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: 2019
- Subjects: Vocational education Technical education
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/16698 , vital:40762
- 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.
- Full Text:
- Authors: Thwala, William Mandla
- Date: 2019
- Subjects: Vocational education Technical education
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/16698 , vital:40762
- 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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Caregivers’ and parents’ views about preschool education as a school readiness programme in the Queenstown Education District
- Mtyuda, Pamela Nomonde Pettina
- Authors: Mtyuda, Pamela Nomonde Pettina
- Date: 2019
- Subjects: Education, Preschool Readiness for school
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16166 , vital:40674
- Description: The aim of this study was to uncover preschool caregivers’ and parents’ views about preschool education as a preschool readiness programme in the Queenstown education district. The research study addressed the following specific objectives, to determine: the caregivers’ and parents’ understanding of school readiness nature of preschool education; the extent to which the caregivers’ practices can make children ready for formal schooling; the parents’ assessment of the preschool centres as places that make children ready for formal schooling; caregivers’ and parents’ views on the challenges facing preschool centres against making children ready for formal schooling; and lastly, the possible solutions to the challenges facing preschool centres. In the present study, both qualitative and quantitative data were collected. Quantitative data were gathered through questionnaires from 40 preschool caregivers at preschools and 40 parents of the children in those preschools that were chosen by the caregivers on the basis of parents who are highly committed in the education of their children. The qualitative data were gathered through focus group discussions with 2 focus groups located in the Queenstown Education district. Twelve participants were interviewed, and these comprised 6 caregivers that formed the focus group discussion 1 and 6 parents that formed the focus group discussion 2, using the interview schedules as guides. Purposive sampling to select the participants was used. Triangulation design was used to gather both quantitative and qualitative data at the same time and to integrate the two forms of data in order to have a better understanding of the research objectives. The research findings indicated that the most frequently reported issues by the participants were the problems with some caregivers who had limited knowledge to make children ready for formal schooling. Some of the parents and caregivers do not understand the importance of the domains of development in making children fully ready for formal schooling. There is still lack of parental involvement in those centres; no effective communication between parents and staff; caregivers are not aware of the policies that govern the preschools; poverty and unemployment are factors that inhibit the right of young children to education; no proper resources in preschools and the unregistered preschools also still need to be helped by coordinated efforts from communities and the government bodies. It was concluded that the quality of early childhood development(ECD) programmes in Queenstown preschools was still compromised. The study recommended extensive investment in infrastructure and learning and teaching support materials is necessary; there should be sufficient staffing with ECD expertise; programmes should be designed in order to educate and encourage parents to actively involve themselves with preschool activities.
- Full Text:
- Authors: Mtyuda, Pamela Nomonde Pettina
- Date: 2019
- Subjects: Education, Preschool Readiness for school
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16166 , vital:40674
- Description: The aim of this study was to uncover preschool caregivers’ and parents’ views about preschool education as a preschool readiness programme in the Queenstown education district. The research study addressed the following specific objectives, to determine: the caregivers’ and parents’ understanding of school readiness nature of preschool education; the extent to which the caregivers’ practices can make children ready for formal schooling; the parents’ assessment of the preschool centres as places that make children ready for formal schooling; caregivers’ and parents’ views on the challenges facing preschool centres against making children ready for formal schooling; and lastly, the possible solutions to the challenges facing preschool centres. In the present study, both qualitative and quantitative data were collected. Quantitative data were gathered through questionnaires from 40 preschool caregivers at preschools and 40 parents of the children in those preschools that were chosen by the caregivers on the basis of parents who are highly committed in the education of their children. The qualitative data were gathered through focus group discussions with 2 focus groups located in the Queenstown Education district. Twelve participants were interviewed, and these comprised 6 caregivers that formed the focus group discussion 1 and 6 parents that formed the focus group discussion 2, using the interview schedules as guides. Purposive sampling to select the participants was used. Triangulation design was used to gather both quantitative and qualitative data at the same time and to integrate the two forms of data in order to have a better understanding of the research objectives. The research findings indicated that the most frequently reported issues by the participants were the problems with some caregivers who had limited knowledge to make children ready for formal schooling. Some of the parents and caregivers do not understand the importance of the domains of development in making children fully ready for formal schooling. There is still lack of parental involvement in those centres; no effective communication between parents and staff; caregivers are not aware of the policies that govern the preschools; poverty and unemployment are factors that inhibit the right of young children to education; no proper resources in preschools and the unregistered preschools also still need to be helped by coordinated efforts from communities and the government bodies. It was concluded that the quality of early childhood development(ECD) programmes in Queenstown preschools was still compromised. The study recommended extensive investment in infrastructure and learning and teaching support materials is necessary; there should be sufficient staffing with ECD expertise; programmes should be designed in order to educate and encourage parents to actively involve themselves with preschool activities.
