Agriculture vocational education programme and the promotion of job creation skills in the Free State Technical Vocational Education and Training College
- Authors: Thwala, William Mandla
- Date: 2017
- Subjects: Vocational education -- South Africa -- Free State Job creation -- South Africa -- Free State
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/11172 , vital:37199
- Description: The aim of the study was to investigate agriculture educational programme and the promotion of job creation skills in the OFS FET College. The interpretivism paradigm and design approach were adopted in this qualitative research. The sample consisted of three final year students, three facilitators and one coordinator. The non-probability and purposive sampling techniques was used for the qualitative research. The qualitative data was descriptive, and thematically analysed. The study found that there is a big demand for agricultural professional in South Africa but very few are choosing this career. The quality of education in agricultural sector is not where it should be. The demand for skilled people in the sector is growing, while the number of students enrolling in agriculture-related training continues to decrease. Africa’s agricultural education is failing to produce a new wave of farmers. The study found that FET colleges did not train and provide enough skills to students to enhance development in agriculture sectors and therefore make students non-productive at labour market. The study also found that the FET colleges had left a trail of low skills, partially educated and jobless youth behind. The study also found that the curriculum tended to be outmoded, irrelevant to adequately address the challenges facing modern agriculture .The curriculum still focused on farm production rather than encompassing all segments of agricultural value chains, entrepreneurship, and agriculture business processing market. Agriculture forms the basic food security of every country .It contributes a large proportion of gross domestic product in many developing countries and is the source of income and subsistence for many of the poorest and most vulnerable individuals and households.
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An analysis of formative assessment challenges facing English language (L2) secondary school teachers in the Makoni District of Zimbabwe : a study of five schools
- Authors: Mawuye, Enock Panganayi
- Date: 2017
- Subjects: English language -- Study and teaching -- Foreign speakers Teachers -- Training of -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/5058 , vital:29028
- Description: The purpose of this study was to analyse formative assessment challenges facing English Language (L2) Secondary school teachers in the Makoni District of Zimbabwe. Data were collected from 25 English Language secondary school teachers pooled from 5 secondary schools in the Makoni District. The study utilised the pragmatic paradigm which allowed the use of the mixed methods approach. The study used the survey research design. Quantitative data were collected through questionnaires while qualitative data were collected through follow-up interviews, documents and non-participant observations. Cross-tabulations were used to present data which were then reported mainly in percentages. While most of the qualitative data were used to buttress findings established through the questionnaires, the other data were categorised into themes and analysed accordingly. Major challenges that were revealed by this study were that teachers used the teacher – centred approach, feedback given to pupils was not detailed, there was less time to assess appropriately and that teachers were not motivated to assess effectively. Remedial activities were not being carried out and that teachers’ training in assessment was not thorough. Shortage of teaching and learning resources and high teacher – pupil ratios were some of the challenges that teachers faced. There was lack of coordination of agencies involved in assessment and that assessment was examinations – oriented. Assessment policy formulation did not involve teachers and that most pupils were not motivated to learn. On the basis of these findings, the study recommended the provision of adequate teaching and learning resources, provision of appropriate pre-service and in – service training programs as well as involving the teachers in the formulation of assessment policies.
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An assessment of the strategies for implementing inclusive education in teacher education in Zimbabwe
- Authors: Makiwa, Ellen
- Date: 2017
- Subjects: Inclusive education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/5025 , vital:29013
- Description: Inclusive education has become a global trend in the 21st century and is seen as a way of addressing barriers to learning for children with diverse backgrounds, needs, abilities and learning styles. The key to the success of the implementation of inclusive education lies in teacher education as this is where teachers are trained. Teacher education is thus expected to equip pre-service teacher trainees with relevant and effective strategies to enable them to implement inclusive education effectively in the schools in response to learner diversity. This study therefore focused on assessing the strategies for implementing inclusive education that teacher educators equip their pre-service trainees with in the primary teacher training colleges in Zimbabwe. The research was grounded in the pragmatist paradigm and the mixed method approach was employed. Data were collected from two primary teacher training colleges in Zimbabwe and in primary schools in the Harare Metropolitan Province. The participants were lecturers (teacher educators), pre-service trainees in the final phase of the course and qualified teachers who trained with the two colleges and are teaching in the Mbare-Hatfield District of the Harare Metropolitan Province. The study found out that most of the lecturers, pre-service teacher trainees and qualified teachers knew about inclusive education although some had a narrow view of the extent to which learner diversity entails. Therefore, this could affect the way these educators perceive inclusive teaching strategies in the implementation of inclusive education. The main finding was that the teaching strategies that pre-service trainees were equipped with were not quite effective for inclusive classrooms. The study also unveiled that lecturers in the primary teacher training colleges were aware of different teaching strategies with which pre-service trainees can be equipped and exposed to in order for effective teaching and learning to take place. They, however, did not differentiate between those strategies for regular classes and those for inclusive ones. Although the lecturers were aware of inclusive teaching strategies, they did not do much to equip their trainees with these due to challenges which include lack of coordinated programmes in lecturing in the different subject areas; lack of integration in topics taught in the different subject areas; loaded timetables in the teacher education curriculum; the nature of the teacher education curriculum which is not flexible as it focuses on examinations; inadequate resources and high lecturer-student ratio in the colleges; and high teacher-pupil ratio in the primary schools where the pre-service trainees do their teaching practice. The researcher made some recommendations from the conclusions drawn from the research findings. The recommendations included that there is need for adequate teacher preparation and training to enable teachers to be flexible, accommodative and reflective in their practice in terms of employing teaching strategies. The researcher also recommended a review of the primary teacher education curriculum in its entirety to accommodate fully the teaching of inclusive education.
