Exploring teachers’ classroom management strategies to enhance teaching and learning in Gauteng Province
- Authors: Mamaila, Dineo
- Date: 2023-00
- Subjects: Education
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/10556 , vital:75187
- Description: Classroom management strategies in teaching and learning are still a challenge in most high schools. The study investigates how classroom management strategies can be enhanced towards effective teaching and learning in Gauteng Province, South Africa. The research is lenses within an interpretive paradigm and was conducted using a qualitative approach, and a case study research design was employed. The study employed purposive sampling to select relevant participants from high schools. The participants consisted of twelve teachers from three chosen schools in Gauteng Province in the Ekurhuleni North District. Each school had four teachers as participants, making a total of twelve participants. Semi-structured interviews were conducted to elicit information from the participants. Content analysis was applied to analyze and evaluate the data from the conducted semi-structured interviews. The findings were as follows: teachers' ineffectiveness affects classroom management, especially when there is a lack of planning, poor time management, and poor relationship between the learners and teachers. It is suggested that teachers need to take charge of knowing what roles to play, such as being the controller, assessor, and organizer in the classroom setting. Recommendations were made to address the implementation of classroom management strategies in the classroom, whereby active teaching and learning need to take place in the schools. Therefore, it is possible for teachers to successfully implement classroom management by always being flexible, such as being able to read the classroom environment, implementing necessary discipline measures without attracting attention to themselves or interrupting the class session, and prioritizing professionalism always. , Thesis (Masters) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023-00
- Authors: Mamaila, Dineo
- Date: 2023-00
- Subjects: Education
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/10556 , vital:75187
- Description: Classroom management strategies in teaching and learning are still a challenge in most high schools. The study investigates how classroom management strategies can be enhanced towards effective teaching and learning in Gauteng Province, South Africa. The research is lenses within an interpretive paradigm and was conducted using a qualitative approach, and a case study research design was employed. The study employed purposive sampling to select relevant participants from high schools. The participants consisted of twelve teachers from three chosen schools in Gauteng Province in the Ekurhuleni North District. Each school had four teachers as participants, making a total of twelve participants. Semi-structured interviews were conducted to elicit information from the participants. Content analysis was applied to analyze and evaluate the data from the conducted semi-structured interviews. The findings were as follows: teachers' ineffectiveness affects classroom management, especially when there is a lack of planning, poor time management, and poor relationship between the learners and teachers. It is suggested that teachers need to take charge of knowing what roles to play, such as being the controller, assessor, and organizer in the classroom setting. Recommendations were made to address the implementation of classroom management strategies in the classroom, whereby active teaching and learning need to take place in the schools. Therefore, it is possible for teachers to successfully implement classroom management by always being flexible, such as being able to read the classroom environment, implementing necessary discipline measures without attracting attention to themselves or interrupting the class session, and prioritizing professionalism always. , Thesis (Masters) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023-00
Challenges of information and communication technology policy implementation in rural South Africa
- Chisango, Grasia, Lesame, Carol
- Authors: Chisango, Grasia , Lesame, Carol
- Date: 2017
- Subjects: Information society , Digital inclusion , Education
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/11260/5592 , vital:44611 , https://doi.org/10.18820/24150525/Comm.v22.4
- Description: While the South African government has implemented an information and communication technology (ICT) policy to address issues of universal access and service, questions remain about the effective implementation of this policy in rural areas. This article explores the extent to which ICT policy and regulation were implemented in rural South Africa, with specific reference to the Eastern Cape province. Focus group interviews and in-depth face-to-face interviews were conducted to collect qualitative data from 28 high school learners, two local municipal mayors and two women support group leaders in the Chris Hani District Municipality. A theme analysis indicated that the Universal Service and Access Agency of South Africa (USAASA) is failing to fulfil its mandate of promoting universal access and service. It is recommended that the provincial government in the Eastern Cape design an ICT strategy for its municipalities and that there should be easy access to Thusong Service Centres in rural areas.
