An assessment of the role of guidance and counselling in promoting learner discipline in secondary schools in the Oshikoto region of Namibia : a case study of learners with discipline problems
- Authors: Mbongo, Emelia Ndapandula
- Date: 2016
- Subjects: Educational counselling -- Namibia Counseling in secondary education -- Namibia School discipline -- Namibia School violence -- Namibia
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2325 , vital:27753
- Description: The study assessed the role of guidance and counselling in promoting learner discipline in secondary schools in the Oshikoto region of Namibia. The study used the mixed methods approach, which resulted in providing qualitative and quantitative data to provide an understanding of the problem. The instruments for data collection were questionnaires for principals, teachers, teacher counsellors and learners, as well as one-on-one interviews with learners. Thirty-one (31) principals, ninety-eight (98) teachers, thirty-seven (37) teacher counsellors and four hundred and eighty-nine (489) learners participated in the study. Results from the questionnaires were analysed by using descriptive statistics in the form of frequencies and percentages. Data presentation took the form of tables and bar graphs. Qualitative data collected from interviews were transcribed and put into themes and categories. The study revealed that schools experienced a wide range of disciplinary problems. It was further revealed that learners are affected by issues emanating from the environment, namely, schools and societies which influence their behaviour negatively. The principals and teachers believe that exclusionary and punitive methods are effective in managing learner indiscipline, while teacher counsellors and learners were against the use of such methods. In addition, principals, teachers and teacher counsellors all have a major role to play in maintaining discipline in schools through guidance and counselling. Suggestions were thus made to strengthen the use of guidance and counselling in promoting learner discipline in secondary schools by: improving training for teacher counsellors/Life Skills teachers in guidance and counselling, sensitisation of school managers about the roles and responsibilities of teacher counsellors, including the role played by teacher counsellors in learner discipline, improved leadership from school principals, strengthening the co-ordination and communication among the school personnel, and by strengthening the referral system from teachers to teacher counsellors and from teacher counsellors to outside agencies. It was recommended that the use of guidance and counselling in promoting learner discipline would be strengthened if teacher counsellors’ training is improved, school principals are sensitised on the roles of teacher counsellors, including their role in learner discipline as well as improved co-ordination and communication among school personnel regarding learner discipline. The study further recommended that the referral system of learners experiencing problems from teachers to teacher counsellors and from teacher counsellors to outside agencies should be strengthened.
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An assessment of the role of guidance and counselling in promoting learner discipline in secondary schools in the Oshikoto region of Namibia:a case study of learners with discipline problems
- Authors: Mbongo, Emelia Ndapandula
- Date: 2016
- Subjects: Educational counseling Counseling in secondary education -- Namibia School discipline -- Namibia
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5358 , vital:29215
- Description: The study assessed the role of guidance and counselling in promoting learner discipline in secondary schools in the Oshikoto region of Namibia. The study used the mixed methods approach, which resulted in providing qualitative and quantitative data to provide an understanding of the problem. The instruments for data collection were questionnaires for principals, teachers, teacher counsellors and learners, as well as one-on-one interviews with learners. Thirty-one (31) principals, ninety-eight (98) teachers, thirty-seven (37) teacher counsellors and four hundred and eighty-nine (489) learners participated in the study. Results from the questionnaires were analysed by using descriptive statistics in the form of frequencies and percentages. Data presentation took the form of tables and bar graphs. Qualitative data collected from interviews were transcribed and put into themes and categories. The study revealed that schools experienced a wide range of disciplinary problems. It was further revealed that learners are affected by issues emanating from the environment, namely, schools and societies which influence their behaviour negatively. The principals and teachers believe that exclusionary and punitive methods are effective in managing learner indiscipline, while teacher counsellors and learners were against the use of such methods. In addition, principals, teachers and teacher counsellors all have a major role to play in maintaining discipline in schools through guidance and counselling. Suggestions were thus made to strengthen the use of guidance and counselling in promoting learner discipline in secondary schools by: improving training for teacher counsellors/Life Skills teachers in guidance and counselling, sensitisation of school managers about the roles and responsibilities of teacher counsellors, including the role played by teacher counsellors in learner discipline, improved leadership from school principals, strengthening the co-ordination and communication among the school personnel, and by strengthening the referral system from teachers to teacher counsellors and from teacher counsellors to outside agencies. It was recommended that the use of guidance and counselling in promoting learner discipline would be strengthened if teacher counsellors’ training is improved, school principals are sensitised on the roles of teacher counsellors, including their role in learner discipline as well as improved co-ordination and communication among school personnel regarding learner discipline. The study further recommended that the referral system of learners experiencing problems from teachers to teacher counsellors and from teacher counsellors to outside agencies should be strengthened.
