Enabling social learning as a response to environmental issues through teaching of localised curriculum in Zambian schools
- Authors: Sinyama, Imakando
- Date: 2012
- Subjects: Social learning -- Zambia -- Keembe (Central Province) Environmental education -- Zambia -- Keembe (Central Province) Environmental education -- Study and teaching -- Zambia -- Keembe (Central Province) Sustainable development -- Study and teaching -- Zambia -- Keembe (Central Province) Curriculum change -- Zambia -- Keembe (Central Province) Educational evaluation -- Zambia -- Keembe (Central Province)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1508 , http://hdl.handle.net/10962/d1003390
- Description: Schools are traditionally established as the main meeting platforms for awareness, education, training and capacity building in the local communities, and as such, are highly regarded and respected. They are situated and integrated in nearly all local communities. They are thus perfectly suited to reach, draw on and provide capacity building to the communities. Zambia recently introduced a new curriculum aspect named localised curriculum, which makes up 20% of the curriculum. This curriculum area encourages schools to address issues of sustainable development that are locally relevant through this curriculum component, but it is not clear what kind of learning emerges from this curriculum aspect. The study looked at the shift in pedagogical discourse since the introduction of the localised curriculum. Using case study methodology and observation of a number of classroom activities in the Keemba District near Monze in Zambia, I observed social learning interactions taking place in the implementation of the localised curriculum. In particular, I was interested in how the different aspects of the localised curriculum enabled social learning, at different levels. What is important in this research is that it focused not so much on what people should know, or be able to do, but rather, drawing on some of the questions raised by Wals (2007), I considered questions of how people learn, and how social learning emerges in school-community interactions in the localised curriculum. The main research question was to investigate: How does localised curriculum enable social learning in response to environmental issues in Zambian schools? This research drew on a number of associated research projects that were carried out in southern Africa and beyond. In his research, Namafe (2008) states that he saw a great need to institutionalise increased participation of Zambian Basic Schools and their local communities in sustainable development of the country in order to alleviate poverty and achieve equitable development. Hogan (2008, p. 122 ) researching in a different context, argues that contextualisation of the curriculum allowed for indigenous knowledge to come in to the classroom, stating that ‘Weakening of the frames provided the opportunity of closer relationships to give space for knowledge other than teacher selected knowledge or book knowledge to enter the classroom.’ In this study I found that: - Teaching localised curriculum allowed for contextualisation and integration of environment and natural resource management issues - Localising the curriculum contributed to curriculum relevancy: teaching localised curriculum helped learners, teachers and community to develop concern for quality of life and contributed to an understanding of sustainable development - Localised curriculum allowed for frame awareness, frame deconstruction and reframing to take place: this allowed teachers to use methods which promoted active pupil participation and interaction, encouraging learners to be reflexive thinkers rather than just using rote memory - Participation of teachers, community and learners in the implementation of the localised curriculum: The involvement of community members to teach topics of the localised curriculum was useful and articulated processes of inter–epistemological dialogue between traditional or every day and scientific or institutional knowledge - The localised curriculum implementation involved various roles and was influenced by various factors. Of key interest to this study was the fact that neither parents, learners nor teachers saw the localised curriculum as an opportunity for problem solving, but rather emphasised the learning of practical life skills relevant to the community. This differed from the curriculum manuals, and reduced the environmental education potential and also social learning opportunities.