- Full Text:
- Date Issued: 2017
- Authors: Chisango, Grasia , Lesame, Carol
- Date: 2017
- Subjects: Information society , Digital inclusion , Education
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/11260/5592 , vital:44611 , https://doi.org/10.18820/24150525/Comm.v22.4
- Description: While the South African government has implemented an information and communication technology (ICT) policy to address issues of universal access and service, questions remain about the effective implementation of this policy in rural areas. This article explores the extent to which ICT policy and regulation were implemented in rural South Africa, with specific reference to the Eastern Cape province. Focus group interviews and in-depth face-to-face interviews were conducted to collect qualitative data from 28 high school learners, two local municipal mayors and two women support group leaders in the Chris Hani District Municipality. A theme analysis indicated that the Universal Service and Access Agency of South Africa (USAASA) is failing to fulfil its mandate of promoting universal access and service. It is recommended that the provincial government in the Eastern Cape design an ICT strategy for its municipalities and that there should be easy access to Thusong Service Centres in rural areas.
- Full Text:
- Date Issued: 2017
The role of the Department of Education in addressing the education of children living and working in the street in the Eastern Cape:
- Authors: Mawisa, Nompumelelo Mavis
- Date: 2011-01
- Subjects: Street children , Social Conditions , Education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/23337 , vital:57354
- Description: A UNICEF report on the drastic effects of child labour in developing countries indicates there are 4040 million children under the age of 18 not attending school (1977). Many are street and working children who deserve the chance, but face parental neglect and poverty to attend school and become conscious and productive citizens. Non-formal education has been identified as an alternative to traditional schooling, in which children learn vocational trades or academic subjects, aimed at enhancing their lives. This alternative approach is considered non-formal education because it is typically short–term and non – degree granting. Though non-formal education can be used for rehabilitation purposes, it cannot replace ultimate schooling. All children want to graduate and compete in the job market. The main aim of this study is to determine the role of the Department of Education in addressing the education of children working and living in the street in the Eastern Cape. The children working and living in the street phenomenon is a major development problem that is experienced all over the developing world. A major cause of this problem in the Eastern Cape is drop–outs due to parental negligence and poverty. To assist children working and living in the street and those in conflict with the law, child and youth care centres in East London, King William’s Town and Queenstown have been established. However, they have not had a very noticeable impact on the magnitude of the problem. Potential for such an impact seems to lie in the domain of collaboration with other non-governmental organisations, other departments and education providers. This study evaluated the quality of education of child and youth care centres and non-formal education programmes in providing education to children working and living in the street, with a view to highlighting the difference that formal education in mainstream schools has, in relation to these centres. The descriptive survey design was used in this study. The sample comprised ten children working and living in the street three child and youth care centres in East London, King William’s Town and Queenstown, ten children working and living in the street in East London, three managers from these centres, and two managers from the Department of Education and the Department of Social Development. The study employed the purposive sampling technique. Data to answer the research questions were collected mainly through questionnaires and interviews. The following conclusions were drawn from this study regarding empowering of children who are working and living in the street: (1) children were acutely cognisant of their impoverished positions in society but were unable to alleviate their economic burdens due to poverty. (2) The lack of teacher training strongly impacted on the children’s self concept to achieve empowerment (3) Non-formal education programmes should be used temporary whilst children working and living in the street are being rehabilitated. Thereafter children should join mainstream schools where they can obtain certificates on completion of their studies. The age factor should be considered when administering non-formal education. (4) Parents were the most important stakeholders in facilitating the enrolment of children in schools and monitoring their attendance. (5) Collaboration of all relevant stakeholders in the education of children working and living in the street is key to their education. , Thesis (PHD) -- Faculty of Social Sciences and Humanities, 2011
- Full Text:
- Date Issued: 2011-01
- Authors: Mawisa, Nompumelelo Mavis
- Date: 2011-01
- Subjects: Street children , Social Conditions , Education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/23337 , vital:57354
