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
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
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
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
The dynamics of an emerging outcomes-based educational approach in a second language English classroom
- Authors: Westphal, Vivian
- Date: 2000
- Subjects: English language -- Study and teaching -- Foreign speakers -- South Africa Competency-based education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1502 , http://hdl.handle.net/10962/d1003384
- Description: Curriculum 2005 and outcomes-based education was introduced to South African educators in 1996 by the Minister of Education, Prof. S.M.E. Bengu as an alternative to the racially divided education system prior to the first democratic elections of 1995. The new curriculum was designed to transform the education system into a more equitable system by focussing on creating learners who would become creative thinkers, independent, productive workers and responsible, non-racial citizens. Learners would take a greater role in their own education and teachers would take on new roles as facilitators in the learning process. The new approach was introduced into grade 1 in 1998 and grade 2 in 1999. By using a modified ethnographic approach, this research project studies how one teacher has begun to think about Curriculum 2005 and implement an OBE approach to ESL teaching in a grade 2 classroom. It also focuses on gaining insights into how the teacher has attempted to make sense of the new curriculum in terms of her current practice and the training she has received in OBE. The ethnographic approach of the thesis has allowed the researcher to draw on many forms of data providing a holistic view. Tentative findings show that the teacher is experiencing difficulty in “unpacking” the underlying principles of OBE in terms of her current methods of teaching ESL. She continues to work from tacit knowledge. Because she has received very little training in OBE, she lacks the tools to become a more reflective practitioner. Despite this, her ESL lessons show a positive communicative approach to language teaching by focusing on stories, rhymes and songs as comprehensible input for the learners. The findings of this thesis tentatively suggest that unless teachers are given more adequate training and learning support materials, their classroom practices will remain relatively unchanged.
- Full Text:
- Date Issued: 2000
- Authors: Westphal, Vivian
- Date: 2000
- Subjects: English language -- Study and teaching -- Foreign speakers -- South Africa Competency-based education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1502 , http://hdl.handle.net/10962/d1003384
- Description: Curriculum 2005 and outcomes-based education was introduced to South African educators in 1996 by the Minister of Education, Prof. S.M.E. Bengu as an alternative to the racially divided education system prior to the first democratic elections of 1995. The new curriculum was designed to transform the education system into a more equitable system by focussing on creating learners who would become creative thinkers, independent, productive workers and responsible, non-racial citizens. Learners would take a greater role in their own education and teachers would take on new roles as facilitators in the learning process. The new approach was introduced into grade 1 in 1998 and grade 2 in 1999. By using a modified ethnographic approach, this research project studies how one teacher has begun to think about Curriculum 2005 and implement an OBE approach to ESL teaching in a grade 2 classroom. It also focuses on gaining insights into how the teacher has attempted to make sense of the new curriculum in terms of her current practice and the training she has received in OBE. The ethnographic approach of the thesis has allowed the researcher to draw on many forms of data providing a holistic view. Tentative findings show that the teacher is experiencing difficulty in “unpacking” the underlying principles of OBE in terms of her current methods of teaching ESL. She continues to work from tacit knowledge. Because she has received very little training in OBE, she lacks the tools to become a more reflective practitioner. Despite this, her ESL lessons show a positive communicative approach to language teaching by focusing on stories, rhymes and songs as comprehensible input for the learners. The findings of this thesis tentatively suggest that unless teachers are given more adequate training and learning support materials, their classroom practices will remain relatively unchanged.
- Full Text:
- Date Issued: 2000
Research Projects Portfolio.
