An appraisal of strike law in South Africa
- Authors: Crompton, Mark Stanley
- Date: 2005
- Subjects: Strikes and lockouts -- Law and legislation -- South Africa , Labor laws and legislation -- South Africa
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: vital:11038 , http://hdl.handle.net/10948/379 , Strikes and lockouts -- Law and legislation -- South Africa , Labor laws and legislation -- South Africa
- Description: The recent amendments made to employment laws and in particular the rewriting of the South African Labour Relations Act has brought into focus the diverse and conflicting interests of employers and employees, which is a concern of labour law analysts. This appraisal of South African of strike law examines the statutory and judicially established labour law in regard to the phenomenon of collective industrial action by employees and the regulation of its occurrence. Historical developments in strike law are traced from the early 1900’s. A period of segregated trade unionism, led ultimately to the introduction of a more inclusive system of regulation, which has in turn been modified to bring the law into line with the new constitutional imperatives. Industrial action occurred, often unregulated and regardless of statutory limitations, and in particular that industrial action which related to mass protest action, now recognized as a specific form of strike. The now repealed Labour Relations Act 28 of 1956 is examined with regard to its strike regulating provisions, and identification of what were then new, unrecognized forms of strike action. It has allowed concepts and principles to be developed, under the unfair labour practice jurisdiction of the Industrial Court, much of which has been incorporated in the new Labour Relations Act. The legislation on strike law, which has been developed over the years, has been refined by the constitutional imperatives introduced to the national legal system. The relevant aspects of the new Constitution Act 108 of 1996 and its pervasive effect on strike law are examined. The right to strike in South African labour law, together with the protection of collective bargaining, is now constitutionally entrenched, and the right to strike is now accepted as a necessary adjunct to collective bargaining. It is necessary to give effect to the Constitution in national legislation, and the Labour Relations Act 66 of 1995 endeavours to accomplish this in chapter IV in regard to strike law, which, it could be argued, limits rather than gives expression to the right to strike. iii The Labour Relations Act of 1995 is then discussed with reference to protected and prohibited strikes, and unregulated strike action. It will be evident that the Act has endeavoured to contain unprocedural and productivity draining industrial action, by subjecting rights disputes to arbitration and Labour Court adjudication, subject to certain exceptions. The recourse to lock-out, as the employer’s prerogative and general corollary of strike action, is briefly discussed. The case law relating to strikes is discussed in respect of both the 1956 Act and the new Labour Relations Act of 1995. Among the issues explored are the strike provisions which have been developed in statute and labour related common law, such as the identification of issues in dispute, notice of strike, the issuing of ultimatums, the audi altarem partem rule and the court’s approach to protected and unprotected strikes. The intention is to determine trends resulting from amendments to the law and draw inferences regarding, in particular, the unregulated form of strikes that occur within the scope of the protections offered by the Act. It is the intention to determine whether the desired effect has been achieved by implementing legislative reforms in response to public policy considerations.
- Full Text:
- Date Issued: 2005
- Authors: Crompton, Mark Stanley
- Date: 2005
- Subjects: Strikes and lockouts -- Law and legislation -- South Africa , Labor laws and legislation -- South Africa
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: vital:11038 , http://hdl.handle.net/10948/379 , Strikes and lockouts -- Law and legislation -- South Africa , Labor laws and legislation -- South Africa
- Description: The recent amendments made to employment laws and in particular the rewriting of the South African Labour Relations Act has brought into focus the diverse and conflicting interests of employers and employees, which is a concern of labour law analysts. This appraisal of South African of strike law examines the statutory and judicially established labour law in regard to the phenomenon of collective industrial action by employees and the regulation of its occurrence. Historical developments in strike law are traced from the early 1900’s. A period of segregated trade unionism, led ultimately to the introduction of a more inclusive system of regulation, which has in turn been modified to bring the law into line with the new constitutional imperatives. Industrial action occurred, often unregulated and regardless of statutory limitations, and in particular that industrial action which related to mass protest action, now recognized as a specific form of strike. The now repealed Labour Relations Act 28 of 1956 is examined with regard to its strike regulating provisions, and identification of what were then new, unrecognized forms of strike action. It has allowed concepts and principles to be developed, under the unfair labour practice jurisdiction of the Industrial Court, much of which has been incorporated in the new Labour Relations Act. The legislation on strike law, which has been developed over the years, has been refined by the constitutional imperatives introduced to the national legal system. The relevant aspects of the new Constitution Act 108 of 1996 and its pervasive effect on strike law are examined. The right to strike in South African labour law, together with the protection of collective bargaining, is now constitutionally entrenched, and the right to strike is now accepted as a necessary adjunct to collective bargaining. It is necessary to give