"Speak American"! or language, power and education in Dearborn, Michigan: a case study of Arabic heritage learners and their community
- Authors: Ayouby, Kenneth Kahtan
- Date: 2004
- Subjects: Arabic language -- Study and teaching (Higher) -- Michigan -- Dearborn , Education and language -- Michigan -- Dearborn
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:11015 , http://hdl.handle.net/10948/369 , Arabic language -- Study and teaching (Higher) -- Michigan -- Dearborn , Education and language -- Michigan -- Dearborn
- Description: This study examines the history and development of the “Arabic as a foreign language” (AFL) programme in Dearborn Public Schools (in Michigan, the United States) in its socio-cultural and political context. More specifically, this study examines the significance of Arabic to the Arab immigrant and ethnic community in Dearborn in particular, but with reference to meanings generated and associated to Arabic by non- Arabs in the same locale. Although this study addresses questions similar to research conducted on Arab Americans in light of anthropological and sociological theoretical constructs, it is, however, unique in examining education and Arabic pedagogy in Dearborn from an Arab American studies and an educational multi-cultural perspective, predicated on/and drawing from Edward Said’s critique of Orientalism, Paulo Freire’s ideas about education, and Henry Giroux’s concern with critical pedagogy. In the American mindscape, the "East" has been the theatre of the exotic, the setting of the Other from colonial times to the present. The Arab and Muslim East have been constructed to represent an opposite of American culture, values and life. Through the agency of conflation, Arab (and Muslim) Americans are accordingly lumped together with people from abroad, making for their status as permanent outsiders. Thus, if the American Self represents an ideal, the inhabitants of this oppositional world of Arabs and Islam (an Anti-world) represent an Anti-self. A source of fear and object of hate and prejudice, this Anti-self is the object of derision and anything connected with it (e.g. language, customs, religion, etc.) becomes suspect and is devalued by association. This document has two objectives: First, to present an historical account of this context, and, secondly, to shed light on how and why things that are associated with Arab Americans in Dearborn are devalued. This is achieved by addressing the developments of meanings (of actions and symbols) in their American context, and how they have shaped (and still shape) the local culture's depiction of and understanding of Arab (and Muslim) Americans. Therefore, Arab American issues of language, culture and societal interactions should be understood as constituting a stream of American life, which represent a dimension of the total American experience, past and present, that is best understood through the paradigm of American studies. Viewing this experience as a cultural whole rather than as a series of unrelated fragments (e.g. immigration waves and settlement patterns, religious and state affiliations, assimilation and preservation debates), Arab American culture and issues begin to shine through as an organic and holistic experience whose characteristics are shared with other groups, suggesting research on this community is equally generalisable to others. ii As an academic work, this document promotes an understanding of the Arab American experience from an interdisciplinary point of view through focusing on the phenomenon of language in the community with emphasis placed on the AFL experience at school. Therefore, it is a broadly-framed outlook that permits, in an introductory way, a view of the richness of the Arab American experience, particularly in Dearborn, Michigan, as part of the American experience. Data were collected using two surveys, one for AFL students at a high school, and another was administered to adults in the community—in Dearborn. In addition, an action-research-based effort, individual personal interviews and focus groups were conducted with stakeholders in the community: parents/community members, teachers/school personnel and students, utilising personal involvement in understanding and analysing the data. Also, the study referred to archival and documentary evidence available in the school system. Four hypotheses regarding importance/significance and utility of Arabic were offered and tested by means of qualitative, interpretive analysis. Findings included: (1) Arab Americans valued Arabic as an emblem of their community in Dearborn, suggesting its employment as an indicator of political empowerment. (2) Conversely, in the non-Arab community Arabic was observed as a mark of the Other, and an artefact of ethnic retrenchment and rejection of assimilation. (3) Interestingly, however, development of English language competence emerged as a major concern in the community, outweighing Arabic language preservation. (4) While, language maintenance efforts in the community were observed as minimal, especially at the organisational level, and support for such programmes was marginal to nil. (5) Additionally, Arabic, while not the object of a desire to master as a medium of communication, was observed to signify a special symbol of heritage for Arab American youth in the Dearborn community, who may have rejected their parents’ ideas about learning Arabic, but had developed their own. (6) What is more, Arab American youth were observed developing a viable hybridised identity, whose mainstay is being “Arabic”, despite the dominance of English and Euro-Anglo cultural norms. (7) At the institutional level, Arabic was observed devalued in the school setting due to its association with Arabs, Islam, Arab Americans, and immigration. (8) Moreover, relations between Arab Americans and non-Arab Americans in the school system seems to have been equally impacted by this process of devaluation, furthering the cause of stigmatisation, prejudice and racism.
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- Date Issued: 2004
'n Eenvormige dissiplinestelsel vir skole in die Bitou 10-streek
- Authors: Freislich, Maria Francina
- Date: 2010
- Subjects: School discipline -- South Africa , School boards -- South Africa
- Language: Afrikaans
- Type: Thesis , Masters , MEd
- Identifier: vital:9506 , http://hdl.handle.net/10948/1236 , School discipline -- South Africa , School boards -- South Africa
- Description: Discipline in the government schools in South Africa has deteriorated during the past fifteen years. There are many different reasons for that. The aim of this study was to develop a uniform programme of discipline which can be used for application in all ten schools in the Bitou area. To reach this aim, the following procedures were followed: • A study has been done regarding the supporting role of the Bitou 10 foundation in the designing and management of a uniform discipline program. • A summary of the disciplinary problems in government schools has been given with possible reasons why discipline has deteriorated. • A study has also been made of various programs of discipline which have been used in various countries in the past. Certain aspects of those programmes have been used in this study to compile an effective programme of discipline for all the schools in the Bitou area. • Criteria for a positive discipline program have been put together. This study has been done in the Plettenberg Bay area. This area has ten schools which include primary- and high schools, single medium- and double medium schools, multi-cultural and mono-cultural schools and also some schools which have hostels. This study showed that not all schools in the Bitou area follow the same disciplinary programme. This study also makes recommendations on the possible implementing of such a uniform system of discipline. This study does not only show what the role is of the principal and teachers responsible for discipline, but also indicates the role and task of the parents and the community. Research on the application of discipline can never end because new ideas and methods will always be found to create an ideal programme in order to make the process more effective.
