Competence development in marine protected area professionals: a case study of the South African Marine Protected Area Management Training Course (SAMPATC)
- Authors: Lewis, Sebastian Giulio
- Date: 2012
- Subjects: Core competencies Employees -- Training of Marine ecosystem management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1456 , http://hdl.handle.net/10962/d1003337
- Description: This study reviews a training programme on Marine Protected Area (MPA) management. It notes that although MPAs are well promulgated under legislation, reports have found that there are still key challenges facing the management of these areas. The research examines how the course was developed following the Lemm and Attwood (2003) report and designed to develop competences for effective MPA management. The aim is to identify how a MPA management training course produced competences apposite to the workplace settings of the participants. An interpretive case study method was used, in two phases. The first phase explored salient issues in MPA management in South Africa through analysis of the two key ‘state of MPA management’ reports and interviews with MPA professionals. The second was an analysis of the South African Marine Protected Area Management Training Course. This involved interviews with course designers, a review of the course materials, interviews with past course participants, and an analysis of course evaluations. Evidence emerged that supported the following findings: Challenges and problems facing MPA management still exist. Competence in key areas of MPA management was addressed in an effective work-integrated approach. Social learning was a key process in the development of these competences. The competences articulate well with the workplace of participants. Gaps exist between some of the management issues and the competences developed by the course, and some aspects of the course design are ineffective. From these findings it is concluded that: The course took up the majority of issues in MPA management through the development of key competences. The course design facilitated the development of these competences. The competences developed through the course are relevant to the workplace of MPA professionals. The research found that the course adequately addresses issues in MPA management through the development of competences. Some recommendations for improvements are made.
- Full Text:
- Date Issued: 2012
- Authors: Lewis, Sebastian Giulio
- Date: 2012
- Subjects: Core competencies Employees -- Training of Marine ecosystem management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1456 , http://hdl.handle.net/10962/d1003337
- Description: This study reviews a training programme on Marine Protected Area (MPA) management. It notes that although MPAs are well promulgated under legislation, reports have found that there are still key challenges facing the management of these areas. The research examines how the course was developed following the Lemm and Attwood (2003) report and designed to develop competences for effective MPA management. The aim is to identify how a MPA management training course produced competences apposite to the workplace settings of the participants. An interpretive case study method was used, in two phases. The first phase explored salient issues in MPA management in South Africa through analysis of the two key ‘state of MPA management’ reports and interviews with MPA professionals. The second was an analysis of the South African Marine Protected Area Management Training Course. This involved interviews with course designers, a review of the course materials, interviews with past course participants, and an analysis of course evaluations. Evidence emerged that supported the following findings: Challenges and problems facing MPA management still exist. Competence in key areas of MPA management was addressed in an effective work-integrated approach. Social learning was a key process in the development of these competences. The competences articulate well with the workplace of participants. Gaps exist between some of the management issues and the competences developed by the course, and some aspects of the course design are ineffective. From these findings it is concluded that: The course took up the majority of issues in MPA management through the development of key competences. The course design facilitated the development of these competences. The competences developed through the course are relevant to the workplace of MPA professionals. The research found that the course adequately addresses issues in MPA management through the development of competences. Some recommendations for improvements are made.
- Full Text:
- Date Issued: 2012
Educational transformation and curriculum reform: teachers' perceptions of their roles as change agents
- Authors: Ngqondi, Kholisile Phillip
- Date: 2012
- Subjects: Educational change -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Curriculum change -- South Africa -- Eastern Cape , Education -- Political aspects -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9460 , http://hdl.handle.net/10948/d1020136
- Description: Since 1994, the educational landscape in South Africa has been subjected to on-going policy changes. The national Curriculum and Assessment Policy Statement (CAPS) which has been promulgated recently, is the third version of a post-apartheid national school curriculum. Teachers, in particular, fulfil critical roles as change agents during a process of educational transformation, as they need to facilitate the change by implementing the new national school curriculum. This study aimed to ascertain teacher experiences of continuous curriculum change, by focusing in particular on the views of selected FET teachers. Focus group interviews were conducted with teachers employed at secondary schools in an urban township in the Eastern Cape. The data revealed that the teachers‟ responses could be categorised into four broad themes, namely CAPS itself, the learners in relation to CAPS, the teacher in relation to CAPS and the Department of Education in relation to CAPS. Despite several frustrations and uncertainties, it was clear that the teachers wanted to assume agency as they expressed a commitment towards change and a willingness to implement CAPS to the best of their ability. This study however concludes that the FET teachers who participated struggled to assume full agency, due to restrictive and disabling conditions which are mostly beyond their control.
- Full Text:
- Date Issued: 2012
- Authors: Ngqondi, Kholisile Phillip
- Date: 2012
- Subjects: Educational change -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Curriculum change -- South Africa -- Eastern Cape , Education -- Political aspects -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9460 , http://hdl.handle.net/10948/d1020136
- Description: Since 1994, the educational landscape in South Africa has been subjected to on-going policy changes. The national Curriculum and Assessment Policy Statement (CAPS) which has been promulgated recently, is the third version of a post-apartheid national school curriculum. Teachers, in particular, fulfil critical roles as change agents during a process of educational transformation, as they need to facilitate the change by implementing the new national school curriculum. This study aimed to ascertain teacher experiences of continuous curriculum change, by focusing in particular on the views of selected FET teachers. Focus group interviews were conducted with teachers employed at secondary schools in an urban township in the Eastern Cape. The data revealed that the teachers‟ responses could be categorised into four broad themes, namely CAPS itself, the learners in relation to CAPS, the teacher in relation to CAPS and the Department of Education in relation to CAPS. Despite several frustrations and uncertainties, it was clear that the teachers wanted to assume agency as they expressed a commitment towards change and a willingness to implement CAPS to the best of their ability. This study however concludes that the FET teachers who participated struggled to assume full agency, due to restrictive and disabling conditions which are mostly beyond their control.
- Full Text:
- Date Issued: 2012
Educators' perceptions of conflict at three Northern area schools in Port Elizabeth: a case study
- Authors: Cain, Gerard Garth
- Date: 2012
- Subjects: Conflict of interests -- South Africa -- Port Elizabeth , Career development -- South Africa -- Port Elizabeth , Educators -- South Africa -- Port Elizabeth , Conflict management -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9563 , http://hdl.handle.net/10948/d1013756
- Description: The researcher, who is also an educator, a School Management Team member and a union official, observed that conflict among educators at schools was a cause of concern. This situation prompted the researcher to explore how school leaders and educators perceived conflict among educators at school in order to determine the perceived possible causes of conflict, the perceived possible consequences of conflict, how conflict was currently dealt with and the perceptions regarding appropriate measures to address the handling of conflict. The research was underpinned by the interpretive paradigm and followed a case study approach that involved three primary schools residing in close proximity to one another in the Northern Areas of Port Elizabeth, South Africa. Data was collected from educators and school leaders ranging from Post Level One educators to principals and covering educators from the Foundation Phase, Intermediate Phase and Senior Phase. Data was gathered by making use of an open-ended questionnaire, semi-structured personal interviews and semi-structured focus group interviews. The findings revealed that the research participants mostly viewed conflict negatively and associated it (conflict) with disagreements, misunderstandings, verbal and non-verbal fighting, and diverse views or opinions. The possible causes as identified by the participants were categorised into data-based conflict, relationship conflict, structural conflict, interest-based conflict and needs-based conflict. Data-based conflict related to issues concerned with communication, a lack of transparency and consultation, and the spreading of gossip and untruths. Relationship conflict pertained to favouritism, not valuing the opinions of others, and a lack of respect or tolerance. Structural conflict, as highlighted by the participants, were linked to issues of management and leadership, workload allocations and time tabling, punctuality and time issues and the role and responsibilities of employees. Value-based conflict was ascribed to different beliefs and viewpoints of people and differences in valuing guidance from others. Interest-based conflict was closely connected to appointments and limited possibilities around promotion posts as well as to issues with resources. Needs-based conflict focused on individuals‟ self-esteem needs and people‟s need for power and (or) status. Conflict was also perceived as having both positive and negative consequences. Positive aspects related to improved relationships, better understanding, change and improved attitudes and the development of personal growth. Negative aspects of conflict were associated with the manifestation of defiant attitudes and intolerance, poor cooperation, the formation of groups and cliques, poor morale and work ethic, poor health and stress, absenteeism and negative effects on teaching and the learners. Regarding the handling of conflict, the findings highlighted the perception that conflict is mostly avoided and (or) inadequately handled and when it was dealt with, it was done unprofessionally and inappropriately. The findings also pertained to suggestions in dealing with conflict in an appropriate manner. Here, the following important practical ways or aspects of handling conflict were suggested, namely ensuring that aggrieved parties were provided with opportunities to raise their issues, listening with serious intent, applying confidentiality and professionalism, openness and transparency, provision of fair hearings and treatment, the utilisation of policies and procedures, the value of conflict management training and the inclusion of external intervention in resolving conflict. Various outcomes were suggested by the findings. These were linked to striving towards a win-win situation, respect and understanding for all, compromise and agreement and satisfying all parties with agreements reached. The promotion of third party intervention was emphasised, with participants highlighting the characteristics that these third parties had to reflect and the procedures which they had to follow when attempting to resolve conflicts. Recommendations are also provided. In terms of these recommendations drafted, this study concludes that the recommendations can be grouped related to professional development opportunities and policies and procedures. Finally, in exploring educators‟ perceptions of conflict in three Northern Areas primary schools in Port Elizabeth, the researcher gained valuable insights into conflict among educators at schools, which could benefit educators (teachers, SMT‟s and principals) and education in general.
