An investigation of teacher educators' perceptions and implementation of formative assessment at a college of education in Namibia : a case study
- Authors: Iileka, Ottilie
- Date: 2011
- Subjects: Teacher educators -- Namibia Educational evaluation -- Namibia Educational tests and measurements -- Namibia Academic achievement -- Testing -- Namibia Teachers -- Training of -- Namibia Universities and colleges -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1645 , http://hdl.handle.net/10962/d1003527
- Description: Changes in assessment practice in education are a global issue. Colleges of Education in Namibia also need to accommodate these changes in their training programs for student teachers, to model their practice of all modes of assessment in teaching and learning. Emphasis should be placed on assessment for learning, which is formative in nature. This qualitative case study investigated the following questions: How do teacher educators understand the principles and strategies of formative assessment and how do teacher educators implement formative assessment in their own teaching, which in turn serves as an example to their student teachers. I used three methods of collecting data: interviews, observation and document analysis. The data identify a range of findings in the teacher educators' professed understanding of formative assessment and how it is implemented in their own practice. The data also identify challenges facing the teacher educators in terms of setting a good example to their student teachers in the area of formative assessment. This study also offers suggestions for further studies on formative assessment. These include a suggestion for teacher educators to look at their own practice of formative assessment principles and strategies. A major cross department study could be conducted that includes teacher educators from different subject areas to see to how the implementation of formative assessment in the college varies from one department to another. A third possibility suggests a study involving student teachers from various areas of specialization in the college to see to what extent the implementation of formative assessment in the college affects their future assessment practices.
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- Date Issued: 2011
Analysis of volatility spillover effects between the South African, regional and world equity markets
- Authors: Mumba, Mabvuto
- Date: 2011
- Subjects: Financial crises International finance Stocks -- Prices -- Africa Stocks -- Prices -- South Africa Capital market -- Africa Capital market -- South Africa Foreign exchange rates Africa -- Economic conditions South Africa -- Economic conditions
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:957 , http://hdl.handle.net/10962/d1002691
- Description: The current study examines the extent and magnitude by which global and regional shocks are transmitted to the volatility of returns in the stock markets of South Africa, Egypt, Nigeria, Botswana, Mauritius and Egypt. This is done so as to make inferences on the level of the domestic market‟s integration into the regional and world capital markets. By applying multivariate and univariate GARCH models, using weekly data from June 1995 to May 2010, the main empirical findings are threefold. Firstly, the volatility analytical framework finds statistically significant and time-varying volatility spillover effects from the regional and global markets to the South African market. Global shocks are generally stronger and account for up to 23.9 percent of the volatility of South Africa‟s equity market compared to weaker regional factors which account for less than 1 percent of domestic variance. Only in countries with strong bilateral trade and economic links with South Africa, such as Botswana and Namibia, is it found that regional factors are more dominant than global factors for domestic volatility. Compared to the other African markets, the joint influence of foreign shocks on domestic volatility is highest in South Africa and Egypt, two of Africa‟s largest and most developed markets. The results further demonstrate that for all the African markets the explanatory power of both regional and global factors for domestic volatility is not constant over time and tends to increase during turbulent market periods. Secondly, the analysis of the determinants of South frica‟s second moment linkages with the global market suggests that the volatility of the exchange rate plays a cardinal role in influencing the magnitude by which global shocks affect domestic volatility. The increased global integration in the second moments cannot be attributed to either increased trade integration, convergence in inflation rates or to convergence in interest rates between South Africa and the global markets. Lastly, tests were conducted to examine whether there have been contagion effects from the regional and global markets to South Africa from the 1997 Asian crisis and the 2007/8 global financial crisis. The results show no evidence of contagion during either the East Asian currency crisis or the recent global financial crisis to South Africa, while some African markets, such as Egypt, Mauritius and Botswana, exhibit contagion effects from either crisis. Overall, the empirical findings generally support the view that African markets are segmented both at the regional and global levels as domestic volatility is more influenced by local idiosyncratic shocks (the proportion not attributable to either global and regional factors). However, the volatility of South Africa, and to a lesser extent Egypt, remains relatively more open to global influence. This implies that the potential for gains from international portfolio diversification and the scope for success of policies aimed at the stabilisation of equity markets in these markets exist.
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- Date Issued: 2011
The development of isiZulu as an academic language for the teaching of fundamental concepts in economics
- Authors: Makhatini, Freedom Nkanyiso
- Date: 2011
- Subjects: Zulu language -- Study and teaching (Higher) -- South Africa African languages -- Study and teaching (Higher) -- South Africa Economics -- Study and teaching (Higher) -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3589 , http://hdl.handle.net/10962/d1002164
- Description: This thesis looks at language as the medium of all our ideas and sentiments. The thesis represents a position statement regarding the development of isiZulu as an academic language. The field of Economics is used to merely illustrate and support the points that are being made in this work. It is argued that each language is viewed as the means of expression of the cultural heritage of its people, and it remains a reflection of cultural groups who speak that particular language. It is a fact that indigenous African Languages have been, for obvious reasons, blatantly understudied during the apartheid years in South Africa (Rudwick 2004). Languages have market value and the desirability of English as the most important global language today has an effect in most Black learners in South Africa. The study examined the development of indigenous African languages, isiZulu in particular, in Zululand University where ninety percent of students and lecturers are isiZulu first language speakers, and came to a conclusion that there is an urgent need for Black South African students to learn academic subjects through their mother tongues. This would help them in thorough understanding and interpretation of analytic text presented in a foreign language such as English. The study advocates that isiZulu, which is the mother-tongue of many students at the University of Zululand, should be a language for upward mobility to these students, but as the situation stands, isiZulu becomes a neglected or marginalised language since it is not the normal medium of instruction and it is not used for effective communication in their education system.
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- Date Issued: 2011