effect to the Constitution in national legislation, and the Labour Relations Act 66 of 1995 endeavours to accomplish this in chapter IV in regard to strike law, which, it could be argued, limits rather than gives expression to the right to strike. iii The Labour Relations Act of 1995 is then discussed with reference to protected and prohibited strikes, and unregulated strike action. It will be evident that the Act has endeavoured to contain unprocedural and productivity draining industrial action, by subjecting rights disputes to arbitration and Labour Court adjudication, subject to certain exceptions. The recourse to lock-out, as the employer’s prerogative and general corollary of strike action, is briefly discussed. The case law relating to strikes is discussed in respect of both the 1956 Act and the new Labour Relations Act of 1995. Among the issues explored are the strike provisions which have been developed in statute and labour related common law, such as the identification of issues in dispute, notice of strike, the issuing of ultimatums, the audi altarem partem rule and the court’s approach to protected and unprotected strikes. The intention is to determine trends resulting from amendments to the law and draw inferences regarding, in particular, the unregulated form of strikes that occur within the scope of the protections offered by the Act. It is the intention to determine whether the desired effect has been achieved by implementing legislative reforms in response to public policy considerations.
- Full Text:
- Date Issued: 2005
Feminisation a period of labour market changes in South Africa
- Authors: Lee, Deborah Ellen
- Date: 2005
- Subjects: Women -- Employment -- South Africa , Discrimination in employment -- South Africa , Wages -- Women -- South Africa , Labor supply -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:11008 , http://hdl.handle.net/10948/363 , Women -- Employment -- South Africa , Discrimination in employment -- South Africa , Wages -- Women -- South Africa , Labor supply -- South Africa
- Description: The post-1994 role of women in the South African economy is changing with respect to issues such as education and employment opportunities. In the past, men tended to hold the primary or ‘good’ jobs, which have the greatest stability and promotional potential, whilst women tended to hold the secondary or ‘poor’ jobs, which have lower stability and lower wages (Kelly, 1991). Women’s labour force participation has risen significantly over the years since 1994, but more in depth research is needed in order to determine where and how changes could be implemented to ensure that any past gender inequalities fall away with minimal impact on the economy as a whole. As such, certain dynamics within the labour market need to be considered. Firstly, pre-market types of discrimination, including issues such as gender discrimination during the acquisition of human capital through educational attainment should be considered. In most countries, women enter the labour market with severe disadvantage in that they have been subject to discrimination in schooling opportunities (Standing, Sender & Weeks, 1996). Secondly, the feminisation of the labour force is dealt with, as well as what factors affect the female labour force participation decision (i.e. the decision of whether to participate in the labour market or not). iv Thirdly, employment discrimination is investigated, including the concept of ‘occupational crowding’. An analysis of trends in the occupational structure of economically active women in South Africa shows the typical shift out of agriculture into industrial related jobs (Verhoef, 1996). Lastly, wage discrimination is analysed, in order to determine if women get lower rates of pay for ‘equal work’. The objectives of this study are aimed at determining whether there have been any positive changes with respect to women in any of these focal areas mentioned above. There are studies that have established gender differentials when it comes to formal education, and these place women at the disadvantaged end (Bankole & Eboiyehi, 2000). If one considers the educational measures, namely, the levels of literacy, years of education, and overall educational attainment, employed by this country to determine whether there are in fact observed differences between the education of boys and girls, the following was found: Males rate higher with respect to two of these measures, namely literacy and educational attainment, and are thus able to exhibit lower levels of poverty than females in South Africa. Men exhibit slightly higher literacy rates than women of the same age (Statistics South Africa, 2002), and men also rate higher than women when it comes to university education. With regards to primary and secondary school attainment v since 1994, the gender gap does appear to have disappeared. The ‘neoclassical model of labour-leisure choice’, as applied in this study, shows that as the wage rate increases, women have an incentive to reduce the time they allocate to the household sector and are more likely to enter the labour market. In South Africa, however, the increase in the female participation rate has merely translated into a rise in unemployment and has not been associated with an increase in the demand for female labour. This implies that South African women are being ‘pushed’ into the labour market due to economic need, rather than being ‘pulled’ into the labour market in order to earn a higher wage. Women are gradually becoming better represented at all levels across a wide range of occupations. Women, however, continue to face greater prospects of unemployment and to earn less than their male counterparts even when they do find employment. These lower female wages are partly as a result of ‘occupational crowding’, whereby women are over-represented in certain occupations resulting in excess labour supply which drives down the wage rate. It has been determined that the problem of occupational crowding is a real and immediate one and has been found to depress wages within certain female specific occupations.
