Education in the wetlands and wetlands in the education: a case of contextualizing primary/basic education in Tanzania
- Authors: Hogan, Alice Rosemary
- Date: 2008
- Subjects: Education -- Tanzania Environmental education -- Tanzania Education, Rural -- Tanzania Education -- Curricula -- Tanzania Community and school -- Tanzania
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1504 , http://hdl.handle.net/10962/d1003386
- Description: This dissertation describes an action research case study carried out at a sub-village school at Nyamakurukuru, Utete, Rufiji District, Tanzania. The study was a fully independent research activity funded and led by a female Irish environmental and community specialist who has fifteen years experience of working in rural Tanzania, five of which were in Rufiji District. The aim of the action research was to engage a community of villagers, teachers, students and district officers in a participatory process to adapt a module of a school curriculum to the local context, and teach it in order to describe one way in which contextualization, using local and indigenous knowledge and active discovery teaching-learning processes, can be done. The major research question, which I wished to answer for one specific case, was: Does integrating local environmental cultural knowledge into formal schooling contribute to curriculum relevance? If so, in what way? This document describes the background and context of the research, the motivation and the theoretical basis for the work, the methodology and methods, and the action research process itself. The results are interpreted and discussed in the light of current theoretical perspectives on education and environmental education. The main findings within the case are that: Contextualization improved relevance of education and thus its quality by: • breaking through traditional frames/barriers between teachers and students, students and elders and community and teachers, • allowing formal education to take place outside of the school, • necessitating a change in pedagogy1 to more learner-centered, discovery methods, • allowing indigenous knowledge to come into the classroom, • stimulating creativity and increased confidence, and • bringing local socio-political environmental issues into the classroom. This study provides a case example of how education processes, when engaging local cultural knowledge, can improve the relevance, and thus an aspect of the quality of teaching and learning in school-community contexts, while providing a conduit for integrating environmental education into the formal school curriculum. It provides insights into the key issue of relevance which currently faces educators of children in wetlands in Tanzania. Recommendations were made for the case studied and may be useful beyond the boundaries of the case: • Give more explicit government policy and strategic support for community involvement in educational content–epistemologies and pedagogies. • Weaken framing (hierarchical power positions) to encourage greater partnership between school, home and community to improve relevance. • Investigate the provision of education beyond schools. • Provide practical teacher and community training on use of learner-centered, discovery and active pedagogies. • Provide teacher and community education on biodiversity and the environment. • Provide relevant reference texts and research data on the ecology, biodiversity, vegetation, hydrology, agriculture, sociology, history and other relevant subjects. • Officially nurture a culture that learning should be enjoyable. • Allow the curriculum freedom, in these times of increasing risk for rural tropical wetland communities, to make the curriculum fit the local issues rather than vice versa. • Nurture critical analysis of the curriculum in local pedagogic discourse i.e., at the local contextualization level of the home, community and school.
- Full Text:
- Date Issued: 2008
- Authors: Hogan, Alice Rosemary
- Date: 2008
- Subjects: Education -- Tanzania Environmental education -- Tanzania Education, Rural -- Tanzania Education -- Curricula -- Tanzania Community and school -- Tanzania
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1504 , http://hdl.handle.net/10962/d1003386
- Description: This dissertation describes an action research case study carried out at a sub-village school at Nyamakurukuru, Utete, Rufiji District, Tanzania. The study was a fully independent research activity funded and led by a female Irish environmental and community specialist who has fifteen years experience of working in rural Tanzania, five of which were in Rufiji District. The aim of the action research was to engage a community of villagers, teachers, students and district officers in a participatory process to adapt a module of a school curriculum to the local context, and teach it in order to describe one way in which contextualization, using local and indigenous knowledge and active discovery teaching-learning processes, can be done. The major research question, which I wished to answer for one specific case, was: Does integrating local environmental cultural knowledge into formal schooling contribute to curriculum relevance? If so, in what way? This document describes the background and context of the research, the motivation and the theoretical basis for the work, the methodology and methods, and the action research process itself. The results are interpreted and discussed in the light of current theoretical perspectives on education and environmental education. The main findings within the case are that: Contextualization improved relevance of education and thus its quality by: • breaking through traditional frames/barriers between teachers and students, students and elders and community and teachers, • allowing formal education to take place outside of the school, • necessitating a change in pedagogy1 to more learner-centered, discovery methods, • allowing indigenous knowledge to come into the classroom, • stimulating creativity and increased confidence, and • bringing local socio-political environmental issues into the classroom. This study provides a case example of how education processes, when engaging local cultural knowledge, can improve the relevance, and thus an aspect of the quality of teaching and learning in school-community contexts, while providing a conduit for integrating environmental education into the formal school curriculum. It provides insights into the key issue of relevance which currently faces educators of children in wetlands in Tanzania. Recommendations were made for the case studied and may be useful beyond the boundaries of the case: • Give more explicit government policy and strategic support for community involvement in educational content–epistemologies and pedagogies. • Weaken framing (hierarchical power positions) to encourage greater partnership between school, home and community to improve relevance. • Investigate the provision of education beyond schools. • Provide practical teacher and community training on use of learner-centered, discovery and active pedagogies. • Provide teacher and community education on biodiversity and the environment. • Provide relevant reference texts and research data on the ecology, biodiversity, vegetation, hydrology, agriculture, sociology, history and other relevant subjects. • Officially nurture a culture that learning should be enjoyable. • Allow the curriculum freedom, in these times of increasing risk for rural tropical wetland communities, to make the curriculum fit the local issues rather than vice versa. • Nurture critical analysis of the curriculum in local pedagogic discourse i.e., at the local contextualization level of the home, community and school.
