Research portfolio
- Muwanga-Zake, Johnnie Wycliffe Frank
- Authors: Muwanga-Zake, Johnnie Wycliffe Frank
- Date: 1999
- Subjects: Science -- Study and teaching Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1727 , http://hdl.handle.net/10962/d1003610
- Description: A survey carried out during 1998 in rural schools of the South East Region (Butterworth) in the Eastern Cape Province revealed that science teachers do not seem to know their problems in teaching science. Teachers related their problems to lack of apparatus and laboratories. However, it appeared that lack of conceptual understanding of science and of practical skills prevented teachers from preparing practical approaches in the classrooms. Lack of conceptual understanding could have also been the cause of the teacher's inability to innovate and manipulate apparatus. The call for laboratories also seemed to be caused by lack of knowledge of what is done in a laboratory. Practical approaches to science seemed to be further undermined by the irrelevance of apparatus and science in a rural setting, where few community members and teachers might have never used apparatus or done practical exercises anywhere. It is recommended that an integrated approach towards improving science education is required. That is, by means of workshops, all role-players in science education such as teacher training institutions such as Rhodes University, NGOs, the Department of Education and pre-service as well as in-service teachers, should discuss the problems in science education. There is a need to supply basic apparatus and to make sure that in-service and pre-service courses emphasise skills in the use of apparatus, innovating apparatus and practical experiences, along with improving the teacher's conceptual understanding of science. A science college of education is highly recommended to enable a special focus on the plight of science education in the Eastern Cape Province. It also felt that rural areas require special attention in terms of designing outcomes and learning experiences that bear relevance to that environment. The assumption that science education as perceived in industrialised areas can be beneficial everywhere is dangerous and gives science a bad name in rural areas. The survey also showed that triangulation of research instruments is necessary to increase validity and reliability of any research programme. The most useful method appeared to be video recording the interviews.
- Full Text:
- Date Issued: 1999
- Authors: Muwanga-Zake, Johnnie Wycliffe Frank
- Date: 1999
- Subjects: Science -- Study and teaching Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1727 , http://hdl.handle.net/10962/d1003610
- Description: A survey carried out during 1998 in rural schools of the South East Region (Butterworth) in the Eastern Cape Province revealed that science teachers do not seem to know their problems in teaching science. Teachers related their problems to lack of apparatus and laboratories. However, it appeared that lack of conceptual understanding of science and of practical skills prevented teachers from preparing practical approaches in the classrooms. Lack of conceptual understanding could have also been the cause of the teacher's inability to innovate and manipulate apparatus. The call for laboratories also seemed to be caused by lack of knowledge of what is done in a laboratory. Practical approaches to science seemed to be further undermined by the irrelevance of apparatus and science in a rural setting, where few community members and teachers might have never used apparatus or done practical exercises anywhere. It is recommended that an integrated approach towards improving science education is required. That is, by means of workshops, all role-players in science education such as teacher training institutions such as Rhodes University, NGOs, the Department of Education and pre-service as well as in-service teachers, should discuss the problems in science education. There is a need to supply basic apparatus and to make sure that in-service and pre-service courses emphasise skills in the use of apparatus, innovating apparatus and practical experiences, along with improving the teacher's conceptual understanding of science. A science college of education is highly recommended to enable a special focus on the plight of science education in the Eastern Cape Province. It also felt that rural areas require special attention in terms of designing outcomes and learning experiences that bear relevance to that environment. The assumption that science education as perceived in industrialised areas can be beneficial everywhere is dangerous and gives science a bad name in rural areas. The survey also showed that triangulation of research instruments is necessary to increase validity and reliability of any research programme. The most useful method appeared to be video recording the interviews.
- Full Text:
- Date Issued: 1999
Research portfolio : environmental education
- Authors: Le Roux, Kim
- Date: 1999
- Subjects: Environmental education -- South Africa , Environmental education -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1738 , http://hdl.handle.net/10962/d1003622
- Full Text:
- Date Issued: 1999
- Authors: Le Roux, Kim
- Date: 1999
- Subjects: Environmental education -- South Africa , Environmental education -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1738 , http://hdl.handle.net/10962/d1003622
- Full Text:
- Date Issued: 1999
The role of indigenous knowledge in/for environmental education: the case of a Nguni story in the Schools Water Action Project
- Authors: Masuku, Lynette Sibongile
- Date: 1999
- Subjects: Environmental education Environmental education -- South Africa -- KwaZulu-Natal
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1749 , http://hdl.handle.net/10962/d1003633
- Description: In March 1997 an indigenous knowledge story was included by the Schools Water Action Project (SWAP)partners in a resource pack for Water Week educational activities. This research developed as the result of an interaction between myself and some of the schools while we investigated water quality within Howick in the KwaZulu Natal Midlands. An interest in understanding the role of indigenous knowledge in/for environmental education developed. Some of the teachers and students involved in the water audit were requested to share their views on the role of indigenous knowledge in/for environmental education. From here the study broadened to also include interviews with elderly community members and environmental educators involved in materials development processes. This post-positivistic case study documents the views of a small sample of interviewees using the SWAP story entitled Sweet Water as a spring board towards a better understanding of indigenous knowledge within the school context, with a particular aim to inform educational materials development processes. The study displayed that a link which exists between indigenous knowledge and environmental education needs to be brought to the fore. This is likely to happen with the blurring of boundaries between home and school as learning contexts, a process which student interviewees emphasised, along with the need for respecting values that award respect to the environment. Elderly community members were of the view that they have a role to play in addressing educational problems such as interpersonal and intercultural respect. However, the study also raised several issues around the complexities surrounding indigenous knowledge processes, including its appropriation, commodification and reification.
- Full Text:
- Date Issued: 1999
- Authors: Masuku, Lynette Sibongile
- Date: 1999
- Subjects: Environmental education Environmental education -- South Africa -- KwaZulu-Natal
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1749 , http://hdl.handle.net/10962/d1003633
- Description: In March 1997 an indigenous knowledge story was included by the Schools Water Action Project (SWAP)partners in a resource pack for Water Week educational activities. This research developed as the result of an interaction between myself and some of the schools while we investigated water quality within Howick in the KwaZulu Natal Midlands. An interest in understanding the role of indigenous knowledge in/for environmental education developed. Some of the teachers and students involved in the water audit were requested to share their views on the role of indigenous knowledge in/for environmental education. From here the study broadened to also include interviews with elderly community members and environmental educators involved in materials development processes. This post-positivistic case study documents the views of a small sample of interviewees using the SWAP story entitled Sweet Water as a spring board towards a better understanding of indigenous knowledge within the school context, with a particular aim to inform educational materials development processes. The study displayed that a link which exists between indigenous knowledge and environmental education needs to be brought to the fore. This is likely to happen with the blurring of boundaries between home and school as learning contexts, a process which student interviewees emphasised, along with the need for respecting values that award respect to the environment. Elderly community members were of the view that they have a role to play in addressing educational problems such as interpersonal and intercultural respect. However, the study also raised several issues around the complexities surrounding indigenous knowledge processes, including its appropriation, commodification and reification.