- Full Text:
- Date Issued: 2005
- Authors: Lee, Deborah Ellen
- Date: 2005
- Subjects: Women -- Employment -- South Africa , Discrimination in employment -- South Africa , Wages -- Women -- South Africa , Labor supply -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:11008 , http://hdl.handle.net/10948/363 , Women -- Employment -- South Africa , Discrimination in employment -- South Africa , Wages -- Women -- South Africa , Labor supply -- South Africa
- Description: The post-1994 role of women in the South African economy is changing with respect to issues such as education and employment opportunities. In the past, men tended to hold the primary or ‘good’ jobs, which have the greatest stability and promotional potential, whilst women tended to hold the secondary or ‘poor’ jobs, which have lower stability and lower wages (Kelly, 1991). Women’s labour force participation has risen significantly over the years since 1994, but more in depth research is needed in order to determine where and how changes could be implemented to ensure that any past gender inequalities fall away with minimal impact on the economy as a whole. As such, certain dynamics within the labour market need to be considered. Firstly, pre-market types of discrimination, including issues such as gender discrimination during the acquisition of human capital through educational attainment should be considered. In most countries, women enter the labour market with severe disadvantage in that they have been subject to discrimination in schooling opportunities (Standing, Sender & Weeks, 1996). Secondly, the feminisation of the labour force is dealt with, as well as what factors affect the female labour force participation decision (i.e. the decision of whether to participate in the labour market or not). iv Thirdly, employment discrimination is investigated, including the concept of ‘occupational crowding’. An analysis of trends in the occupational structure of economically active women in South Africa shows the typical shift out of agriculture into industrial related jobs (Verhoef, 1996). Lastly, wage discrimination is analysed, in order to determine if women get lower rates of pay for ‘equal work’. The objectives of this study are aimed at determining whether there have been any positive changes with respect to women in any of these focal areas mentioned above. There are studies that have established gender differentials when it comes to formal education, and these place women at the disadvantaged end (Bankole & Eboiyehi, 2000). If one considers the educational measures, namely, the levels of literacy, years of education, and overall educational attainment, employed by this country to determine whether there are in fact observed differences between the education of boys and girls, the following was found: Males rate higher with respect to two of these measures, namely literacy and educational attainment, and are thus able to exhibit lower levels of poverty than females in South Africa. Men exhibit slightly higher literacy rates than women of the same age (Statistics South Africa, 2002), and men also rate higher than women when it comes to university education. With regards to primary and secondary school attainment v since 1994, the gender gap does appear to have disappeared. The ‘neoclassical model of labour-leisure choice’, as applied in this study, shows that as the wage rate increases, women have an incentive to reduce the time they allocate to the household sector and are more likely to enter the labour market. In South Africa, however, the increase in the female participation rate has merely translated into a rise in unemployment and has not been associated with an increase in the demand for female labour. This implies that South African women are being ‘pushed’ into the labour market due to economic need, rather than being ‘pulled’ into the labour market in order to earn a higher wage. Women are gradually becoming better represented at all levels across a wide range of occupations. Women, however, continue to face greater prospects of unemployment and to earn less than their male counterparts even when they do find employment. These lower female wages are partly as a result of ‘occupational crowding’, whereby women are over-represented in certain occupations resulting in excess labour supply which drives down the wage rate. It has been determined that the problem of occupational crowding is a real and immediate one and has been found to depress wages within certain female specific occupations.
