An assessment of the role of guidance and counselling in promoting learner discipline in secondary schools in the Oshikoto region of Namibia:a case study of learners with discipline problems
- Authors: Mbongo, Emelia Ndapandula
- Date: 2016
- Subjects: Educational counseling Counseling in secondary education -- Namibia School discipline -- Namibia
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5358 , vital:29215
- Description: The study assessed the role of guidance and counselling in promoting learner discipline in secondary schools in the Oshikoto region of Namibia. The study used the mixed methods approach, which resulted in providing qualitative and quantitative data to provide an understanding of the problem. The instruments for data collection were questionnaires for principals, teachers, teacher counsellors and learners, as well as one-on-one interviews with learners. Thirty-one (31) principals, ninety-eight (98) teachers, thirty-seven (37) teacher counsellors and four hundred and eighty-nine (489) learners participated in the study. Results from the questionnaires were analysed by using descriptive statistics in the form of frequencies and percentages. Data presentation took the form of tables and bar graphs. Qualitative data collected from interviews were transcribed and put into themes and categories. The study revealed that schools experienced a wide range of disciplinary problems. It was further revealed that learners are affected by issues emanating from the environment, namely, schools and societies which influence their behaviour negatively. The principals and teachers believe that exclusionary and punitive methods are effective in managing learner indiscipline, while teacher counsellors and learners were against the use of such methods. In addition, principals, teachers and teacher counsellors all have a major role to play in maintaining discipline in schools through guidance and counselling. Suggestions were thus made to strengthen the use of guidance and counselling in promoting learner discipline in secondary schools by: improving training for teacher counsellors/Life Skills teachers in guidance and counselling, sensitisation of school managers about the roles and responsibilities of teacher counsellors, including the role played by teacher counsellors in learner discipline, improved leadership from school principals, strengthening the co-ordination and communication among the school personnel, and by strengthening the referral system from teachers to teacher counsellors and from teacher counsellors to outside agencies. It was recommended that the use of guidance and counselling in promoting learner discipline would be strengthened if teacher counsellors’ training is improved, school principals are sensitised on the roles of teacher counsellors, including their role in learner discipline as well as improved co-ordination and communication among school personnel regarding learner discipline. The study further recommended that the referral system of learners experiencing problems from teachers to teacher counsellors and from teacher counsellors to outside agencies should be strengthened.
- Full Text:
- Date Issued: 2016
- Authors: Mbongo, Emelia Ndapandula
- Date: 2016
- Subjects: Educational counseling Counseling in secondary education -- Namibia School discipline -- Namibia
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5358 , vital:29215
- Description: The study assessed the role of guidance and counselling in promoting learner discipline in secondary schools in the Oshikoto region of Namibia. The study used the mixed methods approach, which resulted in providing qualitative and quantitative data to provide an understanding of the problem. The instruments for data collection were questionnaires for principals, teachers, teacher counsellors and learners, as well as one-on-one interviews with learners. Thirty-one (31) principals, ninety-eight (98) teachers, thirty-seven (37) teacher counsellors and four hundred and eighty-nine (489) learners participated in the study. Results from the questionnaires were analysed by using descriptive statistics in the form of frequencies and percentages. Data presentation took the form of tables and bar graphs. Qualitative data collected from interviews were transcribed and put into themes and categories. The study revealed that schools experienced a wide range of disciplinary problems. It was further revealed that learners are affected by issues emanating from the environment, namely, schools and societies which influence their behaviour negatively. The principals and teachers believe that exclusionary and punitive methods are effective in managing learner indiscipline, while teacher counsellors and learners were against the use of such methods. In addition, principals, teachers and teacher counsellors all have a major role to play in maintaining discipline in schools through guidance and counselling. Suggestions were thus made to strengthen the use of guidance and counselling in promoting learner discipline in secondary schools by: improving training for teacher counsellors/Life Skills teachers in guidance and counselling, sensitisation of school managers about the roles and responsibilities of teacher counsellors, including the role played by teacher counsellors in learner discipline, improved leadership from school principals, strengthening the co-ordination and communication among the school personnel, and by strengthening the referral system from teachers to teacher counsellors and from teacher counsellors to outside agencies. It was recommended that the use of guidance and counselling in promoting learner discipline would be strengthened if teacher counsellors’ training is improved, school principals are sensitised on the roles of teacher counsellors, including their role in learner discipline as well as improved co-ordination and communication among school personnel regarding learner discipline. The study further recommended that the referral system of learners experiencing problems from teachers to teacher counsellors and from teacher counsellors to outside agencies should be strengthened.
- Full Text:
- Date Issued: 2016
Assessment of the implementation of the National Certificate (Vocational) plant production modules
- Langa, Phakama Perry Macmillan
- Authors: Langa, Phakama Perry Macmillan
- Date: 2016
- Subjects: Technical education -- Curricula Vocational education -- Curricula Curriculum planning
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5391 , vital:29229
- Description: This study investigates the implementation of Language in Education Policy (LiEP) in learning and teaching in grades six from two schools. It critically examines the teachers’ practices and experiences towards English as the language of learning and teaching (LoLT) at two different primary schools from the eMalahleni in the Lady Frere Education District in the Eastern Cape. The study is guided by the fact that most learners use their mother tongue (isiXhosa) in classroom as well as outside classroom contexts. Furthermore, some teachers use the translation method of teaching language as they code-switch to their home language when teaching content subjects as well as English. Despite this practice in class, learners are expected to answer their test and examination questions in English. Theoretically, this study is underpinned by the constructivist view of language learning (Gaserfeld, 2003) and English as an international language (Sivasubramaniam, 2011). On the basis of the ecological and the constructivist approaches to language learning, Sivasubramaniam (2011 p.53) views language as a creative instrument of meaning which ‘has the power to create meaning anew and afresh’ each time that someone uses it. The study makes use of the qualitative research method with a case study design that is placed within the interpretive paradigm. The data collected will be analysed through the use of critical discourse analysis. The findings from the study suggest some instrumental motivations to use English as LOLT which is informed by Language policy. Some of these motivations are: studying abroad, business with foreign investors and integrative motivations as the learner will be able to communicate with people from different countries. The study concludes that there is need for schools to stick to the English medium because this acts as an open door to the upward economic mobility among the previously disadvantaged. Based on this, it can be recommended that schools stick to English first additional language as their language of teaching and learning.
- Full Text:
- Date Issued: 2016
- Authors: Langa, Phakama Perry Macmillan
- Date: 2016
- Subjects: Technical education -- Curricula Vocational education -- Curricula Curriculum planning
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5391 , vital:29229
- Description: This study investigates the implementation of Language in Education Policy (LiEP) in learning and teaching in grades six from two schools. It critically examines the teachers’ practices and experiences towards English as the language of learning and teaching (LoLT) at two different primary schools from the eMalahleni in the Lady Frere Education District in the Eastern Cape. The study is guided by the fact that most learners use their mother tongue (isiXhosa) in classroom as well as outside classroom contexts. Furthermore, some teachers use the translation method of teaching language as they code-switch to their home language when teaching content subjects as well as English. Despite this practice in class, learners are expected to answer their test and examination questions in English. Theoretically, this study is underpinned by the constructivist view of language learning (Gaserfeld, 2003) and English as an international language (Sivasubramaniam, 2011). On the basis of the ecological and the constructivist approaches to language learning, Sivasubramaniam (2011 p.53) views language as a creative instrument of meaning which ‘has the power to create meaning anew and afresh’ each time that someone uses it. The study makes use of the qualitative research method with a case study design that is placed within the interpretive paradigm. The data collected will be analysed through the use of critical discourse analysis. The findings from the study suggest some instrumental motivations to use English as LOLT which is informed by Language policy. Some of these motivations are: studying abroad, business with foreign investors and integrative motivations as the learner will be able to communicate with people from different countries. The study concludes that there is need for schools to stick to the English medium because this acts as an open door to the upward economic mobility among the previously disadvantaged. Based on this, it can be recommended that schools stick to English first additional language as their language of teaching and learning.
- Full Text:
- Date Issued: 2016
Effect of organisational policies on school management teams' job performance at Maluti District, Eastern Cape , South Africa
- Authors: Leboea, Paulos Dipholo
- Date: 2016
- Subjects: School management teams Total quality management in higher education -- South Africa -- Eastern Cape Performance standards -- South Africa --Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5315 , vital:29188
- Description: Most school management teams (SMTs) do not do their tasks either due to lack of time or inability to fulfil this obligation. Should this be true for South African schools, it would reflect negatively on the SMT job performance. This led to undertaking research in order to ascertain the fit between organisational policies of induction, mentoring, curriculum assessment training and curriculum supervision and the SMT job performance by way of establishing the effect of organisation policy on SMTs’ job performance. The research adopted a descriptive survey research design of the correlational type. Two sets of questionnaires, one for independent variables and the other for the dependent variable, were used to elicit information from the respondents. Some of the findings show that aspiring SMT members need some training so as to know what will be expected of them to do once they get selected as SMT members. It was further proven that common tests that are normally set at the provincial and district and/or school based levels are invariably not of the standard that the Department of Basic Education (DBE) prescribes nationally. The foregoing led to the conclusion that the SMT job practice is invariably not informed by the relevant organisational policies. Hence a cascade model of SMT training is recommended, as is the notion that training toward organisational policies under review should be done cohesively.