- Full Text:
- Date Issued: 1999
The use of investigative methods in teaching and learning primary mathematics in Lebowa schools : a case study
- Authors: Sebela, Mokgoko Petrus
- Date: 1999
- Subjects: Mathematics -- Study and teaching (Primary) -- South Africa -- Northern Province -- Case studies Mathematics -- Study and teaching (Primary) -- South Africa -- Northern Province
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1814 , http://hdl.handle.net/10962/d1003700
- Description: This is a report on research conducted in Lebowa (Northern Province) Primary Mathematics Project schools. In view of the high failure rate of matric students, the researcher believes that it is necessary that ways should be devised to improve mathematics understanding from the first level of schooling. A research study was made of constructivist and investigative teaching and learning methods as employed by teachers in a number of primary schools in the area. The researcher believes that investigative and constructivist teaching approaches produce better results than the traditional approach. He further believes that children learn better in a co-operative non-threatening classroom environment. A pilot study was made with two experimental schools and two control schools. The schools were selected from both urban and rural areas. The experimental schools are operating under the PMP and the control schools are not. The experimental schools are also supported by expert teachers called key teachers. Many of these key teachers have attended courses at Leeds University, while others have been trained locally in the theory and practice of constructivist and investigative teaching and learning. Chapter 3 illustrates clearly what is done in the Project schools. The methodology employed in the research included qUestionnaire responses from 174 teachers. Written tests by four schools (350 pupils), and interviews with 55 people, including directors of education, inspectors, principals, teachers and parents. Observations in classes were also done. Another questionnaire was given to 484 pupils. The tests were mitten on two occasions: an initial test was written during November 1993, the second year of the PMP project, while a second test was written the following year. Data collected was analysed and positive results obtained. The results from the tests indicated that pupils in experimental schools where constructivist and investigative approaches are used, perform better than those from schools where the traditional approach is still used. They indicated that children in PMP schools develop a better understanding of mathematics. This would seem to indicate that the constructivist and investigative approach to teaching produces better results than the traditional approaches. The reader will find graphs indicating the results and their analysis in Chapters 4 and 5. It is recommended by the researcher that: - Constructivist and investigative teaching and learning methods be introduced to all schools. - The services of key teachers be supported by the Department - The Department should equip all schools with the necessary materials for proper teaching and learning, or provide materials for schools to make their own teaching aids. - Teachers be involved with materials production where they are given guidance on how teaching aids can be made. - The curriculum for primary school mathematics be revised and changed, especially in view of the fact that at present it does not cater for local needs. It was planned by whites and it caters mainly for those with an European cultural background.
- Full Text:
- Date Issued: 1999
- Authors: Sebela, Mokgoko Petrus
- Date: 1999
- Subjects: Mathematics -- Study and teaching (Primary) -- South Africa -- Northern Province -- Case studies Mathematics -- Study and teaching (Primary) -- South Africa -- Northern Province
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1814 , http://hdl.handle.net/10962/d1003700
- Description: This is a report on research conducted in Lebowa (Northern Province) Primary Mathematics Project schools. In view of the high failure rate of matric students, the researcher believes that it is necessary that ways should be devised to improve mathematics understanding from the first level of schooling. A research study was made of constructivist and investigative teaching and learning methods as employed by teachers in a number of primary schools in the area. The researcher believes that investigative and constructivist teaching approaches produce better results than the traditional approach. He further believes that children learn better in a co-operative non-threatening classroom environment. A pilot study was made with two experimental schools and two control schools. The schools were selected from both urban and rural areas. The experimental schools are operating under the PMP and the control schools are not. The experimental schools are also supported by expert teachers called key teachers. Many of these key teachers have attended courses at Leeds University, while others have been trained locally in the theory and practice of constructivist and investigative teaching and learning. Chapter 3 illustrates clearly what is done in the Project schools. The methodology employed in the research included qUestionnaire responses from 174 teachers. Written tests by four schools (350 pupils), and interviews with 55 people, including directors of education, inspectors, principals, teachers and parents. Observations in classes were also done. Another questionnaire was given to 484 pupils. The tests were mitten on two occasions: an initial test was written during November 1993, the second year of the PMP project, while a second test was written the following year. Data collected was analysed and positive results obtained. The results from the tests indicated that pupils in experimental schools where constructivist and investigative approaches are used, perform better than those from schools where the traditional approach is still used. They indicated that children in PMP schools develop a better understanding of mathematics. This would seem to indicate that the constructivist and investigative approach to teaching produces better results than the traditional approaches. The reader will find graphs indicating the results and their analysis in Chapters 4 and 5. It is recommended by the researcher that: - Constructivist and investigative teaching and learning methods be introduced to all schools. - The services of key teachers be supported by the Department - The Department should equip all schools with the necessary materials for proper teaching and learning, or provide materials for schools to make their own teaching aids. - Teachers be involved with materials production where they are given guidance on how teaching aids can be made. - The curriculum for primary school mathematics be revised and changed, especially in view of the fact that at present it does not cater for local needs. It was planned by whites and it caters mainly for those with an European cultural background.
- Full Text:
- Date Issued: 1999
Through our eyes: teachers using cameras to engage in environmental education curriculum development processes
- Authors: Du Toit, Derick
- Date: 1999
- Subjects: Environmental education -- South Africa Curriculum change -- South Africa Photography in education Competency-based education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1800 , http://hdl.handle.net/10962/d1003685
- Description: This research explores the potential for engaging teachers in school-based environmental education curriculum development processes by using camera. The research, through its epistemological and ontological position, is closely linked to educational orientations associated with aspects of outcomes-based educational transformation in South Africa. A participatory approach that recognises teachers as co-researchers, each bringing to the inquiry her or his questions and constructions of meaning, was adopted. Participatory inquiry was initiated by setting up cluster meetings that allowed for teacher inputs through open dialogic processes. Fundamental to the inquiry is the notion that context shapes curriculum and curriculum development processes. It was from this orientation that a group of 13 teachers, using cameras to create visual narratives, explored their own diverse and complex contexts. These narratives (or stories) form the basis for further inquiry and development of sophistication with respect to the concept of environment. The research process is critically and reflexively documented as a series of field and research texts constructed from a variety of data sources gathered over the period of one year. The work is presented as a process of engaging critically with environmental education curriculum development and an opportunity to raise questions, rather than seek answers in this regard.
- Full Text:
- Date Issued: 1999
- Authors: Du Toit, Derick
- Date: 1999
- Subjects: Environmental education -- South Africa Curriculum change -- South Africa Photography in education Competency-based education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1800 , http://hdl.handle.net/10962/d1003685
- Description: This research explores the potential for engaging teachers in school-based environmental education curriculum development processes by using camera. The research, through its epistemological and ontological position, is closely linked to educational orientations associated with aspects of outcomes-based educational transformation in South Africa. A participatory approach that recognises teachers as co-researchers, each bringing to the inquiry her or his questions and constructions of meaning, was adopted. Participatory inquiry was initiated by setting up cluster meetings that allowed for teacher inputs through open dialogic processes. Fundamental to the inquiry is the notion that context shapes curriculum and curriculum development processes. It was from this orientation that a group of 13 teachers, using cameras to create visual narratives, explored their own diverse and complex contexts. These narratives (or stories) form the basis for further inquiry and development of sophistication with respect to the concept of environment. The research process is critically and reflexively documented as a series of field and research texts constructed from a variety of data sources gathered over the period of one year. The work is presented as a process of engaging critically with environmental education curriculum development and an opportunity to raise questions, rather than seek answers in this regard.