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Assessment of student satisfaction on institutional factors influencing student retention in one comprehensive university in the Eastern Cape Province of South Africa
- Authors: Stofile, Regina N
- Date: 2017
- Subjects: Education, Higher -- South Africa College dropouts Dropouts -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9450 , vital:34353
- Description: In all higher education institutions across the world, the student retention and success is an issue of concern and a pressing one. Students invest heavily in their higher education, while institutions in turn, lose a considerable sum of money for each student that drops out due to dissatisfaction with institutional services. The purpose of this quantitative methods research study, employing a survey design, was to assess student satisfaction with institutional factors that influence student satisfaction in higher education. The research questions focused on student satisfaction factors namely; academic advising, academic support, teaching approaches, assessment techniques, learning facilities, student funding services, student accommodation and administrative services. The study used structured questionnaire, with Likert scale type of question items, to collect data from the respondents These were hand delivered to 650 students in four campuses of the selected university. SPSS was used for data analysis. Major findings revealed that the selected institutional factors significantly impacted on student satisfaction, and their decisions to stay within the institution. Based on the results of the study, a framework to assist the institution ensure that student are receiving the services that they need from the institution as early as possible, was proposed. The study provided therefore the useful data for institutions to use in their quality enhancement activities. The result of the study can be incorporated into enrolment management planning and the intervention strategies, to improve the success of students at the selected institution in Eastern Cape.
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Assessment strategy framework for the National Diploma : fashion course at one Eastern Cape Comprehensive University
- Authors: McLaren, Lorian
- Date: 2017
- Subjects: Fashion -- Study and teaching Fashion design -- Study and teaching Clothing trade -- Handbooks, manuals, etc
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/4904 , vital:28750
- Description: The purpose of the study was born out of a perceived need to establish an assessment strategy framework for the fashion programme of one Eastern Cape comprehensive university. The study focused on one Eastern Cape comprehensive university. The programme, National Diploma: Fashion, is offered by the university at two campuses (120km apart). Although this programme is currently offered at both of the sites under the auspices of the university, disparity exists in many of the academic functions within the programme. The most challenging is assessment and the implications of a non-existent standard framework for assessment across both campuses. This research undertook to identify a framework that would best serve the Fashion programme of the researched university. Assessment in the context of this study referred to the process of both gathering evidence of student learning as well as assigning grades to that learning. The lack of an assessment framework affects the quality of assessment. Consistency in the assessment process across both campuses is important. At present assessment is not consistent as it is done independently on each campus. This lack of consistency could prove to favour students at the one campus while marginalizing students at the other campus and vice versa. Inconsistency arises from staff having no common assessment framework to refer to when assessment takes place. This study was a case study. Interviews were conducted with a sample of lecturers and students from both sites. A document analysis of relevant policies was done. The documents included the Higher Education Quality Committee document Criteria for Programme Accreditation, 2004, the South African Qualification Authority document Criteria and Guidelines for Assessment of NQF Registered Unit Standards and Qualifications, 2001, and the South African Qualification Authority document Guidelines for Integrated Assessment, 2005. University policy documents pertaining to assessment were also included in the research.The findings of this study lead to the conclusion that there is no clear assessment framework currently in place for the National Diploma: Fashion at one Eastern Cape comprehensive university. The assessment methods currently in use are not fully understood and comprehended by lecturers or students. The assessment types are limited with little or no variety as to how assessment is practiced. Although continuous assessment is advocated in the department, a lack of understanding by lecturers and students as to the true practice of continuous assessment is evident. Much of the assessment is done at the end of a teaching module, rather than embedded in the teaching module. This means that assessment is done of learning rather than for learning.