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- Date Issued: 2010
'n Evalueering van die implementering van die graad 9 natuurwetenskapkurrikulum in skole in die Noord-Kaap Provinsie
- Authors: Van Schalkwyk, Daniël Jacobus
- Date: 2006
- Subjects: Curriculum evaluation -- South Africa -- Northern Cape , Biology -- Study and teaching (Secondary) -- South Africa -- Northern Cape
- Language: Afrikaans
- Type: Thesis , Masters , MEd
- Identifier: vital:9577 , http://hdl.handle.net/10948/d1019685
- Description: Curriculum 2005 was originally implemented in grade 1 in 1998. In 2002 it was implemented in grade 9. Similar problems and questions, which arose during the initial implementation, arose again during the implementation in grade 9. Implementation gave rise to many questions and uncertainties. Only in October 2001 was it finally decided to implement the curriculum for grade 9 in 2002. The result was that publishers, the national as well as provincial education departments as well as schools were not ready for the implementation in January 2002. This treatise aims to determine the amount of support offered to educators and the degree of uncertainty still being experienced by them. Information regarding these unnecertainties and problems has been obtained from educators by means of questionnaires, circulated to 38 schools in the Northern Cape Province, offering Natural Science. This sampling of schools is representative of schools offering Natural Science in the region. Data regarding the uncertainties from educators have been obtained from the SOC (Stages of Concern) questionnaires of Hall, George and Rutherford. The rest of the questionnaire concerned the biographical information regarding the educators as well as the support that educators have received during the implementation of the learning area. It emerged from the questionnaire that educators understand the importance of a new Natural Science curriculum for SA. They are however sceptical regarding the hasty manner in which the learning area was implemented; the fact that no textbooks or educational teaching aids were available prior to implementation was of concern. Educators are similarly concerned about the inadequate training prior to implementation and lack of support during implementation. Educators are also concerned about the administrative liability that the new curriculum will bring about.
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- Date Issued: 2006
A baseline study of teacher and learner perspectives of language demands in science classrooms in the Nelson Mandela Bay Metropole
- Authors: Woods, Tracey
- Date: 2017
- Subjects: Language arts -- Correlation with content subjects -- South Africa -- Nelson Mandela Bay Municipality , Interpersonal communication -- South Africa -- Nelson Mandela Bay Municipality Communication in education -- South Africa -- Nelson Mandela Bay Municipality Communicative competence -- South Africa -- Nelson Mandela Bay Municipality
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/21153 , vital:29451
- Description: Globally, one of the challenges in science education is providing equitable access to increasingly diverse learners in equally diverse learning contexts. In South Africa, science is taught to learners by means of English, which is the preferred language of instruction even if it is only spoken by 9.6% of the South African population. In the Eastern Cape, the majority of the population speak isiXhosa and the minority speak English. Parents of isiXhosa-speaking children often choose schools where English is the language of learning and teaching (LoLT) as they feel their children will have better career opportunities as English is considered to be the language of economic power. The aim of this study was to determine teachers’ and learners’ perspectives of language in science classrooms. To this end, a baseline study was conducted. A quantitative research method was used and data were collected through questionnaires. The research found that English is the preferred language for teaching and learning, even though the majority of the participants were isiXhosa home-language speakers. In addition, learners in South African whose home language is not English do not have the necessary language skills to cope with the switch to English as LoLT. Science teachers are therefore faced with two distinct challenges: firstly teaching content and secondly teaching the LoLT, if it is not the learners’ home language. The major difficulty experienced by learners when learning science is learning the language of science, as science is regarded as having a language of its own, with its own specific register and discourse. Thus, for many learners, learning the language of science is a challenge as it contains unfamiliar technical words and everyday words that have specialised scientific meanings (e.g. diagrams, procedures, table, current and force). English is seen as the language in which to explore these concepts. A conclusion that can be drawn is that English is regarded as the language in which to learn science thus reflecting the continued hegemony of English.
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- Date Issued: 2017
A Case study of students' first additional language reading and response in the faculty of education at the University of Fort Hare: Eastern Cape
- Authors: Linake, Manthekeleng A
- Date: 2015
- Subjects: Language and education Language and languages -- Study and teaching -- South Africa --Eastern Cape English language -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5851 , vital:29402
- Description: Although reading ability alone cannot guarantee academic success, it is highly likely that a lack of reading can function as a key barrier to academic achievement. There are many other factors that are part of the causality. Of these, socio-economic status, teaching methods, parental involvement and lack of exposure to LoLT are probably the most important. Classroom teaching for reading instruction needs to be considered as the critical factor in preventing reading problems and must be the central focus for change. As such, teachers’ acquisition of the teaching skills necessary to bring about the development of literate language competency are critical especially in South Africa where many assumptions have been largely unquestioned about how to teach reading and writing, which languages to use and what counts as high quality practice in classrooms (Banda, 2000). The main aim of the study was to investigate principally reading with the use of English first additional language (FAL) in South African Universities. The objectives included enabling students to successfully learn reading in order to promote their’ reading to such a level that they can continue reading to learn and not learning to read. The researcher was particularly interested in exploring broader trends in reading strategies, instructions and training for students with the intention of contributing possible strategies to address the training of students for their role as literacy instructors in English as well as in multilingual education in South Africa. Methodologically, the study is premised within the interpretivist paradigm based on a qualitative research method. It is a case study design. It is a longitudinal study that covered a total of four years, the duration for a B Ed degree. The population comprises all forth year English teaching methods class and ten lecturers in the programme. The data collection tools included documents, participant observation, journal entry, assessments and focus groups. Interviews were granted to a purposively selected number of students (9) based on their academic performance over the years. There were three weak, three medium and three strong students that were interviewed. A total of 10 teachers were randomly selected from the Faculty to get their input about students’ reading. The ages of the respondents ranged from 18-60. The study concluded that students prefer to be taught in English although most see it as a barrier to learning. The findings showed that language learning can be easier if it is considered as social practice with academic purpose. The researcher recommends that there is need for a reduction of administrative duties from the lecturers to create more time for consultation. She or he also see a need for tutorials which can help to expose learners even more to interaction in EFAL.
