A phenomenological study of women primary school heads' experiences as educational leaders in post colonial Zimbabwe
- Authors: Muzvidziwa, Irene
- Date: 2013-06-26
- Subjects: Educational leadership -- Zimbabwe Women school administrators -- Zimbabwe School management and organization -- Zimbabwe Women in education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1949 , http://hdl.handle.net/10962/d1008200
- Description: This research study was carried out in order to gain an understanding of the experiences of women primary school heads, their perceptions of their roles as leaders, the challenges they face and how they dealt with them. The study focused on the lived experiences of five women in Zimbabwe's primary schools. Literature relating to the issues and experiences of women in educational leadership within school contexts and the conceptual framework is examined. The importance of leadership has been emphasised in the literature of school effectiveness. Leadership theories tended to emphasise measurability and effectiveness of leadership, oversimplifying the complexity of leadership phenomenon. These features reflect research approach adopted by researchers from a positivist orientation. This study is an in-depth qualitative study conducted along the lines suggested by a phenomenological-interpretivist design with emphasis on rich contextual detail, close attention to individual's lived experience and the bracketing of pre-conceived notions of the phenomenon. Views and experiences based on the participants' perspectives are described through in-depth interviews which were dialogical in nature. Through this approach, I managed to grasp the essences of the lived experiences of women The research highlights the women's perceptions of themselves as educational leaders. What emerges is the variety of approaches to handling challenges. My findings show a rich and diverse culture of creativity in the way participants adopted a problem-solving strategy, which is not reflected in the mainstream leadership. Though educational leadership emerges as a complex phenomenon, with alternative approaches to educational research, there is high potential for increased understanding of woman's leadership, its importance and implications for school. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Authors: Muzvidziwa, Irene
- Date: 2013-06-26
- Subjects: Educational leadership -- Zimbabwe Women school administrators -- Zimbabwe School management and organization -- Zimbabwe Women in education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1949 , http://hdl.handle.net/10962/d1008200
- Description: This research study was carried out in order to gain an understanding of the experiences of women primary school heads, their perceptions of their roles as leaders, the challenges they face and how they dealt with them. The study focused on the lived experiences of five women in Zimbabwe's primary schools. Literature relating to the issues and experiences of women in educational leadership within school contexts and the conceptual framework is examined. The importance of leadership has been emphasised in the literature of school effectiveness. Leadership theories tended to emphasise measurability and effectiveness of leadership, oversimplifying the complexity of leadership phenomenon. These features reflect research approach adopted by researchers from a positivist orientation. This study is an in-depth qualitative study conducted along the lines suggested by a phenomenological-interpretivist design with emphasis on rich contextual detail, close attention to individual's lived experience and the bracketing of pre-conceived notions of the phenomenon. Views and experiences based on the participants' perspectives are described through in-depth interviews which were dialogical in nature. Through this approach, I managed to grasp the essences of the lived experiences of women The research highlights the women's perceptions of themselves as educational leaders. What emerges is the variety of approaches to handling challenges. My findings show a rich and diverse culture of creativity in the way participants adopted a problem-solving strategy, which is not reflected in the mainstream leadership. Though educational leadership emerges as a complex phenomenon, with alternative approaches to educational research, there is high potential for increased understanding of woman's leadership, its importance and implications for school. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
A case study : tracing the development of emergent literacy in a Grade R class
- Authors: Hodgskiss, Jennifer Adelé
- Date: 2007
- Subjects: Literacy -- Study and teaching (Preschool) -- South Africa -- Eastern Cape Literacy -- Social Aspects -- South Africa -- Eastern Cape Language acquisition -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1443 , http://hdl.handle.net/10962/d1003324
- Description: The introduction of the new curriculum in South Africa has introduced a new approach to literacy in the early years of the Foundation Phase (Grade R – 1), which has a strong emphasis on emergent literacy. The National Curriculum Statement (NCS) for English – Home Language describes this approach as balanced “because it begins with children’s emergent literacy, it involves them in reading real books and writing for genuine purposes, and it gives attention to phonics”. For many teachers in South Africa, this means moving away from the “reading readiness approach” which held that children were not ready to read and write until they were able to perform sub-skills such as auditory discrimination and visual discrimination, and had developed their fine and large motor skills to a certain level. The purpose of this study was to trace and document children’s emergent literacy development in a Grade R class over a period of two months. More specifically, the intention was to investigate whether it was possible for trained, motivated teachers who have access to everyday resources in otherwise ordinary South African schools, to achieve the Assessment Standards set out in the NCS for Home Language in Grade R. In this school-based case study, the sample consisted of 4 children from 1 preschool in Queenstown, South Africa. The participants were selected according to gender and language because these appear to be significant factors in literacy development. The interpretive approach was used to collect and analyse data. Data were gathered from three main sources; (1) a research journal, (2) semi-structured interviews with the parents of the 4 participants, and (3) samples of the participants’ spontaneous writing. These were then triangulated to give credibility, objectivity and validity to the interpretation of the data. The findings revealed that: (1) Social class, language and to a lesser extent gender emerged as factors which impacted significantly on the children’s literacy development, resulting in some children progressing more quickly than others. In South Africa, language is an indicator of social class. The English-speaking children had a socioeconomic and language advantage which enabled them to make considerable strides in their literacy development. In contrast, the Xhosa-speaking children were disadvantaged by their socioeconomic and language circumstances, which made their literacy progress much slower. (2) The disparities between the English and Xhosa-speaking children in terms of the stability and structure of their families, had a considerable impact on their literacy performance. (3) Finally, teachers in English medium classes need to be aware of these factors. They need to design strategies and interventions to help those children who are learning in their additional language to achieve at similar levels to their English-speaking peers. If this is not done, the gap between the literacy achievements of the English-speakers and speakers of other languages will get wider and wider as time goes by.
- Full Text:
- Date Issued: 2007
- Authors: Hodgskiss, Jennifer Adelé
- Date: 2007
- Subjects: Literacy -- Study and teaching (Preschool) -- South Africa -- Eastern Cape Literacy -- Social Aspects -- South Africa -- Eastern Cape Language acquisition -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1443 , http://hdl.handle.net/10962/d1003324
- Description: The introduction of the new curriculum in South Africa has introduced a new approach to literacy in the early years of the Foundation Phase (Grade R – 1), which has a strong emphasis on emergent literacy. The National Curriculum Statement (NCS) for English – Home Language describes this approach as balanced “because it begins with children’s emergent literacy, it involves them in reading real books and writing for genuine purposes, and it gives attention to phonics”. For many teachers in South Africa, this means moving away from the “reading readiness approach” which held that children were not ready to read and write until they were able to perform sub-skills such as auditory discrimination and visual discrimination, and had developed their fine and large motor skills to a certain level. The purpose of this study was to trace and document children’s emergent literacy development in a Grade R class over a period of two months. More specifically, the intention was to investigate whether it was possible for trained, motivated teachers who have access to everyday resources in otherwise ordinary South African schools, to achieve the Assessment Standards set out in the NCS for Home Language in Grade R. In this school-based case study, the sample consisted of 4 children from 1 preschool in Queenstown, South Africa. The participants were selected according to gender and language because these appear to be significant factors in literacy development. The interpretive approach was used to collect and analyse data. Data were gathered from three main sources; (1) a research journal, (2) semi-structured interviews with the parents of the 4 participants, and (3) samples of the participants’ spontaneous writing. These were then triangulated to give credibility, objectivity and validity to the interpretation of the data. The findings revealed that: (1) Social class, language and to a lesser extent gender emerged as factors which impacted significantly on the children’s literacy development, resulting in some children progressing more quickly than others. In South Africa, language is an indicator of social class. The English-speaking children had a socioeconomic and language advantage which enabled them to make considerable strides in their literacy development. In contrast, the Xhosa-speaking children were disadvantaged by their socioeconomic and language circumstances, which made their literacy progress much slower. (2) The disparities between the English and Xhosa-speaking children in terms of the stability and structure of their families, had a considerable impact on their literacy performance. (3) Finally, teachers in English medium classes need to be aware of these factors. They need to design strategies and interventions to help those children who are learning in their additional language to achieve at similar levels to their English-speaking peers. If this is not done, the gap between the literacy achievements of the English-speakers and speakers of other languages will get wider and wider as time goes by.
- Full Text:
- Date Issued: 2007
A critical ethnographic study of report writing as a literacy practice by automotive engineers
- Authors: Harran, Marcelle
- Date: 2007
- Subjects: English language -- Written English -- South Africa Written communication -- South Africa Literacy -- Social aspects -- South Africa Engineers -- Language -- South Africa Communication in engineering -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1476 , http://hdl.handle.net/10962/d1003357
- Description: This study describes the social practices involved in the situated activity of report writing in an engineering automotive discourse community in South Africa. In particular, the study focuses on the subjectivity of predominantly English Second Language (ESL) engineers writing reports by determining what literacy means to them and what meanings they give to dominant literacy practices in report writing, especially feedback in text production. In the South African engineering workplace, because of the diversity and complexity of language and identity issues, the appropriation of the required literacy skills tends to be multifaceted. This context is made more complex as English is the business language upon which engineering is based with engineering competence often related to English proficiency. Therefore, the study is located within the understanding that literacy is always situated within specific discoursal practices whose ideologies, beliefs, power relations, values and identities are manifested rhetorically. The basis for this critical theory of literacy is the assertion that literacy is a social practice which involves not only observable units of behaviour but values, attitudes, feelings and social relationships. As the institution’s socio-cultural context in the form of embedded historical and institutional forces impact on writer identity and writing practices or ways of doing report writing, notions of writing as a transparent and autonomous system are also challenged. As critical ethnography is concerned with multiple perspectives, it was selected as the preferred methodology and critical realism to derive definitions of truth and validity. Critical ethnography explores cultural orientations of local practice contexts and incorporates multiple understandings providing a holistic understanding of the complexity of writing practices. As human experience can only be known under particular descriptions, usually in terms of available discourses such as language, writing and rhetoric, the dominant practices emerging in response to the report acceptance event are explored, especially that of supervisor feedback practices as they causally impact on report-writing practices during the practice of report acceptance. Although critical realism does not necessarily demonstrate successful causal explanations, it does look for substantial relations within wider contexts to illuminate part-whole relationships. Therefore, an attempt is made to find representativeness or fit with situated engineering literacy practices and wider and changing literacy contexts, especially the impact of Higher Education and world Englishes as well as the expanding influence of technological and digital systems on report-writing practices.
