Training of teachers in multigrade teaching: integration of vertical and horizontal knowledge in post -training
- Authors: Ganqa, Ncumisa Hazel
- Date: 2014
- Subjects: Combination of grades -- Cross-cultural studies Teachers -- In-service training Teachers
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/6158 , vital:29496
- Description: The purpose of this study was to examine the training and development of teachers in multi-grade teaching in selected Eastern Cape primary schools with a particular focus on the integration of vertical and horizontal knowledge in post-training. Multigrade teaching is the combining of learners of different grade levels in one classroom taught by one teacher. To gain better understanding of the construct of vertical and horizontal integration of knowledge within post-training environment, this qualitative case study design sampled eight teachers, four school principals and three trainers, purposively. In order to evaluate the training and development provided for teachers in multi-grade classrooms the researcher examined the training programmes, the training curriculum and transfer of training inputs. The results of the study indicate that post-training is the determinant of the extent of the effectiveness of the transfer of training skills, knowledge and attitudes gained in multi-grade teaching training. The study found a massive gap that currently exists between training in multi-grade teaching and the actual transferability of such training in multi-grade contexts. Positive transfer of training in multi-grade teaching strategies was found to be skills related to teaching strategies, lesson management, curriculum integration and social components of multi-grade teaching. Negative transfer of training included classroom organisation, lesson planning, timetabling, curriculum adaptation and assessment. Although multi-grade teacher training programme is assumed to change behaviours, attitudes, impart knowledge and improve teaching skills, the results of the study indicate that training inputs might not necessarily transform into classroom practice. In order to facilitate and ensure vertical and horizontal integration of knowledge and skills and transfer of training to classroombased teaching, recurrent training in multi-grade teaching is therefore, suggested.
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- Authors: Ganqa, Ncumisa Hazel
- Date: 2014
- Subjects: Combination of grades -- Cross-cultural studies Teachers -- In-service training Teachers
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/6158 , vital:29496
- Description: The purpose of this study was to examine the training and development of teachers in multi-grade teaching in selected Eastern Cape primary schools with a particular focus on the integration of vertical and horizontal knowledge in post-training. Multigrade teaching is the combining of learners of different grade levels in one classroom taught by one teacher. To gain better understanding of the construct of vertical and horizontal integration of knowledge within post-training environment, this qualitative case study design sampled eight teachers, four school principals and three trainers, purposively. In order to evaluate the training and development provided for teachers in multi-grade classrooms the researcher examined the training programmes, the training curriculum and transfer of training inputs. The results of the study indicate that post-training is the determinant of the extent of the effectiveness of the transfer of training skills, knowledge and attitudes gained in multi-grade teaching training. The study found a massive gap that currently exists between training in multi-grade teaching and the actual transferability of such training in multi-grade contexts. Positive transfer of training in multi-grade teaching strategies was found to be skills related to teaching strategies, lesson management, curriculum integration and social components of multi-grade teaching. Negative transfer of training included classroom organisation, lesson planning, timetabling, curriculum adaptation and assessment. Although multi-grade teacher training programme is assumed to change behaviours, attitudes, impart knowledge and improve teaching skills, the results of the study indicate that training inputs might not necessarily transform into classroom practice. In order to facilitate and ensure vertical and horizontal integration of knowledge and skills and transfer of training to classroombased teaching, recurrent training in multi-grade teaching is therefore, suggested.