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Assessment of the implementation of the National Certificate (Vocational) plant production modules
- Authors: Langa, Phakama Perry Macmillan
- Date: 2016
- Subjects: Curriculum planning Technical education -- Curricula Vocational education -- Curricula
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2359 , vital:27778
- Description: From 2010, the South African vocational skills education is offered by the Department of Higher Education and Training (DHET) through the Technical Vocational Education and Training (TVET) colleges. TVET colleges need to be transformed in order to empower young learners with the skills required by the various sectors of the economy. The purpose of this study was to assess the implementation of the National Certificate (Vocational) Plant Production module in Training and Vocational Education and Training (TVET) Colleges. The sample for this study is concurrent triangulation whereby complementary methods of data sources were brought together to offset each other‘s weaknesses. The sample for this study consisted of participants from three TVET colleges: one deep rural, one semi-rural/semi-urban and one urban in terms of geographical location. A total of 18 participants were interviewed: 2 subject advisors engaged by the colleges, 1 lecturer from college A, 3 lecturers from college B, 2 lecturers from college C, 4 graduates from college B, 3 graduates from college C and 3 employers .Research design for this study has features of both a survey and a case study. The mixed-method approach was applied using document analysis, questionnaires and interviews for data collection. The researcher found out that there is a disparity between the Plant Production guidelines and their implementation and assessment. Among the main reasons for failure to implement the guidelines properly are poor or inadequate infrastructure for doing practical work, high rate of student absenteeism within the investigated categories, and the high drop-out rate at Levels 2–4. To minimize the challenges in offering the Plant Production module, the study recommends that since some colleges cannot afford purchasing large sizes of land to properly implement the Plant Production guidelines, the government and the DHET should link the Primary Agriculture training to the land reform program where students can be trained under the land reform program.
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Assessment of the implementation of the National Certificate (Vocational) plant production modules
- Authors: Langa, Phakama Perry Macmillan
- Date: 2016
- Subjects: Technical education -- Curricula Vocational education -- Curricula Curriculum planning
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5391 , vital:29229
- Description: This study investigates the implementation of Language in Education Policy (LiEP) in learning and teaching in grades six from two schools. It critically examines the teachers’ practices and experiences towards English as the language of learning and teaching (LoLT) at two different primary schools from the eMalahleni in the Lady Frere Education District in the Eastern Cape. The study is guided by the fact that most learners use their mother tongue (isiXhosa) in classroom as well as outside classroom contexts. Furthermore, some teachers use the translation method of teaching language as they code-switch to their home language when teaching content subjects as well as English. Despite this practice in class, learners are expected to answer their test and examination questions in English. Theoretically, this study is underpinned by the constructivist view of language learning (Gaserfeld, 2003) and English as an international language (Sivasubramaniam, 2011). On the basis of the ecological and the constructivist approaches to language learning, Sivasubramaniam (2011 p.53) views language as a creative instrument of meaning which ‘has the power to create meaning anew and afresh’ each time that someone uses it. The study makes use of the qualitative research method with a case study design that is placed within the interpretive paradigm. The data collected will be analysed through the use of critical discourse analysis. The findings from the study suggest some instrumental motivations to use English as LOLT which is informed by Language policy. Some of these motivations are: studying abroad, business with foreign investors and integrative motivations as the learner will be able to communicate with people from different countries. The study concludes that there is need for schools to stick to the English medium because this acts as an open door to the upward economic mobility among the previously disadvantaged. Based on this, it can be recommended that schools stick to English first additional language as their language of teaching and learning.
