The dynamics in implementing Inclusive Education in South Africa: Case studies of four Primary Schools in KwaZulu-Natal
- Authors: Nzuza, Zakhele Dennis
- Date: 2023
- Subjects: Inclusive education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26219 , vital:64974
- Description: The study explored the implemention of inclusive education in primary schools in the uMgungundlovu area, in the province of KwaZulu-Natal, South Africa. Locally and globally, the notion of inclusive education has presented various difficulties relating to the understanding stakeholders have of inclusive education and also in terms of embracing it and implementing it in schools. Stakeholders in South Africa have experienced similar challenges regarding a clear and common understanding of inclusive education and ensuring effective implementation. Despite various reforms adopted by the South African government, learners experiencing barriers to learning have persistently suffered inadequate access to quality education and equal learning opportunities. The reviewed literature has highlighted numerous challenges that have constrained effective implementation of inclusive education in South African schools. The reviewed literature also indicated that some teachers had negative attitudes towards inclusive education, and that such attitudes were linked to the lack of clear understanding of what inclusive education was about. At the core of this study is the fact that very little is known in South Africa about the implementation of inclusive education. Therefore, this study sought to unravel how chools implement inclusive education and, in that process, contribute to a deeper understanding of this phenomenon. The study utilised the Theory of Planned Behaviour as a theoretical framework and inclusive pedagogy as a conceptual framework to explore the implementation of inclusive education in four study schools. A qualitative approach underpinned by an interpretive research paradigm was adopted. Purposive sampling techniques were used to select twenty educators, four learners experiencing barriers to learning and four parents of learners experiencing barriers to learning to participate in this study. Four techniques were used to produce qualitative data, namely, semi-structured interviews, observations, documents’ review, and focus group discussions. Semi-structured interviews with educators and learners experiencing barriers to learning were utilised to generate data in the four selected primary schools. In addition to semi structured interviews, learners were also observed during lessons. Relevant documents kept in the schools were also reviewed to augment data generated through interviews. Focus group discussions were held with four parents of the learners experiencing barriers to learning. Data were analysed employing qualitative content analysis to come up with themes. The findings revealed that there was no common understanding amongst the teachers about what constituted inclusive education. Most educators understood inclusive education as referring to accommodating all learners in the classroom to reach their potential. These educators would help all learners, including those with barriers to learning thus contributing to the implementation of inclusive education in their schools. However, the findings also revealed that some educators understood inclusive education as referring to a situation where all learners received quality education, but those with barriers to learning being accommodated in special schools or special classrooms separate from their counterparts. The findings indicated that there was a lack of knowledge about inclusive education and such a lack contributed to misunderstandings about the essence of inclusive education. In addition, teachers lacked skills in dealing with learners experiencing barriers to learning, resulting in inefficient and ineffective implementation of inclusive education. It was evident from the findings that the curriculum was inflexible and the teachers lacked capacity to customise the content to the needs of all the learners, especially those experiencing learning barriers. Therefore, for teachers to implement inclusive education, it was necessary that content had to be flexible to meet the educational needs of all learners. The findings further revealed that using various teaching methods, such as visual objects and demonstrations was helpful in adapting the rigid curriculum and making it user friendly for learners experiencing barriers to learning. In addition, the research findings revealed that group work and peer learning assisted educators to implement inclusive education. Research findings also revealed that