Bridging cultures in science education: leveraging lesson study approach for indigenous knowledge integration in a township school
- Authors: Mayana, Xolani Justice
- Date: 2025-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/480084 , vital:78395 , DOI 10.21504/10962/480084
- Description: The South African Curriculum Assessment and Policy Statement (CAPS) encourages science teachers to use culturally responsive pedagogies in their teaching. This should be done by integrating Indigenous Knowledge (IK) in science teaching to make it accessible and relevant to learners. However, the policy falls short of giving clear details on how this ought to be done. For instance, the school textbooks hardly contain any IK and there are few or no readily available teaching resources either. To complicate matters, many science teachers have not been trained on how to integrate IK into science teaching. As a result, most of them do not integrate any IK during their science lessons. It is against this backdrop that this study aimed to leverage the use of a Lesson Study approach when working with science teachers on how to integrate IK to mediate learning of the topics of waves and sound and redox reactions in a township school. Underpinned by the indigenous research and transformative paradigms, a qualitative case study approach in a form of participatory action research was adopted. Six science teachers from a township school, five Indigenous Knowledge Custodians1 (IKCs), one critical friend (isiXhosa and English teacher from the same school) and three university lecturers and a school principal from Zambia who conducted various workshops, and I were the participants in this study. Qualitative data was generated using interviews (semi-structured and stimulated recall interviews), document analysis, workshop discussions, observations (participatory and classroom observations) and journal reflections. Vygotsky’s sociocultural theory, Shulman’s pedagogical content knowledge, specifically Topic-specific Pedagogical Content Knowledge (TSPCK) and Ogunniyi’s Contiguity Argumentation Theory (CAT) were used as complementary theoretical frameworks. A thematic approach to data analysis was employed to come up with sub-themes and themes. The main findings of the study revealed that through collaboration with Indigenous Knowledge Custodians and tapping into their cultural heritage the integration of IK into science lessons was possible. Thus, this study showed that leveraging the use of a Lesson Study approach when working with science teachers on how to integrate IK to mediate learning of the topics of waves and sound and redox reactions in a township school, shifted the science teachers’ Zone of Proximal Development and Pedagogical Content Knowledge positively. Also, this study revealed that the integration of IK promotes learner talk or argumentation. Moreover, the use of isiXhosa our home language proved to be an invaluable cultural tool for effective communication in this study. The study thus recommends that transformational professional learning communities (PLCs) be established in township schools and that teachers should work in collaboration with IKCs to learn about IK which could be integrated into other science topics. Furthermore, the study recommends that teachers should be trained in document analysis and how to use the TSPCK components to unpack the curriculum. This might help the teachers to understand the curriculum needs better, plan better, and hopefully teach better. Thus, the contention of this study is that teacher preparedness is inextricably linked to learner achievement. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Date Issued: 2025-04-03
- Authors: Mayana, Xolani Justice
- Date: 2025-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/480084 , vital:78395 , DOI 10.21504/10962/480084
- Description: The South African Curriculum Assessment and Policy Statement (CAPS) encourages science teachers to use culturally responsive pedagogies in their teaching. This should be done by integrating Indigenous Knowledge (IK) in science teaching to make it accessible and relevant to learners. However, the policy falls short of giving clear details on how this ought to be done. For instance, the school textbooks hardly contain any IK and there are few or no readily available teaching resources either. To complicate matters, many science teachers have not been trained on how to integrate IK into science teaching. As a result, most of them do not integrate any IK during their science lessons. It is against this backdrop that this study aimed to leverage the use of a Lesson Study approach when working with science teachers on how to integrate IK to mediate learning of the topics of waves and sound and redox reactions in a township school. Underpinned by the indigenous research and transformative paradigms, a qualitative case study approach in a form of participatory action research was adopted. Six science teachers from a township school, five Indigenous Knowledge Custodians1 (IKCs), one critical friend (isiXhosa and English teacher from the same school) and three university lecturers and a school principal from Zambia who conducted various workshops, and I were the participants in this study. Qualitative data was generated using interviews (semi-structured and stimulated recall interviews), document analysis, workshop discussions, observations (participatory and classroom observations) and journal reflections. Vygotsky’s sociocultural theory, Shulman’s pedagogical content knowledge, specifically Topic-specific Pedagogical Content Knowledge (TSPCK) and Ogunniyi’s Contiguity Argumentation Theory (CAT) were used as complementary theoretical frameworks. A thematic approach to data analysis was employed to come up with sub-themes and themes. The main findings of the study revealed that through collaboration with Indigenous Knowledge Custodians and tapping into their cultural heritage the integration of IK into science lessons was possible. Thus, this study showed that leveraging the use of a Lesson Study approach when working with science teachers on how to integrate IK to mediate learning of the topics of waves and sound and redox reactions in a township school, shifted the science teachers’ Zone of Proximal Development and Pedagogical Content Knowledge positively. Also, this study revealed that the integration of IK promotes learner talk or argumentation. Moreover, the use of isiXhosa our home language proved to be an invaluable cultural tool for effective communication in this study. The study thus recommends that transformational professional learning communities (PLCs) be established in township schools and that teachers should work in collaboration with IKCs to learn about IK which could be integrated into other science topics. Furthermore, the study recommends that teachers should be trained in document analysis and how to use the TSPCK components to unpack the curriculum. This might help the teachers to understand the curriculum needs better, plan better, and hopefully teach better. Thus, the contention of this study is that teacher preparedness is inextricably linked to learner achievement. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Date Issued: 2025-04-03
Bridging traditions: mobilising indigenous knowledge and marine biodiversity conservation to support learner talk and sense-making in Grade 11 Life Sciences
- Authors: Sibanda, Aswad
- Date: 2025-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/480007 , vital:78388
- Description: The Curriculum Assessment Policy and Statement (CAPS) document mandates that science teachers should integrate learners’ Indigenous Knowledge (IK) into their classrooms. However, many South African teachers, like those in Namibia, seem to struggle with this integration due to insufficient pedagogical content knowledge, leading to minimal IK integration and hence poor science performance. This issue suggests that science curricula seem to lack clarity on integrating IK. It is against this backdrop that I was motivated to mobilise marine Indigenous Knowledge to support Grade 11 Life Sciences learners from a township school to talk and make sense of marine biodiversity conservation. A qualitative case study research design was used as it permits the grouping of detailed information essential to making sense of the anticipated responses of the participants. This study was informed by Vygotsky’s sociocultural theory and Cultural-Historical Activity Theory (CHAT). It was conducted at a township school in the Eastern Cape, South Africa. Forty-five Grade 11 Life Sciences learners, two Indigenous Knowledge Custodians (IKCs) who grew up in marine environments and a local fisherman were participants in this study. Additionally, I asked one science teacher to be a critical friend. Data sets were gathered using a group activity, focus group interviews (sharing circles), observations (participatory and lesson observations), stimulated recall interviews and learners’ reflections. The sociocultural theory was used as a lens to find out how learners learn through social interactions and how learning takes place in a sociocultural context. I augmented this theory with CHAT as an analytical framework. The CHAT provided an analytical lens to understand how community involvement and IKC interventions supported learner talk and sense making of the content and facilitated meaningful learning. The main findings of the study revealed that during the IKCs’ presentations, learners were able to identify science concepts embedded in the Indigenous Knowledge of marine biodiversity conservation. The findings further revealed that the presentations stimulated learner talk and improved sense making among learners regarding marine biodiversity conservation and related concepts. The study recommends that teachers should leverage IKCs’ cultural heritage by inviting them into classrooms to make science more relevant, accessible and meaningful for learners. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Date Issued: 2025-04-03
- Authors: Sibanda, Aswad
- Date: 2025-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/480007 , vital:78388
- Description: The Curriculum Assessment Policy and Statement (CAPS) document mandates that science teachers should integrate learners’ Indigenous Knowledge (IK) into their classrooms. However, many South African teachers, like those in Namibia, seem to struggle with this integration due to insufficient pedagogical content knowledge, leading to minimal IK integration and hence poor science performance. This issue suggests that science curricula seem to lack clarity on integrating IK. It is against this backdrop that I was motivated to mobilise marine Indigenous Knowledge to support Grade 11 Life Sciences learners from a township school to talk and make sense of marine biodiversity conservation. A qualitative case study research design was used as it permits the grouping of detailed information essential to making sense of the anticipated responses of the participants. This study was informed by Vygotsky’s sociocultural theory and Cultural-Historical Activity Theory (CHAT). It was conducted at a township school in the Eastern Cape, South Africa. Forty-five Grade 11 Life Sciences learners, two Indigenous Knowledge Custodians (IKCs) who grew up in marine environments and a local fisherman were participants in this study. Additionally, I asked one science teacher to be a critical friend. Data sets were gathered using a group activity, focus group interviews (sharing circles), observations (participatory and lesson observations), stimulated recall interviews and learners’ reflections. The sociocultural theory was used as a lens to find out how learners learn through social interactions and how learning takes place in a sociocultural context. I augmented this theory with CHAT as an analytical framework. The CHAT provided an analytical lens to understand how community involvement and IKC interventions supported learner talk and sense making of the content and facilitated meaningful learning. The main findings of the study revealed that during the IKCs’ presentations, learners were able to identify science concepts embedded in the Indigenous Knowledge of marine biodiversity conservation. The findings further revealed that the presentations stimulated learner talk and improved sense making among learners regarding marine biodiversity conservation and related concepts. The study recommends that teachers should leverage IKCs’ cultural heritage by inviting them into classrooms to make science more relevant, accessible and meaningful for learners. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Date Issued: 2025-04-03
Enhancing Grade 12 physical sciences teachers’ pedagogical content knowledge to teach work, energy, and power bilingually in the Eastern Cape
- Authors: Mapfumo, Alfred Khumbulani
- Date: 2025-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/480073 , vital:78394 , DOI 10.21504/10962/480073
- Description: South Africa has been performing very poorly in consecutive Trends in International Mathematics and Science Study (TIMSS) in Science and Mathematics, where it has been ranked last among all participating countries. Similarly, in the recent National Senior Certificate examinations (2017–2023), the percentage of candidates who scored at least 40% in Physical Sciences ranged from 39% to 51%. This points to a possible problem in the teaching and learning of Physical Sciences in schools. On close analysis, the question on the topic of Work, Energy, and Power, in particular, is usually one of the most poorly answered in the Physics paper of the Physical Sciences examination. Some South African studies have concluded that there is poor mastery of the energy concept in the Further Education and Training Phase by both learners and teachers. Against this backdrop, this formative interventionist study sought to support Grade 12 Physical Sciences teachers in co-developing and enacting exemplar lessons on Work, Energy and Power that incorporate everyday and home language through pedagogical translanguaging and transknowledging. The five teachers from township and rural schools and I formed a Professional Learning Community (PLC) to co-develop lessons later enacted by the teachers. The study was underpinned by an interpretivist paradigm and complemented by the critical theory paradigm. A qualitative case study research design was employed. Data were gathered using semi-structured interviews, document analysis, workshops, lesson observations and participant-teacher reflections. Vygotsky’s sociocultural theory was my theoretical framework, while Mavhunga and Rollnick’s five components of Topic-Specific Pedagogical Content Knowledge were used as an analytical lens. An inductive-deductive approach to data analysis was used. This study demonstrated how teachers in a PLC can work together to develop their individual pedagogical content knowledge in particular practice areas. The PLC created lesson plans that guided their use of pedagogical translanguaging techniques, such as code-switching, code-mixing, translation, and versioning of scientific terminology, to facilitate learning. In addition, the PLC created an IsiXhosa glossary for concepts related to Work, Energy, and Power. The study’s main contribution is that teachers involved in this study displayed transformative agency through co-constructing their pedagogical content knowledge (PCK) for pedagogical translanguaging. The study thus recommends that if the goal of improving epistemological access for learners who are learning Physical Sciences in a second language is to be realised, in-service teachers should be capacitated to apply pedagogical translanguaging, which brings about transknowledging using PLCs such as the one-formed for this study. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Date Issued: 2025-04-03
- Authors: Mapfumo, Alfred Khumbulani