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Contextual factors influencing the use of learner-centred approaches in the teaching of home economics : a case of two universities in Zimbabwe
- Authors: Motsi, Emily
- Date: 2017
- Subjects: Home economics -- Study and teaching (Higher) -- Zimbabwe Student-centered learning -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/8463 , vital:32834
- Description: This study examined contextual factors influencing the use of learner-centred approaches in the teaching of Home Economics in two universities in Zimbabwe. The sample consisted of eight students and four lecturers who were purposively sampled. The study was anchored in the interpretivist paradigm and it adopted a qualitative approach and case-study design. Data collection instruments consisted of structured in-depth interviews, observations and documents. Interviews were conducted with students and lecturers at their respective universities with observations and document analysis inter-spaced in between. Data analysis consisted of a thematic approach where common themes were identified in participants’ responses and analysed and discussed accordingly, with data from observed and documented analysis being used to buttress/refute observations made from the interviews. A number of findings emanated from the study. Students had varied conceptions of learner-centred approaches. Some viewed learner-centred approaches as methods of teaching that were participatory, while others viewed them as learning situations in which learners were actively engaged and developed specific capabilities such as problem-solving. Lecturers conceptualised learner-centred approaches as methods that led to active learner participation with the lecturer playing more of a facilitative role. The study revealed that contextual factors such as time available in each course, flexibility of content, the use of teaching methods characterised by active learner participation, the use of constructive and interactive learning activities, had facilitative as well as inhibiting influences on the use of learner-centred approaches. Social factors such as cooperativeness within the peer group, lecturer availability for consultations, technical staff support as well as structural factors such as the availability of textbooks and e-resources, provision of materials and tools, and access to the internet had a facilitative influence on use of learner-centred approaches. The main inhibitive structural factors were the absence of purpose-built facilities and limited space that caused overcrowding. University administration support for integration of learner-centred approaches was fairly evident in the two universities. To sustain the use of learner-centred approaches, lecturers required support through professional development. The study recommended that universities have well-articulated commitments to use learner-centred approaches through a Teaching and Learning Policy. Home Economics course designers should consider contextual factors in course design and course delivery to ensure effective implementation of learner-centred approaches in the teaching of the subject. Seminars and workshops should be organised by the University Teaching and Learning Centres to enhance the teacher educators’ knowledge on interactive teaching methodologies and strategies for creating student-centred learning environments.
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English first additional language writing competency among grade 12 learners : the case of two Eastern Cape rural public schools
- Authors: Besman, Shirley
- Date: 2017
- Subjects: Competency-based education English language -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/6403 , vital:29656
- Description: Contextualized in the South African Language in Education Policy (LiEP) and the Curriculum and Assessment Policy Statement (CAPS), the study aimed at investigating the writing competency of EFAL Grade 12 learners in the two rural public schools. It was the researchers‘ hunch that the learners‘ socio-cultural conditions at which they learn EFAL are not taken into consideration by teachers and that hampers or impedes the development of language and writing. Further, the research sought to unearth the strategies and techniques used by teachers to teach writing in EFAL, and whether these facilitate the development of writing competency, that enhances better performance in other Grade 12 subjects taught through English as a Language of Learning and Teaching (LoLT). The study is informed by the socio-cultural theory, language acquisition theories, and the language learning theories. The study also drew from the writing strategies, writing in the curriculum, and second language learning discourses Framed in the interpretive paradigm and the qualitative approach, the research adopted a case study design. The sample of the study comprised of seven teachers of which two were EFAL teachers and five of these teach content subjects. Twenty four Grade 12 learners constituted the four Focus Groups. The data collection tools comprised of interviews, Focus Group Discussions (FGDs), observation and document analysis. Learners wrote essays and free writing exercises which formed transcripts for document analysis. The purposively selected teachers and the Grade 12 learners were granted interview questions in advance. The collected data was analysed and put under themes as determined by the study‘s research questions. Such themes included; challenges faced by learners when writing in EFAL, strategies used by teachers in teaching writing , perceptions of teachers and learners on learners‘ writing competency and the connection or linkage between learners‘ writing competency in EFAL and content subjects. Learners‘essays and free writing revealed that the learners have limited vocabulary in their FAL. Furthermore, the study made known that learners experience anxiety when they have to answer questions in English and that results in them being incompetent in writing in the target language. Other hindrances to EFAL writing that were revealed by the study included the detrimental effect of social media on the writing competency and lack of motivation to read for writing in English. In addition, the study established that there were teaching approaches that were employed by teachers when teaching writing which included the process writing and integration. Content subject teachers made known to the study that they were not teaching writing to the learners but assess them in essay writing and summaries as required by the school-based assessments in their respective subjects. It was also disclosed in the study that writing encompasses other language skills especially reading. The study also revealed that writing is a skill that is obligatory to be taught because it becomes beneficial to other subjects and that it enhances learners‘ writing for a variety of reasons. Overall, the study made known that there are complex circumstances that Grade 12 learners in rural public schools encounter when engaging in writing in the EFAL. The study concluded that although English could be perceived as a dominant language, it is embedded with multiplicity of challenges in the rural secondary schools where it is used as a LoLT. Such hindrances mostly find expression when learners have to engage in writing activities and encompass; lack of motivation, anxiety, limited vocabulary and the influence of social networks. The study recommended that the EFAL policy makers should not use a blanket approach on how EFAL should be taught but consider the demographic situations of the various sections of South Africa. The study also recommended that code switching which is practiced in bilingual classrooms appears inevitable and therefore should be formalized.
