Masters Degrees (Education Studies)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7176

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Exploring the experiences of non-specialist mathematics teachers in implementing the curriculum in the intermediate phase at Tongaat schools.
(2023) Rambali, Risha.; Msiza, Vusi Jan.
The experiences of non-specialist teachers in relation to their subject and pedagogical knowledge remains under-researched both nationally and internationally. Scholarship reports that teachers’ subject matter and pedagogical knowledge contribute significantly to their teacher experience. However, existing literature on the experiences of non-specialist teachers suggests that there is a disconnect between their knowledge and their practice, especially in the cases where they are teaching core subjects like mathematics. This study aimed to explore the experiences of non-specialist mathematics teachers in implementing the curriculum in the intermediate phase at schools in Tongaat, KwaZulu-Natal. To understand the participants’ experiences, I used Shulman’s (1987) model of teacher knowledge as the theoretical framework. In the study I adopted a qualitative approach and a case study methodology with two data generation methods. Data from the participants (non-specialist mathematics teachers) was generated using a semi-structured interview consisting of an hour and thereafter followed by a one-hour lesson observation. In this study, purposive sampling was used to recruit the participants. The data was analysed through thematic analysis and I adopted both inductive and deductive ways of interpreting the data. The study found that most of the participants experienced challenges teaching mathematics as non-specialists. The reasons varied amongst the participants, although a common finding was a lack of both subject matter knowledge and pedagogical content knowledge. The study also found that most participants lacked passion, and this affected how they implemented the curriculum. Furthermore, another crucial finding was the lack of training and support afforded to the participants. The study has shown that all the above factors affect the quality of teaching and learning that takes place and therefore requires attention or intervention. The study, therefore, suggests that there is a need to understand the lived experiences of non-specialist teachers and to provide specialised training and support for them through workshops and mentorship. The study also suggests that the Department of Basic Education, should consider placing teachers in subjects that they specialised in.
Leading teaching and learning in the context of rurality: learning from the departmental heads in three secondary schools of Zululand district.
(2024) Mnyandu, Buyani Mcabangiseni.; Myende, Phumlani Erasmus.
The role played by Departmental Heads as leaders in South African schools is crucial due to their indirect impact on learner performance and the school achievement. In this study, I explored the following aspects: the role of secondary school Departmental Heads in leading teaching and learning in the context of rurality, the leadership strategies that Departmental Heads use to enhance leadership for teaching and learning, and the various challenges that Departmental Heads face in their leadership role. This study is underpinned by leadership for learning theory. This qualitative study is located within the contours of the interpretivist paradigm. Data was collected using two data collection methods, namely: in-depth face to face interviews and document analysis. To select the participants, purposive sampling and convenience sampling were used to identify and recruit the participants from three secondary schools in Zululand District under Bhekuzulu Circuit Management Cluster. The study purposively selected six Departmental Heads from each of the three participating secondary schools. Data were analysed using thematic analysis. The findings of the study revealed that Departmental Heads have different roles in leading teaching and learning. These include the monitoring of teaching and learning processes, moderating formal assessment tasks, mentoring newly appointed educators, appraisal and evaluation of educators using the Quality Management System. This study also revealed that Departmental Heads provide support for educators’ professional development by motivating them to attend workshops, which are organised by the district office to capacitate educators. Further, Departmental Heads were experiencing numerous challenges in leading teaching and learning in the context of rurality. I recommend that Departmental Heads should always provide support for educators’ professional development in the subject meetings and departmental meetings in order to capacitate them. Further, the researcher also recommends that similar studies be conducted in all districts in KwaZulu-Natal to explore what the Departmental Heads do regarding leading teaching and learning in the context of rurality. Further research can entail the Departmental Heads of primary schools to understand how they lead teaching and learning in their primary schools.
Exploring the lecturers’ perceptions of adult education and training level 4 on dropout, retention and throughput rate in the two community learning centres in greater Edendale.
(2025) Nzimande, Swazi Faith.; Hlela, Zamokwakhe.