- Date: 2025-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/480073 , vital:78394 , DOI 10.21504/10962/480073
- Description: South Africa has been performing very poorly in consecutive Trends in International Mathematics and Science Study (TIMSS) in Science and Mathematics, where it has been ranked last among all participating countries. Similarly, in the recent National Senior Certificate examinations (2017–2023), the percentage of candidates who scored at least 40% in Physical Sciences ranged from 39% to 51%. This points to a possible problem in the teaching and learning of Physical Sciences in schools. On close analysis, the question on the topic of Work, Energy, and Power, in particular, is usually one of the most poorly answered in the Physics paper of the Physical Sciences examination. Some South African studies have concluded that there is poor mastery of the energy concept in the Further Education and Training Phase by both learners and teachers. Against this backdrop, this formative interventionist study sought to support Grade 12 Physical Sciences teachers in co-developing and enacting exemplar lessons on Work, Energy and Power that incorporate everyday and home language through pedagogical translanguaging and transknowledging. The five teachers from township and rural schools and I formed a Professional Learning Community (PLC) to co-develop lessons later enacted by the teachers. The study was underpinned by an interpretivist paradigm and complemented by the critical theory paradigm. A qualitative case study research design was employed. Data were gathered using semi-structured interviews, document analysis, workshops, lesson observations and participant-teacher reflections. Vygotsky’s sociocultural theory was my theoretical framework, while Mavhunga and Rollnick’s five components of Topic-Specific Pedagogical Content Knowledge were used as an analytical lens. An inductive-deductive approach to data analysis was used. This study demonstrated how teachers in a PLC can work together to develop their individual pedagogical content knowledge in particular practice areas. The PLC created lesson plans that guided their use of pedagogical translanguaging techniques, such as code-switching, code-mixing, translation, and versioning of scientific terminology, to facilitate learning. In addition, the PLC created an IsiXhosa glossary for concepts related to Work, Energy, and Power. The study’s main contribution is that teachers involved in this study displayed transformative agency through co-constructing their pedagogical content knowledge (PCK) for pedagogical translanguaging. The study thus recommends that if the goal of improving epistemological access for learners who are learning Physical Sciences in a second language is to be realised, in-service teachers should be capacitated to apply pedagogical translanguaging, which brings about transknowledging using PLCs such as the one-formed for this study. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Date Issued: 2025-04-03
Exploring organisational learning in water resource protection: activity system analysis of social learning among resource directed measures role-players in South Africa
- Authors: Thwala, Mmaphefo Doreen
- Date: 2025-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/480117 , vital:78398 , DOI 10.21504/10962/480117
- Description: Globally, there are policy and practice efforts to mainstream inclusive education in different sub-fields of education. Part of the efforts have focused on investigating and finding practical mechanisms for the mainstreaming process in teacher education. Anecdotally, Education for Sustainable Development (ESD), with its focus on transformative education, collaborative learning, the community of practice and the whole institution approach, has the potential to mainstream inclusive education in teacher education practices if grounded in sociocultural realities rather than mere ideological framing. This situation is related to the need for more transformative capabilities for teacher educators to prepare teachers for inclusive pedagogical proficiency. However, in a southern African context, the outlook of the potential of pedagogical proficiency from the nexus of inclusive education, ESD and teacher education is disjointed. As such, this study focused on investigating the mainstreaming of inclusive education in teacher education practice for pedagogical proficiency through ESD Change Projects in Southern Africa, examining cases from Malawi, Tanzania and Eswatini. The study intended to gain an understanding of inclusive education and ESD in these countries, identify areas for strengthening inclusive education in teacher education practice, collaborate with teacher educators to develop strategies for mainstreaming inclusive education, and generate indicators for monitoring and evaluating inclusive education in teacher education contexts. The study used Urie Bronfenbrenner’s bioecological theory of human development and Lev Vygotsky’s sociocultural theory of learning as theoretical and analytical frameworks. The study also employed Roy Bhaskar’s critical realism philosophy as an underlabourer or a meta-theoretical framework. The study further adapted the Vygotsky-informed Engestrom’s expansive learning as a methodological torch. Together, these frameworks were used to analyse selected Change Projects within Sustainability Starts with Teachers (SST) programme, which focused on ESD capacity building in teacher educators from 11 southern African countries. In this regard, the research utilised a qualitative nested case study design. A formative interventionist research approach supported the cases in Malawi, Tanzania and Eswatini, with the study selecting SST Change Projects dealing with inclusive education through an initial scoping questionnaire. Data were generated through 12 in-depth interviews, nine workshops (involving 24 participants), document reviews, observations and reflective journals. Thematic ii analysis, employing a critical realist approach with abductive and retroductive reasoning, guided the reflexive presentation and discussion of research findings. The research findings revealed a common understanding of inclusive education as providing equal educational opportunities, ESD as supporting sustainable development, and teacher education as skill development. The research findings also highlighted the influence of teacher educators’ biopsychosocial characteristics on their perceptions of inclusive education, ESD and teacher education. Areas requiring improvement in teacher education systems included resources, attitude change, financing, cooperation, collaboration and leadership. Strategies for mainstreaming inclusive education in teacher education practice for pedagogical proficiency included curriculum implementation, policy shift, contextualisation and interactive systems. Monitoring and evaluation in all three cases focused on teaching practice, assessment, feedback tools, forums and curriculum implementation, but the absence of specific indicators for monitoring and evaluation was evident. These findings suggest multi-layered and complex implications for policy formulation, implementation practices and future research. Therefore, this thesis argues that, in a southern Africa context, the potential of pedagogical proficiency from the nexus of inclusive education, ESD and teacher education involves considering biopsychosocial characteristics to facilitate the capabilities of teacher educators. This situation necessitates utilising inclusivity mechanisms in pre-service teacher training grounded in biosocial and psychocultural realities of the region’s educational challenges. Consequently, this thesis proffers the Sustainable Inclusive Pedagogical Proficiency Process (SIP3) model as a framework to actualise the nexus of inclusive education, ESD and teacher education, and bring into focus its pedagogical proficiency potential which eventually helps with the mainstreaming process in teacher education practice via ESD. The study reported in this thesis contributes to international theory and practice development for inclusivity and ESD in teacher education practice, provides indicators for monitoring inclusive quality education in teacher education practice, and introduces a contextual dynamics model for comparative education research. The thesis is structured in eight chapters, introducing the study context, addressing literature gaps, presenting the theoretical framework, detailing research design, exploring specific cases in Malawi, Tanzania and Eswatini, discussing the research findings and its implications, and concluding with recommendations for change and future research. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Date Issued: 2025-04-03
- Authors: Thwala, Mmaphefo Doreen
- Date: 2025-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/480117 , vital:78398 , DOI 10.21504/10962/480117
- Description: Globally, there are policy and practice efforts to mainstream inclusive education in different sub-fields of education. Part of the efforts have focused on investigating and finding practical mechanisms for the mainstreaming process in teacher education. Anecdotally, Education for Sustainable Development (ESD), with its focus on transformative education, collaborative learning, the community of practice and the whole institution approach, has the potential to mainstream inclusive education in teacher education practices if grounded in sociocultural realities rather than mere ideological framing. This situation is related to the need for more transformative capabilities for teacher educators to prepare teachers for inclusive pedagogical proficiency. However, in a southern African context, the outlook of the potential of pedagogical proficiency from the nexus of inclusive education, ESD and teacher education is disjointed. As such, this study focused on investigating the mainstreaming of inclusive education in teacher education practice for pedagogical proficiency through ESD Change Projects in Southern Africa, examining cases from Malawi, Tanzania and Eswatini. The study intended to gain an understanding of inclusive education and ESD in these countries, identify areas for strengthening inclusive education in teacher education practice, collaborate with teacher educators to develop strategies for mainstreaming inclusive education, and generate indicators for monitoring and evaluating inclusive education in teacher education contexts. The study used Urie Bronfenbrenner’s bioecological theory of human development and Lev Vygotsky’s sociocultural theory of learning as theoretical and analytical frameworks. The study also employed Roy Bhaskar’s critical realism philosophy as an underlabourer or a meta-theoretical framework. The study further adapted the Vygotsky-informed Engestrom’s expansive learning as a methodological torch. Together, these frameworks were used to analyse selected Change Projects within Sustainability Starts with Teachers (SST) programme, which focused on ESD capacity building in teacher educators from 11 southern African countries. In this regard, the research utilised a qualitative nested case study design. A formative interventionist research approach supported the cases in Malawi, Tanzania and Eswatini, with the study selecting SST Change Projects dealing with inclusive education through an initial scoping questionnaire. Data were generated through 12 in-depth interviews, nine workshops (involving 24 participants), document reviews, observations and reflective journals. Thematic ii analysis, employing a critical realist approach with abductive and retroductive reasoning, guided the reflexive presentation and discussion of research findings. The research findings revealed a common understanding of inclusive education as providing equal educational opportunities, ESD as supporting sustainable development, and teacher education as skill development. The research findings also highlighted the influence of teacher educators’ biopsychosocial characteristics on their perceptions of inclusive education, ESD and teacher education. Areas requiring improvement in teacher education systems included resources, attitude change, financing, cooperation, collaboration and leadership. Strategies for mainstreaming inclusive education in teacher education practice for pedagogical proficiency included curriculum implementation, policy shift, contextualisation and interactive systems. Monitoring and evaluation in all three cases focused on teaching practice, assessment, feedback tools, forums and curriculum implementation, but the absence of specific indicators for monitoring and evaluation was evident. These findings suggest multi-layered and complex implications for policy formulation, implementation practices and future research. Therefore, this thesis argues that, in a southern Africa context, the potential of pedagogical proficiency from the nexus of inclusive education, ESD and teacher education involves considering biopsychosocial characteristics to facilitate the capabilities of teacher educators. This situation necessitates utilising inclusivity mechanisms in pre-service teacher training grounded in biosocial and psychocultural realities of the region’s educational challenges. Consequently, this thesis proffers the Sustainable Inclusive Pedagogical Proficiency Process (SIP3) model as a framework to actualise the nexus of inclusive education, ESD and teacher education, and bring into focus its pedagogical proficiency potential which eventually helps with the mainstreaming process in teacher education practice via ESD. The study reported in this thesis contributes to international theory and practice development for inclusivity and ESD in teacher education practice, provides indicators for monitoring inclusive quality education in teacher education practice, and introduces a contextual dynamics model for comparative education research. The thesis is structured in eight chapters, introducing the study context, addressing literature gaps, presenting the theoretical framework, detailing research design, exploring specific cases in Malawi, Tanzania and Eswatini, discussing the research findings and its implications, and concluding with recommendations for change and future research. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Date Issued: 2025-04-03
Exploring pedagogical translanguaging practices used by ESL primary school teachers to enhance reading comprehension
- Authors: Mufori, Selma Ndagwedhapo
- Date: 2025-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/479985 , vital:78386
