Teenage pregnancies as a management issue in township schools in George
- Authors: Sethosa, Grace Sibongile
- Date: 2007
- Subjects: Teenage pregnancy -- South Africa , Sex instruction for teenagers -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9543 , http://hdl.handle.net/10948/678 , Teenage pregnancy -- South Africa , Sex instruction for teenagers -- South Africa
- Description: This study investigates the causes, consequences and possible solutions of teenage pregnancy. It indicates that socio-economic factors play an important role in the occurrence of teenage pregnancies. In addition the study suggests that a range of factors, including, cultural norms and individual needs, impact on the childbearing decisions of teenage females. The study demonstrates that the most important negative consequences of teenage pregnancy include dropping out of school, unemployment, single parenthood and higher levels of poverty. An important finding of the study is that policies and programmes aimed at reducing teen pregnancy rates, and eliminating the negative consequences experienced by teen mothers and their children, are unlikely to be fully effective unless they realistically address socio-economic imbalances faced by many young women in South Africa.
- Full Text:
- Date Issued: 2007
- Authors: Sethosa, Grace Sibongile
- Date: 2007
- Subjects: Teenage pregnancy -- South Africa , Sex instruction for teenagers -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9543 , http://hdl.handle.net/10948/678 , Teenage pregnancy -- South Africa , Sex instruction for teenagers -- South Africa
- Description: This study investigates the causes, consequences and possible solutions of teenage pregnancy. It indicates that socio-economic factors play an important role in the occurrence of teenage pregnancies. In addition the study suggests that a range of factors, including, cultural norms and individual needs, impact on the childbearing decisions of teenage females. The study demonstrates that the most important negative consequences of teenage pregnancy include dropping out of school, unemployment, single parenthood and higher levels of poverty. An important finding of the study is that policies and programmes aimed at reducing teen pregnancy rates, and eliminating the negative consequences experienced by teen mothers and their children, are unlikely to be fully effective unless they realistically address socio-economic imbalances faced by many young women in South Africa.
- Full Text:
- Date Issued: 2007
The educationally-related challenges faced by teenage mothers on returning to school: a Namibian case study
- Authors: Shaningwa, Lilia Mariro
- Date: 2007
- Subjects: Teenage mothers -- Namibia -- Case studies Teenagers -- Education -- Namibia -- Case studies Education, Secondary -- Namibia -- Case studies Teenage pregnancy -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1506 , http://hdl.handle.net/10962/d1003388
- Description: The study aimed to investigate the educationally-related challenges faced by teenage mothers in coming back to school in two senior schools in the Kavango Education Region. This small-scale study focused on the challenges that influence or affect the academic progress and development of these learners. The study looked at how teenage pregnancy is perceived as a social problem in many countries as well as in Namibia and examined its impact on the educational aspirations of the young mothers. Namibia has a policy in place to cater for the continued education of learners returning to school after the birth of their babies. This policy was analysed and its implementation in the selected schools formed part of the study, The findings revealed that the educational challenges faced by these young women range from social exclusion to the need to manage the dual responsibilities of motherhood and study. The way in which the learners who participated in this study are viewed by their peers and their teachers was found to be influenced by the cultural connotations ascribed to women as soon as they become mothers, a factor that adds to the challenges these learners face when returning to schools. Cultural connotations which perceived a mother as an adult in the society was attached to the change of the behaviours and attitudes of school young mothers. The findings also showed that while these learners tended to be withdrawn in class and were generally unable to participate in extra-mural activities, they none the less were able to compete with their peers in terms of their academic performance. The study revealed that there is no shared understanding of the policy among the participants and that it is not effectively implemented in the schools, nor is it uniformly applied.
- Full Text:
- Date Issued: 2007
- Authors: Shaningwa, Lilia Mariro
- Date: 2007
- Subjects: Teenage mothers -- Namibia -- Case studies Teenagers -- Education -- Namibia -- Case studies Education, Secondary -- Namibia -- Case studies Teenage pregnancy -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1506 , http://hdl.handle.net/10962/d1003388
- Description: The study aimed to investigate the educationally-related challenges faced by teenage mothers in coming back to school in two senior schools in the Kavango Education Region. This small-scale study focused on the challenges that influence or affect the academic progress and development of these learners. The study looked at how teenage pregnancy is perceived as a social problem in many countries as well as in Namibia and examined its impact on the educational aspirations of the young mothers. Namibia has a policy in place to cater for the continued education of learners returning to school after the birth of their babies. This policy was analysed and its implementation in the selected schools formed part of the study, The findings revealed that the educational challenges faced by these young women range from social exclusion to the need to manage the dual responsibilities of motherhood and study. The way in which the learners who participated in this study are viewed by their peers and their teachers was found to be influenced by the cultural connotations ascribed to women as soon as they become mothers, a factor that adds to the challenges these learners face when returning to schools. Cultural connotations which perceived a mother as an adult in the society was attached to the change of the behaviours and attitudes of school young mothers. The findings also showed that while these learners tended to be withdrawn in class and were generally unable to participate in extra-mural activities, they none the less were able to compete with their peers in terms of their academic performance. The study revealed that there is no shared understanding of the policy among the participants and that it is not effectively implemented in the schools, nor is it uniformly applied.
- Full Text:
- Date Issued: 2007
The transition from Oshikwanyama to English as a medium of instruction: a case study of a rural Namibian school
- Authors: Shilongo, Teressia N
- Date: 2007
- Subjects: Education -- Namibia Kuanyama language -- Study and teaching -- Namibia English language -- Study and teaching -- Namibia Language and education -- Namibia Rural schools -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1805 , http://hdl.handle.net/10962/d1003690
- Description: The study investigates how rural Grade 4 teachers and learners experience the transition from Oshikwanyama to English as a medium of instruction. The study was conducted at a rural school in Oshana region in northern Namibia. The research site and participants were purposefully selected. Grade 4 teachers and learners were interviewed and observed. Relevant documents were also analyzed. The purpose was to understand participants’ experiences, perceptions and practices in relation to their experience of the transition to English medium instruction. The study revealed out that both Grade 4 teachers and learners are struggling to teach and learn through the medium of English. This was borne out by participants’ responses, classroom practices and document analysis, especially learners’ oral presentation and written work. The conclusion is drawn that limitations in English proficiency overshadow the good intentions of the curriculum. This was evident in the fact that Grade 4 learners at a selected school found it difficult to cope with the demands of the curriculum. In addition, most of the learners have poor literacy skills even in their mother tongue, Oshikwanyama. In the linguistic sense, proficiency in the first language can pave the way for second language to flourish. If the reverse is the case then the learner might find it difficult to acquire linguistic skills in the second language. The study concludes that for the sake of effective learning, an intervention on professional development needs to be in place. This might help rural lower primary teachers to upgrade their existing skills particularly in terms of the English language proficiency as well as how to prepare learners for the transition to English.