- Full Text:
- Date Issued: 2007
- Authors: Harran, Marcelle
- Date: 2007
- Subjects: English language -- Written English -- South Africa Written communication -- South Africa Literacy -- Social aspects -- South Africa Engineers -- Language -- South Africa Communication in engineering -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1476 , http://hdl.handle.net/10962/d1003357
- Description: This study describes the social practices involved in the situated activity of report writing in an engineering automotive discourse community in South Africa. In particular, the study focuses on the subjectivity of predominantly English Second Language (ESL) engineers writing reports by determining what literacy means to them and what meanings they give to dominant literacy practices in report writing, especially feedback in text production. In the South African engineering workplace, because of the diversity and complexity of language and identity issues, the appropriation of the required literacy skills tends to be multifaceted. This context is made more complex as English is the business language upon which engineering is based with engineering competence often related to English proficiency. Therefore, the study is located within the understanding that literacy is always situated within specific discoursal practices whose ideologies, beliefs, power relations, values and identities are manifested rhetorically. The basis for this critical theory of literacy is the assertion that literacy is a social practice which involves not only observable units of behaviour but values, attitudes, feelings and social relationships. As the institution’s socio-cultural context in the form of embedded historical and institutional forces impact on writer identity and writing practices or ways of doing report writing, notions of writing as a transparent and autonomous system are also challenged. As critical ethnography is concerned with multiple perspectives, it was selected as the preferred methodology and critical realism to derive definitions of truth and validity. Critical ethnography explores cultural orientations of local practice contexts and incorporates multiple understandings providing a holistic understanding of the complexity of writing practices. As human experience can only be known under particular descriptions, usually in terms of available discourses such as language, writing and rhetoric, the dominant practices emerging in response to the report acceptance event are explored, especially that of supervisor feedback practices as they causally impact on report-writing practices during the practice of report acceptance. Although critical realism does not necessarily demonstrate successful causal explanations, it does look for substantial relations within wider contexts to illuminate part-whole relationships. Therefore, an attempt is made to find representativeness or fit with situated engineering literacy practices and wider and changing literacy contexts, especially the impact of Higher Education and world Englishes as well as the expanding influence of technological and digital systems on report-writing practices.
- Full Text:
- Date Issued: 2007
A review of stakeholder interests and participation in the sustainable use of communal wetlands: the case of the Lake Fundudzi catchment in Limpopo Province, South Africa
- Authors: Silima, Vhangani
- Date: 2007
- Subjects: Wetland ecology -- South Africa -- Limpopo Wetland management -- South Africa -- Limpopo Natural resources -- Management -- South Africa -- Limpopo Conservation of natural resources -- South Africa -- Limpopo Conservation of natural resources -- Citizen participation -- South Africa -- Limpopo Sustainable development -- South Africa -- Limpopo
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1745 , http://hdl.handle.net/10962/d1003629
- Description: Many rural South African people depend on natural resources for their survival. Wetlands provide some of those natural resources. These are presently are under pressure due to high demand, overexploitation and poor land management. The history of South Africa has been characterised by exclusion of local communities in the process of decision-making and general management of natural resources. Participation of all stakeholders is crucial for successful sustainable natural resource management. Various South African departments are engaged in a number of strategies for promoting meaningful participation of local communities. The South African laws promoting protection and sustainable use of natural resources incorporate democratic principles that require high level of participation from resource users, local communities in particular. Most of the participation techniques used are focused on satisfying political mandates and do not respond to the social context of the resource users. The aim of the study was to review the participation of stakeholders in the project of promoting the sustainable use and protection of the Lake Fundudzi catchment. The idea was to probe stakeholder interests more carefully, and to research tensions that arise in the participation process, using qualitative methodologies. Through the use of questionnaires, observations and document analysis stakeholders’ interests were identified to assess their influence in the process of participation of local stakeholders. The review of stakeholders’ participation in the Lake Fundudzi Project showed that stakeholders’ interests are crucial for meaningful local community participation, communication and education influence. They enable meaningful participation and empowerment. A multi-stakeholders approach enables stakeholders to share roles and responsibilities and the participation process offers an opportunity for local stakeholders to participate democratically in the Project. Power relations affect stakeholder participation, capital dependant participatory initiatives are likely to be at risk, participatory processes are likely to promote the empowerment and knowledge exchange amongst stakeholders, the views of local stakeholders are not always considered by outside support organisation and multi-stakeholder participatory approaches enable the initiative/activity/project to achieve its objectives.
- Full Text:
- Date Issued: 2007
- Authors: Silima, Vhangani
- Date: 2007
- Subjects: Wetland ecology -- South Africa -- Limpopo Wetland management -- South Africa -- Limpopo Natural resources -- Management -- South Africa -- Limpopo Conservation of natural resources -- South Africa -- Limpopo Conservation of natural resources -- Citizen participation -- South Africa -- Limpopo Sustainable development -- South Africa -- Limpopo
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1745 , http://hdl.handle.net/10962/d1003629
- Description: Many rural South African people depend on natural resources for their survival. Wetlands provide some of those natural resources. These are presently are under pressure due to high demand, overexploitation and poor land management. The history of South Africa has been characterised by exclusion of local communities in the process of decision-making and general management of natural resources. Participation of all stakeholders is crucial for successful sustainable natural resource management. Various South African departments are engaged in a number of strategies for promoting meaningful participation of local communities. The South African laws promoting protection and sustainable use of natural resources incorporate democratic principles that require high level of participation from resource users, local communities in particular. Most of the participation techniques used are focused on satisfying political mandates and do not respond to the social context of the resource users. The aim of the study was to review the participation of stakeholders in the project of promoting the sustainable use and protection of the Lake Fundudzi catchment. The idea was to probe stakeholder interests more carefully, and to research tensions that arise in the participation process, using qualitative methodologies. Through the use of questionnaires, observations and document analysis stakeholders’ interests were identified to assess their influence in the process of participation of local stakeholders. The review of stakeholders’ participation in the Lake Fundudzi Project showed that stakeholders’ interests are crucial for meaningful local community participation, communication and education influence. They enable meaningful participation and empowerment. A multi-stakeholders approach enables stakeholders to share roles and responsibilities and the participation process offers an opportunity for local stakeholders to participate democratically in the Project. Power relations affect stakeholder participation, capital dependant participatory initiatives are likely to be at risk, participatory processes are likely to promote the empowerment and knowledge exchange amongst stakeholders, the views of local stakeholders are not always considered by outside support organisation and multi-stakeholder participatory approaches enable the initiative/activity/project to achieve its objectives.
- Full Text:
- Date Issued: 2007
A study of the teaching of reading in Grade 1 in the Caprivi region, Namibia
- Authors: Nzwala, Kenneth
- Date: 2007
- Subjects: Reading (Primary) -- Namibia Teachers -- Attitudes -- Namibia Teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1785 , http://hdl.handle.net/10962/d1003670
- Description: This study was conducted in order to understand how Grade 1 teachers teach reading in mother tongue with a focus, firstly, on teacher beliefs and how such beliefs influence teachers’ practice, and secondly, on the methods they use to teach reading. The study was carried out in the Caprivi Region of Namibia. It took the form of an interpretive case study. Three schools were selected for study: one urban, one peri-urban and one rural. The purpose of this sampling was to consider the influence of context on teachers’ practice. The data was gathered by using semi-structured interviews with open ended questions, as well as lesson observations and stimulated recall with the individual teachers after every lesson. This was important in order to have clarity on areas that were not clear during lesson presentations. The key findings are that the teachers I studied taught reading without using books, and there was an absence of shared reading with the learners. Other key findings are: teachers had great love for stories; they had a problem of language, and had no proper understanding of the concept ‘literacy’.
- Full Text:
- Date Issued: 2007
- Authors: Nzwala, Kenneth
- Date: 2007
- Subjects: Reading (Primary) -- Namibia Teachers -- Attitudes -- Namibia Teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1785 , http://hdl.handle.net/10962/d1003670
- Description: This study was conducted in order to understand how Grade 1 teachers teach reading in mother tongue with a focus, firstly, on teacher beliefs and how such beliefs influence teachers’ practice, and secondly, on the methods they use to teach reading. The study was carried out in the Caprivi Region of Namibia. It took the form of an interpretive case study. Three schools were selected for study: one urban, one peri-urban and one rural. The purpose of this sampling was to consider the influence of context on teachers’ practice. The data was gathered by using semi-structured interviews with open ended questions, as well as lesson observations and stimulated recall with the individual teachers after every lesson. This was important in order to have clarity on areas that were not clear during lesson presentations. The key findings are that the teachers I studied taught reading without using books, and there was an absence of shared reading with the learners. Other key findings are: teachers had great love for stories; they had a problem of language, and had no proper understanding of the concept ‘literacy’.
