Unionism in schools blessing or curse? : a case study of three schools in the Kavango region of Namibia
- Authors: Musore, Pontianus Vitumbo
- Date: 2010
- Subjects: Teachers' unions--Namibia Namibia National Teachers' Union School management and organization--Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1809 , http://hdl.handle.net/10962/d1003695
- Description: This study investigates the role played by the Namibia National Teachers’ Union (NANTU) in school management. It examines the challenges faced by school principals in managing schools as a result of the presence of unions. In order to understand the behaviour and impact of union representatives in schools the study makes use of literature on teacher unionism, democratic, political and ambiguity management and leadership theories. Working in the interpretive orientation the study used semi-structured interviews, document analysis and focus group discussions. The research was conducted in the form of a case study involving three schools in the Kavango region of Namibia, and the data collected were dealt with according to case study principles. The study reveals that the presence of the union has several benefits for the school: for example, it advances the democratic participation of stakeholders, provides feedback to the school principal on how staff members experience his or her leadership, and offers advice on labour-related matters. It was also discovered that NANTU representatives act as mediators in conflict situations, which means that teachers can become better at managing and resolving conflict through their experience of serving on the union structures. However it was also discovered that the presence of NANTU in schools has several negative effects on schooling. For example, NANTU activities can disrupt school programmes; moreover, in some schools, neither NANTU representatives nor school principals understand their own or each other’s roles, and consequently they are always in conflict. The absence of a policy regulating the representation of NANTU in decision-making structures in schools causes the conflict to escalate. It emerged that the role of NANTU in schools is mainly determined by the leadership style of the school principal and the effectiveness of the NANTU representatives in that particular school. For example, an autocratic leadership style on the part of the school principal tends to exacerbate the conflict situation, while NANTU has been known to mobilize learners to demand the removal of school principals through class boycotts. NANTU is more concerned with defending the rights and interests of its members than any other matter affecting education. This research is likely to benefit school managers, policy makers and implementers, and NANTU structures, as it provides clarity on what both NANTU and school principals expect from one another. The study also demonstrates that school principals need to acknowledge and consider the divergent nature of the various interest groups in schools.
- Full Text:
- Date Issued: 2010
- Authors: Musore, Pontianus Vitumbo
- Date: 2010
- Subjects: Teachers' unions--Namibia Namibia National Teachers' Union School management and organization--Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1809 , http://hdl.handle.net/10962/d1003695
- Description: This study investigates the role played by the Namibia National Teachers’ Union (NANTU) in school management. It examines the challenges faced by school principals in managing schools as a result of the presence of unions. In order to understand the behaviour and impact of union representatives in schools the study makes use of literature on teacher unionism, democratic, political and ambiguity management and leadership theories. Working in the interpretive orientation the study used semi-structured interviews, document analysis and focus group discussions. The research was conducted in the form of a case study involving three schools in the Kavango region of Namibia, and the data collected were dealt with according to case study principles. The study reveals that the presence of the union has several benefits for the school: for example, it advances the democratic participation of stakeholders, provides feedback to the school principal on how staff members experience his or her leadership, and offers advice on labour-related matters. It was also discovered that NANTU representatives act as mediators in conflict situations, which means that teachers can become better at managing and resolving conflict through their experience of serving on the union structures. However it was also discovered that the presence of NANTU in schools has several negative effects on schooling. For example, NANTU activities can disrupt school programmes; moreover, in some schools, neither NANTU representatives nor school principals understand their own or each other’s roles, and consequently they are always in conflict. The absence of a policy regulating the representation of NANTU in decision-making structures in schools causes the conflict to escalate. It emerged that the role of NANTU in schools is mainly determined by the leadership style of the school principal and the effectiveness of the NANTU representatives in that particular school. For example, an autocratic leadership style on the part of the school principal tends to exacerbate the conflict situation, while NANTU has been known to mobilize learners to demand the removal of school principals through class boycotts. NANTU is more concerned with defending the rights and interests of its members than any other matter affecting education. This research is likely to benefit school managers, policy makers and implementers, and NANTU structures, as it provides clarity on what both NANTU and school principals expect from one another. The study also demonstrates that school principals need to acknowledge and consider the divergent nature of the various interest groups in schools.
- Full Text:
- Date Issued: 2010
The role of teachers' resource centres from the perspective of school managers and teachers
- Authors: Mbambo, Markus S
- Date: 2010
- Subjects: Education -- Namibia Teaching -- Aids and devices -- Namibia Resource programs (Education) -- Namibia Teachers -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1754 , http://hdl.handle.net/10962/d1003638
- Description: This study aimed to investigate the role played by the Teachers’ Resource Centre (TRC) in Namibia in helping schools to provide quality education. The TRC concept began in Britain in the 1960s, where it was introduced as a means of supporting the professional development of teachers and giving them access to a range of educational resources. From the 1970s, the concept was promoted further afield as an effective strategy for dealing with teachers’ needs. TRCs emerged in Namibia in the 1980s under the auspices of the then Department of Education of the South African government. By 1989, only four TRCs were in existence, namely, Katutura, Tsumeb, Otjiwarongo and Rundu, plus one in the whites-only training college in Windhoek. In September 1991, the Ministry of Education and Culture (MEC) in Namibia produced a five-year plan that led to the diversification of the TRC network in Namibia. Yet, despite the now widespread existence of TRCs, little is known of whether and to what extent their services are helping teachers to provide quality education. This constitutes a gap in the literature that this study hopes in part to fill. The study was conducted using a case study approach in three schools in the Kavango region of Namibia. It made use of questionnaires, interviews, focus group discussions and data analysis to gather and interpret data. The study’s finding is that TRCs are indeed beneficial to schools in their vicinity, despite their current limited capacities. However, TRCs should be better able to redress the poor quality of education in many schools due to a lack of resources, de-motivated teachers and other factors. This study therefore recommends that enough funds be made available for the TRCs to acquire the resources they need adequately to support quality educational processes. Furthermore, the study found that it is imperative for individuals in TRCs and schools to learn how to facilitate relevant transformation in their organisations’ efficiency and effectiveness. Thus the study recommends a transformational leadership approach as most appropriate for managing learning and bringing about successful change in these organisations. The significance of this research is that it sheds some light on the effectiveness of TRCs as a strategy for supporting teachers in the delivery of quality teaching. It also suggests potential areas in which stakeholders might usefully cooperate in their endeavours to realise quality education.
- Full Text:
- Date Issued: 2010
- Authors: Mbambo, Markus S
- Date: 2010
- Subjects: Education -- Namibia Teaching -- Aids and devices -- Namibia Resource programs (Education) -- Namibia Teachers -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1754 , http://hdl.handle.net/10962/d1003638
- Description: This study aimed to investigate the role played by the Teachers’ Resource Centre (TRC) in Namibia in helping schools to provide quality education. The TRC concept began in Britain in the 1960s, where it was introduced as a means of supporting the professional development of teachers and giving them access to a range of educational resources. From the 1970s, the concept was promoted further afield as an effective strategy for dealing with teachers’ needs. TRCs emerged in Namibia in the 1980s under the auspices of the then Department of Education of the South African government. By 1989, only four TRCs were in existence, namely, Katutura, Tsumeb, Otjiwarongo and Rundu, plus one in the whites-only training college in Windhoek. In September 1991, the Ministry of Education and Culture (MEC) in Namibia produced a five-year plan that led to the diversification of the TRC network in Namibia. Yet, despite the now widespread existence of TRCs, little is known of whether and to what extent their services are helping teachers to provide quality education. This constitutes a gap in the literature that this study hopes in part to fill. The study was conducted using a case study approach in three schools in the Kavango region of Namibia. It made use of questionnaires, interviews, focus group discussions and data analysis to gather and interpret data. The study’s finding is that TRCs are indeed beneficial to schools in their vicinity, despite their current limited capacities. However, TRCs should be better able to redress the poor quality of education in many schools due to a lack of resources, de-motivated teachers and other factors. This study therefore recommends that enough funds be made available for the TRCs to acquire the resources they need adequately to support quality educational processes. Furthermore, the study found that it is imperative for individuals in TRCs and schools to learn how to facilitate relevant transformation in their organisations’ efficiency and effectiveness. Thus the study recommends a transformational leadership approach as most appropriate for managing learning and bringing about successful change in these organisations. The significance of this research is that it sheds some light on the effectiveness of TRCs as a strategy for supporting teachers in the delivery of quality teaching. It also suggests potential areas in which stakeholders might usefully cooperate in their endeavours to realise quality education.
- Full Text:
- Date Issued: 2010
The relationship between learning styles and perceptions of blended learning : a case study of third-year Environmental Science students at Rhodes University
- Authors: Gambiza, James
- Date: 2010
- Subjects: Blended learning , Education, Higher -- Computer-assisted instruction , Environmental sciences -- Study and teaching (Higher)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2013 , http://hdl.handle.net/10962/d1016352
- Description: The use of blended learning to support teaching and learning is growing globally. Few studies, however, have investigated the relation between students’ learning styles and their perceptions of blended learning. This study used a case-study approach to investigate third year Environmental Science students’ learning styles and perceptions of the online component of blended learning at Rhodes University. Vermunt’s inventory of learning’s styles instrument was used to assess the students’ learning styles. Students’ perceptions of online learning were assessed using an 84-item online experience questionnaire. Multivariate cluster analyses based on students’ learning styles, perceptions of online learning and final coursework marks were done. The correlation between learning styles and perceptions of blended learning was assessed. Students had been using computers for about 10 years. About 91% of students owned computers and 50% had access to Internet at home or in their residences. Internet and email were the most commonly used tools for student learning averaging about at least six times per week. Three of Vermunt’s four learning styles were identified. These were the meaning-directed, application-directed and reproduction-directed styles. The undirected learning style was absent. A major finding of this study was the dissonance in learning styles of students. For example, students with the meaning-directed style also scored high on reproduction-directed style. Students combined deep approaches with memorisation when learning. I developed an instrument consisting of seven scales that described students’ perceptions of online learning. The scales were epistemological judgements, multiple sources of information, learning goals, relevance, Internet experience, appropriate tool and student interaction. There was high within scale variability in students’ perceptions of online learning. The perception that the Internet provided multiple sources of information was positively associated with advanced models of epistemology that support the construction of knowledge. There was dissonance between the perception of the Internet as enhancing epistemological judgements and some components of learning style. A perception of epistemological judgements was positively correlated with both deep and surface cognitive processing strategies.