- Full Text:
- Date Issued: 1999
A case study of multigrade teaching in Canada: implications for South Africa
- Authors: Muthayan, Saloshini
- Date: 2000
- Subjects: Combination of grades -- South Africa Combination of grades -- Canada Education, Elementary -- South Africa Education, Elementary -- Canada Combination of grades
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1438 , http://hdl.handle.net/10962/d1003319
- Description: This study examines multigrade teaching in selected schools in Canada and its implications for improving multigrade teaching in South Africa, where over 50 % of primary schools are multigrade and the teachers have not received preparation in multigrade teaching. The case study method was adopted because it allowed for 'an intensive, holistic description and analysis' of the multigrade classroom. The approach is interpretivist, based on the assumption that social phenomena are 'socially constituted' and 'valuationally based'. Research techniques included a literature review, interviews and observations. Four classrooms with grade combinations ranging from two grades to eight grades (Kindergarten to grade 7) were studied. Despite problems such as the lack of official recognition, inadequate teacher education and support - problems common to both Canada and South Africa - the Canadian teachers managed their classrooms effectively. This was indicated by their understanding of the children's needs, their integration of the curriculum for teaching across the grades and the learning areas, their use of effective instructional strategies and their involyement of parents in the classroom. A reason for their success may be that their teacher education includes child-centred, activity based approaches, integration of the curriculum, critical thinking, flexibility and effective instructional strategies, which they may adapt for effective multigrade teaching. The study found that successful multigrade teaching depended on the teacher. For South Africa, this may imply that intervention programmes should focus on relevant preparation and support for multigrade teachers. The emphasis on material resources in the implementation of Curriculum 2005 has not been balanced with adequate training on policy, curriculum and instructional strategies. Teacher education should include methodologies that are experiential, reflective and participatory. A variety of instructional strategies should be employed in the multigrade classroom. The respondents in the study believed further that multigrade teaching is more beneficial than single-grade teaching because it caters for the diversity of needs amongst children and allows for peer tutoring, thereby exploiting Vygotsky's theory of the 'zone of proximal development'. Thus, instead of viewing multigrade teaching as a temporary phenomenon, it should be viewed as an opportunity for improving school effectiveness.
- Full Text:
- Date Issued: 2000
- Authors: Muthayan, Saloshini
- Date: 2000
- Subjects: Combination of grades -- South Africa Combination of grades -- Canada Education, Elementary -- South Africa Education, Elementary -- Canada Combination of grades
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1438 , http://hdl.handle.net/10962/d1003319
- Description: This study examines multigrade teaching in selected schools in Canada and its implications for improving multigrade teaching in South Africa, where over 50 % of primary schools are multigrade and the teachers have not received preparation in multigrade teaching. The case study method was adopted because it allowed for 'an intensive, holistic description and analysis' of the multigrade classroom. The approach is interpretivist, based on the assumption that social phenomena are 'socially constituted' and 'valuationally based'. Research techniques included a literature review, interviews and observations. Four classrooms with grade combinations ranging from two grades to eight grades (Kindergarten to grade 7) were studied. Despite problems such as the lack of official recognition, inadequate teacher education and support - problems common to both Canada and South Africa - the Canadian teachers managed their classrooms effectively. This was indicated by their understanding of the children's needs, their integration of the curriculum for teaching across the grades and the learning areas, their use of effective instructional strategies and their involyement of parents in the classroom. A reason for their success may be that their teacher education includes child-centred, activity based approaches, integration of the curriculum, critical thinking, flexibility and effective instructional strategies, which they may adapt for effective multigrade teaching. The study found that successful multigrade teaching depended on the teacher. For South Africa, this may imply that intervention programmes should focus on relevant preparation and support for multigrade teachers. The emphasis on material resources in the implementation of Curriculum 2005 has not been balanced with adequate training on policy, curriculum and instructional strategies. Teacher education should include methodologies that are experiential, reflective and participatory. A variety of instructional strategies should be employed in the multigrade classroom. The respondents in the study believed further that multigrade teaching is more beneficial than single-grade teaching because it caters for the diversity of needs amongst children and allows for peer tutoring, thereby exploiting Vygotsky's theory of the 'zone of proximal development'. Thus, instead of viewing multigrade teaching as a temporary phenomenon, it should be viewed as an opportunity for improving school effectiveness.
- Full Text:
- Date Issued: 2000
A critical analysis of the in-service education courses offered at Trinset, with particular reference to Geography
- Mniki, Felicia Nobesuthu Vuyiswa
- Authors: Mniki, Felicia Nobesuthu Vuyiswa
- Date: 2000
- Subjects: Teachers -- In-service training -- South Africa Geography teachers -- In-service training -- South Africa Transkei Teachers' In-service College
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1475 , http://hdl.handle.net/10962/d1003356
- Description: The aim of establishing the Transkei Teachers’ In- Service College (Trinset) in 1986 by the former Transkei Department of Education, was to alleviate the problem of inappropriately qualified teachers. This problem was seen as impacting negatively on the performance of matriculation candidates in the final examinations. In the twelve years since the college’s inception there has been no formal evaluation, this despite the perception of the importance of evaluation as an integral part of planning and implementation for any educational endeavour (Mc Naught, Taylor & O’Donoghue, 1990). This study analyses the courses offered at Trinset with particular reference to the subject of Geography. The aim is to explore how best these courses can support educators in the light of the current changes in South African education. The analysis of the in-service courses used a multifaceted approach guided by the participatory principle underlying Fourth Generation Evaluation. The analysis of the in-service courses offered by Trinset, in particular by the Geography Department, has served to raise questions and to highlight issues that are seen as particularly valuable in the reconfiguration of Trinset that is part of the current educational transformation process in South Africa in terms of the provision of in-service education.
- Full Text:
- Date Issued: 2000
- Authors: Mniki, Felicia Nobesuthu Vuyiswa
- Date: 2000
- Subjects: Teachers -- In-service training -- South Africa Geography teachers -- In-service training -- South Africa Transkei Teachers' In-service College
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1475 , http://hdl.handle.net/10962/d1003356
- Description: The aim of establishing the Transkei Teachers’ In- Service College (Trinset) in 1986 by the former Transkei Department of Education, was to alleviate the problem of inappropriately qualified teachers. This problem was seen as impacting negatively on the performance of matriculation candidates in the final examinations. In the twelve years since the college’s inception there has been no formal evaluation, this despite the perception of the importance of evaluation as an integral part of planning and implementation for any educational endeavour (Mc Naught, Taylor & O’Donoghue, 1990). This study analyses the courses offered at Trinset with particular reference to the subject of Geography. The aim is to explore how best these courses can support educators in the light of the current changes in South African education. The analysis of the in-service courses used a multifaceted approach guided by the participatory principle underlying Fourth Generation Evaluation. The analysis of the in-service courses offered by Trinset, in particular by the Geography Department, has served to raise questions and to highlight issues that are seen as particularly valuable in the reconfiguration of Trinset that is part of the current educational transformation process in South Africa in terms of the provision of in-service education.