- Full Text:
- Date Issued: 2005
Habitat suitability and behaviour of springbok (Antidorcas marsupialis) at Augrabies Falls National Park, South Africa
- Authors: Reid, Caroline
- Date: 2005
- Subjects: Springbok -- Habitat suitability index models -- South Africa -- Augrabies Falls National Park , Springbok -- Behavior -- South Africa -- Augrabies Falls National Park
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:11079 , http://hdl.handle.net/10948/362 , Springbok -- Habitat suitability index models -- South Africa -- Augrabies Falls National Park , Springbok -- Behavior -- South Africa -- Augrabies Falls National Park
- Description: Habitat selection may be considered a behavioural consequence of an individual actively selecting where it lives or passively persisting in a certain habitat. There are a variety of approaches to assessing habitat selection, including relating densities to predefined habitats and the characteristics of these habitats, measuring the behaviour of animals within predefined habitats in order to assess the relative benefits to the animal and comparing these between habitats, and using optimality theory to allow the animal to provide measures of its preference for particular habitats or patches. Each approach provides different perspectives on an animal’s choice and use of habitat, with some approaches working more effectively with certain species or habitats than others. There have, however, been no attempts to apply all these approaches to a single species at a single site. The objective of this study was therefore to apply the three above-mentioned approaches to assess habitat use and quality to a single species, the springbok (Antidorcas marsupialis) at the Augrabies Falls National Park (AFNP), on the northern bank of the Orange River, in order to provide the basis for further work on comparing and integrating these approaches. The relative abundance of springbok in Augrabies Falls National park was used to develop a habitat suitability model for the park, and thus determine the habitat variables that influenced habitat suitability. Isodar analysis revealed information on the mechanisms underlying habitat preference. Behavioural models were developed to improve our understanding of how springbok behaviour changes in relation to the habitat, and incorporated the variables identified in the habitat suitability model. The different spatial and temporal scales influencing springbok habitat selection were determined using optimal foraging theory and giving-up densities. Springbok preferred open habitats providing high food quality. Springbok behaviour was related to the foraging and predation risk characteristics of the habitat, and springbok varied their temporal and spatial utilisation so as to minimise their risk of predation and maximise their food intake. The habitat suitability model, behaviour models and giving-up densities were compared for ease of use and applicability. Using giving-up densities to reveal habitat suitability had greater applicability and was both efficient and objective.
- Full Text:
- Date Issued: 2005
- Authors: Reid, Caroline
- Date: 2005
- Subjects: Springbok -- Habitat suitability index models -- South Africa -- Augrabies Falls National Park , Springbok -- Behavior -- South Africa -- Augrabies Falls National Park
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:11079 , http://hdl.handle.net/10948/362 , Springbok -- Habitat suitability index models -- South Africa -- Augrabies Falls National Park , Springbok -- Behavior -- South Africa -- Augrabies Falls National Park
- Description: Habitat selection may be considered a behavioural consequence of an individual actively selecting where it lives or passively persisting in a certain habitat. There are a variety of approaches to assessing habitat selection, including relating densities to predefined habitats and the characteristics of these habitats, measuring the behaviour of animals within predefined habitats in order to assess the relative benefits to the animal and comparing these between habitats, and using optimality theory to allow the animal to provide measures of its preference for particular habitats or patches. Each approach provides different perspectives on an animal’s choice and use of habitat, with some approaches working more effectively with certain species or habitats than others. There have, however, been no attempts to apply all these approaches to a single species at a single site. The objective of this study was therefore to apply the three above-mentioned approaches to assess habitat use and quality to a single species, the springbok (Antidorcas marsupialis) at the Augrabies Falls National Park (AFNP), on the northern bank of the Orange River, in order to provide the basis for further work on comparing and integrating these approaches. The relative abundance of springbok in Augrabies Falls National park was used to develop a habitat suitability model for the park, and thus determine the habitat variables that influenced habitat suitability. Isodar analysis revealed information on the mechanisms underlying habitat preference. Behavioural models were developed to improve our understanding of how springbok behaviour changes in relation to the habitat, and incorporated the variables identified in the habitat suitability model. The different spatial and temporal scales influencing springbok habitat selection were determined using optimal foraging theory and giving-up densities. Springbok preferred open habitats providing high food quality. Springbok behaviour was related to the foraging and predation risk characteristics of the habitat, and springbok varied their temporal and spatial utilisation so as to minimise their risk of predation and maximise their food intake. The habitat suitability model, behaviour models and giving-up densities were compared for ease of use and applicability. Using giving-up densities to reveal habitat suitability had greater applicability and was both efficient and objective.