- Full Text:
- Date Issued: 2016
- Authors: Leboea, Paulos Dipholo
- Date: 2016
- Subjects: School management teams Total quality management in higher education -- South Africa -- Eastern Cape Performance standards -- South Africa --Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5315 , vital:29188
- Description: Most school management teams (SMTs) do not do their tasks either due to lack of time or inability to fulfil this obligation. Should this be true for South African schools, it would reflect negatively on the SMT job performance. This led to undertaking research in order to ascertain the fit between organisational policies of induction, mentoring, curriculum assessment training and curriculum supervision and the SMT job performance by way of establishing the effect of organisation policy on SMTs’ job performance. The research adopted a descriptive survey research design of the correlational type. Two sets of questionnaires, one for independent variables and the other for the dependent variable, were used to elicit information from the respondents. Some of the findings show that aspiring SMT members need some training so as to know what will be expected of them to do once they get selected as SMT members. It was further proven that common tests that are normally set at the provincial and district and/or school based levels are invariably not of the standard that the Department of Basic Education (DBE) prescribes nationally. The foregoing led to the conclusion that the SMT job practice is invariably not informed by the relevant organisational policies. Hence a cascade model of SMT training is recommended, as is the notion that training toward organisational policies under review should be done cohesively.
- Full Text:
- Date Issued: 2016
Examining the nature and extent to which learners with special educational needs are included in regular schools: the case of four primary schools in Cape Town, South Africa
- Authors: Shadaya, Girlie
- Date: 2016
- Subjects: Special education Inclusive education -- South Africa -- Cape Town Children with disabilities -- Education -- South Africa -- Cape Town
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5346 , vital:29214
- Description: The study is premised on the assumptions that learners with special educational needs are not fully included in regular schools and that perceptions of teachers influence their behaviour toward and acceptance of learners with special educational needs in regular classes. In light of this, the aim of the current study was to examine the nature and extent to which learners with special educational needs are included in regular schools with the ultimate aim of assisting learners with special educational needs to be fully catered for by schools and teachers. The researcher opted for the mixed method approach which is embedded in the post positivist research paradigm. The mixed method approach makes use of quantitative and qualitative methods of data collection, presentation and analysis. Data were generated from a sample of 60 teachers and 4 principals from 4 regular primary schools mainly through questionnaires. Data were also generated from interviews, observation and documents. These data from interviews, observation and documents were used to buttress results from the questionnaires. The findings of this present study showed that many schools are now moving towards inclusivity. There is a relative prevalence of learners with disability in schools. The study also established that the inclusion of learners with special educational needs in regular schools was faced with a number of problems. There were inadequate professionally-trained teachers in schools. Shortage of classrooms, large class sizes, equipment and materials affected the quality of access to education for learners with special educational needs. Although there was significant support at school level, it emerged that there was inadequate quality in-service training programmes for teachers conducted by district officials. Overall, the findings of the study have confirmed the assumptions of the study. For learners with special educational needs to be fully included in regular schools, the study would recommend that the government improve the quality of teachers through in-service training programmes. Moreover, schools must be adequately resourced and government should commit itself to the alleviation of large class sizes. The study further revealed that, gaps still exist in the inclusion of learners with special educational needs between the intended and the actual practice. The study, therefore, recommends that research be conducted with the possibility of establishing strategies for the inclusion of learners with special educational needs in regular schools. This might improve the actual practice of including learners with iii special educational needs in regular schools. In turn, learners with special educational needs can be said to have equal access to education.
- Full Text:
- Date Issued: 2016
- Authors: Shadaya, Girlie
- Date: 2016
- Subjects: Special education Inclusive education -- South Africa -- Cape Town Children with disabilities -- Education -- South Africa -- Cape Town
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5346 , vital:29214
- Description: The study is premised on the assumptions that learners with special educational needs are not fully included in regular schools and that perceptions of teachers influence their behaviour toward and acceptance of learners with special educational needs in regular classes. In light of this, the aim of the current study was to examine the nature and extent to which learners with special educational needs are included in regular schools with the ultimate aim of assisting learners with special educational needs to be fully catered for by schools and teachers. The researcher opted for the mixed method approach which is embedded in the post positivist research paradigm. The mixed method approach makes use of quantitative and qualitative methods of data collection, presentation and analysis. Data were generated from a sample of 60 teachers and 4 principals from 4 regular primary schools mainly through questionnaires. Data were also generated from interviews, observation and documents. These data from interviews, observation and documents were used to buttress results from the questionnaires. The findings of this present study showed that many schools are now moving towards inclusivity. There is a relative prevalence of learners with disability in schools. The study also established that the inclusion of learners with special educational needs in regular schools was faced with a number of problems. There were inadequate professionally-trained teachers in schools. Shortage of classrooms, large class sizes, equipment and materials affected the quality of access to education for learners with special educational needs. Although there was significant support at school level, it emerged that there was inadequate quality in-service training programmes for teachers conducted by district officials. Overall, the findings of the study have confirmed the assumptions of the study. For learners with special educational needs to be fully included in regular schools, the study would recommend that the government improve the quality of teachers through in-service training programmes. Moreover, schools must be adequately resourced and government should commit itself to the alleviation of large class sizes. The study further revealed that, gaps still exist in the inclusion of learners with special educational needs between the intended and the actual practice. The study, therefore, recommends that research be conducted with the possibility of establishing strategies for the inclusion of learners with special educational needs in regular schools. This might improve the actual practice of including learners with iii special educational needs in regular schools. In turn, learners with special educational needs can be said to have equal access to education.
- Full Text:
- Date Issued: 2016
Fathers' involvement in the social development of children under six years: a social capital perspective and implications for early childhood development in the East London Education District
- Authors: Adams, Clyde Glenith Graham
- Date: 2016
- Subjects: Child development-- South Africa -- Eastern Cape Father and child -- South Africa -- Eastern Cape Fatherhood -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5116 , vital:29077
- Description: The experiences of twenty fathers were explored to understand the involvement in the social development of children under six years. The main research question that guided the study was: what are fathers’ experiences with involvement in the social development of their children under the age of six years and what implications do these have for early childhood development? A social capital perspective was followed. The qualitative data was collected through the use of semi-structured interviews. The data was then analysed qualitatively. Results show that although most of the respondents could not give a definition of the concept of social development, they, however, understood the importance of parents playing a role in the development of a child. Fathers understood their role as supportive, nurturing and being there for their children. Fathers also understood their basic role as being the provider and protector. They also perceived their role as being authoritative and see themselves as the main disciplinarians. Results reveal that most schools do not offer programs specifically designed to encourage fathers to participate. Most importantly, results indicate that fathers’ interest in a variety of sporting activities, information sharing and talking about challenges both the schools as well as fathers face, are some of the ways fathers would like to be involved. Findings also indicate that although fathers acknowledged the role of the Department of Basic Education (DoBE) as mainly that of financial contributor in order to facilitate the skills development as well as that of information dissemination. However, fathers who took part in the study did not understand how the DoBE skills development agenda is envisaged for fathers. Notwithstanding, the respondents were quite clear that a father has an influential role to play in their children’s development. It also emerged that the greater the involvement, the more positive the influence on the child’s development. This study concludes that the presence of fathers in children’s lives is known to contribute significantly to their chances of experiencing positive developmental outcomes. Although the father-child relationship’s influences on children’s social competence have received increased attention in general, research on fathers’ understanding of their roles, involvement with their children as well as challenges confronting them with their involvement is scant. Based this the above, a number of recommendations have been made.