- Description: Namibia has decided to use English as the transitional language and medium of instruction for Grade 4, even though learners have been performing poorly in English Second Language (ESL). Despite various interventions being recommended to address this issue, there has been little success. One teaching approach that experienced ESL teachers may use to enhance reading comprehension is pedagogical translanguaging. However, there is a lack of research exploring the use of this approach in Namibian primary schools, particularly in Grade 4. To address this gap, this study was conducted to investigate the pedagogical translanguaging practices employed by Grade 4 ESL primary school teachers in Namibia to improve reading comprehension. A qualitative exploratory case study oriented to an interpretivist paradigm was conducted. Purposive sampling was used to select five Grade 4 ESL teachers from the Oshikoto region for the study. Data were collected using simulated recall interviews, non-participant observation and document analysis. The data were analysed using an inductive thematic framework. The study showed that using simplified language, gestures, and pictures helped ESL teachers communicate with their learners and improve reading comprehension. The use of visual aids such as picture-rich texts, drawings, sketches and concrete materials (realia) also helped Grade 4 ESL learners in their reading comprehension. This visual support helped in vocabulary acquisition and reinforced the meaning of words through associations with images, leading to a better understanding of the language. The study also found that including drawings and sketches in reading lessons added a layer of pedagogical depth that aligned with learners' cultural backgrounds. This helped teachers to engage with their learners more deeply and promoted a sense of cultural inclusivity in the ESL classroom. The study found that teachers use Oshindonga, the learners’ mother tongue, to communicate with those who struggle with English or find it challenging to understand ESL texts. The study revealed that when teachers encouraged learners to use their mother tongue, they became more active and asked questions for clarity. Moreover, the study revealed that code-switching and language brokering, where Grade 4 emergent ESL learners and the ESL teacher translate or interpret using both the learners' native language and ESL, helped increase learner engagement and comprehension. The findings suggest that using translanguaging practices can enhance comprehension, support learners with special needs and assist in the overall learning and understanding of ESL. Furthermore, the study concluded that Grade 4 ESL teachers employ translanguaging procedures in an unplanned manner, perceiving the use of the mother tongue as a spontaneous action carried out when circumstances require it. This study recommends incorporating translanguaging into the official language policy and the National Curriculum for Basic Education as a means of instruction in ESL classrooms. This official endorsement would guarantee the integration of translanguaging across schools and support consistent language learning. The formalisation and endorsement of translanguaging in the official language policy would prove its success and encourage ESL teachers to utilise it. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Date Issued: 2025-04-03
- Authors: Mufori, Selma Ndagwedhapo
- Date: 2025-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/479985 , vital:78386
- Description: Namibia has decided to use English as the transitional language and medium of instruction for Grade 4, even though learners have been performing poorly in English Second Language (ESL). Despite various interventions being recommended to address this issue, there has been little success. One teaching approach that experienced ESL teachers may use to enhance reading comprehension is pedagogical translanguaging. However, there is a lack of research exploring the use of this approach in Namibian primary schools, particularly in Grade 4. To address this gap, this study was conducted to investigate the pedagogical translanguaging practices employed by Grade 4 ESL primary school teachers in Namibia to improve reading comprehension. A qualitative exploratory case study oriented to an interpretivist paradigm was conducted. Purposive sampling was used to select five Grade 4 ESL teachers from the Oshikoto region for the study. Data were collected using simulated recall interviews, non-participant observation and document analysis. The data were analysed using an inductive thematic framework. The study showed that using simplified language, gestures, and pictures helped ESL teachers communicate with their learners and improve reading comprehension. The use of visual aids such as picture-rich texts, drawings, sketches and concrete materials (realia) also helped Grade 4 ESL learners in their reading comprehension. This visual support helped in vocabulary acquisition and reinforced the meaning of words through associations with images, leading to a better understanding of the language. The study also found that including drawings and sketches in reading lessons added a layer of pedagogical depth that aligned with learners' cultural backgrounds. This helped teachers to engage with their learners more deeply and promoted a sense of cultural inclusivity in the ESL classroom. The study found that teachers use Oshindonga, the learners’ mother tongue, to communicate with those who struggle with English or find it challenging to understand ESL texts. The study revealed that when teachers encouraged learners to use their mother tongue, they became more active and asked questions for clarity. Moreover, the study revealed that code-switching and language brokering, where Grade 4 emergent ESL learners and the ESL teacher translate or interpret using both the learners' native language and ESL, helped increase learner engagement and comprehension. The findings suggest that using translanguaging practices can enhance comprehension, support learners with special needs and assist in the overall learning and understanding of ESL. Furthermore, the study concluded that Grade 4 ESL teachers employ translanguaging procedures in an unplanned manner, perceiving the use of the mother tongue as a spontaneous action carried out when circumstances require it. This study recommends incorporating translanguaging into the official language policy and the National Curriculum for Basic Education as a means of instruction in ESL classrooms. This official endorsement would guarantee the integration of translanguaging across schools and support consistent language learning. The formalisation and endorsement of translanguaging in the official language policy would prove its success and encourage ESL teachers to utilise it. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Date Issued: 2025-04-03
Exploring the development of computational thinking among pre-service teachers using visual programming: an interventionist case study
- Authors: Mufori, Selma Ndagwedhapo
- Date: 2025-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/479996 , vital:78387
- Description: Due to its cognitive effect on learners, computational thinking (CT) has gained significant attention and has been increasingly integrated into primary and secondary education worldwide. The integration of CT into educational curricula offers several benefits, including improved learning outcomes, enhanced problem-solving abilities, and the development of skills necessary for the digital landscape of the 21st century. Recognizing these benefits, South Africa introduced CT in primary schools in 2023 through a dedicated subject, coding and robotics. However, teacher upskilling remains a major challenge, as many teachers lack the necessary skills to teach this subject effectively. This problem is particularly pronounced at the foundational phase, where delivering similar content to young learners presents additional pedagogical complexities. Thus, this study explored the development of CT skills with visual programming among foundational phase pre-service teachers. Situated within the interpretive paradigm, a qualitative case study methodology was employed, owing to its effectiveness in exploring contextual factors and complexities that influence human experiences. The study involved 49 first-year pre-service teachers in an Introduction to Technology module at Rhodes University. Purposive sampling was used to select the foundational phase pre-service teachers at Rhodes University. Data was collected using CT reflective tool, semi-structured interviews, focus-group discussions, and reflective journals. This study was grounded in Vygotsky’s sociocultural theory (SCT) to understand and mediate the development of CT through visual programming. It utilized the “Code, Connect, Create” professional development (PD) model as a structured teacher training approach for CT development through visual programming. Additionally, the “Use, Modify, Create” pedagogical model was implemented as a CT framework specific to visual programming to guide and regulate pedagogical decisions during the intervention. Brennan and Resnick’s 3D CT framework was employed to identify and analyse the CT concepts and skills incorporated in the study. Thematic analysis, which involved coding was used to generate themes from qualitative data to address the research questions. Results indicated that visual programming approach enhances CT by fostering interest, creativity, and collaboration. Key enablers included contextualised project-based learning, a clear rationale for CT, and prior programming exposure. Conversely, lack of a clear CT rationale, prior programming experience, and the multimedia nature of Scratch were identified as hindrances. The study concluded that visual programming effectively enhances CT among foundational phase pre-service teachers and recommended its early integration into their training programs to enhance CT skills. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Date Issued: 2025-04-03
- Authors: Mufori, Selma Ndagwedhapo
- Date: 2025-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/479996 , vital:78387
- Description: Due to its cognitive effect on learners, computational thinking (CT) has gained significant attention and has been increasingly integrated into primary and secondary education worldwide. The integration of CT into educational curricula offers several benefits, including improved learning outcomes, enhanced problem-solving abilities, and the development of skills necessary for the digital landscape of the 21st century. Recognizing these benefits, South Africa introduced CT in primary schools in 2023 through a dedicated subject, coding and robotics. However, teacher upskilling remains a major challenge, as many teachers lack the necessary skills to teach this subject effectively. This problem is particularly pronounced at the foundational phase, where delivering similar content to young learners presents additional pedagogical complexities. Thus, this study explored the development of CT skills with visual programming among foundational phase pre-service teachers. Situated within the interpretive paradigm, a qualitative case study methodology was employed, owing to its effectiveness in exploring contextual factors and complexities that influence human experiences. The study involved 49 first-year pre-service teachers in an Introduction to Technology module at Rhodes University. Purposive sampling was used to select the foundational phase pre-service teachers at Rhodes University. Data was collected using CT reflective tool, semi-structured interviews, focus-group discussions, and reflective journals. This study was grounded in Vygotsky’s sociocultural theory (SCT) to understand and mediate the development of CT through visual programming. It utilized the “Code, Connect, Create” professional development (PD) model as a structured teacher training approach for CT development through visual programming. Additionally, the “Use, Modify, Create” pedagogical model was implemented as a CT framework specific to visual programming to guide and regulate pedagogical decisions during the intervention. Brennan and Resnick’s 3D CT framework was employed to identify and analyse the CT concepts and skills incorporated in the study. Thematic analysis, which involved coding was used to generate themes from qualitative data to address the research questions. Results indicated that visual programming approach enhances CT by fostering interest, creativity, and collaboration. Key enablers included contextualised project-based learning, a clear rationale for CT, and prior programming exposure. Conversely, lack of a clear CT rationale, prior programming experience, and the multimedia nature of Scratch were identified as hindrances. The study concluded that visual programming effectively enhances CT among foundational phase pre-service teachers and recommended its early integration into their training programs to enhance CT skills. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Date Issued: 2025-04-03
Investigating the mainstreaming of inclusive education in Teacher Education Practice for Pedagogical Proficiency through Education for Sustainable Development Change Projects in Southern Africa
- Authors: Souza, Ben
- Date: 2025-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/480106 , vital:78397 , DOI 10.21504/10962/480106
- Description: Globally, there are policy and practice efforts to mainstream inclusive education in different sub-fields of education. Part of the efforts have focused on investigating and finding practical mechanisms for the mainstreaming process in teacher education. Anecdotally, Education for Sustainable Development (ESD), with its focus on transformative education, collaborative learning, the community of practice and the whole institution approach, has the potential to mainstream inclusive education in teacher education practices if grounded in sociocultural realities rather than mere ideological framing. This situation is related to the need for more transformative capabilities for teacher educators to prepare teachers for inclusive pedagogical proficiency. However, in a southern African context, the outlook of the potential of pedagogical proficiency from the nexus of inclusive education, ESD and teacher education is disjointed. As such, this study focused on investigating the mainstreaming of inclusive education in teacher education practice for pedagogical proficiency through ESD Change Projects in Southern Africa, examining cases from Malawi, Tanzania and Eswatini. The study intended to gain an understanding of inclusive education and ESD in these countries, identify areas for strengthening inclusive education in teacher education practice, collaborate with teacher educators to develop strategies for mainstreaming inclusive education, and generate indicators for monitoring and evaluating inclusive education in teacher education contexts. The study used Urie Bronfenbrenner’s bioecological theory of human development and Lev Vygotsky’s sociocultural theory of learning as theoretical and analytical frameworks. The study also employed Roy Bhaskar’s critical realism philosophy as an underlabourer or a meta-theoretical framework. The study further adapted the Vygotsky-informed Engestrom’s expansive learning as a methodological torch. Together, these frameworks were used to analyse selected Change Projects within Sustainability Starts with Teachers (SST) programme, which focused on ESD capacity building in teacher educators from 11 southern African countries. In this regard, the research utilised a qualitative nested case study design. A formative interventionist research approach supported the cases in Malawi, Tanzania and Eswatini, with the study selecting SST Change Projects dealing with inclusive education through an initial scoping questionnaire. Data were generated through 12 in-depth interviews, nine workshops (involving 24 participants), document reviews, observations and reflective journals. Thematic ii analysis, employing a critical realist approach with abductive and retroductive reasoning, guided the reflexive presentation and discussion of research findings. The research findings revealed a common understanding of inclusive education as providing equal educational opportunities, ESD as supporting sustainable development, and teacher education as skill development. The research findings also highlighted the influence of teacher educators’ biopsychosocial characteristics on their perceptions of inclusive education, ESD and teacher education. Areas requiring improvement in teacher education systems included resources, attitude change, financing, cooperation, collaboration and leadership. Strategies for mainstreaming inclusive education in teacher education practice for pedagogical proficiency included curriculum implementation, policy shift, contextualisation and interactive systems. Monitoring and evaluation in all three cases focused on teaching practice, assessment, feedback tools, forums and curriculum implementation, but the absence of specific indicators for monitoring and evaluation was evident. These findings suggest multi-layered and complex implications for policy formulation, implementation practices and future research. Therefore, this thesis argues that, in a southern Africa context, the potential of pedagogical proficiency from the nexus of inclusive education, ESD and teacher education involves considering biopsychosocial characteristics to facilitate the capabilities of teacher educators. This situation necessitates utilising inclusivity mechanisms in pre-service teacher training grounded in biosocial and psychocultural realities of the region’s educational challenges. Consequently, this thesis proffers the Sustainable Inclusive Pedagogical Proficiency Process (SIP3) model as a framework to actualise the nexus of inclusive education, ESD and teacher education, and bring into focus its pedagogical proficiency potential which eventually helps with the mainstreaming process in teacher education practice via ESD. The study reported in this thesis contributes to international theory and practice development for inclusivity and ESD in teacher education practice, provides indicators for monitoring inclusive quality education in teacher education practice, and introduces a contextual dynamics model for comparative education research. The thesis is structured in eight chapters, introducing the study context, addressing literature gaps, presenting the theoretical framework, detailing research design, exploring specific cases in Malawi, Tanzania and Eswatini, discussing the research findings and its implications, and concluding with recommendations for change and future research. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Date Issued: 2025-04-03