- Full Text:
- Date Issued: 2005
Knowledge levels of school learners before and after a life skills program on rape and child abuse
- Authors: Britz, Cecelia Adonia
- Date: 2005
- Subjects: Rape -- Prevention , Child abuse -- Prevention , School children -- Life skills assessment -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:11017 , http://hdl.handle.net/10948/360 , Rape -- Prevention , Child abuse -- Prevention , School children -- Life skills assessment -- South Africa -- Port Elizabeth
- Description: Due to the early age at which children are exposed to rape and child abuse, preventative programs should be implemented as early as possible. Schools provide ample opportunity to reach learners of all ages. Educators have regular contact with learners and have a key role to play in the implementation of comprehensive health and education life skills programs. Non-Governmental Organisations (NGO) can link up with schools to combat abuse that affects children in South African communities. The Ubuntu Education Fund requested the Health and Development Research Institute (HDRI) of the University of Port Elizabeth to assist with the evaluation of the Mpilo-Lwazi life skills program for grade 6 to 9 learners at 5 primary and 5 secondary schools in the Nelson Mandela Metropole. The schools were selected by non-probability convenience sampling and the learners via simple random sampling. The life skills program addressed issues of HIV/AIDS, STI and rape and child abuse and the requested evaluation encompassed both the quantitative pretest-posttest assessment of knowledge plus a qualitative focus group assessment of perception of the content and presentation of the life skills program. A multiple pretest-post-test quasi-experimental research design was used. This study focused on the quantitative aspect of rape and child abuse and aimed to describe learners’ base line knowledge before receiving education in rape and child abuse life skills programs and acquired knowledge after the program had been implemented. Descriptive statistics were employed to describe the pre and post test information and the Hotelling’s T2 was used to identify variation in profiles. Posthoc t-tests established significant differences between grades. Structured questionnaires were used to achieve the aims of the research. Results of both the quantitative and qualitative findings were collated to be presented to the Ubuntu Education Fund. The results of the study were as follows: ix The results indicated that the overall level of knowledge regarding Rape and Child Abuse among the sample of grade six to nine learners was average. A small increase in knowledge was identified in the post-test. The area most successful for knowledge increase was the section relating to general information on the victims of Rape and Child Abuse. An area where knowledge actually decreased was that on reporting the rape or abuse. Knowledge of rape and child abuse alone is not sufficient to bring about change in behaviour. Changes in beliefs, such as increased awareness that rape and child abuse are prevalent in families and communities, and attitude change are necessary to facilitate the adoption of health-promoting behaviour. Future education efforts need to introduce health educators into the Rape and Child Abuse life skills program at schools in educating the learners. The format of teaching should also take into account the preferred method of presentation indicated by the learners as this would facilitate optimal intake of information.
- Full Text:
- Date Issued: 2005
- Authors: Britz, Cecelia Adonia
- Date: 2005
- Subjects: Rape -- Prevention , Child abuse -- Prevention , School children -- Life skills assessment -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:11017 , http://hdl.handle.net/10948/360 , Rape -- Prevention , Child abuse -- Prevention , School children -- Life skills assessment -- South Africa -- Port Elizabeth
- Description: Due to the early age at which children are exposed to rape and child abuse, preventative programs should be implemented as early as possible. Schools provide ample opportunity to reach learners of all ages. Educators have regular contact with learners and have a key role to play in the implementation of comprehensive health and education life skills programs. Non-Governmental Organisations (NGO) can link up with schools to combat abuse that affects children in South African communities. The Ubuntu Education Fund requested the Health and Development Research Institute (HDRI) of the University of Port Elizabeth to assist with the evaluation of the Mpilo-Lwazi life skills program for grade 6 to 9 learners at 5 primary and 5 secondary schools in the Nelson Mandela Metropole. The schools were selected by non-probability convenience sampling and the learners via simple random sampling. The life skills program addressed issues of HIV/AIDS, STI and rape and child abuse and the requested evaluation encompassed both the quantitative pretest-posttest assessment of knowledge plus a qualitative focus group assessment of perception of the content and presentation of the life skills program. A multiple pretest-post-test quasi-experimental research design was used. This study focused on the quantitative aspect of rape and child abuse and aimed to describe learners’ base line knowledge before receiving education in rape and child abuse life skills programs and acquired knowledge after the program had been implemented. Descriptive statistics were employed to describe the pre and post test information and the Hotelling’s T2 was used to identify variation in profiles. Posthoc t-tests established significant differences between grades. Structured questionnaires were used to achieve the aims of the research. Results of both the quantitative and qualitative findings were collated to be presented to the Ubuntu Education Fund. The results of the study were as follows: ix The results indicated that the overall level of knowledge regarding Rape and Child Abuse among the sample of grade six to nine learners was average. A small increase in knowledge was identified in the post-test. The area most successful for knowledge increase was the section relating to general information on the victims of Rape and Child Abuse. An area where knowledge actually decreased was that on reporting the rape or abuse. Knowledge of rape and child abuse alone is not sufficient to bring about change in behaviour. Changes in beliefs, such as increased awareness that rape and child abuse are prevalent in families and communities, and attitude change are necessary to facilitate the adoption of health-promoting behaviour. Future education efforts need to introduce health educators into the Rape and Child Abuse life skills program at schools in educating the learners. The format of teaching should also take into account the preferred method of presentation indicated by the learners as this would facilitate optimal intake of information.