The study explores lecturers' perceptions of the Adult Education and Training (AET) Level 4 on the dropout, retention and throughput rate in the two Community Learning Centres (CLCs) in Greater Edendale. The purpose of the research study is to gain insight into the experiences of AET level 4 lecturers by exploring their perceptions of AET Level 4, particularly dropout, retention and throughput rate in the two CLCs in Greater Edendale and envisioning that through their perceptions, the functionality of the two CLCs in the Greater Edendale will be improved. The theoretical framework that guided the study was System Theory, which is about understanding how a particular group is interconnected, interrelating, interdependent, and influencing one another in a specific system. The research study used a qualitative approach based on an interpretivist approach. The study used multiple data-generating methods, including document analysis, semi-structured interviews, and focus group discussions. Purposive sampling helped ensure that the most suitable and relevant participants were selected. Thematic analysis has been used to analyse data by identifying patterns and themes. The findings revealed a mismatch between the students' learning needs and the lecturers’ training. There is a lack of alignment between the schools and AET. Also, there is a crucial need for full support from the Department of Higher Education and Training (DHET) in the CLCs regarding institutional resources. The findings also revealed that motivation is essential in retaining adult learners in CLCs. Furthermore, it was revealed that the current AET Level 4 curriculum emphasizes formal qualifications, while CLCs learners are interested in obtaining skills rather than qualifications. As a result, it fails to attract several adults and youth interested in completing a school qualification and in the market to alleviate poverty. The researcher concludes that although a General Education and Training Certificate for Adults is essential, it would be better if the CLCs focused on equipping learners with skills for entrepreneurship rather than preparing them for employment opportunities. The researcher recommends that educators be adequately trained to meet the needs of learners, which is likely to address issues such as dropouts. There must be a sound relationship between schools, AET and the college. A holistic approach must integrate formal and non-formal curriculum approaches, and skills taught in CLCs must align with the AET policy to suit adult learners’ needs.
Exploring lecturers’ experiences and challenges the lecturers face when implementing the curriculum at the community learning centres in the greater Edendale: a case study of two community learning centres.
(2025) Mncwabe, Thokozile Mosley.; Hlela, Zamokwakhe.
This study explores the experiences and challenges lecturers face in implementing the curriculum at Community Learning Centres (CLCs) in South Africa, specifically in the Greater Edendale area. Utilising a qualitative case study approach within an interpretivist paradigm, the research employs document analysis, semi-structured interviews, and focus group discussions to gather rich, detailed data from the lecturers and centre managers. The findings highlight significant impediments such as insufficient resources, language barriers, and delays in assessment materials. Despite these challenges, lecturers demonstrate a strong commitment to improving curriculum delivery through collaboration and collegial problem-solving. Applying a systems thinking theoretical framework, the study examines how interconnected components—lecturers, students, curriculum, learning environment, and the broader education system—interact and impact curriculum implementation. The research underscores the need for targeted interventions to address resource gaps, enhance professional support, and foster cooperation between CLCs. Recommendations include infrastructure upgrades, expanded access to teaching materials, ongoing training aligned with curriculum reforms, and the establishment of dedicated, well-equipped facilities for adult learning. The study contributes to a deeper understanding of the multifaceted roles and responsibilities of lecturers within the Adult Education landscape, offering practical recommendations for policy and practice improvements. The study also emphasises the importance of addressing systemic barriers to uphold the promise of Adult Education in building capabilities and uplifting disadvantaged communities. The findings suggest that it is possible to overcome historical inequities and achieve a more inclusive, quality education for all with political will and decisive action.
Evaluating curriculum relevance at a technical and vocational education and training college in greater Edendale, KwaZulu-Natal.
(2024) Masuku, Nombulelo Vuyiswa.; Hlela, Zamokwakhe.; Harley, Anne.
My working experience as a lecturer in the TVET sector made me concerned about students’ challenges during their journey at the college and experiences upon completing the National Certificate (Vocational) (NCV) Engineering and Related Design (ERD) programme. It has happened that students drop out or are unable to find employment. The purpose of this study was thus to explore the perceptions of students and lecturers at the Plessislaer campus of the UMgungundlovu TVET College of the relevance of the Engineering and Related Design NCV Level 4 curriculum. In addition, the study aimed to explore measures the college could take to enhance curriculum relevance so as to hopefully decrease dropout rate and improve throughput rate. A qualitative study was conducted to explore the measures to enhance the programme and minimise dropout rate. Curriculum documents were analysed to check their relevance to the needs of the students. Participants involved in ERD Level 4 at UMgungundlovu TVET College were purposively sampled for semi-structured interviews. A total of eight participants were interviewed, which included two lecturers, two current students, two former students who had successfully completed the programme, and two students who did not finish the programme. The study found that the NCV ERD curriculum does meet the needs of the students, but that certain things could increase its relevance. The findings indicated that more theory was taught than practical, despite the curriculum as intended stating that the opposite should be the case. Lecturers indicated that the syllabus was too long to finish in a year. They also suggested a bridging course for those students who did not do Pure Mathematics at school. It has been recommended that industry tours for the students and the lecturers take place. These would help motivate the students in their studies, thus increasing throughput rate on ERD NCV programme; and would ensure lecturers are kept up-to-date with industry requirements. Lecturers suggested that they need to be included in curriculum development as they are the implementers of the programme. Finally, the study identified gaps for further research.