- Full Text:
- Date Issued: 2010
- Authors: Gambiza, James
- Date: 2010
- Subjects: Blended learning , Education, Higher -- Computer-assisted instruction , Environmental sciences -- Study and teaching (Higher)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2013 , http://hdl.handle.net/10962/d1016352
- Description: The use of blended learning to support teaching and learning is growing globally. Few studies, however, have investigated the relation between students’ learning styles and their perceptions of blended learning. This study used a case-study approach to investigate third year Environmental Science students’ learning styles and perceptions of the online component of blended learning at Rhodes University. Vermunt’s inventory of learning’s styles instrument was used to assess the students’ learning styles. Students’ perceptions of online learning were assessed using an 84-item online experience questionnaire. Multivariate cluster analyses based on students’ learning styles, perceptions of online learning and final coursework marks were done. The correlation between learning styles and perceptions of blended learning was assessed. Students had been using computers for about 10 years. About 91% of students owned computers and 50% had access to Internet at home or in their residences. Internet and email were the most commonly used tools for student learning averaging about at least six times per week. Three of Vermunt’s four learning styles were identified. These were the meaning-directed, application-directed and reproduction-directed styles. The undirected learning style was absent. A major finding of this study was the dissonance in learning styles of students. For example, students with the meaning-directed style also scored high on reproduction-directed style. Students combined deep approaches with memorisation when learning. I developed an instrument consisting of seven scales that described students’ perceptions of online learning. The scales were epistemological judgements, multiple sources of information, learning goals, relevance, Internet experience, appropriate tool and student interaction. There was high within scale variability in students’ perceptions of online learning. The perception that the Internet provided multiple sources of information was positively associated with advanced models of epistemology that support the construction of knowledge. There was dissonance between the perception of the Internet as enhancing epistemological judgements and some components of learning style. A perception of epistemological judgements was positively correlated with both deep and surface cognitive processing strategies.
- Full Text:
- Date Issued: 2010
The integration of natural resource management into the curriculum of rural under-resourced schools : a Bernsteinian analysis
- Authors: Nsubuga, Yvonne Nakalo
- Date: 2010
- Subjects: Conservation of natural resources -- Study and teaching -- South Africa Environmental education -- Curricula -- South Africa -- Eastern Cape Bernstein, Basil B Nature conservation -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4762 , http://hdl.handle.net/10962/d1007157
- Description: This study was motivated by the need to improve curriculum relevance in poor rural schools through contextualised teaching and learning based on the management of local natural resources. It involved four schools which are located in the Ngqunshwa Local Municipality of the Eastern Cape Province of South Africa. The study's aim was to provide insight into and better understanding of the curriculum implementation process regarding natural resource management (NRM) education in a poor rural education context. This was done by analysing the extent of NRM integration in pedagogic texts, activities and practices in the different fields which constitute the structure of the pedagogic system in this education sector. The study adopted an interpretivist approach to the analysis, which was based on indicators of the extent of NRM integration, and was informed by Bernstein's concepts of classification and curriculum recontextualisation, and his model of the structure of the pedagogic system. The items which were analysed included national and provincial Grade 10 Life Sciences curriculum documents, Grade 10 Life Sciences textbooks, in-service training workshops for Life Sciences teachers, and various school documents, activities and practices. The analysis also involved interviews with educators, and classroom observations of Grade 10 Life Sciences lessons. The results revealed a very high overall level of NRM integration in the Grade 10 Life Sciences curriculum documents produced at national and provincial levels. The overall level of NRM integration was also found to be very high in the Grade 10 Life Science textbooks that were analysed, but very low in the in-service teacher training workshops, and in the schools' documents, activities and practices, especially in the Grade 10 Life Sciences lessons, and in schools' end-of-year Grade 10 Life Sciences examination papers. The study makes a number of recommendations towards effective integration of NRM into the curriculum of Eastern Cape's rural poor schools which include more specific and explicit reference to NRM in the official Grade 10 Life Sciences curriculum documents, the provision of environmental education courses to district education staff and Grade 10 Life Sciences teachers, the training of teachers in the classroom use of textbooks and other educational materials, and regular monitoring of teachers' work. The study also exposes important knowledge gaps which need urgent research attention in order to enhance NRM education in the poor rural schools of the Eastern Cape. These include analysing power and control relationships between the various agencies and agents that are involved with curriculum implementation in this education sector, and conducting investigation into the creation of specialist NRM knowledge and into the quality of NRM knowledge that is transmitted as pedagogic discourse in schools. This study contributes to the fields of rural education and environmental education in South Africa, and to the growing interest in the study of curriculum from a sociology of education perspective in the context of the country’s post-apartheid curriculum reforms.
- Full Text:
- Date Issued: 2010
- Authors: Nsubuga, Yvonne Nakalo
- Date: 2010
- Subjects: Conservation of natural resources -- Study and teaching -- South Africa Environmental education -- Curricula -- South Africa -- Eastern Cape Bernstein, Basil B Nature conservation -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4762 , http://hdl.handle.net/10962/d1007157
- Description: This study was motivated by the need to improve curriculum relevance in poor rural schools through contextualised teaching and learning based on the management of local natural resources. It involved four schools which are located in the Ngqunshwa Local Municipality of the Eastern Cape Province of South Africa. The study's aim was to provide insight into and better understanding of the curriculum implementation process regarding natural resource management (NRM) education in a poor rural education context. This was done by analysing the extent of NRM integration in pedagogic texts, activities and practices in the different fields which constitute the structure of the pedagogic system in this education sector. The study adopted an interpretivist approach to the analysis, which was based on indicators of the extent of NRM integration, and was informed by Bernstein's concepts of classification and curriculum recontextualisation, and his model of the structure of the pedagogic system. The items which were analysed included national and provincial Grade 10 Life Sciences curriculum documents, Grade 10 Life Sciences textbooks, in-service training workshops for Life Sciences teachers, and various school documents, activities and practices. The analysis also involved interviews with educators, and classroom observations of Grade 10 Life Sciences lessons. The results revealed a very high overall level of NRM integration in the Grade 10 Life Sciences curriculum documents produced at national and provincial levels. The overall level of NRM integration was also found to be very high in the Grade 10 Life Science textbooks that were analysed, but very low in the in-service teacher training workshops, and in the schools' documents, activities and practices, especially in the Grade 10 Life Sciences lessons, and in schools' end-of-year Grade 10 Life Sciences examination papers. The study makes a number of recommendations towards effective integration of NRM into the curriculum of Eastern Cape's rural poor schools which include more specific and explicit reference to NRM in the official Grade 10 Life Sciences curriculum documents, the provision of environmental education courses to district education staff and Grade 10 Life Sciences teachers, the training of teachers in the classroom use of textbooks and other educational materials, and regular monitoring of teachers' work. The study also exposes important knowledge gaps which need urgent research attention in order to enhance NRM education in the poor rural schools of the Eastern Cape. These include analysing power and control relationships between the various agencies and agents that are involved with curriculum implementation in this education sector, and conducting investigation into the creation of specialist NRM knowledge and into the quality of NRM knowledge that is transmitted as pedagogic discourse in schools. This study contributes to the fields of rural education and environmental education in South Africa, and to the growing interest in the study of curriculum from a sociology of education perspective in the context of the country’s post-apartheid curriculum reforms.
- Full Text:
- Date Issued: 2010
Multilingualism and ICT education at Rhodes University: an exploratory study
- Authors: Dalvit, Lorenzo
- Date: 2010
- Subjects: Educational technology -- South Africa Educational equalization -- South Africa Digital divide -- South Africa Information technology -- Social aspects -- South Africa Educational innovations Information technology -- Study and teaching Language and education -- South Africa Native language and education -- South Africa Rhodes University -- Students -- Attitudes Computer science -- Study and teaching (Higher)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1673 , http://hdl.handle.net/10962/d1003556
- Description: In South Africa, the linguistic hegemony of English over the African languages in the academic field reproduces unequal power relationships between their speakers. The present study shows that an intervention shaped by a counterhegemonic ideology can change the attitudes of Black university students, key players in spearheading social change. Usign statistical analysis and survey methodologies, this research explored the hegemonic role of English as the only language of learning and teaching (LoLT) in the discipline of Computer Science (CS) at Rhodes University. The study found that those speakers of an African language who are the most disadvantaged by the use of English as LoLT are also the most likely to resist a more extensive use of their mother tongue as an alternative. A group of such students were involved in the development and use of an online glossary of CS terms translated, explained and exemplified in an African language (isiXhosa). This experience increased the support for the use of African languages as additional LoLT, even in the Englishdominated field of study of Computer Science. This is an initial step towards promoting linguistic equality between English and African languages and social equality between their speakers.
- Full Text:
- Date Issued: 2010
- Authors: Dalvit, Lorenzo
- Date: 2010
- Subjects: Educational technology -- South Africa Educational equalization -- South Africa Digital divide -- South Africa Information technology -- Social aspects -- South Africa Educational innovations Information technology -- Study and teaching Language and education -- South Africa Native language and education -- South Africa Rhodes University -- Students -- Attitudes Computer science -- Study and teaching (Higher)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1673 , http://hdl.handle.net/10962/d1003556
- Description: In South Africa, the linguistic hegemony of English over the African languages in the academic field reproduces unequal power relationships between their speakers. The present study shows that an intervention shaped by a counterhegemonic ideology can change the attitudes of Black university students, key players in spearheading social change. Usign statistical analysis and survey methodologies, this research explored the hegemonic role of English as the only language of learning and teaching (LoLT) in the discipline of Computer Science (CS) at Rhodes University. The study found that those speakers of an African language who are the most disadvantaged by the use of English as LoLT are also the most likely to resist a more extensive use of their mother tongue as an alternative. A group of such students were involved in the development and use of an online glossary of CS terms translated, explained and exemplified in an African language (isiXhosa). This experience increased the support for the use of African languages as additional LoLT, even in the Englishdominated field of study of Computer Science. This is an initial step towards promoting linguistic equality between English and African languages and social equality between their speakers.