- Authors: Schudel, Ingrid Joan
- Date: 2000
- Subjects: Environmental education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2015 , http://hdl.handle.net/10962/d1016368
- Description: This collection of research projects tells a story of the time I have spent with members of the Albany Working for Water team; including preparations made, lessons learned and insights gained. My first project was to analyse the methodology of a research paper. I chose the paper by Arjen Wals because I intended, like him, to examine people's perceptions of environmental issues. From this paper I gained ideas for a qualitative research process and learnt the importance of theoretical and methodological consistency. My next project was to present a report on my research into the perceptions of workrelated environmental issues among the Albany Working for Water workers. From this research I gained insight into the knowledge of the workers and also some of the misconceptions that they have about social and ecological issues. I made educational recommendations based on these insights. This experience inspired me to initiate a play with a group of the workers about alien plant eradication. The process of developing this play formed the basis for a research paper that I have submitted as another research project. Concurrent with the development of the play, I conducted a fourth research project that was a situational analysis of the Albany Workingfor Water Project. I hoped that this analysis would provide useful insight into the context of the above two projects. Overall, I hope the story reflects how I have grown through the learning experiences I shared with the Albany Working for Water team. I would like to extend to my thanks to all those who assisted and shared my journey with me.
- Full Text:
- Date Issued: 2000
- Authors: Schudel, Ingrid Joan
- Date: 2000
- Subjects: Environmental education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2015 , http://hdl.handle.net/10962/d1016368
- Description: This collection of research projects tells a story of the time I have spent with members of the Albany Working for Water team; including preparations made, lessons learned and insights gained. My first project was to analyse the methodology of a research paper. I chose the paper by Arjen Wals because I intended, like him, to examine people's perceptions of environmental issues. From this paper I gained ideas for a qualitative research process and learnt the importance of theoretical and methodological consistency. My next project was to present a report on my research into the perceptions of workrelated environmental issues among the Albany Working for Water workers. From this research I gained insight into the knowledge of the workers and also some of the misconceptions that they have about social and ecological issues. I made educational recommendations based on these insights. This experience inspired me to initiate a play with a group of the workers about alien plant eradication. The process of developing this play formed the basis for a research paper that I have submitted as another research project. Concurrent with the development of the play, I conducted a fourth research project that was a situational analysis of the Albany Workingfor Water Project. I hoped that this analysis would provide useful insight into the context of the above two projects. Overall, I hope the story reflects how I have grown through the learning experiences I shared with the Albany Working for Water team. I would like to extend to my thanks to all those who assisted and shared my journey with me.
- 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
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
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
Key decision-makers' perceptions of sustainable sea fisheries in Namibia and the implications for environmental education programmes
- Authors: Boois, Ulrich
- Date: 2000
- Subjects: Environmental education -- Namibia Fisheries -- Environmental aspects Fisheries -- Environmental aspects -- Namibia Sustainable development -- Environmental aspects Sustainable development -- Environmental aspects -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1661 , http://hdl.handle.net/10962/d1003544
- Description: This study investigates key decision-makers' perceptions of sustainable sea fisheries in Namibia, and explores the possibilities for the future development of education programmes that focus on "sustainability" in the fisheries sector. The concept of "sustainability" and its application in the context of a biological resource, namely sea fisheries, was examined. A series of questions were raised concerning sustainable fisheries: intergenerational implications of patterns of resource use, equity concerns, time horizons, and the protection of marine biodiveristy, among others. Examples from the Namibian and the European Community Sea Fisheries Industries are used to illustrate these issues. In spite of divergent views on what "sustainability" means, the study leads to certain findings that have broader policy implications. Data was collected from semi-structured interviews undertaken with six (6) key decision-makers in the Sea Fisheries Industry of Namibia, then analysed and assessed. The perceptions of key decisionmakers were determined by qualitative analysis in the interpretive paradigm. The data indicated some agreement in terms of what the key decision-makers think about the sustainable utilisation of the fisherjes resources. It is almost impossible to have complete agreement, because the decision-makers are from different contextual backgrounds. Those who make the decisions are more concerned about "how to manage" and those who act on the decisions put more emphasis on economic self-interest. Although the interviewees' perceptions of sustainable fisheries was imperfect, there was broad support for its aims and principles. The study also revealed that the achievement of sustainable sea fisheries development in Wamibia will require broader educational and public awareness programmes to enhance participation in decision-making debates. Formal and informal marine environmental education, from the perspective of "Responsible Fishing" has been emphasised.
