Pedagogical practices of teachers in under resourced school: a case study of two rural schools in Mqanduli District of the Eastern Cape Province
- Authors: Zide, Lulama
- Date: 2013
- Subjects: Education and state -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape -- Evaluation , School management and organization -- South Africa -- Eastern Cape , Rural children -- Education -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16185 , http://hdl.handle.net/10353/d1006245 , Education and state -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape -- Evaluation , School management and organization -- South Africa -- Eastern Cape , Rural children -- Education -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teaching -- South Africa -- Eastern Cape
- Description: The South African schooling system is faced with a number of crisis situations. Of these is the high under resourcing in rural public schools. Macfarlane (2005:5) deduces that despite rapid recent urbanization, half of South Africa’s learners still attend schools in theses rural under resourced areas. The Eastern Cape is one of the provinces that have saturated the media with a discrepancy of having a lot of under resourced schools especially in rural areas. This study, therefore, investigated pedagogical strategies used by teachers in under resourced schools - how teachers teach to ensure that teaching and learning occurs under such dire circumstances. The study followed a qualitative approach under an interpretive paradigm with a case study research design. Furthermore, the data collection techniques involved semi-structured interviews, focus group discussions and documentary analysis. This study revealed that all the respondents from both schools seemed to have a common understanding of what a school resource means though put in different statements. The findings also revealed that all the respondents were silent in mentioning parents as school resources. From the documents analysed, it however, came to view that it is expected of the teachers to use a learner centred approach kind of teaching, where learners are mostly used. Responding on parents the teachers alleged a lack of involvement of parents in their children’s learning and other activities run in their school. The study recommends that the Department of Education officials need to make regular visits on schools for the betterment of teaching and learning standard, regular improvement on school facilities and handling of finances.
- Full Text:
- Authors: Zide, Lulama
- Date: 2013
- Subjects: Education and state -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape -- Evaluation , School management and organization -- South Africa -- Eastern Cape , Rural children -- Education -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16185 , http://hdl.handle.net/10353/d1006245 , Education and state -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape -- Evaluation , School management and organization -- South Africa -- Eastern Cape , Rural children -- Education -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teaching -- South Africa -- Eastern Cape
- Description: The South African schooling system is faced with a number of crisis situations. Of these is the high under resourcing in rural public schools. Macfarlane (2005:5) deduces that despite rapid recent urbanization, half of South Africa’s learners still attend schools in theses rural under resourced areas. The Eastern Cape is one of the provinces that have saturated the media with a discrepancy of having a lot of under resourced schools especially in rural areas. This study, therefore, investigated pedagogical strategies used by teachers in under resourced schools - how teachers teach to ensure that teaching and learning occurs under such dire circumstances. The study followed a qualitative approach under an interpretive paradigm with a case study research design. Furthermore, the data collection techniques involved semi-structured interviews, focus group discussions and documentary analysis. This study revealed that all the respondents from both schools seemed to have a common understanding of what a school resource means though put in different statements. The findings also revealed that all the respondents were silent in mentioning parents as school resources. From the documents analysed, it however, came to view that it is expected of the teachers to use a learner centred approach kind of teaching, where learners are mostly used. Responding on parents the teachers alleged a lack of involvement of parents in their children’s learning and other activities run in their school. The study recommends that the Department of Education officials need to make regular visits on schools for the betterment of teaching and learning standard, regular improvement on school facilities and handling of finances.