- Full Text:
- Date Issued: 2016
- Authors: Adams, Clyde Glenith Graham
- Date: 2016
- Subjects: Child development-- South Africa -- Eastern Cape Father and child -- South Africa -- Eastern Cape Fatherhood -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5116 , vital:29077
- Description: The experiences of twenty fathers were explored to understand the involvement in the social development of children under six years. The main research question that guided the study was: what are fathers’ experiences with involvement in the social development of their children under the age of six years and what implications do these have for early childhood development? A social capital perspective was followed. The qualitative data was collected through the use of semi-structured interviews. The data was then analysed qualitatively. Results show that although most of the respondents could not give a definition of the concept of social development, they, however, understood the importance of parents playing a role in the development of a child. Fathers understood their role as supportive, nurturing and being there for their children. Fathers also understood their basic role as being the provider and protector. They also perceived their role as being authoritative and see themselves as the main disciplinarians. Results reveal that most schools do not offer programs specifically designed to encourage fathers to participate. Most importantly, results indicate that fathers’ interest in a variety of sporting activities, information sharing and talking about challenges both the schools as well as fathers face, are some of the ways fathers would like to be involved. Findings also indicate that although fathers acknowledged the role of the Department of Basic Education (DoBE) as mainly that of financial contributor in order to facilitate the skills development as well as that of information dissemination. However, fathers who took part in the study did not understand how the DoBE skills development agenda is envisaged for fathers. Notwithstanding, the respondents were quite clear that a father has an influential role to play in their children’s development. It also emerged that the greater the involvement, the more positive the influence on the child’s development. This study concludes that the presence of fathers in children’s lives is known to contribute significantly to their chances of experiencing positive developmental outcomes. Although the father-child relationship’s influences on children’s social competence have received increased attention in general, research on fathers’ understanding of their roles, involvement with their children as well as challenges confronting them with their involvement is scant. Based this the above, a number of recommendations have been made.
- Full Text:
- Date Issued: 2016
Foundation Phase male student-teachers’ experiences during Teaching Practice: Implications for Initial Teacher Training
- Authors: Makeleni, Sive
- Date: 2016
- Subjects: Student teaching -- South Africa Teachers -- Training of -- South Africa Teaching -- South Africa
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5171 , vital:29095
- Description: The aim of this study was to explore experiences of Foundation Phase male studentteachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological design, unstructured interviews and personal diaries are used for data collection. In this study data were collected through unstructured interviews and personal diaries of the participants. I employed interpretivism as a research paradigm. The study found that despite South Africa being a democratic country Foundation Phase is still viewed as a female space. Findings reveal that male student-teachers feel that in a democratic country, gender equality should be exercised. The study revealed that teaching profession is undermined. As much as participants reported about insecurities, they also reported about the benefits of being a male studentteacher in Foundation Phase specialisation. One of the benefits reported is knowledge and understanding of child development theories. The participants reported that during TP, they were seen as role-models, as father figures and resources. The research recommends that Initial Teacher Education Programme should do more in preparing male student-teachers venturing in Foundation Phase. The research also suggests that all stakeholders involved in education should have a programme focusing on developing teaching profession to be a prestigious profession. The government and all education stakeholders should also focus on gender equality within FP specialisation, both in Initial Teacher Education institutions and in schools.
- Full Text:
- Date Issued: 2016
- Authors: Makeleni, Sive
- Date: 2016
- Subjects: Student teaching -- South Africa Teachers -- Training of -- South Africa Teaching -- South Africa
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5171 , vital:29095
- Description: The aim of this study was to explore experiences of Foundation Phase male studentteachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological design, unstructured interviews and personal diaries are used for data collection. In this study data were collected through unstructured interviews and personal diaries of the participants. I employed interpretivism as a research paradigm. The study found that despite South Africa being a democratic country Foundation Phase is still viewed as a female space. Findings reveal that male student-teachers feel that in a democratic country, gender equality should be exercised. The study revealed that teaching profession is undermined. As much as participants reported about insecurities, they also reported about the benefits of being a male studentteacher in Foundation Phase specialisation. One of the benefits reported is knowledge and understanding of child development theories. The participants reported that during TP, they were seen as role-models, as father figures and resources. The research recommends that Initial Teacher Education Programme should do more in preparing male student-teachers venturing in Foundation Phase. The research also suggests that all stakeholders involved in education should have a programme focusing on developing teaching profession to be a prestigious profession. The government and all education stakeholders should also focus on gender equality within FP specialisation, both in Initial Teacher Education institutions and in schools.
- Full Text:
- Date Issued: 2016
Foundation phase male student-teacher’s experiences during teaching practice: implications for initial teacher training
- Authors: Makeleni, Sive
- Date: 2016
- Subjects: Student teaching -- South Africa Teachers -- Training of -- South Africa Teaching -- South Africa
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/4780 , vital:28519
- Description: The aim of this study was to explore experiences of Foundation Phase male student teachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological design, unstructured interviews and personal diaries are used for data collection. In this study data were collected through unstructured interviews and personal diaries of the participants. I employed interpretivism as a research paradigm.
- Full Text:
- Date Issued: 2016
- Authors: Makeleni, Sive
- Date: 2016
- Subjects: Student teaching -- South Africa Teachers -- Training of -- South Africa Teaching -- South Africa
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/4780 , vital:28519
- Description: The aim of this study was to explore experiences of Foundation Phase male student teachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological design, unstructured interviews and personal diaries are used for data collection. In this study data were collected through unstructured interviews and personal diaries of the participants. I employed interpretivism as a research paradigm.
- Full Text:
- Date Issued: 2016
Teachers' perceptions on the effects of frequent change in curriculum on effective teaching in junior secondary schools at Libode Education District, Eastern Cape
- Ngibe, Nondwe Cynthia Phelokazi
- Authors: Ngibe, Nondwe Cynthia Phelokazi
- Date: 2016
- Subjects: Curriculum change -- South Africa -- Eastern Cape Educational change Education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5587 , vital:29349
- Description: Worldwide educational change has been a topic of discussion. South Africa is among the countries having issues with the implementation of a new curriculum and its impact on effective teaching and learning in junior secondary schools. The country (South Africa) experienced frequent changes in education curriculum. The new curriculum was seen as the means to address poor state of education. It is common knowledge that teachers were and are presently still confused and stressed being unsure on how to apply some techniques to meet the requirements of the new curriculum. That led to underperformance of learners in their work at school. Hence, this study was conducted to explore the perceptions of teachers in South Africa regarding the effects that frequent changes in curriculum has on the effective teaching and learning in junior secondary schools. The change in curriculum is frequent in the sense that, from 1997 to 2016, the curriculum in South Africa was revised four times: Curriculum 2005 (C2005) in 1997, Revised National Curriculum Statement (RNCS) in 2002, National Curriculum Statement (NCS) in 2007 as well as Curriculum and Assessment Policy Statement (CAPS) in 2012. The study does not leave behind some literatures on concept of education, teaching and learning in junior secondary schools, curriculum in South Africa, an overview of curriculum policy in South Africa, curriculum changes to mention a few. Qualitative research methodology was used by the researcher so as interview participants (teachers) in their workplace. The case study was chosen as the design, whereby two junior secondary schools from the population of schools in Libode district were purposely sampled. Data was collected from teachers in these schools, that is, six teachers from each school. Four teachers from each phase were targeted, that is, (four from foundation phase, four from intermediate phase and four from senior phase). Semi-structured interviews were used as the instrument to collect information from the participants. From the study, the researcher found confusion and frustration due to the frequent changes in curriculum; negative influence on effective teaching and learning, by the fact that teachers ultimately do not know what to do to meet the requirements of the curriculum; and not much continuity or links between phases in as far as content and subjects are concerned. The study recommended the appointment of professional facilitators, revisiting of the language policy in GET band (with focus in LOLT in foundation phase), encouraging continuity across phases, actively involvement of teachers in formulating or drafting of any policy that will affect curriculum since they are the implementers of curriculum. The study established that frequent change in curriculum had negative effects on teaching and in junior secondary schools. This is the perception of the majority of participants. As far as literature regarding teachers is concerned, changing curriculum without changing teachers’ understanding and attitude has negative impact on learning especially in South Africa, with special focus on rural schools such as those of Libode district in the Eastern Cape Province.
- Full Text:
- Date Issued: 2016
- Authors: Ngibe, Nondwe Cynthia Phelokazi
- Date: 2016
- Subjects: Curriculum change -- South Africa -- Eastern Cape Educational change Education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5587 , vital:29349
- Description: Worldwide educational change has been a topic of discussion. South Africa is among the countries having issues with the implementation of a new curriculum and its impact on effective teaching and learning in junior secondary schools. The country (South Africa) experienced frequent changes in education curriculum. The new curriculum was seen as the means to address poor state of education. It is common knowledge that teachers were and are presently still confused and stressed being unsure on how to apply some techniques to meet the requirements of the new curriculum. That led to underperformance of learners in their work at school. Hence, this study was conducted to explore the perceptions of teachers in South Africa regarding the effects that frequent changes in curriculum has on the effective teaching and learning in junior secondary schools. The change in curriculum is frequent in the sense that, from 1997 to 2016, the curriculum in South Africa was revised four times: Curriculum 2005 (C2005) in 1997, Revised National Curriculum Statement (RNCS) in 2002, National Curriculum Statement (NCS) in 2007 as well as Curriculum and Assessment Policy Statement (CAPS) in 2012. The study does not leave behind some literatures on concept of education, teaching and learning in junior secondary schools, curriculum in South Africa, an overview of curriculum policy in South Africa, curriculum changes to mention a few. Qualitative research methodology was used by the researcher so as interview participants (teachers) in their workplace. The case study was chosen as the design, whereby two junior secondary schools from the population of schools in Libode district were purposely sampled. Data was collected from teachers in these schools, that is, six teachers from each school. Four teachers from each phase were targeted, that is, (four from foundation phase, four from intermediate phase and four from senior phase). Semi-structured interviews were used as the instrument to collect information from the participants. From the study, the researcher found confusion and frustration due to the frequent changes in curriculum; negative influence on effective teaching and learning, by the fact that teachers ultimately do not know what to do to meet the requirements of the curriculum; and not much continuity or links between phases in as far as content and subjects are concerned. The study recommended the appointment of professional facilitators, revisiting of the language policy in GET band (with focus in LOLT in foundation phase), encouraging continuity across phases, actively involvement of teachers in formulating or drafting of any policy that will affect curriculum since they are the implementers of curriculum. The study established that frequent change in curriculum had negative effects on teaching and in junior secondary schools. This is the perception of the majority of participants. As far as literature regarding teachers is concerned, changing curriculum without changing teachers’ understanding and attitude has negative impact on learning especially in South Africa, with special focus on rural schools such as those of Libode district in the Eastern Cape Province.