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Errors and misconceptions of grade 6 learners in common fractions: a case study of two primary schools in the Queenstown education district
- Authors: Libazi, Babini Precious
- Date: 2017
- Subjects: Arithmetic -- Study and teaching (Elementary) , Mathematics -- Problems, exercises, etc , School children
- Language: English
- Type: Thesis , Masters , Education
- Identifier: http://hdl.handle.net/10353/11652 , vital:39093
- Description: The objective of this study was to investigate and explore the errors and misconceptions associated with the concept of fractions which are displayed by Grade 6 learners in two primary schools in the Queenstown Education District of the Eastern Cape Province. The research was done specifically to identify errors and misconceptions made by these learners in the addition and subtraction of common and mixed fractions. The study further tried to establish the causes of these errors and misconceptions. The research explored whether Cognitively Guided Instruction (CGI) can assist in the improvement or reduction of these errors and misconceptions. The study was conducted at Mlungisi and Xhalanga primary schools (pseudo – names) of the Queenstown Education District in the Eastern Cape Province. This was a mixed method research design, where 100 learners from two purposively identified primary schools were selected and subjected to a pre-test. From the 100 learners, 10 purposively selected learners were identified for interviews. The learners were also subjected to direct observations and documents (such as the Caps document, ANA examination papers, learners’ home and classwork books, November/December Grades 5 and 6 mark sheets and schedules, etc.) which were analysed and a post-test was administered. Two mathematics teachers teaching at the two primary schools were interviewed. Triangulation was used for data analysis. A Cognitively Guided Instruction was used to investigate whether the errors and misconceptions can be reduced or improved. The findings of the study were that learners do make errors when learning common fractions and that the types of errors were careless mistakes, conceptual errors, procedural errors and application errors which were identified and discussed in the study. The study further established that the Cognitively Guided Instruction approach recommended by the Curriculum and Assessment Policy Statement (CAPS) can be used to develop the learners’ conceptual understanding of common fractions. The CGI approach advocates the use of concrete materials for conceptual learning to take place. The findings of the study confirmed well documented research on the learners’ difficulties when dealing with fractions.
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Examining practices in the preparation of science teachers in two teachers' colleges in Zimbabwe
- Authors: Mutseekwa, Christopher
- Date: 2017
- Subjects: College teachers -- Training of Science teachers Science -- Study and teaching (Higher)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9434 , vital:34351
- Description: Despite the vast research in science teacher preparation world-wide, little is known about secondary school science teacher preparation practices in Zimbabwe. The overall image that emerges from literature is that of challenges such as lack of programme coherence, policy inconsistence, poor funding for reform-based science teaching programmes, limited knowledge on issues critical to science teaching and learning, and mediocre performance of science teacher education graduates. Such challenges demand an examination of science teacher educator practices in order to identify relevant science teaching knowledge and skills the educators possess, an establishment of how their practices match standards and expectations in science teacher preparation, and an assessment of dimensions of the science teaching theory-practice gap. This study examined teacher education practices in the preparation of science teachers in two teachers’ colleges in Zimbabwe. The study is anchored in Miller, Ohana and Hanely’s (2013) framework for science teacher preparation called the Model of Research-Based Education for Teachers (MORE for Teachers). An exploratory sequential mixed methods design, within the post-positivist paradigm, was used to guide the collection of quantitative and qualitative data. Eighteen (18) Science teacher educators and 106 Science student teachers were selected from two Teachers’ Colleges through purposive sampling. A questionnaire was used to collect quantitative data while interviews, group discussions and documents were used to generate qualitative data. Qualitative data were used to buttress and expand quantitative findings. The major findings from the study were that, despite their limited research activity, teacher educators were well grounded in content knowledge in their various areas of specialisation. Although some standards and guidelines from syllabi, schools and the University of Zimbabwe, Department of Teacher Education (UZ-DTE) requirements on science teaching were followed, the teacher educators were not very clear about the extent to which reform-based science teaching guidelines influenced their work. Other findings revealed that the science teacher educators did a lot to prepare student teachers for Attachment Teaching Practice but did less when the trainees were eventually in the actual practice. It was also observed that science teacher education occurred with in a context where funding for teaching and learning was a challenge. The study’s major recommendation is the need for identifying preparation approaches that adequately equip science teacher educators with the relevant knowledge, skills and core practices that assist the development of coherent programmes.