Online vocational pedagogy during COVID-19: an analysis of video lectures by technical and vocational lecturers.
(2025) Madondo, Thembeka.; Hugo, Wayne.
The purpose of this study was to identify and describe the types of knowledge and skills, as well as the pedagogical archetypes displayed by technical and vocational education and training lecturers. This study also investigates the potential impact of these pedagogical practices on the growth and development of expertise. Despite the critical role played by TVET institutions in equipping students with work-ready skills, many TVET lecturers remain inadequately qualified, which likely compromises the quality and effectiveness of their teaching methods (Rabaza, 2021). The shift to emergency remote teaching further challenged the lecturers’ abilities, demanding that they adapt their pedagogies to suit the “new model” of teaching. This qualitative case study was framed within the interpretivist paradigm and employed the Legitimation Code Theory (Maton, 2009) and Hugo & Louton’s (2020) conceptualisation of vocational pedagogy. Observation of the YouTube videos created in response to the COVID-19 pandemic was used to collect data. The collected data was analysed deductively and inductively. This study aimed to explore how TVET lecturers employed different pedagogical strategies in online instructional videos and to examine the potential impact of these pedagogies on student learning. The study identified three archetypal vocational pedagogies used in TVET, through which students encounter distinct forms of knowledge, skills, attitudes, and values. The findings indicate that these archetypes have varying impacts on knowledge growth, with one particular archetype shown to progressively integrate different types and structures of knowledge, thereby enabling a shift from novice understanding to work-ready, proficient individuals. These insights offer a crucial framework for professional development initiatives aimed at enhancing the pedagogical effectiveness of TVET lecturers, ultimately improving the quality of teaching despite current qualification challenges.
An investigation into the educational experiences of learners from low socio-economic backgrounds in a secondary school in the uThukela District.
(2024) Sukram, Shafia.; Martin, Melanie Yvette.
Various policies have been introduced in the South African education system, ending segregation to provide quality education for all. However, the imperatives within these policies have not been realised and effectively implemented. Instead, racial and social inequalities and discrimination still prevail in schools. This study sought to investigate the educational experiences of learners from low socio-economic backgrounds in a secondary school. The study set out to understand the inclusionary and exclusionary factors a sample of learners encountered and the strategies they used to navigate the exclusionary factors. The study explored how complexities and struggles from the learners’ social lives influenced their experiences and academic achievements. This was a qualitative study, located within the critical research paradigm, which allowed for the critical understanding of the complexities and struggles, stemming from the learners’ educational and social lives. Semi-structured interviews, focus group discussions, and participatory photovoice were used to generate data to understand and obtain insights into learners’ lives. Bourdieu’s notions of field, habitus and capital were used to understand and make sense of the participants’ experiences. The findings of the study revealed that learners from low socio-economic backgrounds experienced marginalisation and discrimination in the field of the school. For example, English, as the school’s language of learning and teaching, was a significant barrier to learning, severely undermining the learners’ access to their constitutional right to education. Factors contributing to the learners’ struggles were often associated with their social lives, constraining their abilities to navigate the maze of their academic lives. This study also found that the participants often challenged their circumstances, showing resilience and agency in navigating and negotiating barriers to learning and development. This included, for example, forging relationships with their teachers and peers to ensure that they accessed education. The findings suggest that the learners valued and fought for education, as a mechanism to expand their opportunities for social mobility within a class-based field. In this regard, the findings debunk deficit constructions of learners from socioeconomically deprived contexts.
Leading teaching and learning in a rural technical and vocational education and training college: narratives of five campus management team members.
(2024) Mandlanzi, Barbara Nomzamo.; Ndlovu, Nokukhanya.