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Catering for children with special education needs in the provision of early childhood development programme in Zimbabwe : towards a holistic and inclusive framework
- Authors: Chinhara, Henry
- Date: 2016
- Subjects: Children with disabilities -- Education -- Zimbabwe Special education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/3055 , vital:28244
- Description: The study investigated how primary schools in Chiredzi District in Zimbabwe, cater for ECD “A” and “B” children with special education needs. A mixed method design located in the pragmatism paradigm was used to carry out the study. Post-positivist is an interactive process which produced in-depth, detailed, rich data from personal perspectives and experiences that resulted in realistic understanding of phenomenon, interpreted through the social and cultural context of respondents’ lives. By adopting quantitative and qualitative approaches, the researcher was able to ensure a high level of reliability in the collected data, at the same time obtaining comprehensive information on how primary schools attaching preschool classes in Chiredzi district cater for ECD “A” and “B” children with special education needs. Purposive sampling and cluster sampling procedures were used to solicit information from ECD teachers, school heads, parents, the District Education Team, NGOs and critical government ministries through semi-structured questionnaires, face-t-face interviews, focus group discussions, observations and document analysis. The study established that, while the government carries out its mandate of providing social services to learners with special education needs, they are incapacitated due to lack of resources. The majority of schools are not providing adequate health facilities for learners with special education needs. Furthermore, most schools are not providing nutritional supplementation to vulnerable learners, situations which deprive the learners with the much needed opportunity to grow and develop to the anticipated potential. In addition, the study noted that, ECD “A” and “B” children with special education needs enrolled in classes attached to primary schools do not access Basic Education Assistance Module (BEAM) or Cash Transfers to alleviate the children that are in need. It came out that such a situation impacts on learners’ attendance and subsequently their learning outcomes. Regardless of the stipulations by international treaties on the nature of inclusive education, the study established that, the education system has not yet modified curriculum to accommodate learners with diversified forms of special education needs. The situation is made worse by the fact that, heads of schools, and teachers are not adequately trained to handle learners with special education needs in early childhood development programmes. In addition, schools face the challenge of scarcity of learning resources that support ECD learners with special education needs which seriously impact on the growth and development of young learners at this critical stage of their development. Regardless of the essence of continuous professional development programs, in schools whose purpose is to redress the professional gap in schools, the study found that the CPD are doing very little to transform the mind-set of teachers. The study concluded that learners with special education needs are not benefiting from the current inclusive education programme. The study recommends that following; Stakeholders work together to promote the health and nutritional needs including other social services of ECD learners in classes attached to primary schools. There be a national teacher in-service programme for those teachers deployed in schools, to equip them with the desired skills, and knowledge to handle learners with special education needs, especially at this critical stage of their development. Teachers’ Colleges redesign their curriculum to address inclusive education in schools. Teachers’ Colleges need to empower new graduates with skills and knowledge to handle children with special education needs in schools. Policy makers to advocate for redesigning the curriculum to include children with special education needs to ensure availability of resources in inclusive schools to alleviate the challenges faced by these children. Those policy makers should advocate for a way to ensure that all children with special education be enrolled in mainstream schools. Thus, the study proposed an alternative, holistic, and inclusive education model for schools attaching ECD “A” and “B”
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Clothing fashion design students' workplace learning experiences in a university of technology in Zimbabwe : towards an enhanced workplace learning role
- Authors: Tarirai, Dandira
- Date: 2016
- Subjects: Fashion design Fashion--Study and teaching Fashion design--Study and teaching
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/16080 , vital:40662
- Description: The focus of this study was to explore Clothing Fashion Design students’ workplace learning experiences at one university of technology in Zimbabwe. Underpinned by Kolb’s (1984) experiential learning theory, the study was located in the interpretivist research paradigm and followed a qualitative research approach, which utilised a descriptive case study design. The research sample was purposively drawn from third year Clothing Fashion Design students on workplace learning, university lecturers and workplace mentors. It included nine third year students, six workplace mentors and six University lecturers. Two major methods were employed to collect data namely; in-depth face–to-face individual interviews with students, university lecturers and workplace mentors and document analysis as a secondary method of data collection method. The data were analysed for content using thematic data analysis technique. Major findings of the study are that third year Clothing Fashion Design students at the University under study applied knowledge and skills learnt from University in Pattern Design, Garment Cutting and Making, Fashion Illustration, Fashion marketing and Retailing and Communication Skills. However, they did not design new patterns neither were they guided in Fashion Illustration since these were not done in industry as mentors lacked knowledge in these critical areas. In garment cutting and making they did not use specialised machinery due to the scarcity of such machinery and in other cases limited access. Knowledge and skills acquired from workplace learning included pattern design, garment cutting and making, fashion quality management and fashion marketing and retailing. Students did not gain skills in fashion designing and use of specialised machinery since most industries had no such machinery. Students also learnt to value time and put emphasis on production of quality products at the workplace. Dress was also valued but not by all the students since it was not uniformly considered in all industries. The factors that hindered workplace learning included strikes by mentors, shortage of material resources such as fabrics, under qualified mentors, sexual harassment and improper supervision, financial challenges and inadequacy of time to attend to university academic work. Factors that promoted workplace learning included assistance by mentors, availability of basic resources for use, good student-mentor relationships and self- motivation. Findings also reflected the guidance that was offered to students by lecturers and workplace mentors which included preparation of students for workplace learning, discipline, counselling and guidance in research projects and in practical work. Support that was offered to students by lecturers and workplace mentors included assessment, moral support, student welfare and, in some cases material support. There was very little of financial support. The study concludes that while students generally appeared to benefit from workplace learning, there were challenges that negatively affected workplace learning. The study recommends improved university/industry partnership to enhance workplace learning, among other recommendations. A model for enhancing students’ workplace learning is also proposed.