implementing inclusive education was hindered by various systematic factors, such as lack of parental support, overcrowding in classrooms, and socioeconomic challenges. I concluded that there is a remarkable knowledge deficit that can be addressed by training, including pre-service and ongoing professional development activities for teachers. I can also conclude that based on the findings educators require training on inclusive education, beginning with teachers currently in the system. The training can then be included in the curriculum of pre-service educators so that they can obtain a clear understanding of inclusive education and thus develop positive attitudes towards inclusive education. Similarly, school management teams require training on their own so that they can be able to provide adequate and effective support to the teachers in the classrooms. Another recommendation is that educators should be capacitated and developed in inclusive education to enhance their confidence in delivering the curriculum and to handle learners experiencing barriers to learning. Similarly, it is recommended that there be a collaboration between schools, homes, and other stakeholders to assist learners experiencing barriers to learning on their education journey, thus effectively implementing inclusive education in schools. Finally, a model for the improvement of inclusive education is proposed. , Thesis (PhD) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023
- Authors: Nzuza, Zakhele Dennis
- Date: 2023
- Subjects: Inclusive education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26219 , vital:64974
- Description: The study explored the implemention of inclusive education in primary schools in the uMgungundlovu area, in the province of KwaZulu-Natal, South Africa. Locally and globally, the notion of inclusive education has presented various difficulties relating to the understanding stakeholders have of inclusive education and also in terms of embracing it and implementing it in schools. Stakeholders in South Africa have experienced similar challenges regarding a clear and common understanding of inclusive education and ensuring effective implementation. Despite various reforms adopted by the South African government, learners experiencing barriers to learning have persistently suffered inadequate access to quality education and equal learning opportunities. The reviewed literature has highlighted numerous challenges that have constrained effective implementation of inclusive education in South African schools. The reviewed literature also indicated that some teachers had negative attitudes towards inclusive education, and that such attitudes were linked to the lack of clear understanding of what inclusive education was about. At the core of this study is the fact that very little is known in South Africa about the implementation of inclusive education. Therefore, this study sought to unravel how chools implement inclusive education and, in that process, contribute to a deeper understanding of this phenomenon. The study utilised the Theory of Planned Behaviour as a theoretical framework and inclusive pedagogy as a conceptual framework to explore the implementation of inclusive education in four study schools. A qualitative approach underpinned by an interpretive research paradigm was adopted. Purposive sampling techniques were used to select twenty educators, four learners experiencing barriers to learning and four parents of learners experiencing barriers to learning to participate in this study. Four techniques were used to produce qualitative data, namely, semi-structured interviews, observations, documents’ review, and focus group discussions. Semi-structured interviews with educators and learners experiencing barriers to learning were utilised to generate data in the four selected primary schools. In addition to semi structured interviews, learners were also observed during lessons. Relevant documents kept in the schools were also reviewed to augment data generated through interviews. Focus group discussions were held with four parents of the learners experiencing barriers to learning. Data were analysed employing qualitative content analysis to come up with themes. The findings revealed that there was no common understanding amongst the teachers about what constituted inclusive education. Most educators understood inclusive education as referring to accommodating all learners in the classroom to reach their potential. These educators would help all learners, including those with barriers to learning thus contributing to the implementation of inclusive education in their schools. However, the findings also revealed that some educators