The implementation of tourism curriculum in secondary schools in Fort Beaufort Education District, Eastern Cape Province: implications for sustainable tourism
- Authors: Mbilini-Kuze, Bukiwe Nomonde Constance
- Date: 2021-04
- Subjects: Education, Secondary -- Curricula , Curriculum planning
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24728 , vital:63536
- Description: This study examined the implementation of Tourism curriculum in Secondary Schools in Fort Beaufort Education District in the Eastern Cape. The study arose from a concern that despite the Government of the Eastern Cape organizing workshops to facilitate the implementation of Tourism curriculum for secondary school teachers, research has shown that teachers have not improved their classroom practice. It discussed the concept of Tourism curriculum implementation and highlighted problems militating against curriculum implementation at secondary school level. The researcher adopted the mixed method methodology which is embedded in the post-positivist research paradigm. The post-positivist research paradigm explains the way things are and views objectivity as an ideal that can never be achieved, however research should be conducted with greater awareness of subjectivity. By combining qualitative and quantitative methodologies, it assisted the researcher to strike a balance and avoid being subjective on issues of teacher capacity, teaching strategies and assessment, availability and use of resources and support and monitoring. The research methods used in this study include questionnaires, interviews, document analysis and observations. The findings of the study showed that there are limitations in the implementation of Tourism curriculum because of lack of capacity of School management Teams and teachers who are implementing NCS Tourism. Although the teaching strategies and assessment are stipulated in the curriculum document teachers are not using appropriate methods and assessment. Moreover, there are crucial resources and facilities provided by SMTs and the Department of Education to implement Tourism curriculum, inadequate compared to those provided for other subjects. Moreover there are limitations in terms of support (including training) and monitoring systems which are in place to enable the implementation of NCS Tourism. Possible areas for future research were highlighted and recommendations were made, for example the researcher recommends teachers to be trained adequately in order to effectively implement the Tourism curriculum. Teachers should be encouraged to use new learner-centred teaching strategies and resources should be provided in all secondary schools through the combined effort of the government, Fort Beaufort Education district and the School Management Teams (SMTs). Support and monitoring systems should be in place for proper implementation of Tourism curriculum. Tourism industries should contribute through provision of instructional materials and teachers as implementers of the curriculum should be involved in decision-making and curriculum planning. The government should employ enough teachers qualified to teach Tourism. On the other hand subject advisors should be adequately trained to enable them to provide relevant support to teachers in Fort Beaufort secondary schools. All stakeholders should be involved in fostering skills and capacities at local level to develop sustainable Tourism and local development in an integrated way. The study identified a possible an alternative model for the implementation of Tourism curriculum. , Thesis (PhD) -- Faculty of Education, 2012
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Integration of indigenous knowledge in the intermediate phase school curriculum in a selected education district in the Eastern Cape, South Africa
- Authors: Mkosi, Nkosinathi Ndumiso Lizo
- Date: 2019
- Subjects: Education -- Curricula -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16136 , vital:40671
- Description: The aims and principles of the post-apartheid South African school curricula, ranging from the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12, to include the Curriculum and Assessment Policy Statements (Grades 1-12), have been aligned with the aims and principles of the South African Constitution. The aims and principles, among others, speak to the establishment of human rights, inclusivity, environmental and social justice, and valuing of indigenous knowledge systems. These are the bedrock of all the subjects and do not necessarily confine themselves to the science subjects only; even though the call of inclusion of indigenous knowledge in the sciences is oversubscribed. There has been concerns raised variously that the integration of indigenous knowledge systems in the curriculum, generally, and in the teaching of the respective subjects, particularly, does not necessarily happen as it should be. Thus, the purpose of this mixed methods approach study that adopted a concurrent triangulation mixed methods design and premised on the postpositivist paradigm investigated the integration of indigenous knowledge in the Intermediate Phase school curriculum in a selected Education District in the Eastern Cape Province, South Africa. The