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Effect of organisational policies on school management teams' job performance at Maluti District, Eastern Cape , South Africa
- Authors: Leboea, Paulos Dipholo
- Date: 2016
- Subjects: School management teams Total quality management in higher education -- South Africa -- Eastern Cape Performance standards -- South Africa --Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5315 , vital:29188
- Description: Most school management teams (SMTs) do not do their tasks either due to lack of time or inability to fulfil this obligation. Should this be true for South African schools, it would reflect negatively on the SMT job performance. This led to undertaking research in order to ascertain the fit between organisational policies of induction, mentoring, curriculum assessment training and curriculum supervision and the SMT job performance by way of establishing the effect of organisation policy on SMTs’ job performance. The research adopted a descriptive survey research design of the correlational type. Two sets of questionnaires, one for independent variables and the other for the dependent variable, were used to elicit information from the respondents. Some of the findings show that aspiring SMT members need some training so as to know what will be expected of them to do once they get selected as SMT members. It was further proven that common tests that are normally set at the provincial and district and/or school based levels are invariably not of the standard that the Department of Basic Education (DBE) prescribes nationally. The foregoing led to the conclusion that the SMT job practice is invariably not informed by the relevant organisational policies. Hence a cascade model of SMT training is recommended, as is the notion that training toward organisational policies under review should be done cohesively.
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Effect of organisational policies on school management teams' job performance at Maluti District, Eastern Cape , South Africa
- Authors: Leboea, Paulos Dipholo
- Date: 2016
- Subjects: School management teams School management and organization -- South Africa -- Eastern Cape Total quality management in higher education -- South Africa -- Eastern Cape Performance -- Management
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2293 , vital:27748
- Description: Most school management teams (SMTs) do not do their tasks either due to lack of time or inability to fulfil this obligation. Should this be true for South African schools, it would reflect negatively on the SMT job performance. This led to undertaking research in order to ascertain the fit between organisational policies of induction, mentoring, curriculum assessment training and curriculum supervision and the SMT job performance by way of establishing the effect of organisation policy on SMTs’ job performance. The research adopted a descriptive survey research design of the correlational type. Two sets of questionnaires, one for independent variables and the other for the dependent variable, were used to elicit information from the respondents. Some of the findings show that aspiring SMT members need some training so as to know what will be expected of them to do once they get selected as SMT members. It was further proven that common tests that are normally set at the provincial and district and/or school based levels are invariably not of the standard that the Department of Basic Education (DBE) prescribes nationally. The foregoing led to the conclusion that the SMT job practice is invariably not informed by the relevant organisational policies. Hence a cascade model of SMT training is recommended, as is the notion that training toward organisational policies under review should be done cohesively.
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Effects of frequent changes in curriculum on effective teaching and learning for creating safe, caring and child-friendly schools : a South African case study
- Authors: Makwarela, Mawela Convince
- Date: 2016
- Subjects: School discipline--South Africa School violence--South Africa School management and organization--South Africa
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/15594 , vital:40481
- Description: South Africa‟s government strategy for Child Protection Programmes is the pre-requisite that plans to articulate its work on school learner protection as a distinct area of programmatic intervention. Hence, this study explores an assessment of the implementation of DoE and UNICEF guidelines for creating safe, caring and child-friendly schools. A sequential mixed method approach was used in this study; both questionnaires and interviews were used. The design allows using both quantitative and qualitative data collection methods to elicit implicit and explicit information from the same case through pattern-matching; a technique linking several pieces when a holistic and in-depth investigation is required. The sample of the study consisted of 24 school principals, 24 HoDs, 24 SGB members, 24 educators, 24 educators‟ union members and 24 learners who were conveniently selected from 24 secondary schools across Vhembe District. Survey data were obtained from school principals, HoDs, SGB members, educators, educators‟ union members and learners regarding the ways and degree to which participants are involved in school incidents, decision-making processes, and their own experiences regarding safe, caring and child-friendly schools. In terms of data analysis, validation indicates concurrent and construct validity obtained by combining participant‟s responses from interviews and self-report questionnaires based on experiences of incidents from their schools. Statistically significant results point the way to validating the approaches taken as best practices. The findings reveals among others that the factors contributing to learner aggression include family factors, environmental factors and school-related factors, whilst the most common forms of learner incidents in schools are verbal violence, physical violence and bullying. The results also indicate that a safe school climate is not enough for learners to speak freely and report unwanted sexual experiences. The study concludes with the role that the school, parents and the Department of Education can play in addressing learner problems in schools.