- Full Text:
- Date Issued: 2010
Informing an ICT intervention for HIV and AIDS education at Rhodes University
- Authors: Gunzo, Fortunate Takawira
- Date: 2010
- Subjects: AIDS (Disease) -- Prevention -- South Africa AIDS (Disease) -- Study and teaching -- South Africa HIV infections -- Prevention -- South Africa HIV infections -- Study and teaching -- South Africa Health education -- South Africa Educational technology -- South Africa Rhodes University -- Students -- Attitudes Counseling in higher education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1577 , http://hdl.handle.net/10962/d1003459
- Description: This study captures the process and methods used in selecting and organising content for an ontology. In the Information and Communication Technology (ICT) field ontology refers to a way of organising and storing information and facilitating interaction between the system and its users. Ontologies are being used more frequently to provide services that deal with complex information. In this study, I record my experience of developing content for an HIV and AIDS ontology for Rhodes University students. Using several different methods, I started the process of selecting and organising HIV and AIDS information, free of scientific jargon and prescriptive language, and consisting only of relevant information. I used data derived from interviews with six HIV and AIDS experts to develop questions for a survey that was open to all Rhodes University students. The 689 people who responded to the survey indicated that they needed more information on testing, treatment and living with HIV. Responses also showed that students had a lot of information on HIV prevention and transmission. Four focus group discussions revealed that students were tired of repetitions of the „same‟ information on HIV and AIDS and wanted to know more about life after contracting HIV. Using this data, I propose some guidelines to populate HIV and AIDS ontology. Ontologies can be customized for particular groups of users, for example according to gender, race, year of study etc. Another advantage of the ontology is that it can be expanded or contracted depending on the scope of one‟s intervention.
- Full Text:
- Date Issued: 2010
- Authors: Gunzo, Fortunate Takawira
- Date: 2010
- Subjects: AIDS (Disease) -- Prevention -- South Africa AIDS (Disease) -- Study and teaching -- South Africa HIV infections -- Prevention -- South Africa HIV infections -- Study and teaching -- South Africa Health education -- South Africa Educational technology -- South Africa Rhodes University -- Students -- Attitudes Counseling in higher education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1577 , http://hdl.handle.net/10962/d1003459
- Description: This study captures the process and methods used in selecting and organising content for an ontology. In the Information and Communication Technology (ICT) field ontology refers to a way of organising and storing information and facilitating interaction between the system and its users. Ontologies are being used more frequently to provide services that deal with complex information. In this study, I record my experience of developing content for an HIV and AIDS ontology for Rhodes University students. Using several different methods, I started the process of selecting and organising HIV and AIDS information, free of scientific jargon and prescriptive language, and consisting only of relevant information. I used data derived from interviews with six HIV and AIDS experts to develop questions for a survey that was open to all Rhodes University students. The 689 people who responded to the survey indicated that they needed more information on testing, treatment and living with HIV. Responses also showed that students had a lot of information on HIV prevention and transmission. Four focus group discussions revealed that students were tired of repetitions of the „same‟ information on HIV and AIDS and wanted to know more about life after contracting HIV. Using this data, I propose some guidelines to populate HIV and AIDS ontology. Ontologies can be customized for particular groups of users, for example according to gender, race, year of study etc. Another advantage of the ontology is that it can be expanded or contracted depending on the scope of one‟s intervention.
- Full Text:
- Date Issued: 2010
Indigenous technology and culture in the technology curriculum : starting the conversation : a case study
- Authors: Vandeleur, Sonja
- Date: 2010
- Subjects: Curriculum evaluation -- South Africa Curriculum planning -- South Africa Education -- Curricula -- South Africa Technology -- Study and teaching -- South Africa Indigenous peoples -- Education -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1573 , http://hdl.handle.net/10962/d1003455
- Description: Since the collapse of apartheid and the first democratic elections of 1994, education in South Africa has undergone fundamental transformation and part of this transformation was the reconstruction of the school curriculum. The new curriculum, known as Curriculum 2005 and developed in 1997, introduced Technology as a new learning area. This study is based on the inclusion of ‘indigenous technology and culture’, a new aspect introduced in a revision of Curriculum 2005. The broad goal of the study was to examine and explore pedagogic practice in relation to the inclusion of ‘indigenous technology and culture’ in the revised National Curriculum Statement for Technology. The study was informed by an examination of literature pertaining to philosophy of technology, indigenous knowledge systems and technology education. The review of the literature highlighted the contested nature of ‘indigenous knowledge systems’. Philosophies on the nature of technological knowledge were reviewed in order to explore the meaning of ‘technology’, and a comparative review of curriculum reform in regard to technology education in various parts of the world was conducted. This study presented an attempt to determine the rationale for the inclusion of ‘indigenous technology and culture’ in the revised National Curriculum Statement for Technology in South Africa and to explore and examine what teachers’ existing practices were in this regard. It also examined a process of participatory co-engagement with a focus group of teachers. This process was an attempt to implement ‘indigenous technology and culture’ of the curriculum in a more meaningful way. A case study approach using an in-depth, interpretive design was used. A questionnaire, document analysis, interviews and focus group discussions were used to conduct the investigation. What emerged from the data analysis was that there was unanimous support for the inclusion of ‘indigenous technology and culture’ in the technology curriculum, but implementation had been problematic. This was partly due to difficulties with the interpretation of this aspect in the curriculum as well as a lack of meaningful teaching and learning for various reasons. The study revealed that teachers face multiple dilemmas in implementing ‘indigenous technology and culture’ as an assessment standard. These dilemmas are pedagogical, political, conceptual, professional and cultural in nature. The intentions of the study were to build a comprehensive understanding of ‘indigenous technology and culture’ and to determine how a focus group of teachers were dealing with this new inclusion. The interpretive study concluded with implications and recommendations for further studies.
- Full Text:
- Date Issued: 2010
- Authors: Vandeleur, Sonja
- Date: 2010
- Subjects: Curriculum evaluation -- South Africa Curriculum planning -- South Africa Education -- Curricula -- South Africa Technology -- Study and teaching -- South Africa Indigenous peoples -- Education -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1573 , http://hdl.handle.net/10962/d1003455
- Description: Since the collapse of apartheid and the first democratic elections of 1994, education in South Africa has undergone fundamental transformation and part of this transformation was the reconstruction of the school curriculum. The new curriculum, known as Curriculum 2005 and developed in 1997, introduced Technology as a new learning area. This study is based on the inclusion of ‘indigenous technology and culture’, a new aspect introduced in a revision of Curriculum 2005. The broad goal of the study was to examine and explore pedagogic practice in relation to the inclusion of ‘indigenous technology and culture’ in the revised National Curriculum Statement for Technology. The study was informed by an examination of literature pertaining to philosophy of technology, indigenous knowledge systems and technology education. The review of the literature highlighted the contested nature of ‘indigenous knowledge systems’. Philosophies on the nature of technological knowledge were reviewed in order to explore the meaning of ‘technology’, and a comparative review of curriculum reform in regard to technology education in various parts of the world was conducted. This study presented an attempt to determine the rationale for the inclusion of ‘indigenous technology and culture’ in the revised National Curriculum Statement for Technology in South Africa and to explore and examine what teachers’ existing practices were in this regard. It also examined a process of participatory co-engagement with a focus group of teachers. This process was an attempt to implement ‘indigenous technology and culture’ of the curriculum in a more meaningful way. A case study approach using an in-depth, interpretive design was used. A questionnaire, document analysis, interviews and focus group discussions were used to conduct the investigation. What emerged from the data analysis was that there was unanimous support for the inclusion of ‘indigenous technology and culture’ in the technology curriculum, but implementation had been problematic. This was partly due to difficulties with the interpretation of this aspect in the curriculum as well as a lack of meaningful teaching and learning for various reasons. The study revealed that teachers face multiple dilemmas in implementing ‘indigenous technology and culture’ as an assessment standard. These dilemmas are pedagogical, political, conceptual, professional and cultural in nature. The intentions of the study were to build a comprehensive understanding of ‘indigenous technology and culture’ and to determine how a focus group of teachers were dealing with this new inclusion. The interpretive study concluded with implications and recommendations for further studies.
- Full Text:
- Date Issued: 2010
Improving explanation writing skills of junior secondary learners in life sciences: a case study
- Authors: Josua, Helena Megameno N
- Date: 2010
- Subjects: Writing skills English language -- Study and teaching (Secondary) -- South Africa English language -- Writing -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1570 , http://hdl.handle.net/10962/d1003452
- Description: Learners in the Junior Secondary Phase (Grades 8 to 10) are often required to answer open-ended questions which require a response in the form of an explanation. As frequently reported in the external examiners' reports of Life Sciences, learners do not write adequate explanations as responses to explanatory questions. This thesis reports on action research based on my experience as a Life Sciences teacher trying to address this problem. Therefore, the purpose of this study was to develop suitable, manageable and effective strategies that I could implement in order to improve my teaching of explanation writing skills of in the Junior Secondary school learners with a view to enhance curriculum content knowledge in Life Sciences. The intervention was carried out in a Grade 10 Life Sciences class which consisted of 35 learners. The first cycle consisted of seven lessons carried out over two weeks in normal school time. The main sources of data from my lesson interventions were the learners' written work, their journal entries, the researcher's journal, the field notes from the non-participant observer and interviews with two focus groups. Both the interviews and the lessons were recorded and transcribed. The research data reveals that the ability of the Junior Secondary learners to write explanations was hindered by language problems. In addition, a lack of integration of language issues into the subject content was a contributing factor to their inadequate writing skills. Spelling errors and lack of expression in English second language contribute to the problem of writing good explanations. The data has also revealed that learners‟ writing skills can be improved by implementing suitable teaching strategies, such as the curriculum cycle as proposed by Gibbons (2002). The curriculum cycle can be modified to fit the learners' needs and the real teaching situation. The amount of practice required to master the skill of writing in the genre of explanations should be considered.
- Full Text:
- Date Issued: 2010
- Authors: Josua, Helena Megameno N
- Date: 2010
- Subjects: Writing skills English language -- Study and teaching (Secondary) -- South Africa English language -- Writing -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1570 , http://hdl.handle.net/10962/d1003452
- Description: Learners in the Junior Secondary Phase (Grades 8 to 10) are often required to answer open-ended questions which require a response in the form of an explanation. As frequently reported in the external examiners' reports of Life Sciences, learners do not write adequate explanations as responses to explanatory questions. This thesis reports on action research based on my experience as a Life Sciences teacher trying to address this problem. Therefore, the purpose of this study was to develop suitable, manageable and effective strategies that I could implement in order to improve my teaching of explanation writing skills of in the Junior Secondary school learners with a view to enhance curriculum content knowledge in Life Sciences. The intervention was carried out in a Grade 10 Life Sciences class which consisted of 35 learners. The first cycle consisted of seven lessons carried out over two weeks in normal school time. The main sources of data from my lesson interventions were the learners' written work, their journal entries, the researcher's journal, the field notes from the non-participant observer and interviews with two focus groups. Both the interviews and the lessons were recorded and transcribed. The research data reveals that the ability of the Junior Secondary learners to write explanations was hindered by language problems. In addition, a lack of integration of language issues into the subject content was a contributing factor to their inadequate writing skills. Spelling errors and lack of expression in English second language contribute to the problem of writing good explanations. The data has also revealed that learners‟ writing skills can be improved by implementing suitable teaching strategies, such as the curriculum cycle as proposed by Gibbons (2002). The curriculum cycle can be modified to fit the learners' needs and the real teaching situation. The amount of practice required to master the skill of writing in the genre of explanations should be considered.
