Academic experiences of faculty of education postgraduate students who have dropped out of a higher education institution in Eastern Cape Province
- Authors: Mdyogolo, Winkie
- Date: 2012
- Subjects: Education, Higher -- South Africa -- Eastern Cape , Dropouts -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape , Graduate students -- Supervision of -- South Africa -- Eastern Cape -- Case studies , Universities and colleges -- South Africa -- Graduate work -- Case studies
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16172 , http://hdl.handle.net/10353/512 , Education, Higher -- South Africa -- Eastern Cape , Dropouts -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape , Graduate students -- Supervision of -- South Africa -- Eastern Cape -- Case studies , Universities and colleges -- South Africa -- Graduate work -- Case studies
- Description: The purpose of this study was to explore academic learning experiences of students who have dropped out of postgraduate studies in a Higher Education Institution in Eastern Cape. The study employed phenomenological approach using unstructured in-depth interviews to collect data from participants who have dropped out of Masters Programme in HEI in Eastern Cape. Four participants participated in this study. A lot of themes emerged from what the participants reported and similar experiences were noted as well as different experiences. Central to what this study ascertained is the relationship between the supervisor and supervisee. From the findings of the study it can be ascertained that for any postgraduate student to succeed in his/her studies he / she needs a positive relationship with the supervisor who will play a role of guide, mentor, supporter and a friend. However, the academic preparedness of the students in terms of academic reading and writing, computer literacy and determination to be an independent researcher is also key. Whilst this study provides insight to what the students have experienced academically its findings cannot be generalised because the experiences are those of individuals. , Govan Mbeki Research and Development Centre
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- Authors: Mdyogolo, Winkie
- Date: 2012
- Subjects: Education, Higher -- South Africa -- Eastern Cape , Dropouts -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape , Graduate students -- Supervision of -- South Africa -- Eastern Cape -- Case studies , Universities and colleges -- South Africa -- Graduate work -- Case studies
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16172 , http://hdl.handle.net/10353/512 , Education, Higher -- South Africa -- Eastern Cape , Dropouts -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape , Graduate students -- Supervision of -- South Africa -- Eastern Cape -- Case studies , Universities and colleges -- South Africa -- Graduate work -- Case studies
- Description: The purpose of this study was to explore academic learning experiences of students who have dropped out of postgraduate studies in a Higher Education Institution in Eastern Cape. The study employed phenomenological approach using unstructured in-depth interviews to collect data from participants who have dropped out of Masters Programme in HEI in Eastern Cape. Four participants participated in this study. A lot of themes emerged from what the participants reported and similar experiences were noted as well as different experiences. Central to what this study ascertained is the relationship between the supervisor and supervisee. From the findings of the study it can be ascertained that for any postgraduate student to succeed in his/her studies he / she needs a positive relationship with the supervisor who will play a role of guide, mentor, supporter and a friend. However, the academic preparedness of the students in terms of academic reading and writing, computer literacy and determination to be an independent researcher is also key. Whilst this study provides insight to what the students have experienced academically its findings cannot be generalised because the experiences are those of individuals. , Govan Mbeki Research and Development Centre
- Full Text:
Academic experiences of faculty of education postgraduate students who have dropped out of a higher education institution in the Eastern Cape Province
- Authors: Mdyogolo, Winkie
- Date: 2012
- Subjects: Dropouts -- South Africa -- Eastern Cape Education, Higher -- South Africa -- Eastern Cape Universities and colleges -- South Africa -- Graduate work -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/8317 , vital:32268
- Description: The purpose of this study was to explore academic learning experiences of students who have dropped out of postgraduate studies in a Higher Education Institution in Eastern Cape. The study employed phenomenological approach using unstructured in-depth interviews to collect data from participants who have dropped out of Masters Programme in HEI in Eastern Cape. Four participants participated in this study. A lot of themes emerged from what the participants reported and similar experiences were noted as well as different experiences. Central to what this study ascertained is the relationship between the supervisor and supervisee. From the findings of the study it can be ascertained that for any postgraduate student to succeed in his/her studies he / she needs a positive relationship with the supervisor who will play a role of guide, mentor, supporter and a friend. However, the academic preparedness of the students in terms of academic reading and writing, computer literacy and determination to be an independent researcher is also key. Whilst this study provides insight to what the students have experienced academically its findings cannot be generalised because the experiences are those of individuals.