- Full Text:
- Date Issued: 2012
- Authors: Sinyama, Imakando
- Date: 2012
- Subjects: Social learning -- Zambia -- Keembe (Central Province) Environmental education -- Zambia -- Keembe (Central Province) Environmental education -- Study and teaching -- Zambia -- Keembe (Central Province) Sustainable development -- Study and teaching -- Zambia -- Keembe (Central Province) Curriculum change -- Zambia -- Keembe (Central Province) Educational evaluation -- Zambia -- Keembe (Central Province)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1508 , http://hdl.handle.net/10962/d1003390
- Description: Schools are traditionally established as the main meeting platforms for awareness, education, training and capacity building in the local communities, and as such, are highly regarded and respected. They are situated and integrated in nearly all local communities. They are thus perfectly suited to reach, draw on and provide capacity building to the communities. Zambia recently introduced a new curriculum aspect named localised curriculum, which makes up 20% of the curriculum. This curriculum area encourages schools to address issues of sustainable development that are locally relevant through this curriculum component, but it is not clear what kind of learning emerges from this curriculum aspect. The study looked at the shift in pedagogical discourse since the introduction of the localised curriculum. Using case study methodology and observation of a number of classroom activities in the Keemba District near Monze in Zambia, I observed social learning interactions taking place in the implementation of the localised curriculum. In particular, I was interested in how the different aspects of the localised curriculum enabled social learning, at different levels. What is important in this research is that it focused not so much on what people should know, or be able to do, but rather, drawing on some of the questions raised by Wals (2007), I considered questions of how people learn, and how social learning emerges in school-community interactions in the localised curriculum. The main research question was to investigate: How does localised curriculum enable social learning in response to environmental issues in Zambian schools? This research drew on a number of associated research projects that were carried out in southern Africa and beyond. In his research, Namafe (2008) states that he saw a great need to institutionalise increased participation of Zambian Basic Schools and their local communities in sustainable development of the country in order to alleviate poverty and achieve equitable development. Hogan (2008, p. 122 ) researching in a different context, argues that contextualisation of the curriculum allowed for indigenous knowledge to come in to the classroom, stating that ‘Weakening of the frames provided the opportunity of closer relationships to give space for knowledge other than teacher selected knowledge or book knowledge to enter the classroom.’ In this study I found that: - Teaching localised curriculum allowed for contextualisation and integration of environment and natural resource management issues - Localising the curriculum contributed to curriculum relevancy: teaching localised curriculum helped learners, teachers and community to develop concern for quality of life and contributed to an understanding of sustainable development - Localised curriculum allowed for frame awareness, frame deconstruction and reframing to take place: this allowed teachers to use methods which promoted active pupil participation and interaction, encouraging learners to be reflexive thinkers rather than just using rote memory - Participation of teachers, community and learners in the implementation of the localised curriculum: The involvement of community members to teach topics of the localised curriculum was useful and articulated processes of inter–epistemological dialogue between traditional or every day and scientific or institutional knowledge - The localised curriculum implementation involved various roles and was influenced by various factors. Of key interest to this study was the fact that neither parents, learners nor teachers saw the localised curriculum as an opportunity for problem solving, but rather emphasised the learning of practical life skills relevant to the community. This differed from the curriculum manuals, and reduced the environmental education potential and also social learning opportunities.
- Full Text:
- Date Issued: 2012
A framework for evaluating instructional design models resulting in a model for designing and developing computer based learning tools with GIS technologies
- Authors: Stott, Deborah Ann
- Date: 2005
- Subjects: Computer-assisted instruction Geographic information systems Education, Secondary -- Computer network resources Educational innovations
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1548 , http://hdl.handle.net/10962/d1003430
- Description: With the increasing pressures and concerns in education regarding capability, lifelong learning, higher order cognitive skills, transdisciplinary education and so on, educators are seeking fresh ways to teach and new tools to support that teaching. In South Africa, Outcomes Based Education (OBE) has identified critical outcomes (skills) across all subject areas such as problem solving, teamwork, fostering critical thinking etc. as a way of responding to these pressures and concerns. But OBE has been criticised for lacking the necessary tools to develop these critical skills and to promote cross-discipline learning. One innovative way of offering transformative teaching, instruction and learning that may foster the development of these critical skills, particularly those concerned with critical thinking, is by using geographic information systems (GIS) technologies. The scope for using these technologies in secondary education is now being realised for teaching the more generic, cross-discipline skills described whereby students are learning not only about GIS but also with GIS. This realisation provides the opportunity to create flexible, computer-based learning materials that are rooted in authentic, real-world contexts, which aim to enhance the cognitive skills of the students. If these technologies can be used in an innovative way to develop critical outcomes and skills, a model needs to be defined to aid the design and development of learning materials using these technologies for use in schools. The primary aim of this study has been to develop such a model; a model which emphasises the development of real-world learning materials that develop higher-order thinking skills in learners. Another key product of this study is the submission of a comprehensive yet flexible framework for evaluating instructional design models found in the educational literature in order to determine if these design models can be used to develop learning materials forparticular contexts.