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Understanding change and implications of divisional management model (DMM ) in a merged multi- campus University in South Africa
- Authors: Mantashe, Lunga Xolisa
- Date: 2014
- Subjects: Organizational change
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/6103 , vital:29491
- Description: The study sought to understand change and transition in a multi-merged campus university in South Africa. Specifically the objectives were to understand the Human Resource (HR) plan, how it is being rolled out, the reactions of workers to it, the effects of the plan on workers and the processes put in place to mitigate, rather than aggravate, the current and foreseeable consequences of the Human Resource plan. A qualitative case study was used and focus groups and semi-structured interviews (triangulated with observation and document analysis) were used on a purposive sample of unions and the university HR official in one campus. The researcher found that there is no organogram which acts as a framework wherein all workers in respective campuses shall fit in. additionally, there is no staff transition plan and harmonisation of conditions of service policy that is agreed upon. Though it seemed there were some mechanisms to attenuate the effects of the HR plan (possible retrenchments, loss of morale, uncertainty, stress, doubt and the like) such as voluntary service package, there were areas of concern about the lack of a properly and widely circulated plan, and the absence of plans to transition staff throughout the process of change. Consequently, the researcher recommended at the end of the study that there must be a change management leadership in each campus to drive transition, a creation of proper communication networks, institution of campus indabas, a design of a transition plan, harmonisation approaches, migration of institutional items to an institutional site and the facilitation of recognition agreements for those unions which are still recognise in the premerger manner.
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- Authors: Mantashe, Lunga Xolisa
- Date: 2014
- Subjects: Organizational change
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/6103 , vital:29491
- Description: The study sought to understand change and transition in a multi-merged campus university in South Africa. Specifically the objectives were to understand the Human Resource (HR) plan, how it is being rolled out, the reactions of workers to it, the effects of the plan on workers and the processes put in place to mitigate, rather than aggravate, the current and foreseeable consequences of the Human Resource plan. A qualitative case study was used and focus groups and semi-structured interviews (triangulated with observation and document analysis) were used on a purposive sample of unions and the university HR official in one campus. The researcher found that there is no organogram which acts as a framework wherein all workers in respective campuses shall fit in. additionally, there is no staff transition plan and harmonisation of conditions of service policy that is agreed upon. Though it seemed there were some mechanisms to attenuate the effects of the HR plan (possible retrenchments, loss of morale, uncertainty, stress, doubt and the like) such as voluntary service package, there were areas of concern about the lack of a properly and widely circulated plan, and the absence of plans to transition staff throughout the process of change. Consequently, the researcher recommended at the end of the study that there must be a change management leadership in each campus to drive transition, a creation of proper communication networks, institution of campus indabas, a design of a transition plan, harmonisation approaches, migration of institutional items to an institutional site and the facilitation of recognition agreements for those unions which are still recognise in the premerger manner.
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Water footprint of growing vegetables in selected smallholder irrigation schemes in South Africa
- Authors: Nyambo, Patrick
- Date: 2014
- Subjects: Water consumption , Irrigation efficiency , Rural development
- Language: English
- Type: Thesis , Masters , MSc Agric (Soil Science)
- Identifier: vital:11964 , http://hdl.handle.net/10353/d1019775 , Water consumption , Irrigation efficiency , Rural development
- Description: Knowledge of water use, through water foot printing (WF) in smallholder agriculture crop production is the key to the global fight against poverty, achievement of food security and sustainability within the world’s rural community. Water footprint of a crop can be defined as the volume of fresh water used to produce a certain crop in all the steps in the production line. This study, therefore aimed at contributing towards improvements in rural livelihoods by raising awareness of the increased productive use of green, blue and grey water in smallholder agriculture in South Africa. This was done through determination of water footprints of five vegetable crops, i.e. potatoes (Solanum tuberosum), tomatoes (Solanum lycopersicum), dry beans (Phaseolus vulgaris), cabbage (Brassica oleracea spp) and spinach (Spinacia oleracea) in the 2000-2013 period. Quantification of water footprints has been done worldwide but, in South Africa (SA) focus has mostly been on the industrial and domestic sector. Water footprint assessment framework, was used to estimate the full impact of vegetable production on water resources at Zanyokwe, Thabina and Tugela Ferry irrigation schemes as case studies. The CROPWAT@ model was used to