Leadership in education is inherently complex, and this complexity is heightened for leaders operating in rural contexts. Modern educational institutions demand the juggling of multiple responsibilities alongside high levels of accountability. This challenge is particularly pronounced in Technical and Vocational Education and Training (TVET) colleges, where campus management teams (CMTs) are tasked with navigating the intricate demands of managing and leading campuses. Often, these teams operate with limited leadership experience and formal training. These challenges are further compounded when CMT members are responsible for leading TVET colleges situated in rural areas, where resource constraints and unique community dynamics add additional layers of complexity to their roles. This study explored CMT members’ lived experiences of leading teaching and learning in a rural TVET context through the theoretical lens of Hallinger’s Leadership for Learning model. It aimed to understand how CMT members lead in this setting, how they enact leadership, and the factors that enable or constrain them. The study also examined the influence of rurality on their leadership practices. Five CMT members from a rural TVET college in KwaZulu-Natal were selected purposively. Using narrative inquiry, which leverages storytelling to capture the complexity of human experience, collage inquiry was used for data generation to enrich the understanding of their lived realities. The thematic analysis revealed seventeen themes, highlighting the complex and multifaceted nature of leadership among CMT members in rural TVET contexts. The findings show that CMT members employ a blend of managerial and leadership approaches, including planning, communication, teamwork, and collaboration, to lead teaching and learning effectively. Despite these efforts, CMT members face significant challenges, many of which are systemic and beyond their immediate control. However, the study also identified enabling factors, such as the personal fulfilment derived from witnessing the positive outcomes of their efforts. Furthermore, the rural context plays a pivotal role in shaping leadership practices. CMT members navigate various contextual challenges, such as limited resources, by leveraging their contextual literacy – a deep understanding of their unique environment. This contextual literacy enhances their awareness and informs their leadership strategies, enabling them to adapt and respond effectively to the complexities of leading a rural campus.
Teachers' reflections on their support for learners with attention deficit hyperactivity disorder in the foundation phase.
(2023) Soobramoney, Kalaivani.; Jairam, Visvaranie.
The purpose of this study was to explore teachers' reflections on their supporting of learners with attention deficit hyperactivity disorder (ADHD) in the Foundation Phase as well as to understand their interpretation and perspectives of the meaning of ADHD and what intervention strategies they use in dealing with these learners. The theory guiding this study was based on the ecological systems theory by Urie Bronfenbrenner (1979). This theory focuses on the interaction between the person and the environment. One needs to look at the influence on the child by not only the family but also the immediate surroundings, community networks, and cultural systems, all of which are subject to change. This study was qualitative in nature and was based on the interpretivist paradigm. It is a case study of six teachers teaching in the Foundation Phase at a remedial school in the south of Durban, KwaZulu-Natal, selected using purposive sampling. The researcher utilised semistructured interviews to explore whether the participants received support and the challenges they face in managing learners with ADHD. The study revealed that a lack of required skills to teach learners with ADHD as well as inadequate supports from the SMT, the DBST, and parents were among other challenges facing teachers who are working with learners with ADHD as reflected on by the study participants. The teachers are not suitably trained to deal with learners that have ADHD. The study recommends that the Department of Education to devise in-service programmes to assist teachers with knowledge on how to teach a learner with ADHD. The need for parental awareness or enlightenment on the need to provide emotional supports for their children with ADHD, is suggested. Undergraduate studies should include a compulsory module on special needs education. The Department of Basic Education needs to review its strategy and policy in the best interests of the learner.
The effects of teenage pregnancy on the academic performance of learners in a South African high school.
(2023) Ruthan, Shivani.; Ndinisa, Sibusisiwe.