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Effect of service and collaborative learning strategies on students’ environmental knowledge in selected junior secondary schools in Oyo State, Nigeria
- Authors: Alalade, Olufiropo Emmanuel
- Date: 2019
- Subjects: Service learning Environmental management
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/16602 , vital:40736
- Description: Though many strategies have helped in increasing students’ knowledge and awareness about environmental issues, yet, environmental challenges and problems are still on the increase in Nigeria. This may be due to the fact that environmental issues are controversial and require collaborative efforts of all citizens, especially school students. This study determined the effects of service learning and collaborative learning in social studies on Junior Secondary School students’ environmental literacy. It also explored the moderating effects of school location and gender. The study adopted a pretest-posttest, control group, quasiexperimental design. Multi-stage sampling technique was employed. Six (6) secondary schools that are co-educational from Ibadan were purposively selected based on presence of environmental challenges in their immediate environment. There were three (3) schools from Ibadan city (urban area of Ibadan) and three (3) from Ibadan less city (rural area of Ibadan). Seven hypotheses were tested at 0.05 level of significance. Five research instruments were used for the study, these were; Environmental Knowledge Test (EKT, r = 0.76), Environmental Attitude Questionnaire (EAQ, r = 0.85), Service Learning Guide (SLG, r = 0.71), Collaborative Learning Guide (CLG, r = 0.66) and Conventional Learning Guide (CLG, r = 0.73). Analysis of Covariance (ANCOVA) was used in testing the seven formulated hypotheses. Scheffé Post-hoc analysis was carried out to determine the source of significant effect of treatment. Significant interaction effect was described using graphical representation. All hypotheses were tested at P< .05 level of significance. The results revealed that there was a significant main effect of treatment (service and collaborative learning strategies) on junior secondary school students’ environmental knowledge (F(2,582) = 824.98; p<0.05, partial η2 = 0.739), with an effect of 73.9%. There was also a significant main effect of treatment (service and collaborative learning strategies) on junior secondary school students’ environmental attitude (F(2,582) = 1317.79; p<0.05, partial η2 = 0.819). The findings showed that there was a significant main effect of gender (male/female) on junior secondary school students’ environmental knowledge (F(1,582) = 3.99; p<0.05, v partial η2 = 0.007) but there was no significant main effect of school location (urban/rural) on junior secondary school students’ environmental knowledge (F(1,582) = 0.08; p>.05, partial η2 = 0.00). Based on these findings, it was recommended that teachers should adopt service learning and collaborative learning strategies in the teaching of environmental concepts and problems in Social Studies in order to improve students’ performance in Social Studies. Teachers should facilitate the use of service learning and collaborative learning strategies in schools to improve students’ environmental problem-solving skills and their achievement in the subject. Teaching institutions should not only include service learning and collaborative learning strategies in their curriculum but should endeavour to provide practical experience for pre-service teachers to be well grounded and equipped on the use of these strategies.
- Full Text:
- Authors: Alalade, Olufiropo Emmanuel
- Date: 2019
- Subjects: Service learning Environmental management
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/16602 , vital:40736
- Description: Though many strategies have helped in increasing students’ knowledge and awareness about environmental issues, yet, environmental challenges and problems are still on the increase in Nigeria. This may be due to the fact that environmental issues are controversial and require collaborative efforts of all citizens, especially school students. This study determined the effects of service learning and collaborative learning in social studies on Junior Secondary School students’ environmental literacy. It also explored the moderating effects of school location and gender. The study adopted a pretest-posttest, control group, quasiexperimental design. Multi-stage sampling technique was employed. Six (6) secondary schools that are co-educational from Ibadan were purposively selected based on presence of environmental challenges in their immediate environment. There were three (3) schools from Ibadan city (urban area of Ibadan) and three (3) from Ibadan less city (rural area of Ibadan). Seven hypotheses were tested at 0.05 level of significance. Five research instruments were used for the study, these were; Environmental Knowledge Test (EKT, r = 0.76), Environmental Attitude Questionnaire (EAQ, r = 0.85), Service Learning Guide (SLG, r = 0.71), Collaborative Learning Guide (CLG, r = 0.66) and Conventional Learning Guide (CLG, r = 0.73). Analysis of Covariance (ANCOVA) was used in testing the seven formulated hypotheses. Scheffé Post-hoc analysis was carried out to determine the source of significant effect of treatment. Significant interaction effect was described using graphical representation. All hypotheses were tested at P< .05 level of significance. The results revealed that there was a significant main effect of treatment (service and collaborative learning strategies) on junior secondary school students’ environmental knowledge (F(2,582) = 824.98; p<0.05, partial η2 = 0.739), with an effect of 73.9%. There was also a significant main effect of treatment (service and collaborative learning strategies) on junior secondary school students’ environmental attitude (F(2,582) = 1317.79; p<0.05, partial η2 = 0.819). The findings showed that there was a significant main effect of gender (male/female) on junior secondary school students’ environmental knowledge (F(1,582) = 3.99; p<0.05, v partial η2 = 0.007) but there was no significant main effect of school location (urban/rural) on junior secondary school students’ environmental knowledge (F(1,582) = 0.08; p>.05, partial η2 = 0.00). Based on these findings, it was recommended that teachers should adopt service learning and collaborative learning strategies in the teaching of environmental concepts and problems in Social Studies in order to improve students’ performance in Social Studies. Teachers should facilitate the use of service learning and collaborative learning strategies in schools to improve students’ environmental problem-solving skills and their achievement in the subject. Teaching institutions should not only include service learning and collaborative learning strategies in their curriculum but should endeavour to provide practical experience for pre-service teachers to be well grounded and equipped on the use of these strategies.