calculate crop evapotranspiration, differentiating green and blue water. Local climatic data were obtained from SA weather services, while the crop and soil parameters were obtained from the FAO data base. Nitrogen was considered the main pollutant hence its use in the grey water footprint calculation. Generally, Thabina irrigation scheme had the highest water footprint, followed by Tugela Ferry irrigation scheme whilst Zanyokwe irrigation scheme had the lowest. Green beans had the highest water footprint at all the three irrigation schemes with Thabina irrigation scheme having the highest (3535.1 m3/ton). For Tugela Ferry irrigation scheme, the calculated WF was 2753 m3/ton whilst the lowest was observed at ZIS i.e. 2407.6 m3/ton. Cabbage had the lowest water footprint. The highest water footprint for growing cabbage was 254.5 m3/ton in TFIS, 223.1 m3/ton in TIS and the lowest was 217.8 m3/ton in ZIS. The differences observed in the WF of a crop at each scheme maybe attributed to the differences management, weather and environmental characteristics, in the three locations. Moreover, the needs for ET are related to soil type and plant growth, and primarily depend on crop development and climatic factors which are closely related to climatic demands. The grey water footprint was calculated using the recommended fertilizer application rates for all the three sites. Green beans had the highest WFgrey i.e. 373 m3/ton and the lowest was cabbage with 37 m3/ton. Potato, spinach and tomatoes had 156 m3/ton, 214 m3/ton and 132 m3/ton, respectively. Grey water footprint in this study was higher as compared to other studies, possibly because of the high rates of nitrogen fertilizers used in the calculations and the low yields farmers get. Compared with estimates from other studies, the water footprints of vegetable production within smallholder irrigation schemes was relatively high. There is therefore, a need to focus on crop management and tillage practices that will help in increasing yield while minimizing water usage.
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- Authors: Nyambo, Patrick
- Date: 2014
- Subjects: Water consumption , Irrigation efficiency , Rural development
- Language: English
- Type: Thesis , Masters , MSc Agric (Soil Science)
- Identifier: vital:11964 , http://hdl.handle.net/10353/d1019775 , Water consumption , Irrigation efficiency , Rural development
- Description: Knowledge of water use, through water foot printing (WF) in smallholder agriculture crop production is the key to the global fight against poverty, achievement of food security and sustainability within the world’s rural community. Water footprint of a crop can be defined as the volume of fresh water used to produce a certain crop in all the steps in the production line. This study, therefore aimed at contributing towards improvements in rural livelihoods by raising awareness of the increased productive use of green, blue and grey water in smallholder agriculture in South Africa. This was done through determination of water footprints of five vegetable crops, i.e. potatoes (Solanum tuberosum), tomatoes (Solanum lycopersicum), dry beans (Phaseolus vulgaris), cabbage (Brassica oleracea spp) and spinach (Spinacia oleracea) in the 2000-2013 period. Quantification of water footprints has been done worldwide but, in South Africa (SA) focus has mostly been on the industrial and domestic sector. Water footprint assessment framework, was used to estimate the full impact of vegetable production on water resources at Zanyokwe, Thabina and Tugela Ferry irrigation schemes as case studies. The CROPWAT@ model was used to calculate crop evapotranspiration, differentiating green and blue water. Local climatic data were obtained from SA weather services, while the crop and soil parameters were obtained from the FAO data base. Nitrogen was considered the main pollutant hence its use in the grey water footprint calculation. Generally, Thabina irrigation scheme had the highest water footprint, followed by Tugela Ferry irrigation scheme whilst Zanyokwe irrigation scheme had the lowest. Green beans had the highest water footprint at all the three irrigation schemes with Thabina irrigation scheme having the highest (3535.1 m3/ton). For Tugela Ferry irrigation scheme, the calculated WF was 2753 m3/ton whilst the lowest was observed at ZIS i.e. 2407.6 m3/ton. Cabbage had the lowest water footprint. The highest water footprint for growing cabbage was 254.5 m3/ton in TFIS, 223.1 m3/ton in TIS and the lowest was 217.8 m3/ton in ZIS. The differences observed in the WF of a crop at each scheme maybe attributed to the differences management, weather and environmental characteristics, in the three locations. Moreover, the needs for ET are related to soil type and plant growth, and primarily depend on crop development and climatic factors which are closely related to climatic demands. The grey water footprint was calculated using the recommended fertilizer application rates for all the three sites. Green beans had the highest WFgrey i.e. 373 m3/ton and the lowest was cabbage with 37 m3/ton. Potato, spinach and tomatoes had 156 m3/ton, 214 m3/ton and 132 m3/ton, respectively. Grey water footprint in this study was higher as compared to other studies, possibly because of the high rates of nitrogen fertilizers used in the calculations and the low yields farmers get. Compared with estimates from other studies, the water footprints of vegetable production within smallholder irrigation schemes was relatively high. There is therefore, a need to focus on crop management and tillage practices that will help in increasing yield while minimizing water usage.