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- Date Issued: 2015
A case study of the high student failure and dropout rates at FET college
- Authors: Cain, Rashida
- Date: 2014
- Subjects: College dropouts -- South Africa -- Eastern Cape -- Case studies , School failure -- South Africa -- Eastern Cape , Education and training services industry -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9439 , http://hdl.handle.net/10948/d1020998
- Description: The aim of this case study was to investigate the key factors contributing to the high failure and high dropout rates at a FET College. The FET College selected for the purpose of this study is situated in a city in the Eastern Cape. The Minister of Labour declared in 2006 that FET Colleges in South Africa have a central role to play in assisting youth in gaining skills, in order to realise the South African Government’s goal of halving poverty and unemployment by 2014. The South African Government spent R1.9 million on the recapitalisation of colleges in 2005 to improve the FET Sector. According to the Green Paper (DHET, 2012), the FET College sector is weak and the throughput rate of the 2007 NC (V) cohort nationally was 4 percent and the dropout rate between 13 percent and 25 percent. The average pass rate for the successful completion of NC (V) students at FET Colleges in the Eastern Cape was 12 percent for 2007. The research design selected for this study was an explanatory intrinsic case study of a qualitative nature, with the aim to provide a comprehensive depiction of the case. Data was gathered from various sources and at different stages at the particular college campus. Questionnaires, semi-structured interviews and document interrogations were employed to gather descriptive qualitative data. Demographic information on the students who had dropped out assisted in the profiling of students at risk of dropping out of college. The findings derived from the data showed that multiple factors caused the high student dropout and failure rates, prominent among which was a lack of finances, impacting on accommodation and transport, which in turn impacted on student attendance. A lack of motivation and commitment from students seemed to further contribute to the high student failure and dropout rates. In addition, the students’ perceptions and expectations of the FET College, the barriers to academic success and views about support services were explored. Finally, the present circumstances and plans of students who had dropped out were investigated.
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- Date Issued: 2014
A case study of the implementation of science process skills for grades 4 to 7 learners in natural sciences in a South African primary school
- Authors: Ambross, Johannes Nikolaas
- Date: 2011
- Subjects: Science -- Study and teaching (Primary) , Science -- Study and teaching -- South Africa -- Port Elizabeth -- Evaluation , Education -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9501 , http://hdl.handle.net/10948/1411 , Science -- Study and teaching (Primary) , Science -- Study and teaching -- South Africa -- Port Elizabeth -- Evaluation , Education -- Evaluation
- Description: With the publication of the National Curriculum Statement (2002) (NCS) the use and development of science process skills have become a critical part of the teaching and learning of the Natural Sciences in South Africa. This study sought to evaluate the implementation and development of these basic skills by four grade 4-7 educators at classroom level at a primary school in the northern areas of Port Elizabeth. Qualitative data for this evaluation were collected through educator interviews, classroom observation as well as a focus-group interview. Quantitative data were gathered by means of a Science Process Skills Observation Scale and through examining the learners' assessment activities. An Assessment Activity Science Process Skill Rating-Scale was used to evaluate assessment activities. Data generated from this study were carefully analysed and on the basis of their interpretation it was concluded that the implementation and development of science process skills were strongly influenced by the educators' understanding of these basic concepts, the belief held by each educator about their role and how their learners learn, the presence of quality support and effective training programmes as well continuous professional development.
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- Date Issued: 2011
A case study on the role of excel as a teaching and learning tool in influencing learners' interpretation of functions
- Authors: Zakumba, Lwazi Xolisile
- Date: 2014
- Subjects: Microsoft Excel (Computer file) , Computer-assisted instruction , Mathematics -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9455 , http://hdl.handle.net/10948/d1018756
- Description: The aim of this study was to investigate the role Excel could play in influencing Mathematics and Mathematical literacy learners’ interpretation of functions and their attitude towards Mathematics. I used a Mathematical Graphical Diagnostic (MGD) test, an attitude questionnaire, a reflective questionnaire and semi-structured interviews as instruments. The MGD test and the attitude questionnaire were given to 72 volunteer grade 11 learners at a former Model C school in Port Elizabeth, in the Eastern Cape. This group included 50 pure Mathematics learners and 22 Mathematical literacy learners. From this group, a smaller group of 10 learners further took part in the rest of the study were they went through an intervention were Excel was used as a teaching tool, covering concepts concerning functions. This group included 6 pure Mathematics and 4 Mathematical literacy learners. The 10 learners then re-wrote the MDG test and refilled the attitude questionnaire after the intervention. A reflective questionnaire was administered to the 10 learners after the intervention, with 5 learners from the 10 undergoing interviews in order to meet the objectives of the study. The administration of the MDG test and attitude questionnaire, interviews and reflective questionnaire enabled me to explore the relationship between learner performance and their attitude towards Mathematics as a subject, as well as the comparing the attitudes and performances between pure Mathematics and Mathematical Literacy learners. The study followed a qualitative research design, with an element of quantitative research. The qualitative data yielded findings that revealed the effectiveness of using Excel in teaching functions while the quantitative data revealed the difference in attitude and ability between pure Mathematics and Mathematical Literacy leaners. The findings of the study revealed that Excel played a major role in improving pure Mathematics learners’ results but not those of the Mathematical Literacy learners. The study also showed that technology does not necessarily impact on learners’ attitudes positively.
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- Date Issued: 2014
A case study to explore developing a community of practice to support emergent literacy in preschool children's play
- Authors: Martin, Tamarynd
- Date: 2018
- Subjects: Early childhood education , Children -- Language , Reading (Preschool) , Toddlers -- Books and reading
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/31841 , vital:31850
- Description: In South Africa at present, Literacy is a cause for rising concern, with reading and writing competency in primary school being at an all-time low. It is a widespread belief that part of the problem lies with the lack early childhood education. Only 37% of children under the age of five attend an early childhood development centre. Furthermore, South Africa has a shortage of educators, specifically within the domain of early childhood development. With more research being done in the area of literacy, more educators concur that emergent literacy forms the foundation of formal reading and writing later on. This study is a participatory case study, which reflects on the importance of literacy in the early years, showing the belief that pre-formal schooling, specifically emergent literacy, is directly linked to proficiency in reading and writing in formal schooling. This study also highlights how educators in early childhood development can be involved in ongoing reflective interventions through in-service training and communities of practice. This community of practice was developed as a series of focus groups, which met on a weekly basis to discuss and share thoughts, opinions and experiences surrounding emergent literacy in a preschool context. From multiple focus groups, I found that the participants became more confident in sharing their experiences and building upon each other’s ideas and thoughts. The focus groups, not only added to their understanding of emergent literacy, but enthused them and created more of an awareness in their day to day practices.