guiding lenses adopted for this study were two-fold. The main primary theoretical framework drew from three integration theories: (a) Huang and Newell’s (2003) Knowledge Integration Processes and Dynamics notions; (b) Beane’s (1995) Curriculum Integration and the Disciplines of Knowledge and (c) Harden’s (2000) Integration ladder: A Tool for Curriculum Planning and Evaluation. The ‘secondary’ lens of analysis, which the researcher named, the ‘supplemental framework’, was constituted by notions and constructs derived from the indigenous knowledge systems discourses and postcolonial notions and constructs. The study revealed, among other findings, that (i) whilst a majority of teachers claimed to integrate IK in their classrooms, a significant number did not, and those who claimed to be integrating were unsure about how to integrate (ii) the majority of teachers, HoDs and Subject Advisors were either poorly trained or did not receive any training in the integration of IK (iii) the support and monitoring of IK integration was poor to non-existent. Thus, the study proposes a model, the Integrative Indigenous Knowledge Integration Support and Monitoring Model (IIKISMM), which may act as a framework for the coordination of the support and monitoring of IK integration in the school curriculum. There are significant recommendations offered by the study to teachers and policy makers with regards the integration of indigenous knowledge systems in the school curriculum. Also offered by the study are possibilities for further research in the integration of indigenous knowledge system in the curriculum.
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Implementation of strategies used to manage conflict between students and staff in secondary schools in Malawi : towards a comprehensive framework
- Authors: Zimpita, Valentino Tipitana
- Date: 2018
- Subjects: Conflict management Conflict management -- Study and teaching Violence -- Prevention
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9412 , vital:34348
- Description: The study aimed at examining how strategies used to manage conflict between students and staff in secondary schools in Malawi were implemented. This was after it had been noted that conflicts in secondary schools in Malawi usually ended in violence. The study employed a pragmatic research paradigm. In this paradigm, a researcher employs mixed methods approach which collects both quantitative and qualitative data. Using a concurrent triangulation mixed method design, the two types of data were collected concurrently and analysed simultaneously. Study participants were head teachers, teachers, students, education officials and parents. Most of the teachers were randomly sampled while a few other teachers, the head teachers, the education officials and the parents were purposefully sampled. The study found that there were various causes of conflict in secondary schools in Malawi which included misunderstanding of human rights, poor communication between students and staff, poor school management by head teachers and lack of students‘ involvement in decisions that concerned them. The study further found that conflict was in a way beneficial to schools as it was a learning point for both students and staff. However, such benefits were overshadowed by the many evils that violence brought such as disturbing teaching and learning. The study also found that there were two approaches in the way schools managed conflict; engagement of students and calling for police intervention. It transpired that on the overall, stakeholders were aware of different conflict management skills but they did not know how best to use them. In addition, it transpired that stakeholders were not comfortable with win-win approaches to conflict management. This was against a background that the stakeholders were involved in conflict management in different ways. It also came out clear that support to secondary schools in the management of conflict was at two levels; school level and system level. On the part of monitoring, it transpired that the mechanism which were there were ad hoc and they included inspection visits and the requirement that head teachers should always submit reports which could carry issues related to conflict. The study concluded that poorly managed conflicts which turned into violence were a menace to secondary schools in Malawi. In this regard, there was need to ensure effective conflict management in order to avoid violence. To achieve this, the study has made a number of recommendations. Among them, it has been recommended that schools should from time to time take stork of the likely causes of conflict and address them accordingly. It has also been recommended that schools should put in place mechanisms for ensuring two way communication so that students feel free to air out their concerns. At Ministry level, it has been recommended that the MoEST should take guidance and counselling seriously by among other things training teacher councillors and making the post an established one. It has also been recommended that the MoEST should make sure that head teachers, deputy head teachers, teachers, parents and even education officials are inducted in conflict management.