- Full Text:
- Date Issued: 2016
The effectiveness of the concrete / semi-concrete / abstract (CSA) appoach and drill- practice on grade 10 learners' ability to simplify addition and subtraction algebraic fractions
- Authors: Awuah, Bernard Prince
- Date: 2016
- Subjects: Algebra, Abstract
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5105 , vital:29076
- Description: This study was conducted in one of the education districts in the Eastern Cape Province of South Africa. The purpose was to analyse the effectiveness of the concrete/semi-concrete/abstract (CSA) approach and drill-practice instructional strategies on Grade 10 learners’ ability to simplify addition and subtraction of algebraic fractions. The following two objectives were set. First, to identify the learners’ challenges in studying addition and subtraction of algebraic fractions in grade 10; and second to analyse the effectiveness of the CSA approach and drill-practice instructional strategies on Grade 10 learners’ ability to simplify addition and subtraction of algebraic fractions. Both threshold concepts and troublesome knowledge, Polya’s problem-solving techniques, CSA Approach theory and Drill-practice theory were all pertinent as a theoretical framework for the study. Positivism research paradigm was adopted for the study and it afforded the researcher opportunity to employ quantitative research approach. Based on the research question of this study, an experimental design was chosen as a suitable descriptive design. Purposive sampling method was used to select three schools which involved 135 grade 10 mathematics learners. Stratified random sampling method was thereafter employed to select 45 learners from each school for the study. The learners were grouped in each school as top, average and weak based on their performance in Algebra in term one. Pre-questionnaire and post-questionnaire were used to obtain data regarding challenges learners experience in simplifying addition and subtraction of algebraic fractions. Ethical clearance from the relevant school and university authorities were obtained. On the first two days, the researcher briefed the school authorities and learners and explained to them the purpose and details of the study. Day three was used to administer the pre-questionnaire test, thereafter, the next ten days were used to teach addition and subtraction of both numeric and algebraic fractions with same and different numerators and denominators. The next two days were used for revision and the last day was used to administer the postquestionnaire test out 25 marks. The respondent rate was 98.5%. The data collected were analysed by using SPSS version 16.10. Both descriptive and inferential statistics were used to analyse the data. The pre-questionnaire scores revealed that majority of the learners’ perceived fractions as two separate entities and as a result add or subtract numerator to numerator and denominator to denominator. It was also discovered that learners had a challenge in finding LCM of algebraic fractions. A t-Test for independent means was used to test the following hypotheses at 𝛼 = 0.05: 𝐇𝟎: The CSA approach and drill-practice intervention has no significant effect on Grade 10 learners’ ability to simplify addition and subtraction of algebraic fractions; 𝐇𝟏: The CSA approach and drill-practice will significantly enhance Grade 10 learners’ ability to simplify addition and subtraction of algebraic fractions. The t-Test revealed a p-value of 0.139 which was statistically significant at 𝛼 = 0.05. Therefore, the researcher rejected the null hypothesis and concluded that the CSA approach and drill-practice have significantly enhanced the Grade 10 learners’ ability to simplify algebraic fractions.
- Full Text:
- Date Issued: 2016
- Authors: Awuah, Bernard Prince
- Date: 2016
- Subjects: Algebra, Abstract
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5105 , vital:29076
- Description: This study was conducted in one of the education districts in the Eastern Cape Province of South Africa. The purpose was to analyse the effectiveness of the concrete/semi-concrete/abstract (CSA) approach and drill-practice instructional strategies on Grade 10 learners’ ability to simplify addition and subtraction of algebraic fractions. The following two objectives were set. First, to identify the learners’ challenges in studying addition and subtraction of algebraic fractions in grade 10; and second to analyse the effectiveness of the CSA approach and drill-practice instructional strategies on Grade 10 learners’ ability to simplify addition and subtraction of algebraic fractions. Both threshold concepts and troublesome knowledge, Polya’s problem-solving techniques, CSA Approach theory and Drill-practice theory were all pertinent as a theoretical framework for the study. Positivism research paradigm was adopted for the study and it afforded the researcher opportunity to employ quantitative research approach. Based on the research question of this study, an experimental design was chosen as a suitable descriptive design. Purposive sampling method was used to select three schools which involved 135 grade 10 mathematics learners. Stratified random sampling method was thereafter employed to select 45 learners from each school for the study. The learners were grouped in each school as top, average and weak based on their performance in Algebra in term one. Pre-questionnaire and post-questionnaire were used to obtain data regarding challenges learners experience in simplifying addition and subtraction of algebraic fractions. Ethical clearance from the relevant school and university authorities were obtained. On the first two days, the researcher briefed the school authorities and learners and explained to them the purpose and details of the study. Day three was used to administer the pre-questionnaire test, thereafter, the next ten days were used to teach addition and subtraction of both numeric and algebraic fractions with same and different numerators and denominators. The next two days were used for revision and the last day was used to administer the postquestionnaire test out 25 marks. The respondent rate was 98.5%. The data collected were analysed by using SPSS version 16.10. Both descriptive and inferential statistics were used to analyse the data. The pre-questionnaire scores revealed that majority of the learners’ perceived fractions as two separate entities and as a result add or subtract numerator to numerator and denominator to denominator. It was also discovered that learners had a challenge in finding LCM of algebraic fractions. A t-Test for independent means was used to test the following hypotheses at 𝛼 = 0.05: 𝐇𝟎: The CSA approach and drill-practice intervention has no significant effect on Grade 10 learners’ ability to simplify addition and subtraction of algebraic fractions; 𝐇𝟏: The CSA approach and drill-practice will significantly enhance Grade 10 learners’ ability to simplify addition and subtraction of algebraic fractions. The t-Test revealed a p-value of 0.139 which was statistically significant at 𝛼 = 0.05. Therefore, the researcher rejected the null hypothesis and concluded that the CSA approach and drill-practice have significantly enhanced the Grade 10 learners’ ability to simplify algebraic fractions.
- Full Text:
- Date Issued: 2016
The implementation of information and communication technology (ICT) intergrated teaching and learning in textiles and clothing programmes at one University of Science and Techology in Zimbabwe
- Authors: Chipo, Dzikite
- Date: 2016
- Subjects: Internet in education -- Zimbabwe Information technology -- Study and teaching -- Zimbabwe Internet in education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5226 , vital:29115
- Description: challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.
- Full Text: false
- Date Issued: 2016
- Authors: Chipo, Dzikite
- Date: 2016
- Subjects: Internet in education -- Zimbabwe Information technology -- Study and teaching -- Zimbabwe Internet in education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5226 , vital:29115
- Description: challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.
- Full Text: false
- Date Issued: 2016
The implementation of the inclusive education policy in sport: a case study of four secondary schools in Masvingo District, Zimbabwe
- Authors: Mudyahoto, Tapiwa
- Date: 2016
- Subjects: Inclusive education -- Zimbabwe Educational equalization -- Zimbabwe Physical education and training -- Study and teaching (Secondary) -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5238 , vital:29117
- Description: The purpose of the present study was to explore the implementation of the inclusive education policy in sport in four secondary schools in Masvingo District, Zimbabwe. The case study research design was employed; interviews, focus groups, document analysis and observations were used to collect data. Four school Heads, 4 sports masters, 4 team trainers, 4 team captains, 2 learners with disabilities and a district education officer were purposively selected to take part in this study. Data were presented, analysed/discussed, starting with demographic data in the first section followed by emerging themes. It emerged from the study that all the participants were not knowledgeable about inclusive education and the aspect of including learners with disabilities in mainstream sport. The major barriers identified include inadequate policy dialogue, unavailability of sporting equipment and attitudes. Further findings revealed that there is dire need for knowledge and skills in inclusive sport among teachers in regular schools. Findings also confirmed unavailability of policy circulars in schools. Most teachers were not afforded opportunities to attend workshops and seminars. Findings also revealed that teachers faced major challenges such as funding to undertake courses in SNE and inclusive sport. Teachers were reeled in with a lot of pressure due to congested timetables and large classes. Participants believed that the challenges they faced could be resolved through some proposed intervention strategies. The researcher concluded that teachers in regular schools were not equipped to teach sport to learners with special education needs in the mainstream. The MoPSE was not doing much in preparing teachers to be effective in including learners with disabilities in regular school sport. The study recommended that the MoPSE should put in place provisions to meet the inclusive needs of both teachers and learners. It also recommended that school Heads should be taught about SNE and inclusive sport for them to be able to guide teachers properly. Besides the national policy, schools should design inclusive policies specifically for their respective schools in line with the national policy. The study also recommended that the MoPSE should come up with a comprehensive framework in sport to counter some of these challenges.