- Full Text:
- Date Issued: 2005
- Authors: Stott, Deborah Ann
- Date: 2005
- Subjects: Computer-assisted instruction Geographic information systems Education, Secondary -- Computer network resources Educational innovations
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1548 , http://hdl.handle.net/10962/d1003430
- Description: With the increasing pressures and concerns in education regarding capability, lifelong learning, higher order cognitive skills, transdisciplinary education and so on, educators are seeking fresh ways to teach and new tools to support that teaching. In South Africa, Outcomes Based Education (OBE) has identified critical outcomes (skills) across all subject areas such as problem solving, teamwork, fostering critical thinking etc. as a way of responding to these pressures and concerns. But OBE has been criticised for lacking the necessary tools to develop these critical skills and to promote cross-discipline learning. One innovative way of offering transformative teaching, instruction and learning that may foster the development of these critical skills, particularly those concerned with critical thinking, is by using geographic information systems (GIS) technologies. The scope for using these technologies in secondary education is now being realised for teaching the more generic, cross-discipline skills described whereby students are learning not only about GIS but also with GIS. This realisation provides the opportunity to create flexible, computer-based learning materials that are rooted in authentic, real-world contexts, which aim to enhance the cognitive skills of the students. If these technologies can be used in an innovative way to develop critical outcomes and skills, a model needs to be defined to aid the design and development of learning materials using these technologies for use in schools. The primary aim of this study has been to develop such a model; a model which emphasises the development of real-world learning materials that develop higher-order thinking skills in learners. Another key product of this study is the submission of a comprehensive yet flexible framework for evaluating instructional design models found in the educational literature in order to determine if these design models can be used to develop learning materials forparticular contexts.
- Full Text:
- Date Issued: 2005
An investigation of the work-related values of educational managers of private church secondary schools in Malawi, and the implications of the values for OD interventions: a case study
- Kadyakapita, Mozecie Spector John
- Authors: Kadyakapita, Mozecie Spector John
- Date: 1999
- Subjects: Church schools -- Malawi School management and organization -- Malawi Private schools -- Malawi Values -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1659 , http://hdl.handle.net/10962/d1003542
- Description: One of the organizational change technologies developed in response to the inherent weaknesses of the scientific and classical management theories is organization development (0D). The theories grew out of research experiments in change and training in intergroup relations conducted by Kurt Lewin in 1946 in the United States of America. They have been further developed by other researchers and applied to organizations since then, and to educational organizations since the 1960s. This study was carried out in the light of what some of the 0D esearchers and consultants observed, namely, that 0D interventions tend to be less successful in organizations outside the USA, especially in developing countries. They attributed the lack of success of the interventions to the nature of 0D theories, the skills, attitudes and behaviour of OD consultants, the nature of organizations and, especially, culture. Some of the OD consultants said the culture of the people in developing countries is unreceptive to the values which underpin OD theories. I carried out this study to investigate the work-related values of managers in an educational organization in Malawi, and assess the implications of their values for OD interventions. I used a qualitative case study method and the interview technique to gather data for the study. I also used observation and document analysis techniques to supplement the interview technique. The results of the study indicate that most of the work-related values of the managers closely match the values of OD theories. The findings contradict what some of the OD researchers and consultants said about the culture of the people in developing countries. Hence, OD consultants need to investigate the work-related values of the gatekeepers of cli nt organizations and design and implement OD interventions that fit the interests of the gatekeepers.
