The impact of Malawi’s National Strategy on Inclusive Education: a case study analysis of two schools
- Authors: Kaunda, Bridget
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436499 , vital:73277
- Description: Using a qualitative case study approach, this study analysed the impact of Malawi’s National Strategy on Inclusive Education (NSIE) on inclusive education (IE) in two inclusive schools. IE is a global education reform for accommodating learners with Special Educational Needs (SEN) in mainstream schools. Malawi developed the NSIE in 2017 to guide IE implementation while working on the actual policy. This study aimed to analyse how NSIE has impacted IE during its first five years of implementation. This was done by examining how the NIES goals were designed, enacted, and implemented, the perceptions of system users, who include teachers, learners, and parents towards IE, and the enabling and constraining factors on its implementation. Drawing on the theoretical perspectives of the democratic theory of education and systems theory, this study argues that NSIE has ameliorated IE implementation by putting in place a structural implementation system. However, the implementation is marred by several constraining factors both at the management and implementation (schools) levels. Secondly, there is a disjuncture between NSIE as intended and as implemented in the sampled schools. Thirdly, the IE system lacks effective communication and responsive decision-making, especially in the monitoring process and school involvement. Fourthly, the study shows that IE implementation depends on a functional and well-stocked resource centre (RC) and the availability of enough qualified staff. It was also observed that poor teacher motivation resulting from lack of incentives such as promotions and training were major obstacles to the successful implementation of IE at the school level. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
- Full Text:
- Date Issued: 2024-04-05
- Authors: Kaunda, Bridget
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436499 , vital:73277
- Description: Using a qualitative case study approach, this study analysed the impact of Malawi’s National Strategy on Inclusive Education (NSIE) on inclusive education (IE) in two inclusive schools. IE is a global education reform for accommodating learners with Special Educational Needs (SEN) in mainstream schools. Malawi developed the NSIE in 2017 to guide IE implementation while working on the actual policy. This study aimed to analyse how NSIE has impacted IE during its first five years of implementation. This was done by examining how the NIES goals were designed, enacted, and implemented, the perceptions of system users, who include teachers, learners, and parents towards IE, and the enabling and constraining factors on its implementation. Drawing on the theoretical perspectives of the democratic theory of education and systems theory, this study argues that NSIE has ameliorated IE implementation by putting in place a structural implementation system. However, the implementation is marred by several constraining factors both at the management and implementation (schools) levels. Secondly, there is a disjuncture between NSIE as intended and as implemented in the sampled schools. Thirdly, the IE system lacks effective communication and responsive decision-making, especially in the monitoring process and school involvement. Fourthly, the study shows that IE implementation depends on a functional and well-stocked resource centre (RC) and the availability of enough qualified staff. It was also observed that poor teacher motivation resulting from lack of incentives such as promotions and training were major obstacles to the successful implementation of IE at the school level. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
- Full Text:
- Date Issued: 2024-04-05
Stimulating continuous professional development and teacher leadership in a rural Namibian school: a participatory action research
- Authors: Mario, Kangende Mebin
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424075 , vital:72121
- Description: Namibia values democratic and quality education. One way to improve quality education is by allowing teachers autonomy and offering continuous professional development (CPD) to teachers. Historically, the CPD programmes on offer in Namibia were centralised and generic, using a ‘one-size-fits-all’ approach offered as mini workshops to train teachers. In 2012, a decentralised method of school-based CPD program was initiated in schools, to give opportunities to schools to identify, plan, implement and evaluate their own professional needs. However, a recent study indicated that these initiatives have failed due to poor leadership, a lack of training and support as well as limited knowledge of principals in running CPD initiatives. Against this backdrop, my study aimed at engaging in a participatory action research process with teachers and SMT members in a rural combined school in the Kavango West region to stimulate the failed school-based CPD program and develop teacher leadership. My study therefore aligned with the international recommendations that school-based CPD be built around the notions of distributed leadership and teacher leadership (Smulyan, 2016; Hunzicker, 2018). The three-step model of change and action research developed by Kurt Lewin served as the underpinning theory for this study. The study was situated within a critical paradigm and driven by the question: “Does the involvement in participatory action research process stimulate a school-based CPD programme and develop teacher leadership?” The study involved two phases. The contextual profiling stage generated data through the analysis of documents, focus group interviews, and observation. Phase 2 engaged the participant in participatory action research to stimulate school-based CPD and develop teacher leadership. Thematic analysis supported by both inductive and deductive methods was used to analyse the data. The findings from phase one indicated that CPD was interpreted differently by the participants and confirmed that there was no CPD program in the school. Using Grant's (2017) model of teacher leadership, the findings further revealed that although teacher leadership was practised in all four zones, it was strongest in the classroom and initiated through delegated practices. Using Angelle and Dehart (2010), constraining forces included negative teachers’ attitudes, limited knowledge, skills, and confidence as well as a school culture of distrust. Phase 2 revealed that participatory action research can be a useful stimulus for school-based CPD. A tangible output from the PAR sessions was a template for the internal policy for school-based continuous teacher development. In addition, the findings from the sessions indicated the significance of supportive leadership to ensure the efficacy of school-based CPD and teacher leadership. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Mario, Kangende Mebin
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424075 , vital:72121