- Full Text:
- Date Issued: 2007
A transdisciplinary explanatory critique of environmental education
- Authors: Price, Leigh
- Date: 2007
- Subjects: Environmental education Business enterprises -- Environmental aspects Corporations -- Environmental aspects Social responsibility of business Social responsibility of business -- Study and teaching Environmental education -- Philosophy Environmental ethics -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1804 , http://hdl.handle.net/10962/d1003689
- Description: This study originates out of my experience as an environmental educator working within business and industry in Zimbabwe and South Africa. It is motivated by my observation that, despite much environmental rhetoric and training, environmental education in industry rarely leads to significant advances towards environmental protection. I assume that the problem of the mismatch between rhetoric and action involves both semiotic and non-semiotic components and therefore, after a thorough exploration of my methodological options, I adopt a qualitative transdisciplinary textual analysis of relevant documents using Fairclough’s Critical Discourse Analysis and Bhaskar’s Dialectical Critical Realism, with some insights taken from Bhaskar’s more recent concept of Meta-Reality. My main conclusions from the study indicate that causally efficacious philosophical mistakes, relating to theories of structure/agency and theories of epistemology, are an important aspect of the problem being considered. Specifically, I demonstrate that these mistakes function to buttress ideology and its attendant contradictions which in turn function to provide the preconditions that maintain inequalities and poor environmental practice in business and industry. Prior and current events, such as climate change and the trend towards globalisation, the ‘free market economy’ and psychological characteristics of the author, relevant to the problem, are also important. In line with Bhaskar’s emancipatory aim for explanatory critique, I end with tentative recommendations for a re-imagined environmental education for business and industry which require (un)action. Consistent with my methodological choices, my recommendations have a (qualified) universal application, despite my focus on texts from South Africa and Zimbabwe. My recommendations are summarised below: • there should be consistency between theory and practice such that performance contradictions are avoided; • we should not act from a fear of survival based on past, no longer relevant experiences (e.g. from childhood) as this is unlikely to be an adequate base for present actions; • we should avoid voluntarism by acting with the resources at our disposal, based on a true understanding of our strengths and weaknesses and our own specificities; • we should avoid assuming the stance of the ‘victim’ by refusing to blame other agents or circumstances, without distorting or underestimating the causal efficacy of those agents or circumstances (related to avoiding voluntarism, whilst nevertheless not resorting to determinism either); • we should direct our action towards the abolition of inequalities and master-slave relationships (related to the avoidance of performance contradictions); • we should act from the position of epistemological humility, rather than from the position of epistemological privilege; • we should consider action as ‘shedding’ based on an understanding of the Transformational Model of Social Activity (TMSA); and • we should consider learning to be ‘shedding’ based on the necessity of (un)knowledge, or ignorance, as a requirement of arriving at relatively new knowledge. This study is also a contribution to contemporary methodological discussions relevant to Critical Discourse Analysis in that it extends these discussions to include psychoanalytical (as well as the more familiar phenomenological and ideological) depth explanations of lived illusion. Furthermore, this study is an experimental attempt to apply the concept of ‘meta-reflexivity’ in Critical Discourse Analysis.
- Full Text:
- Date Issued: 2007
- Authors: Price, Leigh
- Date: 2007
- Subjects: Environmental education Business enterprises -- Environmental aspects Corporations -- Environmental aspects Social responsibility of business Social responsibility of business -- Study and teaching Environmental education -- Philosophy Environmental ethics -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1804 , http://hdl.handle.net/10962/d1003689
- Description: This study originates out of my experience as an environmental educator working within business and industry in Zimbabwe and South Africa. It is motivated by my observation that, despite much environmental rhetoric and training, environmental education in industry rarely leads to significant advances towards environmental protection. I assume that the problem of the mismatch between rhetoric and action involves both semiotic and non-semiotic components and therefore, after a thorough exploration of my methodological options, I adopt a qualitative transdisciplinary textual analysis of relevant documents using Fairclough’s Critical Discourse Analysis and Bhaskar’s Dialectical Critical Realism, with some insights taken from Bhaskar’s more recent concept of Meta-Reality. My main conclusions from the study indicate that causally efficacious philosophical mistakes, relating to theories of structure/agency and theories of epistemology, are an important aspect of the problem being considered. Specifically, I demonstrate that these mistakes function to buttress ideology and its attendant contradictions which in turn function to provide the preconditions that maintain inequalities and poor environmental practice in business and industry. Prior and current events, such as climate change and the trend towards globalisation, the ‘free market economy’ and psychological characteristics of the author, relevant to the problem, are also important. In line with Bhaskar’s emancipatory aim for explanatory critique, I end with tentative recommendations for a re-imagined environmental education for business and industry which require (un)action. Consistent with my methodological choices, my recommendations have a (qualified) universal application, despite my focus on texts from South Africa and Zimbabwe. My recommendations are summarised below: • there should be consistency between theory and practice such that performance contradictions are avoided; • we should not act from a fear of survival based on past, no longer relevant experiences (e.g. from childhood) as this is unlikely to be an adequate base for present actions; • we should avoid voluntarism by acting with the resources at our disposal, based on a true understanding of our strengths and weaknesses and our own specificities; • we should avoid assuming the stance of the ‘victim’ by refusing to blame other agents or circumstances, without distorting or underestimating the causal efficacy of those agents or circumstances (related to avoiding voluntarism, whilst nevertheless not resorting to determinism either); • we should direct our action towards the abolition of inequalities and master-slave relationships (related to the avoidance of performance contradictions); • we should act from the position of epistemological humility, rather than from the position of epistemological privilege; • we should consider action as ‘shedding’ based on an understanding of the Transformational Model of Social Activity (TMSA); and • we should consider learning to be ‘shedding’ based on the necessity of (un)knowledge, or ignorance, as a requirement of arriving at relatively new knowledge. This study is also a contribution to contemporary methodological discussions relevant to Critical Discourse Analysis in that it extends these discussions to include psychoanalytical (as well as the more familiar phenomenological and ideological) depth explanations of lived illusion. Furthermore, this study is an experimental attempt to apply the concept of ‘meta-reflexivity’ in Critical Discourse Analysis.
- Full Text:
- Date Issued: 2007
An investigation into the implementation of the senior secondary agriculture curriculum in the Caprivi region of Namibia
- Authors: Kasenga, Alfred
- Date: 2007
- Subjects: Education -- Namibia Educational change -- Namibia Education, Secondary -- Namibia Curriculum planning -- Namibia Agriculture -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1860 , http://hdl.handle.net/10962/d1004555
- Description: Shortly after independence, Namibia embarked on a major process of educational reform. It was in this reform that the apartheid educational legacy was redressed. Namibians viewed the apartheid educational system as being irrelevant and that it did not meet their needs and expectations. One of the reform aims was to involve education in the development of knowledge and skills for self sufficiency and sustainable development, therefore Agriculture was incorporated into the school curriculum as a key area to achieve this aim. Learners taking the subject are expected to be equipped with relevant theoretical and practical skills that provide a sound foundation in this discipline. This case study was undertaken to gain a better understanding about how the participating teachers perceived and implemented the Agriculture curriculum at the senior secondary school level in their schools. In carrying out the case study a qualitative research method was employed using semi-structured interviews, observation and document analysis for data collection. It would appear from this study that Agriculture is unable to fully achieve the reform ideals at the senior secondary school level, as sixteen years after independence these teachers are still teaching the subject to learners with very limited resources and academic support. This scenario shows that there are marked inconsistencies between policy and praxis, between the stated goals and aims of the reform and the curriculum designed to achieve these. In this half-thesis I therefore argue that without well qualified teachers, suitable resources and infrastructure to implement the curriculum in these schools, the pre-vocational nature of the subject as suggested in the subject policy document will be compromised. The study concludes by proposing certain teaching strategies and possibilities for systemic development that can be used to effect quality curriculum implementation in the region where the research was situated.
- Full Text:
- Date Issued: 2007
- Authors: Kasenga, Alfred
- Date: 2007
- Subjects: Education -- Namibia Educational change -- Namibia Education, Secondary -- Namibia Curriculum planning -- Namibia Agriculture -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1860 , http://hdl.handle.net/10962/d1004555
- Description: Shortly after independence, Namibia embarked on a major process of educational reform. It was in this reform that the apartheid educational legacy was redressed. Namibians viewed the apartheid educational system as being irrelevant and that it did not meet their needs and expectations. One of the reform aims was to involve education in the development of knowledge and skills for self sufficiency and sustainable development, therefore Agriculture was incorporated into the school curriculum as a key area to achieve this aim. Learners taking the subject are expected to be equipped with relevant theoretical and practical skills that provide a sound foundation in this discipline. This case study was undertaken to gain a better understanding about how the participating teachers perceived and implemented the Agriculture curriculum at the senior secondary school level in their schools. In carrying out the case study a qualitative research method was employed using semi-structured interviews, observation and document analysis for data collection. It would appear from this study that Agriculture is unable to fully achieve the reform ideals at the senior secondary school level, as sixteen years after independence these teachers are still teaching the subject to learners with very limited resources and academic support. This scenario shows that there are marked inconsistencies between policy and praxis, between the stated goals and aims of the reform and the curriculum designed to achieve these. In this half-thesis I therefore argue that without well qualified teachers, suitable resources and infrastructure to implement the curriculum in these schools, the pre-vocational nature of the subject as suggested in the subject policy document will be compromised. The study concludes by proposing certain teaching strategies and possibilities for systemic development that can be used to effect quality curriculum implementation in the region where the research was situated.
- Full Text:
- Date Issued: 2007
An investigation into the perceived effects of a school management/leadership training programme in the Ondangwa East Education Region of Namibia
- Authors: Udjombala, Josia S
- Date: 2007
- Subjects: Educational leadership -- Namibia -- Ondangwa School principals -- Namibia -- Ondangwa School management and organization -- Namibia -- Ondangwa School principals -- Training of -- Namibia -- Ondangwa School improvement programs -- Namibia -- Ondangwa Action research in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1848 , http://hdl.handle.net/10962/d1004447
- Description: The study set out to investigate the perceived effects of the Leadership Development Programme, a two-years training programme for school principals in the Ondangwa East Educational Region of Namibia. The objective has been to find out whether the training curriculum and content were related to what participating principals thought they needed to help them to do their work better, and improve their schools. Data were collected through interviews with two of the first group of nine principals who have completed the training. The study has found that the Leadership Development Programme helped the participating principals to experience personal changes and professional growth. Through the process of participatory action research, the Leadership Development Programme has been able to bring together theory and practice. It has also helped the principals to recognize their responsibility for planning, implementing and evaluation of action, and problem solving initiatives in their schools. The study has also found that the Leadership Development Programme recognized, and therefore applied, the element of experiential/adult learning. Although the Programme has had its basic core curriculum, its content and training process have been flexible in the sense that the Programme tried first to establish what participants knew, and then assisted them to gain a new and enquiring perspective on their knowledge and practice, which helped them to become reflective practitioners. While the study could not establish with a degree of certainty as to what extent the principals have taken up the processes of the training Programme in their schools, it has, however, found that there are many positive changes brought in about schools during the time the training was running. Secondly, while the study could obviously not establish a direct link between every change and the inputs made by the training Programme, it concluded, however, that the Programme at least brought about changes in the mindsets of principals, which were conducive to teaching and learning. What was important, though, was the question of how many of the initiatives were still bearing fruit three years after the training has taken place.