- Full Text:
- Date Issued: 2000
- Authors: Boois, Ulrich
- Date: 2000
- Subjects: Environmental education -- Namibia Fisheries -- Environmental aspects Fisheries -- Environmental aspects -- Namibia Sustainable development -- Environmental aspects Sustainable development -- Environmental aspects -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1661 , http://hdl.handle.net/10962/d1003544
- Description: This study investigates key decision-makers' perceptions of sustainable sea fisheries in Namibia, and explores the possibilities for the future development of education programmes that focus on "sustainability" in the fisheries sector. The concept of "sustainability" and its application in the context of a biological resource, namely sea fisheries, was examined. A series of questions were raised concerning sustainable fisheries: intergenerational implications of patterns of resource use, equity concerns, time horizons, and the protection of marine biodiveristy, among others. Examples from the Namibian and the European Community Sea Fisheries Industries are used to illustrate these issues. In spite of divergent views on what "sustainability" means, the study leads to certain findings that have broader policy implications. Data was collected from semi-structured interviews undertaken with six (6) key decision-makers in the Sea Fisheries Industry of Namibia, then analysed and assessed. The perceptions of key decisionmakers were determined by qualitative analysis in the interpretive paradigm. The data indicated some agreement in terms of what the key decision-makers think about the sustainable utilisation of the fisherjes resources. It is almost impossible to have complete agreement, because the decision-makers are from different contextual backgrounds. Those who make the decisions are more concerned about "how to manage" and those who act on the decisions put more emphasis on economic self-interest. Although the interviewees' perceptions of sustainable fisheries was imperfect, there was broad support for its aims and principles. The study also revealed that the achievement of sustainable sea fisheries development in Wamibia will require broader educational and public awareness programmes to enhance participation in decision-making debates. Formal and informal marine environmental education, from the perspective of "Responsible Fishing" has been emphasised.
- 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
Research Portfolio
- Authors: Nts'aba, Likengkeng
- Date: 2000
- Subjects: School management and organization -- South Africa -- Eastern Cape , School board members -- South Africa -- Eastern Cape -- Decision making , Education -- Political aspects -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2051 , http://hdl.handle.net/10962/d1018259
- 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 fmdings 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: Nts'aba, Likengkeng
- Date: 2000
- Subjects: School management and organization -- South Africa -- Eastern Cape , School board members -- South Africa -- Eastern Cape -- Decision making , Education -- Political aspects -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2051 , http://hdl.handle.net/10962/d1018259
- 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 fmdings 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
Principals' perceptions of the management of staff appraisal in schools.
- Authors: Blaauw, Lindiwe Ellen
- Date: 2000
- Subjects: Educational evaluation , Teachers -- Rating of
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2011 , http://hdl.handle.net/10962/d1016080
- Description: Teacher appraisal has long been a contentious and contested area in educational management. The recent implementation of a new system of appraisal in Eastern Cape Schools has led to renewed interest in the role and management of appraisal. The objective of this study was to investigate principals' perception of the management of staff appraisal. An interpretive paradigm was adopted and the research is a case study of four secondary schools in Port Elizabeth. Two methods were used in collecting data, namely, questionnaires and interviews. The content comparative method was used to analyse the data. The findings of this study showed areas of continuities and discontinuities with the literature and the new document on appraisal. There is a clear understanding among the principals interviewed that staff appraisal should be used to assess individual teacher performance and that it should also be developmental. There is clear support from the principals on the involvement of other stakeholders. They see the process as transformative and participatory. They find it acceptable and are willing to be involved. However, the findings also indicate a lack of readiness on the part of the principals to fully embrace a fully participative and developmental approach to appraisal. On the strength of these findings I conclude the thesis by making recommendations for policy, principals, teachers and for future researchers in the field.