- Full Text:
- Date Issued: 2012
- Authors: Cain, Gerard Garth
- Date: 2012
- Subjects: Conflict of interests -- South Africa -- Port Elizabeth , Career development -- South Africa -- Port Elizabeth , Educators -- South Africa -- Port Elizabeth , Conflict management -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9563 , http://hdl.handle.net/10948/d1013756
- Description: The researcher, who is also an educator, a School Management Team member and a union official, observed that conflict among educators at schools was a cause of concern. This situation prompted the researcher to explore how school leaders and educators perceived conflict among educators at school in order to determine the perceived possible causes of conflict, the perceived possible consequences of conflict, how conflict was currently dealt with and the perceptions regarding appropriate measures to address the handling of conflict. The research was underpinned by the interpretive paradigm and followed a case study approach that involved three primary schools residing in close proximity to one another in the Northern Areas of Port Elizabeth, South Africa. Data was collected from educators and school leaders ranging from Post Level One educators to principals and covering educators from the Foundation Phase, Intermediate Phase and Senior Phase. Data was gathered by making use of an open-ended questionnaire, semi-structured personal interviews and semi-structured focus group interviews. The findings revealed that the research participants mostly viewed conflict negatively and associated it (conflict) with disagreements, misunderstandings, verbal and non-verbal fighting, and diverse views or opinions. The possible causes as identified by the participants were categorised into data-based conflict, relationship conflict, structural conflict, interest-based conflict and needs-based conflict. Data-based conflict related to issues concerned with communication, a lack of transparency and consultation, and the spreading of gossip and untruths. Relationship conflict pertained to favouritism, not valuing the opinions of others, and a lack of respect or tolerance. Structural conflict, as highlighted by the participants, were linked to issues of management and leadership, workload allocations and time tabling, punctuality and time issues and the role and responsibilities of employees. Value-based conflict was ascribed to different beliefs and viewpoints of people and differences in valuing guidance from others. Interest-based conflict was closely connected to appointments and limited possibilities around promotion posts as well as to issues with resources. Needs-based conflict focused on individuals‟ self-esteem needs and people‟s need for power and (or) status. Conflict was also perceived as having both positive and negative consequences. Positive aspects related to improved relationships, better understanding, change and improved attitudes and the development of personal growth. Negative aspects of conflict were associated with the manifestation of defiant attitudes and intolerance, poor cooperation, the formation of groups and cliques, poor morale and work ethic, poor health and stress, absenteeism and negative effects on teaching and the learners. Regarding the handling of conflict, the findings highlighted the perception that conflict is mostly avoided and (or) inadequately handled and when it was dealt with, it was done unprofessionally and inappropriately. The findings also pertained to suggestions in dealing with conflict in an appropriate manner. Here, the following important practical ways or aspects of handling conflict were suggested, namely ensuring that aggrieved parties were provided with opportunities to raise their issues, listening with serious intent, applying confidentiality and professionalism, openness and transparency, provision of fair hearings and treatment, the utilisation of policies and procedures, the value of conflict management training and the inclusion of external intervention in resolving conflict. Various outcomes were suggested by the findings. These were linked to striving towards a win-win situation, respect and understanding for all, compromise and agreement and satisfying all parties with agreements reached. The promotion of third party intervention was emphasised, with participants highlighting the characteristics that these third parties had to reflect and the procedures which they had to follow when attempting to resolve conflicts. Recommendations are also provided. In terms of these recommendations drafted, this study concludes that the recommendations can be grouped related to professional development opportunities and policies and procedures. Finally, in exploring educators‟ perceptions of conflict in three Northern Areas primary schools in Port Elizabeth, the researcher gained valuable insights into conflict among educators at schools, which could benefit educators (teachers, SMT‟s and principals) and education in general.
- Full Text:
- Date Issued: 2012
Enabling social learning as a response to environmental issues through teaching of localised curriculum in Zambian schools
- Authors: Sinyama, Imakando
- Date: 2012
- Subjects: Social learning -- Zambia -- Keembe (Central Province) Environmental education -- Zambia -- Keembe (Central Province) Environmental education -- Study and teaching -- Zambia -- Keembe (Central Province) Sustainable development -- Study and teaching -- Zambia -- Keembe (Central Province) Curriculum change -- Zambia -- Keembe (Central Province) Educational evaluation -- Zambia -- Keembe (Central Province)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1508 , http://hdl.handle.net/10962/d1003390
- Description: Schools are traditionally established as the main meeting platforms for awareness, education, training and capacity building in the local communities, and as such, are highly regarded and respected. They are situated and integrated in nearly all local communities. They are thus perfectly suited to reach, draw on and provide capacity building to the communities. Zambia recently introduced a new curriculum aspect named localised curriculum, which makes up 20% of the curriculum. This curriculum area encourages schools to address issues of sustainable development that are locally relevant through this curriculum component, but it is not clear what kind of learning emerges from this curriculum aspect. The study looked at the shift in pedagogical discourse since the introduction of the localised curriculum. Using case study methodology and observation of a number of classroom activities in the Keemba District near Monze in Zambia, I observed social learning interactions taking place in the implementation of the localised curriculum. In particular, I was interested in how the different aspects of the localised curriculum enabled social learning, at different levels. What is important in this research is that it focused not so much on what people should know, or be able to do, but rather, drawing on some of the questions raised by Wals (2007), I considered questions of how people learn, and how social learning emerges in school-community interactions in the localised curriculum. The main research question was to investigate: How does localised curriculum enable social learning in response to environmental issues in Zambian schools? This research drew on a number of associated research projects that were carried out in southern Africa and beyond. In his research, Namafe (2008) states that he saw a great need to institutionalise increased participation of Zambian Basic Schools and their local communities in sustainable development of the country in order to alleviate poverty and achieve equitable development. Hogan (2008, p. 122 ) researching in a different context, argues that contextualisation of the curriculum allowed for indigenous knowledge to come in to the classroom, stating that ‘Weakening of the frames provided the opportunity of closer relationships to give space for knowledge other than teacher selected knowledge or book knowledge to enter the classroom.’ In this study I found that: - Teaching localised curriculum allowed for contextualisation and integration of environment and natural resource management issues - Localising the curriculum contributed to curriculum relevancy: teaching localised curriculum helped learners, teachers and community to develop concern for quality of life and contributed to an understanding of sustainable development - Localised curriculum allowed for frame awareness, frame deconstruction and reframing to take place: this allowed teachers to use methods which promoted active pupil participation and interaction, encouraging learners to be reflexive thinkers rather than just using rote memory - Participation of teachers, community and learners in the implementation of the localised curriculum: The involvement of community members to teach topics of the localised curriculum was useful and articulated processes of inter–epistemological dialogue between traditional or every day and scientific or institutional knowledge - The localised curriculum implementation involved various roles and was influenced by various factors. Of key interest to this study was the fact that neither parents, learners nor teachers saw the localised curriculum as an opportunity for problem solving, but rather emphasised the learning of practical life skills relevant to the community. This differed from the curriculum manuals, and reduced the environmental education potential and also social learning opportunities.
- Full Text:
- Date Issued: 2012
- Authors: Sinyama, Imakando
- Date: 2012
- Subjects: Social learning -- Zambia -- Keembe (Central Province) Environmental education -- Zambia -- Keembe (Central Province) Environmental education -- Study and teaching -- Zambia -- Keembe (Central Province) Sustainable development -- Study and teaching -- Zambia -- Keembe (Central Province) Curriculum change -- Zambia -- Keembe (Central Province) Educational evaluation -- Zambia -- Keembe (Central Province)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1508 , http://hdl.handle.net/10962/d1003390
- Description: Schools are traditionally established as the main meeting platforms for awareness, education, training and capacity building in the local communities, and as such, are highly regarded and respected. They are situated and integrated in nearly all local communities. They are thus perfectly suited to reach, draw on and provide capacity building to the communities. Zambia recently introduced a new curriculum aspect named localised curriculum, which makes up 20% of the curriculum. This curriculum area encourages schools to address issues of sustainable development that are locally relevant through this curriculum component, but it is not clear what kind of learning emerges from this curriculum aspect. The study looked at the shift in pedagogical discourse since the introduction of the localised curriculum. Using case study methodology and observation of a number of classroom activities in the Keemba District near Monze in Zambia, I observed social learning interactions taking place in the implementation of the localised curriculum. In particular, I was interested in how the different aspects of the localised curriculum enabled social learning, at different levels. What is important in this research is that it focused not so much on what people should know, or be able to do, but rather, drawing on some of the questions raised by Wals (2007), I considered questions of how people learn, and how social learning emerges in school-community interactions in the localised curriculum. The main research question was to investigate: How does localised curriculum enable social learning in response to environmental issues in Zambian schools? This research drew on a number of associated research projects that were carried out in southern Africa and beyond. In his research, Namafe (2008) states that he saw a great need to institutionalise increased participation of Zambian Basic Schools and their local communities in sustainable development of the country in order to alleviate poverty and achieve equitable development. Hogan (2008, p. 122 ) researching in a different context, argues that contextualisation of the curriculum allowed for indigenous knowledge to come in to the classroom, stating that ‘Weakening of the frames provided the opportunity of closer relationships to give space for knowledge other than teacher selected knowledge or book knowledge to enter the classroom.’ In this study I found that: - Teaching localised curriculum allowed for contextualisation and integration of environment and natural resource management issues - Localising the curriculum contributed to curriculum relevancy: teaching localised curriculum helped learners, teachers and community to develop concern for quality of life and contributed to an understanding of sustainable development - Localised curriculum allowed for frame awareness, frame deconstruction and reframing to take place: this allowed teachers to use methods which promoted active pupil participation and interaction, encouraging learners to be reflexive thinkers rather than just using rote memory - Participation of teachers, community and learners in the implementation of the localised curriculum: The involvement of community members to teach topics of the localised curriculum was useful and articulated processes of inter–epistemological dialogue between traditional or every day and scientific or institutional knowledge - The localised curriculum implementation involved various roles and was influenced by various factors. Of key interest to this study was the fact that neither parents, learners nor teachers saw the localised curriculum as an opportunity for problem solving, but rather emphasised the learning of practical life skills relevant to the community. This differed from the curriculum manuals, and reduced the environmental education potential and also social learning opportunities.
- Full Text:
- Date Issued: 2012
Enhancing the critical reading skills of student teachers in Namibia : An action research project
- Authors: Dikuwa, Alexander
- Date: 2012
- Subjects: Reading (Higher education) Critical thinking , Teachers -- Training of -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1912 , http://hdl.handle.net/10962/d1007162
- Description: This thesis reports on a responsive action research case study undertaken to teach student teachers to read critically. I undertook this research to gain a basic knowledge about critical reading as well as to form a knowledge base that would enable me to teach it effectively. First, I gave students a diagnostic assessment activity, analyzed the result and established the students’ ability to read a text critically. After I had established the students’ strengths, weaknesses, and the requirements to move students from their existing critical reading competency to an improved one, I reviewed the literature to provide me with a theory of teaching critical reading. The lessons were then planned and taught. The lessons; focus group interviews; researcher’s diary; students’ reflections and non-participant observer comments formed the data of the study. The data were analyzed using the framework of “what went well”, “what did not go well” and “what needs to be improved if the lessons were to be repeated”. The main purpose was to address the goals of the research, which were to find effective ways of teaching critical reading, appropriate critical reading materials, and to identify any pedagogic shortcomings. The 30 students who took part in this research were third-year students studying English Second language and Mother tongue pedagogies to become specialists in the teaching of both at Junior Secondary level (grades 8 – 10). The study was guided by constructivist theory, which underpins learner-centred education, which continues to inform and shape the development of curricula in Namibia.