- Full Text:
- Date Issued: 2007
- Authors: Udjombala, Josia S
- Date: 2007
- Subjects: Educational leadership -- Namibia -- Ondangwa School principals -- Namibia -- Ondangwa School management and organization -- Namibia -- Ondangwa School principals -- Training of -- Namibia -- Ondangwa School improvement programs -- Namibia -- Ondangwa Action research in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1848 , http://hdl.handle.net/10962/d1004447
- Description: The study set out to investigate the perceived effects of the Leadership Development Programme, a two-years training programme for school principals in the Ondangwa East Educational Region of Namibia. The objective has been to find out whether the training curriculum and content were related to what participating principals thought they needed to help them to do their work better, and improve their schools. Data were collected through interviews with two of the first group of nine principals who have completed the training. The study has found that the Leadership Development Programme helped the participating principals to experience personal changes and professional growth. Through the process of participatory action research, the Leadership Development Programme has been able to bring together theory and practice. It has also helped the principals to recognize their responsibility for planning, implementing and evaluation of action, and problem solving initiatives in their schools. The study has also found that the Leadership Development Programme recognized, and therefore applied, the element of experiential/adult learning. Although the Programme has had its basic core curriculum, its content and training process have been flexible in the sense that the Programme tried first to establish what participants knew, and then assisted them to gain a new and enquiring perspective on their knowledge and practice, which helped them to become reflective practitioners. While the study could not establish with a degree of certainty as to what extent the principals have taken up the processes of the training Programme in their schools, it has, however, found that there are many positive changes brought in about schools during the time the training was running. Secondly, while the study could obviously not establish a direct link between every change and the inputs made by the training Programme, it concluded, however, that the Programme at least brought about changes in the mindsets of principals, which were conducive to teaching and learning. What was important, though, was the question of how many of the initiatives were still bearing fruit three years after the training has taken place.
- Full Text:
- Date Issued: 2007
An investigation of how environmental learning and teaching support materials (LTSM) can influence team planning and teaching and learning activities in the Foundation Phase
- Authors: Mdlungu, Nozuko Gloria
- Date: 2007
- Subjects: Education, Elementary -- South Africa Environmental education -- Study and teaching (Elementary) -- South Africa Teaching -- Aids and devices -- South Africa Curriculum change -- South Africa Competency-based education -- South Africa Curriculum-based assessment -- South Africa Curriculum planning -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1630 , http://hdl.handle.net/10962/d1003512
- Description: South Africa has experienced significant curriculum transformation over the past ten years. Environment was introduced into C2005 as a phase organiser. Following the streamlining and strengthening of the curriculum, the National Curriculum Statement (NCS) has a more explicit environmental focus in all of the Learning Areas. This has created opportunities for teachers to address environmental health issues in a community context. I work in a rural school and the community around the school experience a number of environmental health issues. In my previous observations I noticed that teachers were not using Learning Teaching Support Materials (LTSM) effectively. In this study I wanted to investigate how LTSM can be used to address environmental health issues in the Foundation Phase. As Life Orientation Learning Outcome1 is a ‘backbone’ of the Life Skills Learning Programme in the Foundation Phase, I decided to focus on this Learning Outcome as it is the Health Promotion outcome in the NCS (R-9). It was my interest to investigate how LTSM are used in team planning and how this planning influences the use of LTSM in classrooms. In the research I observed the link between the activities and LTSM that were discussed in the planning session and those that were done in the classroom. To do this I documented the planning workshop, and I also observed three lessons undertaken in two classrooms, a grade 2 and a grade 3 classroom in my school, where I serve as a principal. I conducted this research as an interpretive case study, and I used workshop, interviews, focus group interviews and classroom observation as methods in the study. The study found that LTSM used in planning influences activities done in the classroom. It also found that use of LTSM helps to achieve the Learning Outcomes and Assessment Standards, and to improve the participation of learners in the learning process. Use of LTSM in planning also improves teachers’ Learning Area knowledge and their knowledge of curriculum development issues. Planning sessions also assisted teachers to address problems such as language used in LTSM and availability of LTSM. The study also found that teachers did not address formal assessment in the planning or in the way they used LTSM. The study concluded that use of LTSM in planning can strengthen classroom practice, and recommendations were made to take this work forward in the context of our school, as it addresses the gap between policy and practice.
- Full Text:
- Date Issued: 2007
- Authors: Mdlungu, Nozuko Gloria
- Date: 2007
- Subjects: Education, Elementary -- South Africa Environmental education -- Study and teaching (Elementary) -- South Africa Teaching -- Aids and devices -- South Africa Curriculum change -- South Africa Competency-based education -- South Africa Curriculum-based assessment -- South Africa Curriculum planning -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1630 , http://hdl.handle.net/10962/d1003512
- Description: South Africa has experienced significant curriculum transformation over the past ten years. Environment was introduced into C2005 as a phase organiser. Following the streamlining and strengthening of the curriculum, the National Curriculum Statement (NCS) has a more explicit environmental focus in all of the Learning Areas. This has created opportunities for teachers to address environmental health issues in a community context. I work in a rural school and the community around the school experience a number of environmental health issues. In my previous observations I noticed that teachers were not using Learning Teaching Support Materials (LTSM) effectively. In this study I wanted to investigate how LTSM can be used to address environmental health issues in the Foundation Phase. As Life Orientation Learning Outcome1 is a ‘backbone’ of the Life Skills Learning Programme in the Foundation Phase, I decided to focus on this Learning Outcome as it is the Health Promotion outcome in the NCS (R-9). It was my interest to investigate how LTSM are used in team planning and how this planning influences the use of LTSM in classrooms. In the research I observed the link between the activities and LTSM that were discussed in the planning session and those that were done in the classroom. To do this I documented the planning workshop, and I also observed three lessons undertaken in two classrooms, a grade 2 and a grade 3 classroom in my school, where I serve as a principal. I conducted this research as an interpretive case study, and I used workshop, interviews, focus group interviews and classroom observation as methods in the study. The study found that LTSM used in planning influences activities done in the classroom. It also found that use of LTSM helps to achieve the Learning Outcomes and Assessment Standards, and to improve the participation of learners in the learning process. Use of LTSM in planning also improves teachers’ Learning Area knowledge and their knowledge of curriculum development issues. Planning sessions also assisted teachers to address problems such as language used in LTSM and availability of LTSM. The study also found that teachers did not address formal assessment in the planning or in the way they used LTSM. The study concluded that use of LTSM in planning can strengthen classroom practice, and recommendations were made to take this work forward in the context of our school, as it addresses the gap between policy and practice.
- Full Text:
- Date Issued: 2007
An investigation of how members of a school board perceive and experience their roles in a secondary school in the Rundu Education Region of Namibia
- Authors: Kasokonya, Sinvula Martin
- Date: 2007
- Subjects: School boards -- Namibia School management and organization -- Namibia Educational leadership School personnel management Education -- Political aspects -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1861 , http://hdl.handle.net/10962/d1004558
- Description: The purpose of this study was to investigate School Board members' perceptions and expenences of their roles in a secondary school in the Rundu Education Region of Namibia. A case study was conducted within the interpretive paradigm. Six School Board members from the selected school were interviewed. The data were analysed using qualitative data analysis practices. The findings of the study indicate that there are numerous constraints that interfere with the Board members' ability to effectively carry out their role as a school governing body. These constraints include a lack of knowledge and understanding of the Education Act, a lack of skill in conducting basic management and organization processes and a lack of support from the circuit inspector and Regional Education officers. This study provides some understanding of the circumstances of the School Board in trying to execute its role in implementing the Education Act, especially the section dealing with School Boards. As such, this research provides an agenda for the support and improvement of the work of School Boards in Namibian secondary schools.
- Full Text:
- Date Issued: 2007
- Authors: Kasokonya, Sinvula Martin
- Date: 2007
- Subjects: School boards -- Namibia School management and organization -- Namibia Educational leadership School personnel management Education -- Political aspects -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1861 , http://hdl.handle.net/10962/d1004558
- Description: The purpose of this study was to investigate School Board members' perceptions and expenences of their roles in a secondary school in the Rundu Education Region of Namibia. A case study was conducted within the interpretive paradigm. Six School Board members from the selected school were interviewed. The data were analysed using qualitative data analysis practices. The findings of the study indicate that there are numerous constraints that interfere with the Board members' ability to effectively carry out their role as a school governing body. These constraints include a lack of knowledge and understanding of the Education Act, a lack of skill in conducting basic management and organization processes and a lack of support from the circuit inspector and Regional Education officers. This study provides some understanding of the circumstances of the School Board in trying to execute its role in implementing the Education Act, especially the section dealing with School Boards. As such, this research provides an agenda for the support and improvement of the work of School Boards in Namibian secondary schools.