- Authors: Souza, Ben
- Date: 2025-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/480106 , vital:78397 , DOI 10.21504/10962/480106
- Description: Globally, there are policy and practice efforts to mainstream inclusive education in different sub-fields of education. Part of the efforts have focused on investigating and finding practical mechanisms for the mainstreaming process in teacher education. Anecdotally, Education for Sustainable Development (ESD), with its focus on transformative education, collaborative learning, the community of practice and the whole institution approach, has the potential to mainstream inclusive education in teacher education practices if grounded in sociocultural realities rather than mere ideological framing. This situation is related to the need for more transformative capabilities for teacher educators to prepare teachers for inclusive pedagogical proficiency. However, in a southern African context, the outlook of the potential of pedagogical proficiency from the nexus of inclusive education, ESD and teacher education is disjointed. As such, this study focused on investigating the mainstreaming of inclusive education in teacher education practice for pedagogical proficiency through ESD Change Projects in Southern Africa, examining cases from Malawi, Tanzania and Eswatini. The study intended to gain an understanding of inclusive education and ESD in these countries, identify areas for strengthening inclusive education in teacher education practice, collaborate with teacher educators to develop strategies for mainstreaming inclusive education, and generate indicators for monitoring and evaluating inclusive education in teacher education contexts. The study used Urie Bronfenbrenner’s bioecological theory of human development and Lev Vygotsky’s sociocultural theory of learning as theoretical and analytical frameworks. The study also employed Roy Bhaskar’s critical realism philosophy as an underlabourer or a meta-theoretical framework. The study further adapted the Vygotsky-informed Engestrom’s expansive learning as a methodological torch. Together, these frameworks were used to analyse selected Change Projects within Sustainability Starts with Teachers (SST) programme, which focused on ESD capacity building in teacher educators from 11 southern African countries. In this regard, the research utilised a qualitative nested case study design. A formative interventionist research approach supported the cases in Malawi, Tanzania and Eswatini, with the study selecting SST Change Projects dealing with inclusive education through an initial scoping questionnaire. Data were generated through 12 in-depth interviews, nine workshops (involving 24 participants), document reviews, observations and reflective journals. Thematic ii analysis, employing a critical realist approach with abductive and retroductive reasoning, guided the reflexive presentation and discussion of research findings. The research findings revealed a common understanding of inclusive education as providing equal educational opportunities, ESD as supporting sustainable development, and teacher education as skill development. The research findings also highlighted the influence of teacher educators’ biopsychosocial characteristics on their perceptions of inclusive education, ESD and teacher education. Areas requiring improvement in teacher education systems included resources, attitude change, financing, cooperation, collaboration and leadership. Strategies for mainstreaming inclusive education in teacher education practice for pedagogical proficiency included curriculum implementation, policy shift, contextualisation and interactive systems. Monitoring and evaluation in all three cases focused on teaching practice, assessment, feedback tools, forums and curriculum implementation, but the absence of specific indicators for monitoring and evaluation was evident. These findings suggest multi-layered and complex implications for policy formulation, implementation practices and future research. Therefore, this thesis argues that, in a southern Africa context, the potential of pedagogical proficiency from the nexus of inclusive education, ESD and teacher education involves considering biopsychosocial characteristics to facilitate the capabilities of teacher educators. This situation necessitates utilising inclusivity mechanisms in pre-service teacher training grounded in biosocial and psychocultural realities of the region’s educational challenges. Consequently, this thesis proffers the Sustainable Inclusive Pedagogical Proficiency Process (SIP3) model as a framework to actualise the nexus of inclusive education, ESD and teacher education, and bring into focus its pedagogical proficiency potential which eventually helps with the mainstreaming process in teacher education practice via ESD. The study reported in this thesis contributes to international theory and practice development for inclusivity and ESD in teacher education practice, provides indicators for monitoring inclusive quality education in teacher education practice, and introduces a contextual dynamics model for comparative education research. The thesis is structured in eight chapters, introducing the study context, addressing literature gaps, presenting the theoretical framework, detailing research design, exploring specific cases in Malawi, Tanzania and Eswatini, discussing the research findings and its implications, and concluding with recommendations for change and future research. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Date Issued: 2025-04-03
Scholar-activist transdisciplinary research praxis for blue justice in South Africa: perspectives from the South African Coastal Justice Network scholar-activist archive
- Authors: Pereira-Kaplan, Taryn Leigh
- Date: 2025-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/480095 , vital:78396 , DOI 10.21504/10962/480095
- Description: This PhD thesis is an applied study on the research praxis of transdisciplinary (TD) scholar-activists contributing to social movements for environmental justice on the coasts and in the oceans (‘blue justice’). I wrote this thesis from my position as the coordinator of the Coastal Justice Network (CJN), which is a component of the Global Challenge Research Fund One Ocean Hub’s TD ocean governance programme. The CJN is a grouping of South African TD scholar-activists working collaboratively in processes of knowledge co-production with small-scale fishers (SSFs) and other coastal communities. These SSFs are leading resistances to blue injustice from the margins of ocean governance. Within a solidarity and environmental justice orientation to TD ocean research, CJN researchers and SSFs have responded together to a wide range of blue justice issues between 2020 and 2024 and, in doing so, have co-generated an activist archive. This thesis draws on the activist archive to surface core practices and priorities for research that contribute to movements for blue justice. The study was developed as a PhD portfolio through five papers, with an introduction and conclusion. The main aim of this study was to explore dimensions of scholar-activist TD research praxis and associated contributions to advancing blue justice in transformative ocean governance. In doing this, it sought to address some of the gaps in blue justice TD research, most notably the need for a deeper understanding of how to centre the voices and contributions of those most affected by environmental justice concerns. It also addresses the role of scholar-activist researchers practised as a form of political solidarity and reflexive co-engagement. The main research question is: How can scholar-activist transdisciplinary research praxis contribute to advancing blue justice in transformative ocean governance in South Africa? Methodologically, the study uses a form of activist ethnography, which is a scholar-activist methodology that includes an explicit political commitment to engagement and to generating knowledge for activism purposes. Methods within activist ethnographic research include participant and self-observation, critically reflexive “thick” descriptions of context and practice, interviews and conversations, direct political actions with activist partners and facilitation of mutual learning. At the centre of this work is the co-constructed scholar-activist archive, which offers a record of four years of such TD scholar-activist praxis. This thesis and the papers presented as part of the thesis all draw on the co-produced scholar-activist archive constructed out of the social movement work of the SSFs in collaboration with CJN researcher’s TD scholar-activist research praxis over four years, representing the type of activist ethnography referred to above. Compiling and organising the archive was one important level of analytical/synthesis work I undertook. I also drew on the archive to make visible key facets of blue justice work and reflected on this, making up three different levels of analytical work with the archive: 1) Constructing and organising the archive, 2) Selection of key foci in the archive, and 3) Meta-reflections. Through this approach, I address the main research question via four sub-questions, each the focus of a paper in this PhD by publication. Why is there a need to advance scholar-activist TD practice in transformative ocean governance research? This question is addressed in Paper 1 (Chapter 2 of this thesis). How can scholar-activists in blue justice support just and inclusive views of ocean governance? This question is addressed in Paper 2 (Chapter 3 of the thesis). What methods in blue justice research enable plural knowledges and perspectives for co-engagement? This question is addressed in Paper 3 (Chapter 4 of the thesis). How is blue justice resistance expressed and acknowledged as a key feature of inclusive ocean governance? This question is addressed in Paper 4 (Chapter 5 of the thesis). What emerges as key lessons for scholar-activist TD researchers in blue justice? This question is addressed in Paper 5 (Chapter 6 of the thesis) and in the meta-reflection in Chapter 7. The thesis as a whole offers: 1. Identification of a core practice, centred on “transformative space making” for care- ful, responsive and reflexive solidarity networks – ‘net-work’ – that allows community-based activists and social movements to leverage the kinds of research support they need when they need it. 2. Insight into participatory ocean governance and socially just ocean protection, practised through an ‘agonistic’ and counter-hegemonic knowledge co-production emergent from this form of TD scholar-activism. 3. Methods and guidance for these practices, with specific emphasis on agonistically plural and inclusive methods of blue resistance. 4. Insights into the positionality and ethical tensions of TD scholar-activist researchers. The study offers an empirical case of how a CJN, through TD scholar-activist praxis, can contribute to blue resistance and blue justice. The reflective chapter (Chapter 7) shows that this type of TD scholar-activist praxis is not without challenges and limitations; through a reflexive review of these, the study offers direction for further research. It also points to the roles of scholar-activists working in solidarity with SSFs in pursuit of blue justice. Overall, the thesis offers an orientation for TD researchers interested in aligning their research praxis with social movements working in counter-hegemonic ways for environmental justice. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Date Issued: 2025-04-03
- Authors: Pereira-Kaplan, Taryn Leigh
- Date: 2025-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/480095 , vital:78396 , DOI 10.21504/10962/480095
- Description: This PhD thesis is an applied study on the research praxis of transdisciplinary (TD) scholar-activists contributing to social movements for environmental justice on the coasts and in the oceans (‘blue justice’). I wrote this thesis from my position as the coordinator of the Coastal Justice Network (CJN), which is a component of the Global Challenge Research Fund One Ocean Hub’s TD ocean governance programme. The CJN is a grouping of South African TD scholar-activists working collaboratively in processes of knowledge co-production with small-scale fishers (SSFs) and other coastal communities. These SSFs are leading resistances to blue injustice from the margins of ocean governance. Within a solidarity and environmental justice orientation to TD ocean research, CJN researchers and SSFs have responded together to a wide range of blue justice issues between 2020 and 2024 and, in doing so, have co-generated an activist archive. This thesis draws on the activist archive to surface core practices and priorities for research that contribute to movements for blue justice. The study was developed as a PhD portfolio through five papers, with an introduction and conclusion. The main aim of this study was to explore dimensions of scholar-activist TD research praxis and associated contributions to advancing blue justice in transformative ocean governance. In doing this, it sought to address some of the gaps in blue justice TD research, most notably the need for a deeper understanding of how to centre the voices and contributions of those most affected by environmental justice concerns. It also addresses the role of scholar-activist researchers practised as a form of political solidarity and reflexive co-engagement. The main research question is: How can scholar-activist transdisciplinary research praxis contribute to advancing blue justice in transformative ocean governance in South Africa? Methodologically, the study uses a form of activist ethnography, which is a scholar-activist methodology that includes an explicit political commitment to engagement and to generating knowledge for activism purposes. Methods within activist ethnographic research include participant and self-observation, critically reflexive “thick” descriptions of context and practice, interviews and conversations, direct political actions with activist partners and facilitation of mutual learning. At the centre of this work is the co-constructed scholar-activist archive, which offers a record of four years of such TD scholar-activist praxis. This thesis and the papers presented as part of the thesis all draw on the co-produced scholar-activist archive constructed out of the social movement work of the SSFs in collaboration with CJN researcher’s TD scholar-activist research praxis over four years, representing the type of activist ethnography referred to above. Compiling and organising the archive was one important level of analytical/synthesis work I undertook. I also drew on the archive to make visible key facets of blue justice work and reflected on this, making up three different levels of analytical work with the archive: 1) Constructing and organising the archive, 2) Selection of key foci in the archive, and 3) Meta-reflections. Through this approach, I address the main research question via four sub-questions, each the focus of a paper in this PhD by publication. Why is there a need to advance scholar-activist TD practice in transformative ocean governance research? This question is addressed in Paper 1 (Chapter 2 of this thesis). How can scholar-activists in blue justice support just and inclusive views of ocean governance? This question is addressed in Paper 2 (Chapter 3 of the thesis). What methods in blue justice research enable plural knowledges and perspectives for co-engagement? This question is addressed in Paper 3 (Chapter 4 of the thesis). How is blue justice resistance expressed and acknowledged as a key feature of inclusive ocean governance? This question is addressed in Paper 4 (Chapter 5 of the thesis). What emerges as key lessons for scholar-activist TD researchers in blue justice? This question is addressed in Paper 5 (Chapter 6 of the thesis) and in the meta-reflection in Chapter 7. The thesis as a whole offers: 1. Identification of a core practice, centred on “transformative space making” for care- ful, responsive and reflexive solidarity networks – ‘net-work’ – that allows community-based activists and social movements to leverage the kinds of research support they need when they need it. 2. Insight into participatory ocean governance and socially just ocean protection, practised through an ‘agonistic’ and counter-hegemonic knowledge co-production emergent from this form of TD scholar-activism. 