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Implementation of school-based assessment in high schools, Mpumalanga Province, South Africa : implications for teaching and learning
- Authors: Chipfiko, Jack
- Date: 2019
- Subjects: High schools -- Examinations Educational tests and measurements
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15892 , vital:40549
- Description: The purpose of any education system is to deliver a quality educational product. Various forms of assessment are used to ensure the suitability of the product and inform decisions. In South Africa, School-Based Assessment(SBA) is one of the tools used to assess the content competences, skills, values and attitudes; to provide learners, parents and teachers with results that are a meaningful indication of what the learners know, understand and can do at the time of assessment (DBE, 2012). Surprisingly, on a yearly basis, Umalusi reports reveal that SBA marks are rejected resulting in the learners being resulted on mostly the year end examination. The purpose of this study was to examine the implementation of SBA with a view to unearth the factors contributing to the perennial rejection of SBA marks, resulting in learners from some schools being unfairly assessed. To explore the research problem, a mixed methods study, employing a concurrent triangulation design, was employed. Total Quality Management theory was the theoretical framework anchoring this study. Sub research questions to interrogate the research problem focused on examining the roles of the teachers, learners and parents in the implementation of SBA; assessing the structures in place to support the implementation of SBA; examining how teachers, learners and parents play complementary roles in the implementation of SBA; and identifying strategies to enhance the implementation of SBA in South African (SA) high schools. Data were collected using Questionnaires, interviews and focus group discussions with purposively selected samples of teachers, learners and SGB chairpersons from high schools in White River Circuit in Mpumalanga Province in South Africa. The use of mixed methods produced quantitative and qualitative data which were independently analysed and merged during interpretation. Findings revealed that: participants and respondents confirmed the various roles of SBA in teaching and learning; structures were in place to support the implementation of SBA in high schools; complementarity of roles were sporadic in the implementation of SBA in high schools; and various strategies were employed to enhance the implementation of SBA in high schools. Implications for teaching and learning focused on realigning the implementation processes in the production of a quality educational product, and maximising its benefits to teachers, learners and parents.
- Full Text:
- Authors: Chipfiko, Jack
- Date: 2019
- Subjects: High schools -- Examinations Educational tests and measurements
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15892 , vital:40549
- Description: The purpose of any education system is to deliver a quality educational product. Various forms of assessment are used to ensure the suitability of the product and inform decisions. In South Africa, School-Based Assessment(SBA) is one of the tools used to assess the content competences, skills, values and attitudes; to provide learners, parents and teachers with results that are a meaningful indication of what the learners know, understand and can do at the time of assessment (DBE, 2012). Surprisingly, on a yearly basis, Umalusi reports reveal that SBA marks are rejected resulting in the learners being resulted on mostly the year end examination. The purpose of this study was to examine the implementation of SBA with a view to unearth the factors contributing to the perennial rejection of SBA marks, resulting in learners from some schools being unfairly assessed. To explore the research problem, a mixed methods study, employing a concurrent triangulation design, was employed. Total Quality Management theory was the theoretical framework anchoring this study. Sub research questions to interrogate the research problem focused on examining the roles of the teachers, learners and parents in the implementation of SBA; assessing the structures in place to support the implementation of SBA; examining how teachers, learners and parents play complementary roles in the implementation of SBA; and identifying strategies to enhance the implementation of SBA in South African (SA) high schools. Data were collected using Questionnaires, interviews and focus group discussions with purposively selected samples of teachers, learners and SGB chairpersons from high schools in White River Circuit in Mpumalanga Province in South Africa. The use of mixed methods produced quantitative and qualitative data which were independently analysed and merged during interpretation. Findings revealed that: participants and respondents confirmed the various roles of SBA in teaching and learning; structures were in place to support the implementation of SBA in high schools; complementarity of roles were sporadic in the implementation of SBA in high schools; and various strategies were employed to enhance the implementation of SBA in high schools. Implications for teaching and learning focused on realigning the implementation processes in the production of a quality educational product, and maximising its benefits to teachers, learners and parents.
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Study habits and learning styles as correlates of grade 11 students’ academic performance in mathematical literacy in the Amathole Education District
- Authors: Yako, Mzwandile John-Mott
- Date: 2019
- Subjects: Academic performance
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16687 , vital:40743
- Description: This study investigated whether there was correlation in study habits and learning styles with Mathematical Literacy among the Grade 11 (eleven) high school learners. The Amatole Education District was chosen for this study since it is composed of urban and rural schools. Since Mathematical Literacy was introduced in the system of education in South Africa with the understanding that learners who are finding it a challenge to study Mathematics be complemented with Mathematical Literacy to provide them with skills that are a prerequisite for tertiary level and participation in the economic development. The study purposed to establish whether there was a relationship between academic performance with study habits and learning styles in Mathematical Literacy. The study used the post-positivistic paradigm; the approach was quantitative and the design was descriptive correlational. In sampling probability, cluster sampling was used based on the number of high schools in the Amatole Education District of the Eastern Cape. It was then followed by sub-sampling of learners in Grade 11 (eleven) whose mathematical Literacy skills and performance were being investigated in this study. The theory of Covey on study habits and Kolb’s theory on learning styles were used as a theoretical framework for the study. The data collection instrument used was a closed-ended questionnaire based on a Likert scale measurement. Confidentiality and anonymity were emphasized with informed consent in place. Data was analyzed using SPSS software and Microsoft Excel. The results showed a significant relationship between note taking, writing skills and Mathematical Literacy skills and performance. The findings on the learning styles indicated no significant relationship between socio-demographic factors (visual language, visual numerical, auditory-numerical e.tc.) and academic performance in Mathematical Literacy. This research revealed that study habits had an impact on the academic performance of learners in mathematical literacy. This relationship between academic performance and study habits is an indication that learners needed to improve in their use of English as a second language, especially on note taking, writing skills and Mathematical Literacy.