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Examining teachers' role in the promotion of child-friendly environments in Zimbabwean secondary schools : implications for teacher professional development
- Authors: Zendah, Ketiwe
- Date: 2017
- Subjects: Education, Secondary -- Zimbabwe Teachers -- Professional relationships School management and organization -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/4937 , vital:28810
- Description: Hostile school environments are a cause of concern and a perennial international educational problem. The UNICEF’s Child-Friendly Schools (CFS) approach is an international intervention meant to safeguard learners against hostile school environments. The CFS approach mandates schools to offer learners environments and conditions that uphold children’s rights and enhance their development to full potential. The purpose of this mixed methods research study, employing a concurrent triangulation design, was to explore the role of teachers in the promotion of CFS environments. Holsti’s (1970) role theory formed the theoretical framework of this study. The research questions focused on teachers’ understanding of the CFS concept, support offered, strategies employed, challenges encountered, and the implications for teacher professional development. The data collection methods were questionnaires, in-depth interviews, and document analysis with school heads, teachers and learners in the seven government urban secondary schools in Mutare district of Manicaland province in Zimbabwe. Quantitative and qualitative data were independently analysed and merged at the interpretation stage through triangulation of results. Major findings reveal that teachers have poor understanding of the CFS concept, are offered moderate support, occasionally employ viable strategies, and are hindered by various factors in the process of promoting CFS environments. The study’s implications for teacher professional development are rooted in identifying sustainable approaches that adequately equip teachers with relevant information, skills and attitudes that ensure the promotion of CFS environments.
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Exploring fathers' role in supporting their children's learning : a case of selected primary schools in the East London District
- Authors: Pampila, Siyabulela
- Date: 2017
- Subjects: Education -- Parent participation -- South Africa -- Eastern Cape Father and child -- South Africa -- Eastern Cape Home and school -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/4915 , vital:28755
- Description: The aim of this study was to explore fathers’ role in supporting their children’s learning in selected urban primary schools in the East London Education District. Epstein parental involvement theory informed the study. The study was located in the interpretivist research paradigm and it qualitative in nature. It followed a case study research design. Participants were selected through the use of purposive sampling. A total of fifty two (52) participants were selected and these included school teachers, fathers and learners. Semi-structured interviews (for school teachers and fathers) and focus group interviews (for learners) were used in the four selected primary schools. The data was coded and thematic content analysis was used. The findings from the research indicated that fathers’ and teachers had a very limited understanding of fathers’ support in children’s learning. They generally thought that it was confined to activities done at school such as payment of school fees and levies, providing labour for the construction or renovation of school buildings and providing teaching/learning resources. Participants confirmed that the majority of fathers were too poor and with low education to be meaningfully involved in their children’s learning. However, there were a few fathers who believed that their socio-economic status did not prevent them from participating in their children’s learning. They actually indicated useful ways in which they could be involved. It was found that a minority group of fathers who were unemployed spent time helping their children in their learning whilst, those working worked long hours and had no time to help their children. Among the significant findings of the study was the fact that educated fathers were too involved in their children’s learning and even reserved time on weekend to be part of their children’s life and learning. The research also revealed that fathers and teachers had wrong perceptions about themselves and each other in connection with limited fathers’ support in their schools. The study recommends, among other issues, enhanced school/parent partnership with emphasis on the involvement of fathers in academic activities meant to improve their children’s learning.
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Girl-child education in marginalised rural communities : a critical study of threats and opportunities to access quality secondary education in Binga District, Zimbabwe
- Authors: Nyamanhare, Eurita
- Date: 2017
- Subjects: Gender identity in education -- Zimbabwe Sex discrimination in education -- Zimbabwe Girls -- Education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/9213 , vital:34306
- Description: Despite the high ratings of the Zimbabwe’s education system in Africa, the state of secondary education in Binga District epitomises ‘a neglected backyard’ serving to perpetuate secondary education attainment inequalities, with the girl-child fixed at the bottom of the ladder at secondary school level. The prevailing deplorable learning conditions that characterise marginalised rural communities, mainly dominated by minority ethnic groups in Zimbabwe, depict similar conditions under which a girl-child strives to attain quality secondary education in some underdeveloped and developing African countries. Girl-Child Education in Marginalised Rural Communities: A Critical Study of Threats and Opportunities to Access Quality Secondary Education in Binga district, Zimbabwe, adopted a qualitative approach underpinned by a transformative paradigm. Pierre Bourdieu’s cultural capital and Kimberle Crenshaw’s intersectionality theoretical concepts complemented each other providing the theoretical lens that assisted in the unpacking of the whole study. Thus, the adopted theoretical framework helped the researcher to critique the seemingly ‘legitimised’ intergenerational multiple inequalities perpetuated through the education system and the intersecting systems of power (ethnicity, gender, social class) that consequently led to the unpacking of issues that surrounded the girl-child’s access to quality secondary education in Binga District. Intensive literature discussion covered the main themes derived from the study’s research questions, providing the ground from which new knowledge was nourished. With a sufficiently complex phenomenological-emergent research design embedded within critical studies, thick descriptions of lived experiences were gathered from 18 in-depth individual interviews and 6 Focus Group Discussions that involved the girls themselves; all considered to be ‘leaders of opinion’ in this study because of the various social positions and roles they played. Observations, visual materials in the form of photographs, as well as documents and records completed the list of data gathering tools that led to robust trustworthy credible findings from which the main themes of the study emerged. For the girl-child in Binga District, access to quality secondary education was found to be marginalised due to questionable gender responsiveness emanating from the social and infrastructure environments, the girl-child’s negative notions of secondary education underpinned by intersecting barriers, opportunities that are overshadowed by unmatched commitment by the girl-child seemingly underpinned by intersecting unresolved threats exacerbated by distant transitional prospects beyond secondary education. As put by one of the participants, thus, an analogy of ‘an incubator that ceases to work before the eggs hatch’ could be used to describe the state of secondary educational environment under which a girl-child strived to access quality secondary education in Binga District. Thus, using Binga District in Zimbabwe to mirror the state of secondary education in the ‘backyards’ of most of the sub-Saharan African countries, this study urges all African governments to take responsibility as they revise and enforce existing policies in line with the 2015 United Nations Sustainable Development Goals for girl-child secondary education is endowed with unlimited socio-economic benefits to all individual nations, and globally.