- Full Text:
- Date Issued: 2000
A critical investigation of a planned organisation change initiative within an educational institution in the Eastern Cape Province
- Authors: Irvine, Margaret Hillian
- Date: 2000
- Subjects: School management and organization -- South Africa -- Evaluation Education and state Educational change -- South Africa -- Eastern Cape Education -- Economic aspects Organizational change -- South Africa -- Management Non-governmental organizations -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1479 , http://hdl.handle.net/10962/d1003360
- Description: South Africa is living is turbulent times at present. Non-government educational organisations are challenged by changes in education policy and by scarcity of donor funding for their work. This study focuses on the management of organisation change in a non-government organisation (NGO) working in rural areas of the Eastern Cape Province. I undertook the research to gain a clearer understanding of the management of organisational change. I used a third-wave change management approach, the future search conference, to conduct the process of change with the NGO. It focuses on the positive aspects of the organisation, its potential and its desired future. I conducted both the study and the future search conference as participatory action research, which involved the participants in the cycles of planning, action, observation and reflection and thus built ownership of the solutions they generated. I used the accounts of the activities arising from the future search conference, minutes of meetings, semistructured interviews and observation of behaviour to gather data. I analysed the data using triangulation, and in particular, space triangulation, to minimise the impact of the differences in culture and language use in the facilitator and participants. Analysis of the data collected revealed in the NGO that change and transformation are slow processes requiring ongoing support from the OD consultant. The staff defined organisational effectiveness, the goal of organisational change initiatives, in terms of fundraising ability. This ability embraces many of the qualities of a learning organisation and open systems thinking, two requirements for successful organisational change. In the NGO both organisation development and transformation were processes as well as products, and changes could not easily be measured until after the processes were completed. Organisational culture, and in particular the juxtaposition of the values of the organisation and staff and those of its partners and clients, played an important role in transformation. The differences lay in a ‘being’ and a ‘task’ orientation and the staff’s responsibility lay in building connections between the two. The staff received the approach of the future search conference well and there was an equally good fit between the future search conference and participatory action research. This needs to be investigated further with regard to change management in South African organisations.
- Full Text:
- Date Issued: 2000
- Authors: Irvine, Margaret Hillian
- Date: 2000
- Subjects: School management and organization -- South Africa -- Evaluation Education and state Educational change -- South Africa -- Eastern Cape Education -- Economic aspects Organizational change -- South Africa -- Management Non-governmental organizations -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1479 , http://hdl.handle.net/10962/d1003360
- Description: South Africa is living is turbulent times at present. Non-government educational organisations are challenged by changes in education policy and by scarcity of donor funding for their work. This study focuses on the management of organisation change in a non-government organisation (NGO) working in rural areas of the Eastern Cape Province. I undertook the research to gain a clearer understanding of the management of organisational change. I used a third-wave change management approach, the future search conference, to conduct the process of change with the NGO. It focuses on the positive aspects of the organisation, its potential and its desired future. I conducted both the study and the future search conference as participatory action research, which involved the participants in the cycles of planning, action, observation and reflection and thus built ownership of the solutions they generated. I used the accounts of the activities arising from the future search conference, minutes of meetings, semistructured interviews and observation of behaviour to gather data. I analysed the data using triangulation, and in particular, space triangulation, to minimise the impact of the differences in culture and language use in the facilitator and participants. Analysis of the data collected revealed in the NGO that change and transformation are slow processes requiring ongoing support from the OD consultant. The staff defined organisational effectiveness, the goal of organisational change initiatives, in terms of fundraising ability. This ability embraces many of the qualities of a learning organisation and open systems thinking, two requirements for successful organisational change. In the NGO both organisation development and transformation were processes as well as products, and changes could not easily be measured until after the processes were completed. Organisational culture, and in particular the juxtaposition of the values of the organisation and staff and those of its partners and clients, played an important role in transformation. The differences lay in a ‘being’ and a ‘task’ orientation and the staff’s responsibility lay in building connections between the two. The staff received the approach of the future search conference well and there was an equally good fit between the future search conference and participatory action research. This needs to be investigated further with regard to change management in South African organisations.
- Full Text:
- Date Issued: 2000
A survey of Butterworth senior secondary school teachers' views on the relationship between teacher involvement in decision-making and morale
- Authors: Nongwe, Tozamile Johnson
- Date: 2000
- Subjects: Education -- South Africa -- Decision making Decision making -- Case studies Teacher morale Vuli-Valley Senior Secondary School
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1787 , http://hdl.handle.net/10962/d1003672
- Description: Tbe purpose of this survey was to investigate Butterworth Senior Secondary School teachers' views on the relationship between teacher involvement in decision-making and morale. Out of four Butterworth Senior Secondary Schools with a population of about eigbhy six teachers, thirty teachers were willing participants in the research study. The teachers come from a homogeneous background (Xhosa-speaking). Questionnaires were administered to tbe sample subjects (population). The results (responses) of these teacbers (respondents) were then analyzed. After the analysis of their results, it became clear that there is a relationship between teacher involvement in decision-making and morale. Thus, the findings did not support the null hypothesis which stated that Butterworth Senior Secondary Scbool teachers see no relationship between their involvement in decision-making and morale.
- Full Text:
- Date Issued: 2000
- Authors: Nongwe, Tozamile Johnson
- Date: 2000
- Subjects: Education -- South Africa -- Decision making Decision making -- Case studies Teacher morale Vuli-Valley Senior Secondary School
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1787 , http://hdl.handle.net/10962/d1003672
- Description: Tbe purpose of this survey was to investigate Butterworth Senior Secondary School teachers' views on the relationship between teacher involvement in decision-making and morale. Out of four Butterworth Senior Secondary Schools with a population of about eigbhy six teachers, thirty teachers were willing participants in the research study. The teachers come from a homogeneous background (Xhosa-speaking). Questionnaires were administered to tbe sample subjects (population). The results (responses) of these teacbers (respondents) were then analyzed. After the analysis of their results, it became clear that there is a relationship between teacher involvement in decision-making and morale. Thus, the findings did not support the null hypothesis which stated that Butterworth Senior Secondary Scbool teachers see no relationship between their involvement in decision-making and morale.
- Full Text:
- Date Issued: 2000
An evaluation of the life science curriculum in Namibia and its development through stakeholders' perceptions of ʺlearner centred educationʺ
- Authors: Kristensen, Jesper Olsson
- Date: 2000
- Subjects: Life science project Curriculum evaluation -- Namibia Environmental education Educational change -- Namibia Life sciences -- Study and teaching -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1527 , http://hdl.handle.net/10962/d1003409
- Description: Following Independence in 1991 Namibia embarked on a major reform of the entire education system. The reform was perceived as a way of redressing the apartheid legacy and bringing about a democratic learner centred education for all. At the same time the reform was also seen as a prime vehicle to bring about sustainable development through incorporating relevant environmental education into various carrier subjects. One such carrier has been the subject Life Science, which is compulsory from Grade 8 to Grade 10. The Life Science Project was a joint venture between the Ministry of Education and Ibis, a Danish Development NGO, established to develop and support the implementation of Life Science in junior secondary schools. This half-thesis is an evaluation of the Life Science Project through an analysis of the central assumptions on which the Life Science curriculum is based and by investigating different stakeholders’ perceptions and understanding of the learner centred approach adopted by the curriculum. Three questions have guided this research: 1. Are there curriculum models that are more conducive for reform and change than others? 2. Do stakeholders and curriculum developers in Namibia understand the theory of social constructivism, and the systemic implications such an approach has for the education system? 3. Which approach to environmental education complements a transformative curriculum and the changes outlined in policy? From the research carried out in this half-thesis, it would appear that the Namibian education system and the Life Science curriculum suffers from what could be termed “ideological confusion”. Confusion in the sense that there are marked inconsistencies between policy and praxis, between the stated goals and aims of the reform and the curriculum designed to achieve these. This confusion is further exacerbated by various stakeholders’ different interpretations of both policy and the systemic implications the reform policy has on education. In this half-thesis I argue that embarking on an objectives driven model of curriculum cannot bring about change and transformation of the Namibian education system. I further argue that, by not having considered and implemented the necessary systemic changes to the education system, Namibia has, in fact, developed a child centred education system which is fundamentally different from a learner centred education system. Finally, I argue that environmental education, through the subject Life Science, set within an objectives driven, Child Centred Education system is inappropriate for and unable to address the need for developing an environmentally literate citizenry who are able to take informed decisions in order to address the environmental crisis and bring forth a more sustainable future.
