Community engagement in practice? : an exploration of the relationship between the University of Fort Hare (Alice Campus) and the Ilima Agripark Project
- Authors: Jubera, Memory
- Date: 2015
- Subjects: Community development--South Africa Universities and colleges--South Africa Sustainable development--South Africa
- Language: English
- Type: Thesis , Masters , Sociology
- Identifier: http://hdl.handle.net/10353/17327 , vital:40956
- Description: Cooperatives have principles and goals that regulate their day-to-day operations. Their aim is to create jobs through carrying out income generating projects. This aim is usually difficult to achieve as ‘human’ factors sometimes obscure the projects’ progress. This study therefore explored the nature of relationship that exists between the University of Fort Hare (UFH) and the cooperative members involved in the project, which in this study are referred to as, Ilima Agripark Project (IAP) members. This relationship was investigated through the three particular forms (information, consultation and participation) of community engagement, their nature, meanings, the influence they possess and how IAP/UFH members comprehend these. Guided by her research matrix and interview guide, the researcher used the qualitative and interpretive approach method to collect data. The case study made use of document analysis, key informant interviews, direct observations, face to face interviews and focus group discussions to collect data. In order to validate her data, she also made use of a tape recorder and notebook. The study’s key finding is that the three particular community engagement forms are not fully utilised by the university. The study revealed that there is lack of transparency when it comes to information dissemination hence, the IAP members feel insecure and socially excluded.
- Full Text:
- Date Issued: 2015
- Authors: Jubera, Memory
- Date: 2015
- Subjects: Community development--South Africa Universities and colleges--South Africa Sustainable development--South Africa
- Language: English
- Type: Thesis , Masters , Sociology
- Identifier: http://hdl.handle.net/10353/17327 , vital:40956
- Description: Cooperatives have principles and goals that regulate their day-to-day operations. Their aim is to create jobs through carrying out income generating projects. This aim is usually difficult to achieve as ‘human’ factors sometimes obscure the projects’ progress. This study therefore explored the nature of relationship that exists between the University of Fort Hare (UFH) and the cooperative members involved in the project, which in this study are referred to as, Ilima Agripark Project (IAP) members. This relationship was investigated through the three particular forms (information, consultation and participation) of community engagement, their nature, meanings, the influence they possess and how IAP/UFH members comprehend these. Guided by her research matrix and interview guide, the researcher used the qualitative and interpretive approach method to collect data. The case study made use of document analysis, key informant interviews, direct observations, face to face interviews and focus group discussions to collect data. In order to validate her data, she also made use of a tape recorder and notebook. The study’s key finding is that the three particular community engagement forms are not fully utilised by the university. The study revealed that there is lack of transparency when it comes to information dissemination hence, the IAP members feel insecure and socially excluded.
- Full Text:
- Date Issued: 2015
An interevention strategy for improving reading comprehension in grade 9: a case study in one secondary school in East london education district
- Authors: Fesi, Liziwe
- Date: 2015
- Subjects: English language -- Study and teaching -- South Africa -- Eastern Cape Reading comprehension -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5905 , vital:29417
- Description: The study focused on strategies for improving reading comprehension skills at Grade 9 level through story writing in one secondary school in the East London Education District. Vygotskian theory formed the theoretical framework for this study, aligned with language theories as relevant literature for this particular research study. Data was generated from 15 Grade 9 learners who were selected from 3 Grade 9 classes using convenience sampling, comprising of five learners from Grade 9(a) intervention group, five learners from Grade 9(b) and five learners from Grade 9(c) non-intervention group who were selected for this study with the inclusion of two Grade 9 teachers and one Grade 8 teacher. Involvement of the grade 8 teacher is relevant to determine the voice from a Grade 8 teacher as an informed voice, which filtered into understanding how and why Grade 9 learners are unable to read and write with understanding in their present grade. The teachers were given three questions for semi-structured interviews. All the learners were given a specific activity as a pre-assessment without intervention strategy. The Grade 9(a), which is the intervention class, used story writing as an intervention strategy where they began a two week study using intensive intervention strategies, amounting to a total of 18 weeks study from pre-assessment to post-assessment. At the conclusion of the study the selected learners undertook a post-assessment using the same specific activity as in the pre-assessment. Subsequently, these selected Grade 9 learners’ reading comprehension pre-assessment and post-assessment was analysed. Five of the grade 9(a) learners demonstrated significant improvement in the intervention activities they were given. Grade 9(b) and Grade 9(c) showed difficulty in the post-assessment as they were the non-intervention group. It was concluded that Grade 9(a) learners performed better in the post-assessment. This could be attributed to the use of story writing as an intervention strategy to improve their English reading and reading comprehension skills. Keywords: intervention, reading, comprehension.
- Full Text:
- Date Issued: 2015
- Authors: Fesi, Liziwe
- Date: 2015
- Subjects: English language -- Study and teaching -- South Africa -- Eastern Cape Reading comprehension -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5905 , vital:29417
- Description: The study focused on strategies for improving reading comprehension skills at Grade 9 level through story writing in one secondary school in the East London Education District. Vygotskian theory formed the theoretical framework for this study, aligned with language theories as relevant literature for this particular research study. Data was generated from 15 Grade 9 learners who were selected from 3 Grade 9 classes using convenience sampling, comprising of five learners from Grade 9(a) intervention group, five learners from Grade 9(b) and five learners from Grade 9(c) non-intervention group who were selected for this study with the inclusion of two Grade 9 teachers and one Grade 8 teacher. Involvement of the grade 8 teacher is relevant to determine the voice from a Grade 8 teacher as an informed voice, which filtered into understanding how and why Grade 9 learners are unable to read and write with understanding in their present grade. The teachers were given three questions for semi-structured interviews. All the learners were given a specific activity as a pre-assessment without intervention strategy. The Grade 9(a), which is the intervention class, used story writing as an intervention strategy where they began a two week study using intensive intervention strategies, amounting to a total of 18 weeks study from pre-assessment to post-assessment. At the conclusion of the study the selected learners undertook a post-assessment using the same specific activity as in the pre-assessment. Subsequently, these selected Grade 9 learners’ reading comprehension pre-assessment and post-assessment was analysed. Five of the grade 9(a) learners demonstrated significant improvement in the intervention activities they were given. Grade 9(b) and Grade 9(c) showed difficulty in the post-assessment as they were the non-intervention group. It was concluded that Grade 9(a) learners performed better in the post-assessment. This could be attributed to the use of story writing as an intervention strategy to improve their English reading and reading comprehension skills. Keywords: intervention, reading, comprehension.
- Full Text:
- Date Issued: 2015
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