Challenges experienced by Economics teachers without specialization in the subject in Amathole West Education District
- Williams, Thandile https://orcid.org/0009-0005-4143-4248
- Authors: Williams, Thandile https://orcid.org/0009-0005-4143-4248
- Date: 2022-05
- Subjects: Economics -- Study and teaching (Secondary) , Economics -- Study and teaching
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26007 , vital:64780
- Description: The purpose of the study was to investigate the challenges experienced by senior secondary school teachers teaching Economics without specialization in the subject. The study was done in three senior secondary schools in the Amathole West Education District in the Eastern Cape Province in South Africa. The intention of the study was to ascertain the challenges these teachers faced in teaching the subject and come up with strategies that can be used to support them. The study adopted a qualitative research approach that used face-to-face interviews and document reviews to collect the required data. Purposive sampling was used to select those who participated in the study. The participants were four educators who teach Economics without specialization, one School Management Team (SMT) member, one principal, and one subject advisor. Semi-structured interviews were used to collect required data from all the participants. Systems Theory and Pedagogical Content Knowledge are the Theoretical Frameworks that this study aligned itself with and relevant literature was also reviewed in the study. The study revealed reasons for teachers to teach Economics without specialization, challenges faced by these teachers, how these teachers cope with the challenges they face, and the support provided to these teachers. Based on the findings revealed by the study, some recommendations have been made. The major ones are: teachers teaching subjects without specialization in the subject should be reallocated to teach the subjects they specialized in, and/or the teachers should enrol for a study course(s) specially designed for them to capacitate themselves, and the Department of Education must fund these courses for these teachers. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-05
- Authors: Williams, Thandile https://orcid.org/0009-0005-4143-4248
- Date: 2022-05
- Subjects: Economics -- Study and teaching (Secondary) , Economics -- Study and teaching
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26007 , vital:64780
- Description: The purpose of the study was to investigate the challenges experienced by senior secondary school teachers teaching Economics without specialization in the subject. The study was done in three senior secondary schools in the Amathole West Education District in the Eastern Cape Province in South Africa. The intention of the study was to ascertain the challenges these teachers faced in teaching the subject and come up with strategies that can be used to support them. The study adopted a qualitative research approach that used face-to-face interviews and document reviews to collect the required data. Purposive sampling was used to select those who participated in the study. The participants were four educators who teach Economics without specialization, one School Management Team (SMT) member, one principal, and one subject advisor. Semi-structured interviews were used to collect required data from all the participants. Systems Theory and Pedagogical Content Knowledge are the Theoretical Frameworks that this study aligned itself with and relevant literature was also reviewed in the study. The study revealed reasons for teachers to teach Economics without specialization, challenges faced by these teachers, how these teachers cope with the challenges they face, and the support provided to these teachers. Based on the findings revealed by the study, some recommendations have been made. The major ones are: teachers teaching subjects without specialization in the subject should be reallocated to teach the subjects they specialized in, and/or the teachers should enrol for a study course(s) specially designed for them to capacitate themselves, and the Department of Education must fund these courses for these teachers. , Thesis (MEd) -- Faculty of Education, 2022
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- Date Issued: 2022-05
An assessment of the role of information and communication technology (ICT) in enhancing employee performance: a case-study of Nkonkobe local municipality
- Oyelana, Akeem Adewale https://orcid.org/0000-0001-7337-3260
- Authors: Oyelana, Akeem Adewale https://orcid.org/0000-0001-7337-3260
- Date: 2015-06
- Subjects: Municipal government , Internet in public administration
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/25157 , vital:63983
- Description: The operations and utilisation of Information and Communication Technology (ICT) are not well understood and have rarely been addressed both nationally and internationally. The aim of this study is therefore to establish a base level of understanding of the operational core values of ICT in Nkonkobe Local Municipality in the Eastern Cape Province of South Africa. The study used a qualitative research design that involved a desktop review methodology. Data was collected through the review of available published or existing documents. Data analysis included using document analysis which consist of the existing information reviewed from the literature or document containing information about various municipalities issues, journals and books as well as reviewed of various data analysis done in relation to the assessment of the role of ICT in enhancing employees performance with the aim of analyzing the organization structure of the municipality. Findings from previous literature revealed that there are constraints faced in the operations and utilisation of ICT. The study confirmed some of the operational hurdles to include lack of IT skills, and lack of clear understanding of ICT as well as training. The findings also identified the search for solutions to the challenges faced by the employees in Nkonkobe Local Municipality by providing an insight for further research regarding the institutional weaknesses and policy issues in this part of the world. The implications of the findings are that unless the limitations named above are resolved, ICT in Nkonkobe Local Municipality will continue to experience poor service delivery, poor economic growth and development. Recommendations to overcome these challenges are suggested. , Thesis (MPA) -- Faculty of Management and Commerce, 2015
- Full Text:
- Date Issued: 2015-06
- Authors: Oyelana, Akeem Adewale https://orcid.org/0000-0001-7337-3260
- Date: 2015-06
- Subjects: Municipal government , Internet in public administration
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/25157 , vital:63983