- Full Text:
- Date Issued: 2000
- Authors: Kristensen, Jesper Olsson
- Date: 2000
- Subjects: Life science project Curriculum evaluation -- Namibia Environmental education Educational change -- Namibia Life sciences -- Study and teaching -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1527 , http://hdl.handle.net/10962/d1003409
- Description: Following Independence in 1991 Namibia embarked on a major reform of the entire education system. The reform was perceived as a way of redressing the apartheid legacy and bringing about a democratic learner centred education for all. At the same time the reform was also seen as a prime vehicle to bring about sustainable development through incorporating relevant environmental education into various carrier subjects. One such carrier has been the subject Life Science, which is compulsory from Grade 8 to Grade 10. The Life Science Project was a joint venture between the Ministry of Education and Ibis, a Danish Development NGO, established to develop and support the implementation of Life Science in junior secondary schools. This half-thesis is an evaluation of the Life Science Project through an analysis of the central assumptions on which the Life Science curriculum is based and by investigating different stakeholders’ perceptions and understanding of the learner centred approach adopted by the curriculum. Three questions have guided this research: 1. Are there curriculum models that are more conducive for reform and change than others? 2. Do stakeholders and curriculum developers in Namibia understand the theory of social constructivism, and the systemic implications such an approach has for the education system? 3. Which approach to environmental education complements a transformative curriculum and the changes outlined in policy? From the research carried out in this half-thesis, it would appear that the Namibian education system and the Life Science curriculum suffers from what could be termed “ideological confusion”. Confusion in the sense that there are marked inconsistencies between policy and praxis, between the stated goals and aims of the reform and the curriculum designed to achieve these. This confusion is further exacerbated by various stakeholders’ different interpretations of both policy and the systemic implications the reform policy has on education. In this half-thesis I argue that embarking on an objectives driven model of curriculum cannot bring about change and transformation of the Namibian education system. I further argue that, by not having considered and implemented the necessary systemic changes to the education system, Namibia has, in fact, developed a child centred education system which is fundamentally different from a learner centred education system. Finally, I argue that environmental education, through the subject Life Science, set within an objectives driven, Child Centred Education system is inappropriate for and unable to address the need for developing an environmentally literate citizenry who are able to take informed decisions in order to address the environmental crisis and bring forth a more sustainable future.
- Full Text:
- Date Issued: 2000
An examination of the facilitatory role for environmental education of conservancies
- Authors: Law-Jackson, Danielle
- Date: 2000
- Subjects: Environmental education Nature conservation -- South Africa Wildlife conservation -- South Africa Conservation of natural resources -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1529 , http://hdl.handle.net/10962/d1003411
- Description: This study examines the possibilities within the conservancy movement for the facilitation of environmental education. By means of a case study approach, a conservancy in the Northern Cape and the conservancy movement within the Free State provinces are compared with a view to elucidating factors militating against and promoting the success of environmental education programmes. The current lack of research in isolated rural areas is discussed. Re-orientation of perspectives regarding the value of conservancy-based environmental education within governmental, academic and local circles is recommended.
- Full Text:
- Date Issued: 2000
- Authors: Law-Jackson, Danielle
- Date: 2000
- Subjects: Environmental education Nature conservation -- South Africa Wildlife conservation -- South Africa Conservation of natural resources -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1529 , http://hdl.handle.net/10962/d1003411
- Description: This study examines the possibilities within the conservancy movement for the facilitation of environmental education. By means of a case study approach, a conservancy in the Northern Cape and the conservancy movement within the Free State provinces are compared with a view to elucidating factors militating against and promoting the success of environmental education programmes. The current lack of research in isolated rural areas is discussed. Re-orientation of perspectives regarding the value of conservancy-based environmental education within governmental, academic and local circles is recommended.
- Full Text:
- Date Issued: 2000
An investigation into short course accreditation through the South African Qualification Authority
- Authors: Mackenzie, Ian
- Date: 2000
- Subjects: Adult education -- South Africa Elementary education of adults -- South Africa School management and organization -- South Africa Guguletu Comprehensive School South African Qualifications Authority
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1600 , http://hdl.handle.net/10962/d1003482
- Description: This research project offers an analysis of the Adult Basic Education and Training Directorate in the Eastern Cape Province. The Bush Models are described and critiqued and then used as a tool for analysis. Other organisational models are described and used to add depth to the analysis. The choice of analysing the Adult Basic Education and Training Directorate comes both from a professional desire to know and understand this organisation more fully, as well as the importance of stressing that the definition of education organisations does not stop at school, colleges and universities, but includes the government bodies which are a key part of the sector. This assignment therefore explores both the features of a government department as well as the appropriateness of using Bush’s models in this context and draws on other organisational theory--Introduction.
- Full Text:
- Date Issued: 2000
- Authors: Mackenzie, Ian
- Date: 2000
- Subjects: Adult education -- South Africa Elementary education of adults -- South Africa School management and organization -- South Africa Guguletu Comprehensive School South African Qualifications Authority
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1600 , http://hdl.handle.net/10962/d1003482
- Description: This research project offers an analysis of the Adult Basic Education and Training Directorate in the Eastern Cape Province. The Bush Models are described and critiqued and then used as a tool for analysis. Other organisational models are described and used to add depth to the analysis. The choice of analysing the Adult Basic Education and Training Directorate comes both from a professional desire to know and understand this organisation more fully, as well as the importance of stressing that the definition of education organisations does not stop at school, colleges and universities, but includes the government bodies which are a key part of the sector. This assignment therefore explores both the features of a government department as well as the appropriateness of using Bush’s models in this context and draws on other organisational theory--Introduction.
- Full Text:
- Date Issued: 2000
An investigation of parental non-involvement in the governance of a Duncan Village school and its implications for the management of the school : a case study
- Authors: Ndlazi, Sibongile Mandisa
- Date: 2000
- Subjects: School management and organization -- South Africa -- Eastern Cape Education -- Parent participation -- South Africa Education -- Parent participation -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1639 , http://hdl.handle.net/10962/d1003521
- Description: This study explores the perceptions that parents have about their non-involvement in the governance of a Duncan Village High School, and considers the implications of such perceptions for the management of the school. Recent discussions on Radio Talk Shows and articles written in local newspapers indicate that Black parents have generally not been involved in the education of their children at the traditionally Black schools. Parental non-involvement also emerges as a strong theme in recent research. However, most of the research and media coverage focuses on school management's perceptions of the reasons and consequences of such non-involvement. The parents' voices have rarely been heard. Against this background, as well as the fact that the South African Schools Act presents a strong case for the involvement of parents in school governance and management, a phenomenological investigation was conducted at a traditionally Black Duncan Village High School. I chose phenomenology because I believed this approach has the potential for revealing my respondents' attitudes and perceptions. The sample consisted of four parent members of the school governing body who were key informants. The respondents were subjected to unstructured interviews which were held at their homes. The interviews probed the background and reasons for their lack of involvement, and the possible implications ofthis non-involvement for school management. The most significant of the wealth of findings is that parental non-involvement is linked to the historical background of the culture of non-participation of Black people which was created and encouraged by the successive White Governments in South Africa.