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Examining the nature and extent to which learners with special educational needs are included in regular schools: the case of four primary schools in Cape Town, South Africa
- Authors: Shadaya, Girlie
- Date: 2016
- Subjects: Special education Inclusive education -- South Africa -- Cape Town Children with disabilities -- Education -- South Africa -- Cape Town
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5346 , vital:29214
- Description: The study is premised on the assumptions that learners with special educational needs are not fully included in regular schools and that perceptions of teachers influence their behaviour toward and acceptance of learners with special educational needs in regular classes. In light of this, the aim of the current study was to examine the nature and extent to which learners with special educational needs are included in regular schools with the ultimate aim of assisting learners with special educational needs to be fully catered for by schools and teachers. The researcher opted for the mixed method approach which is embedded in the post positivist research paradigm. The mixed method approach makes use of quantitative and qualitative methods of data collection, presentation and analysis. Data were generated from a sample of 60 teachers and 4 principals from 4 regular primary schools mainly through questionnaires. Data were also generated from interviews, observation and documents. These data from interviews, observation and documents were used to buttress results from the questionnaires. The findings of this present study showed that many schools are now moving towards inclusivity. There is a relative prevalence of learners with disability in schools. The study also established that the inclusion of learners with special educational needs in regular schools was faced with a number of problems. There were inadequate professionally-trained teachers in schools. Shortage of classrooms, large class sizes, equipment and materials affected the quality of access to education for learners with special educational needs. Although there was significant support at school level, it emerged that there was inadequate quality in-service training programmes for teachers conducted by district officials. Overall, the findings of the study have confirmed the assumptions of the study. For learners with special educational needs to be fully included in regular schools, the study would recommend that the government improve the quality of teachers through in-service training programmes. Moreover, schools must be adequately resourced and government should commit itself to the alleviation of large class sizes. The study further revealed that, gaps still exist in the inclusion of learners with special educational needs between the intended and the actual practice. The study, therefore, recommends that research be conducted with the possibility of establishing strategies for the inclusion of learners with special educational needs in regular schools. This might improve the actual practice of including learners with iii special educational needs in regular schools. In turn, learners with special educational needs can be said to have equal access to education.
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Examining the nature and extent to which learners with special educational needs are included in regular schools: the case of four primary schools in Cape Town, South Africa
- Authors: Shadaya, Girlie
- Date: 2016
- Subjects: Special education -- South Africa -- Cape Town Inclusive education -- South Africa -- Cape Town Children with disabilities -- Education -- South Africa -- Cape Town
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2336 , vital:27754
- Description: The study is premised on the assumptions that learners with special educational needs are not fully included in regular schools and that perceptions of teachers influence their behaviour toward and acceptance of learners with special educational needs in regular classes. In light of this, the aim of the current study was to examine the nature and extent to which learners with special educational needs are included in regular schools with the ultimate aim of assisting learners with special educational needs to be fully catered for by schools and teachers. The researcher opted for the mixed method approach which is embedded in the post positivist research paradigm. The mixed method approach makes use of quantitative and qualitative methods of data collection, presentation and analysis. Data were generated from a sample of 60 teachers and 4 principals from 4 regular primary schools mainly through questionnaires. Data were also generated from interviews, observation and documents. These data from interviews, observation and documents were used to buttress results from the questionnaires. The findings of this present study showed that many schools are now moving towards inclusivity. There is a relative prevalence of learners with disability in schools. The study also established that the inclusion of learners with special educational needs in regular schools was faced with a number of problems. There were inadequate professionally-trained teachers in schools. Shortage of classrooms, large class sizes, equipment and materials affected the quality of access to education for learners with special educational needs. Although there was significant support at school level, it emerged that there was inadequate quality in-service training programmes for teachers conducted by district officials. Overall, the findings of the study have confirmed the assumptions of the study. For learners with special educational needs to be fully included in regular schools, the study would recommend that the government improve the quality of teachers through in-service training programmes. Moreover, schools must be adequately resourced and government should commit itself to the alleviation of large class sizes. The study further revealed that, gaps still exist in the inclusion of learners with special educational needs between the intended and the actual practice. The study, therefore, recommends that research be conducted with the possibility of establishing strategies for the inclusion of learners with special educational needs in regular schools. This might improve the actual practice of including learners with special educational needs in regular schools. In turn, learners with special educational needs can be said to have equal access to education.