- Full Text:
- Date Issued: 2016
- Authors: Mudyahoto, Tapiwa
- Date: 2016
- Subjects: Inclusive education -- Zimbabwe Educational equalization -- Zimbabwe Physical education and training -- Study and teaching (Secondary) -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5238 , vital:29117
- Description: The purpose of the present study was to explore the implementation of the inclusive education policy in sport in four secondary schools in Masvingo District, Zimbabwe. The case study research design was employed; interviews, focus groups, document analysis and observations were used to collect data. Four school Heads, 4 sports masters, 4 team trainers, 4 team captains, 2 learners with disabilities and a district education officer were purposively selected to take part in this study. Data were presented, analysed/discussed, starting with demographic data in the first section followed by emerging themes. It emerged from the study that all the participants were not knowledgeable about inclusive education and the aspect of including learners with disabilities in mainstream sport. The major barriers identified include inadequate policy dialogue, unavailability of sporting equipment and attitudes. Further findings revealed that there is dire need for knowledge and skills in inclusive sport among teachers in regular schools. Findings also confirmed unavailability of policy circulars in schools. Most teachers were not afforded opportunities to attend workshops and seminars. Findings also revealed that teachers faced major challenges such as funding to undertake courses in SNE and inclusive sport. Teachers were reeled in with a lot of pressure due to congested timetables and large classes. Participants believed that the challenges they faced could be resolved through some proposed intervention strategies. The researcher concluded that teachers in regular schools were not equipped to teach sport to learners with special education needs in the mainstream. The MoPSE was not doing much in preparing teachers to be effective in including learners with disabilities in regular school sport. The study recommended that the MoPSE should put in place provisions to meet the inclusive needs of both teachers and learners. It also recommended that school Heads should be taught about SNE and inclusive sport for them to be able to guide teachers properly. Besides the national policy, schools should design inclusive policies specifically for their respective schools in line with the national policy. The study also recommended that the MoPSE should come up with a comprehensive framework in sport to counter some of these challenges.
- Full Text:
- Date Issued: 2016
The role of intergroup conflict in school-based violence in the Johannesburg Central Education District Schools: Towards a strategy for Peace Education implementation
- Authors: Mkhomi, Moses Sipho
- Date: 2016
- Subjects: School violence School discipline -- South Africa -- Johannesburg School crisis management -- South Africa --Johannesburg
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5282 , vital:29183
- Description: School-Based Violence (SBV) is prevalent in South Africa and globally. SBV is one of the challenges that the South African education system is facing resulting in a new deep-rooted culture of unsafe and insecure schools. Teachers are expected to teach learners, who display antisocial behaviour. These learners swear, back chat, verbally and physically abuse and show total disrespect for teachers. The presence of such learners has turned schools into battle field. This violence is not exclusively directed to teachers, but learners are also the common victims of bullying in particular. This study therefore sought to investigate how intergroup violence impacts on the schoolbased violence. The concepts, Intergroup Conflict (IC) and gangs/gangsterism were used interchangeably to describe actions of individuals who take part in the social conflict, driven by competition, antagonism and aggression within the school context. A qualitative research method was used to capture the experiences and narratives of participants affected by school based violence. The study employed the interpretivist research paradigm the phenomenological research approach was preferred for the study to gain the meaning, structure, and essence of the lived experiences of the participants with regard to SBV. To extract participants’ experiences, perceptions and views, the study used a semi-structured interview, focus group interviews and nonparticipatory observation methods. The selected schools were purposefully selected because of historical and ongoing violent incidents, as well as the violent communities in which these schools are located. The researcher complied with and observed ethical principles during the research study. The research was conducted on sites (schools) and included seven learners, seven teachers, three principals, three parents who are members of the School Governing Body, three parents, as well as a District Official. Permission was sought and granted by the Provincial Education Department – Gauteng Province, as well as by the District Director.
- Full Text:
- Date Issued: 2016
- Authors: Mkhomi, Moses Sipho
- Date: 2016
- Subjects: School violence School discipline -- South Africa -- Johannesburg School crisis management -- South Africa --Johannesburg
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5282 , vital:29183
- Description: School-Based Violence (SBV) is prevalent in South Africa and globally. SBV is one of the challenges that the South African education system is facing resulting in a new deep-rooted culture of unsafe and insecure schools. Teachers are expected to teach learners, who display antisocial behaviour. These learners swear, back chat, verbally and physically abuse and show total disrespect for teachers. The presence of such learners has turned schools into battle field. This violence is not exclusively directed to teachers, but learners are also the common victims of bullying in particular. This study therefore sought to investigate how intergroup violence impacts on the schoolbased violence. The concepts, Intergroup Conflict (IC) and gangs/gangsterism were used interchangeably to describe actions of individuals who take part in the social conflict, driven by competition, antagonism and aggression within the school context. A qualitative research method was used to capture the experiences and narratives of participants affected by school based violence. The study employed the interpretivist research paradigm the phenomenological research approach was preferred for the study to gain the meaning, structure, and essence of the lived experiences of the participants with regard to SBV. To extract participants’ experiences, perceptions and views, the study used a semi-structured interview, focus group interviews and nonparticipatory observation methods. The selected schools were purposefully selected because of historical and ongoing violent incidents, as well as the violent communities in which these schools are located. The researcher complied with and observed ethical principles during the research study. The research was conducted on sites (schools) and included seven learners, seven teachers, three principals, three parents who are members of the School Governing Body, three parents, as well as a District Official. Permission was sought and granted by the Provincial Education Department – Gauteng Province, as well as by the District Director.
- Full Text:
- Date Issued: 2016
Vocational curriculum report 191(NATED) as a curriculum: a case study of three Eastern Cape TVET Colleges
- Authors: Sixabayi, Siyabonga Prince
- Date: 2016
- Subjects: Vocational education -- Curricula -- South Africa -- Eastern Cape Curriculum planning -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5126 , vital:29089
- Description: This study aimed to investigate if there are any possible gaps in the offering Vocational Curriculum Report 191, in terms of knowledge, skills and link to the world of work. This study was a case study of three Technical and Vocational Education and Training Colleges that offer Vocational Curriculum Report 191, and it was geographically limited to the province of the Eastern Cape. The five main findings from this study were that firstly, the curriculum offers theory without practice. Secondly, there is a mismatch between what is offered as curriculum at Technical and Vocational Education and Training Colleges and what the labour market wants. Thirdly, lecturers do not have the practical exposure that relates to their fields of study. Fourthly, Vocational Curriculum Report 191 does not promote self-employment of its students and lastly, the curriculum is outdated and does not comply with the criteria of current employment opportunities. The study recommends that the curriculum be reviewed and revised. Technical and Vocational Education and Training colleges need to have in site practice facilities to cater for the practical application of theoretical knowledge of students. Partnerships between Technical and Vocational Education and Training Colleges, the labour market and Sector Education and Training Authorities are strongly recommended in this study.
- Full Text:
- Date Issued: 2016
- Authors: Sixabayi, Siyabonga Prince
- Date: 2016
- Subjects: Vocational education -- Curricula -- South Africa -- Eastern Cape Curriculum planning -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5126 , vital:29089
- Description: This study aimed to investigate if there are any possible gaps in the offering Vocational Curriculum Report 191, in terms of knowledge, skills and link to the world of work. This study was a case study of three Technical and Vocational Education and Training Colleges that offer Vocational Curriculum Report 191, and it was geographically limited to the province of the Eastern Cape. The five main findings from this study were that firstly, the curriculum offers theory without practice. Secondly, there is a mismatch between what is offered as curriculum at Technical and Vocational Education and Training Colleges and what the labour market wants. Thirdly, lecturers do not have the practical exposure that relates to their fields of study. Fourthly, Vocational Curriculum Report 191 does not promote self-employment of its students and lastly, the curriculum is outdated and does not comply with the criteria of current employment opportunities. The study recommends that the curriculum be reviewed and revised. Technical and Vocational Education and Training colleges need to have in site practice facilities to cater for the practical application of theoretical knowledge of students. Partnerships between Technical and Vocational Education and Training Colleges, the labour market and Sector Education and Training Authorities are strongly recommended in this study.