3. Methods and guidance for these practices, with specific emphasis on agonistically plural and inclusive methods of blue resistance. 4. Insights into the positionality and ethical tensions of TD scholar-activist researchers. The study offers an empirical case of how a CJN, through TD scholar-activist praxis, can contribute to blue resistance and blue justice. The reflective chapter (Chapter 7) shows that this type of TD scholar-activist praxis is not without challenges and limitations; through a reflexive review of these, the study offers direction for further research. It also points to the roles of scholar-activists working in solidarity with SSFs in pursuit of blue justice. Overall, the thesis offers an orientation for TD researchers interested in aligning their research praxis with social movements working in counter-hegemonic ways for environmental justice. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Date Issued: 2025-04-03
Stimulating Namibian learners’ democratic participation and leadership in a senior primary rural school: a participatory action research study
- Authors: Kaongo, Trofimus Shipena
- Date: 2025-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/479974 , vital:78385
- Description: This study investigates the democratic participation and leadership opportunities of primary school learners within the Namibian education system, as outlined in the Basic Education Act. 3 of 2020. While the Act emphasises the involvement of secondary school learners in decision making, primary school learners are largely overlooked. Despite policies recognising children as democratic participants in education, implementation remains inconsistent, with secondary school learners often restricted to tokenistic leadership roles. To address this imbalance, the study explores leadership opportunities for primary school learners, seeking to understand the underlying factors contributing to the gap in democratic leadership at the primary school level. Grounded in a critical paradigm, this qualitative research draws upon Kurt Lewin's field theory and theory of change, using participatory action research (PAR) to promote transformation. The research followed a two-phase design. In phase 1, data was collected through individual interviews with teachers and focus group discussions with learners. Phase 2 adopted PAR to assess how engaging learners in the research process stimulated democratic participation and leadership development. Data were gathered through reflective journals maintained by both the learners and the researcher. Abductive analysis of the data, informed by Lewin’s theoretical framework, the Lundy model of participation, Hart’s ladder of participation and leadership theory, revealed varying understandings of democratic participation among participants. For many, it was equated with learners' freedom of expression, collective decision making and leadership autonomy. However, while learners were afforded opportunities to lead school-initiated activities such as cleaning campaigns, sports events and class monitoring, their involvement in the initiation of these activities remained limited. The study found that learner leadership could be significantly enhanced through greater involvement in collective decision making, motivation and recognition by teachers, and increased leadership autonomy. Nonetheless, barriers such as age differences, peer pressure, limited time and teachers’ negative attitudes impeded the realisation of these objectives. The study contributes significant insights into learner leadership in Africa, particularly in the under-researched context of senior primary school leadership. It highlights the need for greater equity in leadership opportunities between primary and secondary learners and advocates a transformative school environment that fosters multiple leadership pathways based on individual cognitive development. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Date Issued: 2025-04-03
- Authors: Kaongo, Trofimus Shipena
- Date: 2025-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/479974 , vital:78385
- Description: This study investigates the democratic participation and leadership opportunities of primary school learners within the Namibian education system, as outlined in the Basic Education Act. 3 of 2020. While the Act emphasises the involvement of secondary school learners in decision making, primary school learners are largely overlooked. Despite policies recognising children as democratic participants in education, implementation remains inconsistent, with secondary school learners often restricted to tokenistic leadership roles. To address this imbalance, the study explores leadership opportunities for primary school learners, seeking to understand the underlying factors contributing to the gap in democratic leadership at the primary school level. Grounded in a critical paradigm, this qualitative research draws upon Kurt Lewin's field theory and theory of change, using participatory action research (PAR) to promote transformation. The research followed a two-phase design. In phase 1, data was collected through individual interviews with teachers and focus group discussions with learners. Phase 2 adopted PAR to assess how engaging learners in the research process stimulated democratic participation and leadership development. Data were gathered through reflective journals maintained by both the learners and the researcher. Abductive analysis of the data, informed by Lewin’s theoretical framework, the Lundy model of participation, Hart’s ladder of participation and leadership theory, revealed varying understandings of democratic participation among participants. For many, it was equated with learners' freedom of expression, collective decision making and leadership autonomy. However, while learners were afforded opportunities to lead school-initiated activities such as cleaning campaigns, sports events and class monitoring, their involvement in the initiation of these activities remained limited. The study found that learner leadership could be significantly enhanced through greater involvement in collective decision making, motivation and recognition by teachers, and increased leadership autonomy. Nonetheless, barriers such as age differences, peer pressure, limited time and teachers’ negative attitudes impeded the realisation of these objectives. The study contributes significant insights into learner leadership in Africa, particularly in the under-researched context of senior primary school leadership. It highlights the need for greater equity in leadership opportunities between primary and secondary learners and advocates a transformative school environment that fosters multiple leadership pathways based on individual cognitive development. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Date Issued: 2025-04-03
A case study of code-switching in English First Additional Language Foundation Phase classrooms
- Authors: Goliath, Eldrige Justine
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436453 , vital:73273
- Description: Access restricted. Expected release in 2026. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
- Authors: Goliath, Eldrige Justine
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436453 , vital:73273
- Description: Access restricted. Expected release in 2026. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
An analysis of mathematical connections in the presentations of fraction concepts in Namibian grade 7 mathematics textbooks
- Authors: Sibeso, Pumulo Priscah
- Date: 2024-04-05
- Subjects: Mathematics Study and teaching (Primary) Namibia , Fractions , Textbooks Criticism, Textual , Connections (Mathematics) , National Institute for Educational Development (Namibia) , Mathematics teachers In-service training
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436488 , vital:73276
- Description: This study investigated how selected grade 11 mathematics learners used smartphones with the MathCityMap application to learn trigonometry outdoors for conceptual understanding. The aim of this research project was to explore outdoor mathematics learning for conceptual understanding using smartphones. This case study of grade 11 mathematics learners in Lejweleputswa District in the Free State Province, was informed by the Realistic Mathematics Education theory. The study is grounded within an interpretive paradigm and used the explanatory sequential mixed-method design. Forty-two grade 11 mathematics learners participated in the survey and from these 12 were purposively selected to participate in walking the mathematics trails and interviews. The findings revealed that, while the grade 11 mathematics learners acknowledged the significance and value of using smartphones for learning mathematics, they were prohibited from carrying or using smartphones on the school premises, as part of the school code of conduct. The preferred use of smartphones for learning mathematics was understandable, as the survey was conducted at a time when the COVID-19 pandemic and associated restrictions were still in place. The survey unearthed that among applications for learning mathematics, the MathCityMap application was not known by the learners who participated in the survey. Mathematics trails observations indicated that outdoor tasks were a source of mathematical concepts or formal mathematical knowledge, and enabled learners to reinvent mathematical ideas and concepts with adult guidance. Learners were able to make use of appropriate mathematical models and connections. The mathematics trails ignited robust discussions among learners, and prompted learners to draw from prior knowledge, and recognise and identify suitable mathematical models and shapes from the real-world objects. Learners were able to use multiple representations, make necessary mathematical links, and use their prior knowledge to enhance their trigonometry conceptual understanding. This study concluded that using smartphones with the MathCityMap application could enhance conceptual understanding of trigonometry. The implications for teachers are that learners should be exposed to outdoor mathematics learning using smartphones with the MathCityMap application to improve their conceptual understanding. It is hoped that the results of this study can be used by various stakeholders, who include, inter alia, mathematics subject advisors and teacher training institutions, to enhance learners’ conceptual understanding of mathematics. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
- Authors: Sibeso, Pumulo Priscah
- Date: 2024-04-05
- Subjects: Mathematics Study and teaching (Primary) Namibia , Fractions , Textbooks Criticism, Textual , Connections (Mathematics) , National Institute for Educational Development (Namibia) , Mathematics teachers In-service training
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436488 , vital:73276
- Description: This study investigated how selected grade 11 mathematics learners used smartphones with the MathCityMap application to learn trigonometry outdoors for conceptual understanding. The aim of this research project was to explore outdoor mathematics learning for conceptual understanding using smartphones. This case study of grade 11 mathematics learners in Lejweleputswa District in the Free State Province, was informed by the Realistic Mathematics Education theory. The study is grounded within an interpretive paradigm and used the explanatory sequential mixed-method design. Forty-two grade 11 mathematics learners participated in the survey and from these 12 were purposively selected to participate in walking the mathematics trails and interviews. The findings revealed that, while the grade 11 mathematics learners acknowledged the significance and value of using smartphones for learning mathematics, they were prohibited from carrying or using smartphones on the school premises, as part of the school code of conduct. The preferred use of smartphones for learning mathematics was understandable, as the survey was conducted at a time when the COVID-19 pandemic and associated restrictions were still in place. The survey unearthed that among applications for learning mathematics, the MathCityMap application was not known by the learners who participated in the survey. Mathematics trails observations indicated that outdoor tasks were a source of mathematical concepts or formal mathematical knowledge, and enabled learners to reinvent mathematical ideas and concepts with adult guidance. Learners were able to make use of appropriate mathematical models and connections. The mathematics trails ignited robust discussions among learners, and prompted learners to draw from prior knowledge, and recognise and identify suitable mathematical models and shapes from the real-world objects. Learners were able to use multiple representations, make necessary mathematical links, and use their prior knowledge to enhance their trigonometry conceptual understanding. This study concluded that using smartphones with the MathCityMap application could enhance conceptual understanding of trigonometry. The implications for teachers are that learners should be exposed to outdoor mathematics learning using smartphones with the MathCityMap application to improve their conceptual understanding. It is hoped that the results of this study can be used by various stakeholders, who include, inter alia, mathematics subject advisors and teacher training institutions, to enhance learners’ conceptual understanding of mathematics. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
Dancing with(in) possibilities: emerging public and convivial pedagogies for ecological citizenship
- Authors: Skerritt, Hayley Frances
- Date: 2024-04-05
- Subjects: Environmental education , Environmental responsibility , Environmental protection Citizen participation , Transformative learning , Creation (Literary, artistic, etc.)