- Full Text:
- Date Issued: 2007
- Authors: Shilongo, Teressia N
- Date: 2007
- Subjects: Education -- Namibia Kuanyama language -- Study and teaching -- Namibia English language -- Study and teaching -- Namibia Language and education -- Namibia Rural schools -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1805 , http://hdl.handle.net/10962/d1003690
- Description: The study investigates how rural Grade 4 teachers and learners experience the transition from Oshikwanyama to English as a medium of instruction. The study was conducted at a rural school in Oshana region in northern Namibia. The research site and participants were purposefully selected. Grade 4 teachers and learners were interviewed and observed. Relevant documents were also analyzed. The purpose was to understand participants’ experiences, perceptions and practices in relation to their experience of the transition to English medium instruction. The study revealed out that both Grade 4 teachers and learners are struggling to teach and learn through the medium of English. This was borne out by participants’ responses, classroom practices and document analysis, especially learners’ oral presentation and written work. The conclusion is drawn that limitations in English proficiency overshadow the good intentions of the curriculum. This was evident in the fact that Grade 4 learners at a selected school found it difficult to cope with the demands of the curriculum. In addition, most of the learners have poor literacy skills even in their mother tongue, Oshikwanyama. In the linguistic sense, proficiency in the first language can pave the way for second language to flourish. If the reverse is the case then the learner might find it difficult to acquire linguistic skills in the second language. The study concludes that for the sake of effective learning, an intervention on professional development needs to be in place. This might help rural lower primary teachers to upgrade their existing skills particularly in terms of the English language proficiency as well as how to prepare learners for the transition to English.
- Full Text:
- Date Issued: 2007
Grade 5 teachers' understanding and development of concepts in social studies in selected schools in Namibia
- Authors: Sichombe, Beatrice Sinyama
- Date: 2007
- Subjects: Social sciences -- Study and teaching (Elementary) -- Namibia Social science teachers -- Namibia Educational change -- Namibia Education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1877 , http://hdl.handle.net/10962/d1005856
- Description: After the introduction of Learner Centred Education in Namibia, a number of studies were conducted on how teachers either perceived learner centred education or implemented it. However, very few studies investigated the teachers' understanding of both subject matter knowledge and pedagogical content knowledge; primarily, how they understand and develop key concepts. The purpose of this study was to investigate how Grade 5 teachers' understand and develop key concepts in Social Studies in selected schools in Namibia. The study focused on three teachers in three primary schools in the Caprivi educational region of Namibia. These teachers were purposefully selected as graduates of the teacher education programme instituted at the time of the Namibian education reform process. As a teacher educator, my main motive of conducting this study was to gain a better understanding of some of the issues that have been raised about these graduates' lack of content knowledge. The study adopts a qualitative approach and seeks to investigate (a) how the three teachers in this study understand key concepts and (b) the strategies they use to develop such concepts. Three data collection instruments were employed: interviews, document analysis and class observations. The findings indicate that despite the training that all three teachers in this study received, their understanding of the concepts they taught is problematic. Furthermore, some of the strategies that the teachers used did not bring about learning with understanding. The results of the study revealed how these teachers' problems with concepts and the development of conceptual understanding are related to specific issues and can be attributed to a number of factors. Because of this, the study has provided valuable insights into aspects of teacher education that need to be addressed both in terms of in-service and pre-service programmes to support teachers in teaching for understanding, a key idea underpinning the reform process.
- Full Text:
- Date Issued: 2007
- Authors: Sichombe, Beatrice Sinyama
- Date: 2007
- Subjects: Social sciences -- Study and teaching (Elementary) -- Namibia Social science teachers -- Namibia Educational change -- Namibia Education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1877 , http://hdl.handle.net/10962/d1005856
- Description: After the introduction of Learner Centred Education in Namibia, a number of studies were conducted on how teachers either perceived learner centred education or implemented it. However, very few studies investigated the teachers' understanding of both subject matter knowledge and pedagogical content knowledge; primarily, how they understand and develop key concepts. The purpose of this study was to investigate how Grade 5 teachers' understand and develop key concepts in Social Studies in selected schools in Namibia. The study focused on three teachers in three primary schools in the Caprivi educational region of Namibia. These teachers were purposefully selected as graduates of the teacher education programme instituted at the time of the Namibian education reform process. As a teacher educator, my main motive of conducting this study was to gain a better understanding of some of the issues that have been raised about these graduates' lack of content knowledge. The study adopts a qualitative approach and seeks to investigate (a) how the three teachers in this study understand key concepts and (b) the strategies they use to develop such concepts. Three data collection instruments were employed: interviews, document analysis and class observations. The findings indicate that despite the training that all three teachers in this study received, their understanding of the concepts they taught is problematic. Furthermore, some of the strategies that the teachers used did not bring about learning with understanding. The results of the study revealed how these teachers' problems with concepts and the development of conceptual understanding are related to specific issues and can be attributed to a number of factors. Because of this, the study has provided valuable insights into aspects of teacher education that need to be addressed both in terms of in-service and pre-service programmes to support teachers in teaching for understanding, a key idea underpinning the reform process.
- Full Text:
- Date Issued: 2007
A review of stakeholder interests and participation in the sustainable use of communal wetlands: the case of the Lake Fundudzi catchment in Limpopo Province, South Africa
- Authors: Silima, Vhangani
- Date: 2007
- Subjects: Wetland ecology -- South Africa -- Limpopo Wetland management -- South Africa -- Limpopo Natural resources -- Management -- South Africa -- Limpopo Conservation of natural resources -- South Africa -- Limpopo Conservation of natural resources -- Citizen participation -- South Africa -- Limpopo Sustainable development -- South Africa -- Limpopo
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1745 , http://hdl.handle.net/10962/d1003629
- Description: Many rural South African people depend on natural resources for their survival. Wetlands provide some of those natural resources. These are presently are under pressure due to high demand, overexploitation and poor land management. The history of South Africa has been characterised by exclusion of local communities in the process of decision-making and general management of natural resources. Participation of all stakeholders is crucial for successful sustainable natural resource management. Various South African departments are engaged in a number of strategies for promoting meaningful participation of local communities. The South African laws promoting protection and sustainable use of natural resources incorporate democratic principles that require high level of participation from resource users, local communities in particular. Most of the participation techniques used are focused on satisfying political mandates and do not respond to the social context of the resource users. The aim of the study was to review the participation of stakeholders in the project of promoting the sustainable use and protection of the Lake Fundudzi catchment. The idea was to probe stakeholder interests more carefully, and to research tensions that arise in the participation process, using qualitative methodologies. Through the use of questionnaires, observations and document analysis stakeholders’ interests were identified to assess their influence in the process of participation of local stakeholders. The review of stakeholders’ participation in the Lake Fundudzi Project showed that stakeholders’ interests are crucial for meaningful local community participation, communication and education influence. They enable meaningful participation and empowerment. A multi-stakeholders approach enables stakeholders to share roles and responsibilities and the participation process offers an opportunity for local stakeholders to participate democratically in the Project. Power relations affect stakeholder participation, capital dependant participatory initiatives are likely to be at risk, participatory processes are likely to promote the empowerment and knowledge exchange amongst stakeholders, the views of local stakeholders are not always considered by outside support organisation and multi-stakeholder participatory approaches enable the initiative/activity/project to achieve its objectives.