- Full Text:
- Date Issued: 2016
A Case study of students' first additional language reading and response in the faculty of education at the University of Fort Hare: Eastern Cape
- Authors: Linake, Manthekeleng A
- Date: 2015
- Subjects: Language and education Language and languages -- Study and teaching -- South Africa --Eastern Cape English language -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5851 , vital:29402
- Description: Although reading ability alone cannot guarantee academic success, it is highly likely that a lack of reading can function as a key barrier to academic achievement. There are many other factors that are part of the causality. Of these, socio-economic status, teaching methods, parental involvement and lack of exposure to LoLT are probably the most important. Classroom teaching for reading instruction needs to be considered as the critical factor in preventing reading problems and must be the central focus for change. As such, teachers’ acquisition of the teaching skills necessary to bring about the development of literate language competency are critical especially in South Africa where many assumptions have been largely unquestioned about how to teach reading and writing, which languages to use and what counts as high quality practice in classrooms (Banda, 2000). The main aim of the study was to investigate principally reading with the use of English first additional language (FAL) in South African Universities. The objectives included enabling students to successfully learn reading in order to promote their’ reading to such a level that they can continue reading to learn and not learning to read. The researcher was particularly interested in exploring broader trends in reading strategies, instructions and training for students with the intention of contributing possible strategies to address the training of students for their role as literacy instructors in English as well as in multilingual education in South Africa. Methodologically, the study is premised within the interpretivist paradigm based on a qualitative research method. It is a case study design. It is a longitudinal study that covered a total of four years, the duration for a B Ed degree. The population comprises all forth year English teaching methods class and ten lecturers in the programme. The data collection tools included documents, participant observation, journal entry, assessments and focus groups. Interviews were granted to a purposively selected number of students (9) based on their academic performance over the years. There were three weak, three medium and three strong students that were interviewed. A total of 10 teachers were randomly selected from the Faculty to get their input about students’ reading. The ages of the respondents ranged from 18-60. The study concluded that students prefer to be taught in English although most see it as a barrier to learning. The findings showed that language learning can be easier if it is considered as social practice with academic purpose. The researcher recommends that there is need for a reduction of administrative duties from the lecturers to create more time for consultation. She or he also see a need for tutorials which can help to expose learners even more to interaction in EFAL.
- Full Text:
- Date Issued: 2015
- Authors: Linake, Manthekeleng A
- Date: 2015
- Subjects: Language and education Language and languages -- Study and teaching -- South Africa --Eastern Cape English language -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5851 , vital:29402
- Description: Although reading ability alone cannot guarantee academic success, it is highly likely that a lack of reading can function as a key barrier to academic achievement. There are many other factors that are part of the causality. Of these, socio-economic status, teaching methods, parental involvement and lack of exposure to LoLT are probably the most important. Classroom teaching for reading instruction needs to be considered as the critical factor in preventing reading problems and must be the central focus for change. As such, teachers’ acquisition of the teaching skills necessary to bring about the development of literate language competency are critical especially in South Africa where many assumptions have been largely unquestioned about how to teach reading and writing, which languages to use and what counts as high quality practice in classrooms (Banda, 2000). The main aim of the study was to investigate principally reading with the use of English first additional language (FAL) in South African Universities. The objectives included enabling students to successfully learn reading in order to promote their’ reading to such a level that they can continue reading to learn and not learning to read. The researcher was particularly interested in exploring broader trends in reading strategies, instructions and training for students with the intention of contributing possible strategies to address the training of students for their role as literacy instructors in English as well as in multilingual education in South Africa. Methodologically, the study is premised within the interpretivist paradigm based on a qualitative research method. It is a case study design. It is a longitudinal study that covered a total of four years, the duration for a B Ed degree. The population comprises all forth year English teaching methods class and ten lecturers in the programme. The data collection tools included documents, participant observation, journal entry, assessments and focus groups. Interviews were granted to a purposively selected number of students (9) based on their academic performance over the years. There were three weak, three medium and three strong students that were interviewed. A total of 10 teachers were randomly selected from the Faculty to get their input about students’ reading. The ages of the respondents ranged from 18-60. The study concluded that students prefer to be taught in English although most see it as a barrier to learning. The findings showed that language learning can be easier if it is considered as social practice with academic purpose. The researcher recommends that there is need for a reduction of administrative duties from the lecturers to create more time for consultation. She or he also see a need for tutorials which can help to expose learners even more to interaction in EFAL.
- Full Text:
- Date Issued: 2015
An interevention strategy for improving reading comprehension in grade 9: a case study in one secondary school in East london education district
- Authors: Fesi, Liziwe
- Date: 2015
- Subjects: English language -- Study and teaching -- South Africa -- Eastern Cape Reading comprehension -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5905 , vital:29417
- Description: The study focused on strategies for improving reading comprehension skills at Grade 9 level through story writing in one secondary school in the East London Education District. Vygotskian theory formed the theoretical framework for this study, aligned with language theories as relevant literature for this particular research study. Data was generated from 15 Grade 9 learners who were selected from 3 Grade 9 classes using convenience sampling, comprising of five learners from Grade 9(a) intervention group, five learners from Grade 9(b) and five learners from Grade 9(c) non-intervention group who were selected for this study with the inclusion of two Grade 9 teachers and one Grade 8 teacher. Involvement of the grade 8 teacher is relevant to determine the voice from a Grade 8 teacher as an informed voice, which filtered into understanding how and why Grade 9 learners are unable to read and write with understanding in their present grade. The teachers were given three questions for semi-structured interviews. All the learners were given a specific activity as a pre-assessment without intervention strategy. The Grade 9(a), which is the intervention class, used story writing as an intervention strategy where they began a two week study using intensive intervention strategies, amounting to a total of 18 weeks study from pre-assessment to post-assessment. At the conclusion of the study the selected learners undertook a post-assessment using the same specific activity as in the pre-assessment. Subsequently, these selected Grade 9 learners’ reading comprehension pre-assessment and post-assessment was analysed. Five of the grade 9(a) learners demonstrated significant improvement in the intervention activities they were given. Grade 9(b) and Grade 9(c) showed difficulty in the post-assessment as they were the non-intervention group. It was concluded that Grade 9(a) learners performed better in the post-assessment. This could be attributed to the use of story writing as an intervention strategy to improve their English reading and reading comprehension skills. Keywords: intervention, reading, comprehension.
- Full Text:
- Date Issued: 2015
- Authors: Fesi, Liziwe
- Date: 2015
- Subjects: English language -- Study and teaching -- South Africa -- Eastern Cape Reading comprehension -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5905 , vital:29417
- Description: The study focused on strategies for improving reading comprehension skills at Grade 9 level through story writing in one secondary school in the East London Education District. Vygotskian theory formed the theoretical framework for this study, aligned with language theories as relevant literature for this particular research study. Data was generated from 15 Grade 9 learners who were selected from 3 Grade 9 classes using convenience sampling, comprising of five learners from Grade 9(a) intervention group, five learners from Grade 9(b) and five learners from Grade 9(c) non-intervention group who were selected for this study with the inclusion of two Grade 9 teachers and one Grade 8 teacher. Involvement of the grade 8 teacher is relevant to determine the voice from a Grade 8 teacher as an informed voice, which filtered into understanding how and why Grade 9 learners are unable to read and write with understanding in their present grade. The teachers were given three questions for semi-structured interviews. All the learners were given a specific activity as a pre-assessment without intervention strategy. The Grade 9(a), which is the intervention class, used story writing as an intervention strategy where they began a two week study using intensive intervention strategies, amounting to a total of 18 weeks study from pre-assessment to post-assessment. At the conclusion of the study the selected learners undertook a post-assessment using the same specific activity as in the pre-assessment. Subsequently, these selected Grade 9 learners’ reading comprehension pre-assessment and post-assessment was analysed. Five of the grade 9(a) learners demonstrated significant improvement in the intervention activities they were given. Grade 9(b) and Grade 9(c) showed difficulty in the post-assessment as they were the non-intervention group. It was concluded that Grade 9(a) learners performed better in the post-assessment. This could be attributed to the use of story writing as an intervention strategy to improve their English reading and reading comprehension skills. Keywords: intervention, reading, comprehension.