- Full Text:
- Date Issued: 2008
A VLBI study of OH masers in a proto-planetary nebula OH 0.9+1.3
- Authors: McAlpine, Kim
- Date: 2008
- Subjects: Very long baseline interferometry , Proto-planetary nebulae , Masers
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5499 , http://hdl.handle.net/10962/d1005285 , Very long baseline interferometry , Proto-planetary nebulae , Masers
- Description: This thesis reports the calibration, imaging and analysis of one epoch of VLBA observations of the 1612 MHz OH maser emission from the protoplanetary nebula OH 0.9+1.3. These are the first polarisation VLBI observations of this source and the spatial morphology of the OH emission is resolved on this scale. Proto-planetary nebulae represent the transition phase in the evolution of stars between the asymptotic giant branch (AGB) phase and their emergence as planetary nebulae. A long-standing astronomical question is how the predominantly spherical circumstellar envelopes of AGB stars evolve into the bipolar and axisymmetric structures that are commonly observed in planetary nebula. Proto-planetary nebulae offer a unique opportunity to study this transformation process. The high-resolution VLBI maps produced in this thesis were used to investigate the morphology and kinematics of OH 0.9+1.3 with a view to gaining insight into the development of asymmetries in the circumstellar material. The OH maser emission of OH 0.9+1.3 has a double-peaked profile with one peak blue-shifted and the other red-shifted with respect to the stellar velocity. The total intensity maser maps demonstrate a considerable degree of asymmetry with the blue- and red-shifted emission located in spatially distinct regions of the envelope. The blue-shifted emission is distributed preferentially along an axis at a projected position angle of » 135± ( North through East). The morphology of this source is not consistent with the standard symmetric thin-shell model and an attempt to fit the traditional OH/IR kinematic model of a simple expanding shell to the maser components was found to be unsatisfactory. No definitive evidence of a bipolar outflow was observed either. The high degree of asymmetry observed in the source is consistent with its status as a proto-planetary nebula. The source was imaged in all four Stokes parameters and the fractional linear and circular polarisations of the maser components were derived from the Stokes parameter maps. In all except one of the components the total fractional polarisation was found to be low ( < 15%). The mean fractional linear and circular polarisation were calculated to be 5.54% and 7.11% respectively. The absence of an identifiable Zeeman pair in the Stokes V map prohibited the estimation of the magnetic field in the circumstellar envelope of this source.
- Full Text:
- Date Issued: 2008
- Authors: McAlpine, Kim
- Date: 2008
- Subjects: Very long baseline interferometry , Proto-planetary nebulae , Masers
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5499 , http://hdl.handle.net/10962/d1005285 , Very long baseline interferometry , Proto-planetary nebulae , Masers
- Description: This thesis reports the calibration, imaging and analysis of one epoch of VLBA observations of the 1612 MHz OH maser emission from the protoplanetary nebula OH 0.9+1.3. These are the first polarisation VLBI observations of this source and the spatial morphology of the OH emission is resolved on this scale. Proto-planetary nebulae represent the transition phase in the evolution of stars between the asymptotic giant branch (AGB) phase and their emergence as planetary nebulae. A long-standing astronomical question is how the predominantly spherical circumstellar envelopes of AGB stars evolve into the bipolar and axisymmetric structures that are commonly observed in planetary nebula. Proto-planetary nebulae offer a unique opportunity to study this transformation process. The high-resolution VLBI maps produced in this thesis were used to investigate the morphology and kinematics of OH 0.9+1.3 with a view to gaining insight into the development of asymmetries in the circumstellar material. The OH maser emission of OH 0.9+1.3 has a double-peaked profile with one peak blue-shifted and the other red-shifted with respect to the stellar velocity. The total intensity maser maps demonstrate a considerable degree of asymmetry with the blue- and red-shifted emission located in spatially distinct regions of the envelope. The blue-shifted emission is distributed preferentially along an axis at a projected position angle of » 135± ( North through East). The morphology of this source is not consistent with the standard symmetric thin-shell model and an attempt to fit the traditional OH/IR kinematic model of a simple expanding shell to the maser components was found to be unsatisfactory. No definitive evidence of a bipolar outflow was observed either. The high degree of asymmetry observed in the source is consistent with its status as a proto-planetary nebula. The source was imaged in all four Stokes parameters and the fractional linear and circular polarisations of the maser components were derived from the Stokes parameter maps. In all except one of the components the total fractional polarisation was found to be low ( < 15%). The mean fractional linear and circular polarisation were calculated to be 5.54% and 7.11% respectively. The absence of an identifiable Zeeman pair in the Stokes V map prohibited the estimation of the magnetic field in the circumstellar envelope of this source.