- Full Text:
- Date Issued: 2007
- Authors: Silima, Vhangani
- Date: 2007
- Subjects: Wetland ecology -- South Africa -- Limpopo Wetland management -- South Africa -- Limpopo Natural resources -- Management -- South Africa -- Limpopo Conservation of natural resources -- South Africa -- Limpopo Conservation of natural resources -- Citizen participation -- South Africa -- Limpopo Sustainable development -- South Africa -- Limpopo
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1745 , http://hdl.handle.net/10962/d1003629
- Description: Many rural South African people depend on natural resources for their survival. Wetlands provide some of those natural resources. These are presently are under pressure due to high demand, overexploitation and poor land management. The history of South Africa has been characterised by exclusion of local communities in the process of decision-making and general management of natural resources. Participation of all stakeholders is crucial for successful sustainable natural resource management. Various South African departments are engaged in a number of strategies for promoting meaningful participation of local communities. The South African laws promoting protection and sustainable use of natural resources incorporate democratic principles that require high level of participation from resource users, local communities in particular. Most of the participation techniques used are focused on satisfying political mandates and do not respond to the social context of the resource users. The aim of the study was to review the participation of stakeholders in the project of promoting the sustainable use and protection of the Lake Fundudzi catchment. The idea was to probe stakeholder interests more carefully, and to research tensions that arise in the participation process, using qualitative methodologies. Through the use of questionnaires, observations and document analysis stakeholders’ interests were identified to assess their influence in the process of participation of local stakeholders. The review of stakeholders’ participation in the Lake Fundudzi Project showed that stakeholders’ interests are crucial for meaningful local community participation, communication and education influence. They enable meaningful participation and empowerment. A multi-stakeholders approach enables stakeholders to share roles and responsibilities and the participation process offers an opportunity for local stakeholders to participate democratically in the Project. Power relations affect stakeholder participation, capital dependant participatory initiatives are likely to be at risk, participatory processes are likely to promote the empowerment and knowledge exchange amongst stakeholders, the views of local stakeholders are not always considered by outside support organisation and multi-stakeholder participatory approaches enable the initiative/activity/project to achieve its objectives.
- Full Text:
- Date Issued: 2007
An investigation of parental involvement in the development of their children's literacy in a rural Namibian school
- Authors: Siririka, Gisela
- Date: 2007
- Subjects: Education -- Namibia Education -- Parent participation -- Namibia Rural schools -- Namibia Community and school -- Namibia Literacy -- Social aspects -- Namibia Literacy -- Study and teaching -- Namibia Libraries and education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1638 , http://hdl.handle.net/10962/d1003520
- Description: This study sought to investigate the involvement of parents in the development of their children’s literacy. The study was conducted in a rural school in the Omaheke region of Namibia, a school selected for reasons of representativeness and convenience. The research took the form of an interpretive case study focussing on a study sample of nine parents, their children, and one teacher in the Ngeama community. Data were collected through semi-structured interviews and then subjected to comprehensive descriptive analysis. The findings of the study indicate that parents in the Ngeama rural community have not been effectively involved in their children’s acquisition of literacy, for a number of reasons. These include the parents’ not feeling appropriately empowered to influence the development of their children’s literacy, the absence of environmental literacy programmes within the community, and the shortage of literacy materials such as newspapers and magazines. Perhaps the most important factor is that there is no public or school library in the Ngeama community. In view of these findings, the study recognizes a need for parental empowerment in terms of knowledge, skills, understanding and resources allocation regarding the education of their children. It recommends that a relationship of trust and understanding be built between the school and the community to ensure the sound development of literacy skills. The study further recommends the establishment of a library in order to enhance the literacy levels of teachers, parents and children alike.
- Full Text:
- Date Issued: 2007
- Authors: Siririka, Gisela
- Date: 2007
- Subjects: Education -- Namibia Education -- Parent participation -- Namibia Rural schools -- Namibia Community and school -- Namibia Literacy -- Social aspects -- Namibia Literacy -- Study and teaching -- Namibia Libraries and education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1638 , http://hdl.handle.net/10962/d1003520
- Description: This study sought to investigate the involvement of parents in the development of their children’s literacy. The study was conducted in a rural school in the Omaheke region of Namibia, a school selected for reasons of representativeness and convenience. The research took the form of an interpretive case study focussing on a study sample of nine parents, their children, and one teacher in the Ngeama community. Data were collected through semi-structured interviews and then subjected to comprehensive descriptive analysis. The findings of the study indicate that parents in the Ngeama rural community have not been effectively involved in their children’s acquisition of literacy, for a number of reasons. These include the parents’ not feeling appropriately empowered to influence the development of their children’s literacy, the absence of environmental literacy programmes within the community, and the shortage of literacy materials such as newspapers and magazines. Perhaps the most important factor is that there is no public or school library in the Ngeama community. In view of these findings, the study recognizes a need for parental empowerment in terms of knowledge, skills, understanding and resources allocation regarding the education of their children. It recommends that a relationship of trust and understanding be built between the school and the community to ensure the sound development of literacy skills. The study further recommends the establishment of a library in order to enhance the literacy levels of teachers, parents and children alike.
- Full Text:
- Date Issued: 2007
An investigation of the principal's leadership role in a successful rural school in Namibia
- Authors: Tjivikua, Uerivangera Chris
- Date: 2007
- Subjects: Rural schools -- Namibia School principals -- Namibia School management and organization -- Namibia Educational leadership -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1656 , http://hdl.handle.net/10962/d1003539
- Description: Rural schools are faced with numerous challenges and are often perceived to be academically unsuccessful. However, in spite of this perception there are some which manage to beat the odds by being academically successful year after year. This peculiar phenomenon of ‘unequal performance’ among rural schools struck my interest; hence my decision to investigate what it is that successful rural schools do to keep afloat in a turbulent environment where others around them collapsed. As the literature suggests that leadership play a key role in the success of an organisation, I focused my study on how the leadership role of the principal makes a rural school thrive. The study is situated in the interpretive paradigm and attempts to reveal participants’ perceptions and experiences of the principal’s leadership. My participants were the principal, circuit inspector, the School Board Chairperson, a Head of Department and the LRC president. These people were purposefully selected; the principal was selected because he is the one executing the roles hence he would be better informed about them while the others due to the positions they occupy, work closely with the principal. The research is a case study as it focused on a single case, and for data generation I employed semi-structured interviews, observation and document analysis. The study revealed various characteristics that describe the leadership role of the principal. An overarching characteristic that emerged is that the principal is a balanced leader - he focuses on both task completion and consideration for people. Different characteristics that emerged from this balance leadership portrayed the principal of Ruacana Senior Secondary School to be a transformational and an instructional leader who believes that teaching and learning are the central activities of a school. Moreover he has been painted to be a team player and a servant leader who holds and practices the principle of ubuntu. The principal has also been described as a strategic and exemplary leader. It emerged that his exemplary leadership has moulded the practices of teachers and learners into a shared culture that supports academic excellence. The findings also depicted a paradoxical picture of the principal in that while he exhibits democratic procedures he is also perceived to be autocratic.