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436510 , vital:73278
- Description: This research project explores ways in which ecological citizenship can be stimulated through collaborative public pedagogy and transgressive learning (t-learning) processes. This research identifies ‘places’ of innovation to cover sections that would usually be described in terms of ‘problem statement’, ‘research focus’, ‘intended outcomes / main contribution’ and ‘theory and methodology’. The Place of Worry is identified through the triple C Crisis (Covid, Capitalism and Climate-Change) which reveal the disconnect to the diverse ecologies (both social and natural) that sustain us. The Place of Possibility demonstrates that through ecological citizenship we can begin to absent absences (De Sousa Santos, 2016) and transform into an embodied response to the triple C crisis. The Place of Emergence transforms these possibilities into practice by demonstrating the place between the worry and the possibility allows for an emergence of a new kind of solution, referred to as the third space within this thesis. The Place of Process delves into the t-learning stories that emerged through research creation and works with iterative feedback and cycles of creation. The unfolding of this t-learning project is guided by the use of metaphor and symbolism as a figuration of macro- and microscopic interactions within these learning fields/ecosystems. Symbolic figuration and speculative metaphor are valuable in this thesis and in my own collaborative meaning-making endeavour as they offer translation protocols for when language fails to embody, the rich embodied experience of this form of learning. The embodiment of this work will help to create restorative care practices through transgressive learning (Lotz-Sisitka et al., 2016) and research creation (Manning, 2016). The study has a particular focus on the emergence of identities and onto-epistemological orientation within the social learning journey towards ecological citizenship and the various ways in which they can be embodied to enable public pedagogy. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
- Authors: Skerritt, Hayley Frances
- Date: 2024-04-05
- Subjects: Environmental education , Environmental responsibility , Environmental protection Citizen participation , Transformative learning , Creation (Literary, artistic, etc.)
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436510 , vital:73278
- Description: This research project explores ways in which ecological citizenship can be stimulated through collaborative public pedagogy and transgressive learning (t-learning) processes. This research identifies ‘places’ of innovation to cover sections that would usually be described in terms of ‘problem statement’, ‘research focus’, ‘intended outcomes / main contribution’ and ‘theory and methodology’. The Place of Worry is identified through the triple C Crisis (Covid, Capitalism and Climate-Change) which reveal the disconnect to the diverse ecologies (both social and natural) that sustain us. The Place of Possibility demonstrates that through ecological citizenship we can begin to absent absences (De Sousa Santos, 2016) and transform into an embodied response to the triple C crisis. The Place of Emergence transforms these possibilities into practice by demonstrating the place between the worry and the possibility allows for an emergence of a new kind of solution, referred to as the third space within this thesis. The Place of Process delves into the t-learning stories that emerged through research creation and works with iterative feedback and cycles of creation. The unfolding of this t-learning project is guided by the use of metaphor and symbolism as a figuration of macro- and microscopic interactions within these learning fields/ecosystems. Symbolic figuration and speculative metaphor are valuable in this thesis and in my own collaborative meaning-making endeavour as they offer translation protocols for when language fails to embody, the rich embodied experience of this form of learning. The embodiment of this work will help to create restorative care practices through transgressive learning (Lotz-Sisitka et al., 2016) and research creation (Manning, 2016). The study has a particular focus on the emergence of identities and onto-epistemological orientation within the social learning journey towards ecological citizenship and the various ways in which they can be embodied to enable public pedagogy. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
Exploring and expanding teachers’ gender and culturally responsive practices when mediating learning of chemistry in rural schools in Namibia
- Authors: Haimene, Johanna Shetulimba
- Date: 2024-04-05
- Subjects: Chemistry Study and teaching (Secondary) Namibia , Discrimination in education Namibia , Gender and education , Culturally relevant pedagogy Namibia , Cultural-historical activity theory , Expansive learning , Group work in education
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/436535 , vital:73280 , DOI 10.21504/10962/436536
- Description: Gender and cultural dimensions are critical aspects of the education system. Schools are full of gender and cultural stereotypes when it comes to the teaching and learning of science. This calls for the teachers to be gender and culturally responsive in their science classrooms. This is also to ensure that the educational needs of both boys and girls are addressed. The Namibian National Curriculum for Basic Education advocates the application of gender equity at all levels and in every aspect of the curriculum and teachers are central to the implementation of this curriculum. However, while the policy has been formulated at the macro level of the education system, little if any research has been done in Namibia on exploring how teachers are coping with and implementing the curriculum based on gender and cultural aspects. This includes how teachers are responding to gender issues and how they eradicate bias and discrimination to ensure equality and equity for both boys and girls in their science teaching. Against this backdrop, this study aimed to explore and expand Grade 9 Physical Science teachers’ gender and culturally responsive practices in science classrooms when mediating learning of chemistry topics using acids and bases and combustion reactions as examples. The study focused on working with teachers with the purpose of improving their practices through collaborative partnerships and enriching all the participants (teachers and researcher) as they were seen as co-learners and co-researchers. Hence, this study was underpinned by interpretivist and critical paradigms. It adopted a case study research design. Six Grade 9 Physical Science teachers from the Oshikoto Region were the participants in this study. Qualitative data were generated using questionnaires, interviews (semi-structured and stimulated recall), classroom observations and Change Laboratory Workshops (CLWs) in which we co-developed a tool to address gender and cultural responsiveness. Vygotsky’s socio-cultural theory and Engeström’s cultural-historical activity theory (CHAT) were used as theoretical frameworks to surface contradictions or tensions that exist in the teaching and learning process. A thematic approach to data analysis was employed to come up with sub-themes and themes. The findings of the study revealed that the teachers seemed to have an understanding of being gender and culturally responsive when they are mediating their lessons. However, some contradictions constrained them from being gender and culturally responsive. The surfaced contradictions included the lack of examples that are not gender and culturally biased, poor participation of the learners during lesson presentation and low confidence among the learners and language barriers. In addition, the findings revealed that teachers need professional development in interpreting policies and the curriculum and techniques for analysing gender and cultural issues pertaining to the teaching and learning process. Through CLWs, we co-developed a mediational tool that could guide teachers on how to be gender and culturally responsive. The findings also revealed that participation of teachers in the CLWs equipped them with resources on how to be gender and culturally responsive in their classrooms. The study recommends that teachers need to be involved in continuing professional development to support them with the correct interpretation and enactment of the curriculum and other policies. The policy developers need to be in contact with the policy implementers to evaluate the implementation of these policies and provide guidance where necessary. Moreover, teachers need to form professional learning communities in order to share their best practices and transform them. This might assist them in addressing gender and cultural issues that are encountered in the teaching and learning process. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
- Authors: Haimene, Johanna Shetulimba
- Date: 2024-04-05
- Subjects: Chemistry Study and teaching (Secondary) Namibia , Discrimination in education Namibia , Gender and education , Culturally relevant pedagogy Namibia , Cultural-historical activity theory , Expansive learning , Group work in education
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/436535 , vital:73280 , DOI 10.21504/10962/436536
- Description: Gender and cultural dimensions are critical aspects of the education system. Schools are full of gender and cultural stereotypes when it comes to the teaching and learning of science. This calls for the teachers to be gender and culturally responsive in their science classrooms. This is also to ensure that the educational needs of both boys and girls are addressed. The Namibian National Curriculum for Basic Education advocates the application of gender equity at all levels and in every aspect of the curriculum and teachers are central to the implementation of this curriculum. However, while the policy has been formulated at the macro level of the education system, little if any research has been done in Namibia on exploring how teachers are coping with and implementing the curriculum based on gender and cultural aspects. This includes how teachers are responding to gender issues and how they eradicate bias and discrimination to ensure equality and equity for both boys and girls in their science teaching. Against this backdrop, this study aimed to explore and expand Grade 9 Physical Science teachers’ gender and culturally responsive practices in science classrooms when mediating learning of chemistry topics using acids and bases and combustion reactions as examples. The study focused on working with teachers with the purpose of improving their practices through collaborative partnerships and enriching all the participants (teachers and researcher) as they were seen as co-learners and co-researchers. Hence, this study was underpinned by interpretivist and critical paradigms. It adopted a case study research design. Six Grade 9 Physical Science teachers from the Oshikoto Region were the participants in this study. Qualitative data were generated using questionnaires, interviews (semi-structured and stimulated recall), classroom observations and Change Laboratory Workshops (CLWs) in which we co-developed a tool to address gender and cultural responsiveness. Vygotsky’s socio-cultural theory and Engeström’s cultural-historical activity theory (CHAT) were used as theoretical frameworks to surface contradictions or tensions that exist in the teaching and learning process. A thematic approach to data analysis was employed to come up with sub-themes and themes. The findings of the study revealed that the teachers seemed to have an understanding of being gender and culturally responsive when they are mediating their lessons. However, some contradictions constrained them from being gender and culturally responsive. The surfaced contradictions included the lack of examples that are not gender and culturally biased, poor participation of the learners during lesson presentation and low confidence among the learners and language barriers. In addition, the findings revealed that teachers need professional development in interpreting policies and the curriculum and techniques for analysing gender and cultural issues pertaining to the teaching and learning process. Through CLWs, we co-developed a mediational tool that could guide teachers on how to be gender and culturally responsive. The findings also revealed that participation of teachers in the CLWs equipped them with resources on how to be gender and culturally responsive in their classrooms. The study recommends that teachers need to be involved in continuing professional development to support them with the correct interpretation and enactment of the curriculum and other policies. The policy developers need to be in contact with the policy implementers to evaluate the implementation of these policies and provide guidance where necessary. Moreover, teachers need to form professional learning communities in order to share their best practices and transform them. This might assist them in addressing gender and cultural issues that are encountered in the teaching and learning process. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
Exploring expansive learning and co-management in the uMzimvumbu catchment
- Authors: Kuse, Mzukisi
- Date: 2024-04-05
- Subjects: Expansive learning , Natural resources Co-management , Water security South Africa Mzimvubu River Watershed , Cultural-historical activity theory , Learning Evaluation
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/436547 , vital:73281 , DOI 10.21504/10962/436547
- Description: South Africa is a water-stressed country which is currently confronting numerous water challenges which include security of supply, degradation of ecological infrastructure, poor landscape governance and resource pollution. These are compounded by built infrastructure, which is ageing, an increasing population and the impact of climate change. South Africa’s water issues are influenced by a myriad of factors such as weather patterns, governance issues, historical apartheid policies, structural integrity of ecological and built infrastructure, and general provision of services. The most vulnerable members of society usually positioned in low-income communities are the ones who mostly bear the brunt of these harsh conditions. To address water insecurities and challenges, South Africa has defined several Strategic Water Source Areas (SWSAs), which are important for water security in South Africa. The Living Catchments Project (LCP) is a collaborative project, situated in four catchments in South Africa, with the aim to strengthen the enabling environment for the governance of water in South Africa’s strategic water resource areas. The central focus of the LCP is on co-learning and co-creation through communities of practice in order to enable, collaborate, and amplify the practice of transformative social learning and improve the policy advice practice and engagement with the water sector to contribute to the Water Research, Development and Innovation (RDI) Roadmap. This study is positioned in the LCP, which is also a case study for transformative innovation policy and Just Transitioning in South Africa. The aim of this study was to address the need for more substantive understanding of learning in co-management, and the evaluation of such learning, which was identified as a gap in the scientific literature, and which was confirmed through policy review. The study set out to explore expansive learning and co-management in the uMzimvubu catchment, which is one of the SWSAs in South Africa and forms part of the LCP, which in turn is part of the Transformation Innovation Policy Consortium’s cases of Just Transitioning. Cultural History Activity Theory (CHAT) was the foundational theory of this research, with a particular focus on 3rd generation activity analysis (Engeström, 1987), and formative intervention methodology, in which I was positioned as a formative interventionist researcher. I used individual interviews, focus group interviews, field observations, and Change Laboratory methods to identify activity systems, the shared object of activity, and to engage multi-voiced participants in resolution of contradictions to expand their learning. The study also identified indicators of learning relevant to co-management in a LCPs context. Monitoring of learning occurred in two different phases; before the expansive learning process (A-view), and after the expansive learning process (B-view). The Value Creation Framework tool adapted from Wenger et al. (2011) was used to identify indicators of learning. This study shows that the object of co-management of water resources in a catchment can be enhanced through learning platforms and processes that are collaborative and expansive. One of the study’s contributions to new knowledge lies in relation to the expansive learning process and how it expanded the learning around co-management in a Living Catchments Project context. A second contribution of the study shows that the expansive learning process embarked on qualitatively changed the nature of the indicators of learning in the catchment. A better set of indicators was attained following the expansive learning process, which are more aligned with the nature of transformative social learning. The study’s contributions can be summarised as offering insights into learning processes for co-management, as well as evaluation of these learning processes. Although the contributions emerging from this study may be at niche level innovation in the framing of Just Transitions, they have a potential to inform other catchments, where multi-actors are working together on co-management of water resources to secure water provision, as was the case for the uMzimvubu catchment communities who participated in this study. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