- Full Text:
School stakeholders’ perceptions on the mainstreaming of pregnant learners in two East London secondary schools
- Mahlambeni, Ntombikayise Sylvia
- Authors: Mahlambeni, Ntombikayise Sylvia
- Date: 2013
- Subjects: Education, Secondary -- South Africa -- Eastern Cape , Teenage pregnancy -- South Africa -- Eastern Cape , Pregnant teenagers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Mainstreaming in education -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16181 , http://hdl.handle.net/10353/d1006236 , Education, Secondary -- South Africa -- Eastern Cape , Teenage pregnancy -- South Africa -- Eastern Cape , Pregnant teenagers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Mainstreaming in education -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Description: Teenage pregnancy is one of the major factors leading to girls dropping out of school especially in developing countries such as South Africa. To address the problem, the South African government has put forward policies which allow for the continued enrolment of learners who could fall pregnant while at school. However, there is evidence that pregnant learners drop out of school even though these policies are in place. Hence this study investigated the perceptions of the school stakeholders on the mainstreaming of pregnant learners and one of the stakeholders is the pregnant learners themselves. This study also aimed to investigate the way pregnant learners were perceived and treated in their schools and the views of the stakeholders on supporting the pregnant learners academically. It also aimed to explore leadership and management implications of the school stakeholders’ perceptions. This study revealed that some of the stakeholders were not aware of the existence of the policy that allows for the mainstreaming of pregnant learners in public schools. Those that indicated that they were aware of it reported to have a fuzzy idea of the policy. It seemed there was no shared understanding of the policy among the stakeholders; as a result the policy was not effectively implemented in the schools. This could also be the reason for the negative attitude shown by some of the school stakeholders to the policy. However, all stakeholders voiced out their opinions about this policy. With regards to the policy implementation they expressed fears that the educators may not be capacitated enough to deal with learner pregnancy and also that the pregnant learners may have a negative influence on other learners. Cultural beliefs and stereotypes seemed to play a role on how the stakeholders perceived the policy that legislated the mainstreaming of pregnant learners.
- Full Text:
- Authors: Mahlambeni, Ntombikayise Sylvia
- Date: 2013
- Subjects: Education, Secondary -- South Africa -- Eastern Cape , Teenage pregnancy -- South Africa -- Eastern Cape , Pregnant teenagers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Mainstreaming in education -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16181 , http://hdl.handle.net/10353/d1006236 , Education, Secondary -- South Africa -- Eastern Cape , Teenage pregnancy -- South Africa -- Eastern Cape , Pregnant teenagers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Mainstreaming in education -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Description: Teenage pregnancy is one of the major factors leading to girls dropping out of school especially in developing countries such as South Africa. To address the problem, the South African government has put forward policies which allow for the continued enrolment of learners who could fall pregnant while at school. However, there is evidence that pregnant learners drop out of school even though these policies are in place. Hence this study investigated the perceptions of the school stakeholders on the mainstreaming of pregnant learners and one of the stakeholders is the pregnant learners themselves. This study also aimed to investigate the way pregnant learners were perceived and treated in their schools and the views of the stakeholders on supporting the pregnant learners academically. It also aimed to explore leadership and management implications of the school stakeholders’ perceptions. This study revealed that some of the stakeholders were not aware of the existence of the policy that allows for the mainstreaming of pregnant learners in public schools. Those that indicated that they were aware of it reported to have a fuzzy idea of the policy. It seemed there was no shared understanding of the policy among the stakeholders; as a result the policy was not effectively implemented in the schools. This could also be the reason for the negative attitude shown by some of the school stakeholders to the policy. However, all stakeholders voiced out their opinions about this policy. With regards to the policy implementation they expressed fears that the educators may not be capacitated enough to deal with learner pregnancy and also that the pregnant learners may have a negative influence on other learners. Cultural beliefs and stereotypes seemed to play a role on how the stakeholders perceived the policy that legislated the mainstreaming of pregnant learners.