- Full Text:
- Date Issued: 2005
Teacher receptivity of an integrated curriculum with special reference to the foundation phase of curriculum 2005
- Authors: Nthulanyane, Malefa Regina
- Date: 2005
- Subjects: Interdisciplinary approach in education -- South Africa , Primary school teachers -- South Africa -- Eastern Cape , Education, Primary -- South Africa -- Curricula
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:11011 , http://hdl.handle.net/10948/378 , Interdisciplinary approach in education -- South Africa , Primary school teachers -- South Africa -- Eastern Cape , Education, Primary -- South Africa -- Curricula
- Description: The purpose of the study was to investigate teacher receptivity of a new curriculum, in particular, the new integrated curriculum of South Africa. As the New Revised national curriculum Statement is starting to be operational this year, Curriculum 2005 was used as a model of an integrated curriculum in this study. The study focused on the following sub-problems: the meaning of an integrated curriculum; teacher receptivity of an integrated curriculum; and the extent to which teachers are receptive of the new integrated foundation phase curriculum. The review of relevant literature provided a conceptual framework for the study. Six dimensions of a curriculum that were regarded as critical in classroom practice for practicing teachers were identified and used to describe an integrated curriculum. These were: platform, learning outcomes, content, instructional materials, teaching and learning strategies and assessment. The conceptual framework for teacher receptivity was also identified by means of review of relevant literature. Teacher receptivity was conceptualised as comprising of attitudes and behavioral intentions. The empirical part of the study was undertaken to determine the attitudes of teachers towards an integrated foundation phase curriculum and the extent to which foundation phase teachers were receptive of the new curriculum. The sample for the empirical part of the study included 63 foundation phase teachers randomly selected from 21 schools in Herschel District. The schools were randomly selected from 3 zones which had been randomly selected from 7 zones that make up Hershel Educational District in the Eastern Cape, South Africa. Empirical data on teachers’ attitudes towards an integrated curriculum indicated that the majority of teachers were viewed the curriculum in an extremely positive light/somewhat positive light. There were responses which indicated that some teachers regarded the curriculum as complicated, restrictive, and idealistic. This situation is highlighted in their responses to the semantic differential on the attitude objects of the curriculum. Data on teacher receptivity indicated positive responses but vi there were some area of concern such as, for example, support from the district manager, school and the community. Data indicated that teachers were not so positive abut learning outcomes and assessment as a basis of teaching an integrated curriculum. Based on the empirical part of the study, conclusions and recommendations were made.