- Full Text:
- Authors: Yako, Mzwandile John-Mott
- Date: 2019
- Subjects: Academic performance
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16687 , vital:40743
- Description: This study investigated whether there was correlation in study habits and learning styles with Mathematical Literacy among the Grade 11 (eleven) high school learners. The Amatole Education District was chosen for this study since it is composed of urban and rural schools. Since Mathematical Literacy was introduced in the system of education in South Africa with the understanding that learners who are finding it a challenge to study Mathematics be complemented with Mathematical Literacy to provide them with skills that are a prerequisite for tertiary level and participation in the economic development. The study purposed to establish whether there was a relationship between academic performance with study habits and learning styles in Mathematical Literacy. The study used the post-positivistic paradigm; the approach was quantitative and the design was descriptive correlational. In sampling probability, cluster sampling was used based on the number of high schools in the Amatole Education District of the Eastern Cape. It was then followed by sub-sampling of learners in Grade 11 (eleven) whose mathematical Literacy skills and performance were being investigated in this study. The theory of Covey on study habits and Kolb’s theory on learning styles were used as a theoretical framework for the study. The data collection instrument used was a closed-ended questionnaire based on a Likert scale measurement. Confidentiality and anonymity were emphasized with informed consent in place. Data was analyzed using SPSS software and Microsoft Excel. The results showed a significant relationship between note taking, writing skills and Mathematical Literacy skills and performance. The findings on the learning styles indicated no significant relationship between socio-demographic factors (visual language, visual numerical, auditory-numerical e.tc.) and academic performance in Mathematical Literacy. This research revealed that study habits had an impact on the academic performance of learners in mathematical literacy. This relationship between academic performance and study habits is an indication that learners needed to improve in their use of English as a second language, especially on note taking, writing skills and Mathematical Literacy.
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Visual art education narratives in context: contribution by offenders in one correctional facility in the Eastern Cape
- Authors: Potelwa, Siphe
- Date: 2019
- Subjects: Adult learning
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/16665 , vital:40741
- Description: This study sought a solution to close the gap of visual art education narratives under recognition and not taken into consideration in correctional facilities. The researcher’s original contribution to knowledge was to provide the theoretical framework as the lens of this study. This research questions the universal objective of how visual art education narratives contribute to the context of the offender’s voice of selfexpression, self-worth, personal identity and human right in a democratic South African as citizens of society. The aim and objectives were to determine if transformation is evidenced through visual art education and ascertain personal identity as a human right and self-worth for an offender. This study was a qualitative research in which perceptions of offenders in visual art education programmes are investigated in-depth regarding the programmes addressing rehabilitation, selfexpression, self-fulfilment and personal development. Eight respondents participated in this study voluntarily. The selection of respondents in this study was through purposeful sampling. Individual interviews, focus group interviews, observation, document review, open-ended interviews, and website data of correctional services were conducted to collect data. The target participants for this qualitative study were permanent employees of Department of Correctional Services and offenders found guilty of murder and sexual abuse against women and children enrolled in a programme of art education. This study found no anticipated risks to voluntary participation in this research, and the study was free from psychological harm. The study contributed and found adult learners bringing their experience and knowledge into creative artwork skills as voice of self-expression, self-worth and rehabilitation. Analysis of data and interpretation of findings revealed the results that visual art education narratives programme brought self-worth, self-expression, selfdevelopment, self-fulfilment, discipline, prevents conflict, boredom and offender recidivism. This study conclusion stressed, an approach to the solution of the adult learning visual art education in correctional centre were problems identified. It is recommended that the correctional facility, interactive relationships with other departments, and commitment should be implemented without delay
- Full Text:
- Authors: Potelwa, Siphe
- Date: 2019
- Subjects: Adult learning
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/16665 , vital:40741
- Description: This study sought a solution to close the gap of visual art education narratives under recognition and not taken into consideration in correctional facilities. The researcher’s original contribution to knowledge was to provide the theoretical framework as the lens of this study. This research questions the universal objective of how visual art education narratives contribute to the context of the offender’s voice of selfexpression, self-worth, personal identity and human right in a democratic South African as citizens of society. The aim and objectives were to determine if transformation is evidenced through visual art education and ascertain personal identity as a human right and self-worth for an offender. This study was a qualitative research in which perceptions of offenders in visual art education programmes are investigated in-depth regarding the programmes addressing rehabilitation, selfexpression, self-fulfilment and personal development. Eight respondents participated in this study voluntarily. The selection of respondents in this study was through purposeful sampling. Individual interviews, focus group interviews, observation, document review, open-ended interviews, and website data of correctional services were conducted to collect data. The target participants for this qualitative study were permanent employees of Department of Correctional Services and offenders found guilty of murder and sexual abuse against women and children enrolled in a programme of art education. This study found no anticipated risks to voluntary participation in this research, and the study was free from psychological harm. The study contributed and found adult learners bringing their experience and knowledge into creative artwork skills as voice of self-expression, self-worth and rehabilitation. Analysis of data and interpretation of findings revealed the results that visual art education narratives programme brought self-worth, self-expression, selfdevelopment, self-fulfilment, discipline, prevents conflict, boredom and offender recidivism. This study conclusion stressed, an approach to the solution of the adult learning visual art education in correctional centre were problems identified. It is recommended that the correctional facility, interactive relationships with other departments, and commitment should be implemented without delay