- Authors: Kuse, Mzukisi
- Date: 2024-04-05
- Subjects: Expansive learning , Natural resources Co-management , Water security South Africa Mzimvubu River Watershed , Cultural-historical activity theory , Learning Evaluation
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/436547 , vital:73281 , DOI 10.21504/10962/436547
- Description: South Africa is a water-stressed country which is currently confronting numerous water challenges which include security of supply, degradation of ecological infrastructure, poor landscape governance and resource pollution. These are compounded by built infrastructure, which is ageing, an increasing population and the impact of climate change. South Africa’s water issues are influenced by a myriad of factors such as weather patterns, governance issues, historical apartheid policies, structural integrity of ecological and built infrastructure, and general provision of services. The most vulnerable members of society usually positioned in low-income communities are the ones who mostly bear the brunt of these harsh conditions. To address water insecurities and challenges, South Africa has defined several Strategic Water Source Areas (SWSAs), which are important for water security in South Africa. The Living Catchments Project (LCP) is a collaborative project, situated in four catchments in South Africa, with the aim to strengthen the enabling environment for the governance of water in South Africa’s strategic water resource areas. The central focus of the LCP is on co-learning and co-creation through communities of practice in order to enable, collaborate, and amplify the practice of transformative social learning and improve the policy advice practice and engagement with the water sector to contribute to the Water Research, Development and Innovation (RDI) Roadmap. This study is positioned in the LCP, which is also a case study for transformative innovation policy and Just Transitioning in South Africa. The aim of this study was to address the need for more substantive understanding of learning in co-management, and the evaluation of such learning, which was identified as a gap in the scientific literature, and which was confirmed through policy review. The study set out to explore expansive learning and co-management in the uMzimvubu catchment, which is one of the SWSAs in South Africa and forms part of the LCP, which in turn is part of the Transformation Innovation Policy Consortium’s cases of Just Transitioning. Cultural History Activity Theory (CHAT) was the foundational theory of this research, with a particular focus on 3rd generation activity analysis (Engeström, 1987), and formative intervention methodology, in which I was positioned as a formative interventionist researcher. I used individual interviews, focus group interviews, field observations, and Change Laboratory methods to identify activity systems, the shared object of activity, and to engage multi-voiced participants in resolution of contradictions to expand their learning. The study also identified indicators of learning relevant to co-management in a LCPs context. Monitoring of learning occurred in two different phases; before the expansive learning process (A-view), and after the expansive learning process (B-view). The Value Creation Framework tool adapted from Wenger et al. (2011) was used to identify indicators of learning. This study shows that the object of co-management of water resources in a catchment can be enhanced through learning platforms and processes that are collaborative and expansive. One of the study’s contributions to new knowledge lies in relation to the expansive learning process and how it expanded the learning around co-management in a Living Catchments Project context. A second contribution of the study shows that the expansive learning process embarked on qualitatively changed the nature of the indicators of learning in the catchment. A better set of indicators was attained following the expansive learning process, which are more aligned with the nature of transformative social learning. The study’s contributions can be summarised as offering insights into learning processes for co-management, as well as evaluation of these learning processes. Although the contributions emerging from this study may be at niche level innovation in the framing of Just Transitions, they have a potential to inform other catchments, where multi-actors are working together on co-management of water resources to secure water provision, as was the case for the uMzimvubu catchment communities who participated in this study. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
Exploring grade 11 learners’ mathematical problem-solving skills using Polka’s model during the learning of Euclidean geometry
- Authors: Hlupeni, Ratham
- Date: 2024-04-05
- Subjects: Mathematics Study and teaching (Secondary) South Africa , Euclidean geometry , Problem solving , Pólya, George, 1887-1985 , Mathematics Problems, exercises, etc.
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436465 , vital:73274
- Description: The skill of Problem-solving in Mathematics is very imperative. Poor performance by most South African learners in schools and international tests such as the Trends in International Mathematics and Science, calls for emphasis to be placed on problem-solving in the teaching and learning of Mathematics. Euclidean Geometry is perceived, especially by learners, to be one of the difficult components of Mathematics. Thus, the aim of this study was to explore and develop the mathematical problem-solving and geometric skills of Grade 11 learners in Euclidean Geometry. Polya’s model of problem-solving was employed in geometric skills development as a tool for intervention. The concepts Geometry and problem-solving formed the conceptual framework of the study, while the social cognitive theory constituted the theoretical framework. A case study was used as the main research method following a mixed method approach within an interpretivist paradigm. Purposive and convenience sampling methods were used in the selection of both the Mathematics class and the six learners whose work was further observed and analysed. Data about the geometric skills displayed by the learners was gathered using a moderated pre-intervention test; observations; document analysis; a moderated post-intervention test; and focus group interviews. Data was analysed quantitatively using descriptive statistics and qualitatively using thematic analysis. In the pre-intervention test, learners did not bring with them expected geometric skills to the classroom before they were introduced to grade11 Geometry content and when doing problem-solving during intervention, the four stages of model used were not necessarily following each other in a linear sequence with most of the learners not applying the fourth stage “look back”. In the post intervention test, the frequency of use and application of most geometric skills improved in comparison to the pre-intervention test; the frequency of correct and inappropriate application of the skills increased at the expense of incorrect application. Learners appreciated the four stages model and gave their views related to the challenged faced during the use of the four stages model and the challenges revealed include: practice related challenges, challenges specific to certain learners, concept related challenges, curriculum-related challenges, model application challenge, and context related challenges. The study concludes that the effective use of Polyas’ four stages model can yield great results in developing learners’ geometric and problem-solving skills. The study recommends that teachers give more attention to prior geometric knowledge, teaching of geometric theorems, teaching of geometric problem-solving, and the learning environment. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
- Authors: Hlupeni, Ratham
- Date: 2024-04-05
- Subjects: Mathematics Study and teaching (Secondary) South Africa , Euclidean geometry , Problem solving , Pólya, George, 1887-1985 , Mathematics Problems, exercises, etc.
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436465 , vital:73274
- Description: The skill of Problem-solving in Mathematics is very imperative. Poor performance by most South African learners in schools and international tests such as the Trends in International Mathematics and Science, calls for emphasis to be placed on problem-solving in the teaching and learning of Mathematics. Euclidean Geometry is perceived, especially by learners, to be one of the difficult components of Mathematics. Thus, the aim of this study was to explore and develop the mathematical problem-solving and geometric skills of Grade 11 learners in Euclidean Geometry. Polya’s model of problem-solving was employed in geometric skills development as a tool for intervention. The concepts Geometry and problem-solving formed the conceptual framework of the study, while the social cognitive theory constituted the theoretical framework. A case study was used as the main research method following a mixed method approach within an interpretivist paradigm. Purposive and convenience sampling methods were used in the selection of both the Mathematics class and the six learners whose work was further observed and analysed. Data about the geometric skills displayed by the learners was gathered using a moderated pre-intervention test; observations; document analysis; a moderated post-intervention test; and focus group interviews. Data was analysed quantitatively using descriptive statistics and qualitatively using thematic analysis. In the pre-intervention test, learners did not bring with them expected geometric skills to the classroom before they were introduced to grade11 Geometry content and when doing problem-solving during intervention, the four stages of model used were not necessarily following each other in a linear sequence with most of the learners not applying the fourth stage “look back”. In the post intervention test, the frequency of use and application of most geometric skills improved in comparison to the pre-intervention test; the frequency of correct and inappropriate application of the skills increased at the expense of incorrect application. Learners appreciated the four stages model and gave their views related to the challenged faced during the use of the four stages model and the challenges revealed include: practice related challenges, challenges specific to certain learners, concept related challenges, curriculum-related challenges, model application challenge, and context related challenges. The study concludes that the effective use of Polyas’ four stages model can yield great results in developing learners’ geometric and problem-solving skills. The study recommends that teachers give more attention to prior geometric knowledge, teaching of geometric theorems, teaching of geometric problem-solving, and the learning environment. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
Exploring outdoor mathematics learning for conceptual understanding through smartphones
- Authors: Pop, Vuyani Samuel
- Date: 2024-04-05
- Subjects: Mathematics Study and teaching (Secondary) South Africa Lejweleputswa District Municipality , Educational technology , Mobile communication systems in education , Math walk , Concept learning
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436477 , vital:73275
- Description: This study investigated how selected grade 11 mathematics learners used smartphones with the MathCityMap application to learn trigonometry outdoors for conceptual understanding. The aim of this research project was to explore outdoor mathematics learning for conceptual understanding using smartphones. This case study of grade 11 mathematics learners in Lejweleputswa District in the Free State Province, was informed by the Realistic Mathematics Education theory. The study is grounded within an interpretive paradigm and used the explanatory sequential mixed-method design. Forty-two grade 11 mathematics learners participated in the survey and from these 12 were purposively selected to participate in walking the mathematics trails and interviews. The findings revealed that, while the grade 11 mathematics learners acknowledged the significance and value of using smartphones for learning mathematics, they were prohibited from carrying or using smartphones on the school premises, as part of the school code of conduct. The preferred use of smartphones for learning mathematics was understandable, as the survey was conducted at a time when the COVID-19 pandemic and associated restrictions were still in place. The survey unearthed that among applications for learning mathematics, the MathCityMap application was not known by the learners who participated in the survey. Mathematics trails observations indicated that outdoor tasks were a source of mathematical concepts or formal mathematical knowledge, and enabled learners to reinvent mathematical ideas and concepts with adult guidance. Learners were able to make use of appropriate mathematical models and connections. The mathematics trails ignited robust discussions among learners, and prompted learners to draw from prior knowledge, and recognise and identify suitable mathematical models and shapes from the real-world objects. Learners were able to use multiple representations, make necessary mathematical links, and use their prior knowledge to enhance their trigonometry conceptual understanding. This study concluded that using smartphones with the MathCityMap application could enhance conceptual understanding of trigonometry. The implications for teachers are that learners should be exposed to outdoor mathematics learning using smartphones with the MathCityMap application to improve their conceptual understanding. It is hoped that the results of this study can be used by various stakeholders, who include, inter alia, mathematics subject advisors and teacher training institutions, to enhance learners’ conceptual understanding of mathematics. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