- Full Text:
- Date Issued: 2007
- Authors: Tjivikua, Uerivangera Chris
- Date: 2007
- Subjects: Rural schools -- Namibia School principals -- Namibia School management and organization -- Namibia Educational leadership -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1656 , http://hdl.handle.net/10962/d1003539
- Description: Rural schools are faced with numerous challenges and are often perceived to be academically unsuccessful. However, in spite of this perception there are some which manage to beat the odds by being academically successful year after year. This peculiar phenomenon of ‘unequal performance’ among rural schools struck my interest; hence my decision to investigate what it is that successful rural schools do to keep afloat in a turbulent environment where others around them collapsed. As the literature suggests that leadership play a key role in the success of an organisation, I focused my study on how the leadership role of the principal makes a rural school thrive. The study is situated in the interpretive paradigm and attempts to reveal participants’ perceptions and experiences of the principal’s leadership. My participants were the principal, circuit inspector, the School Board Chairperson, a Head of Department and the LRC president. These people were purposefully selected; the principal was selected because he is the one executing the roles hence he would be better informed about them while the others due to the positions they occupy, work closely with the principal. The research is a case study as it focused on a single case, and for data generation I employed semi-structured interviews, observation and document analysis. The study revealed various characteristics that describe the leadership role of the principal. An overarching characteristic that emerged is that the principal is a balanced leader - he focuses on both task completion and consideration for people. Different characteristics that emerged from this balance leadership portrayed the principal of Ruacana Senior Secondary School to be a transformational and an instructional leader who believes that teaching and learning are the central activities of a school. Moreover he has been painted to be a team player and a servant leader who holds and practices the principle of ubuntu. The principal has also been described as a strategic and exemplary leader. It emerged that his exemplary leadership has moulded the practices of teachers and learners into a shared culture that supports academic excellence. The findings also depicted a paradoxical picture of the principal in that while he exhibits democratic procedures he is also perceived to be autocratic.
- Full Text:
- Date Issued: 2007
The need for a remedial qualification within inclusive education
- Authors: Townsend, Sharon Brenda
- Date: 2007
- Subjects: Remedial teaching , Inclusive education , Children with disabilities -- Education , Mainstreaming in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9550 , http://hdl.handle.net/10948/622 , Remedial teaching , Inclusive education , Children with disabilities -- Education , Mainstreaming in education
- Description: Despite the current widespread implementation of inclusive education into the South African educational system, it appears that little, if any, studies have been undertaken as to whether South African educators are adequately equipped to manage the changes that will be required with the implementation of this new approach to education. More specifically, whether our educators would be more aptly prepared for the many adaptations should they be in possession of a remedial qualification. This study is aimed at providing a detailed account of the implications of introducing inclusive education into the South African school system, with particular focus being placed on learners who present with barriers to learning as well as the essential curriculum, classroom and teaching adjustments required in order for these learners to reach their full potential within a mainstream classroom environment. The sample for this study firstly comprised of educators’ perceptions regarding their capabilities in coping with the demands of inclusive education. The viewpoints of 122 educators, within the Nelson Mandela Metropolitan area of the Eastern Cape, were recorded through the completion of individual questionnaires and interviews. Secondly, the files of 111 learners, from a remedial practice, who presented with barriers to learning were analysed to determine the effectiveness of appropriate remedial intervention in overcoming the respective barriers. The major findings of the present study were as follows: Many classroom modifications, changes in teaching styles and curriculum adaptations would have to be implemented to adjust to the demands of inclusive education; Educators would have to be trained regarding the different categories of learners with barriers to learning and their special educational needs; The majority of Eastern Cape educators do not feel suitably qualified to cope with the demands of inclusive education; Educators in positions of authority (principals, deputy principals and heads of department) indicated their inadequacies regarding coping and assisting parents and fellow educators with the demands of inclusive education; A large percentage of the responding educators indicated that they would be better suited to cope with the demands of inclusive education with a remedial qualification and were prepared to register at a tertiary institution to obtain such a qualification depending on certain incentives offered by the Education Department. In view of the findings of this study, recommendations have been made to enhance the current qualification levels of educators, to specifically include a remedial qualification, of which guidelines have been provided. This approach should vastly assist educators in coping with the demands of inclusive education and will ensure that they are suitably empowered to meet the needs of learners with barriers, who have been thrust into this system. Guidelines are also offered for a proposed remedial course that could be offered to education students as well as to those educators who are presently in the employ of the Education Department.
- Full Text:
- Date Issued: 2007
- Authors: Townsend, Sharon Brenda
- Date: 2007
- Subjects: Remedial teaching , Inclusive education , Children with disabilities -- Education , Mainstreaming in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9550 , http://hdl.handle.net/10948/622 , Remedial teaching , Inclusive education , Children with disabilities -- Education , Mainstreaming in education
- Description: Despite the current widespread implementation of inclusive education into the South African educational system, it appears that little, if any, studies have been undertaken as to whether South African educators are adequately equipped to manage the changes that will be required with the implementation of this new approach to education. More specifically, whether our educators would be more aptly prepared for the many adaptations should they be in possession of a remedial qualification. This study is aimed at providing a detailed account of the implications of introducing inclusive education into the South African school system, with particular focus being placed on learners who present with barriers to learning as well as the essential curriculum, classroom and teaching adjustments required in order for these learners to reach their full potential within a mainstream classroom environment. The sample for this study firstly comprised of educators’ perceptions regarding their capabilities in coping with the demands of inclusive education. The viewpoints of 122 educators, within the Nelson Mandela Metropolitan area of the Eastern Cape, were recorded through the completion of individual questionnaires and interviews. Secondly, the files of 111 learners, from a remedial practice, who presented with barriers to learning were analysed to determine the effectiveness of appropriate remedial intervention in overcoming the respective barriers. The major findings of the present study were as follows: Many classroom modifications, changes in teaching styles and curriculum adaptations would have to be implemented to adjust to the demands of inclusive education; Educators would have to be trained regarding the different categories of learners with barriers to learning and their special educational needs; The majority of Eastern Cape educators do not feel suitably qualified to cope with the demands of inclusive education; Educators in positions of authority (principals, deputy principals and heads of department) indicated their inadequacies regarding coping and assisting parents and fellow educators with the demands of inclusive education; A large percentage of the responding educators indicated that they would be better suited to cope with the demands of inclusive education with a remedial qualification and were prepared to register at a tertiary institution to obtain such a qualification depending on certain incentives offered by the Education Department. In view of the findings of this study, recommendations have been made to enhance the current qualification levels of educators, to specifically include a remedial qualification, of which guidelines have been provided. This approach should vastly assist educators in coping with the demands of inclusive education and will ensure that they are suitably empowered to meet the needs of learners with barriers, who have been thrust into this system. Guidelines are also offered for a proposed remedial course that could be offered to education students as well as to those educators who are presently in the employ of the Education Department.