- Full Text:
- Date Issued: 2005
- Authors: Nthulanyane, Malefa Regina
- Date: 2005
- Subjects: Interdisciplinary approach in education -- South Africa , Primary school teachers -- South Africa -- Eastern Cape , Education, Primary -- South Africa -- Curricula
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:11011 , http://hdl.handle.net/10948/378 , Interdisciplinary approach in education -- South Africa , Primary school teachers -- South Africa -- Eastern Cape , Education, Primary -- South Africa -- Curricula
- Description: The purpose of the study was to investigate teacher receptivity of a new curriculum, in particular, the new integrated curriculum of South Africa. As the New Revised national curriculum Statement is starting to be operational this year, Curriculum 2005 was used as a model of an integrated curriculum in this study. The study focused on the following sub-problems: the meaning of an integrated curriculum; teacher receptivity of an integrated curriculum; and the extent to which teachers are receptive of the new integrated foundation phase curriculum. The review of relevant literature provided a conceptual framework for the study. Six dimensions of a curriculum that were regarded as critical in classroom practice for practicing teachers were identified and used to describe an integrated curriculum. These were: platform, learning outcomes, content, instructional materials, teaching and learning strategies and assessment. The conceptual framework for teacher receptivity was also identified by means of review of relevant literature. Teacher receptivity was conceptualised as comprising of attitudes and behavioral intentions. The empirical part of the study was undertaken to determine the attitudes of teachers towards an integrated foundation phase curriculum and the extent to which foundation phase teachers were receptive of the new curriculum. The sample for the empirical part of the study included 63 foundation phase teachers randomly selected from 21 schools in Herschel District. The schools were randomly selected from 3 zones which had been randomly selected from 7 zones that make up Hershel Educational District in the Eastern Cape, South Africa. Empirical data on teachers’ attitudes towards an integrated curriculum indicated that the majority of teachers were viewed the curriculum in an extremely positive light/somewhat positive light. There were responses which indicated that some teachers regarded the curriculum as complicated, restrictive, and idealistic. This situation is highlighted in their responses to the semantic differential on the attitude objects of the curriculum. Data on teacher receptivity indicated positive responses but vi there were some area of concern such as, for example, support from the district manager, school and the community. Data indicated that teachers were not so positive abut learning outcomes and assessment as a basis of teaching an integrated curriculum. Based on the empirical part of the study, conclusions and recommendations were made.
- Full Text:
- Date Issued: 2005
The right to mother tongue education a multi-disciplinary, normative perspective
- Authors: Prinsloo, Dawn Lilian
- Date: 2005
- Subjects: Native language and education -- Government policy -- South Africa , Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:10999 , http://hdl.handle.net/10948/365 , Native language and education -- Government policy -- South Africa , Language and education -- South Africa
- Description: The post-apartheid South African Constitution guarantees the children of this country “the right to receive education in the official language or languages of their choice in public education institutions where that education is reasonably practicable” (The Constitution of the Republic of South Africa, Act 108 of 1996, Section 29 (2)) (Juta’s Statutes 2003). Yet ten years into the new dispensation nothing significant has been done to alter a situation in which the majority of children are obliged to access their basic education largely through the medium of a second or even a third language — English. In contravention of both the intentions and the specific provisions of numerous legislative measures and policy statements, Government has made no serious or effective attempt to promote the use of any language other than English in South African schools nor to encourage language practices most conducive to the cognitive development and academic success of millions of non-English speaking pupils. To make matters worse, most of the children who enter the school system with very little knowledge of English and are expected to make an abrupt transition to that language as a medium of instruction after a totally inadequate three years are from impoverished households and communities still suffering the gravest effects of the discrimination and oppression of apartheid. They are often underprepared and seriously disadvantaged by their background circumstances when they enter the culturally strange and intimidating western-style education system. To heap on top of these disadvantages the burden of language practices in the classroom that hinder rather than facilitate their access to education is indefensible. When Macdonald asks, “ Are our children still swimming up the waterfall?” (Macdonald 2002: 111) she is not exaggerating. In these circumstances and if ineffective language teaching and inadequate use of the mother tongue as a medium of instruction can be shown to bar effective access to basic education of an acceptable standard, there are far more serious and far-reaching implications in terms of human rights than just the right to choice of language medium. Linguistic research into medium of instruction has tended to be isolated from evaluative legal approaches to minority language rights, children’s rights, education rights or other fundamental human rights. Insufficient attention has been given to the interrelationship between the various rights and the importance of local conditions and circumstances in any assessment of their relative weight and enforceability. Human rights cannot be seen out of context, and theory from various disciplines, such as politics, economics and linguistics may be invaluable in forming a fresh perspective on the right to mother tongue education and, indeed, to basic education in general. The principle of non-discrimination in education is generally recognised, to be sure, as is the importance of ensuring access to and quality of education (Strydom 1992/93:139), but the dependence of these factors on the most appropriate medium of instruction within the education system does not merit much attention in the literature. The right to basic education tends to be seen as separate from any possible right to choice of medium of instruction and the latter often merely as a question of convenience or preference, at best a qualified right (Oosthuizen and Rossouw 2001: 666), dependent on feasibility, numbers and available finance (Motata and Lemmer 2002: 111). In fact, the case for regarding the right to mother tongue education as a strong positive right in many contexts and countries does not appear yet to have been made. This study is theoretical in nature and constitutes an attempt to fill this gap by examining the findings and views of experts from various disciplines within the framework of current thinking on human rights issues. The development of a coherent framework within which to view the right to mother tongue education and government obligations in connection therewith might be of some value to policy makers in their efforts to plan improvements within the education system. The synthesis and possibly, to a limited extent, the development of theory from the relevant disciplines will be undertaken by means of a survey of the relevant literature, an analysis of not only local but also international legislation and policy documents and the weighing and balancing of conflicting evidence and contrasting viewpoints. Sources and contributions in each area will be discussed under the headings outlined in Chapter 3. First, however, I should like to provide an overview of the educational, political and economic context in which mother tongue education must be considered.