- Full Text:
- Date Issued: 2010
Exploring and expanding learning processes in sustainable agriculture workplace contexts
- Authors: Mukute, Mutizwa
- Date: 2010
- Subjects: Sustainable agriculture -- Africa, Southern Sustainable development -- Study and teaching -- Africa, Southern Permaculture -- Zimbabwe Organic farming -- South Africa Farmers -- Social conditions -- Africa, Southern Farmers -- Economic conditions -- Africa, Southern Farmers -- Training of -- Africa, Southern
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1539 , http://hdl.handle.net/10962/d1003421
- Description: The focus of this study is to explore and expand farmer learning processes in sustainable agriculture workplace contexts. It examines change oriented learning processes in the context of three sustainable agriculture practices. The study begins by discussing the history and emergence of environmental discourses and approaches; sustainable agriculture; and the histories of three kinds of sustainable agriculture practices: Permaculture, Organic Farming and Machobane Farming System. It also traces the evolution of agricultural extension approaches within the wider context of education for sustainable development. The main focus of the study is an exploration of how farmer learning can be mediated through an expansive learning process. The study methodology surfaces some of the contradictions in sustainable agriculture and learning activity systems that farmers encounter in learning and practising sustainable agriculture. It uses these contradictions as sources of expansive learning in and between the respective activity systems of farmers, sustainable agriculture facilitators, agricultural extension workers (conventional) and organic entrepreneurs. As shown in the study, the expansive learning processes result in the modelling, implementation and reviewing of solutions to contradictions being faced in the learning and practice of sustainable agriculture. The study also proposes a number of tools that can be adapted and used by development farmers and agricultural trainers to examine and expand learning as well as build farmer agency. The study was conducted in three case study sites in Lesotho, South Africa and Zimbabwe. In Zimbabwe the study is located in Hwedza district in the St Margaret Primary School and community that learn, practise and facilitate the learning of Permaculture within the Schools and Colleges Permaculture Programme (SCOPE). The second study site is in South Africa: Durban urban and peri-urban areas where a community of organic farmers, facilitators and entrepreneurs coordinate the marketing of their produce through Isidore Farm and Earth Mother Organic and support each other to learn and practise organic farming. The third study site is based in the Mafeteng and Mohale‟s Hoek districts of Lesotho where the focus was on farmers who learn and practise the Machobane Farming System (MFS) and are supported in this by the Rural Self Development Association (RSDA) and the Machobane Agricultural Development Foundation (MADF). Drawing on three sensitising concepts of dialectics, reflexivity and agency, the study worked with Cultural Historical Activity Theory (CHAT) underpinned by critical realism to reveal how farmer learning is mediated and expanded. The theory of practice/habitus also provided a useful theoretical lens with which to examine data generated. Using a two-phased, multiple embedded case study approach, the study worked within the broad framework of social learning. It used semi-structured individual and group interviews, observations and document analysis to explore learning processes and generate „mirror‟ data. This data was then used in Change Laboratory Workshops, within the Developmental Work Research methodology, where double stimulation and focus group discussions contributed to expanding learning processes. Drawing on critical realism the study used inductive, abductive and retroductive modes of inference to analyse data in each case study as well as across case studies. The findings of the study reveal that farmer learning is influenced by both intrinsic motives, such as identity, and extrinsic motives which are primarily associated with economic, ecological and health benefits. Farmers learn through scaffolding and mediating tools that link everyday and scientific knowledge. They also learn from fellow farmers through observation, practising and experimentation. Some of the issues that were raised in connection with farmer learning processes are: language; time to learn, practice and appropriate concepts; time to improve the natural resource base while at the same time improving income generation; and responses to climate change. The study also found that farmer learning and practice of sustainable agriculture in the case studies investigated, is influenced by past and current agricultural and educational policies; societal values and attitudes; social and cultural backgrounds; work affordances and gender relations; quality of training offered; poverty; and, HIV and AIDS. In the second phase of the study, which built on the problematic situations being encountered by research participants (sustainable agriculture farmers, sustainable agriculture facilitators, extension workers, and organic marketers) to surface contradictions, the main finding was that the expansive learning process has potential to enhance farmer learning and practice of sustainable agriculture. It does this by mobilising distributed cognition among participants as well as their preparedness to act. Through the expansive learning processes in each case study, research participants were able to question their practices, surface contradictions, model solutions and implement them, and thus build individual, collective and relational agency reflexively. Observation of this required micro-analysis of agentive talk and reflective talk. The study contributes in-depth insight into participatory research and learning processes, especially within the context of people-centred learning and innovation in the agricultural development arena. It provides empirical and explanatory insight into how change oriented social learning can emerge and be expanded in Education for Sustainable Development, explaining learning and change relationships in three sustainable agricultural practices. It also provides learning and extension tools to work with contradictions that arise from intentionality, experience, context and history in farming and training activity systems. Its key contribution lies in providing in-depth insight into mobilisation of human agency and reflexivity in change oriented sustainable agriculture learning and development, processes that are critical for responding to contemporary socio-ecological issues and risks.
- Full Text:
- Date Issued: 2010
- Authors: Mukute, Mutizwa
- Date: 2010
- Subjects: Sustainable agriculture -- Africa, Southern Sustainable development -- Study and teaching -- Africa, Southern Permaculture -- Zimbabwe Organic farming -- South Africa Farmers -- Social conditions -- Africa, Southern Farmers -- Economic conditions -- Africa, Southern Farmers -- Training of -- Africa, Southern
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1539 , http://hdl.handle.net/10962/d1003421
- Description: The focus of this study is to explore and expand farmer learning processes in sustainable agriculture workplace contexts. It examines change oriented learning processes in the context of three sustainable agriculture practices. The study begins by discussing the history and emergence of environmental discourses and approaches; sustainable agriculture; and the histories of three kinds of sustainable agriculture practices: Permaculture, Organic Farming and Machobane Farming System. It also traces the evolution of agricultural extension approaches within the wider context of education for sustainable development. The main focus of the study is an exploration of how farmer learning can be mediated through an expansive learning process. The study methodology surfaces some of the contradictions in sustainable agriculture and learning activity systems that farmers encounter in learning and practising sustainable agriculture. It uses these contradictions as sources of expansive learning in and between the respective activity systems of farmers, sustainable agriculture facilitators, agricultural extension workers (conventional) and organic entrepreneurs. As shown in the study, the expansive learning processes result in the modelling, implementation and reviewing of solutions to contradictions being faced in the learning and practice of sustainable agriculture. The study also proposes a number of tools that can be adapted and used by development farmers and agricultural trainers to examine and expand learning as well as build farmer agency. The study was conducted in three case study sites in Lesotho, South Africa and Zimbabwe. In Zimbabwe the study is located in Hwedza district in the St Margaret Primary School and community that learn, practise and facilitate the learning of Permaculture within the Schools and Colleges Permaculture Programme (SCOPE). The second study site is in South Africa: Durban urban and peri-urban areas where a community of organic farmers, facilitators and entrepreneurs coordinate the marketing of their produce through Isidore Farm and Earth Mother Organic and support each other to learn and practise organic farming. The third study site is based in the Mafeteng and Mohale‟s Hoek districts of Lesotho where the focus was on farmers who learn and practise the Machobane Farming System (MFS) and are supported in this by the Rural Self Development Association (RSDA) and the Machobane Agricultural Development Foundation (MADF). Drawing on three sensitising concepts of dialectics, reflexivity and agency, the study worked with Cultural Historical Activity Theory (CHAT) underpinned by critical realism to reveal how farmer learning is mediated and expanded. The theory of practice/habitus also provided a useful theoretical lens with which to examine data generated. Using a two-phased, multiple embedded case study approach, the study worked within the broad framework of social learning. It used semi-structured individual and group interviews, observations and document analysis to explore learning processes and generate „mirror‟ data. This data was then used in Change Laboratory Workshops, within the Developmental Work Research methodology, where double stimulation and focus group discussions contributed to expanding learning processes. Drawing on critical realism the study used inductive, abductive and retroductive modes of inference to analyse data in each case study as well as across case studies. The findings of the study reveal that farmer learning is influenced by both intrinsic motives, such as identity, and extrinsic motives which are primarily associated with economic, ecological and health benefits. Farmers learn through scaffolding and mediating tools that link everyday and scientific knowledge. They also learn from fellow farmers through observation, practising and experimentation. Some of the issues that were raised in connection with farmer learning processes are: language; time to learn, practice and appropriate concepts; time to improve the natural resource base while at the same time improving income generation; and responses to climate change. The study also found that farmer learning and practice of sustainable agriculture in the case studies investigated, is influenced by past and current agricultural and educational policies; societal values and attitudes; social and cultural backgrounds; work affordances and gender relations; quality of training offered; poverty; and, HIV and AIDS. In the second phase of the study, which built on the problematic situations being encountered by research participants (sustainable agriculture farmers, sustainable agriculture facilitators, extension workers, and organic marketers) to surface contradictions, the main finding was that the expansive learning process has potential to enhance farmer learning and practice of sustainable agriculture. It does this by mobilising distributed cognition among participants as well as their preparedness to act. Through the expansive learning processes in each case study, research participants were able to question their practices, surface contradictions, model solutions and implement them, and thus build individual, collective and relational agency reflexively. Observation of this required micro-analysis of agentive talk and reflective talk. The study contributes in-depth insight into participatory research and learning processes, especially within the context of people-centred learning and innovation in the agricultural development arena. It provides empirical and explanatory insight into how change oriented social learning can emerge and be expanded in Education for Sustainable Development, explaining learning and change relationships in three sustainable agricultural practices. It also provides learning and extension tools to work with contradictions that arise from intentionality, experience, context and history in farming and training activity systems. Its key contribution lies in providing in-depth insight into mobilisation of human agency and reflexivity in change oriented sustainable agriculture learning and development, processes that are critical for responding to contemporary socio-ecological issues and risks.