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Implementing values education as a vehicle to enhance moral regeneration among youths in secondary schools in Gokwe South District, Zimbabwe: towards a holistic framework
- Authors: Ndondo, Shepherd
- Date: 2018
- Subjects: Values -- Study and teaching -- Zimbabwe Moral education
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9423 , vital:34350
- Description: This study focused on the implementation of values education strategies in secondary schools in Gokwe South District in Zimbabwe. The study employed the interpretive paradigm and it used the qualitative approach and case study research design. Purposive sampling was used to select 34 participants who were rich informants and these included 1 District Schools Inspector, 3 School heads, 3 School counsellors, 3 Religious Studies teachers, 3 History teachers, 3 Arts and Culture teachers and 18 learners (6 from each school). Data were obtained through face to face interviews, focus groups and document analysis. The study revealed that most learners in these schools embodied ubuntu that shaped their behaviour. ln order to deal with elements of indiscipline, the schools adopted values education strategies which included Positive discipline, Guidance and Counselling, teaching of Religious Studies, Citizenship Education, teaching of Arts and Culture, and Parental Involvement which were implemented in the selected schools in different ways. Imparting values based knowledge to students is a commendable step, however, there were gaps that were noted in the implementation process. Some subjects like Citizenship Education existed on paper but not in practice in some schools, as students claimed ignorance of their existence. Although these subjects were supervised and supported by the District Schools Inspector (DSI) and the School heads, lack of funds and limited resources negatively affected their implementation. With regard to discipline procedures, it was noted that some teachers utilized corporal punishment, despite it being outlawed in the country, as stated in the Ministry of Education Sports and Culture Circular P.35 of 1999. It emerged that there was lack of qualified School counsellors, Arts and Culture teachers and inadequate Parental Involvement in values disciplines. It was also established that lack of financial resources constrained the implementation of values education strategies in that teachers could not go for staff development workshops. Notwithstanding the hindrances encountered, the study found that there were pockets of good practices in implementing values education. The study concluded that selected secondary schools used several strategies in values education which involved counselling misbehaving learners and involving parents when their children have behaviour problems. It was also revealed that members of the school community were playing different roles in the implementation process. The study recommended that there should be active participation of all members in positive disciplinary procedures so that values education strategies become effective.The study also recommended that teachers be trained in teaching values disciplines for effective implementation. Lastly, based on the findings of the study and literature, the researcher proposed an alternative model for implementing values education strategies that will hopefully contribute to the eradication of moral decadence among the youths.
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Strategies used to cater for students with diverse academic backgrounds in the provision of textile, clothing and design programmes: a case study of two universities of technology in Zimbabwe
- Authors: Chimbindi, Felisia
- Date: 2017
- Subjects: Multicultural education -- Zimbabwe -- Cross-cultural studies Inclusive education -- Zimbabwe -- Cross-cultural studies
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/4948 , vital:28871
- Description: Universities admit students from diverse backgrounds and have an obligation to accommodate all the students in various educational programmes to ensure that they acquire relevant skills and knowledge. The provision of Textile, Clothing and Design programmes to students with diverse academic backgrounds in universities of technology in Zimbabwe has led to various concerns raised by the textile and clothing stakeholders. The concerns include poor performance of students, high student failure rate, high student drop out, late completion of programmes by students, and other problems emanating from curriculum implementation approaches used by the lecturers. This study therefore, sought to find out how students with diverse academic backgrounds are catered for in the provision of TCD programmes in the two sampled universities of technology in Zimbabwe, with a view to assist the students and to enhance the quality of TCD provision. The study adopted a post-positivism paradigm and used a mixed method research approach that integrated concurrent qualitative and quantitative procedures in data collection, analysis and interpretation. A questionnaire, interviews and document analysis were used to collect data from respondents. Purposive sampling procedure was used to select 36 TCD lecturers, 2 universities’ quality assurance directors, 2 TCD faculty deans of studies, and 2 department chairpersons. Collected data were analyzed using statistical and non-statistical procedures. The study revealed that catering for students with diverse academic backgrounds was practiced in the two universities despite the absence of a curriculum implementation policy to guide