- Full Text:
- Authors: Mdyogolo, Winkie
- Date: 2012
- Subjects: Dropouts -- South Africa -- Eastern Cape Education, Higher -- South Africa -- Eastern Cape Universities and colleges -- South Africa -- Graduate work -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/8317 , vital:32268
- Description: The purpose of this study was to explore academic learning experiences of students who have dropped out of postgraduate studies in a Higher Education Institution in Eastern Cape. The study employed phenomenological approach using unstructured in-depth interviews to collect data from participants who have dropped out of Masters Programme in HEI in Eastern Cape. Four participants participated in this study. A lot of themes emerged from what the participants reported and similar experiences were noted as well as different experiences. Central to what this study ascertained is the relationship between the supervisor and supervisee. From the findings of the study it can be ascertained that for any postgraduate student to succeed in his/her studies he / she needs a positive relationship with the supervisor who will play a role of guide, mentor, supporter and a friend. However, the academic preparedness of the students in terms of academic reading and writing, computer literacy and determination to be an independent researcher is also key. Whilst this study provides insight to what the students have experienced academically its findings cannot be generalised because the experiences are those of individuals.
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Child participation in the evaluation of the school nutrition programme: a case study of eight grade 4 learners in Mqanduli village in the Eastern Cape
- Authors: Maxengana, Nomfundiso
- Date: 2012
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1388 , vital:26551
- Description: This study focuses on child participation in the evaluation of the school nutrition programme. It investigates the SNP exclusively from Grade 4 learners’ perspectives. The main significance of it is that many evaluations of the SNP focus on other stakeholders’ perspectives. The study intends to explore effective methodologies and tools for conducting research with children. Furthermore, this study seeks to contribute to the existing literature on the importance of children’s participation in matters concerning their lives. The study seeks to explore three research questions. Firstly, it seeks to explore how Grade 4 learners describe the purpose of the SNP. Secondly, how do the Grade 4 learners describe their day to day experiences of the SNP. Lastly, how do the Grade 4 learners describe the impact of the SNP. Through this research experience, the study hopes to illuminate recommendations to better align policy and programme design with stated intentions. The study is qualitative, and based on a case study design. The central analysis focuses on eight case studies, each representing the experience of one Grade 4 learner, within the context of two selected schools in the rural areas of Mqanduli. This study underscores the literature on school nutrition programming. Despite severe implementation shortfalls, learners still consider the nutrition programme to be an important aspect of their school day. The experience and analysis of learners in regard to the SNP was relatively consistent. Learners consistently experience the SNP as contributing to temporary hunger alleviation thus enhancing learning capacity. Furthermore, they regarded the SNP to have had positive impact towards enhancing their school attendance and punctuality, and mediation between their home and the school life. The study supports the literature that suggests that, while school nutrition programming represents one of the most promising policy tools for serving the rural poor, unless it is carefully designed to reflect the known requirements of school feeding, the results can be limited. This study further suggests that if a programme is poorly implemented, it runs the risk of undermining the intended policy aims rather than contributing towards their attainment. The study further acknowledges child participation in policy and programme decisions concerning them. The study concludes by making a number of policy and implementation suggestions that may better align policy and practice to the specific context of the rural poor in Mqanduli. While these case studies are too few to suggest generalisability of results, it is hoped that these recommendations will be studied for wider application.