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Wild vegetables of the Eastern Cape of South Africa: the nutritional value and domestication of solanum nigrum l
- Authors: Bvenura, Callistus
- Date: 2014
- Language: English
- Type: Thesis , Doctoral , PhD (Ethnobotany)
- Identifier: vital:11885 , http://hdl.handle.net/10353/d1015514
- Description: An ethnobotanical survey was conducted in Alice and Willowvale in the Nkonkobe and Mbashe municipalities of the Eastern Cape Province, South Africa to identify and document wild vegetables growing in the areas. The survey documented 22 vegetable species belonging to 12 different families. The Amaryllidaceae, Amaranthaceae, Apiaceae, Asteraceae, Caryophyllaceae, Chenopodiaceae, Convolvulaceae, Cruciferae, Cucurbitaceaea, Euphorbiaceae, Tiliaceae, Solanaceae, Polygonaceae and Urticaceae were the families that were recorded. The species were Tulbaghia violacea Harv., Amaranthus blitoides S., Amaranthus blitum L., Amaranthus hybridus L., Centella coriacea Nannfd., Bidens pilosa L, Cotula heterocarpa DC., Sonchus oleraceus L., Galinsoga parviflora Cav., Taraxacum officinale Weber, Hypochaeris radicata L., Stellaria media L., Chenopodium album L., Chenopodium murale L., Ipomoea batatas L., Sisymbrium thellungii O. Schulz, Cucurbita pepo L., Rumex crispus L., Acalypha virginica L., Nicandra physalodes L., Physalis peruviana L., Solanum nigrum L., Urtica urens L. and Corchorus olitorius L. About 27 % of the wild vegetables were native to South Africa and about 45 % were also used as medicinal plants in the areas. Sun drying was the most common method of preserving the wild vegetables for the off season months. This study also revealed that, men and the younger generation knew less about wild vegetables than the women. The study also revealed a loss of knowledge of wild vegetables and their use by the rural dwellers who are more in favour of the exotic types such as spinach and cabbage.
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- Authors: Bvenura, Callistus
- Date: 2014
- Language: English
- Type: Thesis , Doctoral , PhD (Ethnobotany)
- Identifier: vital:11885 , http://hdl.handle.net/10353/d1015514
- Description: An ethnobotanical survey was conducted in Alice and Willowvale in the Nkonkobe and Mbashe municipalities of the Eastern Cape Province, South Africa to identify and document wild vegetables growing in the areas. The survey documented 22 vegetable species belonging to 12 different families. The Amaryllidaceae, Amaranthaceae, Apiaceae, Asteraceae, Caryophyllaceae, Chenopodiaceae, Convolvulaceae, Cruciferae, Cucurbitaceaea, Euphorbiaceae, Tiliaceae, Solanaceae, Polygonaceae and Urticaceae were the families that were recorded. The species were Tulbaghia violacea Harv., Amaranthus blitoides S., Amaranthus blitum L., Amaranthus hybridus L., Centella coriacea Nannfd., Bidens pilosa L, Cotula heterocarpa DC., Sonchus oleraceus L., Galinsoga parviflora Cav., Taraxacum officinale Weber, Hypochaeris radicata L., Stellaria media L., Chenopodium album L., Chenopodium murale L., Ipomoea batatas L., Sisymbrium thellungii O. Schulz, Cucurbita pepo L., Rumex crispus L., Acalypha virginica L., Nicandra physalodes L., Physalis peruviana L., Solanum nigrum L., Urtica urens L. and Corchorus olitorius L. About 27 % of the wild vegetables were native to South Africa and about 45 % were also used as medicinal plants in the areas. Sun drying was the most common method of preserving the wild vegetables for the off season months. This study also revealed that, men and the younger generation knew less about wild vegetables than the women. The study also revealed a loss of knowledge of wild vegetables and their use by the rural dwellers who are more in favour of the exotic types such as spinach and cabbage.