the provision of TCD programmes to students with diverse academic backgrounds at university level. It emerged that catering for students with diverse academic backgrounds in implementing TCD curricular at the two sampled universities was faced with various challenges that include lack of lecturer training with regard to catering for students from diverse academic backgrounds and inadequate lecturer training in depth TCD subject content knowledge and ICT teaching technology packages. The study also revealed that there is not enough university and stakeholder participation with regards to supporting and monitoring curriculum implementation process to cater for students with diverse academic backgrounds. Although there were challenges encountered in catering for students with diverse academic backgrounds, the study reveals that there are pockets of good practice in some curriculum implementation strategies implemented by the two institutions such as use of student centered teaching and instructional approaches, university support and lecturer commitment to assist the students. The study findings conclude that although catering for TCD students with diverse academic backgrounds was being practiced in the two universities of technology, there are very critical issues observed over the programmes implementation process that include absence of curriculum implementation policy, lack of training of lecturers and inadequate participative TCD stakeholder involvement. Based on the study findings and reviewed literature, the researcher suggests an alternative curriculum implementation framework for catering for students with diverse academic backgrounds that may help improve effectiveness of university programmes implementation.
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Implementation of classroom action research in Zimbabwean teacher education colleges: implications for teacher education curriculum
- Authors: Banda, Wilson
- Date: 2016
- Subjects: Action research in education , Education -- Research , Curriculum planning
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/10604 , vital:35632
- Description: It was the purpose of this study to interrogate the implementation of classroom action research (CAR) in identified Zimbabwean teachers’ colleges to provide the basis for future policy directions and related day-to-day CAR practice. The study leaned on the progressive educationists’ stance that teaching is an intricate profession that has more to it than mere technical skills. Teaching is viewed as a lifelong profession that requires pre-service teachers to be capacitated with CAR skills and competencies to ensure that they systematically, intentionally and critically consider a myriad of learner related psychosocial factors in their tour of duty. In that way teachers are made to appreciate why they should teach the way they teach, without necessarily turning them into some kind of public intellectuals, philosophers or theorists. The study utilised the mixed methods research approach in tune with the adopted pragmatism paradigm. The research paradigm draws on the strengths of both empirical data and the theoretical sentiments drawn from the respondents. The study used the concurrent triangulation design, rooted in the post-positivist research paradigm that integrates concurrent procedures in the collection, analysis and interpretation of research data. It was guided by three theoretical frameworks, namely, the experiential learning theory, the curriculum implementation framework and the living educational theory. The theories have a strong bearing on reflective practice and they acknowledge the subjectivity of truth. The study’s purposive sample comprised of sixty-four teacher educators and seventy-six preservice teachers. Several research instruments were utilised to solicit the requisite CAR implementation quantitative and qualitative data. These were questionnaires, interview schedules, focus group discussions and documents. The Statistical Packages for Social Sciences were used to summarise the solicited data through graphical representations and related frequency tables depicting descriptive statistics such as range, mean and mode. Qualitative data were analysed using content analysis through emerging themes, iv related to the sub-research questions. The study established that although the bulk of the teacher educators had the requisite professional qualifications, maturity and experiential background, more curricular and organisational reconstruction was required to improve on the status quo. For instance, solicited data demonstrated that the lecturers’ appetite for educational research was low. Furthermore, the teacher educators’ CAR skills and competencies were compromised by the research component’s inadequate contact time. In addition, it was instituted that the teachers’ colleges produced student teachers who lacked sound grasp of the CAR process. The mediocrity was attributed to a series of teacher educator and student teacher factors which were exacerbated by several other organisational and administrative impediments. Overall, the study concluded that teacher educators were incapacitated to effectively deliver CAR, owing partly to the nature of teacher educator preparation they got and the watered down professional induction. It further revealed that it was wrong to assume that all lecturers had operational capacity to effectively teach and supervise CAR projects. Furthermore, the study recommended that the teacher educators’ capacity in CAR needs enhancement. Identified CAR implementation strategies need further reconstruction and enforcement.