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A qualitative assessment of the achievement of gender equality under education for all (EFA) goals : study of Lagos State, Nigeria
- Authors: Adeleke, Adawi Adeola
- Date: 2018
- Subjects: Sex discrimination in education -- Nigeria Sexism in education -- Nigeria Educational equalization -- Nigeria
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/9500 , vital:34357
- Description: The importance of education cannot be overemphasized. Education has been identified as the most critical instrument for empowering individuals with the necessary knowledge and skills, which can give them access to productive employment. Also, the future of a country is based on the quality of education acquired by its citizens which helps in transforming it from pre-literate to contemporary nationhood. Many international treaties and initiatives in the world have made special provisions for education as a duty of every government which must be given to every citizen as of right, irrespective of gender or social class. Amongst these international initiatives is the Education for All (EFA) Goals, a time-bound global movement towards the provision of education for every one led by the United Nations Educational, Scientific and Cultural Organization (UNESCO). There are six goals in all. This study investigated one of the EFA goals, the goal 5. The aim of the study was a qualitative assessment of the achievement of gender equality goal under the Education for All (EFA) goals, a study of Lagos State, Nigeria. The theoretical framework of the study is informed by the Social Justice Theory and the Social Justice Praxis Theory. Scholarly works and literatures on girl-child education, gender and education, and gender balancing in education were reviewed. The study followed qualitative research approach which utilizes an interpretive research paradigm that provides a collective voice from the participants. The research area was purposively selected as Lagos State being a former capital of Nigeria and still the commercial nerve centre of the nation. Although it is the smallest state in Nigeria in term of size, it remains the most populous in the country with a projected population of 20,546,999 (13.5percent Nigeria’s total population). A sample of 16 participants were purposively selected because they were the officers directly in charge of the implementation government policies on education in the State. The data was collected through in-depth recorded interview sessions and secondary data were sourced through official documents downloaded online and from Lagos State Ministry of Education. Based on the thematic analysis of the data collected, the study found out that the State government had established policies and measures to provide qualitative education for all the citizens on a non-discriminatory basis. Thus, the goal of gender parity in terms of enrollment of boys and girls has been relatively achieved in the state. However, there were still some challenges of equality in the learning process and outcome. The study therefore recommends that schools should be made attractive and conducive as possible to assist the educational attainment of any student. This could be achieved by promoting positive values and attitudes towards education, all the stakeholders in the education sector must be involved in the business of running the school. There should also be a form of resourcing and expansion of the school facilities through the Public - Private Partnership in education.
- Full Text:
- Authors: Adeleke, Adawi Adeola
- Date: 2018
- Subjects: Sex discrimination in education -- Nigeria Sexism in education -- Nigeria Educational equalization -- Nigeria
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/9500 , vital:34357
- Description: The importance of education cannot be overemphasized. Education has been identified as the most critical instrument for empowering individuals with the necessary knowledge and skills, which can give them access to productive employment. Also, the future of a country is based on the quality of education acquired by its citizens which helps in transforming it from pre-literate to contemporary nationhood. Many international treaties and initiatives in the world have made special provisions for education as a duty of every government which must be given to every citizen as of right, irrespective of gender or social class. Amongst these international initiatives is the Education for All (EFA) Goals, a time-bound global movement towards the provision of education for every one led by the United Nations Educational, Scientific and Cultural Organization (UNESCO). There are six goals in all. This study investigated one of the EFA goals, the goal 5. The aim of the study was a qualitative assessment of the achievement of gender equality goal under the Education for All (EFA) goals, a study of Lagos State, Nigeria. The theoretical framework of the study is informed by the Social Justice Theory and the Social Justice Praxis Theory. Scholarly works and literatures on girl-child education, gender and education, and gender balancing in education were reviewed. The study followed qualitative research approach which utilizes an interpretive research paradigm that provides a collective voice from the participants. The research area was purposively selected as Lagos State being a former capital of Nigeria and still the commercial nerve centre of the nation. Although it is the smallest state in Nigeria in term of size, it remains the most populous in the country with a projected population of 20,546,999 (13.5percent Nigeria’s total population). A sample of 16 participants were purposively selected because they were the officers directly in charge of the implementation government policies on education in the State. The data was collected through in-depth recorded interview sessions and secondary data were sourced through official documents downloaded online and from Lagos State Ministry of Education. Based on the thematic analysis of the data collected, the study found out that the State government had established policies and measures to provide qualitative education for all the citizens on a non-discriminatory basis. Thus, the goal of gender parity in terms of enrollment of boys and girls has been relatively achieved in the state. However, there were still some challenges of equality in the learning process and outcome. The study therefore recommends that schools should be made attractive and conducive as possible to assist the educational attainment of any student. This could be achieved by promoting positive values and attitudes towards education, all the stakeholders in the education sector must be involved in the business of running the school. There should also be a form of resourcing and expansion of the school facilities through the Public - Private Partnership in education.