- Full Text:
Analysis of leadership and management challenges facing school principals in Circuit no. 12 of the King William's Town District of the Eastern Cape Province
- Ngangelizwe, Nomakaya Orrienda
- Authors: Ngangelizwe, Nomakaya Orrienda
- Date: 2012
- Subjects: School management and organization -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11653 , http://hdl.handle.net/10353/d1006981 , School management and organization -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Description: Within the South African context, because of political and social changes and the influence caused by these changes on educational structures, the new and high demands are required from school principals. Principals now find it necessary to make choices and take decisions .Unfortunately they are not equipped sufficiently to make careful decisions in meeting constitutional demands (Niehaus & Myburgh, 1999). According to Evans (1997:20) (as cited by Schoeman, 2006) the establishment of suitable institutions is sufficient in keeping a free and democratic society, world events (fascism in Japan, Italy, Germany,1920s-1930s;cold war in Europe, 1940s-1980s are there to remind us that even the best –designed institutions are not sufficient. A free and democratic society is dependent on knowledge, skills and virtues of its citizens (IDASA 1999:2). Brown and Duku, 2008 contend that when SASA was introduced, it was of the idea that it would create a new school governance landscape (Naidoo, 2005). Criticisms are blaming the SASA for the tensions that exist in school governance. SASA is viewed as steeply middle- class in identity and is accused of normalising parental participation in school governance in middle-class terms. Another criticism is on the assumption that parents should have the resources and time to spend on school activities (Dyer &Rose, 2005; Fakir, 2003; Sayed & Soudien, 2005). When criticisms against this Act were taken stock of in the context of socio-economic realities of many communities in rural locations in SA, it is difficult to disagree. The report of the Ministerial Review Committee cited socio-economic related difficulties as paralysing how parents participate in school governance in rural communities (Ministerial Review Study, 2004).
- Full Text:
- Authors: Ngangelizwe, Nomakaya Orrienda
- Date: 2012
- Subjects: School management and organization -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11653 , http://hdl.handle.net/10353/d1006981 , School management and organization -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Description: Within the South African context, because of political and social changes and the influence caused by these changes on educational structures, the new and high demands are required from school principals. Principals now find it necessary to make choices and take decisions .Unfortunately they are not equipped sufficiently to make careful decisions in meeting constitutional demands (Niehaus & Myburgh, 1999). According to Evans (1997:20) (as cited by Schoeman, 2006) the establishment of suitable institutions is sufficient in keeping a free and democratic society, world events (fascism in Japan, Italy, Germany,1920s-1930s;cold war in Europe, 1940s-1980s are there to remind us that even the best –designed institutions are not sufficient. A free and democratic society is dependent on knowledge, skills and virtues of its citizens (IDASA 1999:2). Brown and Duku, 2008 contend that when SASA was introduced, it was of the idea that it would create a new school governance landscape (Naidoo, 2005). Criticisms are blaming the SASA for the tensions that exist in school governance. SASA is viewed as steeply middle- class in identity and is accused of normalising parental participation in school governance in middle-class terms. Another criticism is on the assumption that parents should have the resources and time to spend on school activities (Dyer &Rose, 2005; Fakir, 2003; Sayed & Soudien, 2005). When criticisms against this Act were taken stock of in the context of socio-economic realities of many communities in rural locations in SA, it is difficult to disagree. The report of the Ministerial Review Committee cited socio-economic related difficulties as paralysing how parents participate in school governance in rural communities (Ministerial Review Study, 2004).
- Full Text:
Educators' experiences with the implementation of Grade 11 NCS English first additional language in selected schools in the Fort Beaufort Education District
- Authors: Besman, Shirley
- Date: 2012
- Subjects: Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Language policy -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , English language -- Study and teaching , Curriculum evaluation -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16190 , http://hdl.handle.net/10353/d1006251 , Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Language policy -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , English language -- Study and teaching , Curriculum evaluation -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Description: One of the essential sectors that needed a drastic change in the post apartheid era in South Africa, was the education system or policy of the country. The government had a responsibility of combining together the nineteen different Departments of Education into which the schools were fragmented. It is in the interest of the country that, out of the eleven official languages of the country, learners should at least be fluent in two languages namely, the learner‟s mother language and any official language which will be treated as an additional language, thus, promoting additive bilingualism. This is on line with the country‟s constitution which has granted equal status to the eleven languages. That resulted in the formulation of two very imperative policies pertaining to schools; 1) The South African Schools Act (SASA) of 1996 which repeal all discriminatory policies of apartheid. On the issue of language the SASA placed the responsibility of choosing the school subjects to the School Governing Bodies (SGB) and 2) The Language-in- Education Policy (LiEP) of 1997 which is based on the recognition that South Africa is multilingual, and promotes learning of more than one official language. In an attempt to accomplish the constitutional obligation, and establish uniformity or equality in education, Curriculum 2005 which was later revised and known as the Revised National Statement and later revised and known as the NATIONAL Curriculum Statement, with