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Home activities promoting mathematical skills in foundation phase : a case study of grandmother-headed households
- Authors: Hlungulu, Nolukholo Faith
- Date: 2017
- Subjects: Home and school -- South Africa -- Case studies Education -- Parent participation -- South Africa -- Case studies Education, Elementary -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/4926 , vital:28796
- Description: Recent factors identified as contributory to poor mathematics performance in South Africa include lack of parental involvement coupled by the divorce of mathematics education to children’s everyday lives. This exploratory study, therefore focused on home activities grandmothers engage their Grade 2 grandchildren that may promote mathematical skills of Foundation Phase learners. This study followed a qualitative, interpretive and case study research design, to explore home activities grandmothers engage their Grade 2 grandchildren that may promote mathematical skills of Foundation Phase learners. A small scale study of six grandmothers and three Grade 2 teachers were sampled through purposive and snowball sampling. In line with the protocol of the case study, semi-structured individual face to face interviews and shadowing were used to collect data. One striking feature of the main findings was the diversity mathematics applications home activities contained. These include physical, financial and fun playful home activities. Data also revealed that these home activities could reinforce numbers and what numbers mean; reinforce shape recognition and spatial relationships; complement matching, classification and sorting and reinforce measuring and time. This implies that curriculum must incorporate children’s social capital. Both teachers and grandmothers acknowledged that children’s mathematics education is complex and an effective partnership between grandmothers and teachers is needed if children are to be competent in mathematics.
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Implementation of gender policies to promote gender parity in leadership in academia : a case study of two universities in Bindura Urban Mashonaland Central Province Zimbabwe
- Authors: Mandoga, Edward
- Date: 2017
- Subjects: Women in higher education -- Zimbabwe Education, Higher -- Zimbabwe Sex discrimination in higher education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/5260 , vital:29178
- Description: The study is premised on the assumptions that the under-representation of women in leadership in academia is aggravated by weak implementation of gender policies. In light of this, the aim of the current study was to assess the nature and extent of the implementation of gender policy frameworks as a way of engendering gender parity in leadership in academia. The study was informed by the socialist-feminist theory and John Rawls’ and David Millers’ theory of social justice. The theories were chosen on the basis of their socialist-scientific approach to gender issues and also because of their resonance with the situation in Zimbabwe’s tertiary institutions. The theories were analysed within the context of Agenda 2063. The relevance of the agenda’s vision for this study is its recognition of gender equality, particularly in leadership in academia, as a critical cog for Africa’s development agenda. The researcher opted to use the qualitative approach which is embedded within the interpretivist research paradigm. The interpretivist approach makes use of qualitative methods of data collection, presentation and analysis. Data were generated from a sample of twenty four lecturers, two vice-chancellors, two pro-vice-chancellors and two registrars from two universities, a private church-run institution and a state university, mainly through interviews. Data were also generated through focus group discussions and document analysis. Data from documents were used to buttress data from the interviews and focus group discussions. The findings of this study showed that the male-management norm dominated in almost every strategic section of the structures of the two institutions. This was attributable to weak implementation of gender policies. The failure of the gender policies to bring a visible change to the institutional landscape in terms of gender equality was a result of an interplay of personal, cultural and organisational factors. Some of the factors that thwarted women’s career progression to leadership positions included, lack of inspiration from role models, lack of support from colleagues, lack of training in leadership, and the Zimbabwe Council of Higher Education’s (ZIMCHE) indiscriminate policy on recruitment of staff members. All the factors however, were encapsulated within the patriarchal stereotypical conception of a women as fit for domesticity. Within the same conception, men were considered to be imbued with the clout and traits consistent with leadership demands. Studies carried out elsewhere in Zimbabwe and outside the boarders of Zimbabwe have yielded similar results. This explains the continuing and relentless nature of gender inequality in academic institutions. In order to increase the participation of women in leadership positions, the study recommends the following: establishment of a monitoring and evaluation exercise designed to audit the effectiveness of the gender policies; establishment of a review of the university programmes with the aim of establishing or intensifying training programmes in academic leadership and management; establishment of a scholarship and research fund to encourage women to undertake higher degrees studies, and the intense application of affirmative action policies and gender mainstreaming in the universities.