- Description: Namibia values democratic and quality education. One way to improve quality education is by allowing teachers autonomy and offering continuous professional development (CPD) to teachers. Historically, the CPD programmes on offer in Namibia were centralised and generic, using a ‘one-size-fits-all’ approach offered as mini workshops to train teachers. In 2012, a decentralised method of school-based CPD program was initiated in schools, to give opportunities to schools to identify, plan, implement and evaluate their own professional needs. However, a recent study indicated that these initiatives have failed due to poor leadership, a lack of training and support as well as limited knowledge of principals in running CPD initiatives. Against this backdrop, my study aimed at engaging in a participatory action research process with teachers and SMT members in a rural combined school in the Kavango West region to stimulate the failed school-based CPD program and develop teacher leadership. My study therefore aligned with the international recommendations that school-based CPD be built around the notions of distributed leadership and teacher leadership (Smulyan, 2016; Hunzicker, 2018). The three-step model of change and action research developed by Kurt Lewin served as the underpinning theory for this study. The study was situated within a critical paradigm and driven by the question: “Does the involvement in participatory action research process stimulate a school-based CPD programme and develop teacher leadership?” The study involved two phases. The contextual profiling stage generated data through the analysis of documents, focus group interviews, and observation. Phase 2 engaged the participant in participatory action research to stimulate school-based CPD and develop teacher leadership. Thematic analysis supported by both inductive and deductive methods was used to analyse the data. The findings from phase one indicated that CPD was interpreted differently by the participants and confirmed that there was no CPD program in the school. Using Grant's (2017) model of teacher leadership, the findings further revealed that although teacher leadership was practised in all four zones, it was strongest in the classroom and initiated through delegated practices. Using Angelle and Dehart (2010), constraining forces included negative teachers’ attitudes, limited knowledge, skills, and confidence as well as a school culture of distrust. Phase 2 revealed that participatory action research can be a useful stimulus for school-based CPD. A tangible output from the PAR sessions was a template for the internal policy for school-based continuous teacher development. In addition, the findings from the sessions indicated the significance of supportive leadership to ensure the efficacy of school-based CPD and teacher leadership. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2023
- Full Text:
- Date Issued: 2023-10-13
The mathematical and pedagogical content knowledge that Namibian senior primary teachers draw on to develop their learners’ computational estimation
- Authors: Shigwedha, Emilia Ndilimeke
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424108 , vital:72124
- Description: Computational estimation is important in the development of learners’ number sense. It is through the process of finding an approximate (but satisfactory) that learners can check the reasonableness of their answers to calculations, develop an understanding of place value and by implication the four number operations. It is the role of teachers to develop the computational estimation skills of learners. To do this, teachers need to have a sound knowledge of computational estimation, its value and how to teach it. This study thus seeks to explore and understand Namibian senior primary teachers’ mathematical and pedagogical content knowledge to develop their learners’ computation estimation knowledge. The research is guided by the following question: What mathematical and pedagogical content knowledge do senior primary mathematics teachers draw on to develop their learners’ computational estimation skills? The research is a qualitative interpretivist case study. Eight senior primary teachers of Mathematics from the Ohangwena region in Namibia participated in the study. Data was generated through questionnaires, a focus group interview and lesson observations. The Mathematics Knowledge for Teaching (Ball et al., 2008) and the Knowledge Quartet (Rowland, 2005) frameworks were used as both analytic and explanatory tools for the study. Key findings from the research are that teachers have knowledge of and use a variety of strategies for estimation, however, they only use the ‘rounding off’ strategy when teaching learners computational estimation. The teachers appear to teach computational estimation by first focusing on place value before moving on to ‘rounding off’ to the nearest 10s, 100s, 1000s and so forth. My research recommends that the National Institute of Educational Development together with the Ministry of Education, Art and Culture in Namibia, provide teachers with professional development opportunities on how to develop learners’ computational estimation. Such professional development will further develop teachers’ mathematical and pedagogical content knowledge. Furthermore, the Namibian syllabus should include a variety of strategies for computational estimation. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Shigwedha, Emilia Ndilimeke
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424108 , vital:72124
- Description: Computational estimation is important in the development of learners’ number sense. It is through the process of finding an approximate (but satisfactory) that learners can check the reasonableness of their answers to calculations, develop an understanding of place value and by implication the four number operations. It is the role of teachers to develop the computational estimation skills of learners. To do this, teachers need to have a sound knowledge of computational estimation, its value and how to teach it. This study thus seeks to explore and understand Namibian senior primary teachers’ mathematical and pedagogical content knowledge to develop their learners’ computation estimation knowledge. The research is guided by the following question: What mathematical and pedagogical content knowledge do senior primary mathematics teachers draw on to develop their learners’ computational estimation skills? The research is a qualitative interpretivist case study. Eight senior primary teachers of Mathematics from the Ohangwena region in Namibia participated in the study. Data was generated through questionnaires, a focus group interview and lesson observations. The Mathematics Knowledge for Teaching (Ball et al., 2008) and the Knowledge Quartet (Rowland, 2005) frameworks were used as both analytic and explanatory tools for the study. Key findings from the research are that teachers have knowledge of and use a variety of strategies for estimation, however, they only use the ‘rounding off’ strategy when teaching learners computational estimation. The teachers appear to teach computational estimation by first focusing on place value before moving on to ‘rounding off’ to the nearest 10s, 100s, 1000s and so forth. My research recommends that the National Institute of Educational Development together with the Ministry of Education, Art and Culture in Namibia, provide teachers with professional development opportunities on how to develop learners’ computational estimation. Such professional development will further develop teachers’ mathematical and pedagogical content knowledge. Furthermore, the Namibian syllabus should include a variety of strategies for computational estimation. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2023
- Full Text:
- Date Issued: 2023-10-13
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