A comparative study of the language, mathematics and science literacy knowledge and skills of grade 9 learners in secondary schools in Port Elizabeth
- Authors: Arnolds, Keith Victor
- Date: 2012
- Subjects: Educational tests and measurements -- South Africa -- Port Elizabeth , Comparative education , Language and languages -- Study and teaching -- South Africa -- Port Elizabeth , Mathematics -- Study and teaching -- South Africa -- Port Elizabeth , Science -- Study and teaching -- South Africa -- Port Elizabeth , Education, Secondary -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9566 , http://hdl.handle.net/10948/d1016062
- Description: In South Africa, on-going concerns surrounding the development of learners’ literacy, mathematics and science skills are evident and drive various research studies in this field. International studies and assessments, such as the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS) show major differences in the proficiency levels of learners in South Africa in comparison with their international counter parts. To date, however, the more comprehensive international standardised assessment called the Programme for International Student Assessment (PISA), has not been administered in South Africa. The main aim of this research study was to investigate and scientifically explore the real situation in terms of language, mathematics and science literacy knowledge and skills of Grade 9 learners in South Africa and to draw a comparison between Grade 9 learners from secondary schools in the Port Elizabeth district in South Africa and their international counterparts, using the PISA standardised international assessment. In addition, the aim of the study was to determine the actual language, mathematics and science literacy skills and knowledge acquired by participants in this study. Quantitative data collection was done by administering a modified version of the Program for International Student Assessment (PISA) to learners from eight schools in Port Elizabeth, supplemented with questionnaires completed by participating learners and school principals. Findings revealed that the South African learners sampled, ranked in the bottom percentile of participating countries in reading, mathematics and science. The study also exposed the glaring inequalities still prevalent in South African education today, 17 years into democracy. The implications point to a serious investigation into the societal and political factors responsible for the discrepancies in the South African educational system at present.
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- Date Issued: 2012
The implementation of the right to education in South Africa and Nigeria
- Authors: Taiwo, Elijah Adewale
- Date: 2011
- Subjects: Right to education -- South Africa , Right to education -- Nigeria , Human rights -- Study and teaching , Comparative education , Education -- South Africa , Education -- Nigeria , Right to education -- Law and legislation -- South Africa , Right to education -- Law and legislation -- Nigeria
- Language: English
- Type: Thesis , Doctoral , LLD
- Identifier: vital:10279 , http://hdl.handle.net/10948/1392 , Right to education -- South Africa , Right to education -- Nigeria , Human rights -- Study and teaching , Comparative education , Education -- South Africa , Education -- Nigeria , Right to education -- Law and legislation -- South Africa , Right to education -- Law and legislation -- Nigeria
- Description: The thesis examines the right to education in South Africa and Nigeria. It presents the right to education as an empowerment right which is given a wide recognition in a number of important international and regional human rights instruments as well as in national constitutions. It asserts that the right to education is a right with a multiplying effect in the sense that where it is effectively guaranteed, it enhances the enjoyment of all other rights and freedoms, and when it is denied, it precludes the enjoyment of many other human rights. The thesis examines the provisions of relevant international and regional human rights instruments to assess the adequacy of a framework that applies to South Africa and Nigeria's obligations regarding the right to education. It argues that those instruments impose obligations on all the States to make primary, secondary and higher levels of education available, accessible, acceptable and adaptable to all in their territories. It argues that by having ratified those international agreements in which the right to education is protected, both South Africa and Nigeria assume obligations under international law, enjoining them to realise the right to education and to respect freedoms in education. The study adopts a comparative approach and relies on primary and secondary sources of data; the data is subjected to an in-depth content analysis. The focus of the comparison is on whether the South African's position regarding the right to education can inform Nigeria's interpretation of the right to education. The reason being that the Nigerian Constitution does not provide for the right to education as a basic right as exists in South Africa. The Nigerian Constitution categorised the right to education under “fundamental objectives and directive principles” which are non-justiciable. In this sense, the thesis argues that the legal classification of the right to education, to a large extent, affects its realisation in Nigeria. It suggests that an important area where Nigeria could learn from South Africa is the issue of justiciability and constitutionalising the right to education as well as other socio-economic rights. In terms of implementation, the thesis submits that despite the international obligations and commitments to provide education for all, there is a significant gap between what is stipulated and the practical realities in the two countries. It argues that the right to education is more than a mere school attendance, how well a learner progresses in school is equally important. It posits that the high failure rates and the progressive slide in students' performances in schools xx examinations as shown in the study illustrate the poor quality and falling standard of education in the two countries. South Africa enjoys one of the highest rates of formal school enrolment of any developing country, yet the link between access and success is also weak in the South African schools just as in Nigerian schools. Inadequate planning, poor implementation of policies, lack of adequate resources and commitments are identified as the prime factors hampering the implementation of the right to education in both countries. Solving these problems and making the right to education realisable call for a renewed government commitments and investment of appropriate human and financial resources on education. This also requires a strong political will as well as concerted efforts of all the various actors in the educational sector in the two countries.
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- Date Issued: 2011