- Full Text:
- Date Issued: 2008
Challenges faced by secondary school teachers in integrating ICT into the curriculum: a multiple case study in the Grahamstown Circuit
- Maholwana-Sotashe, Nikiwe Laura
- Authors: Maholwana-Sotashe, Nikiwe Laura
- Date: 2008
- Subjects: Educational technology -- South Africa -- Grahamstown Education, Secondary -- South Africa -- Grahamstown -- Data processing Information technology -- Study and teaching (Secondary) -- South Africa -- Grahamstown Internet in education -- South Africa -- Grahamstown Information technology -- South Africa -- Grahamstown Computer-assisted instruction -- South Africa -- Grahamstown Education, Secondary -- Curricula -- South Africa -- Grahamstown Educational innovations
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1445 , http://hdl.handle.net/10962/d1003326
- Description: The integration of Information and Communication Technology (ICT) into the curriculum has become the major issue worldwide. The education system does not only pursue the integration of ICT into the curriculum because of its popularity in the market system, but because of the role it is perceived to play in the changing curriculum (encourages active construction of knowledge). According to White Paper 7 e-Education policy (2004:17) every South African learner should be able to use ICTs confidently and creatively to develop the skills and knowledge they need to achieve personal goals and to be full participants in the global community by 2013. The central role played by teachers in teaching and learning requires them to have a holistic understanding of ICT integration. Furthermore they should be able to analyse when ICT integration is appropriate according to what is expected from the learner in the teaching and learning process. Drawing on the evidence from a survey of nine secondary schools in the Grahamstown Circuit of the Eastern Cape, this study examines how teachers from three different types of secondary schools: Former Department of Education (FDET) schools, Former House of Representatives (FHOR) schools and Former Model C (FMC) schools perceive the integration of ICTs in the curriculum. The salient ideas of how teachers perceive the integration of ICTs into the curriculum emerge from what they view as benefits of using ICT and what they view as challenges of integrating ICT into the curriculum. Contrary to expectations, the degree of ICT integration within the curriculum did not correspond directly with the availability of sufficient hardware, software or Internet connectivity at the participating schools.
- Full Text:
- Date Issued: 2008
- Authors: Maholwana-Sotashe, Nikiwe Laura
- Date: 2008
- Subjects: Educational technology -- South Africa -- Grahamstown Education, Secondary -- South Africa -- Grahamstown -- Data processing Information technology -- Study and teaching (Secondary) -- South Africa -- Grahamstown Internet in education -- South Africa -- Grahamstown Information technology -- South Africa -- Grahamstown Computer-assisted instruction -- South Africa -- Grahamstown Education, Secondary -- Curricula -- South Africa -- Grahamstown Educational innovations
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1445 , http://hdl.handle.net/10962/d1003326
- Description: The integration of Information and Communication Technology (ICT) into the curriculum has become the major issue worldwide. The education system does not only pursue the integration of ICT into the curriculum because of its popularity in the market system, but because of the role it is perceived to play in the changing curriculum (encourages active construction of knowledge). According to White Paper 7 e-Education policy (2004:17) every South African learner should be able to use ICTs confidently and creatively to develop the skills and knowledge they need to achieve personal goals and to be full participants in the global community by 2013. The central role played by teachers in teaching and learning requires them to have a holistic understanding of ICT integration. Furthermore they should be able to analyse when ICT integration is appropriate according to what is expected from the learner in the teaching and learning process. Drawing on the evidence from a survey of nine secondary schools in the Grahamstown Circuit of the Eastern Cape, this study examines how teachers from three different types of secondary schools: Former Department of Education (FDET) schools, Former House of Representatives (FHOR) schools and Former Model C (FMC) schools perceive the integration of ICTs in the curriculum. The salient ideas of how teachers perceive the integration of ICTs into the curriculum emerge from what they view as benefits of using ICT and what they view as challenges of integrating ICT into the curriculum. Contrary to expectations, the degree of ICT integration within the curriculum did not correspond directly with the availability of sufficient hardware, software or Internet connectivity at the participating schools.
- Full Text:
- Date Issued: 2008
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