the Outcomes Based Education as its approach, was introduced. The study investigated the experiences of educators with the implementation of NCS EFAL in Grade 11 in the Fort Beaufort Education District. English First Additional Language is used by the majority of schools as the Language of Learning and Teaching (LoLT). The study is located in the interpretive paradigm which sought to explore people‟s experiences and their views. Qualitative research approach was adopted in the study with the intentions of finding as much detail as possible on the experiences of educators with the implementation of NCS EFAL in the Grade 11 classrooms. Six EFAL educators in the Fort Beaufort Education District in the Nkonkobe Municipality were purposely selected for the study. Semi structured interviews consisting of precisely defined questions that were pre-prepared, yet at the same time permitted the EFAL educators to answer beyond what the researcher enquired, were also employed in the study. The results pointed out that all EFAL educators interviewed were qualified teachers and had specialized in English teaching. In addition, the study revealed that in the Fort Beaufort Education District, there were two categories of EFAL educators who were trained for the implementation of NCS EFAL; those who only received one week departmental workshop and those who on top of the one week departmental workshop, received a two year training in Advanced Certificate In Education (ACE) English Language Teaching (ELT) from a Higher Education. The dissimilarity between the two groups manifested in their respective schools between the educators and their Heads of Departments (HOD) who happen to have little knowledge of the implementation of the curriculum. It became evident that the group of educators who were trained in ACE ELT were more familiar with the requirements of the NCS EFAL. The other group which was not conversant with the NCS EFAL policies decided to maintain their old teaching methods. Key recommendations of the study: Policy makers should clarify terminology to be understood by all educators, the Department of Education should take full responsibility of retraining educators to ensure uniformity in training through the in-service trainings yearly.
- Full Text:
- Authors: Besman, Shirley
- Date: 2012
- Subjects: Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Language policy -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , English language -- Study and teaching , Curriculum evaluation -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16190 , http://hdl.handle.net/10353/d1006251 , Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Language policy -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , English language -- Study and teaching , Curriculum evaluation -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Description: One of the essential sectors that needed a drastic change in the post apartheid era in South Africa, was the education system or policy of the country. The government had a responsibility of combining together the nineteen different Departments of Education into which the schools were fragmented. It is in the interest of the country that, out of the eleven official languages of the country, learners should at least be fluent in two languages namely, the learner‟s mother language and any official language which will be treated as an additional language, thus, promoting additive bilingualism. This is on line with the country‟s constitution which has granted equal status to the eleven languages. That resulted in the formulation of two very imperative policies pertaining to schools; 1) The South African Schools Act (SASA) of 1996 which repeal all discriminatory policies of apartheid. On the issue of language the SASA placed the responsibility of choosing the school subjects to the School Governing Bodies (SGB) and 2) The Language-in- Education Policy (LiEP) of 1997 which is based on the recognition that South Africa is multilingual, and promotes learning of more than one official language. In an attempt to accomplish the constitutional obligation, and establish uniformity or equality in education, Curriculum 2005 which was later revised and known as the Revised National Statement and later revised and known as the NATIONAL Curriculum Statement, with the Outcomes Based Education as its approach, was introduced. The study investigated the experiences of educators with the implementation of NCS EFAL in Grade 11 in the Fort Beaufort Education District. English First Additional Language is used by the majority of schools as the Language of Learning and Teaching (LoLT). The study is located in the interpretive paradigm which sought to explore people‟s experiences and their views. Qualitative research approach was adopted in the study with the intentions of finding as much detail as possible on the experiences of educators with the implementation of NCS EFAL in the Grade 11 classrooms. Six EFAL educators in the Fort Beaufort Education District in the Nkonkobe Municipality were purposely selected for the study. Semi structured interviews consisting of precisely defined questions that were pre-prepared, yet at the same time permitted the EFAL educators to answer beyond what the researcher enquired, were also employed in the study. The results pointed out that all EFAL educators interviewed were qualified teachers and had specialized in English teaching. In addition, the study revealed that in the Fort Beaufort Education District, there were two categories of EFAL educators who were trained for the implementation of NCS EFAL; those who only received one week departmental workshop and those who on top of the one week departmental workshop, received a two year training in Advanced Certificate In Education (ACE) English Language Teaching (ELT) from a Higher Education. The dissimilarity between the two groups manifested in their respective schools between the educators and their Heads of Departments (HOD) who happen to have little knowledge of the implementation of the curriculum. It became evident that the group of educators who were trained in ACE ELT were more familiar with the requirements of the NCS EFAL. The other group which was not conversant with the NCS EFAL policies decided to maintain their old teaching methods. Key recommendations of the study: Policy makers should clarify terminology to be understood by all educators, the Department of Education should take full responsibility of retraining educators to ensure uniformity in training through the in-service trainings yearly.