- Full Text:
- Date Issued: 2007
Motivation of teachers for the implementation of the further education and training certificate (Grades 10-12)
- Authors: Treu, Paul Matthew
- Date: 2007
- Subjects: Motivation in education , Teaching , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9549 , http://hdl.handle.net/10948/623 , Motivation in education , Teaching , Educational change -- South Africa
- Description: Educational change in South Africa has been met with stern resistance and educators are faced with enormous difficulty in implementing new policies and curricula. Educators who have been deskilled over the years are now all of the sudden required to think ‘outside the box’ and to undergo a complete mindset change regarding the implementation of the new Further Education and Training curriculum. The new challenges educators have to cope with, heavily impacts on their day to day working conditions and subsequently their motivation. Due to the increased awareness and concern with regards to the level of educators’ motivation, this research study is based on the research question, namely how motivated educators were for the implementation of the new Further Education and Training curriculum and secondly, to explore guidelines to enhance their motivation. In an attempt to provide answers to the research problem, a qualitative research design was adopted for this research and was undertaken in two phases. In Phase 1, the data gathering consisted of semi-structured group interviews. The data was then coded into themes, sub-themes and categories and served as the basis for the interpretation of how motivated educators were for the implementation of the new Further Education and training curriculum. Four main themes emerged from the data analysis; Teachers expressed distrust in the Department of Education; Negative expectations of FET are based on the inadequate training teachers received; Teachers are de-motivated and display a low morale; Few aspects contribute to a positive attitude. Phase 2 offered recommendations, derived from the findings of Phase 1, to enhance the motivation of educators for the implementation of the new Further Education and Training curriculum. It was evident from the data analysis that educators were experiencing difficulties in coping with the heavy demand being placed on their shoulders to effectively implement the new curriculum. They displayed negative feelings towards the Department of Education who expected them to implement change within a limited time-frame. The conclusion was reached that educators are in desperate need for motivational strategies and support to enhance their emotional well-being, motivation and self-efficacy.
- Full Text:
- Date Issued: 2007
- Authors: Treu, Paul Matthew
- Date: 2007
- Subjects: Motivation in education , Teaching , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9549 , http://hdl.handle.net/10948/623 , Motivation in education , Teaching , Educational change -- South Africa
- Description: Educational change in South Africa has been met with stern resistance and educators are faced with enormous difficulty in implementing new policies and curricula. Educators who have been deskilled over the years are now all of the sudden required to think ‘outside the box’ and to undergo a complete mindset change regarding the implementation of the new Further Education and Training curriculum. The new challenges educators have to cope with, heavily impacts on their day to day working conditions and subsequently their motivation. Due to the increased awareness and concern with regards to the level of educators’ motivation, this research study is based on the research question, namely how motivated educators were for the implementation of the new Further Education and Training curriculum and secondly, to explore guidelines to enhance their motivation. In an attempt to provide answers to the research problem, a qualitative research design was adopted for this research and was undertaken in two phases. In Phase 1, the data gathering consisted of semi-structured group interviews. The data was then coded into themes, sub-themes and categories and served as the basis for the interpretation of how motivated educators were for the implementation of the new Further Education and training curriculum. Four main themes emerged from the data analysis; Teachers expressed distrust in the Department of Education; Negative expectations of FET are based on the inadequate training teachers received; Teachers are de-motivated and display a low morale; Few aspects contribute to a positive attitude. Phase 2 offered recommendations, derived from the findings of Phase 1, to enhance the motivation of educators for the implementation of the new Further Education and Training curriculum. It was evident from the data analysis that educators were experiencing difficulties in coping with the heavy demand being placed on their shoulders to effectively implement the new curriculum. They displayed negative feelings towards the Department of Education who expected them to implement change within a limited time-frame. The conclusion was reached that educators are in desperate need for motivational strategies and support to enhance their emotional well-being, motivation and self-efficacy.
- Full Text:
- Date Issued: 2007
An investigation of issues adversely affecting black education, with special relation to poverty, vandalism and school fee payments : a study of some Eastern Cape primary schools
- Authors: Tyala, Sindiswa
- Date: 2007
- Subjects: Blacks -- Education (Primary) -- South Africa , Poor children -- South Africa , Education -- Costs , Children -- South Africa -- Social conditions
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9547 , http://hdl.handle.net/10948/625 , Blacks -- Education (Primary) -- South Africa , Poor children -- South Africa , Education -- Costs , Children -- South Africa -- Social conditions
- Description: The focus of this research was to establish how black primary school principals in some Port Elizabeth schools manage the problems of poverty, vandalism and non-payment of school fees. The aim of this research was to improve these burning issues at my own school, but also to assist other schools which are encountering similar problems with regard to these three issues. Qualitative research methods were used. Data was collected by studying relevant literature and conducting semi-structured interviews and participant observation. Composite case studies of the schools were compiled. Content analysis was used to analyse the data and recommendations for improvement were made. The results of the research indicate that since 1994, when democracy and equal human rights were declared, primary schools have actually been experiencing escalating problems in terms of poverty, vandalism and school fee payment. As the school system is closely intertwined with the socio-economic and political dimensions of society, these challenges can only be effectively addressed if all stakeholders in education collectively take up ownership of these problems and commit themselves to finding unique and effective solutions in the Port Elizabeth urban and rural areas.
- Full Text:
- Date Issued: 2007
- Authors: Tyala, Sindiswa
- Date: 2007
- Subjects: Blacks -- Education (Primary) -- South Africa , Poor children -- South Africa , Education -- Costs , Children -- South Africa -- Social conditions
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9547 , http://hdl.handle.net/10948/625 , Blacks -- Education (Primary) -- South Africa , Poor children -- South Africa , Education -- Costs , Children -- South Africa -- Social conditions
- Description: The focus of this research was to establish how black primary school principals in some Port Elizabeth schools manage the problems of poverty, vandalism and non-payment of school fees. The aim of this research was to improve these burning issues at my own school, but also to assist other schools which are encountering similar problems with regard to these three issues. Qualitative research methods were used. Data was collected by studying relevant literature and conducting semi-structured interviews and participant observation. Composite case studies of the schools were compiled. Content analysis was used to analyse the data and recommendations for improvement were made. The results of the research indicate that since 1994, when democracy and equal human rights were declared, primary schools have actually been experiencing escalating problems in terms of poverty, vandalism and school fee payment. As the school system is closely intertwined with the socio-economic and political dimensions of society, these challenges can only be effectively addressed if all stakeholders in education collectively take up ownership of these problems and commit themselves to finding unique and effective solutions in the Port Elizabeth urban and rural areas.