- Full Text:
- Date Issued: 2007
An investigation of interpersonal relationships between management and lecturers in a College of Education in Namibia
- Amushigamo, Angelina Popyeni
- Authors: Amushigamo, Angelina Popyeni
- Date: 2007
- Subjects: Communication in education -- Namibia Teacher morale -- Namibia Employee motivation -- Namibia Teacher-administrator relationships -- Namibia College teachers -- Job satisfaction -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1850 , http://hdl.handle.net/10962/d1004458
- Description: Relationships are regarded as an important aspect of any organization's life. The purpose of this study was to investigate staff perceptions and experiences of interpersonal relationships between management and lecturers in a Namibian College of Education. I conducted a case study at the College where I teach. Two methods were used to collect data. Firstly, semi-structured interviews with two management members, two senior lecturers and two lecturers. Secondly, observation where practical aspects of interpersonal relationships in the College were observed. I used the interpretational data analysis technique to analyse my data. Themes and patterns were identified in the data, coded and sorted into categories. The study revealed staff unhappiness about the current situation in the College as far as communication is concerned. The College's hierarchical structure was described as top-down. As such, it does not allow for face to face communication. There is an absence of any social cohesion or sense of community. Relationships at a College level are characterized by personal conflict and difference. However, the study revealed a satisfaction with communication and relationships at a dl'partmentallevel. Five key features of interpersonal communication that are lacking in the College and that contribute to the unhealthy relationships in the College were identified. These are trust, respect, openness, feedback and the sharing of ideas and knowledge. Due to their absence, the College is divided into cliques. A strong desire for the establishment of interpersonal norms of openness, respect, honesty and trust was expressed. Participants expressed the need to establish an organization structure that allows for interaction with others in the College, flatter structures, teamwork and a collaborative cultu re. The study also emphasized participative democracy in building relationships. Participation in decision making is seen as satisfying the personal need to experience a sense of influence and achievement. There is evidence of a desire for distributed leadership where the College staff as a group of professionals lead the College collectively and collaboratively. There is a strong desire for a College where people are liked , valued, accepted by others and recognized for their efforts. Finally, Organization Development is recommended as an approach to enhance College staff relationships.
- Full Text:
- Date Issued: 2007
- Authors: Amushigamo, Angelina Popyeni
- Date: 2007
- Subjects: Communication in education -- Namibia Teacher morale -- Namibia Employee motivation -- Namibia Teacher-administrator relationships -- Namibia College teachers -- Job satisfaction -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1850 , http://hdl.handle.net/10962/d1004458
- Description: Relationships are regarded as an important aspect of any organization's life. The purpose of this study was to investigate staff perceptions and experiences of interpersonal relationships between management and lecturers in a Namibian College of Education. I conducted a case study at the College where I teach. Two methods were used to collect data. Firstly, semi-structured interviews with two management members, two senior lecturers and two lecturers. Secondly, observation where practical aspects of interpersonal relationships in the College were observed. I used the interpretational data analysis technique to analyse my data. Themes and patterns were identified in the data, coded and sorted into categories. The study revealed staff unhappiness about the current situation in the College as far as communication is concerned. The College's hierarchical structure was described as top-down. As such, it does not allow for face to face communication. There is an absence of any social cohesion or sense of community. Relationships at a College level are characterized by personal conflict and difference. However, the study revealed a satisfaction with communication and relationships at a dl'partmentallevel. Five key features of interpersonal communication that are lacking in the College and that contribute to the unhealthy relationships in the College were identified. These are trust, respect, openness, feedback and the sharing of ideas and knowledge. Due to their absence, the College is divided into cliques. A strong desire for the establishment of interpersonal norms of openness, respect, honesty and trust was expressed. Participants expressed the need to establish an organization structure that allows for interaction with others in the College, flatter structures, teamwork and a collaborative cultu re. The study also emphasized participative democracy in building relationships. Participation in decision making is seen as satisfying the personal need to experience a sense of influence and achievement. There is evidence of a desire for distributed leadership where the College staff as a group of professionals lead the College collectively and collaboratively. There is a strong desire for a College where people are liked , valued, accepted by others and recognized for their efforts. Finally, Organization Development is recommended as an approach to enhance College staff relationships.
- Full Text:
- Date Issued: 2007
An investigation of parental involvement in the development of their children's literacy in a rural Namibian school
- Authors: Siririka, Gisela
- Date: 2007
- Subjects: Education -- Namibia Education -- Parent participation -- Namibia Rural schools -- Namibia Community and school -- Namibia Literacy -- Social aspects -- Namibia Literacy -- Study and teaching -- Namibia Libraries and education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1638 , http://hdl.handle.net/10962/d1003520
- Description: This study sought to investigate the involvement of parents in the development of their children’s literacy. The study was conducted in a rural school in the Omaheke region of Namibia, a school selected for reasons of representativeness and convenience. The research took the form of an interpretive case study focussing on a study sample of nine parents, their children, and one teacher in the Ngeama community. Data were collected through semi-structured interviews and then subjected to comprehensive descriptive analysis. The findings of the study indicate that parents in the Ngeama rural community have not been effectively involved in their children’s acquisition of literacy, for a number of reasons. These include the parents’ not feeling appropriately empowered to influence the development of their children’s literacy, the absence of environmental literacy programmes within the community, and the shortage of literacy materials such as newspapers and magazines. Perhaps the most important factor is that there is no public or school library in the Ngeama community. In view of these findings, the study recognizes a need for parental empowerment in terms of knowledge, skills, understanding and resources allocation regarding the education of their children. It recommends that a relationship of trust and understanding be built between the school and the community to ensure the sound development of literacy skills. The study further recommends the establishment of a library in order to enhance the literacy levels of teachers, parents and children alike.
- Full Text:
- Date Issued: 2007
- Authors: Siririka, Gisela
- Date: 2007
- Subjects: Education -- Namibia Education -- Parent participation -- Namibia Rural schools -- Namibia Community and school -- Namibia Literacy -- Social aspects -- Namibia Literacy -- Study and teaching -- Namibia Libraries and education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1638 , http://hdl.handle.net/10962/d1003520
- Description: This study sought to investigate the involvement of parents in the development of their children’s literacy. The study was conducted in a rural school in the Omaheke region of Namibia, a school selected for reasons of representativeness and convenience. The research took the form of an interpretive case study focussing on a study sample of nine parents, their children, and one teacher in the Ngeama community. Data were collected through semi-structured interviews and then subjected to comprehensive descriptive analysis. The findings of the study indicate that parents in the Ngeama rural community have not been effectively involved in their children’s acquisition of literacy, for a number of reasons. These include the parents’ not feeling appropriately empowered to influence the development of their children’s literacy, the absence of environmental literacy programmes within the community, and the shortage of literacy materials such as newspapers and magazines. Perhaps the most important factor is that there is no public or school library in the Ngeama community. In view of these findings, the study recognizes a need for parental empowerment in terms of knowledge, skills, understanding and resources allocation regarding the education of their children. It recommends that a relationship of trust and understanding be built between the school and the community to ensure the sound development of literacy skills. The study further recommends the establishment of a library in order to enhance the literacy levels of teachers, parents and children alike.
- Full Text:
- Date Issued: 2007
An investigation of the key mechanisms that promote whole school development in a secondary school pilot project context
- Authors: Westraad, Susan Fiona
- Date: 2007
- Subjects: Education -- South Africa Education, Secondary -- South Africa Education and state -- South Africa School improvement programs -- South Africa Educational change -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1414 , http://hdl.handle.net/10962/d1003291
- Description: Providing relevant and quality schooling for all South African learners is the paramount goal of the South African National Department of Education. South Africa 's historical and current socio-economic contexts provide many challenges for both the Department of Education and schools in this endeavour to provide quality teaching and learning. These challenges impact directly and indirectly on what happens in the classroom. Since 1994 a plethora of education and training policy has been introduced in South Africa to redress historical imbalances; to introduce a new education and training framework and approach; and to provide guidelines, principles and procedures for addressing some of the challenges that impact on schools. The National Whole School Evaluation Policy provides the legislative framework for the establishment of a quality assurance process in South African schools based on accountability and support. The subsequent Integrated Quality Management System attempts to provide a framework for integrating school evaluation and performance measurement. Policy frameworks are in place to guide quality assurance and school improvement, however, the reality of implementing this at a grass roots level is particularly challenging. The General Motors (GM) South Africa Foundation, a non-governmental development organisation, established by General Motors (GM) South Africa, commenced with the piloting the Learning Schools Initiative to investigate some of the challenges of whole school development and evaluation. This research documents the Learning Schools Initiative's intervention with the initial two pilot secondary schools situated in Port Elizabeth (Nelson Mandela Bay) over a four-year period. It reviews the relevant school reform and school development literature and adopts a critical realist evaluative research approach to investigate the key mechanisms that promote whole school development and change in this context. In keeping with this approach, the results of the research are analysed and discussed within a context-menchanism-outcome configuration that involves the identification of the key mechanisms that bring about desired outcome/s in a specific context. Seven key generative mechanisms are identified as critical at a school and classroom level (i) school culture, (ii) school structures, (iii) effective leadership and management, (iv) personal growth and meaning, (v) restoration of relationships, (vi) professional development of educators, and development of capacity to work together, and (vii) support and accountability. The need to structure school development interventions around the triggering of identified key mechanisms is also identified as an important overarching mechanism. Suggestions are made for further research required to facilitate a deeper understanding of how to bring about meaningful change that results in quality teaching and learning in South African schools.
