3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item Learner performance disparities between former white and former black schools in Gauteng Province of South Africa after more than a decade of democracy.(2011-05-19) Baloyi, Hlengani GoldwinA Five-pillar conceptual framework -good social environment, focused instruction, well-trained and regularly supervised teachers, family background and language of learning and teaching- is used in this dissertation as a theoretical construct through which to make sense of persistent learner performance disparities between former white and former black schools in the South African public education system. This is a largely qualitative research project which employs a case study approach within a study area comprised of four purposive sample schools. The study is exploratory in nature in that it seeks to investigate why former white schools continue to perform better than former black schools despite massive educational changes made since 1994. I argue in this dissertation that teaching and learning processes between former white and former black schools are still fraught with huge inequalities, hence learner performance disparities. In other words, despite the investment, inputs and strategies since 1994, the education system in historically black schools is not working largely because of issues of classroom practice. A multi-method approach for data collection purposes was used in this study: testing, interviews, observations, intensive literature review and documentary analysis. Learner focus groups, maths teachers, teacher union representatives and school principals formed the backbone of research respondents in this project. The results show immense and unrelenting prevalence of inequalities and variations between former white and former black schools in terms of almost all aspects of teaching and learning processes. The essence of the results is that for the South African education system to achieve equitable learner performance across all schools, it must first achieve equity in terms of teaching and learning processes and needs.Item Exploring barriers to land accessibility for low-income housing delivery: A case of buffers of open space on the mining belt between Johannesburg CBD and Soweto(2007-02-22T12:39:55Z) Baloyi, Hlengani GoldwinThis is an exploratory study which seeks to look at barriers to land accessibility for the construction of low-income or affordable housing on former mining lands between Soweto and Johannesburg CBD. Based on the findings, there are various barriers which inhibit and threaten the construction of houses on former mining lands. These barriers, exposed by the findings of this report are radon, mine dust - both of which pose a serious health risk to residents if exposed to it for a long period of time - high prices of land, inadequate funding for housing subsidies and the National Nuclear Regulator’s too strict and uncompromising stance on housing construction on contaminated lands. The conclusion drawn by this report is that the government, owners of former mining land and the National Nuclear Regulator need to co-operate and work together towards finding a common ground in order to enhance the possibility of a total removal of these barriers, so that the previously marginalized citizens can afford to own houses closer to the Central Business District of Johannesburg.