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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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- 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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The implementation of curriculum and assessment policy statement by economics grade twelve teachers and its influence on teaching methods in East London Education District, South Africa
- Authors: Rantsane, Twoboy Babini
- Date: 2017
- Subjects: Curriculum-based assessment -- South Africa -- Eastern Cape Curriculum planning -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/4970 , vital:28879
- Description: The introduction of the Economics CAPS policy ushered the introduction of the new principle of “active and critical learning” which implies fostering active learner participation in teaching and learning process. The revision of curriculum in 1997 and subsequent years has implications on how teachers teach. Since the introduction of Economics CAPS in Grade twelve in 2014, no study has been conducted to determine how teachers implement the curriculum. The aim of the study was to investigate the implementation of Curriculum and Assessment Policy Statement (CAPS) by Economics Grade twelve teachers and its influence on teaching methods in East London Education District. The theoretical framework of the study was Experiential Learning Theory (ELT), constructivism, and pragmatism. A mixed method which entails the combination of quantitative and qualitative research methods was used in this study. A sequential design was followed in the study where the first stage comprised of the administration of questionnaire as a component of quantitative method. The second stage focused on qualitative method which entailed the administration of the following data collection techniques: lesson observation, semi-structured interviews and document analysis. Purposeful random sampling where East London Education District was selected since it has the required categories of schools required for the research was used. All the 53 Grade 12 Economics schools served as the population for the study. Some of the participants did not return the questionnaire while others have phased out Economics. A total of 36 schools participated and two schools have 2 Grade 12 classes. A total of 38 teachers returned the questionnaires. A stratified random sampling of 8 teachers was done for the qualitative research. The schools or teachers were categorised as follows: one teacher from Ex - Model C schools, one from urban, one from rural and five teachers from township schools. The sample represented 22.2 % of schools offering Grade 12 economics in the East London Education District. Descriptive statistics and thematic analysis were used for quantitative and qualitative studies respectively. The study found out that economics teachers assert that they employ mixed methods when teaching, but classroom practice reveals that their teaching approach is predominately teacher - centred. While the CAPS policy propagates the adoption of “active and critical learning” practice indicates this principle is applied to a limited extent. Economics teachers should be developed in using active learning methods to ensure that the new principle find expression in the classroom. In respect of the training of teachers to implement CAPS curriculum, research reveals that short-term training workshops were conducted but Economics teachers have challenges in methodology and content. The recommendations to address the challenges entail: continuous professional development of Economics teachers on methodology; conduct content workshops and resourcing of schools.
- Full Text:
- Authors: Rantsane, Twoboy Babini
- Date: 2017
- Subjects: Curriculum-based assessment -- South Africa -- Eastern Cape Curriculum planning -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/4970 , vital:28879
- Description: The introduction of the Economics CAPS policy ushered the introduction of the new principle of “active and critical learning” which implies fostering active learner participation in teaching and learning process. The revision of curriculum in 1997 and subsequent years has implications on how teachers teach. Since the introduction of Economics CAPS in Grade twelve in 2014, no study has been conducted to determine how teachers implement the curriculum. The aim of the study was to investigate the implementation of Curriculum and Assessment Policy Statement (CAPS) by Economics Grade twelve teachers and its influence on teaching methods in East London Education District. The theoretical framework of the study was Experiential Learning Theory (ELT), constructivism, and pragmatism. A mixed method which entails the combination of quantitative and qualitative research methods was used in this study. A sequential design was followed in the study where the first stage comprised of the administration of questionnaire as a component of quantitative method. The second stage focused on qualitative method which entailed the administration of the following data collection techniques: lesson observation, semi-structured interviews and document analysis. Purposeful random sampling where East London Education District was selected since it has the required categories of schools required for the research was used. All the 53 Grade 12 Economics schools served as the population for the study. Some of the participants did not return the questionnaire while others have phased out Economics. A total of 36 schools participated and two schools have 2 Grade 12 classes. A total of 38 teachers returned the questionnaires. A stratified random sampling of 8 teachers was done for the qualitative research. The schools or teachers were categorised as follows: one teacher from Ex - Model C schools, one from urban, one from rural and five teachers from township schools. The sample represented 22.2 % of schools offering Grade 12 economics in the East London Education District. Descriptive statistics and thematic analysis were used for quantitative and qualitative studies respectively. The study found out that economics teachers assert that they employ mixed methods when teaching, but classroom practice reveals that their teaching approach is predominately teacher - centred. While the CAPS policy propagates the adoption of “active and critical learning” practice indicates this principle is applied to a limited extent. Economics teachers should be developed in using active learning methods to ensure that the new principle find expression in the classroom. In respect of the training of teachers to implement CAPS curriculum, research reveals that short-term training workshops were conducted but Economics teachers have challenges in methodology and content. The recommendations to address the challenges entail: continuous professional development of Economics teachers on methodology; conduct content workshops and resourcing of schools.