- Full Text:
- Date Issued: 2012
- Authors: Dikuwa, Alexander
- Date: 2012
- Subjects: Reading (Higher education) Critical thinking , Teachers -- Training of -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1912 , http://hdl.handle.net/10962/d1007162
- Description: This thesis reports on a responsive action research case study undertaken to teach student teachers to read critically. I undertook this research to gain a basic knowledge about critical reading as well as to form a knowledge base that would enable me to teach it effectively. First, I gave students a diagnostic assessment activity, analyzed the result and established the students’ ability to read a text critically. After I had established the students’ strengths, weaknesses, and the requirements to move students from their existing critical reading competency to an improved one, I reviewed the literature to provide me with a theory of teaching critical reading. The lessons were then planned and taught. The lessons; focus group interviews; researcher’s diary; students’ reflections and non-participant observer comments formed the data of the study. The data were analyzed using the framework of “what went well”, “what did not go well” and “what needs to be improved if the lessons were to be repeated”. The main purpose was to address the goals of the research, which were to find effective ways of teaching critical reading, appropriate critical reading materials, and to identify any pedagogic shortcomings. The 30 students who took part in this research were third-year students studying English Second language and Mother tongue pedagogies to become specialists in the teaching of both at Junior Secondary level (grades 8 – 10). The study was guided by constructivist theory, which underpins learner-centred education, which continues to inform and shape the development of curricula in Namibia.
- Full Text:
- Date Issued: 2012
Environmental factors influencing learner absenteeism in six schools in the Kavango Region, Namibia
- Authors: Sanzila, Keith Mumba
- Date: 2012
- Subjects: School attendance -- Namibia -- Kavango Education -- Namibia -- Kavango Education and state -- Namibia -- Kavango Education -- Social aspects -- Namibia -- Kavango High school students -- Namibia -- Kavango -- Attitudes High school students -- Namibia -- Kavango -- Social conditions
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1516 , http://hdl.handle.net/10962/d1003398
- Description: This study on learner absenteeism takes place in the Namibian context with a focus on the Kavango region, located in Northern Namibia, where absenteeism has been identified as a problem. The intention of the study is to find out the relationship between learner absenteeism and environmental factors. The research question was framed as: How do environmental factors influence learner absenteeism in schools, conceptualised as human activity systems in the Kavango Region (Namibia)? The wider intention of this study is to inform processes that can be put in place to reduce the impact of environmental factors on learner absenteeism, with the ultimate view of improving the quality of education. The literature review provides insight into learner absenteeism in developing and developed nations. It outlines the Namibian policies developed for improving learner attendance and retention of learners in schools, with the view of improving access to school. The study is located within the broader goals of education of Namibia. The research adopts a qualitative interpretive approach, and focuses on environmental factors influencing learner absenteeism in six case studies, which are selected schools in the Kavango province. The study uses a variety of tools such as questionnaires, focus group interviews, observations and interviews as well as document analysis. It uses a combination of inductive and abductive modes of inference in the data analysis. It draws on systems thinking to develop a model that theorises the interrelated roles of different stakeholders, namely, learners, teachers, parents, educational officials (including the regional office and the Ministry of Education). It proposes possible strategies for reduction of learner absenteeism that could contribute towards the improvement of the quality of education. It also mentions the benefits of reducing learner absenteeism in the schools involved in the case study. The findings clearly show that poverty is the main environmental factor that influences learner attendance. The impact of poverty does not, however, occur in isolation; it interacts and has influence over other environmental factors such as alcohol abuse, sickness, lack of parental involvement, lack of motivation from stakeholders and household work. The study also found certain educational factors influenced learner absenteeism, such as teacher attitude, pedagogical styles, and lack of security. The study ends with recommendations to reduce learner absenteeism and recommendations for further research.
- Full Text:
- Date Issued: 2012
- Authors: Sanzila, Keith Mumba
- Date: 2012
- Subjects: School attendance -- Namibia -- Kavango Education -- Namibia -- Kavango Education and state -- Namibia -- Kavango Education -- Social aspects -- Namibia -- Kavango High school students -- Namibia -- Kavango -- Attitudes High school students -- Namibia -- Kavango -- Social conditions
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1516 , http://hdl.handle.net/10962/d1003398
- Description: This study on learner absenteeism takes place in the Namibian context with a focus on the Kavango region, located in Northern Namibia, where absenteeism has been identified as a problem. The intention of the study is to find out the relationship between learner absenteeism and environmental factors. The research question was framed as: How do environmental factors influence learner absenteeism in schools, conceptualised as human activity systems in the Kavango Region (Namibia)? The wider intention of this study is to inform processes that can be put in place to reduce the impact of environmental factors on learner absenteeism, with the ultimate view of improving the quality of education. The literature review provides insight into learner absenteeism in developing and developed nations. It outlines the Namibian policies developed for improving learner attendance and retention of learners in schools, with the view of improving access to school. The study is located within the broader goals of education of Namibia. The research adopts a qualitative interpretive approach, and focuses on environmental factors influencing learner absenteeism in six case studies, which are selected schools in the Kavango province. The study uses a variety of tools such as questionnaires, focus group interviews, observations and interviews as well as document analysis. It uses a combination of inductive and abductive modes of inference in the data analysis. It draws on systems thinking to develop a model that theorises the interrelated roles of different stakeholders, namely, learners, teachers, parents, educational officials (including the regional office and the Ministry of Education). It proposes possible strategies for reduction of learner absenteeism that could contribute towards the improvement of the quality of education. It also mentions the benefits of reducing learner absenteeism in the schools involved in the case study. The findings clearly show that poverty is the main environmental factor that influences learner attendance. The impact of poverty does not, however, occur in isolation; it interacts and has influence over other environmental factors such as alcohol abuse, sickness, lack of parental involvement, lack of motivation from stakeholders and household work. The study also found certain educational factors influenced learner absenteeism, such as teacher attitude, pedagogical styles, and lack of security. The study ends with recommendations to reduce learner absenteeism and recommendations for further research.
- Full Text:
- Date Issued: 2012
Examining the knowledge and practices of selected Namibian accounting teachers about learner-centred methods of teaching
- Kavari, Jackson-Hain Jakavaza Katjiuanjo
- Authors: Kavari, Jackson-Hain Jakavaza Katjiuanjo
- Date: 2012
- Subjects: Student-centered learning -- Namibia , Accounting -- Study and teaching (Secondary) -- Namibia , Accounting students -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9520 , http://hdl.handle.net/10948/d1009428 , Student-centered learning -- Namibia , Accounting -- Study and teaching (Secondary) -- Namibia , Accounting students -- Namibia
- Description: Learner-centred education has been in force in all schools in the Republic of Namibia since 1996. Progress towards adoption of learner-centred methods of teaching by teachers has been slow. The main purpose of this study is to examine how teachers understand the principles of learner-centred education in selected Secondary Schools in Omaheke Education Region. The secondary purpose of this study is to determine how teachers could be helped to improve the implementation of learner-centred education (LCE). The study used a qualitative approach. Data were collected from a purposively selected sample of Grade 10 accounting teachers in a specific region in Namibia by means of interviews, classroom observations and a qualitative questionnaire. Data were analysed thematically. The results indicated that, although the teachers had a positive attitude towards learner-centred education, they did not have the skills to adapt their teaching in an appropriate way to cope with the learner‟s lack of English literacy. The teachers possessed basic knowledge of learner-centred education practices, but found it very difficult to implement them in resource-poor environments. In addition, factors that hindered the effective implementation of learner-centred education in the classroom were identified. The study suggests ways to improve the knowledge and practices of teachers with regard to learner-centred teaching practices.
- Full Text:
- Date Issued: 2012
- Authors: Kavari, Jackson-Hain Jakavaza Katjiuanjo
- Date: 2012
- Subjects: Student-centered learning -- Namibia , Accounting -- Study and teaching (Secondary) -- Namibia , Accounting students -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9520 , http://hdl.handle.net/10948/d1009428 , Student-centered learning -- Namibia , Accounting -- Study and teaching (Secondary) -- Namibia , Accounting students -- Namibia
- Description: Learner-centred education has been in force in all schools in the Republic of Namibia since 1996. Progress towards adoption of learner-centred methods of teaching by teachers has been slow. The main purpose of this study is to examine how teachers understand the principles of learner-centred education in selected Secondary Schools in Omaheke Education Region. The secondary purpose of this study is to determine how teachers could be helped to improve the implementation of learner-centred education (LCE). The study used a qualitative approach. Data were collected from a purposively selected sample of Grade 10 accounting teachers in a specific region in Namibia by means of interviews, classroom observations and a qualitative questionnaire. Data were analysed thematically. The results indicated that, although the teachers had a positive attitude towards learner-centred education, they did not have the skills to adapt their teaching in an appropriate way to cope with the learner‟s lack of English literacy. The teachers possessed basic knowledge of learner-centred education practices, but found it very difficult to implement them in resource-poor environments. In addition, factors that hindered the effective implementation of learner-centred education in the classroom were identified. The study suggests ways to improve the knowledge and practices of teachers with regard to learner-centred teaching practices.
- Full Text:
- Date Issued: 2012
Exploring staff involvement in an organization development intervention in a school in the Kavango region, Namibia: a case study
- Authors: Rengura, Demetrius Kativa
- Date: 2012
- Subjects: Education -- Namibia -- Kavango Educational change -- Namibia -- Kavango Organizational change -- Namibia -- Kavango School management and organization -- Namibia -- Kavango School improvement programs -- Namibia -- Kavango Management -- Employee participation -- Namibia -- Kavango Action research in education -- Namibia -- Kavango
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1542 , http://hdl.handle.net/10962/d1003424
- Description: Since independence, the Namibian education system has experienced a process of transformation from authoritarianism to democratisation. The philosophy underpinning this process is spelt out in the policy, Toward Education for All, with its four major goals being: Access, Equity, Quality and Democracy. Democratisation of education would mean that people would be equally involved in decision‐making processes both at the system and organizational level, so as to contribute collectively to shaping the destiny of education in Namibia. This would mean at the school level of an organization, that teachers are the facilitators of democracy and agents of change in the learning organization environment. To strengthen democracy and empower people’s participation in the decision‐making process, Namibia further adopted a decentralization policy which involved the devolution of power and administrative functions from central government to regional authorities. In the context of this policy framework, schools should take responsibility to introduce and manage change in their organizations. However, evidence suggests that schools have been slow to take up the challenge and that change is largely still initiated by regional officials. This study looks at how organisation development (OD) may play a role in encouraging a mindset where change may be initiated by the organisation itself. OD is a planned change strategy based on normative re‐educative and empirical rational strategies implemented systematically. OD is participant driven, involving a series of activities that move the organization to a preferred future. It focuses on human behaviour and organizational change through staff participation practising a bottom‐up rather than top‐down approach. This study reports on an OD intervention in a rural school east of Rundu, in the Kavango Educational region of Namibia. The study aimed at exploring staff involvement in an OD intervention and probed participants’ perceptions and experiences of the process. The study is an action research case study located within the interpretive and critical paradigms. Observation and semi‐structured interviews were the main data‐collection tools used in the study. In its preliminary investigation the study found that a lack of staff involvement in decisionmaking processes and participation in meetings were the major factors that were perceived to retard the effectiveness of the organization. The study further found that the authoritative style of leadership in the school contributed to the lack of cooperation and participation of staff members. In contrast, the staff responded positively to the OD intervention. Participants embraced OD as a democratic approach to change as it made a meaningful impact on their understanding and conception of organization change. The intervention further empowered participants with new skills and knowledge of initiating change and problem‐solving. Apart from that, the intervention provided a possible short‐term outcome that encouraged participants to adopt and apply OD in the future, without underestimating the difficulties associated with the process.