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Implementation of the policy on religious equity in public schools in the East London Education District : towards a framework for religious diversity
- Authors: Makasi, Cordelia Noma-Abysinia
- Date: 2017
- Subjects: Religious education -- South Africa -- Eastern Cape Religion and state -- South Africa -- Eastern Cape Christianity and politics
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/5014 , vital:28935
- Description: The study sought to establish the implementation of the policy on religious equity in public schools in the East London Education district in the Eastern Cape Province of South Africa. Underpinned by Van Meter and Van Horn (2015) with implementation and conceptual theory and also a theory on opportunity to learn and school performance by Van Der Grift and Houtveen(2006), the study was located in the pragmatist research paradigm and followed a mixed methods approach and concurrent triangulation design. The research sampling technique was random for high school learners in selected schools and purposeful for principals, heads of departments, teachers and provincial education officials. Three methods were employed to collect data from selected public schools and from the provincial office namely; semi-structured interviews, individual interviews and observation. Quantitative data were analysed statistically and presented in the form of descriptive statistics. Qualitative data were analysed using the thematic content analysis technique. Major findings of the study are that teachers and principals understood the concept religious equity and had a fair understanding of the policy on religious equity. Schools were predominantly Christian-oriented in terms of religious practices and there were no recorded cases of religious conflict. Learners of minority religions were not compelled to attend Christian religious functions in schools and were allowed to attend their own religious functions outside school. This was established from the fact that participants cited freedom of religion as being exercised in schools. However, it was further established that there was no strategic monitoring and support for teachers in the implementation of religious equity. There were also no deliberate measures and strategies for the implementation of religious equity suggesting challenges and inconsistencies in the implementation of the policy. While there were notable challenges in the implementation of the policy, due to resistance of stakeholders to change, schools had great opportunities which could be utilized to enhance the implementation of the policy on religious equity. The study concludes by noting that, while key policy implementers had an understanding of religious equity, the situation on the ground revealed challenges and inconsistencies in the implementation of the policy which resulted in a Christian-dominated school environment at the expense of minority religions The study recommends, among other things, that that religious equity be adhered to as enshrined in the Constitution of South Africa of 1996 and the South African Schools Act of 1996. The teaching and learning environment should include Religion Education as per prescription by National Policy on Religion Education of 2003, that monitoring and support of teachers be done, and that community involvement with policy development be considered crucial as well as moral education teaching in schools. A framework for enhancing implementation of the policy on religious equity is also proposed.
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Implementation of visual arts education in one technical and vocational education and training college in the Eastern Cape : the voices of lecturers and students
- Authors: Dayimani, Mbulelo
- Date: 2017
- Subjects: Curriculum planning Vocational education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/12744 , vital:39318
- Description: It can be observed that students actively participate in the learning process of education in our country, and the curriculum gives expression to the knowledge, skills and values worth learning in South African schools and institutions. However, Technical and Vocational Education Training (TVET) Colleges still continue using traditional learning methods, in which the teacher is in the centre, devoid of artistic culture, and practical work. These implementation methods and techniques have been identified as less motivating for students especially for those with no background in Visual Arts (VA) in high school. The aim of this study therefore was to investigate the views of students and lecturers on the implementation of Visual Arts Education (VAE) in the TVET Colleges in the Eastern Cape. This study was premised from a qualitative research approach and therefore interpretivist paradigm was relevant in assisting the researcher making sense of the data gathered. Face-to-face interviews were used to collect the data from five lecturers and fifteen students in N4 level. The interviews were tape-recorded. The research showed that Visual Arts Education can be an engine that drives creativity and innovation in schools, higher Education institution and all tertiary level settings. It is also reasoned that the visual arts, as with other creative arts disciplines, will not become important and necessary engines for change in education without a determination to critically review its implementation starting with how VAE policies are used in the TVET Colleges. It also emerged from the study that the policies that are available for VAE in the College relate to syllabus as well as assessment and enrolment procedures. The syllabus was found by the lecturers to be inappropriate and less motivating for the students. Also the assessment procedure was revealed to be done according to both practical and theoretical components based on task, test, and practical moderation. However, the practical component was based on seventy five percent and the theory on twenty five percent thereby disadvantaging learners who do not have the theoretical background of the VAE. The study therefore recommends that policies that are used in TVET Colleges for VAE need to be revised, re-applied and implemented so as to cater for the needs of lecturers and students pursuing a career in Visual Arts or VAE.
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Perceptions of male teachers on under-representation of female teachers in high school management positions in the Queenstown Education District
- Authors: Nyikanyika, Khaya
- Date: 2017
- Subjects: Women school administrators -- South Africa -- Eastern Cape Women teachers -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/5036 , vital:29018
- Description: The purpose of this study was to find out the perceptions of male teachers on the under-representation of female teachers in high school management position in the Queenstown Education District and to find the barriers that cause this perception to determine the possible solutions for these problems. To carry out this study descriptive method was employed. Participants of the study were 60 male teachers, selected by using stratified random sampling techniques. The data were collected by using questionnaire and interview. Both qualitative and quantitative data analysis methods were employed in order to turn up at the results. The findings of the study revealed that, despite the male teachers perceptions on the under-representation of female school managers in high school management positon has been changing, but not as expected still they believe that female teachers are reluctant to accept responsibilities of school management positions Some of the challenges which could hinder female teachers representation in high school management positions were for instance; pressure of home responsibilities, men dominance of management position, political appointment, unclear promotion procedures or informal recruitment selection and discrimination.