- Full Text:
- Date Issued: 2015
Teachers’ practices of ‘cooperative learning’ instructional technique in six schools: Implications for learner performance in Mathematics
- Authors: Febana, Papama
- Date: 2015
- Subjects: Group work in education -- South Africa -- Eastern Cape Team learning approach in education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5094 , vital:29075
- Description: One of the key features of curriculum change in South Africa in the last twenty years has been a move away from teacher centred instructional techniques to those that promote active participation of learners in their learning. Although the post democratic National Curriculum Statement has put emphasis on the importance of cooperative learning as a learner centred instructional technique, there is hardly any research on how teachers in schools understand and use it. This study sought to fill this gap by using a case study of seven mathematics classes in six schools. Data was collected through interviews, observations and document analysis.
- Full Text:
- Date Issued: 2015
- Authors: Febana, Papama
- Date: 2015
- Subjects: Group work in education -- South Africa -- Eastern Cape Team learning approach in education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5094 , vital:29075
- Description: One of the key features of curriculum change in South Africa in the last twenty years has been a move away from teacher centred instructional techniques to those that promote active participation of learners in their learning. Although the post democratic National Curriculum Statement has put emphasis on the importance of cooperative learning as a learner centred instructional technique, there is hardly any research on how teachers in schools understand and use it. This study sought to fill this gap by using a case study of seven mathematics classes in six schools. Data was collected through interviews, observations and document analysis.
- Full Text:
- Date Issued: 2015
Implementation of the business studies national curriculum statement: a case study of four high schools in the Fort Beaufort education district
- Authors: Tyilo, Nomakula
- Date: 2014
- Subjects: Curriculum planning Curriculum planning Curriculum planning Education -- Curricula -- South Africa -- Eastern Cape Educational change -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5829 , vital:29400
- Description: This study investigated the implementation of the Business Studies National Curriculum Statement in Schools in Fort Beaufort District. The interpretive paradigm was utilized in this study because it focuses on individual perceptions and experiences. In addition a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of the Business Studies National Curriculum. Semi- structured interviews, focus group interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of this study and comprised of 4 Principals, 3 Subject Advisors, 1 Provincial Subject Planner, 6 Teachers and 36 learners and interviews lasted for about 1 ½ hours. Data analysis was done in line with the research questions, aims and objectives of the study. Through the participants’ answers from schools under study, a transcript was formulated, coded and categorized in view of the implementation of Business Studies National Curriculum Statement in schools. Therefore, it was discovered from the data of the research study that the participants encounter a number of challenges with regard to teaching and implementing Business Studies in their schools. Namely: (1) lack of qualified personnel to teach Business Studies (2) lack of adequate teaching materials (3) lack of Subject Advisors executing their roles in helping teachers to teach Business Studies effectively (4) lack of training programmes and workshops on how to teach Business Studies in the classroom. Thus, there were variances in schools under study especially with relations to funding, availability of teaching material, support offered by School Heads and the Department of Education. As a result, emphasis was that the Department of Education had to come up with ways of continuously training the teachers and offering support in terms of teaching materials. Most of the participants from the school under study did not bother to plan their lessons when they were going to teach this subject. In sum, this study attempted to highlight the challenges that the participants encounter as they try to implement the Business Studies in their schools taking into the considering the educational history of their country. Hence some of the participants expressed why there is a need to create, cultivate and have a conducive and supportive working environment. The study recommends that the Department of Education provide teachers with special training on how to select relevant learning and teaching support material. Moreover, there is a greater need for Business Studies teachers to strike a balance between theory and practice in the deliverance of their lessons in Business Studies. Additionally, the District Officials must organise on-going training in Business Studies as this would help to rectify the problems that are currently being encountered in implementing Business Studies in schools.
- Full Text:
- Date Issued: 2014
- Authors: Tyilo, Nomakula
- Date: 2014
- Subjects: Curriculum planning Curriculum planning Curriculum planning Education -- Curricula -- South Africa -- Eastern Cape Educational change -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5829 , vital:29400
- Description: This study investigated the implementation of the Business Studies National Curriculum Statement in Schools in Fort Beaufort District. The interpretive paradigm was utilized in this study because it focuses on individual perceptions and experiences. In addition a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of the Business Studies National Curriculum. Semi- structured interviews, focus group interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of this study and comprised of 4 Principals, 3 Subject Advisors, 1 Provincial Subject Planner, 6 Teachers and 36 learners and interviews lasted for about 1 ½ hours. Data analysis was done in line with the research questions, aims and objectives of the study. Through the participants’ answers from schools under study, a transcript was formulated, coded and categorized in view of the implementation of Business Studies National Curriculum Statement in schools. Therefore, it was discovered from the data of the research study that the participants encounter a number of challenges with regard to teaching and implementing Business Studies in their schools. Namely: (1) lack of qualified personnel to teach Business Studies (2) lack of adequate teaching materials (3) lack of Subject Advisors executing their roles in helping teachers to teach Business Studies effectively (4) lack of training programmes and workshops on how to teach Business Studies in the classroom. Thus, there were variances in schools under study especially with relations to funding, availability of teaching material, support offered by School Heads and the Department of Education. As a result, emphasis was that the Department of Education had to come up with ways of continuously training the teachers and offering support in terms of teaching materials. Most of the participants from the school under study did not bother to plan their lessons when they were going to teach this subject. In sum, this study attempted to highlight the challenges that the participants encounter as they try to implement the Business Studies in their schools taking into the considering the educational history of their country. Hence some of the participants expressed why there is a need to create, cultivate and have a conducive and supportive working environment. The study recommends that the Department of Education provide teachers with special training on how to select relevant learning and teaching support material. Moreover, there is a greater need for Business Studies teachers to strike a balance between theory and practice in the deliverance of their lessons in Business Studies. Additionally, the District Officials must organise on-going training in Business Studies as this would help to rectify the problems that are currently being encountered in implementing Business Studies in schools.
- Full Text:
- Date Issued: 2014
Numerical error analysis in foundation phase (Grade 3) mathematics
- Ndamase- Nzuzo, Pumla Patricia
- Authors: Ndamase- Nzuzo, Pumla Patricia
- Date: 2014
- Subjects: Error analysis (Mathematics) Numerical analysis Mathematics
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5893 , vital:29415
- Description: The focus of the research was on numerical errors committed in foundation phase mathematics. It therefore explored: (1) numerical errors learners in foundation phase mathematics encounter (2) relationships underlying numerical errors and (3) the implementable strategies suitable for understanding numerical error analysis in foundation phase mathematics (Grade 3). From 375 learners who formed the population of the study in the primary schools (16 in total), the researcher selected by means of a simple random sample technique 80 learners as the sample size, which constituted 10% of the population as response rate. On the basis of the research questions and informed by positivist paradigm, a quantitative approach was used by means of tables, graphs and percentages to address the research questions. A Likert scale was used with four categories of responses ranging from (A) Agree, (S A) Strongly Agree, (D) Disagree and (S D) Strongly Disagree. The results revealed that: (1) the underlying numerical errors that learners encounter, include the inability to count backwards and forwards, number sequencing, mathematical signs, problem solving and word sums (2) there was a relationship between committing errors and a) copying numbers b) confusion of mathematical signs or operational signs c) reading numbers which contained more than one digit (3) It was also revealed that teachers needed frequent professional training for development; topics need to change and lastly government needs to involve teachers at ground roots level prior to policy changes on how to implement strategies with regards to numerical errors in the foundational phase. It is recommended that attention be paid to the use of language and word sums in order to improve cognition processes in foundation phase mathematics. Moreover, it recommends that learners are to be assisted time and again when reading or copying their work, so that they could have fewer errors in foundation phase mathematics. Additionally it recommends that teachers be trained on how to implement strategies of numerical error analysis in foundation phase mathematics. Furthermore, teachers can use tests to identify learners who could be at risk of developing mathematical difficulties in the foundation phase.
- Full Text:
- Date Issued: 2014
- Authors: Ndamase- Nzuzo, Pumla Patricia
- Date: 2014
- Subjects: Error analysis (Mathematics) Numerical analysis Mathematics
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5893 , vital:29415
- Description: The focus of the research was on numerical errors committed in foundation phase mathematics. It therefore explored: (1) numerical errors learners in foundation phase mathematics encounter (2) relationships underlying numerical errors and (3) the implementable strategies suitable for understanding numerical error analysis in foundation phase mathematics (Grade 3). From 375 learners who formed the population of the study in the primary schools (16 in total), the researcher selected by means of a simple random sample technique 80 learners as the sample size, which constituted 10% of the population as response rate. On the basis of the research questions and informed by positivist paradigm, a quantitative approach was used by means of tables, graphs and percentages to address the research questions. A Likert scale was used with four categories of responses ranging from (A) Agree, (S A) Strongly Agree, (D) Disagree and (S D) Strongly Disagree. The results revealed that: (1) the underlying numerical errors that learners encounter, include the inability to count backwards and forwards, number sequencing, mathematical signs, problem solving and word sums (2) there was a relationship between committing errors and a) copying numbers b) confusion of mathematical signs or operational signs c) reading numbers which contained more than one digit (3) It was also revealed that teachers needed frequent professional training for development; topics need to change and lastly government needs to involve teachers at ground roots level prior to policy changes on how to implement strategies with regards to numerical errors in the foundational phase. It is recommended that attention be paid to the use of language and word sums in order to improve cognition processes in foundation phase mathematics. Moreover, it recommends that learners are to be assisted time and again when reading or copying their work, so that they could have fewer errors in foundation phase mathematics. Additionally it recommends that teachers be trained on how to implement strategies of numerical error analysis in foundation phase mathematics. Furthermore, teachers can use tests to identify learners who could be at risk of developing mathematical difficulties in the foundation phase.