- Full Text:
- Date Issued: 2000
- Authors: Blaauw, Lindiwe Ellen
- Date: 2000
- Subjects: Educational evaluation , Teachers -- Rating of
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2011 , http://hdl.handle.net/10962/d1016080
- Description: Teacher appraisal has long been a contentious and contested area in educational management. The recent implementation of a new system of appraisal in Eastern Cape Schools has led to renewed interest in the role and management of appraisal. The objective of this study was to investigate principals' perception of the management of staff appraisal. An interpretive paradigm was adopted and the research is a case study of four secondary schools in Port Elizabeth. Two methods were used in collecting data, namely, questionnaires and interviews. The content comparative method was used to analyse the data. The findings of this study showed areas of continuities and discontinuities with the literature and the new document on appraisal. There is a clear understanding among the principals interviewed that staff appraisal should be used to assess individual teacher performance and that it should also be developmental. There is clear support from the principals on the involvement of other stakeholders. They see the process as transformative and participatory. They find it acceptable and are willing to be involved. However, the findings also indicate a lack of readiness on the part of the principals to fully embrace a fully participative and developmental approach to appraisal. On the strength of these findings I conclude the thesis by making recommendations for policy, principals, teachers and for future researchers in the field.
- 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
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
Professional development in environmental education in Zanzibar, Tanzania: distances encountered in a semi-distance learning course
- Authors: Heylings, Phillippa Frances
- Date: 2000
- Subjects: Environmental education -- Tanzania -- Zanzibar Distance education -- Tanzania -- Zanzibar Environmental education Distance education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1715 , http://hdl.handle.net/10962/d1003598
- Description: In Zanzibar, in 1995, opportunities for professional development in environmental education were minimal. Yet the demand for professional development was high, especially because of an emphasis on formal qualifications in the country. Credibility was afforded to forms of professional development, aimed at creating more ‘experts’. Ongoing environmental education practice was not achieving its objectives. Into this setting, which was culturally and socio-politically different from the South African context where it was developed, I introduced the Rhodes University Certificate and Gold Fields Participatory Course in Environmental Education (RU/GF); a non-formal, counter-hegemonic course which encouraged critical reflection on the dominant orientations to environmental education practice – including professional development. I used critical ethnographic and action research methods to explore my praxiological interest, the adaptation of the RU/GF curriculum to the Zanzibar context. During the research process, a decision was made to formally accredit the RU/GF course. This decision did not alter the course orientation or the learning process but opened up possibilities for future curriculum development processes. It allowed the students both a formal qualification necessary for status and promotion, and participation in a learning process that challenged the dominant paradigm on professional development and status from within the socio-political context. The research took on a reflexive orientation to research and environmental education. Through a dialectical development of theory, method and results, several important issues emerged. These deal with the ‘distances’ encountered in attempting to address some of the perceived dichotomies in professional development in environmental education through semi-distance learning: the distances between status and learning; the need for career upgrading and the type of learning considered appropriate for professional development in environmental education; the non-quantifiable aims associated with a reflexive orientation to professional development and formal assessment demands for measurable criteria; the democratisation of open-entry courses and the elitism of restricted access; the focus on individual growth and the attainment of a normative grade; theory and practice; and finally distances between learner, text and language. The research supports similar findings emerging from evaluation of the RU/GF course in South Africa and resonates with, and contributes to, issues concerning professional development in environmental education being considered internationally.