- Full Text:
- Date Issued: 2010
Democratic leadership and management practices in a rural Namibian secondary school
- Authors: Mabuku, Robert Nalisa
- Date: 2010
- Subjects: Educational leadership -- Namibia -- Case studies School management and organization -- Namibia -- Case studies Education, Secondary -- Namibia -- Case studies Educational change -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1489 , http://hdl.handle.net/10962/d1003370
- Description: The primary purpose of this research was to investigate the understanding and implementation of democratic leadership and management in schools by school managers and other members of the school community in leadership and management roles as advocated by the policy of Education for all. The study also aimed at identifying any gaps in the understanding and practice of the participants in order to enhance democratic leadership and management in schools. Qualitative research using the interpretive approach was the methodology employed in order to fulfill the intention of the study, namely to investigate the participants` experiences and understanding of democratic education leadership and management. The case study method was appropriate to understand the meanings the participants attached to their practice in their natural setting. Data were collected by using semi-structured interviews, document analysis, and observation. The sample for the study consisted of ten participants: the principal, the head of department, two School Board members, two senior teachers, two Learner Representative Council members and two class captains. The findings suggest that the participants understood and practised democratic ELM in terms of broader participation, open communication, delegation for empowerment, learning organisation, shared decision-making, shared leadership and teamwork. However, the data suggest areas of concern in the participants` understanding and implementation of the policy which could be strengthened to entrench the policy. The study recommends that education policy makers, education managers, school managers, teachers, parents and learners all work towards improving democratic ELM in schools. In order to achieve this objective, policy makers are urged to avoid ambiguity to enable all implementers to fully understand policies. Education managers could ensure school-wide training on the policy while school managers and other stakeholders should engage in self-reflection and introspection and be more proactive towards improving their own understanding and practice.
- Full Text:
- Date Issued: 2010
- Authors: Mabuku, Robert Nalisa
- Date: 2010
- Subjects: Educational leadership -- Namibia -- Case studies School management and organization -- Namibia -- Case studies Education, Secondary -- Namibia -- Case studies Educational change -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1489 , http://hdl.handle.net/10962/d1003370
- Description: The primary purpose of this research was to investigate the understanding and implementation of democratic leadership and management in schools by school managers and other members of the school community in leadership and management roles as advocated by the policy of Education for all. The study also aimed at identifying any gaps in the understanding and practice of the participants in order to enhance democratic leadership and management in schools. Qualitative research using the interpretive approach was the methodology employed in order to fulfill the intention of the study, namely to investigate the participants` experiences and understanding of democratic education leadership and management. The case study method was appropriate to understand the meanings the participants attached to their practice in their natural setting. Data were collected by using semi-structured interviews, document analysis, and observation. The sample for the study consisted of ten participants: the principal, the head of department, two School Board members, two senior teachers, two Learner Representative Council members and two class captains. The findings suggest that the participants understood and practised democratic ELM in terms of broader participation, open communication, delegation for empowerment, learning organisation, shared decision-making, shared leadership and teamwork. However, the data suggest areas of concern in the participants` understanding and implementation of the policy which could be strengthened to entrench the policy. The study recommends that education policy makers, education managers, school managers, teachers, parents and learners all work towards improving democratic ELM in schools. In order to achieve this objective, policy makers are urged to avoid ambiguity to enable all implementers to fully understand policies. Education managers could ensure school-wide training on the policy while school managers and other stakeholders should engage in self-reflection and introspection and be more proactive towards improving their own understanding and practice.
- Full Text:
- Date Issued: 2010
Contextualising curriculum through issues-based approaches: a case of eco-schools in Kenya
- Authors: Epus, Joash Gregory Odeke
- Date: 2010
- Subjects: Environmental education -- Kenya -- Case studies Curriculum planning -- Kenya -- Case studies Curriculum change -- Kenya -- Case studies Environmental literacy -- Study and teaching -- Namibia -- Case studies Environmental education -- Activity programs -- Namibia -- Case studies Conservation of natural resources -- Study and teaching -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1463 , http://hdl.handle.net/10962/d1003344
- Description: This study involved an issues-based approach to curriculum contextualisation in the context of the Eco-Schools programme in Kenya. It adopted a two-phase design using interpretivist and socially critical research orientations. In this study, research is represented as a process which is socially constructed within a particular theoretical, contextual, social and historical context by unfolding the thesis to illuminate how the phases are closely woven into each other. The first phase used the survey method for a contextual review of existing approaches and views relating to environmental education in the formal education sector. The survey aimed to develop a deeper understanding of environmental education as currently practiced in Kenya and to unravel the complexities surrounding it. It involved about two hundred and six primary school teachers and a critical review of a set of resource materials used in Kenyan Primary Schools. It revealed that some aspects of environmental education practice and the prevailing technocratic view of curriculum in Kenyan primary schools potentially limit possibilities for issues-based approaches to curriculum contextualisation. The action research process in four case study schools in Nyanza province of Kenya represent an attempt to address issues in context through socially critical environmental education. Participant observations, workshops and document analysis revealed that, contextualised conceptions of the terms ‘environment’ and ‘environmental education’ that resulted from a process of deliberation of meaning by teachers in relation to their contexts and practices served to set perspective for the action research process. Further, the planning phase which involved environmental auditing to identify issues of concern, prioritization of actions, issues to address, and action planning to guide implementation was critical in setting the agenda of the action research process in each of the case study schools. Integration and infusion of local issues of concern into curriculum planning further enriched processes of curriculum contextualisation, making them relevant to local contexts by addressing real issues through appropriate pedagogical approaches in auditing, investigation and research, communicating and interpreting results, reflecting on investigations and taking action. The action research process further enhanced cooperation and partnership between the case study schools and surrounding communities with mutual benefits. The research report demonstrates that despite the limitations posed by the technocratic orientation of the Kenyan curriculum, it is possible to address real environmental issues, risks and associated sustainable development challenges in context through issues-based approaches to curriculum contextualisation in the context of the Eco-Schools programme.
- Full Text:
- Date Issued: 2010
- Authors: Epus, Joash Gregory Odeke
- Date: 2010
- Subjects: Environmental education -- Kenya -- Case studies Curriculum planning -- Kenya -- Case studies Curriculum change -- Kenya -- Case studies Environmental literacy -- Study and teaching -- Namibia -- Case studies Environmental education -- Activity programs -- Namibia -- Case studies Conservation of natural resources -- Study and teaching -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1463 , http://hdl.handle.net/10962/d1003344
- Description: This study involved an issues-based approach to curriculum contextualisation in the context of the Eco-Schools programme in Kenya. It adopted a two-phase design using interpretivist and socially critical research orientations. In this study, research is represented as a process which is socially constructed within a particular theoretical, contextual, social and historical context by unfolding the thesis to illuminate how the phases are closely woven into each other. The first phase used the survey method for a contextual review of existing approaches and views relating to environmental education in the formal education sector. The survey aimed to develop a deeper understanding of environmental education as currently practiced in Kenya and to unravel the complexities surrounding it. It involved about two hundred and six primary school teachers and a critical review of a set of resource materials used in Kenyan Primary Schools. It revealed that some aspects of environmental education practice and the prevailing technocratic view of curriculum in Kenyan primary schools potentially limit possibilities for issues-based approaches to curriculum contextualisation. The action research process in four case study schools in Nyanza province of Kenya represent an attempt to address issues in context through socially critical environmental education. Participant observations, workshops and document analysis revealed that, contextualised conceptions of the terms ‘environment’ and ‘environmental education’ that resulted from a process of deliberation of meaning by teachers in relation to their contexts and practices served to set perspective for the action research process. Further, the planning phase which involved environmental auditing to identify issues of concern, prioritization of actions, issues to address, and action planning to guide implementation was critical in setting the agenda of the action research process in each of the case study schools. Integration and infusion of local issues of concern into curriculum planning further enriched processes of curriculum contextualisation, making them relevant to local contexts by addressing real issues through appropriate pedagogical approaches in auditing, investigation and research, communicating and interpreting results, reflecting on investigations and taking action. The action research process further enhanced cooperation and partnership between the case study schools and surrounding communities with mutual benefits. The research report demonstrates that despite the limitations posed by the technocratic orientation of the Kenyan curriculum, it is possible to address real environmental issues, risks and associated sustainable development challenges in context through issues-based approaches to curriculum contextualisation in the context of the Eco-Schools programme.
- Full Text:
- Date Issued: 2010
An organization development intervention in a Namibian rural school in Ohanguena region
- Authors: Kashikatu, Lukas
- Date: 2010
- Subjects: Action research in education -- Namibia Organizational change -- Namibia School improvement programs -- Namibia Educational change -- Namibia -- Case studies Rural schools -- Namibia School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1684 , http://hdl.handle.net/10962/d1003567
- Description: Post independent Namibia adopted a decentralization policy which involved the transfer of decision-making powers and administrative authority from central government to government institutions, including schools, with a view to improving quality. However, despite new educational policies, Namibian educators continue to operate in a non-participatory manner and are unprepared for their role as change agents. This has created tension between the espoused benefits of decentralizing and the reality in schools. In such a turbulent situation schools need to be helped to understand the complexity of change in order to adapt, and OD plays a crucial role in this regard. OD is a consciously thought of and systematically implemented organization-wide improvement effort which aims at increasing organizational effectiveness and health through action research. Rather than a top-down change approach, the OD practice adopts a bottom-up approach to change. This study introduced and investigated an OD intervention in a Namibian rural school in Ohanguena Education Region, with the purpose of exploring participants’ perceptions and experience of the process and of the possible short-term outcome of the intervention. Its findings could be of significance to educators, organizations and future OD esearchers. The study is an action research case study located in the interpretive and critical paradigms. Multiple data collection tools were used during this study, namely observations, structured one-to-one interviews and focus group interviews. Interpretive analysis was used as the data analysis approach. The study found that despite OD being new to participants, it was embraced as a change strategy as it made significant impact on their understanding of organizations and conception of change which is radically different from the common top-down approach to change. The intervention further empowered participants with new skills of initiating change and problem-solving strategies. Apart from that, the intervention yielded a positive short-term outcome which motivated participants to adopt and apply OD in the future without underestimating challenges associated with the process.