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Fathers' involvement in the social development of children under six years: a social capital perspective and implications for early childhood development in the East London Education District
- Authors: Adams, Clyde Glenith Graham
- Date: 2016
- Subjects: Child development-- South Africa -- Eastern Cape Father and child -- South Africa -- Eastern Cape Fatherhood -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5116 , vital:29077
- Description: The experiences of twenty fathers were explored to understand the involvement in the social development of children under six years. The main research question that guided the study was: what are fathers’ experiences with involvement in the social development of their children under the age of six years and what implications do these have for early childhood development? A social capital perspective was followed. The qualitative data was collected through the use of semi-structured interviews. The data was then analysed qualitatively. Results show that although most of the respondents could not give a definition of the concept of social development, they, however, understood the importance of parents playing a role in the development of a child. Fathers understood their role as supportive, nurturing and being there for their children. Fathers also understood their basic role as being the provider and protector. They also perceived their role as being authoritative and see themselves as the main disciplinarians. Results reveal that most schools do not offer programs specifically designed to encourage fathers to participate. Most importantly, results indicate that fathers’ interest in a variety of sporting activities, information sharing and talking about challenges both the schools as well as fathers face, are some of the ways fathers would like to be involved. Findings also indicate that although fathers acknowledged the role of the Department of Basic Education (DoBE) as mainly that of financial contributor in order to facilitate the skills development as well as that of information dissemination. However, fathers who took part in the study did not understand how the DoBE skills development agenda is envisaged for fathers. Notwithstanding, the respondents were quite clear that a father has an influential role to play in their children’s development. It also emerged that the greater the involvement, the more positive the influence on the child’s development. This study concludes that the presence of fathers in children’s lives is known to contribute significantly to their chances of experiencing positive developmental outcomes. Although the father-child relationship’s influences on children’s social competence have received increased attention in general, research on fathers’ understanding of their roles, involvement with their children as well as challenges confronting them with their involvement is scant. Based this the above, a number of recommendations have been made.
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Foundation Phase male student-teachers’ experiences during Teaching Practice: Implications for Initial Teacher Training
- Authors: Makeleni, Sive
- Date: 2016
- Subjects: Student teaching -- South Africa Teachers -- Training of -- South Africa Teaching -- South Africa
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5171 , vital:29095
- Description: The aim of this study was to explore experiences of Foundation Phase male studentteachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological design, unstructured interviews and personal diaries are used for data collection. In this study data were collected through unstructured interviews and personal diaries of the participants. I employed interpretivism as a research paradigm. The study found that despite South Africa being a democratic country Foundation Phase is still viewed as a female space. Findings reveal that male student-teachers feel that in a democratic country, gender equality should be exercised. The study revealed that teaching profession is undermined. As much as participants reported about insecurities, they also reported about the benefits of being a male studentteacher in Foundation Phase specialisation. One of the benefits reported is knowledge and understanding of child development theories. The participants reported that during TP, they were seen as role-models, as father figures and resources. The research recommends that Initial Teacher Education Programme should do more in preparing male student-teachers venturing in Foundation Phase. The research also suggests that all stakeholders involved in education should have a programme focusing on developing teaching profession to be a prestigious profession. The government and all education stakeholders should also focus on gender equality within FP specialisation, both in Initial Teacher Education institutions and in schools.
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Foundation phase male student-teacher’s experiences during teaching practice: implications for initial teacher training
- Authors: Makeleni, Sive
- Date: 2016
- Subjects: Student teaching -- South Africa Teachers -- Training of -- South Africa Teaching -- South Africa
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/4780 , vital:28519
- Description: The aim of this study was to explore experiences of Foundation Phase male student teachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological design, unstructured interviews and personal diaries are used for data collection. In this study data were collected through unstructured interviews and personal diaries of the participants. I employed interpretivism as a research paradigm.
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Grade 12 learners' perceptions of the effect of urban agriculture on life satisfaction in Duncan Village
- Authors: Beni, Ntombomzi Octavia
- Date: 2016
- Subjects: Urban agriculture -- South Africa -- Eastern Cape Agricultural education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/17861 , vital:41461
- Description: The importance of agricultural sciences in the school curriculum all over the world cannot be over-emphasized. It includes an alternative source of fresh produce, improved life satisfaction and a way to preserve cultural identity and traditions. This research study seeks to investigate the perception of Grade 12 learners on the effects of urban agriculture on life satisfaction in Duncan Village. The study adopts a descriptive survey design to elicit information from the respondents on their perceptions on the effects of urban agriculture on life satisfaction. A validated structured questionnaire whose reliability co-efficient is 0.81 was used to collect information. The simple random sampling technique was used to select 78 (seventy-eight) Grade 12 learners. The study reveals among others some components of life satisfaction as a result of urban agriculture. These components are; nutrition, self-employment, food security and poverty eradication and they have positive effects on life satisfaction of the respondents. The study recommends that the South Africa Government should make agriculture education as a compulsory subject for grade 10 and 11 learners in rural areas. This will enable them to develop entrepreneurial skills and self-reliance mentality before they finish their secondary school careers. Similarly, the practical components of this subject should constitute 50percent if not more from the overall marks. Realisation of this idea will alleviate, to some extent burden of unemployment and food scarcity as school leavers will be able to implement right away agricultural skills already acquired.