- Full Text:
- Date Issued: 2000
- Authors: Heylings, Phillippa Frances
- Date: 2000
- Subjects: Environmental education -- Tanzania -- Zanzibar Distance education -- Tanzania -- Zanzibar Environmental education Distance education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1715 , http://hdl.handle.net/10962/d1003598
- Description: In Zanzibar, in 1995, opportunities for professional development in environmental education were minimal. Yet the demand for professional development was high, especially because of an emphasis on formal qualifications in the country. Credibility was afforded to forms of professional development, aimed at creating more ‘experts’. Ongoing environmental education practice was not achieving its objectives. Into this setting, which was culturally and socio-politically different from the South African context where it was developed, I introduced the Rhodes University Certificate and Gold Fields Participatory Course in Environmental Education (RU/GF); a non-formal, counter-hegemonic course which encouraged critical reflection on the dominant orientations to environmental education practice – including professional development. I used critical ethnographic and action research methods to explore my praxiological interest, the adaptation of the RU/GF curriculum to the Zanzibar context. During the research process, a decision was made to formally accredit the RU/GF course. This decision did not alter the course orientation or the learning process but opened up possibilities for future curriculum development processes. It allowed the students both a formal qualification necessary for status and promotion, and participation in a learning process that challenged the dominant paradigm on professional development and status from within the socio-political context. The research took on a reflexive orientation to research and environmental education. Through a dialectical development of theory, method and results, several important issues emerged. These deal with the ‘distances’ encountered in attempting to address some of the perceived dichotomies in professional development in environmental education through semi-distance learning: the distances between status and learning; the need for career upgrading and the type of learning considered appropriate for professional development in environmental education; the non-quantifiable aims associated with a reflexive orientation to professional development and formal assessment demands for measurable criteria; the democratisation of open-entry courses and the elitism of restricted access; the focus on individual growth and the attainment of a normative grade; theory and practice; and finally distances between learner, text and language. The research supports similar findings emerging from evaluation of the RU/GF course in South Africa and resonates with, and contributes to, issues concerning professional development in environmental education being considered internationally.
- Full Text:
- Date Issued: 2000
Materials in flexible learning teacher education courses in environmental education : an evaluative case study
- Authors: Molose, Vivian Innotantia
- Date: 2000
- Subjects: Environmental education -- Study and teaching Environmental education -- Study and teaching -- Evaluation Environmental education -- South Africa -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1672 , http://hdl.handle.net/10962/d1003555
- Description: The study aimed at researching the role of materials in flexible learning teacher education courses, specifically looking at the Eastern Cape Teacher Course as a case study. The research aimed at exploring how courses and materials were developed, selected, used and adapted or redeveloped so as to support the course orientation and the intended outcomes. I did this with the hope that my research might inform the process of improving the role of course materials in flexible learning teacher education courses. I did a naturalistic enquiry within which I interviewed 39 participants (teachers and teacher educators) and two course co-ordinators. I also analysed documents such as the course materials, nine participants' journals and seven of their assignments. The observation notes compiled during the early days of the course were not used as a main source of data but as support to data sources mentioned above. Questionnaires were handed out to all the course participants, i.e. course co-ordinators, tutors and student participants. The questionnaires were intended as a means for pre interview and post interview reflection for interviewees. Through this research, I have learnt a lot about the role of materials in professional development courses, including the importance of mediation of materials and their overt use during course sessions, the importance of providing and encouraging a culture of reading through time allocation during contact sessions, through discussions on materials, and also through providing orientating comm~nts on materials rather than just handing them out to participants. Readings that are more focussed do better to motivate participants to interact with them.
- Full Text:
- Date Issued: 2000
- Authors: Molose, Vivian Innotantia
- Date: 2000
- Subjects: Environmental education -- Study and teaching Environmental education -- Study and teaching -- Evaluation Environmental education -- South Africa -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1672 , http://hdl.handle.net/10962/d1003555
- Description: The study aimed at researching the role of materials in flexible learning teacher education courses, specifically looking at the Eastern Cape Teacher Course as a case study. The research aimed at exploring how courses and materials were developed, selected, used and adapted or redeveloped so as to support the course orientation and the intended outcomes. I did this with the hope that my research might inform the process of improving the role of course materials in flexible learning teacher education courses. I did a naturalistic enquiry within which I interviewed 39 participants (teachers and teacher educators) and two course co-ordinators. I also analysed documents such as the course materials, nine participants' journals and seven of their assignments. The observation notes compiled during the early days of the course were not used as a main source of data but as support to data sources mentioned above. Questionnaires were handed out to all the course participants, i.e. course co-ordinators, tutors and student participants. The questionnaires were intended as a means for pre interview and post interview reflection for interviewees. Through this research, I have learnt a lot about the role of materials in professional development courses, including the importance of mediation of materials and their overt use during course sessions, the importance of providing and encouraging a culture of reading through time allocation during contact sessions, through discussions on materials, and also through providing orientating comm~nts on materials rather than just handing them out to participants. Readings that are more focussed do better to motivate participants to interact with them.