- Full Text:
- Date Issued: 2000
- Authors: Ndlazi, Sibongile Mandisa
- Date: 2000
- Subjects: School management and organization -- South Africa -- Eastern Cape Education -- Parent participation -- South Africa Education -- Parent participation -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1639 , http://hdl.handle.net/10962/d1003521
- Description: This study explores the perceptions that parents have about their non-involvement in the governance of a Duncan Village High School, and considers the implications of such perceptions for the management of the school. Recent discussions on Radio Talk Shows and articles written in local newspapers indicate that Black parents have generally not been involved in the education of their children at the traditionally Black schools. Parental non-involvement also emerges as a strong theme in recent research. However, most of the research and media coverage focuses on school management's perceptions of the reasons and consequences of such non-involvement. The parents' voices have rarely been heard. Against this background, as well as the fact that the South African Schools Act presents a strong case for the involvement of parents in school governance and management, a phenomenological investigation was conducted at a traditionally Black Duncan Village High School. I chose phenomenology because I believed this approach has the potential for revealing my respondents' attitudes and perceptions. The sample consisted of four parent members of the school governing body who were key informants. The respondents were subjected to unstructured interviews which were held at their homes. The interviews probed the background and reasons for their lack of involvement, and the possible implications ofthis non-involvement for school management. The most significant of the wealth of findings is that parental non-involvement is linked to the historical background of the culture of non-participation of Black people which was created and encouraged by the successive White Governments in South Africa.
- Full Text:
- Date Issued: 2000
An investigative case study of the introduction of democratic decision-making within an East London secondary school
- Authors: Carelse, Garth Craig
- Date: 2000
- Subjects: School management and organization -- South Africa Decision making -- Cast studies Education and state Ebenezer Majombozi High
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1920 , http://hdl.handle.net/10962/d1007404
- Description: The move towards greater democracy and participation in our education system is legislated quite succinctly in our South African Schools Act. The Act furthermore, and more importantly for this case study, posits that decision-making should be democratic in nature and our schools should eventually become governed in a collaborative and co-operative manner. Other policy texts such as the Labour Relations Act and the South African Constitution canonise the demand for a democratic South African society. This study investigates how democratic decision-making practices are taking place in an East London Secondary School namely Ebenezer Majombozi High. Even though distinct links exist between management and governance arms of schools, this study concentrates predominantly on decision-making within the school governing body and touches briefly on management thinking trends as a theoretical background to the kind of management at the school. What makes the school interesting as a case study is its rich history and its location in a deprived and impoverished township environment. The school was also part of the ex-Department of Education and Training, the black educational department of the past apartheid state. The kind of research undertaken was in the form of unstructured personal interviews with influential stakeholders at the school. Some of these stakeholders fonn part of the school governing body and the questions asked probed forms of governance at the school and how decision-making impacted on the overall school governance. The research findings acknowledges that decision-making does occur democratically at the school but that the practical implementation of positive consensual decisions are rarely realized. The school governing body only meets to deal with crises underpinned by a lack of learning and teaching and has not even debated the policies within the South African Schools Act. The study also argues that only by building capacity within the school and empowering the stakeholders, can constructive participation by all become a reality.
- Full Text:
- Date Issued: 2000
- Authors: Carelse, Garth Craig
- Date: 2000
- Subjects: School management and organization -- South Africa Decision making -- Cast studies Education and state Ebenezer Majombozi High
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1920 , http://hdl.handle.net/10962/d1007404
- Description: The move towards greater democracy and participation in our education system is legislated quite succinctly in our South African Schools Act. The Act furthermore, and more importantly for this case study, posits that decision-making should be democratic in nature and our schools should eventually become governed in a collaborative and co-operative manner. Other policy texts such as the Labour Relations Act and the South African Constitution canonise the demand for a democratic South African society. This study investigates how democratic decision-making practices are taking place in an East London Secondary School namely Ebenezer Majombozi High. Even though distinct links exist between management and governance arms of schools, this study concentrates predominantly on decision-making within the school governing body and touches briefly on management thinking trends as a theoretical background to the kind of management at the school. What makes the school interesting as a case study is its rich history and its location in a deprived and impoverished township environment. The school was also part of the ex-Department of Education and Training, the black educational department of the past apartheid state. The kind of research undertaken was in the form of unstructured personal interviews with influential stakeholders at the school. Some of these stakeholders fonn part of the school governing body and the questions asked probed forms of governance at the school and how decision-making impacted on the overall school governance. The research findings acknowledges that decision-making does occur democratically at the school but that the practical implementation of positive consensual decisions are rarely realized. The school governing body only meets to deal with crises underpinned by a lack of learning and teaching and has not even debated the policies within the South African Schools Act. The study also argues that only by building capacity within the school and empowering the stakeholders, can constructive participation by all become a reality.
- Full Text:
- Date Issued: 2000
Assessing alternative assessment: students' experiences of the different forms of assessment in a Bachelor of Education course
- Authors: Hendricks, Monica
- Date: 2000
- Subjects: Education, Higher -- South Africa -- Evaluation Educational tests and measurements -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1424 , http://hdl.handle.net/10962/d1003305
- Description: In this study I examine the current alternative forms of assessment that were employed in the foundation year of the Bachelor of Education course at Rhodes University in 1998. Since assessment is concerned with ascertaining the amount, and kind, of learning that has taken place, it links learning and teaching. As my role in the course was academic development, I was interested in the nature ofthe development that the course promoted, for lecturers and students. My main intention was to gain insight into students' experiences of the assessment practices. To this end I selected six students, photocopied all their academic writing for the year and interviewed them. In addition, to provide a holistic picture of assessment and marking, I interviewed the six lecturers who team-taught the course. The data thus included the course assignments of the six students and an interview with each student as well as with the course lecturers. The findings show that though policy documents advocate alternative forms of assessment, implementing such assessment is a complex matter for both teachers and students.
- Full Text:
- Date Issued: 2000
- Authors: Hendricks, Monica
- Date: 2000
- Subjects: Education, Higher -- South Africa -- Evaluation Educational tests and measurements -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1424 , http://hdl.handle.net/10962/d1003305
- Description: In this study I examine the current alternative forms of assessment that were employed in the foundation year of the Bachelor of Education course at Rhodes University in 1998. Since assessment is concerned with ascertaining the amount, and kind, of learning that has taken place, it links learning and teaching. As my role in the course was academic development, I was interested in the nature ofthe development that the course promoted, for lecturers and students. My main intention was to gain insight into students' experiences of the assessment practices. To this end I selected six students, photocopied all their academic writing for the year and interviewed them. In addition, to provide a holistic picture of assessment and marking, I interviewed the six lecturers who team-taught the course. The data thus included the course assignments of the six students and an interview with each student as well as with the course lecturers. The findings show that though policy documents advocate alternative forms of assessment, implementing such assessment is a complex matter for both teachers and students.
- Full Text:
- Date Issued: 2000
Computers in science teaching: a reality or dream; The role of computers in effective science education: a case of using a computer to teach colour mixing; Career oriented science education for the next millennium
- Authors: Nadarajah, Kumaravel
- Date: 2000
- Subjects: Science -- Study and teaching Computer-assisted instruction Education -- Data processing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1460 , http://hdl.handle.net/10962/d1003341
- Description: Science education in South Africa is not improving much. Many science educators do not have appropriate science qualifications. Majority of the learners have limited facilities to learn science. In this dilemma the move to OBE may result in further substantial deterioration of science education. A possible way out is to use computers in science education to facilitate the learning process. This study was designed to investigate how computers contribute to learners’ skills development in a physics course. A series of interactive computer simulations of colour mixing and a number of closely related traditional practical activities are aimed to promote learners’ understanding of colour. It was concluded that while computer environments have greater potentialas learning tools, they also limit interactions in significant ways.