- Full Text:
- Date Issued: 2014
Stakeholders' participation in curriculum development in four secondary schools in Fort Beaufort education district, Eastern cape province: towards a participatory curriculum model
- Authors: Obi, Uloma Nkpurunma
- Date: 2014
- Subjects: Curriculum planning Educational planning -- South Africa -- Eastern Cape Education -- Curricula -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5840 , vital:29401
- Description: The new democratic government came to power in 1994 and one of its major missions was to change the system of education inherited from the apartheid regime by laying a foundation for a single national core syllabus to replace the erstwhile multi-tier system, which discriminated among racial groups. Under the apartheid regime, the curriculum was flawed by ‘racially, offensive and outdated content’ and the government embarked on a bold programme to cleanse it of these elements. The democratic government went about this through curriculum reforms. In 1997, it introduced Curriculum 2005 fondly called “C2005”, with the Outcome-based Education (OBE) principles. Despite the initial overwhelming support for C2005, it soon ran into trouble. In 2000, the Minister appointed a committee that reviewed the curriculum and in 2002, the Revised National Curriculum Statement (RNCS) was born. These curriculum reforms have been met with a lot of criticism and the government felt it was not serving its purpose. Some key stakeholders still felt that their non-involvement, non-participation and the lack of proper consultation in the curriculum process were partly responsible for teachers and subject advisers misinterpreting the curriculum and implementing it from their own perspectives. Subsequently, another review was done and the National Curriculum Statement (NCS) was launched in 2002. But the complaints did not cease, probably due to continuing poor performance at the Matric Examination which continues to feature low pass rates for many provinces, especially the Eastern Cape. Against this backdrop, the government streamlined the NCS curriculum yield, and an amended Curriculum and Assessment Policy Statement (CAPS) emerged. The key issue raised by critics is the lack of sufficient involvement of stakeholders in the curriculum review processes. At the same time, government continues to insist that it has been consulting adequately with all relevant stakeholders. There are iii obviously different interpretations of stakeholder involvement and participation and there is urgent need to reconcile whatever differences of opinion and definition exist, in order to gain common understanding, which is the first step in reaching a solution. For instance, how are the stakeholders involved? More importantly, what is meant by “involvement”? Even if there is no disagreement about the meaning of “involvement”, is the stage in the process at which the stakeholders are involved an important element in whether or not the process is an inclusive and participatory one?.
- Full Text:
- Date Issued: 2014
- Authors: Obi, Uloma Nkpurunma
- Date: 2014
- Subjects: Curriculum planning Educational planning -- South Africa -- Eastern Cape Education -- Curricula -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5840 , vital:29401
- Description: The new democratic government came to power in 1994 and one of its major missions was to change the system of education inherited from the apartheid regime by laying a foundation for a single national core syllabus to replace the erstwhile multi-tier system, which discriminated among racial groups. Under the apartheid regime, the curriculum was flawed by ‘racially, offensive and outdated content’ and the government embarked on a bold programme to cleanse it of these elements. The democratic government went about this through curriculum reforms. In 1997, it introduced Curriculum 2005 fondly called “C2005”, with the Outcome-based Education (OBE) principles. Despite the initial overwhelming support for C2005, it soon ran into trouble. In 2000, the Minister appointed a committee that reviewed the curriculum and in 2002, the Revised National Curriculum Statement (RNCS) was born. These curriculum reforms have been met with a lot of criticism and the government felt it was not serving its purpose. Some key stakeholders still felt that their non-involvement, non-participation and the lack of proper consultation in the curriculum process were partly responsible for teachers and subject advisers misinterpreting the curriculum and implementing it from their own perspectives. Subsequently, another review was done and the National Curriculum Statement (NCS) was launched in 2002. But the complaints did not cease, probably due to continuing poor performance at the Matric Examination which continues to feature low pass rates for many provinces, especially the Eastern Cape. Against this backdrop, the government streamlined the NCS curriculum yield, and an amended Curriculum and Assessment Policy Statement (CAPS) emerged. The key issue raised by critics is the lack of sufficient involvement of stakeholders in the curriculum review processes. At the same time, government continues to insist that it has been consulting adequately with all relevant stakeholders. There are iii obviously different interpretations of stakeholder involvement and participation and there is urgent need to reconcile whatever differences of opinion and definition exist, in order to gain common understanding, which is the first step in reaching a solution. For instance, how are the stakeholders involved? More importantly, what is meant by “involvement”? Even if there is no disagreement about the meaning of “involvement”, is the stage in the process at which the stakeholders are involved an important element in whether or not the process is an inclusive and participatory one?.
- Full Text:
- Date Issued: 2014
The implementation of inclusion policy for learners with special education needs in primary schools in Fort beafort district :Towards a rights based approach to education
- Authors: Adewumi, Toyin Mary
- Date: 2014
- Subjects: Inclusive education Education and state -- South Africa -- Eastern Cape Children with disabilities -- Education -- South Africa -- Eastern Cape Special education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5873 , vital:29413
- Description: The implementation of inclusion policy for learners with special education needs as stipulated in the Education White Paper 2001has been an issue of concern for South African schools. This study sheds light on the implementation of inclusion policy for learners with special education needs in the selected primary schools in the Fort Beaufort District in the Eastern Cape Province in South Africa. The aim of the study is to examine the implementation of inclusion policy for learners with special education needs. The study was placed within the post-positivism paradigm and used a mixed method research approach that integrated concurrent procedures in the collection, analysis and interpretation of the data. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, and document analysis. A total number of 30 teachers completed the questionnaires. The researcher conducted interviews with ten principals and eight teachers. She also held interviews with four education district officials and one provincial official. Data were analysed by statistical and non-statistical procedures. The study revealed that the inclusion policy is being implemented in the selected schools. However, there are challenges that are being encountered. Firstly, some teachers have not received adequate training with regards to inclusive education policy. Staff development workshops put in place to address this challenge are minimal, and there is not enough joint effort being established by the different stakeholders with regards to support and monitoring the implementation process. Despite the challenges that accompany implementation of inclusion of learners with special education needs, as well as the difficult working conditions, this study reveals that there are pockets of good practice of inclusion policy in some of the selected schools in the Fort Beaufort District. For instance, it was found that teachers implement inclusion of learners with special education needs, even though the majority of them do not have qualifications in special education. It was also revealed that teachers used learner-centred teaching methods to accommodate all learners, which include group and individual teaching, group demonstration, discussions, question-and-answer sessions, and practical activities.
- Full Text:
- Date Issued: 2014
- Authors: Adewumi, Toyin Mary
- Date: 2014
- Subjects: Inclusive education Education and state -- South Africa -- Eastern Cape Children with disabilities -- Education -- South Africa -- Eastern Cape Special education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5873 , vital:29413
- Description: The implementation of inclusion policy for learners with special education needs as stipulated in the Education White Paper 2001has been an issue of concern for South African schools. This study sheds light on the implementation of inclusion policy for learners with special education needs in the selected primary schools in the Fort Beaufort District in the Eastern Cape Province in South Africa. The aim of the study is to examine the implementation of inclusion policy for learners with special education needs. The study was placed within the post-positivism paradigm and used a mixed method research approach that integrated concurrent procedures in the collection, analysis and interpretation of the data. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, and document analysis. A total number of 30 teachers completed the questionnaires. The researcher conducted interviews with ten principals and eight teachers. She also held interviews with four education district officials and one provincial official. Data were analysed by statistical and non-statistical procedures. The study revealed that the inclusion policy is being implemented in the selected schools. However, there are challenges that are being encountered. Firstly, some teachers have not received adequate training with regards to inclusive education policy. Staff development workshops put in place to address this challenge are minimal, and there is not enough joint effort being established by the different stakeholders with regards to support and monitoring the implementation process. Despite the challenges that accompany implementation of inclusion of learners with special education needs, as well as the difficult working conditions, this study reveals that there are pockets of good practice of inclusion policy in some of the selected schools in the Fort Beaufort District. For instance, it was found that teachers implement inclusion of learners with special education needs, even though the majority of them do not have qualifications in special education. It was also revealed that teachers used learner-centred teaching methods to accommodate all learners, which include group and individual teaching, group demonstration, discussions, question-and-answer sessions, and practical activities.
- Full Text:
- Date Issued: 2014
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