understood inclusive education as referring to a situation where all learners received quality education, but those with barriers to learning being accommodated in special schools or special classrooms separate from their counterparts. The findings indicated that there was a lack of knowledge about inclusive education and such a lack contributed to misunderstandings about the essence of inclusive education. In addition, teachers lacked skills in dealing with learners experiencing barriers to learning, resulting in inefficient and ineffective implementation of inclusive education. It was evident from the findings that the curriculum was inflexible and the teachers lacked capacity to customise the content to the needs of all the learners, especially those experiencing learning barriers. Therefore, for teachers to implement inclusive education, it was necessary that content had to be flexible to meet the educational needs of all learners. The findings further revealed that using various teaching methods, such as visual objects and demonstrations was helpful in adapting the rigid curriculum and making it user friendly for learners experiencing barriers to learning. In addition, the research findings revealed that group work and peer learning assisted educators to implement inclusive education. Research findings also revealed that implementing inclusive education was hindered by various systematic factors, such as lack of parental support, overcrowding in classrooms, and socioeconomic challenges. I concluded that there is a remarkable knowledge deficit that can be addressed by training, including pre-service and ongoing professional development activities for teachers. I can also conclude that based on the findings educators require training on inclusive education, beginning with teachers currently in the system. The training can then be included in the curriculum of pre-service educators so that they can obtain a clear understanding of inclusive education and thus develop positive attitudes towards inclusive education. Similarly, school management teams require training on their own so that they can be able to provide adequate and effective support to the teachers in the classrooms. Another recommendation is that educators should be capacitated and developed in inclusive education to enhance their confidence in delivering the curriculum and to handle learners experiencing barriers to learning. Similarly, it is recommended that there be a collaboration between schools, homes, and other stakeholders to assist learners experiencing barriers to learning on their education journey, thus effectively implementing inclusive education in schools. Finally, a model for the improvement of inclusive education is proposed. , Thesis (PhD) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023
Investigation of the levels of PBDEs and PCNs in the surface water and sediments from selected waterbodies in the Eastern Cape Province, South Africa
- Agunbiade, Idowu Victoria https://orcid.org/0000-0001-5605-0312
- Authors: Agunbiade, Idowu Victoria https://orcid.org/0000-0001-5605-0312
- Date: 2021-06
- Subjects: Persistent pollutants , Water -- Purification -- Organic compounds removal , Organic water pollutants
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/22699 , vital:52660
- Description: Studies have revealed that persistent organic pollutants (POPs) are omnipresent in our environment; almost all human beings have definite levels of POPs in their bodies. Even fetus and embryos are not spared; they have been found to bear certain levels of POPs. So far, there are about 28 chemicals listed as POPs among which are polybrominated diphenyl ethers (PBDEs) and polychlorinated naphthalenes (PCNs). PCN and PBDE distributions have been reported from different sources around the world, but studies relating to PCNs occurrence and distribution in Africa, especially South Africa is still minimal. PBDEs have been reported to cause diabetes, cancer, damage to reproductive system, thyroid, liver and other vital organs in the body, while PCNs have been linked to chloracne (severe skin reactions/lesions) and liver disease (yellow atrophy) in humans, chicken oedema and X-disease in cattle. Hence, this study evaluates PCN levels in water and sediment samples from three waterbodies: North End Lake (NEL), Chatty River (CHA) and Makman Canal (MMC), while PBDE levels was reported in NEL and CHA samples. The three sites are located in Port Elizabeth, Eastern Cape Province (ECP) of South Africa. The lake serves as a recreational resort while the latter two waterbodies are tributaries discharging into the Swartkop Estuary, an important estuary in ECP. Water samples were