- Full Text:
- Date Issued: 2012
- Authors: Rengura, Demetrius Kativa
- Date: 2012
- Subjects: Education -- Namibia -- Kavango Educational change -- Namibia -- Kavango Organizational change -- Namibia -- Kavango School management and organization -- Namibia -- Kavango School improvement programs -- Namibia -- Kavango Management -- Employee participation -- Namibia -- Kavango Action research in education -- Namibia -- Kavango
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1542 , http://hdl.handle.net/10962/d1003424
- Description: Since independence, the Namibian education system has experienced a process of transformation from authoritarianism to democratisation. The philosophy underpinning this process is spelt out in the policy, Toward Education for All, with its four major goals being: Access, Equity, Quality and Democracy. Democratisation of education would mean that people would be equally involved in decision‐making processes both at the system and organizational level, so as to contribute collectively to shaping the destiny of education in Namibia. This would mean at the school level of an organization, that teachers are the facilitators of democracy and agents of change in the learning organization environment. To strengthen democracy and empower people’s participation in the decision‐making process, Namibia further adopted a decentralization policy which involved the devolution of power and administrative functions from central government to regional authorities. In the context of this policy framework, schools should take responsibility to introduce and manage change in their organizations. However, evidence suggests that schools have been slow to take up the challenge and that change is largely still initiated by regional officials. This study looks at how organisation development (OD) may play a role in encouraging a mindset where change may be initiated by the organisation itself. OD is a planned change strategy based on normative re‐educative and empirical rational strategies implemented systematically. OD is participant driven, involving a series of activities that move the organization to a preferred future. It focuses on human behaviour and organizational change through staff participation practising a bottom‐up rather than top‐down approach. This study reports on an OD intervention in a rural school east of Rundu, in the Kavango Educational region of Namibia. The study aimed at exploring staff involvement in an OD intervention and probed participants’ perceptions and experiences of the process. The study is an action research case study located within the interpretive and critical paradigms. Observation and semi‐structured interviews were the main data‐collection tools used in the study. In its preliminary investigation the study found that a lack of staff involvement in decisionmaking processes and participation in meetings were the major factors that were perceived to retard the effectiveness of the organization. The study further found that the authoritative style of leadership in the school contributed to the lack of cooperation and participation of staff members. In contrast, the staff responded positively to the OD intervention. Participants embraced OD as a democratic approach to change as it made a meaningful impact on their understanding and conception of organization change. The intervention further empowered participants with new skills and knowledge of initiating change and problem‐solving. Apart from that, the intervention provided a possible short‐term outcome that encouraged participants to adopt and apply OD in the future, without underestimating the difficulties associated with the process.
- Full Text:
- Date Issued: 2012
Foundation phase teachers' continuous professional development
- Authors: Gallant, Reinhold Justin
- Date: 2012
- Subjects: Foundation phase , Education, Higher , Identity (Philosophical concept) , Career development , Teachers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9448 , http://hdl.handle.net/10948/d1007898 , Foundation phase , Education, Higher , Identity (Philosophical concept) , Career development , Teachers
- Description: This research was based on the question of how Foundation Phase teachers perceived and experienced their professional development. This study was done at a school in the Northern Areas of Nelson Mandela Bay, South Africa. The school is situated in a developing community that has a low socio-economic status characterised by infrastructural challenges. The school is newly established and started the year 2012 with mostly newly qualified teachers. In this study, the researcher wanted to know how the participants’ perceptions and experiences as teachers impact on their professional development. The review of relevant literature provided a conceptual framework for the study. This study explored the fact that a social constructivist theory is relevant for the professional development of foundation phase teachers. This theory is based on the fact that teachers construct their own knowledge and that more emphasis should be placed on theory within teachers’ practice. A qualitative research approach was suitable for this study. The data for the study was obtained by using photovoice and focus group interviews. The most important theme that emerged from the data collection was that the physical environment of the school and the surrounding area played a major role in how the teachers experienced their development. Other themes that emerged from the study were the need for educational resources, teacher collaboration and leadership. The findings show that more emphasis should be placed on the professional development of Foundation Phase teachers. Schools in poverty stricken areas of South Africa have an impact on how teachers experience their professional development. It has become clear that places of higher education need to consider the contexts in which schools are situated, especially in poverty stricken areas. Foundation Phase teachers are a vital part of education and as such the training of teachers in this phase should develop around whole-person learning within a life-long learning framework.
- Full Text:
- Date Issued: 2012
- Authors: Gallant, Reinhold Justin
- Date: 2012
- Subjects: Foundation phase , Education, Higher , Identity (Philosophical concept) , Career development , Teachers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9448 , http://hdl.handle.net/10948/d1007898 , Foundation phase , Education, Higher , Identity (Philosophical concept) , Career development , Teachers
- Description: This research was based on the question of how Foundation Phase teachers perceived and experienced their professional development. This study was done at a school in the Northern Areas of Nelson Mandela Bay, South Africa. The school is situated in a developing community that has a low socio-economic status characterised by infrastructural challenges. The school is newly established and started the year 2012 with mostly newly qualified teachers. In this study, the researcher wanted to know how the participants’ perceptions and experiences as teachers impact on their professional development. The review of relevant literature provided a conceptual framework for the study. This study explored the fact that a social constructivist theory is relevant for the professional development of foundation phase teachers. This theory is based on the fact that teachers construct their own knowledge and that more emphasis should be placed on theory within teachers’ practice. A qualitative research approach was suitable for this study. The data for the study was obtained by using photovoice and focus group interviews. The most important theme that emerged from the data collection was that the physical environment of the school and the surrounding area played a major role in how the teachers experienced their development. Other themes that emerged from the study were the need for educational resources, teacher collaboration and leadership. The findings show that more emphasis should be placed on the professional development of Foundation Phase teachers. Schools in poverty stricken areas of South Africa have an impact on how teachers experience their professional development. It has become clear that places of higher education need to consider the contexts in which schools are situated, especially in poverty stricken areas. Foundation Phase teachers are a vital part of education and as such the training of teachers in this phase should develop around whole-person learning within a life-long learning framework.
- Full Text:
- Date Issued: 2012
Identifying expansive learning opportunities to foster a more sustainable food economy: a case study of Rhodes University dining halls
- Authors: Agbedahin, Adesuwa Vanessa
- Date: 2012
- Subjects: Food supply -- Education (Higher) -- South Africa -- Case studies Food industry and trade -- Education (Higher) -- Standards -- South Africa -- Case studies Food service employees -- Education (Higher) -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1560 , http://hdl.handle.net/10962/d1003442
- Description: This is a one year half thesis. This research was conducted within the context of the food services sector of Higher Education Institution dining halls and in the midst of the rising global call for food resource management and food waste reduction. The main aim of this research therefore was to identify opportunities for learning and change for a more sustainable food economy, contributing to Education for Sustainable Production and Consumption, and by further implication, Education for Sustainable Development. To achieve this aim, I used Cultural Historical Activity Theory as theoretical and methodological framework; drawing on the second and the third generations of this theory. Implicated in the above research approach is the identification of expansive learning opportunities from the surfacing of ‘tensions’ and ‘contradictions’. In this case study of the Rhodes University Campus Food Services, such tensions and contradictions inhibiting a more sustainable food economy, involving food waste production were identified. To narrow the scope of the study, one dining hall formed the focus of the case, with a two phased research approach whereby one research question and three goals were developed for each phase. The former being the exploration phase and the latter being the initial stages of the expansive phase. Methods used in line with the methodological framework included ten individual interviews with food producers (staff members), nine focus group discussions with food consumers (students), observations of the dining hall activities which lasted for over a month and two ‘Change Laboratory Workshops’. Some of the findings of this research are that food wastage cannot be addressed and appropriately curtailed without an intensive consideration of all the stages of food economy. Multiple contradictions and sources of tensions embedded in the Food Services Sector constituted major causes of food waste. Additionally, the lack of substantial food waste related teaching and learning activities, the presence of disputed rules, institutional structure and traditional practices within the Food Services all exacerbated the tensions and contradictions. More so, prioritizing some of this identified contradictions and tensions hindering a more sustainable food economy and relegating some as unimportant or nonurgent is unproductive. Finally, the non-existence of facilitated deliberation, consultation, dialogue, collaboration between food producers and food consumers has been identified as an obstacle to learning and institutional change. Recommendations abound in re-orienting, re-educating, and re-informing the constituents of the food economy. Re-visiting and revising of rules and regulations guiding conduct of students and kitchen staff members in the RU dining halls, as well as revision of existing learning support materials and mediating tools in use is needed. Recognition and consideration of the concerns and interests of students and kitchen staff members are also needed. Finally, there is a need to continue to address the tensions and contradictions identified in this case study, to further the Expansive Learning Process if a more sustainable food economy at Rhodes University is to be established.
- Full Text:
- Date Issued: 2012
- Authors: Agbedahin, Adesuwa Vanessa
- Date: 2012
- Subjects: Food supply -- Education (Higher) -- South Africa -- Case studies Food industry and trade -- Education (Higher) -- Standards -- South Africa -- Case studies Food service employees -- Education (Higher) -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1560 , http://hdl.handle.net/10962/d1003442
- Description: This is a one year half thesis. This research was conducted within the context of the food services sector of Higher Education Institution dining halls and in the midst of the rising global call for food resource management and food waste reduction. The main aim of this research therefore was to identify opportunities for learning and change for a more sustainable food economy, contributing to Education for Sustainable Production and Consumption, and by further implication, Education for Sustainable Development. To achieve this aim, I used Cultural Historical Activity Theory as theoretical and methodological framework; drawing on the second and the third generations of this theory. Implicated in the above research approach is the identification of expansive learning opportunities from the surfacing of ‘tensions’ and ‘contradictions’. In this case study of the Rhodes University Campus Food Services, such tensions and contradictions inhibiting a more sustainable food economy, involving food waste production were identified. To narrow the scope of the study, one dining hall formed the focus of the case, with a two phased research approach whereby one research question and three goals were developed for each phase. The former being the exploration phase and the latter being the initial stages of the expansive phase. Methods used in line with the methodological framework included ten individual interviews with food producers (staff members), nine focus group discussions with food consumers (students), observations of the dining hall activities which lasted for over a month and two ‘Change Laboratory Workshops’. Some of the findings of this research are that food wastage cannot be addressed and appropriately curtailed without an intensive consideration of all the stages of food economy. Multiple contradictions and sources of tensions embedded in the Food Services Sector constituted major causes of food waste. Additionally, the lack of substantial food waste related teaching and learning activities, the presence of disputed rules, institutional structure and traditional practices within the Food Services all exacerbated the tensions and contradictions. More so, prioritizing some of this identified contradictions and tensions hindering a more sustainable food economy and relegating some as unimportant or nonurgent is unproductive. Finally, the non-existence of facilitated deliberation, consultation, dialogue, collaboration between food producers and food consumers has been identified as an obstacle to learning and institutional change. Recommendations abound in re-orienting, re-educating, and re-informing the constituents of the food economy. Re-visiting and revising of rules and regulations guiding conduct of students and kitchen staff members in the RU dining halls, as well as revision of existing learning support materials and mediating tools in use is needed. Recognition and consideration of the concerns and interests of students and kitchen staff members are also needed. Finally, there is a need to continue to address the tensions and contradictions identified in this case study, to further the Expansive Learning Process if a more sustainable food economy at Rhodes University is to be established.