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- Date Issued: 2018
A case study: the role of a positive school climate in the enhancement of parental and community involvement at a primary school in Port Elizabeth
- Authors: Cloete, Jacqueline
- Date: 2015
- Subjects: Education -- Parent participation , Community and school , Home and school
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/8735 , vital:26425
- Description: This study examines the phenomenon of parental and community involvement in a primary school and the benefits thereof to the learners, teachers and community members. The aim of this study is to investigate how a positive school climate can improve the involvement of parents and community members in a school’s activities. The research attempted to determine what the role of a positive school climate is; the strategies schools could apply to enhance parental and community involvement, the possible benefits of involvement and reasons for non-involvement of parents and community members in school activities. The theoretical frameworks of Urie Bronfenbrenner’s ecological model and Joyce Epstein’s overlapping spheres of influence were used in the study. A case study was used as the qualitative research methodology. The data for the research was gathered from a purposive sample of teachers, community volunteer workers, parents and the principal. Semi-structured interview schedules and pre-designed questionnaires including open and closed questions, were used to collect data. The data was analysed inductively by using a descriptive open coding method to identify emerging themes. The findings of the research suggest that a positive school climate to improve parent and community involvement can be created by applying the strategies of effective communication, good working relationships, creating opportunities for involvement, ensuring a healthy and safe environment, formulating a school policy for parent and community involvement, creating a friendly and welcoming atmosphere as well as upholding an ethos of good moral values. The study found that parent and community involvement in a school’s activities offers various benefits to all stakeholders.
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- Date Issued: 2015
A co-constructed understanding of teachers’ experiences in a community of practice within a community-university engagement project
- Authors: Newton, Tracey
- Date: 2022-12
- Subjects: To be assigned
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/60559 , vital:65839
- Description: Abstract. , Thesis (MSc) -- Faculty of Education, 2022
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- Date Issued: 2022-12
A collaboratively constructed process model for understanding and supporting the work of the community volunteer in a community school
- Authors: Damons, Bruce Peter
- Date: 2017
- Subjects: Volunteer workers in education -- South Africa Community schools -- South Africa , Volunteers -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/15049 , vital:28116
- Description: This thesis sought to explore how community volunteers could be recruited, supported and sustained to assist a community school operating in difficult socioeconomic conditions in achieving basic school functionality. Through a collaborative process, the participants in the study attempted to address a significant gap in the literature, namely how this could be achieved in a way that would be beneficial both to the community volunteers and to the school itself. Based on existing literature, the vast majority of South African schools are struggling to reach the basic functionality levels required in terms of legislation. My interest in this topic was piqued while serving as principal of one such school; hence the focus in this thesis on whether schools would benefit in terms of achieving functionality if they partnered with the communities in which they are located. However, communities are seldom actively involved in the schools and school activities on an ongoing daily basis. In this thesis, I argue for an opportunity for schools and the community to collaborate in a way that would be mutually beneficial. In this, I was guided by the School-Based Complementary Learning Framework (SBCLF) in gaining a greater understanding of how multiple stakeholders could support a school to obtain basic functionality. A key stakeholder is the community in which a school is located, and the multidimensional framework provided a framework to understand why the community would want to get involved in the school. Following a Participatory Action Learning and Action Research (PALAR) design, I recruited 15 community volunteers from the existing pool at my then school; some of whom had been volunteering for over twelve years. We formed an action learning set where we collaboratively sought to understand the processes and conditions needed to recruit, support and sustain community volunteers and their involvement in the school. From this action learning set emerged a key advisors’ set, comprising five members of the action learning set, who were entrusted with the responsibility of planning, preparing and analysing the action learning set meetings. Transcripts and visual artefacts from the action learning set meetings and a focus group meeting of the school management team were analysed to generate data, complemented by secondary sources, such as documents. This participatory approach to data generation allowed the voice of every participant to be heard; agency was increased through active participation; and the sense of affiliation to the group was deepened. The iterative design of the research process further ensured that the participants also engaged in a critical discourse analysis of the emerging data, of which the trustworthiness was enhanced through the use of dialogic and process, catalytic, rhetoric, democratic and outcome validity. The emergence of the data through this collaborative engagement was underpinned by the ethical values of mutual respect; equality and inclusion; democratic participation; active learning; making a difference; collective action; and personal integrity. The findings revealed that community volunteers did add immense value to the school by supporting teaching and learning processes. However, the community volunteers also harboured expectations of material support and opportunities to develop skills. In addition, the study revealed that the hierarchical culture and structures present in most South African schools need to become more democratic and collaborative, with those working to make the school more functional, including community volunteers, being valued, acknowledged and supported. The participants also constructed their understanding of what a community school should be and do and how it should serve the interests of the children from the community. A process model was constructed from these findings regarding on ways to recruit, sustain and support community volunteers involved in community schools, specially designed so that schools could adapt it to suit individual contexts. This study is unique; I am not aware of any similar study ever having been conducted in a community school in South Africa. Furthermore, the collaborative approach used in the study helped ensure that the methodology used could be of value to principals and other school stakeholders in addressing the various complex challenges that confront schools in these contexts. Also, the findings will add to the theoretical body of knowledge around volunteerism, especially in difficult socioeconomic conditions.