- Description: The operations and utilisation of Information and Communication Technology (ICT) are not well understood and have rarely been addressed both nationally and internationally. The aim of this study is therefore to establish a base level of understanding of the operational core values of ICT in Nkonkobe Local Municipality in the Eastern Cape Province of South Africa. The study used a qualitative research design that involved a desktop review methodology. Data was collected through the review of available published or existing documents. Data analysis included using document analysis which consist of the existing information reviewed from the literature or document containing information about various municipalities issues, journals and books as well as reviewed of various data analysis done in relation to the assessment of the role of ICT in enhancing employees performance with the aim of analyzing the organization structure of the municipality. Findings from previous literature revealed that there are constraints faced in the operations and utilisation of ICT. The study confirmed some of the operational hurdles to include lack of IT skills, and lack of clear understanding of ICT as well as training. The findings also identified the search for solutions to the challenges faced by the employees in Nkonkobe Local Municipality by providing an insight for further research regarding the institutional weaknesses and policy issues in this part of the world. The implications of the findings are that unless the limitations named above are resolved, ICT in Nkonkobe Local Municipality will continue to experience poor service delivery, poor economic growth and development. Recommendations to overcome these challenges are suggested. , Thesis (MPA) -- Faculty of Management and Commerce, 2015
- Full Text:
- Date Issued: 2015-06
Examining learners' and teachers' perceptions of the relationship between school infrastructure and learners' performance in Fort Beaufort Education District, Eastern Cape Province, South Africa
- Ajibade, Benedicta Aremevbemi
- Authors: Ajibade, Benedicta Aremevbemi
- Date: 2012-12
- Subjects: School facilities , Education and state -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/24695 , vital:63526
- Description: This study examined learners’ and teachers’ perceptions of the relationship between school infrastructure and learners’ performance in Fort Beaufort Education District, Eastern Cape. The study arose from a concern that, despite South African Government’s commitment to funding the renovation of some old and dilapidated school buildings and constructing new ones so that there would be an improvement in both teaching and learning in affected secondary schools. Regrettably, most school buildings remain in deplorable conditions. There has been poor learner performance at all levels of the secondary education system in some rural areas of the Eastern Cape Province. Learners’ performance in the Province’s high schools has been described as the worst in the country. From the literature, it appears that no thorough and conclusive studies looking into the issues relating to school buildings and learners’ performance as perceived by learners and teachers in South Africa have been conducted. Hence, the researcher was motivated to examine the relationship between school buildings and learners’ performance. The study was placed within the post-positivism paradigm and used a mixed method research design that incorporated concurrent procedures in the collection, analysis and interpretation of the data. Likert-scale questionnaires were used to collect quantitative data while qualitative data were collected through interviews and observations. A total of 240 learners completed the questionnaire. The researcher conducted 48 brief interviews (36 with teachers and 12 with school principals) from 12 selected secondary schools. Furthermore, the researcher made observations to assess the state of the buildings. At school level, the study revealed that most of the school buildings were in deplorable condition. The teaching and learning environment also compounded the problem of poor learners’ performance. Learners’ motivation/morale, health and safety were not guaranteed in most of the schools, and teachers’ expressed difficulty in performing their job effectively. Large classes, lack of teaching and learning resources, and limited infrastructure were some of the factors hindering teaching and learning at school level. Results obtained from the study showed that the principals and teachers perceived strong links between the condition of their school buildings and learners’ performance. About half of the learners perceived some link between the condition of their schools and their academic performance. The study observed that the majority of school buildings were old and in very bad conditions with few under renovation from the Correctional service department. The study also showed that most schools lack recreational facilities, do not have electricity, laboratories, library and water. Most of the educators are unhappy about their work environment and are not motivated. The study has put forth recommendations for educational planners and for policies regarding the funding norms. Furthermore, based on the findings of the study, there is need for collaborative effort among educational stakeholders to ensure adequate and appropriated delivery of school infrastructure specifically school building that will translate into improved teaching practice at school level and better learners’ performance. , Thesis (MEd) -- Faculty of Education, 2012
- Full Text:
- Date Issued: 2012-12
- Authors: Ajibade, Benedicta Aremevbemi
- Date: 2012-12
- Subjects: School facilities , Education and state -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/24695 , vital:63526
- Description: This study examined learners’ and teachers’ perceptions of the relationship between school infrastructure and learners’ performance in Fort Beaufort Education District, Eastern Cape. The study arose from a concern that, despite South African Government’s commitment to funding the renovation of some old and dilapidated school buildings and constructing new ones so that there would be an improvement in both teaching and learning in affected secondary schools. Regrettably, most school buildings remain in deplorable conditions. There has been poor learner performance at all levels of the secondary education system in some rural areas of the Eastern Cape Province. Learners’ performance in the Province’s high schools has been described as the worst in the country. From the literature, it appears that no thorough and conclusive studies looking into the issues relating to school buildings and learners’ performance as perceived by learners and teachers in South Africa have been conducted. Hence, the researcher was motivated to examine the relationship between school buildings and learners’ performance. The study was placed within