- Full Text:
- Date Issued: 2007
An investigation into the perceived effects of a school management/leadership training programme in the Ondangwa East Education Region of Namibia
- Authors: Udjombala, Josia S
- Date: 2007
- Subjects: Educational leadership -- Namibia -- Ondangwa School principals -- Namibia -- Ondangwa School management and organization -- Namibia -- Ondangwa School principals -- Training of -- Namibia -- Ondangwa School improvement programs -- Namibia -- Ondangwa Action research in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1848 , http://hdl.handle.net/10962/d1004447
- Description: The study set out to investigate the perceived effects of the Leadership Development Programme, a two-years training programme for school principals in the Ondangwa East Educational Region of Namibia. The objective has been to find out whether the training curriculum and content were related to what participating principals thought they needed to help them to do their work better, and improve their schools. Data were collected through interviews with two of the first group of nine principals who have completed the training. The study has found that the Leadership Development Programme helped the participating principals to experience personal changes and professional growth. Through the process of participatory action research, the Leadership Development Programme has been able to bring together theory and practice. It has also helped the principals to recognize their responsibility for planning, implementing and evaluation of action, and problem solving initiatives in their schools. The study has also found that the Leadership Development Programme recognized, and therefore applied, the element of experiential/adult learning. Although the Programme has had its basic core curriculum, its content and training process have been flexible in the sense that the Programme tried first to establish what participants knew, and then assisted them to gain a new and enquiring perspective on their knowledge and practice, which helped them to become reflective practitioners. While the study could not establish with a degree of certainty as to what extent the principals have taken up the processes of the training Programme in their schools, it has, however, found that there are many positive changes brought in about schools during the time the training was running. Secondly, while the study could obviously not establish a direct link between every change and the inputs made by the training Programme, it concluded, however, that the Programme at least brought about changes in the mindsets of principals, which were conducive to teaching and learning. What was important, though, was the question of how many of the initiatives were still bearing fruit three years after the training has taken place.
- Full Text:
- Date Issued: 2007
- Authors: Udjombala, Josia S
- Date: 2007
- Subjects: Educational leadership -- Namibia -- Ondangwa School principals -- Namibia -- Ondangwa School management and organization -- Namibia -- Ondangwa School principals -- Training of -- Namibia -- Ondangwa School improvement programs -- Namibia -- Ondangwa Action research in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1848 , http://hdl.handle.net/10962/d1004447
- Description: The study set out to investigate the perceived effects of the Leadership Development Programme, a two-years training programme for school principals in the Ondangwa East Educational Region of Namibia. The objective has been to find out whether the training curriculum and content were related to what participating principals thought they needed to help them to do their work better, and improve their schools. Data were collected through interviews with two of the first group of nine principals who have completed the training. The study has found that the Leadership Development Programme helped the participating principals to experience personal changes and professional growth. Through the process of participatory action research, the Leadership Development Programme has been able to bring together theory and practice. It has also helped the principals to recognize their responsibility for planning, implementing and evaluation of action, and problem solving initiatives in their schools. The study has also found that the Leadership Development Programme recognized, and therefore applied, the element of experiential/adult learning. Although the Programme has had its basic core curriculum, its content and training process have been flexible in the sense that the Programme tried first to establish what participants knew, and then assisted them to gain a new and enquiring perspective on their knowledge and practice, which helped them to become reflective practitioners. While the study could not establish with a degree of certainty as to what extent the principals have taken up the processes of the training Programme in their schools, it has, however, found that there are many positive changes brought in about schools during the time the training was running. Secondly, while the study could obviously not establish a direct link between every change and the inputs made by the training Programme, it concluded, however, that the Programme at least brought about changes in the mindsets of principals, which were conducive to teaching and learning. What was important, though, was the question of how many of the initiatives were still bearing fruit three years after the training has taken place.
- Full Text:
- Date Issued: 2007
The implementation of formative assessment policies in two Grade 10 life science classrooms in the Keetmanshoop district
- Authors: Van Neel, Adrian Richerd
- Date: 2007
- Subjects: Life sciences -- Study and teaching -- Namibia Education -- Namibia Educational change -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1841 , http://hdl.handle.net/10962/d1004371
- Description: This research project investigates the implementation of formative assessment policies in the Life Science curriculum at two schools in the Keetmanshoop District, Karas Education Region. It takes the form of an interpretive case study and adopts a qualitative approach. Several data collection tools were used: classroom observation, document analysis and semi-structured interviews. Two of the eleven schools in the Karas Region offering Grade 10 Life Science were selected for the study, and the research participants at each school consisted of one Grade 10 Life Science teacher and five of their learners. The study situates itself in the context of Namibian educational reform by reviewing relevant literature pertaining to learner-centred (constructivist) education and assessment practices in pre- and post-independent Namibia. The study highlights issues pertaining to formative assessment that are at variance with reform policies, identifying six recurring themes that explain how formative assessment policies are implemented. These are teachers' perceptions of formative assessment and its role in teaching and learning, the type of learning being developed, marking/assessing assessment tasks, the integration of formative assessment into classroom instruction, strategies teachers used to implement formative assessment, and types and purpose of activities. The themes that evolved during the data gathering process provide insight into the ways in which teachers perceive formative assessment in relation to the ideals of Namibian educational reform policies. In the light of these findings, the study makes recommendations concerning the implementation of formative assessment policies so as to render these congruent with the theory underpinning leamer-centred education.
- Full Text:
- Date Issued: 2007
- Authors: Van Neel, Adrian Richerd
- Date: 2007
- Subjects: Life sciences -- Study and teaching -- Namibia Education -- Namibia Educational change -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1841 , http://hdl.handle.net/10962/d1004371
- Description: This research project investigates the implementation of formative assessment policies in the Life Science curriculum at two schools in the Keetmanshoop District, Karas Education Region. It takes the form of an interpretive case study and adopts a qualitative approach. Several data collection tools were used: classroom observation, document analysis and semi-structured interviews. Two of the eleven schools in the Karas Region offering Grade 10 Life Science were selected for the study, and the research participants at each school consisted of one Grade 10 Life Science teacher and five of their learners. The study situates itself in the context of Namibian educational reform by reviewing relevant literature pertaining to learner-centred (constructivist) education and assessment practices in pre- and post-independent Namibia. The study highlights issues pertaining to formative assessment that are at variance with reform policies, identifying six recurring themes that explain how formative assessment policies are implemented. These are teachers' perceptions of formative assessment and its role in teaching and learning, the type of learning being developed, marking/assessing assessment tasks, the integration of formative assessment into classroom instruction, strategies teachers used to implement formative assessment, and types and purpose of activities. The themes that evolved during the data gathering process provide insight into the ways in which teachers perceive formative assessment in relation to the ideals of Namibian educational reform policies. In the light of these findings, the study makes recommendations concerning the implementation of formative assessment policies so as to render these congruent with the theory underpinning leamer-centred education.