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- Date Issued: 2017
A community school model to reconceptualise basic school functionality for quality education in low-income South African communities
- Authors: Malangeni, Silindile Portia
- Date: 2024-04
- Subjects: Education -- Economic aspects -- South Africa , Community and school , Educational sociology
- Language: English
- Type: Doctral theses , text
- Identifier: http://hdl.handle.net/10948/64000 , vital:73636
- Description: Despite efforts to improve educational outcomes, systemic issues such as poverty, social inequality, and limited resources continue to hinder providing an equitable and inclusive learning environment (Taylor, 2018). It is, therefore, unsurprising that, in recent years, the discourse surrounding education in low-income South African communities has increasingly focused on the need for innovative models that not only redefine the functionality of schools but also prioritise the delivery of quality education (Janks and McKinney, 2021). Therefore, the aims of this study were twofold: The primary aim was to explore and understand, with multi-stakeholders in education, the reconceptualisation of basic school functionality for quality education in low-income South African communities. The study's second aim was to develop a conceptual framework that can serve as a guide for promoting basic functionality and quality education in community schools and other schools operating in similar contexts that wish to implement a community school model to enhance their basic functionality for improved quality education. Through a collaborative process, the participants in this study attempted to address a significant gap in the literature, namely how these aims could be achieved in a way that would benefit communities and schools. My interest in this topic was piqued while serving as a social work intern and Manyano Network schools’ project coordinator under the Centre for the Community School (CCS) at Nelson Mandela University; hence, the focus of this thesis on whether schools would benefit in terms functionality if they partnered with their communities and other external stakeholders in the vicinity. However, communities are seldom actively involved in schools and school activities on an ongoing daily basis. To address the country's current educational challenges, stakeholders within and outside schools must work together to redefine and reassess their roles and responsibilities within community schools. This involves exploring how they can best serve these communities and schools to create opportunities for an improved future for everyone. Using the critical participatory action research (CPAR) design and methodology in this study ensured that all participants' voices were heard. Two theoretical lenses, complementary learning systems framework (CLSF) and social constructionism theory in education, were employed in the study, providing insights into the multi-faceted nature of South African community schools. Furthermore, a critical transformative philosophical paradigm and its assumptions, epistemology, ontology, and axiology, were implemented as a lens to interpret and understand the data. The iterative design of the research process ensured that the participants also engaged in a critical discourse analysis of the data that emerged, of which the trustworthiness was enhanced using dialogic and process, catalytic, rhetoric, democratic and outcome validity. The emergence of the data through this collaborative engagement was underpinned by the ethical values of mutual respect, equality, inclusion, democratic participation, active learning, making a difference, collective action, and personal integrity. Data generation occurred with the action learning set through three data generation cycles, according to the CPAR, and comprised principals, teachers, school governing body, school volunteers, parents, afterschool programme member, and a member from the CCS, using dialogues, collage-making, drawings, personal reflective journals, personal communication, and document analysis. Thematic data analysis resulted in the following co-generated themes: the key requirements for basic school functioning, multi-stakeholders' conceptualisation of what constitutes a community school, the key role players and the contextual factors in community schools that affect the achievement of basic school functioning and quality education, the successes that can be achieved in a community school, and the benefits and key strategies required for this process. The participants’ voices allowed for rich, in-depth collaboration and engagement that led to critical reflection within the study. Furthermore, through iterative processes, collaborative engagement and participation, a proposition for a community school model to reconceptualise basic school functionality was co-constructed in response to the fourth sub-question of the study. The findings of this study further reveal the building blocks of the conceptual framework, including revisiting who constitutes the stakeholder community school, foregrounding relationship building, and assessing the complexity and values of a contextually relevant community school. Moreover, the findings reveal that this process model must have structure, principles, and an inclusive methodology. This study has made valuable theoretical and methodological contributions through the participants’ voices, with the research study embedded within CPAR principles.This study is unique; I am unaware of any similar study having been conducted in a community school in South Africa. Furthermore, the collaborative approach used in the study helped ensure that its methodology could be of value to principals and other school stakeholders in addressing various complex challenges confronting community schools in these contexts. Most notably, the findings add to the theoretical body of knowledge around basic community school functionality, especially those in low-income communities. , Thesis (DPhil) -- Faculty of Education, School of Postgraduate Education, 2024
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- Date Issued: 2024-04
A comparative study of the language, mathematics and science literacy knowledge and skills of grade 9 learners in secondary schools in Port Elizabeth
- Authors: Arnolds, Keith Victor
- Date: 2012
- Subjects: Educational tests and measurements -- South Africa -- Port Elizabeth , Comparative education , Language and languages -- Study and teaching -- South Africa -- Port Elizabeth , Mathematics -- Study and teaching -- South Africa -- Port Elizabeth , Science -- Study and teaching -- South Africa -- Port Elizabeth , Education, Secondary -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9566 , http://hdl.handle.net/10948/d1016062
- Description: In South Africa, on-going concerns surrounding the development of learners’ literacy, mathematics and science skills are evident and drive various research studies in this field. International studies and assessments, such as the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS) show major differences in the proficiency levels of learners in South Africa in comparison with their international counter parts. To date, however, the more comprehensive international standardised assessment called the Programme for International Student Assessment (PISA), has not been administered in South Africa. The main aim of this research study was to investigate and scientifically explore the real situation in terms of language, mathematics and science literacy knowledge and skills of Grade 9 learners in South Africa and to draw a comparison between Grade 9 learners from secondary schools in the Port Elizabeth district in South Africa and their international counterparts, using the PISA standardised international assessment. In addition, the aim of the study was to determine the actual language, mathematics and science literacy skills and knowledge acquired by participants in this study. Quantitative data collection was done by administering a modified version of the Program for International Student Assessment (PISA) to learners from eight schools in Port Elizabeth, supplemented with questionnaires completed by participating learners and school principals. Findings revealed that the South African learners sampled, ranked in the bottom percentile of participating countries in reading, mathematics and science. The study also exposed the glaring inequalities still prevalent in South African education today, 17 years into democracy. The implications point to a serious investigation into the societal and political factors responsible for the discrepancies in the South African educational system at present.