Teenage pregnancy remains a social phenomenon globally and, to date, is on a constant rise. Approximately five per cent of females aged 14 to 19 years old in South Africa stated that they were going through different stages of pregnancy within the last 12 months. Based on this information, it is evident that teenage pregnancy is a largely increasing phenomenon. Therefore, the purpose of this study was to establish the effects of teenage pregnancy on the academic performance of learners in a South African high school. The study was conducted in a High School in Durban, Kwa-Zulu Natal. The chosen research design uses a case study methodology which was used to understand complex situations while evaluating how people respond. This researched used the interpretivist paradigm where meaning was created rather than found. The chosen research approach was the used of qualitative data whereby a more realistic view of the world was obtained. The researcher purposefully selected four participants to conduct research who were high school teachers at the chosen school. The researcher used interviews and questionnaires as the chosen data generation methods to collect information. The researcher gained insight into how teenage pregnancy affects academic performance through these two data collection methods mentioned above. The chosen data analysis was the use of thematic data analysis. Themes and sub-themes were constructed giving the reader a comprehensive view of the data that was derived. The study’s results showed the emergence of various themes that posed as common occurrences of teenage pregnancy. The researcher then further elaborated on the maintenance of trustworthiness and the ethical considerations that were adhered to. The chosen framework to analysis this research was Urie Bronfrenbrenner’s ecological theory which was used in order to explore the various systems of influence that surround teenage mothers and the effect that they have on their academic performance. The results showed that teenage pregnancy affects teenagers academically, socially, emotionally, and mentally. Teenage pregnancy impacts learners’ capabilities in the classroom and, therefore, limits their potential as individuals, with emphasis put on their academic performance. Teachers feel unequipped to handle a teenage pregnancy within their classroom and they often feel like a teenage learner causes disturbances and distractions in the classroom. The researcher provided various recommendations for schools, for healthcare, for policy makers and for the community.
Primary school teachers’ stories of acknowledgement and their personal and professional identities.
(2025) Vorajee, Khadija.; Ramrathan, Prevanand.
This study on Primary School Teachers’ Stories of Acknowledgement and Their Personal and Professional Identities explores the narratives of primary school teachers in relation to their lived experiences of Teacher Acknowledgement and the way in which it shapes their personal and professional selves. This leads to the underpinning research question: What are teachers’ lived experiences of acknowledgement in primary schools? Set against the backdrop of a narrative inquiry approach, the study is framed by Axel Honneth’s (1995) theory of recognition, and is further supported by discourse analysis and semiotics as theories to understand how recognition or the lack thereof is ensconced within everyday school contexts. The South African primary school setting, where various structural and social factors influence the teachers’ experiences of recognition and identity, provides the location within which the study is based. Employing a qualitative approach and an interpretivist paradigm, a purposive sample of four level one teachers from the greater Durban area of Verulam and Ottawa, engaged, via online and in-person interactions in arts-based activities, selecting either letter-writing, collage inquiry or object inquiry, followed by unstructured interviews to uncover their narrative realities about Teacher Acknowledgement. Narrative analysis, followed by analysis of the narratives itself served as the data analysis method employed. The stories revealed that acknowledgement, or its absence, significantly shaped their personal and teacher self, their ideas of belonging and their proficiency in work practices. Recognition by various stakeholders such as teachers, learners, management and within broader community circles manifested as integral to teachers’ sense of self. In contrast, stories of misrecognition gave way to emotional instability, feelings of low self-worth, and an erosion of the teacher’s professional roles. The study reveals that teachers’ identities are not fixed, but fluid-like and constantly evolving and moulded by relational and discursive engagements. It also focuses on emotional investments that mirror the yearning for recognition in sites wherein acknowledgement is largely unreliable or non-existent. In highlighting the teacher’s voice and their storied experiences of acknowledgement, the study paves the way for continuous discussions on the formation of teacher personal and professional identity, teacher well-being and the inferences surrounding recognition in schools. The findings argue towards systemic movements about how recognition is engaged within the school context, implying that authentic acknowledgement is not merely an ethical essentiality but a formal imperative for teacher retention and a call for a complete educational overhaul.
Exploring the relationship between selfconfidence and academic performance in Pinetown District High Schools.
(2024) Sampson, Nicolene Jade.; Malema, Dipolelo Rossly.
Self-confidence (SC) and academic performance (AP) are crucial educational constructs. SC has been reported to empower individuals, enabling them to tackle challenges, persevere through setbacks, and pursue their goals with assertiveness and resilience. In contrast, AP has been reported to boost learners’ self-esteem. Both are influenced by factors such as family background, school environment, and teaching quality. Although there has been an increasing interest in the relationship between SC and AP in the past decade, their relationship has not always been shown to be uniform across individuals and contexts. Using a mixed methods research approach, this study explores the relationship between self-confidence and academic performance among high school learners in KwaZulu-Natal, and the study addresses a critical gap in the existing literature. Quantitative data from questionnaires administered to a diverse sample of 94 high school learners and qualitative insights obtained through interviews with 10 teachers were employed to generate data. Statistical techniques such as correlation and regression analyses were performed to identify patterns and trends in the relationship between self-confidence and academic performance. Meanwhile, thematic analysis was used to formulate themes on factors influencing learners' confidence and educational outcomes. Findings indicate a significant positive correlation between selfconfidence and academic performance. Socioeconomic background emerged as another influential factor, with students from supportive and resource-rich environments displaying higher levels of self-confidence and better academic performance. Additionally, the study found that effective teaching practices, such as encouragement and constructive feedback, played a critical role in fostering self-confidence and academic success. Recommendations include equipping teachers with strategies to boost SC and promoting collaboration among stakeholders, including parents and policymakers. These insights guide teachers and policymakers in fostering confident, motivated learners.