- Authors: Pop, Vuyani Samuel
- Date: 2024-04-05
- Subjects: Mathematics Study and teaching (Secondary) South Africa Lejweleputswa District Municipality , Educational technology , Mobile communication systems in education , Math walk , Concept learning
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436477 , vital:73275
- Description: This study investigated how selected grade 11 mathematics learners used smartphones with the MathCityMap application to learn trigonometry outdoors for conceptual understanding. The aim of this research project was to explore outdoor mathematics learning for conceptual understanding using smartphones. This case study of grade 11 mathematics learners in Lejweleputswa District in the Free State Province, was informed by the Realistic Mathematics Education theory. The study is grounded within an interpretive paradigm and used the explanatory sequential mixed-method design. Forty-two grade 11 mathematics learners participated in the survey and from these 12 were purposively selected to participate in walking the mathematics trails and interviews. The findings revealed that, while the grade 11 mathematics learners acknowledged the significance and value of using smartphones for learning mathematics, they were prohibited from carrying or using smartphones on the school premises, as part of the school code of conduct. The preferred use of smartphones for learning mathematics was understandable, as the survey was conducted at a time when the COVID-19 pandemic and associated restrictions were still in place. The survey unearthed that among applications for learning mathematics, the MathCityMap application was not known by the learners who participated in the survey. Mathematics trails observations indicated that outdoor tasks were a source of mathematical concepts or formal mathematical knowledge, and enabled learners to reinvent mathematical ideas and concepts with adult guidance. Learners were able to make use of appropriate mathematical models and connections. The mathematics trails ignited robust discussions among learners, and prompted learners to draw from prior knowledge, and recognise and identify suitable mathematical models and shapes from the real-world objects. Learners were able to use multiple representations, make necessary mathematical links, and use their prior knowledge to enhance their trigonometry conceptual understanding. This study concluded that using smartphones with the MathCityMap application could enhance conceptual understanding of trigonometry. The implications for teachers are that learners should be exposed to outdoor mathematics learning using smartphones with the MathCityMap application to improve their conceptual understanding. It is hoped that the results of this study can be used by various stakeholders, who include, inter alia, mathematics subject advisors and teacher training institutions, to enhance learners’ conceptual understanding of mathematics. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
Investigating occupation as frame for planning and developing agricultural extension VET skills for climate resilience: cross-case analysis of Alice, South Africa, and Gulu, Uganda
- Authors: Muhangi, Sidney
- Date: 2024-04-05
- Subjects: Agricultural extension work South Africa Alice , Agricultural extension work Uganda Gulu , Agricultural extension workers , Climate resilience , Skills development , Climatic changes
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/436559 , vital:73282 , DOI 10.21504/10962/436559
- Description: In sub-Saharan Africa and most of the Global South, climate change is challenging work and livelihoods for smallholder farmers who depend on rainfed farming, demanding climate resilience. Smallholder agriculture in Africa remains a mainstay for most economies and livelihoods, including South Africa and Uganda. My firsthand experience in Uganda as a subsistence farmer revealed the vitality of extension services to farmers. Participating in VETAfrica 4.0, a VET skill planning project, sparked my interest in examining the adequacy of 'Occupation' as a skills planning tool for addressing contemporary climate change challenges faced by extension officers and farmers, with implications for skills development. This research sought to answer the question: What is the theoretical and practical history and current constitution of the agricultural extension officer occupation as a mediating unit of intervention for VET skills planning, and is it adequate for climate resilience? The study addressed five objectives. First, the study undertook a historical review of occupation as a mediating unit of intervention for skills planning. Secondly, the study examined current descriptions of the extension occupation as used for skills planning in Africa. Thirdly, in order to better understand the operationalisation of this skills planning instrument, the study examined aspects of skills development, specifically how VET preparation for extension work was taking place in response to the need for climate resilience through a curriculum review and the experiences and related work activities of extension services actors. The study also reviewed agricultural extension and VET policy, and labour market data for its responsiveness to climate resilience. In response to the findings of Objectives 1-4, a fifth objective was developed to offer expanded possibilities for a mediating unit of intervention for skills planning and development relevant to climate resilience in agricultural extension, as this appeared to be needed. To develop the study, I drew on the Social Ecosystems Model (SEM) for skills, which raises the issue of mediation in skills development. I also drew on Cultural-Historical Activity Theory (CHAT) to help theorise the mediation in the SEM for skills, where different activity systems (policy, training and extension, farming) were present. This framework allowed me to probe how these activity systems were mediating climate-resilient skills development with/for extension services (or not). Empirical data was produced through secondary and primary data, generated in two case study contexts using a cross-case design. Documentary analysis involved analysing policy documents, study curricula and historical literature to develop an understanding of historical sociology of occupation as a skills planning mediating unit and insight into contemporary understanding of how occupational frameworks are structured and deployed. Analysis was undertaken in two stages; firstly, through in-depth cases of occupation as mediating unit of intervention for skills planning, and aspects of skills development as influenced by this as influenced by this mediating unit (Chapter 5 and 6). This offered a first layer of analysis and insights into temporality, verticalities, mediation and horizontalities in the SEM for skills in each case. Secondly, abduction was undertaken to build models of the SEM for skills as found in each of the two countries using the SEM and CHAT analytical tools (Chapter 7), showing the need for skills planning tools that are more closely related to and relevant to the contexts of skills development. Findings revealed insights into the SEM for skills related to ecological time, notably a mismatch between the cultural-historical time of occupational skills planning and development, and the temporal demands for climate resilience. Historical analysis the deep rootedness of occupations and occupational structures in colonial histories and traditions, going back as far as the medieval era, with current occupations still bearing features of ancient occupational guild practices and hence not adequately responsive to climate change, affecting the SEM for skills in both cases and producing contradictions. Analysis further revealed that contemporary agricultural extension in Africa is decentralised and pluralistic, with few extension-related policies employed underdeveloped. Labour market in both South Africa and Uganda are not adequately orientated to climate resilience and fail to include climate resilience expertise, despite a need for this amongst farmers and by policy, revealing contradictions between various policy activity systems, which are not adequately facilitating. Empirical findings from study sites revealed that VET preparation for extension work lacks responsiveness to climate resilience within the skills ecosystem. Consequently, extension officers lack expertise in climate resilience, which is an increasing demand expressed by farmers and other horizontal activity systems in the SEM for skills. Through a more complex understanding of the extension officer occupation and its development in skills ecosystem in Africa, the study proposes a broader mediating unit of intervention for skills planning than that of ‘occupation’ only. The mediating unit of intervention put forward for skills planning is a workstream mapping approach for climate resilient extension training in VET. This planning approach has implications for skills development viewed as work, learning and living involving more than one activity system in the skills development landscape, thus also broadening the approach to VET. The study concludes with recommendations to further test this approach. Finally, it makes recommendations that can inform: 1) curriculum innovation, 2) extension practice, 3) policy, and 4) research. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
- Authors: Muhangi, Sidney
- Date: 2024-04-05
- Subjects: Agricultural extension work South Africa Alice , Agricultural extension work Uganda Gulu , Agricultural extension workers , Climate resilience , Skills development , Climatic changes
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/436559 , vital:73282 , DOI 10.21504/10962/436559
- Description: In sub-Saharan Africa and most of the Global South, climate change is challenging work and livelihoods for smallholder farmers who depend on rainfed farming, demanding climate resilience. Smallholder agriculture in Africa remains a mainstay for most economies and livelihoods, including South Africa and Uganda. My firsthand experience in Uganda as a subsistence farmer revealed the vitality of extension services to farmers. Participating in VETAfrica 4.0, a VET skill planning project, sparked my interest in examining the adequacy of 'Occupation' as a skills planning tool for addressing contemporary climate change challenges faced by extension officers and farmers, with implications for skills development. This research sought to answer the question: What is the theoretical and practical history and current constitution of the agricultural extension officer occupation as a mediating unit of intervention for VET skills planning, and is it adequate for climate resilience? The study addressed five objectives. First, the study undertook a historical review of occupation as a mediating unit of intervention for skills planning. Secondly, the study examined current descriptions of the extension occupation as used for skills planning in Africa. Thirdly, in order to better understand the operationalisation of this skills planning instrument, the study examined aspects of skills development, specifically how VET preparation for extension work was taking place in response to the need for climate resilience through a curriculum review and the experiences and related work activities of extension services actors. The study also reviewed agricultural extension and VET policy, and labour market data for its responsiveness to climate resilience. In response to the findings of Objectives 1-4, a fifth objective was developed to offer expanded possibilities for a mediating unit of intervention for skills planning and development relevant to climate resilience in agricultural extension, as this appeared to be needed. To develop the study, I drew on the Social Ecosystems Model (SEM) for skills, which raises the issue of mediation in skills development. I also drew on Cultural-Historical Activity Theory (CHAT) to help theorise the mediation in the SEM for skills, where different activity systems (policy, training and extension, farming) were present. This framework allowed me to probe how these activity systems were mediating climate-resilient skills development with/for extension services (or not). Empirical data was produced through secondary and primary data, generated in two case study contexts using a cross-case design. Documentary analysis involved analysing policy documents, study curricula and historical literature to develop an understanding of historical sociology of occupation as a skills planning mediating unit and insight into contemporary understanding of how occupational frameworks are structured and deployed. Analysis was undertaken in two stages; firstly, through in-depth cases of occupation as mediating unit of intervention for skills planning, and aspects of skills development as influenced by this as influenced by this mediating unit (Chapter 5 and 6). This offered a first layer of analysis and insights into temporality, verticalities, mediation and horizontalities in the SEM for skills in each case. Secondly, abduction was undertaken to build models of the SEM for skills as found in each of the two countries using the SEM and CHAT analytical tools (Chapter 7), showing the need for skills planning tools that are more closely related to and relevant to the contexts of skills development. Findings revealed insights into the SEM for skills related to ecological time, notably a mismatch between the cultural-historical time of occupational skills planning and development, and the temporal demands for climate resilience. Historical analysis the deep rootedness of occupations and occupational structures in colonial histories and traditions, going back as far as the medieval era, with current occupations still bearing features of ancient occupational guild practices and hence not adequately responsive to climate change, affecting the SEM for skills in both cases and producing contradictions. Analysis further revealed that contemporary agricultural extension in Africa is decentralised and pluralistic, with few extension-related policies employed underdeveloped. Labour market in both South Africa and Uganda are not adequately orientated to climate resilience and fail to include climate resilience expertise, despite a need for this amongst farmers and by policy, revealing contradictions between various policy activity systems, which are not adequately facilitating. Empirical findings from study sites revealed that VET preparation for extension work lacks responsiveness to climate resilience within the skills ecosystem. Consequently, extension officers lack expertise in climate resilience, which is an increasing demand expressed by farmers and other horizontal activity systems in the SEM for skills. Through a more complex understanding of the extension officer occupation and its development in skills ecosystem in Africa, the study proposes a broader mediating unit of intervention for skills planning than that of ‘occupation’ only. The mediating unit of intervention put forward for skills planning is a workstream mapping approach for climate resilient extension training in VET. This planning approach has implications for skills development viewed as work, learning and living involving more than one activity system in the skills development landscape, thus also broadening the approach to VET. The study concludes with recommendations to further test this approach. Finally, it makes recommendations that can inform: 1) curriculum innovation, 2) extension practice, 3) policy, and 4) research. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
- «
- ‹
- 1
- ›
- »