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Effect of organisational policies on school management teams' job performance at Maluti District, Eastern Cape , South Africa
- Authors: Leboea, Paulos Dipholo
- Date: 2016
- Subjects: School management teams Total quality management in higher education -- South Africa -- Eastern Cape Performance standards -- South Africa --Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5315 , vital:29188
- Description: Most school management teams (SMTs) do not do their tasks either due to lack of time or inability to fulfil this obligation. Should this be true for South African schools, it would reflect negatively on the SMT job performance. This led to undertaking research in order to ascertain the fit between organisational policies of induction, mentoring, curriculum assessment training and curriculum supervision and the SMT job performance by way of establishing the effect of organisation policy on SMTs’ job performance. The research adopted a descriptive survey research design of the correlational type. Two sets of questionnaires, one for independent variables and the other for the dependent variable, were used to elicit information from the respondents. Some of the findings show that aspiring SMT members need some training so as to know what will be expected of them to do once they get selected as SMT members. It was further proven that common tests that are normally set at the provincial and district and/or school based levels are invariably not of the standard that the Department of Basic Education (DBE) prescribes nationally. The foregoing led to the conclusion that the SMT job practice is invariably not informed by the relevant organisational policies. Hence a cascade model of SMT training is recommended, as is the notion that training toward organisational policies under review should be done cohesively.
- Full Text:
- Authors: Leboea, Paulos Dipholo
- Date: 2016
- Subjects: School management teams Total quality management in higher education -- South Africa -- Eastern Cape Performance standards -- South Africa --Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5315 , vital:29188
- Description: Most school management teams (SMTs) do not do their tasks either due to lack of time or inability to fulfil this obligation. Should this be true for South African schools, it would reflect negatively on the SMT job performance. This led to undertaking research in order to ascertain the fit between organisational policies of induction, mentoring, curriculum assessment training and curriculum supervision and the SMT job performance by way of establishing the effect of organisation policy on SMTs’ job performance. The research adopted a descriptive survey research design of the correlational type. Two sets of questionnaires, one for independent variables and the other for the dependent variable, were used to elicit information from the respondents. Some of the findings show that aspiring SMT members need some training so as to know what will be expected of them to do once they get selected as SMT members. It was further proven that common tests that are normally set at the provincial and district and/or school based levels are invariably not of the standard that the Department of Basic Education (DBE) prescribes nationally. The foregoing led to the conclusion that the SMT job practice is invariably not informed by the relevant organisational policies. Hence a cascade model of SMT training is recommended, as is the notion that training toward organisational policies under review should be done cohesively.
- Full Text:
Effect of organisational policies on school management teams' job performance at Maluti District, Eastern Cape , South Africa
- Authors: Leboea, Paulos Dipholo
- Date: 2016
- Subjects: School management teams School management and organization -- South Africa -- Eastern Cape Total quality management in higher education -- South Africa -- Eastern Cape Performance -- Management
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2293 , vital:27748
- Description: Most school management teams (SMTs) do not do their tasks either due to lack of time or inability to fulfil this obligation. Should this be true for South African schools, it would reflect negatively on the SMT job performance. This led to undertaking research in order to ascertain the fit between organisational policies of induction, mentoring, curriculum assessment training and curriculum supervision and the SMT job performance by way of establishing the effect of organisation policy on SMTs’ job performance. The research adopted a descriptive survey research design of the correlational type. Two sets of questionnaires, one for independent variables and the other for the dependent variable, were used to elicit information from the respondents. Some of the findings show that aspiring SMT members need some training so as to know what will be expected of them to do once they get selected as SMT members. It was further proven that common tests that are normally set at the provincial and district and/or school based levels are invariably not of the standard that the Department of Basic Education (DBE) prescribes nationally. The foregoing led to the conclusion that the SMT job practice is invariably not informed by the relevant organisational policies. Hence a cascade model of SMT training is recommended, as is the notion that training toward organisational policies under review should be done cohesively.
- Full Text:
- Authors: Leboea, Paulos Dipholo
- Date: 2016
- Subjects: School management teams School management and organization -- South Africa -- Eastern Cape Total quality management in higher education -- South Africa -- Eastern Cape Performance -- Management
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2293 , vital:27748
- Description: Most school management teams (SMTs) do not do their tasks either due to lack of time or inability to fulfil this obligation. Should this be true for South African schools, it would reflect negatively on the SMT job performance. This led to undertaking research in order to ascertain the fit between organisational policies of induction, mentoring, curriculum assessment training and curriculum supervision and the SMT job performance by way of establishing the effect of organisation policy on SMTs’ job performance. The research adopted a descriptive survey research design of the correlational type. Two sets of questionnaires, one for independent variables and the other for the dependent variable, were used to elicit information from the respondents. Some of the findings show that aspiring SMT members need some training so as to know what will be expected of them to do once they get selected as SMT members. It was further proven that common tests that are normally set at the provincial and district and/or school based levels are invariably not of the standard that the Department of Basic Education (DBE) prescribes nationally. The foregoing led to the conclusion that the SMT job practice is invariably not informed by the relevant organisational policies. Hence a cascade model of SMT training is recommended, as is the notion that training toward organisational policies under review should be done cohesively.