- Full Text:
- Date Issued: 1999
- Authors: Kadyakapita, Mozecie Spector John
- Date: 1999
- Subjects: Church schools -- Malawi School management and organization -- Malawi Private schools -- Malawi Values -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1659 , http://hdl.handle.net/10962/d1003542
- Description: One of the organizational change technologies developed in response to the inherent weaknesses of the scientific and classical management theories is organization development (0D). The theories grew out of research experiments in change and training in intergroup relations conducted by Kurt Lewin in 1946 in the United States of America. They have been further developed by other researchers and applied to organizations since then, and to educational organizations since the 1960s. This study was carried out in the light of what some of the 0D esearchers and consultants observed, namely, that 0D interventions tend to be less successful in organizations outside the USA, especially in developing countries. They attributed the lack of success of the interventions to the nature of 0D theories, the skills, attitudes and behaviour of OD consultants, the nature of organizations and, especially, culture. Some of the OD consultants said the culture of the people in developing countries is unreceptive to the values which underpin OD theories. I carried out this study to investigate the work-related values of managers in an educational organization in Malawi, and assess the implications of their values for OD interventions. I used a qualitative case study method and the interview technique to gather data for the study. I also used observation and document analysis techniques to supplement the interview technique. The results of the study indicate that most of the work-related values of the managers closely match the values of OD theories. The findings contradict what some of the OD researchers and consultants said about the culture of the people in developing countries. Hence, OD consultants need to investigate the work-related values of the gatekeepers of cli nt organizations and design and implement OD interventions that fit the interests of the gatekeepers.
- Full Text:
- Date Issued: 1999
Promoting learning in science: a case study of the appropriateness and implications of group work
- Authors: Ngcoza, Kenneth Mlungisi
- Date: 1999
- Subjects: Group work in education Science -- Study and teaching (Secondary) -- South Africa Museums and schools -- South Africa Albany Museum (Grahamstown, South Africa)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1718 , http://hdl.handle.net/10962/d1003601
- Description: This research project, using a qualitative case study methodology, reports on the appropriateness and implications of using group work in promoting cooperative learning in science. In this study, group work is seen as providing a social support mechanism for learning through interactive "hands-on" activities, designed to give learners opportunities to discuss and share ideas so that they can grasp science concepts. The Science Olympiad Project class composed of approximately thirty-six (36) learners formed the case study for this unit. The Science Olympiad Project is a project concerned with the promotion of science in the primary schools in Grahamstown. From this group, twenty two (22) learners (12 girls and 10 boys) were interviewed and kept journals. The Science Olympiad facilitator (a science teacher from one of the schools involved in the project) and two teachers who attended the science classes and whose learners are part of the project were interviewed. Semi-structured interviews, journals kept by the learners and the researcher (who was a participant observer and a co-facilitator), observations and discussions constituted sources of data for the research project. The analysis of data indicated that the learners found science during the Science Olympiad Project classes interesting and challenging. There were many benefits reported by the learners including the use of group work, the effect of "hands-on" activities, their attitudes and perceptions towards science and the role of excursions. Teachers found the learner-centred approaches adopted helped to encourage the learners to be actively involved in their own learning. One concern raised by the teachers was what would happen to those learners who have been identified as enthusiastic in science when they go to secondary schools. The implications of the results to improve and sustain the project are discussed.