extracted with C18 cartridges (solid phase), while soxhlet was employed for the extraction of sediments. Water and sediment extricates were purified and quantified with gas chromatography-micro electron capture detector (GC-μECD). Forty-seven (47) water samples and 44 sediment samples were collected in August until December 2020 from six sampling points in NEL, five points in each of CHA and MMC. All the samples were evaluated for physicochemical properties, PBDEs and PCNs using validated standard methods. The sampling period covered three South Africa seasons: August (winter), October (spring) and December (summer). The physicochemical parameters (PP) of NEL water samples for the three seasons generally varied as follows: temperature (15.3–23°C), pH (7.9–10.3), oxidation-reduction potential, ORP (23.4-110 mV), atmospheric pressure, AP (14.52-15.56 PSI), turbidity (15.1–167 NTU), electrical conductivity, EC (114–1291 μS/cm), total dissolved solids, TDS (55-645 mg/L), total suspended solids, TSS (20–107 mg/L) and salinity (0.05–0.65 PSU). All the PPs except for turbidity and TSS are within acceptable limits. NEL sediments had moisture content (MC), organic matter (OM) and organic carbon (OC) in the range of 0.04–8.0percent, 0.08–2.2percent and 0.05–1.8percent, respectively. The sum of eight PCN congeners Σ8PCNs and six PBDE congeners Σ6PBDEs in NEL water samples ranged from 0.164–2.934 μg/L and 0.009-1.025 μg/L individually. The values for Σ8PCNs and Σ6PBDEs in NEL sediment samples varied from 0.991–237 μg/kg and 0.354-28.850 μg/kg, respectively. The calculated hazard quotient (HQ) corresponding to the non-carcinogenic health risk associated with PBDEs in NEL water samples was 2.0×10-3-1.4×10-1, while the TEQ values due to PCNs varied from 6.10×10-7- 3.12×10-3 μg/L in NEL water samples and 3.70×10-5-1.96×10-2 μg/kg dw in sediments. The PP values for CHA water samples include temperature (15.4–22.9°C), pH (7.7–10.5), TDS (991–1771 mg/L), TSS (6–41 mg/L), turbidity (1.0–198 NTU), EC (1981–3542 μS/cm), AP (14.60–14.80 PSI), ORP (-339.1-51.3 mV), and salinity (1.02–1.87 PSU). The EC, TDS and salinity exceeded acceptable values at certain points. The sediments of CHA have MC, OM and OC contents ranging from 0.01-10.2percent, 0.2-1.3percent and 0.1-0.8percent in that order. Sum of Σ8PCNs, Σ6PBDEs in CHA water and sediment samples ranged from 0.026–1.054 μg/L, 0.007-0.079 μg/L and 0.429–1888.468 μg/kg, 0.347-6.468 μg/kg individually. The HQ in CHA water samples was 1.6×10-3-7.7×10-3 and the estimated TEQ was 1.0×10-7-6.62×10-5 μg/L and 1.10×10−5-6.40×10−2 μg/kg in water and sediments, respectively. The temperatures for MMC water samples ranged from 15.6-24.5°C, while other PPs recorded were as follows: pH (8.4-10.2), TDS (943–4002 mg/L), TSS (7-491 mg/L), turbidity (2.9-154.2 NTU), EC (1885-8004 μS/cm), AP (14.53–14.82 PSI), ORP (7.8-130 mV) and salinity (0.96-4.47 PSU). MMC’s sediments recorded MC, OM and OC varying as 0.4- 18.9percent, 0.2-4.5percent and 0.1-2.6percent, respectively across the three seasons. The Σ8PCNs for MMC water and sediment samples were 0.035–0.699 μg/L and 0.260–6744 μg/kg. The TEQ values in MMC water and sediment samples were 1.19×10-7-1.47×10-4 μg/L and 4.43×10−5- 4.19×10−1 μg/kg, respectively. The results are all less than one, and this suggests that the selected water is safe. Results showed that NEL water had highest TEQ, PCN and PBDE concentrations, while MMC sediments recorded maximum TEQ and PCN levels in this study. PBDE concentrations in NEL sediments were above the other site. In conclusion, NEL water was most polluted with both pollutants (PCNs and PBDEs), but MMC sediments contained more PCNs. There is need for the immediate remediation of these selected waterbodies. , Thesis (PhD) -- Faculty of Science and Agriculture, 2021
- Full Text:
- Date Issued: 2021-06
- Authors: Agunbiade, Idowu Victoria https://orcid.org/0000-0001-5605-0312
- Date: 2021-06
- Subjects: Persistent pollutants , Water -- Purification -- Organic compounds removal , Organic water pollutants
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/22699 , vital:52660