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An assessment of the implementation of continuing professional development programmes for primary school teachers in Malawi: a case of Zomba rural education district
- Authors: Selemani-Meke, Elizabeth
- Date: 2011
- Subjects: Primary school teachers -- Malawi , Teachers -- Vocational guidance -- Malawi , Teachers -- Development -- Zimbabwe , Teachers -- Education (Primary) -- Malawi , Teachers -- Economic conditions , Teachers -- In-service training -- Malawi , Teachers -- Social conditions
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: vital:16178 , http://hdl.handle.net/10353/501 , Primary school teachers -- Malawi , Teachers -- Vocational guidance -- Malawi , Teachers -- Development -- Zimbabwe , Teachers -- Education (Primary) -- Malawi , Teachers -- Economic conditions , Teachers -- In-service training -- Malawi , Teachers -- Social conditions
- Description: This study assessed the implementation of Continuing Professional Development (CPD) Programmes for primary school teachers in Zomba Rural Education District in Malawi. The study arose from a concern that, despite the Government of Malawi putting in place structures to facilitate the implementation of CPD for primary school teachers, research has shown that teachers have not improved their classroom practice. As a result, there has been poor learner performance at all levels of the primary education system to the extent that learners scored the lowest in the 2005 international examinations for the Southern Africa Development Community. From the literature, it appears that no thorough and conclusive studies to look into the issues behind the implementation of CPD programmes in Malawi have been conducted. Hence the researcher was motivated to assess how the CPD programmes are implemented with the view to explore better ways of implementing CPD programmes for teachers that can result in teacher change. 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. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, focus group discussions, CPD observations and document analysis. A total of 798 teachers filled the questionnaires. This figure represented 47% of the total number of teachers in the district. The researcher conducted 34 focus group discussions with teachers from various schools. She also held interviews with 34 head teachers and CPD programme facilitators (12 Primary Education Advisors and 3 CPD facilitators from organizations). Other interviews were held with the District Education Manager, the Coordinating Primary Education Advisor, the Coordinator of the New Curriculum, and the Coordinator for the Department of Teacher Education and Development. Further, the researcher made 3 CPD observations. The study revealed weaknesses in the implementation of CPD programmes for teachers in the district. Generally the study noted that there was much emphasis on the transmissive model of CPD implementation, to the neglect of transitional and transformative models such that the personal, social and occupational aspects of professional learning were not holistically considered in the programme designs. Specifically, the duration of the programmes was found to be inadequate for meaningful assimilation of new knowledge and skills; the expertise of facilitators was sometimes questionable; and the use of the cascade mode left teachers unsure and with knowledge gaps. Further, the study noted that the monitoring and support mechanisms for the programmes were weak; the consultation processes for teacher inputs in the CPD programme designs were dismal; and the welfare of teachers at the CPD venues was poorly handled.. At school level the study revealed that the teaching and learning environment compounded the problem of teachers’ difficulty in implementing what they learnt from CPD training. Large classes, inadequate teachers, lack of teaching and learning resources, limited infrastructure, lack of accommodation for teachers, lack of support from colleagues and learner absenteeism were some of the factors hindering implementation of CPD programmes at school level. The study has put forth recommendations for the effective implementation of CPD programmes for teachers in the district. Furthermore, based on the findings of the study and an extensive literature search, the researcher has suggested an alternative model for CPD implementation that can result in teacher change. Overall there is need for collaborative effort among stakeholders in education to ensure effective delivery of CPDs and their subsequent translation into practice at classroom level.
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