- Full Text:
- Date Issued: 2007
The significance of participation in capacity development and project sustainability: a case study of the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep)
- Authors: Van Ongevalle, Jan
- Date: 2007
- Subjects: High school teachers -- Training of -- Zimbabwe Environmental education -- Study and teaching (secondary) -- Zimbabwe Environmental education -- Curricula -- Case studies -- Zimbabwe Environmental education -- Curricula -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1766 , http://hdl.handle.net/10962/d1003651
- Description: This study uses a systems thinking perspective to explore the role and meaning of participation, capacity development and project sustainability in the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep). Since there was no consistent critical reflection upon the different assumptions that underpin these important aspects of St²eep in the original project design, this study aims to articulate a theoretical framework for guiding the project. St2eep is a donorfunded project, located in the Ministry of Higher and Tertiary Education in Zimbabwe that seeks to integrate environmental education across the curriculum of secondary teacher education. The study first develops a theoretical framework drawing on systems thinking. In particular it uses the holistic and constructivist perspectives embedded in systems thinking to describe a number of analytic frameworks that are used as a guide to investigate participation, capacity development and project sustainability in the St²eep case study. The research methodology comprises a qualitative case study approach, which contains elements of an instrumental, evaluative and critical case study. Data-collection methods include document analysis, focus group discussions, focus group interviews, semi-structured face-to-face interviews and participant observation. Data analysis follows the constant comparative method of coding and categorising data as outlined by Strauss and Corbin (1998). The outcomes of this research show that participation processes in St²eep evolve around the interactions between a political dimension and a learning dimension. The political dimension relates to giving the project stakeholders a critical voice, allowing them to shape the project and involving them in the decision-making process. This approach has fostered an ongoing learning process in a small team of committed stakeholders based on the principles of collaborative learning, team learning and action research. Participation was shown to enhance capacity-development processes at individual and institutional level by the provision of support through learning teams, and by the renegotiation of responsibilities and power relations between lecturers involved in St²eep, donor representatives and college administrations. The strong operational role of the donor organisation was seen as a serious threat towards individual and institutional capacity development since it creates a functional but artificial and independent project system within the college system and takes over any local institutional support structure that it might seek to develop. Fostering continuous learning and capacity development, St²eep’s participatory approach was shown to contribute to a better understanding of the interconnectedness of factors that influence future sustainability of the project and the implementation of environmental education. This has assisted in the development of different scenarios on the sustainability of the project. The research shows that the project-ustainability planning process draws directly from St²eep’s ongoing learning process, with individual and institutional capacity development featuring strongly in the different scenarios, and with the external context such as the economic situation and the low priority of environmental education being recognised as important factors that need to be considered. Drawing on the findings from the case study, this study makes a tentative recommendation that donor organisations should focus more on capacity-development initiatives and avoid taking on a strong operational role in project activities. The research also recommends that there is need for a deliberate focus on both the political and learning dimensions of the participation process in order to foster local ownership. Making the learning aspect much more central in St²eep is presented as a possible strategy for motivating a larger number of college lecturers to become involved in the project and the implementation of environmental education. The study also urges St²eep to combine the different scenarios that have emerged during the project sustainability planning process and to focus on the benefits that stakeholders want to see sustained.
- Full Text:
- Date Issued: 2007
- Authors: Van Ongevalle, Jan
- Date: 2007
- Subjects: High school teachers -- Training of -- Zimbabwe Environmental education -- Study and teaching (secondary) -- Zimbabwe Environmental education -- Curricula -- Case studies -- Zimbabwe Environmental education -- Curricula -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1766 , http://hdl.handle.net/10962/d1003651
- Description: This study uses a systems thinking perspective to explore the role and meaning of participation, capacity development and project sustainability in the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep). Since there was no consistent critical reflection upon the different assumptions that underpin these important aspects of St²eep in the original project design, this study aims to articulate a theoretical framework for guiding the project. St2eep is a donorfunded project, located in the Ministry of Higher and Tertiary Education in Zimbabwe that seeks to integrate environmental education across the curriculum of secondary teacher education. The study first develops a theoretical framework drawing on systems thinking. In particular it uses the holistic and constructivist perspectives embedded in systems thinking to describe a number of analytic frameworks that are used as a guide to investigate participation, capacity development and project sustainability in the St²eep case study. The research methodology comprises a qualitative case study approach, which contains elements of an instrumental, evaluative and critical case study. Data-collection methods include document analysis, focus group discussions, focus group interviews, semi-structured face-to-face interviews and participant observation. Data analysis follows the constant comparative method of coding and categorising data as outlined by Strauss and Corbin (1998). The outcomes of this research show that participation processes in St²eep evolve around the interactions between a political dimension and a learning dimension. The political dimension relates to giving the project stakeholders a critical voice, allowing them to shape the project and involving them in the decision-making process. This approach has fostered an ongoing learning process in a small team of committed stakeholders based on the principles of collaborative learning, team learning and action research. Participation was shown to enhance capacity-development processes at individual and institutional level by the provision of support through learning teams, and by the renegotiation of responsibilities and power relations between lecturers involved in St²eep, donor representatives and college administrations. The strong operational role of the donor organisation was seen as a serious threat towards individual and institutional capacity development since it creates a functional but artificial and independent project system within the college system and takes over any local institutional support structure that it might seek to develop. Fostering continuous learning and capacity development, St²eep’s participatory approach was shown to contribute to a better understanding of the interconnectedness of factors that influence future sustainability of the project and the implementation of environmental education. This has assisted in the development of different scenarios on the sustainability of the project. The research shows that the project-ustainability planning process draws directly from St²eep’s ongoing learning process, with individual and institutional capacity development featuring strongly in the different scenarios, and with the external context such as the economic situation and the low priority of environmental education being recognised as important factors that need to be considered. Drawing on the findings from the case study, this study makes a tentative recommendation that donor organisations should focus more on capacity-development initiatives and avoid taking on a strong operational role in project activities. The research also recommends that there is need for a deliberate focus on both the political and learning dimensions of the participation process in order to foster local ownership. Making the learning aspect much more central in St²eep is presented as a possible strategy for motivating a larger number of college lecturers to become involved in the project and the implementation of environmental education. The study also urges St²eep to combine the different scenarios that have emerged during the project sustainability planning process and to focus on the benefits that stakeholders want to see sustained.