- Description: A UNICEF report on the drastic effects of child labour in developing countries indicates there are 4040 million children under the age of 18 not attending school (1977). Many are street and working children who deserve the chance, but face parental neglect and poverty to attend school and become conscious and productive citizens. Non-formal education has been identified as an alternative to traditional schooling, in which children learn vocational trades or academic subjects, aimed at enhancing their lives. This alternative approach is considered non-formal education because it is typically short–term and non – degree granting. Though non-formal education can be used for rehabilitation purposes, it cannot replace ultimate schooling. All children want to graduate and compete in the job market. The main aim of this study is to determine the role of the Department of Education in addressing the education of children working and living in the street in the Eastern Cape. The children working and living in the street phenomenon is a major development problem that is experienced all over the developing world. A major cause of this problem in the Eastern Cape is drop–outs due to parental negligence and poverty. To assist children working and living in the street and those in conflict with the law, child and youth care centres in East London, King William’s Town and Queenstown have been established. However, they have not had a very noticeable impact on the magnitude of the problem. Potential for such an impact seems to lie in the domain of collaboration with other non-governmental organisations, other departments and education providers. This study evaluated the quality of education of child and youth care centres and non-formal education programmes in providing education to children working and living in the street, with a view to highlighting the difference that formal education in mainstream schools has, in relation to these centres. The descriptive survey design was used in this study. The sample comprised ten children working and living in the street three child and youth care centres in East London, King William’s Town and Queenstown, ten children working and living in the street in East London, three managers from these centres, and two managers from the Department of Education and the Department of Social Development. The study employed the purposive sampling technique. Data to answer the research questions were collected mainly through questionnaires and interviews. The following conclusions were drawn from this study regarding empowering of children who are working and living in the street: (1) children were acutely cognisant of their impoverished positions in society but were unable to alleviate their economic burdens due to poverty. (2) The lack of teacher training strongly impacted on the children’s self concept to achieve empowerment (3) Non-formal education programmes should be used temporary whilst children working and living in the street are being rehabilitated. Thereafter children should join mainstream schools where they can obtain certificates on completion of their studies. The age factor should be considered when administering non-formal education. (4) Parents were the most important stakeholders in facilitating the enrolment of children in schools and monitoring their attendance. (5) Collaboration of all relevant stakeholders in the education of children working and living in the street is key to their education. , Thesis (PHD) -- Faculty of Social Sciences and Humanities, 2011
- Full Text:
- Date Issued: 2011-01
Lovedale 1930-1955 : the study of a missionary institution in its social, educational and political context
- White, Timothy Raymond Howard
- Authors: White, Timothy Raymond Howard
- Date: 1988
- Subjects: Lovedale Institution , History , South Africa , Education , African people
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2527 , http://hdl.handle.net/10962/d1001856
- Description: Lovedale was founded by the Glasgow Missionary Society as an eduational centre for Africans. Education was to be adapted to the lives of the Africans which would be a departure from the English classical tradition. This meant that emphasis was placed on vocational training and that academic education focussed on the study of English rather than the Classics. But the importance of mother-tongue education was also stressed. The missionaries placed emphasis on village education, whereby the African would be taught skills and crafts that would be useful to him in life. Education, they argued, should also aim at character-training and at spreading the Christian message. They also wanted to see co-operation between the Church and the State in the education of the African. Vocational education was designed to create African artisans who would be able to compete with Whites; but it also aimed at emphasizing the importance of industry in building up character. The Lovedale Press illustrates vocational training in progress, dealing with the difficulties that arose when African printers came into competition with Whites. But the missionaries also used the Press to propagate the Christian message and to promote African literature. An ideological rift began to open up between the missions and the new Black political beliefs of the Second World War. This led to the Lovedale Riot which is considered in the broader framework of sociopolitical unrest within the country. After the 1948 Election an ideological rift also developed between the missions and the State. This study concludes by examining the introduction of the Bantu Education Act and the Lovedale response to this. It was felt that although Bantu Education threatened to undermine their educational endeavour, they should nevertheless cooperate with the system in order to save what they had built up.