- Full Text:
Evaluation of the impact of the Integrated Quality Management System (IQMS) in the Province of the Eastern Cape: the case of selected schools in the Mdantsane area (2008 to 2011)
- Authors: Mbulawa, Zukiswa
- Date: 2012
- Subjects: Competency-based education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Quality assurance -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape , Total quality management , Education and state -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11635 , http://hdl.handle.net/10353/560 , Competency-based education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Quality assurance -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape , Total quality management , Education and state -- South Africa -- Eastern Cape
- Description: The Department of Basic Education introduced the Integrated Quality Management system in 2003. This was an integration of the three systems, Developmental Appraisal System, Whole School Evaluation System and Performance Measurement System. The system was seen as to be the one that would allow teachers to play a vital role in assessing their own progress, and would integrate this with the necessary evaluation strategy for the professional development of teachers and monitoring of the quality of teaching and learning in schools. The purpose of this study was to research an evaluation of the Integrated Quality Management System impact in schools of the Mdantsane Area. The objective of the study was to establish whether the IQMS has addressed the concerns and needs of the educators and also establish their views on IQMS. The literature was reviewed to get more information on the key concepts of the IQMS and get to understand how the system should be implemented. Both quantitative and qualitative research methods have been used to get to probe the views of the educators and how the system impacts in schools. The data collected was analyzed by means of frequency tables and charts using statistical methods. It was concluded that educators still do not understand the policy document of IQMS and more training on the implementation of IQMS was recommended. The support and monitoring from the District Office needs to be strengthened.
- Full Text:
- Authors: Mbulawa, Zukiswa
- Date: 2012
- Subjects: Competency-based education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Quality assurance -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape , Total quality management , Education and state -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11635 , http://hdl.handle.net/10353/560 , Competency-based education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Quality assurance -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape , Total quality management , Education and state -- South Africa -- Eastern Cape
- Description: The Department of Basic Education introduced the Integrated Quality Management system in 2003. This was an integration of the three systems, Developmental Appraisal System, Whole School Evaluation System and Performance Measurement System. The system was seen as to be the one that would allow teachers to play a vital role in assessing their own progress, and would integrate this with the necessary evaluation strategy for the professional development of teachers and monitoring of the quality of teaching and learning in schools. The purpose of this study was to research an evaluation of the Integrated Quality Management System impact in schools of the Mdantsane Area. The objective of the study was to establish whether the IQMS has addressed the concerns and needs of the educators and also establish their views on IQMS. The literature was reviewed to get more information on the key concepts of the IQMS and get to understand how the system should be implemented. Both quantitative and qualitative research methods have been used to get to probe the views of the educators and how the system impacts in schools. The data collected was analyzed by means of frequency tables and charts using statistical methods. It was concluded that educators still do not understand the policy document of IQMS and more training on the implementation of IQMS was recommended. The support and monitoring from the District Office needs to be strengthened.