- Full Text:
- Date Issued: 2000
- Authors: Nadarajah, Kumaravel
- Date: 2000
- Subjects: Science -- Study and teaching Computer-assisted instruction Education -- Data processing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1460 , http://hdl.handle.net/10962/d1003341
- Description: Science education in South Africa is not improving much. Many science educators do not have appropriate science qualifications. Majority of the learners have limited facilities to learn science. In this dilemma the move to OBE may result in further substantial deterioration of science education. A possible way out is to use computers in science education to facilitate the learning process. This study was designed to investigate how computers contribute to learners’ skills development in a physics course. A series of interactive computer simulations of colour mixing and a number of closely related traditional practical activities are aimed to promote learners’ understanding of colour. It was concluded that while computer environments have greater potentialas learning tools, they also limit interactions in significant ways.
- Full Text:
- Date Issued: 2000
Designing and making a difference: an exploration of technology education for rural school teachers
- Authors: Schäfer, Marc
- Date: 2000
- Subjects: Technology -- Study and teaching -- South Africa -- Eastern Cape Technology -- Study and teaching -- South Africa Rural schools -- South Africa -- Eastern Cape Education, Rural -- South Africa Winterberg schools trust
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1491 , http://hdl.handle.net/10962/d1003372
- Description: This qualitative study focused on a Technology Education programme for farm school teachers in the Eastern Cape province of South Africa. These teachers were faced with the challenge of incorporating Technology Education into their curriculum. The study was conducted within the context of an investigation into the conceptual nature of technology and an exploration of the theoretical underpinnings of Technology Education within both the international and South African context. Technology Education is being introduced into the South African curriculum against a background of educational transformation and the building of capacity to solve real life problems. This calls for a curriculum that will empower learners to be innovative, creative and skilled problem solvers. The introduction and incorporation of Technoiogy Education into the school curriculum poses a formidable challenge to farm schools in particular. Their unique history of neglect and legacy of underqualified teachers has made the introduction of any curriculum innovation process very difficult and challenging. This study analyses how an introductory Technology Education programme for farm school teachers in the Winterberg area of the Eastern Cape impacted~ on the teachers' professional and personal lives. It shows the importance of developing teclpological skills in conjunction with life skills in cO.ntributing to the empowerment, both in the work place and in the wider context, of rural school teachers. It highlights the need for supportive in-service education programmes and strengthens the argument for an integrative and mulitidisciplinary approach to the introduction of Technology Education in farm schools. Data was collected by means of questionnaires, interviews and photographs.
- Full Text:
- Date Issued: 2000
- Authors: Schäfer, Marc
- Date: 2000
- Subjects: Technology -- Study and teaching -- South Africa -- Eastern Cape Technology -- Study and teaching -- South Africa Rural schools -- South Africa -- Eastern Cape Education, Rural -- South Africa Winterberg schools trust
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1491 , http://hdl.handle.net/10962/d1003372
- Description: This qualitative study focused on a Technology Education programme for farm school teachers in the Eastern Cape province of South Africa. These teachers were faced with the challenge of incorporating Technology Education into their curriculum. The study was conducted within the context of an investigation into the conceptual nature of technology and an exploration of the theoretical underpinnings of Technology Education within both the international and South African context. Technology Education is being introduced into the South African curriculum against a background of educational transformation and the building of capacity to solve real life problems. This calls for a curriculum that will empower learners to be innovative, creative and skilled problem solvers. The introduction and incorporation of Technoiogy Education into the school curriculum poses a formidable challenge to farm schools in particular. Their unique history of neglect and legacy of underqualified teachers has made the introduction of any curriculum innovation process very difficult and challenging. This study analyses how an introductory Technology Education programme for farm school teachers in the Winterberg area of the Eastern Cape impacted~ on the teachers' professional and personal lives. It shows the importance of developing teclpological skills in conjunction with life skills in cO.ntributing to the empowerment, both in the work place and in the wider context, of rural school teachers. It highlights the need for supportive in-service education programmes and strengthens the argument for an integrative and mulitidisciplinary approach to the introduction of Technology Education in farm schools. Data was collected by means of questionnaires, interviews and photographs.
- Full Text:
- Date Issued: 2000
Environmental youth clubs in Namibia : what role do, could or should they play in environmental education?
- Authors: Botma, Connie
- Date: 2000
- Subjects: Environmental education -- Namibia Environmental education -- Study and teaching -- Namibia Youth -- Societies and clubs Youth -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1519 , http://hdl.handle.net/10962/d1003401
- Description: Although the existence of wildlife clubs in Africa dates back to the start of the environmental movement in the 1970s, youth involvement through environmental clubs only commenced in Namibia in 1992. I became involved with the clubs in 1995 when I was employed by the Rossing Foundation Environmental Education Project to encourage, support and coordinate environmental clubs in Namibia. During the last three years the number of Namibian clubs has increased from 20 to ±85, and they are now established in most geographical regions of the country. During my involvement with the clubs I became increasingly interested in the philosophical underpinnings of youth movements like clubs and started questioning what we could expect from the youth and what could be achieved through the clubs. One of my main concerns was whether youth could make a significant improvement to the quality of their lives and their environment through these clubs. The aim of my research was therefore to describe and reflect critically on the role of environmental youth clubs in environmental education in Namibia. My study was guided by a socially critical orientation which emphasises the construction of meaning through social dialogue and critical reflection. I chose an interpretative research strategy and generated data mainly through semi-structured interviews, participant observation, a focus-group discussion and a workshop. Due to the focus of the research I purposefully selected the sample of existing youth clubs to be included in the study. The iterative strategy of gathering and interpreting data in successive cycles allowed for continuous reflection throughout the research process. It also allowed me to identify key patterns and trends in analysing and interpreting the data. The study findings suggest that environmental clubs do playa role in learning about environmental issues; in developing personal and social identity, confidence and a sense of purpose in society; in establishing new and supportive relationships between teachers and learners and with other community resourde people; in creating opportunities and enabling exposure to diverse learning environments, options and alternatives; and ih fostering the orientation and skills needed to effect meaningful d1'inges in the environment. The findings also suggest that environmental clubs could make a significant contribution to environmental education, providing that they incorporate a socially critical orientation, gain greater recognition from significant adults and education officials, collaborate with other projects and organisations, and use guidelines of models such as the action research framework to ensure relevant and effective action projects. The main challenges to environmental clubs in Namibia include changing perceptions that youth do not have much to contribute; improving relationships between clubs, schools and communities; dealing with the tension between the possible disempowering effect of central control and the need for more formalised structures in order to gain official recognition; and developing strategies to ensure the clubs' sustainability in the future.
