are left behind with schoolwork as they have to collect their grant payments during school time. 9. There is a need for improvement in the present handling mechanisms or systems of grants at schools. 10. It is necessary to develop close teamwork in handling these grants for the benefit of the learners 11. The current ways of handling grants in schools are not effective and efficient. 12. The Department of Home Affairs needs to work closely with Department of Social Development to find ways to improve accessibility to birth certificates in order to reduce delays in processing new registrations and renewal of grants.. Finally the study concluded that the service delivery rendered by the Department of Social Development in handling school grants needs improvement.
Foundation phase teachers’ experiences in integrating Information Communication Technology (ICT) into language learning and teaching at Uthungulu District schools.
(University of Zululand, 2016) Durodolu, Mercy; Mashiya, J.N; Xulu, S.C.B
The increase in the use of Information Communication Technology (ICT) has caused a remarkable transformation in the field of education in the 21st century. This transformation has led to the restructuring of school curricula to incorporate ICT in order to equip teachers with the necessary tools to enhance achievement. The ability to read and write at the foundation level of education embraces the most fundamental skills learners obtain. To develop these skills, new methods and forms of teaching should always be considered. This is why the introduction of ICT innovation makes major demands on teachers’ professional skills. ICT plays a very crucial role in the expansion of language skills as it has become an indispensible way of learning and a valuable area of research for both teachers and learners. This paper explores the experiences of foundation phase teachers in integrating ICT into language learning and teaching focusing on Grade 3 teachers in six primary schools in UThungulu Education District. The following research questions were answered: What are teachers’ experiences in incorporating ICT into language learning? What are teachers’ attitudes towards the use of ICT? What is the level of teachers’ resistance to the use of ICT? What is the level of appropriate use of ICT for curriculum delivery in language learning and teaching? The study adopted a purposive sampling technique and a qualitative research method in which the researcher conducted focus group interviews and class lessons were also observed. The target population was primary school teachers from government and privately owned schools in the UThungulu district. Data were analysed using the descriptive analysis technique. The study revealed that only 1.2% of the schools investigated were well resourced in the field of ICT facilities. It was also observed that teachers who claimed to have ICT skills only have basic computer skills. The study also discovered that teachers in the UThungulu Education District are not familiar with any English language online learning resources and software. Schools lack proper funding to integrate ICT and teachers are rarely trained on proper integration skills. The study suggests ways that will lead to effective integration of ICT into language learning and teaching in UThungulu District schools: Policy makers should partner with teachers in drafting the English language curriculum so as to incorporate ICT; stakeholders in the education sector should provide and monitor funds allocated to schools in order to see to the successful integration of ICT in education; frequent ICT integration accredited trainings should be organised for teachers and ICT integration should be incorporated into the teacher education curriculum from the very first year.
Stakeholders’ perspectives regarding parental involvement in governance and schooling in Hlabisa circuit schools
(University of Zululand, 2017) Ntuli, Bonginkosi Abraham
The literature reveals that if schools lack parental involvement, effective management suffers significantly causing shortcomings in school governance and academic progress. The literature also shows that there exists a relationship between parental involvement and learner‟s academic achievements. It provides that learners whose parents care about their academic progress are likely to perform well on academic activities because such parents often communicate their wishes to children. This study is aimed at investigating stakeholders‟ perspectives on parental involvement in governance and schooling in Hlabisa Circuit schools. The theoretical framework from Epstein‟s theory of overlapping spheres of influence was used but not confined thereto; therefore, supporting theories relevant to this study were also applied. This study used a mixed methods research paradigm which integrates qualitative and quantitative designs as this approach provides convenience for data collection. The data was collected from respondents (educators and SGB members) using questionnaires and interviews. The research findings revealed that due to poor parental involvement in school governance, learners have developed errant behaviour. This emerging trend has triggered poor academic performance which taints the name of the school and the circuit in general. The results also show that if parents are inactive in school governance, poor academic performance is likely owing to the lack of parental guidance. The empirical findings noted educators‟ challenges on attendance of parent meetings, classroom management, learner discipline, effective school management, academic challenges and performance, accessibility of schools, parenting role, stakeholder communication, as well as curriculum and school-work. The SGB members noted challenges on effective involvement in leadership; instructional leadership; behavioural challenges in schools; management of school as an institution; shortcomings on academic resources provision; unemployment, poverty and school remoteness; parental obligations; home-school partnerships; and monitoring of the child‟s academic progress. The study concluded that parental involvement in school governance is not effective and therefore cripples the effect it should be having on schooling, which is academic performance in this context. The study ultimately recommends that SASA, NEPA, SACE and other relevant policies in education should be reviewed to enforce educators‟ authority in schools.

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