- Full Text:
- Date Issued: 2010
- Authors: Kashikatu, Lukas
- Date: 2010
- Subjects: Action research in education -- Namibia Organizational change -- Namibia School improvement programs -- Namibia Educational change -- Namibia -- Case studies Rural schools -- Namibia School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1684 , http://hdl.handle.net/10962/d1003567
- Description: Post independent Namibia adopted a decentralization policy which involved the transfer of decision-making powers and administrative authority from central government to government institutions, including schools, with a view to improving quality. However, despite new educational policies, Namibian educators continue to operate in a non-participatory manner and are unprepared for their role as change agents. This has created tension between the espoused benefits of decentralizing and the reality in schools. In such a turbulent situation schools need to be helped to understand the complexity of change in order to adapt, and OD plays a crucial role in this regard. OD is a consciously thought of and systematically implemented organization-wide improvement effort which aims at increasing organizational effectiveness and health through action research. Rather than a top-down change approach, the OD practice adopts a bottom-up approach to change. This study introduced and investigated an OD intervention in a Namibian rural school in Ohanguena Education Region, with the purpose of exploring participants’ perceptions and experience of the process and of the possible short-term outcome of the intervention. Its findings could be of significance to educators, organizations and future OD esearchers. The study is an action research case study located in the interpretive and critical paradigms. Multiple data collection tools were used during this study, namely observations, structured one-to-one interviews and focus group interviews. Interpretive analysis was used as the data analysis approach. The study found that despite OD being new to participants, it was embraced as a change strategy as it made significant impact on their understanding of organizations and conception of change which is radically different from the common top-down approach to change. The intervention further empowered participants with new skills of initiating change and problem-solving strategies. Apart from that, the intervention yielded a positive short-term outcome which motivated participants to adopt and apply OD in the future without underestimating challenges associated with the process.
- Full Text:
- Date Issued: 2010
An investigation of the role of principals in promoting computer usage in selected Namibian schools
- Authors: Katulo, Mighty Masiku
- Date: 2010
- Subjects: Computers -- Study and teaching -- Namibia Educational technology -- Namibia Information technology -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1658 , http://hdl.handle.net/10962/d1003541
- Description: Globalisation and technology change have created a new global economy fuelled by information and driven by knowledge. Information and Communication Technologies (ICT) have been touted as potential powerful tools for enabling educational change and reform. Namibia is among those countries that have adopted the use of ICTs as a vehicle for change. This thesis explores the role of school principals in promoting and managing computer usage in selected schools in Namibia. The study was conducted at four schools in the Caprivi Region. The study employed a qualitative case study to collect and analyse data. A total of four school principals and four computer coordinators were interviewed, and responded to questions pertaining to the role of principals in the following areas: acquiring ICT equipment; providing access to the computer labs; promoting the use of computers; maintaining computers; capacity-building of teachers, and addressing challenges that could prevent computer usage. Two focus group interviews were also conducted at two schools, to find out what they perceived to be the role of school principals in supporting and ensuring the effective use of computers in schools. The findings on acquisition of computers reveal that principals were often the initiators of the acquisition process. Ministerial deployment is the most common form of acquisition, followed by the use of the school’s development fund to purchase administrative computers. Only one of the participating schools did not acquire its computers through Ministerial deployment. Some schools were more resourced than others. Availability and maintenance of equipment depended on the kind of school (advantaged or disadvantaged) and the way the computers were acquired rather than on the role of the principal. Schools that acquired their computers through the ministerial deployment received satisfactory technical support from the ministry while schools that acquired their computers through other sources had to rely more heavily on the principal to pro-actively seek support. School principals that demonstrated the qualities of transformational leadership promoted the usage of computers by taking part in training offered to teachers and encouraged teachers on different platforms to make use of computers. The study also found that schools in which principals actively supported and promoted the use of computers were successful in the usage of the computer labs, while in schools where principals left the running of the computer lab to an individual teacher, the usage was minimal. It was found that a number of challenges are hampering the usage. These include lack of internet connectivity, qualified personnel to cascade training, and minimum infrastructure. The study recommends that school principals should adopt trategies that encourage teachers to use computers in their daily routines. It also makes suggestions for further research on the impact of school culture on ICT integration.
- Full Text:
- Date Issued: 2010
- Authors: Katulo, Mighty Masiku
- Date: 2010
- Subjects: Computers -- Study and teaching -- Namibia Educational technology -- Namibia Information technology -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1658 , http://hdl.handle.net/10962/d1003541
- Description: Globalisation and technology change have created a new global economy fuelled by information and driven by knowledge. Information and Communication Technologies (ICT) have been touted as potential powerful tools for enabling educational change and reform. Namibia is among those countries that have adopted the use of ICTs as a vehicle for change. This thesis explores the role of school principals in promoting and managing computer usage in selected schools in Namibia. The study was conducted at four schools in the Caprivi Region. The study employed a qualitative case study to collect and analyse data. A total of four school principals and four computer coordinators were interviewed, and responded to questions pertaining to the role of principals in the following areas: acquiring ICT equipment; providing access to the computer labs; promoting the use of computers; maintaining computers; capacity-building of teachers, and addressing challenges that could prevent computer usage. Two focus group interviews were also conducted at two schools, to find out what they perceived to be the role of school principals in supporting and ensuring the effective use of computers in schools. The findings on acquisition of computers reveal that principals were often the initiators of the acquisition process. Ministerial deployment is the most common form of acquisition, followed by the use of the school’s development fund to purchase administrative computers. Only one of the participating schools did not acquire its computers through Ministerial deployment. Some schools were more resourced than others. Availability and maintenance of equipment depended on the kind of school (advantaged or disadvantaged) and the way the computers were acquired rather than on the role of the principal. Schools that acquired their computers through the ministerial deployment received satisfactory technical support from the ministry while schools that acquired their computers through other sources had to rely more heavily on the principal to pro-actively seek support. School principals that demonstrated the qualities of transformational leadership promoted the usage of computers by taking part in training offered to teachers and encouraged teachers on different platforms to make use of computers. The study also found that schools in which principals actively supported and promoted the use of computers were successful in the usage of the computer labs, while in schools where principals left the running of the computer lab to an individual teacher, the usage was minimal. It was found that a number of challenges are hampering the usage. These include lack of internet connectivity, qualified personnel to cascade training, and minimum infrastructure. The study recommends that school principals should adopt trategies that encourage teachers to use computers in their daily routines. It also makes suggestions for further research on the impact of school culture on ICT integration.
- Full Text:
- Date Issued: 2010
An investigation of prior knowledge about amphibians amongst Grade 7 learners : towards the development of a resource pack
- Authors: Gordon, Louise
- Date: 2010
- Subjects: Amphibians -- Study and teaching -- South Africa Environmental education -- South Africa Natural sciences -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1641 , http://hdl.handle.net/10962/d1003523
- Description: The value of frogs is compared to the value of canaries used in coalmines: they are indicators of the environmental status of our environments, thus crucial to our survival. One third of all frogs worldwide are threatened with extinction. Frogs are found in our immediate environment. Are our Natural Science educators, teaching the Life and Living curriculum aware of this threat, the possible impact that the extinction of frogs will have on our welfare? Are our educators making use of the resources in their immediate environment? This study aimed to investigate the prior knowledge in both the horizontal and vertical discourse, in Grade7 learners and their educators, to inform the design of an amphibian resource pack. By investigating their prior knowledge an insight would be gained in their knowledge of Natural Science concepts as well as their everyday knowledge of their immediate natural environment. It would also highlight any misconceptions formed as well as alternative concepts within both educator and learner groups. These insights would be used to inform the contents of said resource pack.
- Full Text:
- Date Issued: 2010
- Authors: Gordon, Louise
- Date: 2010
- Subjects: Amphibians -- Study and teaching -- South Africa Environmental education -- South Africa Natural sciences -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1641 , http://hdl.handle.net/10962/d1003523
- Description: The value of frogs is compared to the value of canaries used in coalmines: they are indicators of the environmental status of our environments, thus crucial to our survival. One third of all frogs worldwide are threatened with extinction. Frogs are found in our immediate environment. Are our Natural Science educators, teaching the Life and Living curriculum aware of this threat, the possible impact that the extinction of frogs will have on our welfare? Are our educators making use of the resources in their immediate environment? This study aimed to investigate the prior knowledge in both the horizontal and vertical discourse, in Grade7 learners and their educators, to inform the design of an amphibian resource pack. By investigating their prior knowledge an insight would be gained in their knowledge of Natural Science concepts as well as their everyday knowledge of their immediate natural environment. It would also highlight any misconceptions formed as well as alternative concepts within both educator and learner groups. These insights would be used to inform the contents of said resource pack.
- Full Text:
- Date Issued: 2010
An investigation of principals' perceptions and experiences of the implementation of the national standards and performance indicators (NSPI) for Namibian schools in the Ohangwena region
- Authors: Johannes, Thomas Kamusheefa
- Date: 2010
- Subjects: Professional education -- Namibia Educational change -- Namibia Education -- Namibia Education and state -- Namibia School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1640 , http://hdl.handle.net/10962/d1003522
- Description: The post independence Namibian education system has been characterised by many reform initiatives, aimed at eradicating inequity, poor performance, and inferior education provision inherited from a pre-independence education system. This legacy posed a serious challenge to Namibia when it set out to achieve a national goal, Vision 2030. Vision 2030 inspires Namibia to be among the eveloped countries in 2030. In an attempt to achieve the goals outlined by the mission statement of Vision 2030, the Ministry of Education (MoE) introduced two national education initiatives: the Education and Training Sector Improvement Program (ETSIP), and the National Standards and Performance Indicators (NSPIs). These would be implemented in Namibian schools as, respectively, the Ministry’s strategic plan and its policy document. The NSPIs were introduced to address the fragmentation of standards and inequity in regions and schools in Namibia, as they aimed to standardise the provision of equal, quality education across the country (Namibia. MoE, 2005a, p. 1). The NSPI policy calls for schools to take quality assurance seriously, with particular emphasis on School Self-Evaluation (SSE), a process that encourages self-management (Namibia. MoE, 2007a, p. 3). Thus, the standards set out by the NSPIs became the yardstick by which internal and external school evaluators could assess whole school performance. The purpose of this present study was to investigate the perceptions and experiences of principals in the Ohangwena Region following the implementation of the NSPIs. It is a case study involving two Inspectors of Education (IoEs), twelve principals, and four Heads of Department (HODs). Interviews, document analysis, questionnaires, and a focus group interview were used to collect the data. The study found that principals acknowledge the importance of the NSPIs, and believe that they would succeed in improving the provision of quality education if they were fully implemented. The study found that schools implemented Performance Indicators 5.3 (School Administration) Aspect 5.3.2 (Storage and retrieval of information) in Key Area 5. However, the results of the study also showed that principals experienced many challenges in the implementation of the NSPIs. These included a lack of understanding among principals and teachers of the NSPIs, a lack of understanding of contemporary leadership theories (that would otherwise help principals to implement change effectively), and a lack of support in terms of skills and resources from both the Regional Office in Ohangwena and the MoE itself. The study found that the NSPIs have not yet improved school performance, and consequently that the pass rate remains the same as before the introduction of the NSPIs, four years ago. The SSE, which aims to help schools identify their strengths and weaknesses, and encourages them to establish and make use of a School Development Plan (SDP) to address weaknesses and sustain strengths, is characterised by a high degree of dishonesty. Thus, the information furnished by SSEs, SDPs, and Teachers Self-Evaluations (TSEs) is unreliable, lacks credibility, and has the further ill-effect of skewing schools’ performance targets. Therefore, this problem could be addressed when the rationale of completing the SSE is clearly explained to principals and teachers.