- Full Text:
- Date Issued: 2012
Implementation of environmental learning in the NSSC biology curriculum component: a case study of Namibia
- Tshiningayamwe, Sirkka Alina Nambashusan
- Authors: Tshiningayamwe, Sirkka Alina Nambashusan
- Date: 2012
- Subjects: Environmental education -- Namibia -- Case studies Environmental education -- Study and teaching (Secondary) -- Namibia -- Case studies Environmental education -- Evaluation -- Namibia -- Case studies Biology -- Study and teaching (Secondary) -- Namibia -- Case studies Biology -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1564 , http://hdl.handle.net/10962/d1003446
- Description: In the context of ecological crisis and environmental deterioration, teaching about environmental issues and the preservation of the world’s environment has become increasingly important across the globe (Chi-chung Ko & Chi-kin Lee, 2003). Of the various subjects taught in secondary schools, Science is often perceived as one that can make a significant contribution to environmental education. It is in this light that the study has looked at how Grade 11 and 12 Biology teachers in the Namibian context implement Environmental Learning (EL). This study was constituted as a case study of two schools in Windhoek, in the Khomas region. The study investigated the implementation of EL in the Biology curriculum focusing on the constraints and enabling factors influencing the implementation. This study employed qualitative methods, specifically semi-structured interviews, classroom observations and document analysis in its investigation of EL implementation. Purposive sampling was done and piloting of interview and observation schedules was used to refine the schedules. Ethical issues were taken into consideration throughout the study. The key findings from the study are as follows: - Teachers’ knowledge and interest in environmental education influence how teachers facilitate EL; - There is a mismatch between EL theories and practice; - Teaching of EL is mainly informed by the syllabus and not other curriculum documents, - Current assessment policy and practice impact on EL; and - Possibilities exist for improving EL in Namibia’s Biology curriculum. These key findings have been used to make recommendations for the study which are as follows: - Strengthen the subject content and interest of teachers; - There should be a match between EL theories and practice; - Reorient curriculum documents and other learning support materials used for EL; - Change in assessment approaches; and - Translate constraints of EL into enablers. The study concludes by calling for further research into EL pedagogies. This can be used to improve EL implementation in the region where the study was situated.
- Full Text:
- Date Issued: 2012
- Authors: Tshiningayamwe, Sirkka Alina Nambashusan
- Date: 2012
- Subjects: Environmental education -- Namibia -- Case studies Environmental education -- Study and teaching (Secondary) -- Namibia -- Case studies Environmental education -- Evaluation -- Namibia -- Case studies Biology -- Study and teaching (Secondary) -- Namibia -- Case studies Biology -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1564 , http://hdl.handle.net/10962/d1003446
- Description: In the context of ecological crisis and environmental deterioration, teaching about environmental issues and the preservation of the world’s environment has become increasingly important across the globe (Chi-chung Ko & Chi-kin Lee, 2003). Of the various subjects taught in secondary schools, Science is often perceived as one that can make a significant contribution to environmental education. It is in this light that the study has looked at how Grade 11 and 12 Biology teachers in the Namibian context implement Environmental Learning (EL). This study was constituted as a case study of two schools in Windhoek, in the Khomas region. The study investigated the implementation of EL in the Biology curriculum focusing on the constraints and enabling factors influencing the implementation. This study employed qualitative methods, specifically semi-structured interviews, classroom observations and document analysis in its investigation of EL implementation. Purposive sampling was done and piloting of interview and observation schedules was used to refine the schedules. Ethical issues were taken into consideration throughout the study. The key findings from the study are as follows: - Teachers’ knowledge and interest in environmental education influence how teachers facilitate EL; - There is a mismatch between EL theories and practice; - Teaching of EL is mainly informed by the syllabus and not other curriculum documents, - Current assessment policy and practice impact on EL; and - Possibilities exist for improving EL in Namibia’s Biology curriculum. These key findings have been used to make recommendations for the study which are as follows: - Strengthen the subject content and interest of teachers; - There should be a match between EL theories and practice; - Reorient curriculum documents and other learning support materials used for EL; - Change in assessment approaches; and - Translate constraints of EL into enablers. The study concludes by calling for further research into EL pedagogies. This can be used to improve EL implementation in the region where the study was situated.
- Full Text:
- Date Issued: 2012
Improving the quality and relevance of environmental learning through the use of a wider range of preferred teaching methods: a case of primary schools in Mufulira District in the Copperbelt Province in Zambia
- Authors: Kalumba, Evaristo
- Date: 2012
- Subjects: Environmental education -- Research -- Zambia Primary school teaching -- Research -- Zambia Primary school teaching -- Methodology -- Research Primary school teaching -- Standards -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1571 , http://hdl.handle.net/10962/d1003453
- Description: The study was conducted to investigate whether the use of a wider range of teaching methods can improve the quality of environmental learning in five Zambian primary schools. Nine teachers from five schools were involved in the preliminary stage of answering of questionnaires, interviews and focus group discussions about the use of dominant teaching methods and new teaching methods; while only four were involved in the observations of four lessons. The study is a contribution to the on‐going debate on the investigation of whether teaching methods used by teachers can be one of the factors that can influence the quality of education. Definitions of quality and educational quality in particular, are not easy to establish and no agreed upon framework for educational quality exists at present. This study reviews the debates on educational quality, and identifies three major paradigms or discourses on educational quality; and considers the human rights, social justice and capabilities approaches and educational quality frameworks as being relevant to environmental learning and education for sustainable development in the Southern African Development Community context. This, together with a review of research on teaching methods in environmental education, provides the theoretical framework for this study. Using action research and an interpretative methodological framework, a series of research activities were undertaken to generate research data because the study was investigating the teachers’ practice with a view to probe change and to analyse the findings. Nine teachers participated in the preliminary stage of answering questionnaires and focus group interviews reflecting on existing teaching methods. In stage two of this study, teachers went through a planning workshop during which they planned lessons using new preferred teaching methods. The third stage was lesson observations of planned lessons. The final stage was the reflection workshop during which the teachers shared their experiences with the use of new teaching methods. The teaching practices of teachers using the new teaching methods were the subject of further analysis. In order to find out how the use of a wide range of teaching methods can improve quality of environmental learning in primary schools nine teachers were observed teaching lessons with new teaching methods. The Nikel and Lowe (2010) fabric of dimensions of educational quality was adapted and used to find out if teachers included dimensions of quality in the teaching process. Additional socio‐cultural and structural quality dimensions, identified through a review of southern African research, were used to find out if teachers included contextualized regional dimensions of educational quality. This was done to investigate whether the process of teaching and learning was relevant to the learners. Teachers involved in the research reflected that when they used a wider range of teaching methods the result was that the learning opportunities for learners were enhanced and that the methods added value to their teaching, improving the quality of their teaching. The use of a wider range of teaching methods showed the presence of several indicators of dimensions of educational quality, as reflected in the quality analysis tool. Teachers indicated that the use of a wider range of teaching methods led them to include the socio‐cultural dimensions such as the use of local languages and structural dimensions such as informal seating arrangements or group work that they would otherwise neglect if they used the traditional narrow range of teaching methods. A wider range of teaching methods provided learners with an enjoyable learning atmosphere during the lesson. The research also identified that this study can be taken further through broader observations, and that the educational quality dimensions tool is useful for different levels of the education system, and that it has potentially productive uses in teacher education, particularly for observations during teaching practice.
- Full Text:
- Date Issued: 2012
- Authors: Kalumba, Evaristo
- Date: 2012
- Subjects: Environmental education -- Research -- Zambia Primary school teaching -- Research -- Zambia Primary school teaching -- Methodology -- Research Primary school teaching -- Standards -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1571 , http://hdl.handle.net/10962/d1003453
- Description: The study was conducted to investigate whether the use of a wider range of teaching methods can improve the quality of environmental learning in five Zambian primary schools. Nine teachers from five schools were involved in the preliminary stage of answering of questionnaires, interviews and focus group discussions about the use of dominant teaching methods and new teaching methods; while only four were involved in the observations of four lessons. The study is a contribution to the on‐going debate on the investigation of whether teaching methods used by teachers can be one of the factors that can influence the quality of education. Definitions of quality and educational quality in particular, are not easy to establish and no agreed upon framework for educational quality exists at present. This study reviews the debates on educational quality, and identifies three major paradigms or discourses on educational quality; and considers the human rights, social justice and capabilities approaches and educational quality frameworks as being relevant to environmental learning and education for sustainable development in the Southern African Development Community context. This, together with a review of research on teaching methods in environmental education, provides the theoretical framework for this study. Using action research and an interpretative methodological framework, a series of research activities were undertaken to generate research data because the study was investigating the teachers’ practice with a view to probe change and to analyse the findings. Nine teachers participated in the preliminary stage of answering questionnaires and focus group interviews reflecting on existing teaching methods. In stage two of this study, teachers went through a planning workshop during which they planned lessons using new preferred teaching methods. The third stage was lesson observations of planned lessons. The final stage was the reflection workshop during which the teachers shared their experiences with the use of new teaching methods. The teaching practices of teachers using the new teaching methods were the subject of further analysis. In order to find out how the use of a wide range of teaching methods can improve quality of environmental learning in primary schools nine teachers were observed teaching lessons with new teaching methods. The Nikel and Lowe (2010) fabric of dimensions of educational quality was adapted and used to find out if teachers included dimensions of quality in the teaching process. Additional socio‐cultural and structural quality dimensions, identified through a review of southern African research, were used to find out if teachers included contextualized regional dimensions of educational quality. This was done to investigate whether the process of teaching and learning was relevant to the learners. Teachers involved in the research reflected that when they used a wider range of teaching methods the result was that the learning opportunities for learners were enhanced and that the methods added value to their teaching, improving the quality of their teaching. The use of a wider range of teaching methods showed the presence of several indicators of dimensions of educational quality, as reflected in the quality analysis tool. Teachers indicated that the use of a wider range of teaching methods led them to include the socio‐cultural dimensions such as the use of local languages and structural dimensions such as informal seating arrangements or group work that they would otherwise neglect if they used the traditional narrow range of teaching methods. A wider range of teaching methods provided learners with an enjoyable learning atmosphere during the lesson. The research also identified that this study can be taken further through broader observations, and that the educational quality dimensions tool is useful for different levels of the education system, and that it has potentially productive uses in teacher education, particularly for observations during teaching practice.