- Full Text:
The role of the peer educators in enhancing social and emotional learning: a case of foursecondary schools in Fort Beaufort district
- Authors: Nyarayi Chinyama
- Date: 2012
- Subjects: Schools -- South Africa -- Eastern Cape -- Social conditions , Peer teaching -- Education, Secondary -- South Africa- - Eastern Cape , Learning, Psychology of , School management and organization -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16193 , http://hdl.handle.net/10353/d1006257 , Schools -- South Africa -- Eastern Cape -- Social conditions , Peer teaching -- Education, Secondary -- South Africa- - Eastern Cape , Learning, Psychology of , School management and organization -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Description: The aim of this study was to explore how peer education is enhancing social-emotional learning in four secondary schools in Fort Beaufort Education District. An empirical investigation using the qualitative approach examined the situation of the peer education clubs at the four schools. Data was gathered using interviews, focus groups, observations and document analysis. The purpose of the study was to examine the role of peer education programmes in enhancing social and emotional learning in schools. In this research study specifically the qualitative research approach was used. The study also adopted a purposive sampling procedure which is acceptable for special sampling situations where the researcher applied her own experience to select cases which form part of the participants. Four schools were selected, four principals, four teachers who work with peer education clubs, four focus groups, one HIV/AIDS district coordinator, and one peer group trainer. It emerged from the analysis of the collected data that peer education clubs in Fort Beaufort have a number of challenges facing them, resulting in them making insignificant contributions towards the enhancing of social-emotional learning. The clubs’ efforts have resulted in little positive behavioural change among the youth. Among the challenges revealed are: lack of proper structures and support from school administrators, poor selection of peer educators, lack of time and facilities in which to carry out their work, lack of adequate training for both teachers and peer educators. Teacher interference was also cited regularly at all four schools, thereby defeating the whole idea of peer education. The study also revealed that peer educators in Fort Beaufort are not receiving adequate support from other stakeholders like, the police, the justice department and social welfare. Another critical observation made during the study was that peer education clubs are lacking clear standards of practice, rigour and sustainability, all which should be addressed in order to enhance social-emotional learning in schools. Data was analysed using a thematic content analysis. The analysis was carried out in a manner that related to the research questions and objectives in the study. A transcript was made from the respondents’ answers. Reflection and coding was done and data was categorised as an important learning tool in schools, and to recognise its contribution to social emotional learning. The study concluded that peer education clubs in schools, despite their huge potential to improve both behaviour and academic results, are not being given a conducive environment to operate in or the necessary support. This effectively means that learners with some behavioural problems and who have the potential to reform are also being denied the opportunity to lead better lives. The Department is advised to increase the number of both peer education trainers and trained peer educators. Furthermore the training period of peer educators should be increased from the current five days. There is need for the Department of Education to formalise peer education clubs in schools and craft laws that makes it mandatory for schools to provide the clubs with decent facilities like confidential rooms to conduct their activities. More so the study recommends that there is need to train all teachers in schools in social skills and not only LO teachers to ease supervisory burden on the LO teachers.
- Full Text:
- Authors: Nyarayi Chinyama
- Date: 2012
- Subjects: Schools -- South Africa -- Eastern Cape -- Social conditions , Peer teaching -- Education, Secondary -- South Africa- - Eastern Cape , Learning, Psychology of , School management and organization -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16193 , http://hdl.handle.net/10353/d1006257 , Schools -- South Africa -- Eastern Cape -- Social conditions , Peer teaching -- Education, Secondary -- South Africa- - Eastern Cape , Learning, Psychology of , School management and organization -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Description: The aim of this study was to explore how peer education is enhancing social-emotional learning in four secondary schools in Fort Beaufort Education District. An empirical investigation using the qualitative approach examined the situation of the peer education clubs at the four schools. Data was gathered using interviews, focus groups, observations and document analysis. The purpose of the study was to examine the role of peer education programmes in enhancing social and emotional learning in schools. In this research study specifically the qualitative research approach was used. The study also adopted a purposive sampling procedure which is acceptable for special sampling situations where the researcher applied her own experience to select cases which form part of the participants. Four schools were selected, four principals, four teachers who work with peer education clubs, four focus groups, one HIV/AIDS district coordinator, and one peer group trainer. It emerged from the analysis of the collected data that peer education clubs in Fort Beaufort have a number of challenges facing them, resulting in them making insignificant contributions towards the enhancing of social-emotional learning. The clubs’ efforts have resulted in little positive behavioural change among the youth. Among the challenges revealed are: lack of proper structures and support from