- Full Text:
- Date Issued: 1988
- Authors: White, Timothy Raymond Howard
- Date: 1988
- Subjects: Lovedale Institution , History , South Africa , Education , African people
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2527 , http://hdl.handle.net/10962/d1001856
- Description: Lovedale was founded by the Glasgow Missionary Society as an eduational centre for Africans. Education was to be adapted to the lives of the Africans which would be a departure from the English classical tradition. This meant that emphasis was placed on vocational training and that academic education focussed on the study of English rather than the Classics. But the importance of mother-tongue education was also stressed. The missionaries placed emphasis on village education, whereby the African would be taught skills and crafts that would be useful to him in life. Education, they argued, should also aim at character-training and at spreading the Christian message. They also wanted to see co-operation between the Church and the State in the education of the African. Vocational education was designed to create African artisans who would be able to compete with Whites; but it also aimed at emphasizing the importance of industry in building up character. The Lovedale Press illustrates vocational training in progress, dealing with the difficulties that arose when African printers came into competition with Whites. But the missionaries also used the Press to propagate the Christian message and to promote African literature. An ideological rift began to open up between the missions and the new Black political beliefs of the Second World War. This led to the Lovedale Riot which is considered in the broader framework of sociopolitical unrest within the country. After the 1948 Election an ideological rift also developed between the missions and the State. This study concludes by examining the introduction of the Bantu Education Act and the Lovedale response to this. It was felt that although Bantu Education threatened to undermine their educational endeavour, they should nevertheless cooperate with the system in order to save what they had built up.
- Full Text:
- Date Issued: 1988
Anglican missionary policy in the diocese of Grahamstown under the first two bishops, 1853-1871
- Authors: Goedhals, Mary Mandeville
- Date: 1979
- Subjects: Anglican , Diocese , Grahamstown , Bishops , Missionary policy , Cattle Killing , Government , Education , Black people , John Armstrong , Henry Cotterill
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:1211 , http://hdl.handle.net/10962/d1001540
- Description: In 1843 a committee of the Colonial Bishroprics Fund appointed to investigate the state of the Church of England at the Cape of Good Hope, recommended the formation of a bishopric, and suggested that the bishop settle in the eastern districts of the colony, with an archdeacon in Cape Town. Three significant principles had been enunciated: the church was to grow under a bishop, the church would have a dual mission to blacks and whites, and the colony's eastern frontier, long a political and military headache, was seen as the focus of a new and spiritual battle. Contact between Nguni tribesmen and the eastward-moving European trekboer began in the region of the Fish River during the rule of the Dutch East India Company. Cattle and land were the main ingredients of the frontier conflict. From the point of view of the white settler, the growing cattle trade meant an increased need for pasture, but although the motive for expansion was economic, frontiersmen had come to regard large lands as their birthright. The semi-nomadic pastoral economy of the Nguni also required abundance of land, which was vested in the tribe. To the tribesmen, their cattle had a political, social and religious significance which transcended the economic. Cattle were sacrificed to the ancestors to propitiate the shades of the departed and to secure the prosperity of the tribe. The years of conflict, the constant threat to their herds and their land, undermined the basis of Nguni society, without providing it with a new foundation.
- Full Text:
- Date Issued: 1979
- Authors: Goedhals, Mary Mandeville
- Date: 1979
- Subjects: Anglican , Diocese , Grahamstown , Bishops , Missionary policy , Cattle Killing , Government , Education , Black people , John Armstrong , Henry Cotterill
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:1211 , http://hdl.handle.net/10962/d1001540
- Description: In 1843 a committee of the Colonial Bishroprics Fund appointed to investigate the state of the Church of England at the Cape of Good Hope, recommended the formation of a bishopric, and suggested that the bishop settle in the eastern districts of the colony, with an archdeacon in Cape Town. Three significant principles had been enunciated: the church was to grow under a bishop, the church would have a dual mission to blacks and whites, and the colony's eastern frontier, long a political and military headache, was seen as the focus of a new and spiritual battle. Contact between Nguni tribesmen and the eastward-moving European trekboer began in the region of the Fish River during the rule of the Dutch East India Company. Cattle and land were the main ingredients of the frontier conflict. From the point of view of the white settler, the growing cattle trade meant an increased need for pasture, but although the motive for expansion was economic, frontiersmen had come to regard large lands as their birthright. The semi-nomadic pastoral economy of the Nguni also required abundance of land, which was vested in the tribe. To the tribesmen, their cattle had a political, social and religious significance which transcended the economic. Cattle were sacrificed to the ancestors to propitiate the shades of the departed and to secure the prosperity of the tribe. The years of conflict, the constant threat to their herds and their land, undermined the basis of Nguni society, without providing it with a new foundation.
- Full Text:
- Date Issued: 1979
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