- Full Text:
- Date Issued: 2010
- Authors: Johannes, Thomas Kamusheefa
- Date: 2010
- Subjects: Professional education -- Namibia Educational change -- Namibia Education -- Namibia Education and state -- Namibia School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1640 , http://hdl.handle.net/10962/d1003522
- Description: The post independence Namibian education system has been characterised by many reform initiatives, aimed at eradicating inequity, poor performance, and inferior education provision inherited from a pre-independence education system. This legacy posed a serious challenge to Namibia when it set out to achieve a national goal, Vision 2030. Vision 2030 inspires Namibia to be among the eveloped countries in 2030. In an attempt to achieve the goals outlined by the mission statement of Vision 2030, the Ministry of Education (MoE) introduced two national education initiatives: the Education and Training Sector Improvement Program (ETSIP), and the National Standards and Performance Indicators (NSPIs). These would be implemented in Namibian schools as, respectively, the Ministry’s strategic plan and its policy document. The NSPIs were introduced to address the fragmentation of standards and inequity in regions and schools in Namibia, as they aimed to standardise the provision of equal, quality education across the country (Namibia. MoE, 2005a, p. 1). The NSPI policy calls for schools to take quality assurance seriously, with particular emphasis on School Self-Evaluation (SSE), a process that encourages self-management (Namibia. MoE, 2007a, p. 3). Thus, the standards set out by the NSPIs became the yardstick by which internal and external school evaluators could assess whole school performance. The purpose of this present study was to investigate the perceptions and experiences of principals in the Ohangwena Region following the implementation of the NSPIs. It is a case study involving two Inspectors of Education (IoEs), twelve principals, and four Heads of Department (HODs). Interviews, document analysis, questionnaires, and a focus group interview were used to collect the data. The study found that principals acknowledge the importance of the NSPIs, and believe that they would succeed in improving the provision of quality education if they were fully implemented. The study found that schools implemented Performance Indicators 5.3 (School Administration) Aspect 5.3.2 (Storage and retrieval of information) in Key Area 5. However, the results of the study also showed that principals experienced many challenges in the implementation of the NSPIs. These included a lack of understanding among principals and teachers of the NSPIs, a lack of understanding of contemporary leadership theories (that would otherwise help principals to implement change effectively), and a lack of support in terms of skills and resources from both the Regional Office in Ohangwena and the MoE itself. The study found that the NSPIs have not yet improved school performance, and consequently that the pass rate remains the same as before the introduction of the NSPIs, four years ago. The SSE, which aims to help schools identify their strengths and weaknesses, and encourages them to establish and make use of a School Development Plan (SDP) to address weaknesses and sustain strengths, is characterised by a high degree of dishonesty. Thus, the information furnished by SSEs, SDPs, and Teachers Self-Evaluations (TSEs) is unreliable, lacks credibility, and has the further ill-effect of skewing schools’ performance targets. Therefore, this problem could be addressed when the rationale of completing the SSE is clearly explained to principals and teachers.
- Full Text:
- Date Issued: 2010
An investigation of how the Namibian Environmental Education Course has shaped and informed the practice of non-formal environmental educators in Namibia
- Authors: Namutenya, Martina
- Date: 2010
- Subjects: Environmental education -- Namibia , Environmental education -- Study and teaching -- Namibia , Non-formal education -- Namibia , Sustainable development -- Namibia , Environmental literacy -- Namibia , Environmental literacy -- Study and teaching -- Namibia , Conservation of natural resources -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2000 , http://hdl.handle.net/10962/d1015225
- Description: Before Namibia's independence in 1990 educational programmes and curricula gave little attention to environmental education which was detrimental to the development of environmental literacy in Namibia. The post independence education reform process paid special attention to the inclusion of environmental education in all spheres of learning. Furthermore, Namibia became a signatory to various environmental conventions thereby raising awareness about the environment and the potential challenges to a sustainable future. The initiatives of various environmental education projects since independence have responded to the growing concern of environmental education programmes, resulting in the establishment of the Namibian Environmental Education Course (NEEC). To date few studies have been conducted examining the relevance of EE programmes in relation to the professional practice of EE providers in the non-formal sector. This study focuses on the work done by two environmental education providers and four assistant environmental education tutors in Rundu, in North-Eastern Namibia. The study adopted a qualitative approach to investigate how the NEEC has shaped and informed the practice of EE providers in the non-formal sector and also how the NEEC has responded to the Education for Sustainable Development (ESD) programme. The study employed three data collection instruments: interviews, field observations and document analysis. The findings indicated that despite the input of the NEEC programme which provided an understanding and knowledge of environmental problems to the EE providers, there are issues that continue to hamper the effective practice of these providers. The study revealed that the NEEC programme, while within the structure of ESD, does not give explicit guidelines for identifying Namibia's environmental challenges and clear strategies of how to respond to these challenges. The findings of the study have provided valuable insights into aspects of an EE programme that need to be addressed to support EE providers in responding to key environmental challenges in their regions and contribute to the decade of Education for Sustainable Development.
- Full Text:
- Date Issued: 2010
- Authors: Namutenya, Martina
- Date: 2010
- Subjects: Environmental education -- Namibia , Environmental education -- Study and teaching -- Namibia , Non-formal education -- Namibia , Sustainable development -- Namibia , Environmental literacy -- Namibia , Environmental literacy -- Study and teaching -- Namibia , Conservation of natural resources -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2000 , http://hdl.handle.net/10962/d1015225
- Description: Before Namibia's independence in 1990 educational programmes and curricula gave little attention to environmental education which was detrimental to the development of environmental literacy in Namibia. The post independence education reform process paid special attention to the inclusion of environmental education in all spheres of learning. Furthermore, Namibia became a signatory to various environmental conventions thereby raising awareness about the environment and the potential challenges to a sustainable future. The initiatives of various environmental education projects since independence have responded to the growing concern of environmental education programmes, resulting in the establishment of the Namibian Environmental Education Course (NEEC). To date few studies have been conducted examining the relevance of EE programmes in relation to the professional practice of EE providers in the non-formal sector. This study focuses on the work done by two environmental education providers and four assistant environmental education tutors in Rundu, in North-Eastern Namibia. The study adopted a qualitative approach to investigate how the NEEC has shaped and informed the practice of EE providers in the non-formal sector and also how the NEEC has responded to the Education for Sustainable Development (ESD) programme. The study employed three data collection instruments: interviews, field observations and document analysis. The findings indicated that despite the input of the NEEC programme which provided an understanding and knowledge of environmental problems to the EE providers, there are issues that continue to hamper the effective practice of these providers. The study revealed that the NEEC programme, while within the structure of ESD, does not give explicit guidelines for identifying Namibia's environmental challenges and clear strategies of how to respond to these challenges. The findings of the study have provided valuable insights into aspects of an EE programme that need to be addressed to support EE providers in responding to key environmental challenges in their regions and contribute to the decade of Education for Sustainable Development.
- Full Text:
- Date Issued: 2010
An investigation into what influences action competence-oriented teaching and learning processes in a school environmental club
- Authors: James, Alison
- Date: 2010
- Subjects: Environmental education -- South Africa -- East London Environmental education -- Activity programs -- South Africa -- East London Environmental literacy -- South Africa -- East London Environmental literacy -- Study and teaching -- South Africa -- East London Active learning -- South Africa -- East London Competency-based education -- South Africa -- East London Teacher-student relationships -- South Africa -- East London
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1619 , http://hdl.handle.net/10962/d1003501
- Description: This interpretive case study sought to determine what influenced action competence-oriented teaching and learning processes in a high school environmental club. The goals were to describe a year of activities, within the TALON environmental club at Hudson Park High School in East London, South Africa and to identify how pedagogical, contextual and relational factors influenced action competence processes amongst club members. I explored how action competence theory and praxis have helped in other school education settings with the aim of establishing better environmental practices. The IVAC model of pedagogy (Jensen & Schnack, 1997) was used as a framework to operationalise action competence processes within the TALON Club. This entailed carefully examining investigative, visioning, action and change processes unfolding through the four themes of the club: plants, animal welfare, waste issues and our community outreach programme at Bongulethu High School. Using questionnaires, interviews, observation and a journal as the main methods of data collection I was able to make five analytical statements that related to the influence of pedagogy, the influence of context and the influence of relational dynamics within the TALON Club. The pedagogical processes were affected by the TALON members wanting to avoid any activities that were ‘too much like school’. However this served to compromise the action and visioning phases within the club, resulting in superficial and poorly-informed action-taking. The influence of context served to both enable and constrain action competence processes. The club and school structures therefore shaped the form that fledgling actions took as the TALON members participated in the meetings and outings and fulfilling the traditional expectations of the school community. Relational dynamics and a desire for fun took precedence over the action competence processes. Although the Club members were motivated by a sense of moral responsibility they were unable to articulate this concept into the club activities. In addition there were the power gradients between the educators and members to consider as determinants of the extent of participatory, democratic interactions. This complex interplay of factors influenced the action competence processes in the club. Recommendations were made on how best to work with the concepts of participation and democracy towards improving the reflexivity and knowledge base of both the educators and learners. In this way action competence processes will be better supported within the club in future.