- Description: Studies have revealed that persistent organic pollutants (POPs) are omnipresent in our environment; almost all human beings have definite levels of POPs in their bodies. Even fetus and embryos are not spared; they have been found to bear certain levels of POPs. So far, there are about 28 chemicals listed as POPs among which are polybrominated diphenyl ethers (PBDEs) and polychlorinated naphthalenes (PCNs). PCN and PBDE distributions have been reported from different sources around the world, but studies relating to PCNs occurrence and distribution in Africa, especially South Africa is still minimal. PBDEs have been reported to cause diabetes, cancer, damage to reproductive system, thyroid, liver and other vital organs in the body, while PCNs have been linked to chloracne (severe skin reactions/lesions) and liver disease (yellow atrophy) in humans, chicken oedema and X-disease in cattle. Hence, this study evaluates PCN levels in water and sediment samples from three waterbodies: North End Lake (NEL), Chatty River (CHA) and Makman Canal (MMC), while PBDE levels was reported in NEL and CHA samples. The three sites are located in Port Elizabeth, Eastern Cape Province (ECP) of South Africa. The lake serves as a recreational resort while the latter two waterbodies are tributaries discharging into the Swartkop Estuary, an important estuary in ECP. Water samples were extracted with C18 cartridges (solid phase), while soxhlet was employed for the extraction of sediments. Water and sediment extricates were purified and quantified with gas chromatography-micro electron capture detector (GC-μECD). Forty-seven (47) water samples and 44 sediment samples were collected in August until December 2020 from six sampling points in NEL, five points in each of CHA and MMC. All the samples were evaluated for physicochemical properties, PBDEs and PCNs using validated standard methods. The sampling period covered three South Africa seasons: August (winter), October (spring) and December (summer). The physicochemical parameters (PP) of NEL water samples for the three seasons generally varied as follows: temperature (15.3–23°C), pH (7.9–10.3), oxidation-reduction potential, ORP (23.4-110 mV), atmospheric pressure, AP (14.52-15.56 PSI), turbidity (15.1–167 NTU), electrical conductivity, EC (114–1291 μS/cm), total dissolved solids, TDS (55-645 mg/L), total suspended solids, TSS (20–107 mg/L) and salinity (0.05–0.65 PSU). All the PPs except for turbidity and TSS are within acceptable limits. NEL sediments had moisture content (MC), organic matter (OM) and organic carbon (OC) in the range of 0.04–8.0percent, 0.08–2.2percent and 0.05–1.8percent, respectively. The sum of eight PCN congeners Σ8PCNs and six PBDE congeners Σ6PBDEs in NEL water samples ranged from 0.164–2.934 μg/L and 0.009-1.025 μg/L individually. The values for Σ8PCNs and Σ6PBDEs in NEL sediment samples varied from 0.991–237 μg/kg and 0.354-28.850 μg/kg, respectively. The calculated hazard quotient (HQ) corresponding to the non-carcinogenic health risk associated with PBDEs in NEL water samples was 2.0×10-3-1.4×10-1, while the TEQ values due to PCNs varied from 6.10×10-7- 3.12×10-3 μg/L in NEL water samples and 3.70×10-5-1.96×10-2 μg/kg dw in sediments. The PP values for CHA water samples include temperature (15.4–22.9°C), pH (7.7–10.5), TDS (991–1771 mg/L), TSS (6–41 mg/L), turbidity (1.0–198 NTU), EC (1981–3542 μS/cm), AP (14.60–14.80 PSI), ORP (-339.1-51.3 mV), and salinity (1.02–1.87 PSU). The EC, TDS and salinity exceeded acceptable values at certain points. The sediments of CHA have MC, OM and OC contents ranging from 0.01-10.2percent, 0.2-1.3percent and 0.1-0.8percent in that order. Sum of Σ8PCNs, Σ6PBDEs in CHA water and sediment samples ranged from 0.026–1.054 μg/L, 0.007-0.079 μg/L and 0.429–1888.468 μg/kg, 0.347-6.468 μg/kg individually. The HQ in CHA water samples was 1.6×10-3-7.7×10-3 and the estimated TEQ was 1.0×10-7-6.62×10-5 μg/L and 1.10×10−5-6.40×10−2 μg/kg in water and sediments, respectively. The temperatures for MMC water samples ranged from 15.6-24.5°C, while other PPs recorded were as follows: pH (8.4-10.2), TDS (943–4002 mg/L), TSS (7-491 mg/L), turbidity (2.9-154.2 NTU), EC (1885-8004 μS/cm), AP (14.53–14.82 PSI), ORP (7.8-130 mV) and salinity (0.96-4.47 PSU). MMC’s sediments recorded MC, OM and OC varying as 0.4- 18.9percent, 0.2-4.5percent and 0.1-2.6percent, respectively across the three seasons. The Σ8PCNs for MMC water and sediment samples were 0.035–0.699 μg/L and 0.260–6744 μg/kg. The TEQ values in MMC water and sediment samples were 1.19×10-7-1.47×10-4 μg/L and 4.43×10−5- 4.19×10−1 μg/kg, respectively. The results are all less than one, and this suggests that the selected water is safe. Results showed that NEL water had highest TEQ, PCN and PBDE concentrations, while MMC sediments recorded maximum TEQ and PCN levels in this study. PBDE concentrations in NEL sediments were above the other site. In conclusion, NEL water was most polluted with both pollutants (PCNs and PBDEs), but MMC sediments contained more PCNs. There is need for the immediate remediation of these selected waterbodies. , Thesis (PhD) -- Faculty of Science and Agriculture, 2021
- Full Text:
- Date Issued: 2021-06
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