- Full Text:
- Date Issued: 2000
- Authors: Botma, Connie
- Date: 2000
- Subjects: Environmental education -- Namibia Environmental education -- Study and teaching -- Namibia Youth -- Societies and clubs Youth -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1519 , http://hdl.handle.net/10962/d1003401
- Description: Although the existence of wildlife clubs in Africa dates back to the start of the environmental movement in the 1970s, youth involvement through environmental clubs only commenced in Namibia in 1992. I became involved with the clubs in 1995 when I was employed by the Rossing Foundation Environmental Education Project to encourage, support and coordinate environmental clubs in Namibia. During the last three years the number of Namibian clubs has increased from 20 to ±85, and they are now established in most geographical regions of the country. During my involvement with the clubs I became increasingly interested in the philosophical underpinnings of youth movements like clubs and started questioning what we could expect from the youth and what could be achieved through the clubs. One of my main concerns was whether youth could make a significant improvement to the quality of their lives and their environment through these clubs. The aim of my research was therefore to describe and reflect critically on the role of environmental youth clubs in environmental education in Namibia. My study was guided by a socially critical orientation which emphasises the construction of meaning through social dialogue and critical reflection. I chose an interpretative research strategy and generated data mainly through semi-structured interviews, participant observation, a focus-group discussion and a workshop. Due to the focus of the research I purposefully selected the sample of existing youth clubs to be included in the study. The iterative strategy of gathering and interpreting data in successive cycles allowed for continuous reflection throughout the research process. It also allowed me to identify key patterns and trends in analysing and interpreting the data. The study findings suggest that environmental clubs do playa role in learning about environmental issues; in developing personal and social identity, confidence and a sense of purpose in society; in establishing new and supportive relationships between teachers and learners and with other community resourde people; in creating opportunities and enabling exposure to diverse learning environments, options and alternatives; and ih fostering the orientation and skills needed to effect meaningful d1'inges in the environment. The findings also suggest that environmental clubs could make a significant contribution to environmental education, providing that they incorporate a socially critical orientation, gain greater recognition from significant adults and education officials, collaborate with other projects and organisations, and use guidelines of models such as the action research framework to ensure relevant and effective action projects. The main challenges to environmental clubs in Namibia include changing perceptions that youth do not have much to contribute; improving relationships between clubs, schools and communities; dealing with the tension between the possible disempowering effect of central control and the need for more formalised structures in order to gain official recognition; and developing strategies to ensure the clubs' sustainability in the future.
- Full Text:
- Date Issued: 2000
Exploring the making of meaning: environmental education and training for industry, business and local government
- Authors: Jenkin, Nicola Pat
- Date: 2000
- Subjects: Environmental education Corporations -- environmental aspects Local government -- environmental aspects Managerial economics -- environmental aspects
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1543 , http://hdl.handle.net/10962/d1003425
- Description: The aim of this research was to explore how participants made meaning in an environmental education and training course for people from industry, business and local government in South Africa, and to identify and comment on any constraints to this meaning-making. I used a Symbolic Interactionist theoretical framework to explore and comment on the meaning-making process. I started my research by conducting a questionnaire to select participants for interviews. During the course the selected participants were interviewed, as well as the two course co-ordinators. Data was also gathered during the course from participant observation field notes ('captured talk'), photographs, participants' assignments and course evaluations. The data was analysed using an adapted form of discourse analysis and matrices. The research highlights that the opportunities provided on the course were adequate for encouraging meaning-making amongst both the co-ordinators and participants. However, recorded instances of meaning-making were low, which indicated that there were certain constraints during the meaning-making process. This research highlights and comments on identified constraints such as time and workplace support. The research supports similar findings which emerged from research conducted on the Gold Fields environmental education course for teachers and also offers recommendations for further research and practice into meaning-;making within the field of environmental education and industry, business and local government in South Africa.
- Full Text:
- Date Issued: 2000
- Authors: Jenkin, Nicola Pat
- Date: 2000
- Subjects: Environmental education Corporations -- environmental aspects Local government -- environmental aspects Managerial economics -- environmental aspects
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1543 , http://hdl.handle.net/10962/d1003425
- Description: The aim of this research was to explore how participants made meaning in an environmental education and training course for people from industry, business and local government in South Africa, and to identify and comment on any constraints to this meaning-making. I used a Symbolic Interactionist theoretical framework to explore and comment on the meaning-making process. I started my research by conducting a questionnaire to select participants for interviews. During the course the selected participants were interviewed, as well as the two course co-ordinators. Data was also gathered during the course from participant observation field notes ('captured talk'), photographs, participants' assignments and course evaluations. The data was analysed using an adapted form of discourse analysis and matrices. The research highlights that the opportunities provided on the course were adequate for encouraging meaning-making amongst both the co-ordinators and participants. However, recorded instances of meaning-making were low, which indicated that there were certain constraints during the meaning-making process. This research highlights and comments on identified constraints such as time and workplace support. The research supports similar findings which emerged from research conducted on the Gold Fields environmental education course for teachers and also offers recommendations for further research and practice into meaning-;making within the field of environmental education and industry, business and local government in South Africa.
- Full Text:
- Date Issued: 2000
Female school principals=perceptions of leadership in a male dominated education environment
- Authors: Mwingi, Mweru P
- Date: 2000
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/326 , vital:19948
- Description: Many well-known studies on leadership have ignored the perspective of women yet bear an emphasis on the importance of portraying leadership in its entirety. This would mean that all leadership perspectives are included and that leaders are allowed to speak for themselves and about themselves. It is this connection I have sought to establish how women perceive leadership by relating the experiences of four women in school principalship. I have used a factual questionnaire to establish the background of each one but, it is the in-depth interviews that yield the leadership perceptions. Borrowing from phenomenological procedures, the leadership experiences are related as Natural Meaning Units (NMUS) whereby all prior knowledge and possible bias are bracketed out. Reinforced by their journal entries, it is only the voice of the women that is heard. My study reinforces the observation of researchers and feminist scholars that women leaders are not only marginalised but also viewed from a perspective that is not their own. From the study, however, the one element about leadership that emerges as unique is the functioning of transformational leadership elements among women leaders in educational set-ups that are inherently traditional, bureaucratic and hierarchical. This is significant because there is an indication that women leaders are inclined to transformational leadership because it favours their feminine qualities. There is also evidence that school principals can embrace leadership diversity and finally, that leadership and the structures of leadership operation are not developed from without but from within the person of the leader and this is an incorporation of their vision and beliefs. In the context of South Africa, this study should be of potential significance because of the change that is taking place in the development and training of school principals.
- Full Text:
- Date Issued: 2000
- Authors: Mwingi, Mweru P
- Date: 2000
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/326 , vital:19948
- Description: Many well-known studies on leadership have ignored the perspective of women yet bear an emphasis on the importance of portraying leadership in its entirety. This would mean that all leadership perspectives are included and that leaders are allowed to speak for themselves and about themselves. It is this connection I have sought to establish how women perceive leadership by relating the experiences of four women in school principalship. I have used a factual questionnaire to establish the background of each one but, it is the in-depth interviews that yield the leadership perceptions. Borrowing from phenomenological procedures, the leadership experiences are related as Natural Meaning Units (NMUS) whereby all prior knowledge and possible bias are bracketed out. Reinforced by their journal entries, it is only the voice of the women that is heard. My study reinforces the observation of researchers and feminist scholars that women leaders are not only marginalised but also viewed from a perspective that is not their own. From the study, however, the one element about leadership that emerges as unique is the functioning of transformational leadership elements among women leaders in educational set-ups that are inherently traditional, bureaucratic and hierarchical. This is significant because there is an indication that women leaders are inclined to transformational leadership because it favours their feminine qualities. There is also evidence that school principals can embrace leadership diversity and finally, that leadership and the structures of leadership operation are not developed from without but from within the person of the leader and this is an incorporation of their vision and beliefs. In the context of South Africa, this study should be of potential significance because of the change that is taking place in the development and training of school principals.
- Full Text:
- Date Issued: 2000