An exploration of parental support during the Coronavirus pandemic lockdown: Learning from the nature, form, possibilities and constraints in supporting their child’s education.
(2025) Ntshobo, Unathi.; Ramrathan, Prevanand.
The COVID-19 pandemic has impacted and led to major disruptions in South Africa and worldwide. In the context of education, the pandemic altered the methods of learning for learners, as educational institutions had to transition to emergency remote learning as a substitute for traditional face-to-face learning methods. With this transition, parental support became crucial, as learners were now required to continue with their education from home. However, many parents faced new challenges stemming from both the pandemic and existing socioeconomic factors, heightening their support for their children's education. A total of eleven people were chosen as participants through purposive sampling and maximum variation. The data was generated through semi-structured interviews using a multiple-case study design and analysed using thematic analysis. The study was guided by Epstein’s (1995) Framework of Six Types of Parental Involvement and Hoover-Demspey and Sandler's (1995) model of parental involvement process. The study's findings indicate that the COVID-19 pandemic created unique challenges, which challenged pre-existing school practices and led to the emergence of new norms and educational processes that redefined teaching and learning environments, as well as parental support. Parents would benefit from this study as it provides an expanded notion of parental involvement and would then be able to better understand the needs of their child in supporting their education. They would also be able to plan ahead and make provisions for the things needed to support their child’s education.
Primary school teacher reflections on their competency to teach reading to learners with special needs.
(2025) Ramlakan, Kajol.; Philipp, Anja.
Reading is vital for both the academic success and personal development of learners, beginning at the primary school level. A strong association exists between teacher competency and learner achievement, particularly in reading. Teachers are expected to possess a deep understanding of reading instruction strategies and demonstrate the ability to adapt these strategies to accommodate the diverse learning needs of all learners, including those with special needs. However, challenges such as limited resources, insufficient training, and a lack of administrative or parental support can hinder the development and application of these competencies. This may result in diminished teaching efficacy and adversely affect learner outcomes. This study explored primary school teachers’ reflections on their competencies in teaching reading to learners with special needs in South Africa. Grounded in Schön’s theory of reflective practice, the study emphasised how reflective thinking enhances self-awareness, problem-solving, and the ability to adapt instruction in response to learners' needs. A qualitative multiple case study design was employed, involving four primary school teachers from a single school. Data were collected through semistructured online interviews and analysed thematically. Findings revealed that teachers demonstrated key competencies such as differentiating instruction and adapting strategies to support diverse learners. While participants believed they were competent in facilitating reading development, they reported limited external support, particularly from parents and the Department of Education. Teachers emphasised the importance of intrinsic motivation and a genuine passion for teaching learners with special needs, as well as the need for ongoing professional growth. The study highlights the critical role of reflective practice in fostering teacher adaptability and effectiveness in inclusive classrooms. Implications point to the urgent need for systemic support, targeted professional development, collaboration among teacher, and stronger parental and institutional involvement. It is recommended that the Department of Education implement structured, sustained support for teachers through collaborative training programs and mentorship initiatives. Such interventions can empower teachers to enhance their competencies and better support learners with special needs, ultimately improving literacy outcomes at the foundational level.
An investigation into adult learner dropout at a community learning centre in KwaZulu- Natal.
(2024) Maphumulo, Precious Primrose Bongiwe.; Harley, Anne.