school administrators, poor selection of peer educators, lack of time and facilities in which to carry out their work, lack of adequate training for both teachers and peer educators. Teacher interference was also cited regularly at all four schools, thereby defeating the whole idea of peer education. The study also revealed that peer educators in Fort Beaufort are not receiving adequate support from other stakeholders like, the police, the justice department and social welfare. Another critical observation made during the study was that peer education clubs are lacking clear standards of practice, rigour and sustainability, all which should be addressed in order to enhance social-emotional learning in schools. Data was analysed using a thematic content analysis. The analysis was carried out in a manner that related to the research questions and objectives in the study. A transcript was made from the respondents’ answers. Reflection and coding was done and data was categorised as an important learning tool in schools, and to recognise its contribution to social emotional learning. The study concluded that peer education clubs in schools, despite their huge potential to improve both behaviour and academic results, are not being given a conducive environment to operate in or the necessary support. This effectively means that learners with some behavioural problems and who have the potential to reform are also being denied the opportunity to lead better lives. The Department is advised to increase the number of both peer education trainers and trained peer educators. Furthermore the training period of peer educators should be increased from the current five days. There is need for the Department of Education to formalise peer education clubs in schools and craft laws that makes it mandatory for schools to provide the clubs with decent facilities like confidential rooms to conduct their activities. More so the study recommends that there is need to train all teachers in schools in social skills and not only LO teachers to ease supervisory burden on the LO teachers.
- Full Text:
The implementation of an integrated quality management system in Queenstown District schools: experiences from the Isibane Circuit
- Authors: Sambumbu, Antony Matemba
- Date: 2010
- Subjects: School management and organization -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Education -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11643 , http://hdl.handle.net/10353/355 , School management and organization -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Education -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape
- Description: This study examines the experiences of the school management teams and educators of the Isibane Circuit in the Queenstown District, regarding the implementation of an Integrated Quality Management System (IQMS) policy at school level. Following an agreement reached in 2003 between the South African Education Department and the major teacher organisations in this country, the IQMS was scheduled to be implemented in public schools from 2004. Two major challenges are identified and explained: accountability and development of human resources, as well as contradictions between internal and external evaluations. The study also elaborates on the changes in the educational history from the apartheid system to the democratic system of education. Nine schools participated in the study (two secondary schools and seven primary schools). These schools were purposely selected due to the fact that they had started implementing the IQMS policy, which was the main criterion for selection. Semi-structured interviews were used to gather data from principals, Heads of Departments as well as post-level one educators concerning their experiences of the IQMS implementation. The findings indicated that while the IQMS policy was good on paper, it was extremely difficult to implement. Issues of honesty and trust were at the root of difficulties that made the IQMS implementation challenging. The participants‟ understanding of IQMS was that it was intended for the provision of quality education and development.
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- Authors: Sambumbu, Antony Matemba
- Date: 2010
- Subjects: School management and organization -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Education -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11643 , http://hdl.handle.net/10353/355 , School management and organization -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Education -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape
- Description: This study examines the experiences of the school management teams and educators of the Isibane Circuit in the Queenstown District, regarding the implementation of an Integrated Quality Management System (IQMS) policy at school level. Following an agreement reached in 2003 between the South African Education Department and the major teacher organisations in this country, the IQMS was scheduled to be implemented in public schools from 2004. Two major challenges are identified and explained: accountability and development of human resources, as well as contradictions between internal and external evaluations. The study also elaborates on the changes in the educational history from the apartheid system to the democratic system of education. Nine schools participated in the study (two secondary schools and seven primary schools). These schools were purposely selected due to the fact that they had started implementing the IQMS policy, which was the main criterion for selection. Semi-structured interviews were used to gather data from principals, Heads of Departments as well as post-level one educators concerning their experiences of the IQMS implementation. The findings indicated that while the IQMS policy was good on paper, it was extremely difficult to implement. Issues of honesty and trust were at the root of difficulties that made the IQMS implementation challenging. The participants‟ understanding of IQMS was that it was intended for the provision of quality education and development.
- Full Text:
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