- 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
The use of indigenous plants as food by a rural community in the Eastern Cape : an educational exploration
- Authors: Shava, Soul
- Date: 2000
- Subjects: Plants, Edible -- South Africa -- Eastern Cape Wild plants, Edible -- South Africa -- Eastern Cape Human-plant relationships -- South Africa -- Eastern Cape Endemic plants -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1813 , http://hdl.handle.net/10962/d1003699
- Description: Looking at the use of plants as food reflects how humankind has fashioned nature. There has been a significant change in production patterns from hunter-gathering through subsistence agriculture to technologically advanced commercial agriculture with a subsequent reduction in the diversity of plants used as food. A parallel trend in consumption patterns has occurred, from home-based food processing for subsistence through small- scale production to large-scale industrial processing and the commodification of food. The overall result of such trends is a narrowing of the food resource base and an increasing reliance on processed foods at the expense of traditional diets, accompanied by increasing diet-related health risks. This research is an ethnographic case study on the use of indigenous food plants by the community of Tuku A village in the Eastern Cape using interviews and observations as the main data collecting strategies. A nutritional analysis of some wild food plants was also carried out. An inventory of more than 70 food plant species was compiled, with the knowledge of such plants found among both the elderly and the youth. The incorporation of this knowledge into education systems is recommended. Of the wild food plants documented, some were non-indigenous indicating the dynamic nature of indigenous knowledge. Some wild spinach were left to grow amongst cultivated food plants, hinting at some form of ‘domestication’ in process. This observation together with the observation that wild fruit trees were selectively conserved highlights the possibility of the continued use of wild food contributing to conservation of botanical diversity. Community use of indigenous food was found to be diminishing. Stigmatisation of indigenous food plants, urbanisation, formal education, changes in lifestyle, and media were some of the factors possibly influencing this dietary shift. The community made links between diet and health, which correspond to modern scientific knowledge, with modern diet being lamented for ill health. The nutritional analysis revealed that wild food plants do contain essential dietary nutrients, an area recommended for further research.
- Full Text:
- Date Issued: 2000
- Authors: Shava, Soul
- Date: 2000
- Subjects: Plants, Edible -- South Africa -- Eastern Cape Wild plants, Edible -- South Africa -- Eastern Cape Human-plant relationships -- South Africa -- Eastern Cape Endemic plants -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1813 , http://hdl.handle.net/10962/d1003699
- Description: Looking at the use of plants as food reflects how humankind has fashioned nature. There has been a significant change in production patterns from hunter-gathering through subsistence agriculture to technologically advanced commercial agriculture with a subsequent reduction in the diversity of plants used as food. A parallel trend in consumption patterns has occurred, from home-based food processing for subsistence through small- scale production to large-scale industrial processing and the commodification of food. The overall result of such trends is a narrowing of the food resource base and an increasing reliance on processed foods at the expense of traditional diets, accompanied by increasing diet-related health risks. This research is an ethnographic case study on the use of indigenous food plants by the community of Tuku A village in the Eastern Cape using interviews and observations as the main data collecting strategies. A nutritional analysis of some wild food plants was also carried out. An inventory of more than 70 food plant species was compiled, with the knowledge of such plants found among both the elderly and the youth. The incorporation of this knowledge into education systems is recommended. Of the wild food plants documented, some were non-indigenous indicating the dynamic nature of indigenous knowledge. Some wild spinach were left to grow amongst cultivated food plants, hinting at some form of ‘domestication’ in process. This observation together with the observation that wild fruit trees were selectively conserved highlights the possibility of the continued use of wild food contributing to conservation of botanical diversity. Community use of indigenous food was found to be diminishing. Stigmatisation of indigenous food plants, urbanisation, formal education, changes in lifestyle, and media were some of the factors possibly influencing this dietary shift. The community made links between diet and health, which correspond to modern scientific knowledge, with modern diet being lamented for ill health. The nutritional analysis revealed that wild food plants do contain essential dietary nutrients, an area recommended for further research.
- 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