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Teachers' perceptions on the effects of frequent change in curriculum on effective teaching in junior secondary schools at Libode Education District, Eastern Cape
- Ngibe, Nondwe Cynthia Phelokazi
- Authors: Ngibe, Nondwe Cynthia Phelokazi
- Date: 2016
- Subjects: Curriculum change -- South Africa -- Eastern Cape Educational change Education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5587 , vital:29349
- Description: Worldwide educational change has been a topic of discussion. South Africa is among the countries having issues with the implementation of a new curriculum and its impact on effective teaching and learning in junior secondary schools. The country (South Africa) experienced frequent changes in education curriculum. The new curriculum was seen as the means to address poor state of education. It is common knowledge that teachers were and are presently still confused and stressed being unsure on how to apply some techniques to meet the requirements of the new curriculum. That led to underperformance of learners in their work at school. Hence, this study was conducted to explore the perceptions of teachers in South Africa regarding the effects that frequent changes in curriculum has on the effective teaching and learning in junior secondary schools. The change in curriculum is frequent in the sense that, from 1997 to 2016, the curriculum in South Africa was revised four times: Curriculum 2005 (C2005) in 1997, Revised National Curriculum Statement (RNCS) in 2002, National Curriculum Statement (NCS) in 2007 as well as Curriculum and Assessment Policy Statement (CAPS) in 2012. The study does not leave behind some literatures on concept of education, teaching and learning in junior secondary schools, curriculum in South Africa, an overview of curriculum policy in South Africa, curriculum changes to mention a few. Qualitative research methodology was used by the researcher so as interview participants (teachers) in their workplace. The case study was chosen as the design, whereby two junior secondary schools from the population of schools in Libode district were purposely sampled. Data was collected from teachers in these schools, that is, six teachers from each school. Four teachers from each phase were targeted, that is, (four from foundation phase, four from intermediate phase and four from senior phase). Semi-structured interviews were used as the instrument to collect information from the participants. From the study, the researcher found confusion and frustration due to the frequent changes in curriculum; negative influence on effective teaching and learning, by the fact that teachers ultimately do not know what to do to meet the requirements of the curriculum; and not much continuity or links between phases in as far as content and subjects are concerned. The study recommended the appointment of professional facilitators, revisiting of the language policy in GET band (with focus in LOLT in foundation phase), encouraging continuity across phases, actively involvement of teachers in formulating or drafting of any policy that will affect curriculum since they are the implementers of curriculum. The study established that frequent change in curriculum had negative effects on teaching and in junior secondary schools. This is the perception of the majority of participants. As far as literature regarding teachers is concerned, changing curriculum without changing teachers’ understanding and attitude has negative impact on learning especially in South Africa, with special focus on rural schools such as those of Libode district in the Eastern Cape Province.
- Full Text:
- Authors: Ngibe, Nondwe Cynthia Phelokazi
- Date: 2016
- Subjects: Curriculum change -- South Africa -- Eastern Cape Educational change Education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5587 , vital:29349
- Description: Worldwide educational change has been a topic of discussion. South Africa is among the countries having issues with the implementation of a new curriculum and its impact on effective teaching and learning in junior secondary schools. The country (South Africa) experienced frequent changes in education curriculum. The new curriculum was seen as the means to address poor state of education. It is common knowledge that teachers were and are presently still confused and stressed being unsure on how to apply some techniques to meet the requirements of the new curriculum. That led to underperformance of learners in their work at school. Hence, this study was conducted to explore the perceptions of teachers in South Africa regarding the effects that frequent changes in curriculum has on the effective teaching and learning in junior secondary schools. The change in curriculum is frequent in the sense that, from 1997 to 2016, the curriculum in South Africa was revised four times: Curriculum 2005 (C2005) in 1997, Revised National Curriculum Statement (RNCS) in 2002, National Curriculum Statement (NCS) in 2007 as well as Curriculum and Assessment Policy Statement (CAPS) in 2012. The study does not leave behind some literatures on concept of education, teaching and learning in junior secondary schools, curriculum in South Africa, an overview of curriculum policy in South Africa, curriculum changes to mention a few. Qualitative research methodology was used by the researcher so as interview participants (teachers) in their workplace. The case study was chosen as the design, whereby two junior secondary schools from the population of schools in Libode district were purposely sampled. Data was collected from teachers in these schools, that is, six teachers from each school. Four teachers from each phase were targeted, that is, (four from foundation phase, four from intermediate phase and four from senior phase). Semi-structured interviews were used as the instrument to collect information from the participants. From the study, the researcher found confusion and frustration due to the frequent changes in curriculum; negative influence on effective teaching and learning, by the fact that teachers ultimately do not know what to do to meet the requirements of the curriculum; and not much continuity or links between phases in as far as content and subjects are concerned. The study recommended the appointment of professional facilitators, revisiting of the language policy in GET band (with focus in LOLT in foundation phase), encouraging continuity across phases, actively involvement of teachers in formulating or drafting of any policy that will affect curriculum since they are the implementers of curriculum. The study established that frequent change in curriculum had negative effects on teaching and in junior secondary schools. This is the perception of the majority of participants. As far as literature regarding teachers is concerned, changing curriculum without changing teachers’ understanding and attitude has negative impact on learning especially in South Africa, with special focus on rural schools such as those of Libode district in the Eastern Cape Province.
- Full Text:
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