Adult education is essential to national development. Education is the bedrock of any nation’s quest to stem poverty. Adult education affords individuals previously denied access to education another chance at learning and self-development. It helps bridge the gap between the learned and the unlearned and further accelerate the achievement of set national goals and objectives. Thus, this research examines adult education in general, but from the propensity for dropout amongst adult learners. Specifically, the research investigated the adult learner dropout at Khulubuse Community Learning Centre. The study involved thirteen (13) participants who were purposively selected. These participants include five learners who had dropped out, five learners who had completed their studies, and three educators from this adult learning centre. Three research questions guided the study: What are the causes of learner dropout from the AET program at Khulubuse Community Learning Centre CLC? How does teaching and learning at Khulubuse Community Learning Centre CLC contribute to learner dropout? How can learner dropout be prevented at Khulubuse Community Learning Centre CLC? Data were collected using semi-structured interviews. The interviews were thematically analysed. The theoretical framework (Tinto’s theory) was used as a lens for analysing data. This study shows personal learner issues at home such as work obligations, personal circumstances, class related issues and logistical issues impacted on learners’ decisions to drop out. Teaching and learning at the centre, however, had far less impact. The study concluded with recommendations on strategies that could reduce learner drop out at the centre.
Examining the gap between grade 11 mathematics teachers' content knowledge and its application in teaching Euclidean geometry in selected secondary schools in the Ugu District.
(2025) Ntombela, Bongiwe Princess.; Maharajh, Lokesh.
This dissertation is an examination of the content knowledge of Grade 11 Mathematics teachers in the teaching of Euclidean Geometry in the Ugu District, KwaZulu-Natal. The study was motivated by the persistent poor performance of South African learners in Mathematics, particularly in Euclidean Geometry, which is a key component of the subject. The research aims to understand how Grade 11 Mathematics teachers use their content knowledge in the classroom. The theoretical framework for the study is the Van Hiele model, which describes a developmental progression of geometric understanding. The research adopted a qualitative approach with a multiple-case study design. Data was generated through tests and task-based interviews with ten Grade 11 Mathematics teachers from ten secondary schools. The findings indicate that poor performance in Euclidean Geometry is linked to teachers' lack of content knowledge and their inability to be innovative in lesson preparation and presentation. The study concludes that improving teachers' content knowledge and providing continuous professional development are critical to improving educational outcomes and fostering learner success in Euclidean Geometry. The recommendations include a need for further research on a larger scale and the implementation of accredited continuous professional development programs to address teachers' beliefs, attitudes, and practices.
Teachers’ experiences of teaching grade 8 technology in overcrowded classes.
(2025) Netshongolwe, Goitsemang Annah.; Sokhulu, Lerato Hlengiwe.
Teaching of Technology covers both theory and practical aspects of learning. Due to overcrowded classes in some contexts like South Africa, the classes lack space, which impacts the teaching and learning process. Teachers are often limited in their capacity to facilitate learning and their mobility within the classroom. The purpose of the study was to explore teachers’ experiences in teaching Technology in overcrowded classes. The focus of the study was on grade 8 Technology teachers from public secondary schools in the Gauteng North District. The study adopted a qualitative research approach in which a case study design was employed. The data was generated using semi-structured interviews with participating teachers and classroom observations. Findings of the study revealed that teachers had both positive and negative experiences to share. As part of the positive experiences, participating teachers maintained enthusiasm using strategies such as rotational learning, making enough space and time for learning. They also engaged learners with practical work, and created songs that explained the Technology practical terms, so that learning can be fun. This enthusiasm fuelled their motivation to keep their lessons interesting and enjoyable for learners. Alluding to the negative experiences, participants shared that there was some ill-discipline behaviour in their overcrowded classes, low academic performances, and managing assessments was also problematic. However, they received support from the school and their subject departments to address these challenges. The study recommends that teachers who manage overcrowded classes and struggle with maintaining order and discipline may consider dividing the class into two groups and teaching them rotationally, as this strategy proved effective for participants in the study. Additionally, assigning duties and tasks to disruptive learners can help keep them engaged and focused on the instruction.
The role of a community learning centre in addressing students’ needs: the case of Nokukhanya community learning centre.
(2024) Chonco, Siphiwe Wilfred.; Mbatha, Lynette Lulama.