- Full Text:
- Date Issued: 2007
- Authors: Westraad, Susan Fiona
- Date: 2007
- Subjects: Education -- South Africa Education, Secondary -- South Africa Education and state -- South Africa School improvement programs -- South Africa Educational change -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1414 , http://hdl.handle.net/10962/d1003291
- Description: Providing relevant and quality schooling for all South African learners is the paramount goal of the South African National Department of Education. South Africa 's historical and current socio-economic contexts provide many challenges for both the Department of Education and schools in this endeavour to provide quality teaching and learning. These challenges impact directly and indirectly on what happens in the classroom. Since 1994 a plethora of education and training policy has been introduced in South Africa to redress historical imbalances; to introduce a new education and training framework and approach; and to provide guidelines, principles and procedures for addressing some of the challenges that impact on schools. The National Whole School Evaluation Policy provides the legislative framework for the establishment of a quality assurance process in South African schools based on accountability and support. The subsequent Integrated Quality Management System attempts to provide a framework for integrating school evaluation and performance measurement. Policy frameworks are in place to guide quality assurance and school improvement, however, the reality of implementing this at a grass roots level is particularly challenging. The General Motors (GM) South Africa Foundation, a non-governmental development organisation, established by General Motors (GM) South Africa, commenced with the piloting the Learning Schools Initiative to investigate some of the challenges of whole school development and evaluation. This research documents the Learning Schools Initiative's intervention with the initial two pilot secondary schools situated in Port Elizabeth (Nelson Mandela Bay) over a four-year period. It reviews the relevant school reform and school development literature and adopts a critical realist evaluative research approach to investigate the key mechanisms that promote whole school development and change in this context. In keeping with this approach, the results of the research are analysed and discussed within a context-menchanism-outcome configuration that involves the identification of the key mechanisms that bring about desired outcome/s in a specific context. Seven key generative mechanisms are identified as critical at a school and classroom level (i) school culture, (ii) school structures, (iii) effective leadership and management, (iv) personal growth and meaning, (v) restoration of relationships, (vi) professional development of educators, and development of capacity to work together, and (vii) support and accountability. The need to structure school development interventions around the triggering of identified key mechanisms is also identified as an important overarching mechanism. Suggestions are made for further research required to facilitate a deeper understanding of how to bring about meaningful change that results in quality teaching and learning in South African schools.
- Full Text:
- Date Issued: 2007
An investigation of the principal's leadership role in a successful rural school in Namibia
- Authors: Tjivikua, Uerivangera Chris
- Date: 2007
- Subjects: Rural schools -- Namibia School principals -- Namibia School management and organization -- Namibia Educational leadership -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1656 , http://hdl.handle.net/10962/d1003539
- Description: Rural schools are faced with numerous challenges and are often perceived to be academically unsuccessful. However, in spite of this perception there are some which manage to beat the odds by being academically successful year after year. This peculiar phenomenon of ‘unequal performance’ among rural schools struck my interest; hence my decision to investigate what it is that successful rural schools do to keep afloat in a turbulent environment where others around them collapsed. As the literature suggests that leadership play a key role in the success of an organisation, I focused my study on how the leadership role of the principal makes a rural school thrive. The study is situated in the interpretive paradigm and attempts to reveal participants’ perceptions and experiences of the principal’s leadership. My participants were the principal, circuit inspector, the School Board Chairperson, a Head of Department and the LRC president. These people were purposefully selected; the principal was selected because he is the one executing the roles hence he would be better informed about them while the others due to the positions they occupy, work closely with the principal. The research is a case study as it focused on a single case, and for data generation I employed semi-structured interviews, observation and document analysis. The study revealed various characteristics that describe the leadership role of the principal. An overarching characteristic that emerged is that the principal is a balanced leader - he focuses on both task completion and consideration for people. Different characteristics that emerged from this balance leadership portrayed the principal of Ruacana Senior Secondary School to be a transformational and an instructional leader who believes that teaching and learning are the central activities of a school. Moreover he has been painted to be a team player and a servant leader who holds and practices the principle of ubuntu. The principal has also been described as a strategic and exemplary leader. It emerged that his exemplary leadership has moulded the practices of teachers and learners into a shared culture that supports academic excellence. The findings also depicted a paradoxical picture of the principal in that while he exhibits democratic procedures he is also perceived to be autocratic.
- Full Text:
- Date Issued: 2007
- Authors: Tjivikua, Uerivangera Chris
- Date: 2007
- Subjects: Rural schools -- Namibia School principals -- Namibia School management and organization -- Namibia Educational leadership -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1656 , http://hdl.handle.net/10962/d1003539
- Description: Rural schools are faced with numerous challenges and are often perceived to be academically unsuccessful. However, in spite of this perception there are some which manage to beat the odds by being academically successful year after year. This peculiar phenomenon of ‘unequal performance’ among rural schools struck my interest; hence my decision to investigate what it is that successful rural schools do to keep afloat in a turbulent environment where others around them collapsed. As the literature suggests that leadership play a key role in the success of an organisation, I focused my study on how the leadership role of the principal makes a rural school thrive. The study is situated in the interpretive paradigm and attempts to reveal participants’ perceptions and experiences of the principal’s leadership. My participants were the principal, circuit inspector, the School Board Chairperson, a Head of Department and the LRC president. These people were purposefully selected; the principal was selected because he is the one executing the roles hence he would be better informed about them while the others due to the positions they occupy, work closely with the principal. The research is a case study as it focused on a single case, and for data generation I employed semi-structured interviews, observation and document analysis. The study revealed various characteristics that describe the leadership role of the principal. An overarching characteristic that emerged is that the principal is a balanced leader - he focuses on both task completion and consideration for people. Different characteristics that emerged from this balance leadership portrayed the principal of Ruacana Senior Secondary School to be a transformational and an instructional leader who believes that teaching and learning are the central activities of a school. Moreover he has been painted to be a team player and a servant leader who holds and practices the principle of ubuntu. The principal has also been described as a strategic and exemplary leader. It emerged that his exemplary leadership has moulded the practices of teachers and learners into a shared culture that supports academic excellence. The findings also depicted a paradoxical picture of the principal in that while he exhibits democratic procedures he is also perceived to be autocratic.
- Full Text:
- Date Issued: 2007
An investigation of the sustainability of the Imbewu Project at Phiwe Primary School
- Authors: Maselana, Thobeka
- Date: 2007
- Subjects: Education -- South Africa -- Eastern Cape Sustainable development -- South Africa -- Eastern Cape Project method in teaching -- South Africa -- Eastern Cape School improvement programs -- South Africa -- Eastern Cape -- Case studies Educational change -- South Africa -- Eastern Cape Education and state -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1924 , http://hdl.handle.net/10962/d1007509
- Description: Sustainable development and projects are relatively new terms In the South African context. This study explores these concepts as they relate to a school that is piloting a project in the Eastern Cape. A number of projects have been introduced in disadvantaged schools to redress imbalances of the past. Funders invest a lot of money, but when they leave, schools struggle to sustain these initiatives. This study aims to investigate whether the Imbewu Project, an educational development pilot project meant to improve schools in the Eastern Cape, made provision for long-term sustainability and whether the school sustained the project. Very little research seems to have been conducted on sustainability, especially in South Africa (SA). The study is conducted in the interpretive paradigm. A single case study involving a number of stakeholders at Phiwe Primary School (PPS) was conducted through observations, interviews, focus groups and document analysis. The study found that the action research strategy intended for the project was constrained by the limited time allowed. In addition, the approach did not address processes which are important for sustainability. Also, the cascade approach to learning is not successful in organisations that have not reached the status of being learning organisations. PPS is still struggling to change its culture and therefore one can say that they cannot sustain the changes that are brought by the project. Firstly, they did not involve the parents in most modules as the project suggested. Secondly, some facilitators did not understand the project. Thirdly, although the project provided for monitoring and support, the study found that there was inadequate support from the project team and district officials. There was a shortage of district officials because the Eastern Cape Department of Education did not invest in appointing people that could sustain the project. However, there are areas where the school is doing an outstanding job despite the fact that there was very little support. The school performed well in implementing and sustaining the project in the following areas: learner welfare, community involvement and involvement of staff members in committees.
- Full Text:
- Date Issued: 2007
- Authors: Maselana, Thobeka
- Date: 2007
- Subjects: Education -- South Africa -- Eastern Cape Sustainable development -- South Africa -- Eastern Cape Project method in teaching -- South Africa -- Eastern Cape School improvement programs -- South Africa -- Eastern Cape -- Case studies Educational change -- South Africa -- Eastern Cape Education and state -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1924 , http://hdl.handle.net/10962/d1007509
- Description: Sustainable development and projects are relatively new terms In the South African context. This study explores these concepts as they relate to a school that is piloting a project in the Eastern Cape. A number of projects have been introduced in disadvantaged schools to redress imbalances of the past. Funders invest a lot of money, but when they leave, schools struggle to sustain these initiatives. This study aims to investigate whether the Imbewu Project, an educational development pilot project meant to improve schools in the Eastern Cape, made provision for long-term sustainability and whether the school sustained the project. Very little research seems to have been conducted on sustainability, especially in South Africa (SA). The study is conducted in the interpretive paradigm. A single case study involving a number of stakeholders at Phiwe Primary School (PPS) was conducted through observations, interviews, focus groups and document analysis. The study found that the action research strategy intended for the project was constrained by the limited time allowed. In addition, the approach did not address processes which are important for sustainability. Also, the cascade approach to learning is not successful in organisations that have not reached the status of being learning organisations. PPS is still struggling to change its culture and therefore one can say that they cannot sustain the changes that are brought by the project. Firstly, they did not involve the parents in most modules as the project suggested. Secondly, some facilitators did not understand the project. Thirdly, although the project provided for monitoring and support, the study found that there was inadequate support from the project team and district officials. There was a shortage of district officials because the Eastern Cape Department of Education did not invest in appointing people that could sustain the project. However, there are areas where the school is doing an outstanding job despite the fact that there was very little support. The school performed well in implementing and sustaining the project in the following areas: learner welfare, community involvement and involvement of staff members in committees.