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- Authors: Maxengana, Nomfundiso
- Date: 2012
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1388 , vital:26551
- Description: This study focuses on child participation in the evaluation of the school nutrition programme. It investigates the SNP exclusively from Grade 4 learners’ perspectives. The main significance of it is that many evaluations of the SNP focus on other stakeholders’ perspectives. The study intends to explore effective methodologies and tools for conducting research with children. Furthermore, this study seeks to contribute to the existing literature on the importance of children’s participation in matters concerning their lives. The study seeks to explore three research questions. Firstly, it seeks to explore how Grade 4 learners describe the purpose of the SNP. Secondly, how do the Grade 4 learners describe their day to day experiences of the SNP. Lastly, how do the Grade 4 learners describe the impact of the SNP. Through this research experience, the study hopes to illuminate recommendations to better align policy and programme design with stated intentions. The study is qualitative, and based on a case study design. The central analysis focuses on eight case studies, each representing the experience of one Grade 4 learner, within the context of two selected schools in the rural areas of Mqanduli. This study underscores the literature on school nutrition programming. Despite severe implementation shortfalls, learners still consider the nutrition programme to be an important aspect of their school day. The experience and analysis of learners in regard to the SNP was relatively consistent. Learners consistently experience the SNP as contributing to temporary hunger alleviation thus enhancing learning capacity. Furthermore, they regarded the SNP to have had positive impact towards enhancing their school attendance and punctuality, and mediation between their home and the school life. The study supports the literature that suggests that, while school nutrition programming represents one of the most promising policy tools for serving the rural poor, unless it is carefully designed to reflect the known requirements of school feeding, the results can be limited. This study further suggests that if a programme is poorly implemented, it runs the risk of undermining the intended policy aims rather than contributing towards their attainment. The study further acknowledges child participation in policy and programme decisions concerning them. The study concludes by making a number of policy and implementation suggestions that may better align policy and practice to the specific context of the rural poor in Mqanduli. While these case studies are too few to suggest generalisability of results, it is hoped that these recommendations will be studied for wider application.
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Experiences by orphaned children as learners at a Secondary School in the Maluti District of Education in the Eastern Cape
- Authors: Jackson, David Moses
- Date: 2012
- Subjects: Learning -- South Africa -- Eastern Cape , Orphans -- Education -- South Africa -- Eastern Cape , School children -- South Africa -- Eastern Cape , Orphans -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16187 , http://hdl.handle.net/10353/d1006247 , Learning -- South Africa -- Eastern Cape , Orphans -- Education -- South Africa -- Eastern Cape , School children -- South Africa -- Eastern Cape , Orphans -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape
- Description: The aim of this study was to investigate the schooling experiences of four orphaned learners at Mandini Secondary School in the Maluti District of Education in the Eastern Cape. The study adopted a qualitative research methodology and a phenomenological research design. Purposive sampling was adopted and the tape recorded narrative responses of all four respondents, were obtained from the use of in-depth phenomenological unstructured interviews. The respondents were four orphaned children (two males and two females) between the ages of fifteen and twenty years. The study used the Social Rupture Theory as lenses of analysis of the findings. This was considered a very sensitive topic because the respondents had to relate issues which could result in them reliving traumatic experiences. As a result more attention was paid on ethical issues and making the respondents feel comfortable. The respondents were capable of distinguishing between their quality of life while their parents were still alive and well; when they (the parent[s]) became sick and when they eventually died. Furthermore, the respondents highlighted the negative effects of parental absence in their education. In addition, these orphaned children formed relationships with the school community after their parents’ death which, to some extent, had a positive effect on their schooling. Based on these findings the study suggests that educators need to be trained in diagnosing psycho-social problems and given skills to deal with them. Similarly, short courses should be organized for guardians and community development workers in identifying and counseling of problems.
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- Authors: Jackson, David Moses
- Date: 2012
- Subjects: Learning -- South Africa -- Eastern Cape , Orphans -- Education -- South Africa -- Eastern Cape , School children -- South Africa -- Eastern Cape , Orphans -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16187 , http://hdl.handle.net/10353/d1006247 , Learning -- South Africa -- Eastern Cape , Orphans -- Education -- South Africa -- Eastern Cape , School children -- South Africa -- Eastern Cape , Orphans -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape
- Description: The aim of this study was to investigate the schooling experiences of four orphaned learners at Mandini Secondary School in the Maluti District of Education in the Eastern Cape. The study adopted a qualitative research methodology and a phenomenological research design. Purposive sampling was adopted and the tape recorded narrative responses of all four respondents, were obtained from the use of in-depth phenomenological unstructured interviews. The respondents were four orphaned children (two males and two females) between the ages of fifteen and twenty years. The study used the Social Rupture Theory as lenses of analysis of the findings. This was considered a very sensitive topic because the respondents had to relate issues which could result in them reliving traumatic experiences. As a result more attention was paid on ethical issues and making the respondents feel comfortable. The respondents were capable of distinguishing between their quality of life while their parents were still alive and well; when they (the parent[s]) became sick and when they eventually died. Furthermore, the respondents highlighted the negative effects of parental absence in their education. In addition, these orphaned children formed relationships with the school community after their parents’ death which, to some extent, had a positive effect on their schooling. Based on these findings the study suggests that educators need to be trained in diagnosing psycho-social problems and given skills to deal with them. Similarly, short courses should be organized for guardians and community development workers in identifying and counseling of problems.