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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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Implementation of gender equality policies to enhance female leadership in Zimbabwean universities : towards a comprehensive framework
- Authors: Chitsamatanga, Bellita Banda
- Date: 2016
- Subjects: Sex differences in education Discrimination in education Women executives
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/13571 , vital:39680
- Description: This study critically examined the implementation of gender equality policies to enhance female leadership in Zimbabwean universities. Three theoretical frameworks were adopted for this study which were: The feminist critical policy analysis, top-down and bottom-up policy implementation theories. Within this study an interpretive paradigm which aligned with the qualitative approach and the case study design to better understand the phenomena were adopted. The study covered two state universities in Zimbabwe which were purposively selected. The participants who comprised Pro Vice Chancellors, Deputy Registrars Human Resources, Faculty Deans, Director of Gender Schools, Senior Administrative Registrars, Chairpersons of Departments and males and female academics were also purposively selected. Semi structured interviews, focus group discussion and document analysis were used as data collection instruments. Data were analysed using content analysis and the emerging results were organised into different themes reflective of the participant’s responses. The findings of the study presuppose that the state universities Zimbabwe were implementing gender sensitive organisational culture through open door policy and this promoted transformational leadership in both universities. The study revealed that both universities consulted internal and external gender experts and top-down and bottom-up consultations were made during policy formulation. It was discovered from the study that both universities had also utilised gender mainstreaming and affirmative action as strategies for promoting female leadership and gender equality. Despite teaching and learning, community engagement, research, recruitment and promotions which were used to promote the gender agenda, there were indications that these were being implemented in a haphazard manner. This adversely influenced active participation of females in decision making processes. The collected data also showed that both universities had enacted gender structures which were in line with international, regional and national gender policies and conventions and were being used to irradiate the importance of having gender parity in top positions. The findings of the study further illuminated that monitoring and evaluation of the gender equality policy and programs in place to advance females to leadership positions had not been done, leading to major impediments to achievement of gender balance. There also emerged a number of challenges which were uniform in both universities namely; lack of gender knowledge; commitment, lack of gender training and workshops, lack of consultation using bottom-up approach, gender budgeting and inadequate resources. Though the above mentioned were identified as encumbering features in both universities there was a substantiation of pockets of good practices. These were; implementation of gender equality policy, involvement of internal and external gender experts to policy formulation; promotion of shared power and authentic leadership through transparent selection of chairperson of departments; gender workshop and training; staff development programmes; enactment of gender structures, enhanced community engagement and liaison with NGOs to promote gender agenda at all levels. Regardless of the number of hurdles that indicate that universities continue to be fraught with challenges in promoting female leadership, the pockets of good practices are evidence that both universities are making positive strides through the implementation of gender equality policies to enhance female leadership. Therefore, to benchmark changes in universities, the study recommends that transformational leadership must permeate in all university structures to promote an organisational culture that is gender sensitive. There must be adequate resources, gender training and workshops; focal persons and points; commitment and political will, gender experts from governmental to ministerial levels and satellite gender structures. Monitoring and evaluation should be carried out in both universities and this should be guided by a framework so as to assist universities to tap into female empowerment and gender equality that will promote the interests of both genders, while retaining the quality and excellence in universities. Lastly, the findings of the study and the extant literature are indicative that enhancement of female leadership in universities is currently affected by a number of challenges. Therefore, as part of redress, the researcher recommends a comprehensive framework which illuminates pockets of good practices in implementing gender equality policies to enhance female leadership in universities.
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Learners' views regarding their effective participation in school governance
- Authors: Munikwa, Julius
- Date: 2016
- Subjects: Student participation in administration
- Language: English
- Type: Thesis , Masters , Education
- Identifier: http://hdl.handle.net/10353/16013 , vital:40582
- Description: Effective learner participation for the development of Representative Council of Learners (RCL) governors in school governance (SG) is of great essence. A qualitative study was conducted in order to assess the learners’ views regarding their lived views and experiences in SG. Twenty four (24) RCL and class representatives from three data sites comprising three high schools in East Cape, in the East London District Education participated in the study. Data was gathered through semi-structured interviews, focus group discussions and document analysis from two convenient and one snowball samples, respectively. From each school, a chairperson, a secretary and six focus group discussions (FDGs) members were utilised as participants in order to enrich the study. In doing so, the study made use of Wilcox’s ladder of participation as the lens to unpack the learners’ views regarding their effective participation in school governance. This ladder includes information, consultation, deciding together, acting together and supporting independent community interests. The findings showed that learner participation in both township and former Model C schools is significant. However, a number of pertinent factors that make the voices of learner governors to be stifled emerged. These include lack of capacity building, exclusion from other meetings, dominance of adult governors, lack of collaboration and the fact that learners have to be seen as being respectful and disciplined when in meetings with parents. This makes them to accept their role as a tool for middlemen between the parents, teachers and fellow students. These make the field of effective learner participation uneven, hence making them window dressers and have pseudo contributions in SG. The study therefore suggested that learners should be capacitated to make effective and meaningful contribution in school governance. Learners should work collaboratively with adult governors to enhance effective participation in SG.