- Full Text:
- Date Issued: 2010
- Authors: James, Alison
- Date: 2010
- Subjects: Environmental education -- South Africa -- East London Environmental education -- Activity programs -- South Africa -- East London Environmental literacy -- South Africa -- East London Environmental literacy -- Study and teaching -- South Africa -- East London Active learning -- South Africa -- East London Competency-based education -- South Africa -- East London Teacher-student relationships -- South Africa -- East London
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1619 , http://hdl.handle.net/10962/d1003501
- Description: This interpretive case study sought to determine what influenced action competence-oriented teaching and learning processes in a high school environmental club. The goals were to describe a year of activities, within the TALON environmental club at Hudson Park High School in East London, South Africa and to identify how pedagogical, contextual and relational factors influenced action competence processes amongst club members. I explored how action competence theory and praxis have helped in other school education settings with the aim of establishing better environmental practices. The IVAC model of pedagogy (Jensen & Schnack, 1997) was used as a framework to operationalise action competence processes within the TALON Club. This entailed carefully examining investigative, visioning, action and change processes unfolding through the four themes of the club: plants, animal welfare, waste issues and our community outreach programme at Bongulethu High School. Using questionnaires, interviews, observation and a journal as the main methods of data collection I was able to make five analytical statements that related to the influence of pedagogy, the influence of context and the influence of relational dynamics within the TALON Club. The pedagogical processes were affected by the TALON members wanting to avoid any activities that were ‘too much like school’. However this served to compromise the action and visioning phases within the club, resulting in superficial and poorly-informed action-taking. The influence of context served to both enable and constrain action competence processes. The club and school structures therefore shaped the form that fledgling actions took as the TALON members participated in the meetings and outings and fulfilling the traditional expectations of the school community. Relational dynamics and a desire for fun took precedence over the action competence processes. Although the Club members were motivated by a sense of moral responsibility they were unable to articulate this concept into the club activities. In addition there were the power gradients between the educators and members to consider as determinants of the extent of participatory, democratic interactions. This complex interplay of factors influenced the action competence processes in the club. Recommendations were made on how best to work with the concepts of participation and democracy towards improving the reflexivity and knowledge base of both the educators and learners. In this way action competence processes will be better supported within the club in future.
- Full Text:
- Date Issued: 2010
An investigation into the readability of the grade 10 physical science textbooks : a case study
- Authors: Van Heerden, Lesley Lynne
- Date: 2010
- Subjects: Textbooks -- South Africa -- Readability , Readability (Literary style) , Science -- Study and teaching (Secondary) -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1993 , http://hdl.handle.net/10962/d1013365
- Description: In her newsletter “Curriculum News, Improving the Quality of Learning and Teaching: Planning for 2010 and Beyond”, Mrs Angie Motshekga, MP, Minister of Basic Education, positions the textbook very definitely as central to the curriculum and states that it is one of the most effective tools through which to deliver the curriculum and support assessment. Acknowledging the importance of the accessibility of textbooks for the South African classroom audience, this study has sought to investigate the readability of the chemistry section of grade 10 science textbooks. Readability research is concerned with the relationship between the textbook, the reader and the context in which the book is read; research supports the use of both classical quantitative measures and a qualitative cognitive-structural form of analysis to investigate this relationship. The research design is a mixed method one where quantitative and qualitative data were collected simultaneously: the methodical application of selected readability formulae gave rise to quantitative data while the line-by-line textual analysis, tracing cognitive-structural aspects, and focus-group discussions with teachers gave rise to the qualitative data. The results of the merged data analysis were then interpreted together to provide a better understanding of the readability of the texts for a South African audience. The results of the investigation reveal that readability is greatly impaired for a number of reasons, the primary one being a lack of articulation between the textbook writers/editors and the audience for which they are writing and preparing the texts. This is particularly reflected in the inadequate preparation of the material for the English Second Language reader, as certain textbooks are completely out of their reach. Furthermore, this lack of articulation can be traced to the lack of time available for piloting the textbooks: an invaluable intervention in the process of textbook production.
- Full Text:
- Date Issued: 2010
- Authors: Van Heerden, Lesley Lynne
- Date: 2010
- Subjects: Textbooks -- South Africa -- Readability , Readability (Literary style) , Science -- Study and teaching (Secondary) -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1993 , http://hdl.handle.net/10962/d1013365
- Description: In her newsletter “Curriculum News, Improving the Quality of Learning and Teaching: Planning for 2010 and Beyond”, Mrs Angie Motshekga, MP, Minister of Basic Education, positions the textbook very definitely as central to the curriculum and states that it is one of the most effective tools through which to deliver the curriculum and support assessment. Acknowledging the importance of the accessibility of textbooks for the South African classroom audience, this study has sought to investigate the readability of the chemistry section of grade 10 science textbooks. Readability research is concerned with the relationship between the textbook, the reader and the context in which the book is read; research supports the use of both classical quantitative measures and a qualitative cognitive-structural form of analysis to investigate this relationship. The research design is a mixed method one where quantitative and qualitative data were collected simultaneously: the methodical application of selected readability formulae gave rise to quantitative data while the line-by-line textual analysis, tracing cognitive-structural aspects, and focus-group discussions with teachers gave rise to the qualitative data. The results of the merged data analysis were then interpreted together to provide a better understanding of the readability of the texts for a South African audience. The results of the investigation reveal that readability is greatly impaired for a number of reasons, the primary one being a lack of articulation between the textbook writers/editors and the audience for which they are writing and preparing the texts. This is particularly reflected in the inadequate preparation of the material for the English Second Language reader, as certain textbooks are completely out of their reach. Furthermore, this lack of articulation can be traced to the lack of time available for piloting the textbooks: an invaluable intervention in the process of textbook production.
- Full Text:
- Date Issued: 2010
An investigation into the organisational culture at an academically successful secondary school in Namibia
- Authors: Awarab, Erwin Ronald
- Date: 2010
- Subjects: Corporate culture -- Namibia -- Case studies Organizational behavior -- Namibia -- Case studies School management and organization -- Namibia -- Case studies Educational leadership -- Namibia -- Case studies Education, Secondary -- Namibia -- Case studies Educational change -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1612 , http://hdl.handle.net/10962/d1003494
- Description: The appreciation by leadership of the culture of an organisation plays an important role in the success of that organisation. Leadership and organisation culture are an inextricable part of the life of an organisation. The shared assumptions and beliefs of the individual within an organisation shape its culture. My study investigates the aspects of school culture and, further, looks at its link to the success of an organisation, and at the leadership style that influences such an organisation. My research, conducted in the interpretive paradigm, is a case study which was carried out at a public secondary school in the capital city of Windhoek, in Namibia. Since the school was built during South African rule, it was intended mainly for white children. Since independence, it has undergone transformation and is currently integrated, accommodating learners from different cultural backgrounds. It is a successful school, with a good reputation for its discipline and academic excellence. I chose this school deliberately, for those reasons. My findings are that there are aspects of culture which maintain its creation and perpetuate the existence of a particular culture at the school. This school’s culture is embedded within the Christian faith, and there are deliberate rituals and ceremonies put in place to enhance the creation and maintenance of the values that inform its culture, and the school leadership, management, teachers and student council members have a central role in this regard. My study shows that the creation, understanding and appreciation of beliefs and values of the individual within the organisation enable the consequent creation of the shared vision and values that ultimately lead to the foundation and maintenance of a strong culture.
- Full Text:
- Date Issued: 2010
- Authors: Awarab, Erwin Ronald
- Date: 2010
- Subjects: Corporate culture -- Namibia -- Case studies Organizational behavior -- Namibia -- Case studies School management and organization -- Namibia -- Case studies Educational leadership -- Namibia -- Case studies Education, Secondary -- Namibia -- Case studies Educational change -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1612 , http://hdl.handle.net/10962/d1003494
- Description: The appreciation by leadership of the culture of an organisation plays an important role in the success of that organisation. Leadership and organisation culture are an inextricable part of the life of an organisation. The shared assumptions and beliefs of the individual within an organisation shape its culture. My study investigates the aspects of school culture and, further, looks at its link to the success of an organisation, and at the leadership style that influences such an organisation. My research, conducted in the interpretive paradigm, is a case study which was carried out at a public secondary school in the capital city of Windhoek, in Namibia. Since the school was built during South African rule, it was intended mainly for white children. Since independence, it has undergone transformation and is currently integrated, accommodating learners from different cultural backgrounds. It is a successful school, with a good reputation for its discipline and academic excellence. I chose this school deliberately, for those reasons. My findings are that there are aspects of culture which maintain its creation and perpetuate the existence of a particular culture at the school. This school’s culture is embedded within the Christian faith, and there are deliberate rituals and ceremonies put in place to enhance the creation and maintenance of the values that inform its culture, and the school leadership, management, teachers and student council members have a central role in this regard. My study shows that the creation, understanding and appreciation of beliefs and values of the individual within the organisation enable the consequent creation of the shared vision and values that ultimately lead to the foundation and maintenance of a strong culture.
- Full Text:
- Date Issued: 2010
An investigation into perceptions of participative management in a Namibian secondary school
- Authors: Shilima, Christine
- Date: 2010
- Subjects: School management and organization -- Namibia -- Case studies Educational leadership -- Namibia -- Case studies Education, Secondary -- Namibia -- Case studies Education -- Parent participation -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1881 , http://hdl.handle.net/10962/d1005874
- Description: This study examines the perceptions and experiences of school stakeholders about the practices of participative management in a Namibian Secondary School. Data was collected by using interviews, observation and document analysis. The study revealed that participative management has some benefits for the school such as it promotes democracy in school management, school as an open system, sharing of ideas and skills, teamwork and that ownership and commitment enhance the chances for organization change. Participatory decision making and shared leadership are the practices of PM that emerged from this study. However the school does experience challenges such as lack of knowledge on the practice and potential of PM in school management and leadership, illiteracy among parents that prevent them from participation in management and autocratic management practices from some members in formal leadership. The study suggests that trust, relationships and openness are good interpersonal skills that can help enhance the practices of PM in the school. Other strategies were to sensitize stakeholders on the practices of PM.
- Full Text:
- Date Issued: 2010
- Authors: Shilima, Christine
- Date: 2010
- Subjects: School management and organization -- Namibia -- Case studies Educational leadership -- Namibia -- Case studies Education, Secondary -- Namibia -- Case studies Education -- Parent participation -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1881 , http://hdl.handle.net/10962/d1005874
- Description: This study examines the perceptions and experiences of school stakeholders about the practices of participative management in a Namibian Secondary School. Data was collected by using interviews, observation and document analysis. The study revealed that participative management has some benefits for the school such as it promotes democracy in school management, school as an open system, sharing of ideas and skills, teamwork and that ownership and commitment enhance the chances for organization change. Participatory decision making and shared leadership are the practices of PM that emerged from this study. However the school does experience challenges such as lack of knowledge on the practice and potential of PM in school management and leadership, illiteracy among parents that prevent them from participation in management and autocratic management practices from some members in formal leadership. The study suggests that trust, relationships and openness are good interpersonal skills that can help enhance the practices of PM in the school. Other strategies were to sensitize stakeholders on the practices of PM.
- Full Text:
- Date Issued: 2010