the post-positivism paradigm and used a mixed method research design that incorporated concurrent procedures in the collection, analysis and interpretation of the data. Likert-scale questionnaires were used to collect quantitative data while qualitative data were collected through interviews and observations. A total of 240 learners completed the questionnaire. The researcher conducted 48 brief interviews (36 with teachers and 12 with school principals) from 12 selected secondary schools. Furthermore, the researcher made observations to assess the state of the buildings. At school level, the study revealed that most of the school buildings were in deplorable condition. The teaching and learning environment also compounded the problem of poor learners’ performance. Learners’ motivation/morale, health and safety were not guaranteed in most of the schools, and teachers’ expressed difficulty in performing their job effectively. Large classes, lack of teaching and learning resources, and limited infrastructure were some of the factors hindering teaching and learning at school level. Results obtained from the study showed that the principals and teachers perceived strong links between the condition of their school buildings and learners’ performance. About half of the learners perceived some link between the condition of their schools and their academic performance. The study observed that the majority of school buildings were old and in very bad conditions with few under renovation from the Correctional service department. The study also showed that most schools lack recreational facilities, do not have electricity, laboratories, library and water. Most of the educators are unhappy about their work environment and are not motivated. The study has put forth recommendations for educational planners and for policies regarding the funding norms. Furthermore, based on the findings of the study, there is need for collaborative effort among educational stakeholders to ensure adequate and appropriated delivery of school infrastructure specifically school building that will translate into improved teaching practice at school level and better learners’ performance. , Thesis (MEd) -- Faculty of Education, 2012
- Full Text:
- Date Issued: 2012-12
An evaluation of the integrated approach to community development: case study of Alfred Nzo Municipality in the Eastern Cape Province
- Authors: Manqina, Nzaliseko Erasmus
- Date: 2009-01
- Subjects: Community development
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10353/25162 , vital:63984
- Description: Development in South Africa during the apartheid era was characterized by separate development, where social welfare services and programmes for individuals and communities were fragmented and administered along racial lines (White Paper for Social Welfare, 1997). The segregated social policies prevented inter-sectoral collaboration and a holistic approach to the development of communities. This lack of integration resulted in fragmentation, duplication of services, inefficiency and ineffectiveness in meeting the needs of the majority of individuals and communities. This legacy continues to impact on the implementation of social services in the current context of democratic South Africa (White Paper for Social Welfare, 1997:5-6). This study examined how integration and the integrated approach by stakeholders/role players is applied in community development in the Alfred Nzo District Municipality. Alfred Nzo District was chosen as the case study area since it is one of the nodal points for the implementation in 2004 of the Integrated Sustainable Rural Development Program (ISRDP) initiated by the National government to address poverty in the rural areas of the Province. The research was qualitative in nature. The sample comprised of nine managers, fourteen practitioners and sixty two community members in eight focus groups. Data was collected through self administered interview schedules for managers and practitioners while focus group interviews were conducted by the researcher for community members involved in community development projects. The findings suggest varied understanding of the concepts of integration, ISRDP, community development and collaboration. The findings also revealed challenges in terms of integration and co-ordination by stakeholders in community development. The study established that there is a need for improvement of the integration efforts for community development processes that involves a number of role players. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2009
- Full Text:
- Date Issued: 2009-01
- Authors: Manqina, Nzaliseko Erasmus
- Date: 2009-01
- Subjects: Community development
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10353/25162 , vital:63984
- Description: Development in South Africa during the apartheid era was characterized by separate development, where social welfare services and programmes for individuals and communities were fragmented and administered along racial lines (White Paper for Social Welfare, 1997). The segregated social policies prevented inter-sectoral collaboration and a holistic approach to the development of communities. This lack of integration resulted in fragmentation, duplication of services, inefficiency and ineffectiveness in meeting the needs of the majority of individuals and communities. This legacy continues to impact on the implementation of social services in the current context of democratic South Africa (White Paper for Social Welfare, 1997:5-6). This study examined how integration and the integrated approach by stakeholders/role players is applied in community development in the Alfred Nzo District Municipality. Alfred Nzo District was chosen as the case study area since it is one of the nodal points for the implementation in 2004 of the Integrated Sustainable Rural Development Program (ISRDP) initiated by the National government to address poverty in the rural areas of the Province. The research was qualitative in nature. The sample comprised of nine managers, fourteen practitioners and sixty two community members in eight focus groups. Data was collected through self administered interview schedules for managers and practitioners while focus group interviews were conducted by the researcher for community members involved in community development projects. The findings suggest varied understanding of the concepts of integration, ISRDP, community development and collaboration. The findings also revealed challenges in terms of integration and co-ordination by stakeholders in community development. The study established that there is a need for improvement of the integration efforts for community development processes that involves a number of role players. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2009
- Full Text:
- Date Issued: 2009-01
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