- Full Text:
- Date Issued: 1999
- Authors: Ngcoza, Kenneth Mlungisi
- Date: 1999
- Subjects: Group work in education Science -- Study and teaching (Secondary) -- South Africa Museums and schools -- South Africa Albany Museum (Grahamstown, South Africa)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1718 , http://hdl.handle.net/10962/d1003601
- Description: This research project, using a qualitative case study methodology, reports on the appropriateness and implications of using group work in promoting cooperative learning in science. In this study, group work is seen as providing a social support mechanism for learning through interactive "hands-on" activities, designed to give learners opportunities to discuss and share ideas so that they can grasp science concepts. The Science Olympiad Project class composed of approximately thirty-six (36) learners formed the case study for this unit. The Science Olympiad Project is a project concerned with the promotion of science in the primary schools in Grahamstown. From this group, twenty two (22) learners (12 girls and 10 boys) were interviewed and kept journals. The Science Olympiad facilitator (a science teacher from one of the schools involved in the project) and two teachers who attended the science classes and whose learners are part of the project were interviewed. Semi-structured interviews, journals kept by the learners and the researcher (who was a participant observer and a co-facilitator), observations and discussions constituted sources of data for the research project. The analysis of data indicated that the learners found science during the Science Olympiad Project classes interesting and challenging. There were many benefits reported by the learners including the use of group work, the effect of "hands-on" activities, their attitudes and perceptions towards science and the role of excursions. Teachers found the learner-centred approaches adopted helped to encourage the learners to be actively involved in their own learning. One concern raised by the teachers was what would happen to those learners who have been identified as enthusiastic in science when they go to secondary schools. The implications of the results to improve and sustain the project are discussed.
- Full Text:
- Date Issued: 1999
Group work in black history classes
- Authors: Mrwetyana, Notemba
- Date: 1987
- Subjects: History -- Study and teaching (Secondary) , Group work in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1359 , http://hdl.handle.net/10962/d1001425
- Description: As a history teacher at Kuyasa High School in the Ciskei and afterwards as history method lecturer at the University of Fort Hare, visiting a large number of schools regularly for purposes of practice teaching with groups of students, I became aware of the problems encountered when history is taught to mixed ability groups. By far the most glaring problem is that of teaching methods. Teachers are in doubt concerning the teaching methodology to be adopted in classes where the spread of ability is wide. They face considerable difficulties in developing a role for themselves both in the classroom and in relation to their colleagues. The often noted tendency of teachers is to isolate themselves and guard the privacy of their classroom life. This realisation prompted me to undertake this study. The aim of this study is twofold. Having large classes in Ciskeian secondary schools, it is obvious that the spread of ability within classes is wide. The teachers then would have to form groups within the class. The first aim, therefore, is to develop and apply a reading comprehension test, with passages of varying difficulty. The performance of pupils in the test will serve as a guide when the children are put into groups. Secondly, I intend suggesting group activities which could be done by history pupils in such groups (Preface, p. iii)
- Full Text:
- Date Issued: 1987
- Authors: Mrwetyana, Notemba
- Date: 1987
- Subjects: History -- Study and teaching (Secondary) , Group work in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1359 , http://hdl.handle.net/10962/d1001425
- Description: As a history teacher at Kuyasa High School in the Ciskei and afterwards as history method lecturer at the University of Fort Hare, visiting a large number of schools regularly for purposes of practice teaching with groups of students, I became aware of the problems encountered when history is taught to mixed ability groups. By far the most glaring problem is that of teaching methods. Teachers are in doubt concerning the teaching methodology to be adopted in classes where the spread of ability is wide. They face considerable difficulties in developing a role for themselves both in the classroom and in relation to their colleagues. The often noted tendency of teachers is to isolate themselves and guard the privacy of their classroom life. This realisation prompted me to undertake this study. The aim of this study is twofold. Having large classes in Ciskeian secondary schools, it is obvious that the spread of ability within classes is wide. The teachers then would have to form groups within the class. The first aim, therefore, is to develop and apply a reading comprehension test, with passages of varying difficulty. The performance of pupils in the test will serve as a guide when the children are put into groups. Secondly, I intend suggesting group activities which could be done by history pupils in such groups (Preface, p. iii)
- Full Text:
- Date Issued: 1987
- «
- ‹
- 1
- ›
- »