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- Date Issued: 2012
A comprehensive university: constructing an organisational identity
- Authors: Moeng, Siphokazi Florence
- Date: 2009
- Subjects: Universities and colleges -- Mergers -- South Africa -- Port Elizabeth , Educational change -- South Africa -- Port Elizabeth , Education, Higher -- South Africa -- Port Elizabeth -- Aims and objectives , Organizational behavior -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9517 , http://hdl.handle.net/10948/1029 , Universities and colleges -- Mergers -- South Africa -- Port Elizabeth , Educational change -- South Africa -- Port Elizabeth , Education, Higher -- South Africa -- Port Elizabeth -- Aims and objectives , Organizational behavior -- South Africa -- Port Elizabeth
- Description: The restructuring of higher education through incorporations and mergers has attracted a lot of attention over the past few years in South Africa. These incorporations and mergers have displaced institutions of higher education and positioned them in new organisational homes, thus subjecting faculties, schools and departments to a process of relocation, new knowledge acquisition, identity change and meaning-making processes. The merger has resulted in three types of universities; i.e. traditional universities, comprehensive universities and universities of technology. The introduction of the comprehensive university as a new institutional type has brought with it questions about the idea of the university and the purpose of higher education in general. Mergers in particular have initiated conversations about sense-making and meaning during change. Amidst all this, people within the merging institution have been confronted with a new organisation with which they have to identify. At universities in particular, questions about academic identity and organisational identity have become unavoidable. The boundaries that gave definition to a university have been (re)moved. The structure of the university, as it was known, has changed. Hence, in the newly merged NMMU, academics are in the process of internalising and giving meaning to the new organisational values and norms of a comprehensive university. Needless to say, the challenges facing the newly merged NMMU are cultural, structural and geographic. Bringing together different institutional and personal cultures involves a human dimension that needs to be nurtured by trying to form a coherent and cohesive organisation that is created from culturally diverse and uncomplementary institutions. Another challenge is bringing together different organisational structures, systems and programmes that are informed by different institutional cultures. Furthermore, the challenge of having multiple campuses that are geographically separated exacerbates the situation. Along with all these challenges, the NMMU has the task of constructing an integrated institutional identity through organisational forms and programme models that will embody the multiple functions that are typical of a comprehensive university. The aim of the current study was to explore how the meanings that academics assign to the notion of a comprehensive university are instrumental in constructing an organisational identity; describing in detail how at the NMMU academics make meaning of the comprehensive university and how that meaning-making process influences the construction of an organisational identity; and formulating recommendations based on the qualitative findings and quantitative results of the research. In an effort to achieve the aim alluded to above, this study employed the mixed methods approach that used a sequential, exploratory, transformative design. The complexity of the study was such that it required to be investigated through qualitative and quantitative analytical methods in order to confirm, triangulate and obtain a holistic picture of the situation under investigation. The sample for the qualitative interviews consisted of thirteen purposefully selected academics from all levels at the NMMU. The interviews were transcribed and coded into themes, categories and sub-categories. These themes were then developed and translated into statements for the questionnaire that was administered randomly to all NMMU academics. A total of 108 academics responded to the questionnaire. The responses to the questionnaire were analysed using the SPSS programme. The findings and results of the study revealed that there was a fairly common understanding of the term comprehensive university among academics. However, the details about its procedures appeared to be the privileged ownership of management. This situation mitigated the necessity for a sense-making process that would allow for negotiation, modification and alteration of already held assumptions. A pertinent concern amongst academics was the neglect of the ‘human factor’ during the change process. The management style also came under scrutiny, especially in terms of the facilitation and mediation of change. There was a consensus on the call for cohesion and unity that was believed to be one of the main features that would make the construction of the NMMU organisational identity possible. The vision, mission and values of the NMMU were believed to be central to the creation of cohesion and unity, which would subsequently result in the birth of an organisational culture that could inform the organisational identity of the NMMU. Strategies to actualise and realise the organisational identity were proposed by participants. Notwithstanding, the impact of the merger was identified as having a major influence in shaping the organisational identity of the NMMU.
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- Date Issued: 2009
A culturally responsive strategy for teaching sexual concepts in rural Xhosa secondary schools
- Authors: Simayi, Ayanda
- Date: 2021-11
- Subjects: Sex instruction for children , Sex instruction for youth , Rural schools -- South Africa -- Eastern Cape
- Language: English
- Type: Doctorate's theses , text
- Identifier: http://hdl.handle.net/10948/58519 , vital:59660
- Description: While research shows that the recognition and integration of indigenous knowledge (IK) is an important issue for developing culturally responsive strategies when teaching and learning science to, and by, indigenous people, little has been said about cultural taboos of a sexual nature and their effects on teaching and learning. This study investigated issues of taboo language use when teaching topics of a sexual nature during high school Biology classes. It also investigated the effects of a teacher development intervention based on Ogunniyi’s Contiguity Argumentation Theory (CATPD) towards culturally responsive teaching strategies. Four phases in one cycle of a Critical Participatory Action Learning and Action Research (CPALAR) design were used in schools located in deep rural villages with a sample of Life Science Grade 12 teachers. Initially, 30 teachers answered a semi-structured questionnaire aimed at identifying cultural restrictions that could impede the teaching of sexual concepts (Stage 1). Stages 2-4 included seven participants of both gender. Data were generated from two sets of drawings with descriptions and audio recorded focus group discussions. The teaching of a collectively developed Indigenised Teaching Strategy lesson by a group-selected ‘modelteacher’ was video-recorded and analysed. Written participant evaluation is presented in a flow chart. Data analysis was done by manual thematic data analysis and by using Atlas ti. 8. The use of multiple data collection strategies contributed to the trustworthiness and credibility of the study. The few existing studies on cultural taboos report avoidance of using the vernacular for biological terminology and promote the exclusive use of standard, terms in English. In contrast, Xhosa IK-based sexual euphemisms derived from elderly, unlearned Xhosa women were successfully used for teaching sexual concepts. The teachers reported their findings through the cultural lens of Xhosa people. Cognitive change from the suppressed level in the CAT hierarchy to a more harmonious equipollent level of understanding was brought about using Bakhtin’s theory of heteroglossia and the indigenist cognitive perspective of Contiguity Argumentation Theory. This cognitive shift enabled verbalisation of the culturally avoided taboo sexual concepts. The transition in thinking symbolised transformation in terms of critical pedagogy. The claim is made that using Contiguity Argumentation Theory (CAT) and Bakhtin’s explanations of heteroglossia provides an effective professional intervention in a deeply culturally determined Xhosa community. While not generalisable, the effect of this strategy should be of value when considering teacher development in indigenous communities and disciplines. , Thesis (PhD) -- Faculty of Education, 2021
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- Date Issued: 2021-11
A curriculum framework for undergraduate coastal and marine tourism university programmes