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Perceptions of school stakeholders towards the use of English as a language of learning and teaching (LoLT) in grade 9 Social Sciences
- Authors: Soya, Nongesiba
- Date: 2017
- Subjects: English language -- Study and teaching English language -- Usage
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/6447 , vital:29720
- Description: The dawn of democracy in South Africa led to the development of Language in Education Policy (LiEP) as one of the pieces of legislations that promote languages in schools where parents, learners, who have come of age may choose a language for instruction. LiEP, together with the Constitution of South Africa, promote equal value of all eleven official languages spoken in this country. The promotion of language policies clearly shows that language is the bedrock of the academic development of every child. Unfortunately, Spaull, Van der Berg, Wills, Gustafsson and Kotzè (2016) found that South African Foundation Phase learners lack the most basic skill needed for academic achievement, reading for meaning. Spaull et.al (2016) findings show that language problems start during the early years of schooling. This study aimed at finding out the perceptions of school stakeholders about the use of English as LoLT in Grade 9 Social Sciences, and it is located in the Interpretivist Paradigm. In this study, stakeholders are learners because they are central to learning, parents, as they have the responsibility of choosing LoLT for their children and assist them in their schooling career. Lastly, teachers are stakeholders because of their critical role of imparting knowledge and skills during classroom interaction. The researcher uses a Qualitative approach to identify data-collecting tools suitable for this research, and chooses semi-structured interviews and observations. Semi-structured interviews are flexible and allow deeper probing during the interview. The sample consists of nine Grade 9 learners, three teachers of Grade 9 Social Sciences and six parents from the School Governing Body (SGB). The aim of conducting observations was to find out the language used by learners and teachers during classroom interaction. This study found out that most participants prefer learning Social Sciences in English than in isiXhosa. They are aware of the challenges experienced in the classroom when learning in English but they still choose it. From the sample used, participants clearly indicate that learning in English causes some barriers in the learning and teaching process. However, it also became clear that the benefits associated with learning in English make it difficult to put it at the same level as other languages and participants do not link mother tongue to career opportunities. It is also evident that English will enjoy its hegemony until such time that all stakeholders in Education view the mother tongue as a foundation for learning other languages and as a resource as well so that they can use it in the classroom to understand the content. Policy developers must look deeply into the question of LoLT so that learners receive instruction in a language that will assist them in improved academic performance. Teachers must be equipped with adequate skills to assist learners in developing reading and comprehension skills in the classroom. There is a dire need to develop the culture of reading in rural school learners; and teachers must expose learners to a variety of English reading material.
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Reform-based approaches in the learning and teaching for conceptual understanding of calculus for diploma studies at south african university
- Authors: Coetzee, Johanna
- Date: 2017
- Subjects: Calculus Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/4959 , vital:28878
- Description: This research tested whether Reform-Based Approaches (RBAs) in the learning and teaching of calculus could lead to improved conceptual understanding. The study adopted positivistic paradigm, quantitative approach and pre- and post-test in a quasi-experimental design. The theoretical framework was Constructivism. The interventions were grounded on learner-centred RBAs including Interactive Engagement (IE), Peer Discussion (PD) and Good Questions (GQ). The experimental group comprised 119 volunteering students from a population of 461 registered for Mathematics as a service subject for the National Diploma (ND) in science or engineering at a South African university. Those not in the experimental group were taught through teacher-centred traditional approaches which have been the norm. However, only 71 out of those in the traditionally taught cohort volunteered to write both Pre- and Post-tests. As such, the total number of subjects in the study was 190, i.e., 119 from the Reform-Based cohort and 71 from the Traditional cohort. The instrument, the Calculus Concept Inventory for Technicians (CCIT), consisted of 19 questions on functions, differentiation and integration. Based on a pilot test, the instrument was improved. The Reform-Based cohort did not receive any participation reward and test scores did not contribute to promotion scores. The students wrote Pre-tests in the second week after commencement of lectures and Post-tests during the last week of lectures. The data were analysed using various statistical tools, tests and measures such as Chi-squares, Student t-tests, Pearson’s Product Moment correlation, Cronbach alpha, KR-20, the Difficulty Index, and Item Discrimination Point Biserial Index (PBI). The raw gain and normalised gains were also employed in data analyses. The main finding of this study was that RBA made a significant impact on the conceptual understanding of calculus of the experimental group. The gain achieved by the experimental group was in a low range and corresponded to the low use of IE (25% of contact time). A combination of RBA with Traditional teaching is recommended. Also, RBA will be most successfully introduced if supplemented and complemented through supportive environments.
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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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