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Perspectives of Post Graduate Certificate in Education (PGCE) students on the effectiveness of school based mentoring
- Authors: Baartman, Nomakhaya
- Date: 2016
- Subjects: Mentoring in education -- South Africa -- Eastern Cape Teachers -- In-service training -- South Africa -- Eastern Cape Student teachers -- Supervision of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/5641 , vital:29354
- Description: Effective mentoring is essential for the development of student-teachers. A sequential explanatory mixed method study was conducted in order to analyse the perspectives of Post Graduate Certificate of Education (PGCE) students on the effectiveness of school based mentoring. Thirty-six (36) PGCE students from a higher education institution in the Eastern Cape participated in this study. Firstly, quantitative questionnaires were used to gather data from all the participants followed by qualitative semi–structured interviews from a purposive sample of five (5) participants in order to enrich the study. This study analysed PGCE students’ perspectives of mentor teacher practices. In doing so the study evoked Hudson and Peards’ Five Factor Mentoring Model. This model includes Personal Attributes, Systems Requirements, Pedagogical Knowledge, Modelling and Feedback. From the findings, PGCE students reported that Teaching Practice (TP) is a stressful period full of anxieties, excitement and fears, hence they need to be guided and supported by knowledgeable and specialist teachers (mentors). Mentors play a significant role in supporting and guiding student-teachers during TP. From the analysis of PGCE students’ perspectives, the research suggested that those who were supported and guided by their mentors experienced positive mentoring during TP. Those who experienced negative mentoring reported limited time for mentoring and unavailability of the mentors as the causes. They further expressed that they wished mentors were understanding, good models who treated them as teacher candidates not as students and gave them constructive feedback. Finally, they indicated that the partnership between host schools and the university needs to be improved.
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Professional identity of teacher educators as assessors of teaching practice : a case study in a South African university
- Authors: Roy, Irene Juanita Sass
- Date: 2016
- Subjects: Teacher educators--Professional relationships Teachers--Training of
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/15969 , vital:40570
- Description: This study focuses on the professional identity of Teacher Educators as assessors of teaching practice for Post Graduate Certificate in Education (PGCE) student teachers.The research was presented as a case study at one institution of higher learning. The focus was on the professional identity of teacher educators as revealed in the assessment narratives they expressed as a report back to PGCE students and the verbalisation of their beliefs through semi-structured interviews at the particular institution. This study adopted a qualitative research methodology from an interpretivist paradigm whereby the collected data was coded and analysed through applying both inductive and deductive reasoning. Themes which emerged from the data were qualitatively analysed through the social-constructivist theories of Bernstein, Lave and Wenger and Feiman-Nemser. This study revealed that the professional identity of Teacher Educators plays a significant role in the way in which they assess students. The study showed that theprofessional identity (encompassing of professional knowledge) of Teacher Educators determines their assessment focus, professional knowledge and identity is reflected in the narrative feedback to PGCE student teachers and their views of the current assessment instrument as (in)effective. The study revealed that Teacher Educators have specific expectations (pedagogical skill, subject and content knowledge) but the complexities of their identity override how they apply the assessment instrument. In addition Teacher Educators are challenged by the PGCE cohort in that they expect this group to show the same competencies as students coming through the under-graduate programme. The study recommends that a collaborative approach be adopted in the preparation and assessment of PGCE student teachers; a re-conceptualisation of the requirements of teaching competence for this group be undertaken; and Teacher Educators be empowered to teach and assess PGCE student teachers aligned with the principles of andragogy and that Higher Education policy take cognisance of and make provision for the unique needs of PGCE teacher training. The study proposes a revised approach by Teacher Educators be considered which treat the assessment of teaching competence for PGCE student teachers in a less fragmented and individualised manner. This implies that a different organisational assessment culture is needed in order to democratize the assessment of PGCE student teachers, training in the GET band in South Africa.
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