- Authors: Jonas, Lynn Cindy
- Date: 2019
- Subjects: Education, Higher -- Curricula , Tourism -- Study and teaching (Higher) Marine ecotourism Ecotourism -- Study and teaching (Higher) Tourism -- Environmental aspects
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/40006 , vital:35646
- Description: The ocean economy has gained increasing economic significance over the past several years. Marine tourism as an economic activity has increased tremendously over the past several years. Not only does marine tourism and leisure have the ability to create employment, but there are numerous entrepreneurial opportunities in the industry. The importance of the coastal and marine tourism sector is evident and research in this sector abounds however, the issue of marine tourism education has been neglected as an area of research. A need therefore exists for the creation of ocean economy related qualifications and programmes and this study developed a curriculum framework for undergraduate coastal and marine tourism university programmes around which future Coastal and Marine Tourism (CMT) programmes could be created. The research objectives were to firstly determine the coastal and marine tourism stakeholders and role players’ perceptions and expectations of undergraduate coastal and marine tourism education and graduate competencies. The second objective was to ascertain the statutory and policy matters that shape university programmes and finally to incorporate the UNESCO-IBE curriculum framework into undergraduate coastal and marine tourism university programmes. This study fit within the pragmatic paradigm and a mixed methods research approach was utilised with a multiphase design. The data collection process was divided into three phases with Phase One collecting qualitative data through content analysis, Phase Two collecting quantitative data through a survey with questionnaire as research instrument and Phase Three collecting qualitative data through a semi-structured interview with an interview schedule as research instrument. Phase One included document analysis in order to determine the subsectors of the CMT industry, statutory and policy documents to determine programme development regulations as well as collected information regarding the socio-economic environment of the country. Phase Two collected data from industry operators and Phase Three collected data from educators and industry association representatives. The study identified four sub-sectors of the CMT industry namely Conservation Areas, Coastal and Marine Adventure Activities, Land-based Marine Tourism Attractions and Marine Resources and Recreation. All three phases of data collection were utilised to develop these four sub-sectors. The pertinent findings of Phase One indicate that the socio-economic environment in which the CMT programme would be developed is one with a slow economic growth rate, low numeracy and literacy levels with high numbers of unemployed graduates. Language policies are critical in order to accommodate English second language speakers. Furthermore, there are low levels of academics with doctoral degrees with targets to improve the status quo. Phase Two data collection notes that industry operators would prefer a programme that has strong practical and vocational focus with matters such as excursions, work-based learning and alternative teaching methods being important. These findings are supported during Phase Three data collection with educators and industry association representatives placing stronger focus on practical presentation of content and engagement with industry through site visits and demonstration of activities to students. Based on the findings in all three phases, a schematic of the CMT curriculum framework is developed and presented. Recommendations are made for the implementation of the CMT curriculum framework in order to identify omissions and to include the student voice. Stronger linkages should also be forged between industry and academia in order to facilitate the CMT programme. Further research could also test and implement the four identified sub-sectors in order to determine its suitability.
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- Date Issued: 2019
A digital storybook project with mothers of grade four learners in support of literacy learning : A participatory action learning and action research study
- Authors: Josephs, Chantell M B
- Date: 2023-04
- Subjects: Children's electronic books -- Activity programs , Intermediate – parents
- Language: English
- Type: Master's theses , Thesis
- Identifier: http://hdl.handle.net/10948/63472 , vital:73379
- Description: According to the Progress in International Reading Literacy Study (PIRLS, 2016), 78% of grade four children in South Africa's poorest communities lack access to adequate educational resources and infrastructure, which prevents them from reading for meaning in any language. Children in South Africa lack the foundational reading abilities required to finish grade four in compliance with international standards. This project used the participatory action learning and action research (PALAR) approach to prepare mothers to create a digital storybook as learner support material and because participatory action research is a method of evaluation that generates data about an ongoing change process and encourages learning amongst the people most intimately connected to the change. The study centred on the use of digital storytelling as a literacy resource to create learning experiences in the literacy classroom, as well as to determine how PALAR can be used as a methodology to aid mothers in creating a digital storybook. The research objectives guided the workshops held over five weeks with twelve grade four learners’ mothers. I held a two to three-hour, one-day start-up workshop that was recorded and documented. The key advisory set (KAS) members received baseline checklists, which were then sent to the action learning set (ALS) members in their respective groups. The information received from the checklist was used as discussion points in the follow-up workshops. Critical discourse analysis (CDA) served as the foundation for the data analysis. The generated data was interpreted and analysed using Schneider’s (2013) ten work steps. The data-gathering method was based on a qualitative approach and the study was underpinned by critical theory and critical pedagogy that enabled a collective approach which results in greater epistemic justice. The principal, parents, and learning support specialists (LSSs) had informal pre-entry talks before the start of the official data collection. A total of twelve participants were chosen for this study based on their willingness to participate and their being parents or guardians of children in grade four. The research objectives informed three iterative cycles of planning, observing, and reflecting. The usage of both open and closed coding led to the emergence of three main themes, which were understanding literacy, communication between school and parents, and learning materials. iii New categories were created because of the continuous comparison and analysis that were employed between cycles to answer the sub- and main research questions. Data generated throughout the three cycles revealed the mothers' concerns, misconceptions and level of knowledge and commitment to the creation of literacy resources and the possibility of creating a digital storybook. Despite the workshops generating advancement and excitement, the findings indicate that the participants' assessments of their role in the creation of learning materials varied. The report indicates that the parents felt powerless to influence educational decisions based on their past and present experiences regarding their involvement and interaction with the school. It is necessary to employ strategies to put parents at ease and to reassure them that their opinions are important and required to ensure their children’s educational achievement. Essentially, this means ascertaining how to guarantee closer relationships between parents, teachers and learners. Recommendations are made regarding parental involvement in curriculum development based on the study's findings. The recommendations include effective parent-teacher communication through parental involvement in curriculum development, increased parent-teacher interaction to meet learners’ needs more effectively, and finally, an expansion of the study considering a larger sample size, a new study site, and an expansion of the goals beyond the digital storybook. , Thesis (MEd) -- Faculty of Education, 2023
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- Date Issued: 2023-04
A framework for continuing professional development of teachers in regular primary schools: towards the effective teaching of learners with special education needs in Zimbabwe
- Authors: Muguwe, Emely https://orcid.org/0000-0003-2156-8642
- Date: 2015-05
- Subjects: Teachers -- Training of , Teachers -- In-service training.