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Research supervision experiences of masters in education students at a South African University
- Authors: Ganqa, Ncumisa Hazel
- Date: 2012
- Subjects: Universities and colleges -- South Africa -- Evaluation , Graduate students -- Research -- South Africa , Education -- South Africa -- Quality control
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16176 , http://hdl.handle.net/10353/473 , Universities and colleges -- South Africa -- Evaluation , Graduate students -- Research -- South Africa , Education -- South Africa -- Quality control
- Description: In recent years, transformation in South African Universities saw an increase in the number of postgraduate students enrolling for Masters’ research programmes as access and educational opportunities have been widened. The purpose of this research was to investigate research supervision experiences of Masters postgraduate students. A qualitative, contextual, descriptive and phenomenological research design was used to explore the experiences of the 2010 MEd cohort at a purposively chosen university. This was a small scale study of six participants in different stages of their research projects sampled purposively. The preferred phenomenological interview method of gathering information from the subjects was in-depth unstructured interviews. This research study revealed that the postgraduate students at the University under investigation still continue to experience the traditional model of a single supervisor supervising a strictly research based work. The most crucial component of research supervision experiences that emerged was the quality of supervision between supervisors and supervisees which revealed power struggles in supervisory relationships. Such relationships emerged as push and pull, fight or flight amongst different individual participants and their supervisors.
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- Authors: Ganqa, Ncumisa Hazel
- Date: 2012
- Subjects: Universities and colleges -- South Africa -- Evaluation , Graduate students -- Research -- South Africa , Education -- South Africa -- Quality control
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16176 , http://hdl.handle.net/10353/473 , Universities and colleges -- South Africa -- Evaluation , Graduate students -- Research -- South Africa , Education -- South Africa -- Quality control
- Description: In recent years, transformation in South African Universities saw an increase in the number of postgraduate students enrolling for Masters’ research programmes as access and educational opportunities have been widened. The purpose of this research was to investigate research supervision experiences of Masters postgraduate students. A qualitative, contextual, descriptive and phenomenological research design was used to explore the experiences of the 2010 MEd cohort at a purposively chosen university. This was a small scale study of six participants in different stages of their research projects sampled purposively. The preferred phenomenological interview method of gathering information from the subjects was in-depth unstructured interviews. This research study revealed that the postgraduate students at the University under investigation still continue to experience the traditional model of a single supervisor supervising a strictly research based work. The most crucial component of research supervision experiences that emerged was the quality of supervision between supervisors and supervisees which revealed power struggles in supervisory relationships. Such relationships emerged as push and pull, fight or flight amongst different individual participants and their supervisors.