- Full Text:
- Date Issued: 2012
Investigating factors inhibiting the implementation of IQMS in a South African school
- Authors: Mji, Lwazi Knowledge
- Date: 2012
- Subjects: Education, Secondary -- South Africa -- Eastern Cape -- Evaluation Educational change -- South Africa -- Eastern Cape Educational leadership -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape Teacher effectiveness -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1586 , http://hdl.handle.net/10962/d1003468
- Description: After the 1994 elections education reform has been characterized by the introduction of laws and policies, including IQMS, that seek to reconcile post‐apartheid traditions to practices that would address deficiencies borne by the era in the education field. The IQMS is a clear reaction to the autocratic mode of evaluation that operated during the apartheid era and is a major shift from the old paradigm of external evaluators. It was designed to review performance and identify strengths and weaknesses, encouraging personal and professional development, drawing on peer and collegial feedback rather than official Department of Education surveillance. However, recent studies have shown that the IQMS has failed and is failing to achieve what it was intended to achieve. This study examines the reasons for this failure in a secondary school in the Eastern Cape, South Africa. This research is an interpretive case study that uses observation, document analysis and interviews utilising theories of learning organizations, management and leadership. The study reveals that the policy is not applied in the way it was intended and is failing in this regard. The policy process has been bureaucratised and suffers from superficial compliance. The developmental thrust of the policy seems to have been lost. It was also discovered that the involvement of teacher unions has both positively and negatively affected the implementation process and that the support schools receive from the department is not enough to keep the policy alive in schools. This research is likely to benefit school principals, policy makers and implementers, and IQMS coordinators, as it provides clarity on the issues restraining IQMS implementation in schools. The study also demonstrates the need for school principals to consider adopting transformational leadership as a strategy to lead teachers against political influence and expose them to professional development opportunities.
- Full Text:
- Date Issued: 2012
- Authors: Mji, Lwazi Knowledge
- Date: 2012
- Subjects: Education, Secondary -- South Africa -- Eastern Cape -- Evaluation Educational change -- South Africa -- Eastern Cape Educational leadership -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape Teacher effectiveness -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1586 , http://hdl.handle.net/10962/d1003468
- Description: After the 1994 elections education reform has been characterized by the introduction of laws and policies, including IQMS, that seek to reconcile post‐apartheid traditions to practices that would address deficiencies borne by the era in the education field. The IQMS is a clear reaction to the autocratic mode of evaluation that operated during the apartheid era and is a major shift from the old paradigm of external evaluators. It was designed to review performance and identify strengths and weaknesses, encouraging personal and professional development, drawing on peer and collegial feedback rather than official Department of Education surveillance. However, recent studies have shown that the IQMS has failed and is failing to achieve what it was intended to achieve. This study examines the reasons for this failure in a secondary school in the Eastern Cape, South Africa. This research is an interpretive case study that uses observation, document analysis and interviews utilising theories of learning organizations, management and leadership. The study reveals that the policy is not applied in the way it was intended and is failing in this regard. The policy process has been bureaucratised and suffers from superficial compliance. The developmental thrust of the policy seems to have been lost. It was also discovered that the involvement of teacher unions has both positively and negatively affected the implementation process and that the support schools receive from the department is not enough to keep the policy alive in schools. This research is likely to benefit school principals, policy makers and implementers, and IQMS coordinators, as it provides clarity on the issues restraining IQMS implementation in schools. The study also demonstrates the need for school principals to consider adopting transformational leadership as a strategy to lead teachers against political influence and expose them to professional development opportunities.
- Full Text:
- Date Issued: 2012
Investigating teaching and learning within three Eastern Cape reception year classrooms
- Authors: Mnene, Mthetheleli
- Date: 2012
- Subjects: Competency-based education -- South Africa -- Eastern Cape Education, Elementary -- Social aspects -- South Africa -- Eastern Cape Curriculum evaluation -- South Africa -- Eastern Cape Education, Elementary -- South Africa -- Eastern Cape Education, Elementary -- Parent participation -- South Africa Education, Elementary -- Aims and objectives -- South Africa -- Eastern Cape Education, Elementary -- Curricula -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1589 , http://hdl.handle.net/10962/d1003471
- Description: The purpose of this study is to explore the extent to which young children in three Grade R classes in the Eastern Cape Province were exposed to developmentally appropriate opportunities to achieve the Critical Outcomes as outlined in the South African National Curriculum Statement. The research took the form of a case study. Semi-structured interviews and observations were used to collect data. Respondents included children, their parents, Grade R practitioners and the school leadership. The findings tentatively showed that this set of parents perceived their role in providing for their children’s developmental needs as separate to that of the GR practitioners. They seemed to see their roles as helping their children to develop social and emotional competence only, and that the GR practitioners provided, in addition to this, literacy and numeracy teaching to their children. In contrast, the three GR practitioners believed that parents were responsible also for promoting literacy, numeracy and life skills. There seemed therefore to be a lack of clarity of specific teacher and parent views of their roles. The researcher found, however, that the children seemed to be given few developmentally appropriate opportunities for planned and structured activities which enabled them to explore the Critical Outcomes, for example, working together, solving problems, using technology. The teaching methodology used by the GR practitioners during the observation periods, seemed to a large extent, to be based in 'talk and chalk' in the plenary grouping. It did not seem to enable the implementation of the curriculum and especially of the Critical Outcomes in a developmentally appropriate way. In addition, the environment in which children learned was not observed to be developmentally appropriate for relevant education to take place. Too many children were crowded into the available space, while learning equipment and materials were lacking. Any competences that young children in these three GR programmes achieved were therefore possibly learned incidentally, rather than deliberately through planned activities. In addition, GR classes in this study were not observed to be supported within the schools to deliver competent curriculum activities to the children. The study makes suggestions to meet some of these challenges. These include improving the understanding of curriculum guidelines of all role players in the three schools, enabling the management teams and especially parents to take a stronger support and monitoring role, and providing and using materials and equipment to promote the use of the Critical Out comes as methods for teaching and for learning.
- Full Text:
- Date Issued: 2012
- Authors: Mnene, Mthetheleli
- Date: 2012
- Subjects: Competency-based education -- South Africa -- Eastern Cape Education, Elementary -- Social aspects -- South Africa -- Eastern Cape Curriculum evaluation -- South Africa -- Eastern Cape Education, Elementary -- South Africa -- Eastern Cape Education, Elementary -- Parent participation -- South Africa Education, Elementary -- Aims and objectives -- South Africa -- Eastern Cape Education, Elementary -- Curricula -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1589 , http://hdl.handle.net/10962/d1003471
- Description: The purpose of this study is to explore the extent to which young children in three Grade R classes in the Eastern Cape Province were exposed to developmentally appropriate opportunities to achieve the Critical Outcomes as outlined in the South African National Curriculum Statement. The research took the form of a case study. Semi-structured interviews and observations were used to collect data. Respondents included children, their parents, Grade R practitioners and the school leadership. The findings tentatively showed that this set of parents perceived their role in providing for their children’s developmental needs as separate to that of the GR practitioners. They seemed to see their roles as helping their children to develop social and emotional competence only, and that the GR practitioners provided, in addition to this, literacy and numeracy teaching to their children. In contrast, the three GR practitioners believed that parents were responsible also for promoting literacy, numeracy and life skills. There seemed therefore to be a lack of clarity of specific teacher and parent views of their roles. The researcher found, however, that the children seemed to be given few developmentally appropriate opportunities for planned and structured activities which enabled them to explore the Critical Outcomes, for example, working together, solving problems, using technology. The teaching methodology used by the GR practitioners during the observation periods, seemed to a large extent, to be based in 'talk and chalk' in the plenary grouping. It did not seem to enable the implementation of the curriculum and especially of the Critical Outcomes in a developmentally appropriate way. In addition, the environment in which children learned was not observed to be developmentally appropriate for relevant education to take place. Too many children were crowded into the available space, while learning equipment and materials were lacking. Any competences that young children in these three GR programmes achieved were therefore possibly learned incidentally, rather than deliberately through planned activities. In addition, GR classes in this study were not observed to be supported within the schools to deliver competent curriculum activities to the children. The study makes suggestions to meet some of these challenges. These include improving the understanding of curriculum guidelines of all role players in the three schools, enabling the management teams and especially parents to take a stronger support and monitoring role, and providing and using materials and equipment to promote the use of the Critical Out comes as methods for teaching and for learning.
- Full Text:
- Date Issued: 2012
Investigating the dual influences of theory and practice on the design and implementation of a learning programme
- Authors: Jackelman, Susan Iona
- Date: 2012
- Subjects: Education -- Research Education -- Philosophy Teaching -- Methodology -- South Africa -- Eastern Cape Mathematics teachers -- Training of -- South Africa -- Eastern Cape Teaching -- Aids and devices -- South Africa -- Eastern Cape Mathematics -- Study and teaching (Secondary) -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1591 , http://hdl.handle.net/10962/d1003473
- Description: It is widely recognized that educational research and theory should be motivated by the desire to continually improve the practice of teaching. However, bridging the divide between theoretical research outcomes and the practical constraints of classroom-based teaching has proved somewhat challenging. The involvement of teachers as the 'bridge-builders' between theory and practice could provide an effective mechanism for achieving this integration. The purpose of this study is thus to investigate whether the involvement of teachers in developing and implementing a theory-based teaching module would improve teaching practice in the classroom. A teaching module was collaboratively developed by a group of teachers for Grade 9 linear functions using: the principles of mathematical proficiency postulated by Kilpatrick, Swafford and Findell, (2001); the teaching phases formulated by van Hiele (1986); and the cognitive classification of classroom activities developed by Stein and Smith (1998). This module was then taught to six Grade 9 classes by four teachers in one school in the Eastern Cape, South Africa over a period of 5 weeks. The effectiveness of the module, and its application in the classroom, was assessed in terms of: (i) the extent to which theory could be used to inform the design and development of teaching materials; (ii) the efficacy of this teaching material in promoting teaching for mathematical proficiency; and (iii) the effects of extraneous influences on the usefulness of the module in teaching for mathematical proficiency. While the theoretical framework provided a sound basis for developing the teaching module, it was found that collaboratively transforming this theory into a teaching module for practical use in the classroom is certainly possible, but it requires considerable time and effort that practising teachers do not have. Developing the depth of understanding required for mathematical proficiency also takes time - a commodity often in short supply as teachers grapple with the demands of the curriculum. Teaching for mathematical proficiency is a layered process. It starts with thinking about an idea (like a graph) that is developed out of a related concept that then has a set of characteristic algorithms and actions which are learnt and performed in sequence. Building understanding in this way ends with a student being able to visualize and conceive the graph as a structure that can be described as if it were an object (encapsulating all the previous concepts belonging to similar graphs in one idea). This development of understanding is important for mathematical proficiency but is not necessarily easy. When teaching with the module, it was necessary to create an extra opportunity for students to use procedural knowledge and repetition in order to provide enough examples to help them see the link: between linear number patterns and linear graphs. Extraneous influences on teaching for mathematical proficiency were grouped into two categories - endogenous and exogenous influences. Endogenous influences were teacher related and included the attitudes, decisions and disposition of the teacher. Exogenous influences were more contextual (and in effect out of the control of the teacher) and included teaching time available, curriculum, external assessments etc. Both of these influences were seen to affect teaching for mathematical proficiency, either promoting or inhibiting it. This research affirmed the central role that teachers play in teaching for mathematical proficiency. It is considered critical that research actively involve teachers in the evolution of mathematical theory. The development of an enabling environment (including institutional support, time, capacity, resources, skills and tools) for teachers will further enhance their capacity to teach for mathematical proficiency.