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- Date Issued: 2007
Apprenticing learners in the context of the Grade 10 physical science classroom
- Authors: Gray, Wesley Barclay
- Date: 2007
- Subjects: Science -- Study and teaching (Secondary) -- South Africa. Education, Bilingual -- South Africa Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1423 , http://hdl.handle.net/10962/d1003304
- Description: The number of African learners who participate and succeed in physical science is recognized to be ‘disturbingly low’. One of the factors attributed to the low levels of enrolment and performance in physical science is language. In this study, teaching and learning through the language of science is examined in the context of the bilingual classroom. A model of analysis is constructed that (1) extends the notion of the language of science to include the mathematical and visual ‘languages’ of science, (2) takes recognition of the manner in which language, content, and values and beliefs construct the science learner, and (3) moves beyond the characterization of teaching and learning according to the dichotomy of the ‘traditional’/ the ‘progressive’. The model of analysis draws upon the central concepts of a sociocultural model of pedagogy, namely the ‘developmental model’. In addition, the model of analysis makes use of Systemic Functional Linguistics to examine teaching and learning at the micro level of classroom interaction. This study reveals the complex nature in which the language, content, and values and beliefs change as a lesson unfolds: teaching and learning through the language of science has been shown in these classrooms to be marked by features of both a ‘traditional’ and a ‘progressive’ model – each of which appears to serve different functions in the overall construction of the science learner. In addition, this study begins to uncover how a ‘successful’ teacher equips his/ her learners in the context of the bilingual physical science classroom: teaching and learning through the language of science has been shown in these classrooms to incorporate complex and varied strategies that depend upon choices made by both the teacher and learners. These findings substantiate the need to understand the challenges teachers and learners face in the bilingual physical science classroom in ways that acknowledge the complexity of the teaching and learning process.
- Full Text:
- Date Issued: 2007
- Authors: Gray, Wesley Barclay
- Date: 2007
- Subjects: Science -- Study and teaching (Secondary) -- South Africa. Education, Bilingual -- South Africa Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1423 , http://hdl.handle.net/10962/d1003304
- Description: The number of African learners who participate and succeed in physical science is recognized to be ‘disturbingly low’. One of the factors attributed to the low levels of enrolment and performance in physical science is language. In this study, teaching and learning through the language of science is examined in the context of the bilingual classroom. A model of analysis is constructed that (1) extends the notion of the language of science to include the mathematical and visual ‘languages’ of science, (2) takes recognition of the manner in which language, content, and values and beliefs construct the science learner, and (3) moves beyond the characterization of teaching and learning according to the dichotomy of the ‘traditional’/ the ‘progressive’. The model of analysis draws upon the central concepts of a sociocultural model of pedagogy, namely the ‘developmental model’. In addition, the model of analysis makes use of Systemic Functional Linguistics to examine teaching and learning at the micro level of classroom interaction. This study reveals the complex nature in which the language, content, and values and beliefs change as a lesson unfolds: teaching and learning through the language of science has been shown in these classrooms to be marked by features of both a ‘traditional’ and a ‘progressive’ model – each of which appears to serve different functions in the overall construction of the science learner. In addition, this study begins to uncover how a ‘successful’ teacher equips his/ her learners in the context of the bilingual physical science classroom: teaching and learning through the language of science has been shown in these classrooms to incorporate complex and varied strategies that depend upon choices made by both the teacher and learners. These findings substantiate the need to understand the challenges teachers and learners face in the bilingual physical science classroom in ways that acknowledge the complexity of the teaching and learning process.
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- Date Issued: 2007
Co-engaged learning : Xhosa women's narratives on traditional foods
- Authors: Jolly, Rachel
- Date: 2007
- Subjects: Xhosa (African people) -- Social life and customs -- South Africa -- Grahamstown Women, Xhosa -- South Africa -- Grahamstown Nutrition -- Study and teaching -- South Africa -- Grahamstown Ethnoscience -- Study and teaching -- South Africa -- Grahamstown AIDS (Disease) -- South Africa -- Grahamstown HIV infections -- South Africa -- Grahamstown Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1450 , http://hdl.handle.net/10962/d1003331
- Description: This interpretive case study examines Grahamstown East Xhosa women's narratives on the nutritional value of traditional foods. It reviews reflexive learning interactions apparent in the co-engaged narratives of food preparation practices. The research design incorporates methods of reflective co-engagement through which a small team of women were approached as 'co-researchers' in order to work together on shared, local knowledge capital and nutrition concerns. It draws on findings generated using a combination of semi-structured interviews, cooking demonstrations, videography, photographs and field observations as methods of data collection. Data were member-checked and reviewed in a rural context before the emerging evidence was analyzed using Bassey's (1999) analytical statements. Contextual factors influencing the study are high poverty, unemployment and HIV/AIDS prevalence where nutrition levels have been found to be low. The women making up the study have spent the majority of their lives in the peri-urban area of Grahamstown and in some cases, are more than one generation removed from rural living and its associated knowledge. The accompanying shift to modernization was found to influence the interplay between their narratives and practice. Indigenous Knowledge is often characterized by being situated in practice with the knowledge-holders often not 'knowing that they know.' This study concludes that it is not possible to assume that knowledge can always be consciously expressed, especially when that knowledge is embedded in practice. Related to this, co-engagement and diversity among the group gave rise to greater disequilibrium as well as making the knowledge more explicit and hence, available for reflection. The study suggests that through the process of co-engagement and deliberation around indigenous ways of knowing, agency and cultural identity appears to be enabled and strengthened.
- Full Text:
- Date Issued: 2007
- Authors: Jolly, Rachel
- Date: 2007
- Subjects: Xhosa (African people) -- Social life and customs -- South Africa -- Grahamstown Women, Xhosa -- South Africa -- Grahamstown Nutrition -- Study and teaching -- South Africa -- Grahamstown Ethnoscience -- Study and teaching -- South Africa -- Grahamstown AIDS (Disease) -- South Africa -- Grahamstown HIV infections -- South Africa -- Grahamstown Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1450 , http://hdl.handle.net/10962/d1003331
- Description: This interpretive case study examines Grahamstown East Xhosa women's narratives on the nutritional value of traditional foods. It reviews reflexive learning interactions apparent in the co-engaged narratives of food preparation practices. The research design incorporates methods of reflective co-engagement through which a small team of women were approached as 'co-researchers' in order to work together on shared, local knowledge capital and nutrition concerns. It draws on findings generated using a combination of semi-structured interviews, cooking demonstrations, videography, photographs and field observations as methods of data collection. Data were member-checked and reviewed in a rural context before the emerging evidence was analyzed using Bassey's (1999) analytical statements. Contextual factors influencing the study are high poverty, unemployment and HIV/AIDS prevalence where nutrition levels have been found to be low. The women making up the study have spent the majority of their lives in the peri-urban area of Grahamstown and in some cases, are more than one generation removed from rural living and its associated knowledge. The accompanying shift to modernization was found to influence the interplay between their narratives and practice. Indigenous Knowledge is often characterized by being situated in practice with the knowledge-holders often not 'knowing that they know.' This study concludes that it is not possible to assume that knowledge can always be consciously expressed, especially when that knowledge is embedded in practice. Related to this, co-engagement and diversity among the group gave rise to greater disequilibrium as well as making the knowledge more explicit and hence, available for reflection. The study suggests that through the process of co-engagement and deliberation around indigenous ways of knowing, agency and cultural identity appears to be enabled and strengthened.
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- Date Issued: 2007
Development of a school environmental policy to enable active learning in the context of the National Curriculum Statement
- Authors: Mvula-Jamela, Lungiswa Gwen
- Date: 2007
- Subjects: Environmental policy -- Study and teaching (Primary) -- South Africa -- Grahamstown Environmental education -- Study and teaching (Primary) -- South Africa -- Grahamstown Environmental education -- Activity programs -- South Africa -- Grahamstown Environmental education -- South Africa -- Grahamstown -- Case studies Competency-based education -- South Africa -- Grahamstown Teacher participation in curriculum planning -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1958 , http://hdl.handle.net/10962/d1008376
- Description: The transformation processes occurring in the South African curriculum context has highlighted a need for improving ways of interpreting and implementing curriculum requirements, in ways that are relevant to the context of learners and their experiences. Outcomes Based Education (OBE) encourages teachers to develop learner centred and active learning approaches. In this research I explore the development of how a School Environmental Policy can contribute to active learning in the context of the National Curriculum Statement for Grades R-9 (NCS R-9). I employed a participatory action research approach in which I worked with other teachers in my school to develop a School Environmental Policy, and then implement associated lessons. In cycle 1 this research focused on the School Environmental Policy development processes. In cycle 2 the research focused on designing and implementing three Lesson Plans in Makana Public Primary School (in three phases). I used a range of data generation strategies such as observations, use of a reflective journal, semi-structured interviews, focus group discussions, a workshop, photographs and document analysis to generate data for the study. All participants collaboratively discussed and agreed upon the research , and the two teachers who developed the lessons with me also reflected on the process of Lesson Planning and active learning, but I was responsible for the final interpretation presented in this thesis. The research indicates that the School Environmental Policy led to the planning of active learning processes and that the School Environmental Policy and the active learn ing approach are consistent with OBE policy and philosophy. The study also indicates that the School Environmental Policy and the active learning approach strengthened the use of Learning Outcomes, but not necessarily Assessment Standards and that the active learning approach promoted enquiry in lessons. The research further indicates that the School Environmental Policy and active learning processes contributed to school improvement and work towards a healthy environment. The School Environmental Policy also encouraged educators to address school community environmental issues and build stronger links with parents. The study also led to a set of recommendations to improve the School Environmental Policy and active learning process in ways that address the NCS requirements for learning and assessment.