This thesis utilised Bronfenbrenner's ecological systems theory as the theoretical framework to investigate the role of Nokukhanya (a pseudonym) Community Learning Centre (CLC) in addressing students' needs. Data were collected through document analysis, observation, focus groups with students and semi-structured interviews with lecturers, revealing significant insights into the effectiveness and limitations of the CLC's educational provisions. Findings indicate a disconnection between the programmes offered and the needs of students, who often seek practical skills and vocational training that are not available at the CLC. This misalignment contributes to high dropout rates and student dissatisfaction. While the centre has made some effort to collaborate with local stakeholders, such as municipalities and NGOs, these partnerships have not been fully sustained or effective in meeting student needs. The lack of essential resources, such as computers, internet access, and vocational training equipment, further hampers the centre's ability to deliver on its mandate. At the microsystem level, direct interactions between students and educators are crucial for effective learning, yet the current curriculum offerings do not address student aspirations. The mesosystem level highlights the potential benefits of stakeholder collaborations, though these have been inconsistently implemented. Exosystem influences, including policy mandates from the Department of Higher Education and Training, underscore the importance of flexible and relevant programmes, which are currently inadequately supported due to resource constraints. The macrosystem analysis reveals a gap between policy intentions and practical implementation, necessitating better support and resources for CLCs. Chronosystem analysis shows the impact of historical and temporal changes on CLC programming efforts. The study concludes with recommendations for adopting a holistic approach to programme provisioning, enhancing stakeholder collaborations, aligning curricula with student needs, and empowering students through practical and vocational training. These findings and recommendations aim to inform policy and practice improvements to better meet learners' educational and developmental needs at community learning centres.
Anxiety and depression amongst learners facing homophobia in a secondary school in Pinetown District.
(2025) Methula, Xolani Hopewell.; Jairam, Visvaranie.
Homophobia remains a serious issue that adversely affects Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual (LGBTQIA+) learners both emotionally and psychologically in South African schools. This study explores the experiences of secondary school learners, their coping mechanisms, and their motivations for dealing with anxiety and depression in the face of homophobia. The research was conducted in a public, multiracial, secondary school in the Pinetown district of Kwazulu-Natal, South Africa. Guided by Bandura’s Social Cognitive Theory (SCT), developed in the 1980s, the study aims to address three key research questions: What are learners’ experiences of anxiety and depression when facing homophobia? How do they cope with anxiety and depression when facing homophobia? Why do they cope in the way that they do? Anchored in an interpretivist paradigm, the study employed a qualitative approach to gain in-depth insight into learners’ experiences. Purposive sampling was used to recruit four participants, and data were generated through semi-structured interviews, focus group discussions, non-participant observations, and drawings. Furthermore, SCT informed the analysis and was used to interpret the findings using visual data analysis and thematic analysis. The study reveals that learners who experience homophobia tend to have high levels of anxiety and depression that negatively affect their academic performance, social interactions, and selfesteem. Learners adopt various coping mechanisms; some seek peer support and advocacy, while others resort to avoidance strategies due to fear of discrimination. The study concludes that secondary school learners facing homophobia are negatively impacted by a lack of inclusive education policies, limited teacher involvement in addressing the issue, and a hostile school culture. These findings emphasise the need for a comprehensive school-wide approach incorporating inclusive education policies, teacher training, and support systems for learners to create a safe and affirming school environment.
Balancing of content and language: experiences of IsiZulu speaking historys.
(2025) Gumede, Zikhethele Harington.; Maharajh, Lokesh Ramnath.
The teaching of content through a second language presents a notable challenge within the global education landscape, particularly in multilingual classrooms. In South Africa, while the constitution recognises eleven official languages, English is predominantly used as the medium of instruction. This creates a complex dynamic where teachers, especially in subjects like History with its heavy content load, must navigate the complexities of teaching in a language that is not their own to learners who may also have limited proficiency in that language. This study addresses the experiences of IsiZulu-speaking teachers who face the challenge of balancing content delivery and language development in this multilingual context. This research employed an interpretive paradigm within a qualitative research approach. Data was generated through semi-structured interviews conducted with History teachers in four schools within the ILembe District of KwaZulu-Natal, South Africa. The selection of schools aimed to represent a variety of teaching backgrounds and educational environments within the district. The findings of this study highlight the linguistic and pedagogical challenges faced by IsiZulu-speaking teachers when teaching History in English. Specifically, the study reveals the importance of acknowledging and incorporating the learners' first language (IsiZulu) to facilitate a deeper understanding of the subject matter. Furthermore, the research emphasises the interconnectedness of language proficiency and content comprehension, demonstrating that language proficiency is fundamental to effective content delivery. This study underscores the need for educational strategies and policies that acknowledge and address the linguistic diversity within South African classrooms. The findings suggest that supporting teachers in effectively integrating language and content is crucial for improving teaching practices and enhancing learning outcomes. Ultimately, this research contributes to a deeper understanding of the complexities of second language instruction and provides valuable insights for teacher training and curriculum development in multilingual contexts.

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