- Full Text:
- Date Issued: 2012
- Authors: Jackelman, Susan Iona
- Date: 2012
- Subjects: Education -- Research Education -- Philosophy Teaching -- Methodology -- South Africa -- Eastern Cape Mathematics teachers -- Training of -- South Africa -- Eastern Cape Teaching -- Aids and devices -- South Africa -- Eastern Cape Mathematics -- Study and teaching (Secondary) -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1591 , http://hdl.handle.net/10962/d1003473
- Description: It is widely recognized that educational research and theory should be motivated by the desire to continually improve the practice of teaching. However, bridging the divide between theoretical research outcomes and the practical constraints of classroom-based teaching has proved somewhat challenging. The involvement of teachers as the 'bridge-builders' between theory and practice could provide an effective mechanism for achieving this integration. The purpose of this study is thus to investigate whether the involvement of teachers in developing and implementing a theory-based teaching module would improve teaching practice in the classroom. A teaching module was collaboratively developed by a group of teachers for Grade 9 linear functions using: the principles of mathematical proficiency postulated by Kilpatrick, Swafford and Findell, (2001); the teaching phases formulated by van Hiele (1986); and the cognitive classification of classroom activities developed by Stein and Smith (1998). This module was then taught to six Grade 9 classes by four teachers in one school in the Eastern Cape, South Africa over a period of 5 weeks. The effectiveness of the module, and its application in the classroom, was assessed in terms of: (i) the extent to which theory could be used to inform the design and development of teaching materials; (ii) the efficacy of this teaching material in promoting teaching for mathematical proficiency; and (iii) the effects of extraneous influences on the usefulness of the module in teaching for mathematical proficiency. While the theoretical framework provided a sound basis for developing the teaching module, it was found that collaboratively transforming this theory into a teaching module for practical use in the classroom is certainly possible, but it requires considerable time and effort that practising teachers do not have. Developing the depth of understanding required for mathematical proficiency also takes time - a commodity often in short supply as teachers grapple with the demands of the curriculum. Teaching for mathematical proficiency is a layered process. It starts with thinking about an idea (like a graph) that is developed out of a related concept that then has a set of characteristic algorithms and actions which are learnt and performed in sequence. Building understanding in this way ends with a student being able to visualize and conceive the graph as a structure that can be described as if it were an object (encapsulating all the previous concepts belonging to similar graphs in one idea). This development of understanding is important for mathematical proficiency but is not necessarily easy. When teaching with the module, it was necessary to create an extra opportunity for students to use procedural knowledge and repetition in order to provide enough examples to help them see the link: between linear number patterns and linear graphs. Extraneous influences on teaching for mathematical proficiency were grouped into two categories - endogenous and exogenous influences. Endogenous influences were teacher related and included the attitudes, decisions and disposition of the teacher. Exogenous influences were more contextual (and in effect out of the control of the teacher) and included teaching time available, curriculum, external assessments etc. Both of these influences were seen to affect teaching for mathematical proficiency, either promoting or inhibiting it. This research affirmed the central role that teachers play in teaching for mathematical proficiency. It is considered critical that research actively involve teachers in the evolution of mathematical theory. The development of an enabling environment (including institutional support, time, capacity, resources, skills and tools) for teachers will further enhance their capacity to teach for mathematical proficiency.
- Full Text:
- Date Issued: 2012
Investigating the incorporation of education about, in/through and for the environment in the Geography junior phase curriculum: a case study of three Namibian schools
- Authors: Anyolo, Eveline Omagano
- Date: 2012
- Subjects: Environmental education -- Namibia -- Case studies Education, Primary -- Curricula -- Namibia Geography teachers -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1594 , http://hdl.handle.net/10962/d1003476
- Description: This study was carried out to investigate how education about, in/through and for the environment is incorporated in the Namibian Geography Junior Phase curriculum in three schools in Oshana Education Region. Education about, in/through and for the environment are three forms of environmental education identified by Fien (1998). This study is a qualitative, interpretive case study. It reviews the activities, content knowledge, methods, competencies and resources and describes how they were used by teachers in fostering education about, in/through and for the environment in the curriculum. Data was generated through document analysis, observations and semi-structured interviews. The results were interpreted and discussed in relation to the research question which is: How is education about, in/through and for the environment incorporated in the Geography Junior Phase curriculum? Key findings of the study suggested that teachers incorporated education about, in/through and for the environment in their teaching. Teachers used the prescribed syllabus to structure their environmental learning lessons. Most methods, resources and activities used by the teachers promoted education about the environment. The study also found that most types of knowledge about the environment were covered by the teachers. This enabled learners to examine the complexity and interrelatedness of natural systems. The study found that the way the resources were used exclusively supported education about the environment. Linking learning to local context in this study encouraged education in/through the environment and enhanced the learning process through real life experience. The study also found that, although teachers taught their learners for the environment, they did not empower them in taking actions towards environmental problems. Based on the insights offered by this research, the study identified further support required by teachers and made recommendations for effective incorporation of about, in/through andfor the environment in the curriculum.
- Full Text:
- Date Issued: 2012
- Authors: Anyolo, Eveline Omagano
- Date: 2012
- Subjects: Environmental education -- Namibia -- Case studies Education, Primary -- Curricula -- Namibia Geography teachers -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1594 , http://hdl.handle.net/10962/d1003476
- Description: This study was carried out to investigate how education about, in/through and for the environment is incorporated in the Namibian Geography Junior Phase curriculum in three schools in Oshana Education Region. Education about, in/through and for the environment are three forms of environmental education identified by Fien (1998). This study is a qualitative, interpretive case study. It reviews the activities, content knowledge, methods, competencies and resources and describes how they were used by teachers in fostering education about, in/through and for the environment in the curriculum. Data was generated through document analysis, observations and semi-structured interviews. The results were interpreted and discussed in relation to the research question which is: How is education about, in/through and for the environment incorporated in the Geography Junior Phase curriculum? Key findings of the study suggested that teachers incorporated education about, in/through and for the environment in their teaching. Teachers used the prescribed syllabus to structure their environmental learning lessons. Most methods, resources and activities used by the teachers promoted education about the environment. The study also found that most types of knowledge about the environment were covered by the teachers. This enabled learners to examine the complexity and interrelatedness of natural systems. The study found that the way the resources were used exclusively supported education about the environment. Linking learning to local context in this study encouraged education in/through the environment and enhanced the learning process through real life experience. The study also found that, although teachers taught their learners for the environment, they did not empower them in taking actions towards environmental problems. Based on the insights offered by this research, the study identified further support required by teachers and made recommendations for effective incorporation of about, in/through andfor the environment in the curriculum.
- Full Text:
- Date Issued: 2012
Issues and challenges facing school libraries: a case study of selected primary schools in Gauteng Province, South Africa
- Paton-Ash, Margaret Sanderson
- Authors: Paton-Ash, Margaret Sanderson
- Date: 2012
- Subjects: School libraries -- South Africa -- Gauteng Libraries and state -- South Africa -- Gauteng Libraries and schools -- South Africa -- Gauteng Library planning -- South Africa -- Gauteng Libraries and education -- South Africa -- Gauteng
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1660 , http://hdl.handle.net/10962/d1003543
- Description: Fewer than 8% of schools in South Africa have functioning libraries. There is no national policy for school libraries which compels School Governing Bodies and principals to have a library in their schools. This qualitative study, based on grounded theory, investigated ten primary schools in Gauteng that had libraries, or were in the process of setting up a library with the intention of providing a rich description of the issues and challenges facing these schools. The schools were chosen on the basis of location (Soweto and Johannesburg), and the school fees that were paid in a continuum from low/no fee paying schools to the fee paying ex Model-C schools. The resourcing of the school library, the operation of the school library and the role of the library were examined. The findings highlight the lack of a national policy, of school library posts, the theft of computers as a result of the lack of security, as well as the lack of understanding by teachers of the role the library in teaching and learning. Furthermore, there appears to be a disjuncture between the trends evident in the international literature on school libraries and what is actually happening in the primary school libraries in my study. Most significantly low/no fee paying schools with libraries were the exception and those that did have libraries were as a result of the enthusiasm and efforts of one or two individuals with the backing of the principal. Ex-Model C schools had the advantage in terms of the provision and staffing of school libraries as they had the funds to support them and, in some cases, a school librarian, provided that the principal supported the idea of a school library. In all the schools, the belief in the importance of the library regarding reading and literacy was the main motivating factor in establishing or maintaining the school library. A growing public awareness of the value of school libraries was an encouraging trend that emerged from my study.
- Full Text:
- Date Issued: 2012
- Authors: Paton-Ash, Margaret Sanderson
- Date: 2012
- Subjects: School libraries -- South Africa -- Gauteng Libraries and state -- South Africa -- Gauteng Libraries and schools -- South Africa -- Gauteng Library planning -- South Africa -- Gauteng Libraries and education -- South Africa -- Gauteng
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1660 , http://hdl.handle.net/10962/d1003543
- Description: Fewer than 8% of schools in South Africa have functioning libraries. There is no national policy for school libraries which compels School Governing Bodies and principals to have a library in their schools. This qualitative study, based on grounded theory, investigated ten primary schools in Gauteng that had libraries, or were in the process of setting up a library with the intention of providing a rich description of the issues and challenges facing these schools. The schools were chosen on the basis of location (Soweto and Johannesburg), and the school fees that were paid in a continuum from low/no fee paying schools to the fee paying ex Model-C schools. The resourcing of the school library, the operation of the school library and the role of the library were examined. The findings highlight the lack of a national policy, of school library posts, the theft of computers as a result of the lack of security, as well as the lack of understanding by teachers of the role the library in teaching and learning. Furthermore, there appears to be a disjuncture between the trends evident in the international literature on school libraries and what is actually happening in the primary school libraries in my study. Most significantly low/no fee paying schools with libraries were the exception and those that did have libraries were as a result of the enthusiasm and efforts of one or two individuals with the backing of the principal. Ex-Model C schools had the advantage in terms of the provision and staffing of school libraries as they had the funds to support them and, in some cases, a school librarian, provided that the principal supported the idea of a school library. In all the schools, the belief in the importance of the library regarding reading and literacy was the main motivating factor in establishing or maintaining the school library. A growing public awareness of the value of school libraries was an encouraging trend that emerged from my study.