- Full Text:
- Date Issued: 2007
- Authors: Mvula-Jamela, Lungiswa Gwen
- Date: 2007
- Subjects: Environmental policy -- Study and teaching (Primary) -- South Africa -- Grahamstown Environmental education -- Study and teaching (Primary) -- South Africa -- Grahamstown Environmental education -- Activity programs -- South Africa -- Grahamstown Environmental education -- South Africa -- Grahamstown -- Case studies Competency-based education -- South Africa -- Grahamstown Teacher participation in curriculum planning -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1958 , http://hdl.handle.net/10962/d1008376
- Description: The transformation processes occurring in the South African curriculum context has highlighted a need for improving ways of interpreting and implementing curriculum requirements, in ways that are relevant to the context of learners and their experiences. Outcomes Based Education (OBE) encourages teachers to develop learner centred and active learning approaches. In this research I explore the development of how a School Environmental Policy can contribute to active learning in the context of the National Curriculum Statement for Grades R-9 (NCS R-9). I employed a participatory action research approach in which I worked with other teachers in my school to develop a School Environmental Policy, and then implement associated lessons. In cycle 1 this research focused on the School Environmental Policy development processes. In cycle 2 the research focused on designing and implementing three Lesson Plans in Makana Public Primary School (in three phases). I used a range of data generation strategies such as observations, use of a reflective journal, semi-structured interviews, focus group discussions, a workshop, photographs and document analysis to generate data for the study. All participants collaboratively discussed and agreed upon the research , and the two teachers who developed the lessons with me also reflected on the process of Lesson Planning and active learning, but I was responsible for the final interpretation presented in this thesis. The research indicates that the School Environmental Policy led to the planning of active learning processes and that the School Environmental Policy and the active learn ing approach are consistent with OBE policy and philosophy. The study also indicates that the School Environmental Policy and the active learning approach strengthened the use of Learning Outcomes, but not necessarily Assessment Standards and that the active learning approach promoted enquiry in lessons. The research further indicates that the School Environmental Policy and active learning processes contributed to school improvement and work towards a healthy environment. The School Environmental Policy also encouraged educators to address school community environmental issues and build stronger links with parents. The study also led to a set of recommendations to improve the School Environmental Policy and active learning process in ways that address the NCS requirements for learning and assessment.
- Full Text:
- Date Issued: 2007
Education decentralization in the Omaheke Region of Namibia
- Authors: Semba, Pecka
- Date: 2007
- Subjects: Education -- Namibia Schools -- Decentralization -- Namibia Education and state -- Namibia Educational change -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1894 , http://hdl.handle.net/10962/d1006114
- Description: Before the attainment of independence on 21 March 1990, the people of Namibia were engaged in a protracted struggle against colonialism, racism and apartheid, all of which had denied the majority of the people democracy and development. The people of Namibia therefore did not have power to make decisions on matters that affect their lives and were also not able to determine their own destiny (Ministry of Regional Government and Housing [MoRGH]: 1998:1). After independence, the Namibian government provided for a policy of decentralization under Chapter 12 of the Constitution. After adopting decentralization as state policy in 1996 the government, under the auspices of the Ministry of Regional, Local Government and Housing, embarked upon an implementation process that began in 2003. Education decentralization was included in this process. As my research investigated participants' experience of education decentralization in the Omaheke Region, I conducted an interpretive case study. I employed semi-structured interviews as my main data collection instrument. The quality of my research lies mostly in the authenticity of my thick descriptions where I rely to a large degree on a high ratio of participant to researcher voice. The study has revealed that there is a basic understanding of what education decentralization refers to. Education decentralization is also perceived to provide for the democratization of education through the active participation of all relevant stakeholders - parents, teachers, learners and civil servants - in the education process. However, although there is a basic understanding of what education decentralization entails, there is not necessarily acceptance. The study revealed that many people in Omaheke have reservations about the process of decentralizing education services. Some regard education decentralization as central government "dumping" its responsibility on the Regions. Furthermore, neither the Regional Council, the Regional Education Office, schools, communities nor parents have the capacity to cope with decentralization. The responsibility for overseeing the implementation of decentralization in the Region lies with the Omaheke Regional Council. Education as a decentralized function ought to resort directly under the Regional Council. However, the Regional Education office does not yet operate under the Regional Council. Instead the Education Director continues to report directly to the Permanent Secretary of the Ministry of Education in the capital. In this way an important decentralization structure, the Regional Council, is bypassed and rendered toothless. The data reveal that there is only partial evidence of psychological and structural readiness for education decentralization. Consequently there is little meaningful participation and therefore no sense of ownership among parents, teachers, learners, community-based organizations and political leaders.
- Full Text:
- Date Issued: 2007
- Authors: Semba, Pecka
- Date: 2007
- Subjects: Education -- Namibia Schools -- Decentralization -- Namibia Education and state -- Namibia Educational change -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1894 , http://hdl.handle.net/10962/d1006114
- Description: Before the attainment of independence on 21 March 1990, the people of Namibia were engaged in a protracted struggle against colonialism, racism and apartheid, all of which had denied the majority of the people democracy and development. The people of Namibia therefore did not have power to make decisions on matters that affect their lives and were also not able to determine their own destiny (Ministry of Regional Government and Housing [MoRGH]: 1998:1). After independence, the Namibian government provided for a policy of decentralization under Chapter 12 of the Constitution. After adopting decentralization as state policy in 1996 the government, under the auspices of the Ministry of Regional, Local Government and Housing, embarked upon an implementation process that began in 2003. Education decentralization was included in this process. As my research investigated participants' experience of education decentralization in the Omaheke Region, I conducted an interpretive case study. I employed semi-structured interviews as my main data collection instrument. The quality of my research lies mostly in the authenticity of my thick descriptions where I rely to a large degree on a high ratio of participant to researcher voice. The study has revealed that there is a basic understanding of what education decentralization refers to. Education decentralization is also perceived to provide for the democratization of education through the active participation of all relevant stakeholders - parents, teachers, learners and civil servants - in the education process. However, although there is a basic understanding of what education decentralization entails, there is not necessarily acceptance. The study revealed that many people in Omaheke have reservations about the process of decentralizing education services. Some regard education decentralization as central government "dumping" its responsibility on the Regions. Furthermore, neither the Regional Council, the Regional Education Office, schools, communities nor parents have the capacity to cope with decentralization. The responsibility for overseeing the implementation of decentralization in the Region lies with the Omaheke Regional Council. Education as a decentralized function ought to resort directly under the Regional Council. However, the Regional Education office does not yet operate under the Regional Council. Instead the Education Director continues to report directly to the Permanent Secretary of the Ministry of Education in the capital. In this way an important decentralization structure, the Regional Council, is bypassed and rendered toothless. The data reveal that there is only partial evidence of psychological and structural readiness for education decentralization. Consequently there is little meaningful participation and therefore no sense of ownership among parents, teachers, learners, community-based organizations and political leaders.
- Full Text:
- Date Issued: 2007
Exploring opportunities and challenges for achieving the integration of indigenous knowledge systems into environmental education processes: a case study of the Sebakwe Environmental Education programme (SEEP) in Zimbabwe
- Authors: Zazu, Cryton
- Date: 2007
- Subjects: Sebekwane Environmental Education programme Ethnoscience -- Study and teaching -- Zimbabwe Environmental education -- Zimbabwe Mainstreaming in education -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1540 , http://hdl.handle.net/10962/d1003422
- Description: The role and value of indigenous knowledge systems in enhancing and contextualizing education has long been recognized (UNESCO, 1978). Against this background a lot of research focusing on the documentation and study of the world’s indigenous knowledge systems, including those of Southern African countries was done. However, within the Southern African context much of this research did not translate into practical curriculum processes leaving educational processes de-contextualized (O’Donoghue, 2002; Mokuku, 2004; Shava, 2005). The linkages between the school, the home and the wider community remained weak (Taylor & Mulhall, 2001). The net effect of the limited integration of indigenous knowledge systems into mainstream environmental education processes has been that indigenous learners (such as those within the Sebakwe rural community) continued to get exposed to two different world views, the western scientific world view and the everyday life world views. The integration of indigenous knowledge systems into mainstream education such as the Sebakwe Environmental Education programme (SEEP) is one way of contextualizing education and improving its relevance to learners’ socio-cultural backgrounds. This research was conceptualized against such a context and seeks to explore the opportunities and challenges for the integration of indigenous knowledge systems into the Sebakwe Environmental Education programme. The ultimate purpose of this research is to contextualize SEEP both in its epistemology, and pedagogy. The research was designed and conducted within a qualitative interpretive case study methodology. The methodology involved a three-phased data collection method namely document analysis, focus group interviews and an inquiry-based workshop. The data was then analyzed and interpreted in relation to a set of theoretical perspectives. This research concluded that there is a possibility of integrating indigenous knowledge systems into the Sebakwe Environmental Education programme. Based on the findings the research came up with a list of recommendations to guide the process of working with indigenous knowledge within the Sebakwe Environmental Education programme.
- Full Text:
- Date Issued: 2007
- Authors: Zazu, Cryton
- Date: 2007
- Subjects: Sebekwane Environmental Education programme Ethnoscience -- Study and teaching -- Zimbabwe Environmental education -- Zimbabwe Mainstreaming in education -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1540 , http://hdl.handle.net/10962/d1003422
- Description: The role and value of indigenous knowledge systems in enhancing and contextualizing education has long been recognized (UNESCO, 1978). Against this background a lot of research focusing on the documentation and study of the world’s indigenous knowledge systems, including those of Southern African countries was done. However, within the Southern African context much of this research did not translate into practical curriculum processes leaving educational processes de-contextualized (O’Donoghue, 2002; Mokuku, 2004; Shava, 2005). The linkages between the school, the home and the wider community remained weak (Taylor & Mulhall, 2001). The net effect of the limited integration of indigenous knowledge systems into mainstream environmental education processes has been that indigenous learners (such as those within the Sebakwe rural community) continued to get exposed to two different world views, the western scientific world view and the everyday life world views. The integration of indigenous knowledge systems into mainstream education such as the Sebakwe Environmental Education programme (SEEP) is one way of contextualizing education and improving its relevance to learners’ socio-cultural backgrounds. This research was conceptualized against such a context and seeks to explore the opportunities and challenges for the integration of indigenous knowledge systems into the Sebakwe Environmental Education programme. The ultimate purpose of this research is to contextualize SEEP both in its epistemology, and pedagogy. The research was designed and conducted within a qualitative interpretive case study methodology. The methodology involved a three-phased data collection method namely document analysis, focus group interviews and an inquiry-based workshop. The data was then analyzed and interpreted in relation to a set of theoretical perspectives. This research concluded that there is a possibility of integrating indigenous knowledge systems into the Sebakwe Environmental Education programme. Based on the findings the research came up with a list of recommendations to guide the process of working with indigenous knowledge within the Sebakwe Environmental Education programme.
- Full Text:
- Date Issued: 2007