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24794 , vital:63576
- Description: This study focused on Continuing Professional Development (CPD) needs of teachers in regular primary schools for the effective teaching of learners with special education needs in Zimbabwe. The motivation of the study emerged from concerns raised by stakeholders that teachers were inadequately prepared to teach learners with special education needs in general education classrooms. This study was underpinned by the post-positivistic paradigm which takes on both quantitative and qualitative approaches. The study also employed the survey design, which utilised the mixed methods approach. The accessible population comprised 93 primary schools and 1 457 teachers, 93 school heads and all education officers in the Gweru District of Zimbabwe. The researcher used purposive and disproportional random sampling. Ten schools were purposively selected from a population of 93 schools in the Gweru District. One hundred and fifty teachers (10percent of the population) which translated into 15 teachers from each school, were selected from the 10 schools through disproportional stratified random sampling in order to include both male (n=69) and female (n=81) teachers in the study. Semi-structured questionnaires, semi-structured face- to- face interviews and focus group discussions are the data collection methods which were used in this study. Data were presented, analysed and discussed, starting with demographic data in the first section, followed by quantitative data which were presented concurrently with corresponding emerging themes from qualitative data. The data collected via the questionnaires were coded and key-punched for analysis. Data were presented in tables, bar graphs and pie charts. Findings of the study revealed that there is a dire need for knowledge and skills in SEN among teachers in regular schools. Teachers needed to be prepared for a paradigm shift of the inclusive era. Teachers also needed to identify their own needs to ensure that relevant and preferred areas were covered. Findings revealed that teachers preferred well-structured CPD which is facilitated by an expert and CPD held in their own schools, where good practices are shared with workmates. Findings also confirmed the availability of policy circulars in schools, although some teachers expressed that they were not aware of such circulars. There were no specific days allocated specifically for school CPD. Most teachers were not availed with the opportunity to attend out-of-school based workshops; and cascading of information led to dilution of original ideas. There was lack of adequate mentoring among qualified teachers. Teachers preferred the standards-based model for promotion purposes although it was limiting in terms of teachers’ learning. The training model was viewed as a productive way of quickly in-servicing teachers relative to its cost. The communities of practice model and transformative model were not being utilised in schools due to national policies that govern teachers. Findings also revealed that teachers faced major challenges such as funding of CPD, getting information on CPD opportunities and time to engage in CPD activities. Teachers reeled with a lot of pressure resulting in burn-out as a result of large classes. Although staff development meetings were held in schools, they were mostly administrative and nothing definite was being done to mitigate the challenges which teachers were facing in accessing CPD opportunities. Teachers opted for a CPD framework which would give them more information and more opportunities for CPD on SEN, better access to teaching materials and more opportunities to work with experienced practitioners in SEN. Teachers preferred a framework based on a variety of CPD models, more school-based CPD rather than out of school -based CPD. The researcher concluded that teachers in regular schools were not equipped to teach learners with special education needs in the mainstream. The Ministry of Primary and Secondary Education was not employing the best models in preparing teachers to be effective. Teachers were facing challenges such as, funding, unavailability of information and time in accessing CPD opportunities. The study recommends that The Ministry of Primary and Secondary Education should put in place provisions to meet the CPD needs of teachers. Teachers should be fully involved in the identification of CPD needs. It was also recommends that school heads needed CPD on SEN for them to be able to guide teachers properly and to be supportive of the policy. Besides national policies, schools should design CPD policies specifically for their respective schools, in line with national policies. Andragogy principles, Wenger’s social learning theory and Vygotsky’s perspective among others, should underpin the CPD framework. The study recommends an alternative CPD model which would utilise a combination of transmissive, transitional and transformative models and modes of delivery as lenses in meeting the CPD needs of teachers in the context of SEN. , Thesis (PhD) -- Faculty of Education, 2015
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- Date Issued: 2015-05
A framework for the inclusion of students with visual impairments: a case of a Zimbabwe state university
- Authors: Manyumwa, Ennie
- Date: 2016
- Subjects: Inclusive education -- Zimbabwe Students with disabilities -- Education (Higher) -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/29805 , vital:30780
- Description: The aim of this study was to explore the experiences of students with visual impairments in a selected state university in Zimbabwe in order to develop a framework for their inclusion. The study was necessitated by the increased enrolment of students with visual impairments in universities worldwide in response to inclusion in education and the continuous search for the best placement model for students with disabilities. Studies conducted internationally show that students with visual impairments have unique learning needs which must be addressed if their inclusion in universities is to be successful. The study was informed by Bronfenbrenner’s ecological and Bandura’s agentic theories, both of which stress the bi-directional relationship between an individual and the environment. The transformative paradigm which guided this study, lays emphasis on the need to improve the social situation of individuals with disabilities in order to bring about a more equitable society. Since the study intended to gain an understanding of how students with visual impairments interpret their experiences within a selected state university in Zimbabwe which practices inclusion, the qualitative case study design was used. Purposeful sampling was also used in the selection of both the university studied and the participants. Data generation methods employed included the semi-structured interview, photo-voice, document analysis and observation. Data generated were analysed following emergent themes that were used to answer the research questions. Findings revealed that the university started enrolling students with visual impairments in 2004 and has since established a Disability Resource Centre which is equipped with assistive devices and is manned by caring staff. Findings revealed a glaring absence of a university policy on inclusion. The guiding principles used did not clearly articulate issues of inclusion. The students’ positive experiences resulted from single rooms allocated to them and the support received from friends and caring staff. Negative experiences emanated from bureaucratic admission procedures, challenges of adjusting to university life in the absence of orientation and mobility training, financial challenges, hostile social environment and the students’ perceptions of themselves. The students suggested that the university should assist them with fees and expressed their wish to be consulted on matters that concern them. They xviii also suggested close co-operation between the administration and the Disability Resource Centre. The conclusion reached was that although the university was sensitive to issues of inclusion, there were still some deficiencies in the system that were impacting negatively on the inclusion of students with visual impairments. The study recommended a framework which shows the different committees and support systems which can be formed at different levels to facilitate the development of a comprehensive policy on inclusion and expedite its implementation. The involvement of students with visual impairments in the different committees was also recommended. This would afford them the chance to exercise their agentic resources and be involved in matters which concern them, rather than rely on decisions made by sighted individuals who might not possess adequate knowledge of what visual impairment entails.
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- Date Issued: 2016