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‘Student life’ discourse and the perception of risk for HIV infection among undergraduate nursing students, at a university, Eastern Cape Province, South Africa
- Authors: Mnwana, Sindiswa Millicent
- Date: 2014
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11922 , http://hdl.handle.net/10353/d1019830
- Description: There is evidence that the HIV prevalence rates among South African university students remains low at 3.4 %. However, the vulnerability of young people to HIV/AIDS continues to be a serious concern as the prevalence of sexual risk behaviour among students in South African universities is reported to reach 68% in heterosexual relationships. Some analysts argue that so far little is known about the influence of the university culture (the so called “student life”) in this behaviour. The purpose of this study was to explore the perceptions of the risk for HIV infection amongst undergraduate nursing students at an institution of higher learning (university) in East London, Eastern Cape. More specifically, the study examined the ways in which the ‘student life’ discourse functions to influence students’ perceptions of the risk to HIV infection at the selected institution of higher learning. An explorative and descriptive qualitative design was used. The purposive sampling technique was used to select participants. In total, 12 one to one interviews and four focus group discussions (n=35) were conducted. An interview guide was used and a voice recorder to record interviews. Through in-depth interviews and focus group discussions, the research sought to provide insight into the perceptions of risk for HIV infection. The data were analysed using thematic analysis and the themes identified formed the basis for discussion in this study. Among the key findings, that emerged from this study was that knowledge about potential risks to HIV/AIDS did not seem to influence the general sexual behaviour of students. A majority of the participants, 90% that were interviewed individually perceived themselves to be at “little or no” risk of contracting HIV/AIDS despite the high prevalence of HIV risk indicators among them. One of the main findings was that the students’ values that they bring from home were seriously challenged by the student life when they arrived at the university. Therefore in this regard undergraduate nursing students should be equipped by the university with aspects of sexual behaviour such as sexual negotiation and sexual decision making. This would equip them with the necessary skills to resist peer pressure.
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- Authors: Mnwana, Sindiswa Millicent
- Date: 2014
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11922 , http://hdl.handle.net/10353/d1019830
- Description: There is evidence that the HIV prevalence rates among South African university students remains low at 3.4 %. However, the vulnerability of young people to HIV/AIDS continues to be a serious concern as the prevalence of sexual risk behaviour among students in South African universities is reported to reach 68% in heterosexual relationships. Some analysts argue that so far little is known about the influence of the university culture (the so called “student life”) in this behaviour. The purpose of this study was to explore the perceptions of the risk for HIV infection amongst undergraduate nursing students at an institution of higher learning (university) in East London, Eastern Cape. More specifically, the study examined the ways in which the ‘student life’ discourse functions to influence students’ perceptions of the risk to HIV infection at the selected institution of higher learning. An explorative and descriptive qualitative design was used. The purposive sampling technique was used to select participants. In total, 12 one to one interviews and four focus group discussions (n=35) were conducted. An interview guide was used and a voice recorder to record interviews. Through in-depth interviews and focus group discussions, the research sought to provide insight into the perceptions of risk for HIV infection. The data were analysed using thematic analysis and the themes identified formed the basis for discussion in this study. Among the key findings, that emerged from this study was that knowledge about potential risks to HIV/AIDS did not seem to influence the general sexual behaviour of students. A majority of the participants, 90% that were interviewed individually perceived themselves to be at “little or no” risk of contracting HIV/AIDS despite the high prevalence of HIV risk indicators among them. One of the main findings was that the students’ values that they bring from home were seriously challenged by the student life when they arrived at the university. Therefore in this regard undergraduate nursing students should be equipped by the university with aspects of sexual behaviour such as sexual negotiation and sexual decision making. This would equip them with the necessary skills to resist peer pressure.
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