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Strategies employed by two (2) East London schools to adapt in times of teacher loss implications for leadership and management
- Authors: Jimana, Sonwabo
- Date: 2012
- Subjects: Teachers -- South Africa -- Eastern Cape -- Attitudes , Teachers -- South Africa -- Eastern Cape -- Social conditions
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16171 , http://hdl.handle.net/10353/466 , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teachers -- South Africa -- Eastern Cape -- Social conditions
- Description: The issue of “teacher loss” has been reported widely as one of the biggest challenges facing schools around the globe. The international concern is that education departments have more teachers leaving than entering their systems. Evidence shows that this situation is also synonymous in South Africa and remains one of the ongoing phenomena, also noted in the provinces, including the Eastern Cape. As previous research focused on the reasons for “teacher loss”, as well as the strategies for the retention of teachers, the purpose of this study was to investigate how the selected schools adapt in times of “teacher loss”. The implications for leadership and management in this regard were also explored. In exploring this issue, a qualitative research approach was adopted in the form of a case study, which involved two (2) rural schools, one (1) primary and one (1) secondary school. This qualitative approach entailed semi-structured interviews involving eight (8) participants and document analysis as data collection methods for the study. The findings reveal that there is little support that schools receive from the Department of Education in order to cope with “teacher loss”. Teachers‟ limited knowledge in terms of strategies to cope with “teacher loss” results in de-motivated and stressed teachers. Several implications for leadership and management were also drawn out, including equipping school management teams with skills that can enable them to assist teachers to cope with “teacher loss”. , Goven Mbeki Reaserch and Development Centre
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- Authors: Jimana, Sonwabo
- Date: 2012
- Subjects: Teachers -- South Africa -- Eastern Cape -- Attitudes , Teachers -- South Africa -- Eastern Cape -- Social conditions
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16171 , http://hdl.handle.net/10353/466 , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teachers -- South Africa -- Eastern Cape -- Social conditions
- Description: The issue of “teacher loss” has been reported widely as one of the biggest challenges facing schools around the globe. The international concern is that education departments have more teachers leaving than entering their systems. Evidence shows that this situation is also synonymous in South Africa and remains one of the ongoing phenomena, also noted in the provinces, including the Eastern Cape. As previous research focused on the reasons for “teacher loss”, as well as the strategies for the retention of teachers, the purpose of this study was to investigate how the selected schools adapt in times of “teacher loss”. The implications for leadership and management in this regard were also explored. In exploring this issue, a qualitative research approach was adopted in the form of a case study, which involved two (2) rural schools, one (1) primary and one (1) secondary school. This qualitative approach entailed semi-structured interviews involving eight (8) participants and document analysis as data collection methods for the study. The findings reveal that there is little support that schools receive from the Department of Education in order to cope with “teacher loss”. Teachers‟ limited knowledge in terms of strategies to cope with “teacher loss” results in de-motivated and stressed teachers. Several implications for leadership and management were also drawn out, including equipping school management teams with skills that can enable them to assist teachers to cope with “teacher loss”. , Goven Mbeki Reaserch and Development Centre
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Teachers’ perceptions of the mentoring of novice teachers in the King William’s Town District
- Authors: Dlani, Siyongwana Archibald
- Date: 2012
- Subjects: Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Mentoring in education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16184 , http://hdl.handle.net/10353/d1006244 , Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Mentoring in education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Description: The aim of the study was to investigate the teachers‟ perceptions of thementoring of novice teachers in the King William‟s Town District. Inorder to understand how the teachers viewed novice teacher mentoringthe study adopted a qualitative approach. Interviews anddocumentsanalysis were used as data collection instruments. The purpose of the study was to investigate the teachers‟ perceptions on mentoring of novice teachers in schools. The respondents provided their explanationsof mentoring and also said what they think is the importance of mentoring. The teachers also had to give their mentoring experiences at school and District levels. Two schools in the King William‟s Town District were purposivelyselected to form the context of the study. The respondents were 6 educators, three from a primary school and three from a high school. Principals of the two selected schools were also included asrespondents in the study. The results of the study revealed that mentoring was taking place informally in the schools through sharing ofthe teaching challenges. Mentoring was also taking place through theteachers mentoring each other as Subject and Phase teachers supervised by Heads of Department. Most teachers understoodmentoring as giving guidance and help.
- Full Text:
- Authors: Dlani, Siyongwana Archibald
- Date: 2012
- Subjects: Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Mentoring in education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16184 , http://hdl.handle.net/10353/d1006244 , Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Mentoring in education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Description: The aim of the study was to investigate the teachers‟ perceptions of thementoring of novice teachers in the King William‟s Town District. Inorder to understand how the teachers viewed novice teacher mentoringthe study adopted a qualitative approach. Interviews anddocumentsanalysis were used as data collection instruments. The purpose of the study was to investigate the teachers‟ perceptions on mentoring of novice teachers in schools. The respondents provided their explanationsof mentoring and also said what they think is the importance of mentoring. The teachers also had to give their mentoring experiences at school and District levels. Two schools in the King William‟s Town District were purposivelyselected to form the context of the study. The respondents were 6 educators, three from a primary school and three from a high school. Principals of the two selected schools were also included asrespondents in the study. The results of the study revealed that mentoring was taking place informally in the schools through sharing ofthe teaching challenges. Mentoring was also taking place through theteachers mentoring each other as Subject and Phase teachers supervised by Heads of Department. Most teachers understoodmentoring as giving guidance and help.
- Full Text:
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