- Full Text:
- Date Issued: 2012
Leadership's influence on the holistic development of learners with barriers to learning
- WIlliams, Pearl Juanita Cherrol
- Authors: WIlliams, Pearl Juanita Cherrol
- Date: 2012
- Subjects: Education, Humanistic , Special education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9500 , http://hdl.handle.net/10948/d1008194 , Education, Humanistic , Special education -- South Africa
- Description: The implementation of an inclusive education system in South Africa after 1994 has challenged public schools to revisit their management structures; and, in the process, it has offered learners with barriers to learning the opportunity to become independent and employable members of society – especially in disadvantaged school communities, where learners are often limited in their development because of financial constraints. However, many education policies – based on humanity, equality, social justice and accessibility – are often neglected at some schools; and this causes many learners with barriers to learning to lose heart or drop out of mainstream schools. The main aim of this study was to investigate and describe school leadership‟s management strategies to implement intervention programmes to the benefit of learners in need, since schools are required to accommodate and support all learners in partnership with the wider school community. To understand how these amendments influence disadvantaged schools, an in-depth qualitative inquiry was conducted with 10-13 different leaders, selected through purposive sampling, at each of three disadvantaged primary schools in Port Elizabeth that are directly responsible for teaching learners with barriers to learning. During the data-collection, individual interviews, group interviews and an observation were used. The process of content analysis was implemented to analyse the data. This entails coding, categorising, comparison and conclusion of the information. Four main themes emerged, namely: barriers to learning experienced in these disadvantaged schools; insufficient infrastructure in these schools; dealing with the problem at present; and possible interventions and guidelines, which were closely associated with the four sub-questions of the study – and eventually answered the research questions.
- Full Text:
- Date Issued: 2012
- Authors: WIlliams, Pearl Juanita Cherrol
- Date: 2012
- Subjects: Education, Humanistic , Special education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9500 , http://hdl.handle.net/10948/d1008194 , Education, Humanistic , Special education -- South Africa
- Description: The implementation of an inclusive education system in South Africa after 1994 has challenged public schools to revisit their management structures; and, in the process, it has offered learners with barriers to learning the opportunity to become independent and employable members of society – especially in disadvantaged school communities, where learners are often limited in their development because of financial constraints. However, many education policies – based on humanity, equality, social justice and accessibility – are often neglected at some schools; and this causes many learners with barriers to learning to lose heart or drop out of mainstream schools. The main aim of this study was to investigate and describe school leadership‟s management strategies to implement intervention programmes to the benefit of learners in need, since schools are required to accommodate and support all learners in partnership with the wider school community. To understand how these amendments influence disadvantaged schools, an in-depth qualitative inquiry was conducted with 10-13 different leaders, selected through purposive sampling, at each of three disadvantaged primary schools in Port Elizabeth that are directly responsible for teaching learners with barriers to learning. During the data-collection, individual interviews, group interviews and an observation were used. The process of content analysis was implemented to analyse the data. This entails coding, categorising, comparison and conclusion of the information. Four main themes emerged, namely: barriers to learning experienced in these disadvantaged schools; insufficient infrastructure in these schools; dealing with the problem at present; and possible interventions and guidelines, which were closely associated with the four sub-questions of the study – and eventually answered the research questions.
- Full Text:
- Date Issued: 2012
Managing an inclusive school: a case study of a pilot school in Swaziland
- Authors: Zimba, Zondani
- Date: 2012
- Subjects: Inclusive education -- Swaziland -- Mbabane Special education -- Swaziland -- Mbabane Learning disabled children -- Education -- Swaziland -- Mbabane Students with disabilities -- Swaziland -- Mbabane School management and organization -- Swaziland -- Mbabane
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1669 , http://hdl.handle.net/10962/d1003552
- Description: Inclusive Education (IE) reflects the values, ethos, and culture of an education system committed to excellence by promoting education opportunities for all learners. IE is about building a more just society and ensuring the right to education for all learners regardless of their individual characteristics or difficulties (UNESCO: 2007). The kingdom of Swaziland has committed itself to high quality basic education which provides equal opportunities for all children and youth. This is evident in the Swaziland National Constitution (2006). To promote Education for All (EFA) as stated in the constitution, an IE Policy has been developed and a draft policy is in place. The programme has been operational since 2006. There are nine pilot schools and four teachers from each school who have been trained on how to handle pupils with disabilities. The programme will be rolled out to 608 primary schools by 2015. In this research, the goal was to investigate how a School Management Board responds to the challenges of managing an Inclusive School. This research is a qualitative interpretive case study based in one of the pilot schools in Mbabane in Swaziland. The study used document analysis, semi‐structured interviews and focus groups to collect data. The study revealed that the school has done much in accommodating IE as there are changes in management structures and approaches, organizational culture and operating procedures. On the other hand, there are still significant challenges such as a lack of knowledge of inclusion and negativity on the part of learners and parents. Other challenges include inadequate training for educators and lack of suitable infrastructure. The study concludes by recommending improved staff development programmes, infrastructure upgrades, acquiring appropriate teaching and learning resources and employing multidisciplinary personnel.
- Full Text:
- Date Issued: 2012
- Authors: Zimba, Zondani
- Date: 2012
- Subjects: Inclusive education -- Swaziland -- Mbabane Special education -- Swaziland -- Mbabane Learning disabled children -- Education -- Swaziland -- Mbabane Students with disabilities -- Swaziland -- Mbabane School management and organization -- Swaziland -- Mbabane
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1669 , http://hdl.handle.net/10962/d1003552
- Description: Inclusive Education (IE) reflects the values, ethos, and culture of an education system committed to excellence by promoting education opportunities for all learners. IE is about building a more just society and ensuring the right to education for all learners regardless of their individual characteristics or difficulties (UNESCO: 2007). The kingdom of Swaziland has committed itself to high quality basic education which provides equal opportunities for all children and youth. This is evident in the Swaziland National Constitution (2006). To promote Education for All (EFA) as stated in the constitution, an IE Policy has been developed and a draft policy is in place. The programme has been operational since 2006. There are nine pilot schools and four teachers from each school who have been trained on how to handle pupils with disabilities. The programme will be rolled out to 608 primary schools by 2015. In this research, the goal was to investigate how a School Management Board responds to the challenges of managing an Inclusive School. This research is a qualitative interpretive case study based in one of the pilot schools in Mbabane in Swaziland. The study used document analysis, semi‐structured interviews and focus groups to collect data. The study revealed that the school has done much in accommodating IE as there are changes in management structures and approaches, organizational culture and operating procedures. On the other hand, there are still significant challenges such as a lack of knowledge of inclusion and negativity on the part of learners and parents. Other challenges include inadequate training for educators and lack of suitable infrastructure. The study concludes by recommending improved staff development programmes, infrastructure upgrades, acquiring appropriate teaching and learning resources and employing multidisciplinary personnel.
- Full Text:
- Date Issued: 2012
Navigating the pathways to opening a new, effective community school : a case study in the Nelson Mandela Metropolitan Municipality of South Africa
- Authors: Damons, Bruce Peter
- Date: 2012
- Subjects: Community schools -- South Africa -- Port Elizabeth , Educational leadership -- South Africa -- Port Elizabeth , Teachers -- Recruiting -- South Africa -- Port Elizabeth , Teachers -- Training of -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9578 , http://hdl.handle.net/10948/d1019857
- Description: The provision of low cost housing has become one of the current South African government‟s top priorities. With the establishment of these new housing developments comes the need for accompanying social infrastructure. This includes the provisioning of schools, police stations, clinics and sports fields. In this study, I attempted to identify and explore the key basic elements that needed to be present when opening a new community school in one of these low income housing developments. The study gives voice to what key stakeholders thought these elements should be. The stakeholders were the teachers and community volunteers, which included parents of the learners. They actively participated in this study through the methodology of participatory action learning and action research (PALAR). The participants identified strong, compassionate and visionary leadership as an essential element that need to be present when opening up a new school. The study further shows that this leadership must have some knowledge of effective management systems in order to support the establishment of a new school. The findings also show that leadership and the effective implementation of these management systems rely heavily on the support of a variety of internal and external stakeholders, especially when support was lacking from the Department of Basic Education. The study further shows that the roles of the various stakeholders should be clearly defined and managed, so as to avoid tensions that might arise by having a large number of people involved in a confined space like a school. Teachers and community volunteers emerged as the key stakeholders who contributed to the effective functioning of the new school. Their continued involvement in the school requires on-going professional development and support.
- Full Text:
- Date Issued: 2012
- Authors: Damons, Bruce Peter
- Date: 2012
- Subjects: Community schools -- South Africa -- Port Elizabeth , Educational leadership -- South Africa -- Port Elizabeth , Teachers -- Recruiting -- South Africa -- Port Elizabeth , Teachers -- Training of -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9578 , http://hdl.handle.net/10948/d1019857
- Description: The provision of low cost housing has become one of the current South African government‟s top priorities. With the establishment of these new housing developments comes the need for accompanying social infrastructure. This includes the provisioning of schools, police stations, clinics and sports fields. In this study, I attempted to identify and explore the key basic elements that needed to be present when opening a new community school in one of these low income housing developments. The study gives voice to what key stakeholders thought these elements should be. The stakeholders were the teachers and community volunteers, which included parents of the learners. They actively participated in this study through the methodology of participatory action learning and action research (PALAR). The participants identified strong, compassionate and visionary leadership as an essential element that need to be present when opening up a new school. The study further shows that this leadership must have some knowledge of effective management systems in order to support the establishment of a new school. The findings also show that leadership and the effective implementation of these management systems rely heavily on the support of a variety of internal and external stakeholders, especially when support was lacking from the Department of Basic Education. The study further shows that the roles of the various stakeholders should be clearly defined and managed, so as to avoid tensions that might arise by having a large number of people involved in a confined space like a school. Teachers and community volunteers emerged as the key stakeholders who contributed to the effective functioning of the new school. Their continued involvement in the school requires on-going professional development and support.
- Full Text:
- Date Issued: 2012