- Full Text:
- Date Issued: 2005
- Authors: Prinsloo, Dawn Lilian
- Date: 2005
- Subjects: Native language and education -- Government policy -- South Africa , Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:10999 , http://hdl.handle.net/10948/365 , Native language and education -- Government policy -- South Africa , Language and education -- South Africa
- Description: The post-apartheid South African Constitution guarantees the children of this country “the right to receive education in the official language or languages of their choice in public education institutions where that education is reasonably practicable” (The Constitution of the Republic of South Africa, Act 108 of 1996, Section 29 (2)) (Juta’s Statutes 2003). Yet ten years into the new dispensation nothing significant has been done to alter a situation in which the majority of children are obliged to access their basic education largely through the medium of a second or even a third language — English. In contravention of both the intentions and the specific provisions of numerous legislative measures and policy statements, Government has made no serious or effective attempt to promote the use of any language other than English in South African schools nor to encourage language practices most conducive to the cognitive development and academic success of millions of non-English speaking pupils. To make matters worse, most of the children who enter the school system with very little knowledge of English and are expected to make an abrupt transition to that language as a medium of instruction after a totally inadequate three years are from impoverished households and communities still suffering the gravest effects of the discrimination and oppression of apartheid. They are often underprepared and seriously disadvantaged by their background circumstances when they enter the culturally strange and intimidating western-style education system. To heap on top of these disadvantages the burden of language practices in the classroom that hinder rather than facilitate their access to education is indefensible. When Macdonald asks, “ Are our children still swimming up the waterfall?” (Macdonald 2002: 111) she is not exaggerating. In these circumstances and if ineffective language teaching and inadequate use of the mother tongue as a medium of instruction can be shown to bar effective access to basic education of an acceptable standard, there are far more serious and far-reaching implications in terms of human rights than just the right to choice of language medium. Linguistic research into medium of instruction has tended to be isolated from evaluative legal approaches to minority language rights, children’s rights, education rights or other fundamental human rights. Insufficient attention has been given to the interrelationship between the various rights and the importance of local conditions and circumstances in any assessment of their relative weight and enforceability. Human rights cannot be seen out of context, and theory from various disciplines, such as politics, economics and linguistics may be invaluable in forming a fresh perspective on the right to mother tongue education and, indeed, to basic education in general. The principle of non-discrimination in education is generally recognised, to be sure, as is the importance of ensuring access to and quality of education (Strydom 1992/93:139), but the dependence of these factors on the most appropriate medium of instruction within the education system does not merit much attention in the literature. The right to basic education tends to be seen as separate from any possible right to choice of medium of instruction and the latter often merely as a question of convenience or preference, at best a qualified right (Oosthuizen and Rossouw 2001: 666), dependent on feasibility, numbers and available finance (Motata and Lemmer 2002: 111). In fact, the case for regarding the right to mother tongue education as a strong positive right in many contexts and countries does not appear yet to have been made. This study is theoretical in nature and constitutes an attempt to fill this gap by examining the findings and views of experts from various disciplines within the framework of current thinking on human rights issues. The development of a coherent framework within which to view the right to mother tongue education and government obligations in connection therewith might be of some value to policy makers in their efforts to plan improvements within the education system. The synthesis and possibly, to a limited extent, the development of theory from the relevant disciplines will be undertaken by means of a survey of the relevant literature, an analysis of not only local but also international legislation and policy documents and the weighing and balancing of conflicting evidence and contrasting viewpoints. Sources and contributions in each area will be discussed under the headings outlined in Chapter 3. First, however, I should like to provide an overview of the educational, political and economic context in which mother tongue education must be considered.
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- Date Issued: 2005
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