- Full Text:
- Date Issued: 2007
Exploring opportunities and challenges for achieving the integration of indigenous knowledge systems into environmental education processes: a case study of the Sebakwe Environmental Education programme (SEEP) in Zimbabwe
- Authors: Zazu, Cryton
- Date: 2007
- Subjects: Sebekwane Environmental Education programme Ethnoscience -- Study and teaching -- Zimbabwe Environmental education -- Zimbabwe Mainstreaming in education -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1540 , http://hdl.handle.net/10962/d1003422
- Description: The role and value of indigenous knowledge systems in enhancing and contextualizing education has long been recognized (UNESCO, 1978). Against this background a lot of research focusing on the documentation and study of the world’s indigenous knowledge systems, including those of Southern African countries was done. However, within the Southern African context much of this research did not translate into practical curriculum processes leaving educational processes de-contextualized (O’Donoghue, 2002; Mokuku, 2004; Shava, 2005). The linkages between the school, the home and the wider community remained weak (Taylor & Mulhall, 2001). The net effect of the limited integration of indigenous knowledge systems into mainstream environmental education processes has been that indigenous learners (such as those within the Sebakwe rural community) continued to get exposed to two different world views, the western scientific world view and the everyday life world views. The integration of indigenous knowledge systems into mainstream education such as the Sebakwe Environmental Education programme (SEEP) is one way of contextualizing education and improving its relevance to learners’ socio-cultural backgrounds. This research was conceptualized against such a context and seeks to explore the opportunities and challenges for the integration of indigenous knowledge systems into the Sebakwe Environmental Education programme. The ultimate purpose of this research is to contextualize SEEP both in its epistemology, and pedagogy. The research was designed and conducted within a qualitative interpretive case study methodology. The methodology involved a three-phased data collection method namely document analysis, focus group interviews and an inquiry-based workshop. The data was then analyzed and interpreted in relation to a set of theoretical perspectives. This research concluded that there is a possibility of integrating indigenous knowledge systems into the Sebakwe Environmental Education programme. Based on the findings the research came up with a list of recommendations to guide the process of working with indigenous knowledge within the Sebakwe Environmental Education programme.
- Full Text:
- Date Issued: 2007
- Authors: Zazu, Cryton
- Date: 2007
- Subjects: Sebekwane Environmental Education programme Ethnoscience -- Study and teaching -- Zimbabwe Environmental education -- Zimbabwe Mainstreaming in education -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1540 , http://hdl.handle.net/10962/d1003422
- Description: The role and value of indigenous knowledge systems in enhancing and contextualizing education has long been recognized (UNESCO, 1978). Against this background a lot of research focusing on the documentation and study of the world’s indigenous knowledge systems, including those of Southern African countries was done. However, within the Southern African context much of this research did not translate into practical curriculum processes leaving educational processes de-contextualized (O’Donoghue, 2002; Mokuku, 2004; Shava, 2005). The linkages between the school, the home and the wider community remained weak (Taylor & Mulhall, 2001). The net effect of the limited integration of indigenous knowledge systems into mainstream environmental education processes has been that indigenous learners (such as those within the Sebakwe rural community) continued to get exposed to two different world views, the western scientific world view and the everyday life world views. The integration of indigenous knowledge systems into mainstream education such as the Sebakwe Environmental Education programme (SEEP) is one way of contextualizing education and improving its relevance to learners’ socio-cultural backgrounds. This research was conceptualized against such a context and seeks to explore the opportunities and challenges for the integration of indigenous knowledge systems into the Sebakwe Environmental Education programme. The ultimate purpose of this research is to contextualize SEEP both in its epistemology, and pedagogy. The research was designed and conducted within a qualitative interpretive case study methodology. The methodology involved a three-phased data collection method namely document analysis, focus group interviews and an inquiry-based workshop. The data was then analyzed and interpreted in relation to a set of theoretical perspectives. This research concluded that there is a possibility of integrating indigenous knowledge systems into the Sebakwe Environmental Education programme. Based on the findings the research came up with a list of recommendations to guide the process of working with indigenous knowledge within the Sebakwe Environmental Education programme.
- Full Text:
- Date Issued: 2007
The impact of redeployment of teachers in Port Elizabeth schools
- Zokufa, Feziwe Angela Nomvuyo Nozipho
- Authors: Zokufa, Feziwe Angela Nomvuyo Nozipho
- Date: 2007
- Subjects: Teachers -- Supply and demand -- South Africa , Teachers -- Recruiting -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9491 , http://hdl.handle.net/10948/677 , Teachers -- Supply and demand -- South Africa , Teachers -- Recruiting -- South Africa -- Port Elizabeth
- Description: The aim of this study was to establish new strategies on how redeployment of teachers should be conducted and enable teachers to adapt to the redeployment process, especially in Port Elizabeth schools. This investigation was set within both qualitative a quantitative framework. Five schools where some of teachers were affected by redeployment in Port Elizabeth were investigated. Purposive sampling was used for selecting the respondents for this study and also for selecting these five schools. Questionnaires and interviews were used for the collection of data. The aim of the study was to investigate the impact of redeployment of teachers in Port Elizabeth schools. The findings revealed that there is needs to upgrade the qualification of the teachers, that effective human resource planning should result in the involvement of teachers when decision making takes place, especially issues that affect them directly such as iv redeployment and that provincial Department of Education and teachers organizations like South African Democratic Teachers Union (SADTU), National Professional Teachers Organization of South Africa (NAPTOSA), South African Teachers Union (SATU) should work closely in the area of redeployment. This topic is useful for all who are in the teaching profession, whether as redeployed teachers or as practicing professionals. A number of conclusions and recommendations, in line with the findings of the study were made. Recommendations on how redeployment of teachers could be conducted in Port Elizabeth schools were presented. An attempt has also been made to include items that are of special interest to South African teachers in general and Port Elizabeth teachers in particular.
- Full Text:
- Date Issued: 2007
- Authors: Zokufa, Feziwe Angela Nomvuyo Nozipho
- Date: 2007
- Subjects: Teachers -- Supply and demand -- South Africa , Teachers -- Recruiting -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9491 , http://hdl.handle.net/10948/677 , Teachers -- Supply and demand -- South Africa , Teachers -- Recruiting -- South Africa -- Port Elizabeth
- Description: The aim of this study was to establish new strategies on how redeployment of teachers should be conducted and enable teachers to adapt to the redeployment process, especially in Port Elizabeth schools. This investigation was set within both qualitative a quantitative framework. Five schools where some of teachers were affected by redeployment in Port Elizabeth were investigated. Purposive sampling was used for selecting the respondents for this study and also for selecting these five schools. Questionnaires and interviews were used for the collection of data. The aim of the study was to investigate the impact of redeployment of teachers in Port Elizabeth schools. The findings revealed that there is needs to upgrade the qualification of the teachers, that effective human resource planning should result in the involvement of teachers when decision making takes place, especially issues that affect them directly such as iv redeployment and that provincial Department of Education and teachers organizations like South African Democratic Teachers Union (SADTU), National Professional Teachers Organization of South Africa (NAPTOSA), South African Teachers Union (SATU) should work closely in the area of redeployment. This topic is useful for all who are in the teaching profession, whether as redeployed teachers or as practicing professionals. A number of conclusions and recommendations, in line with the findings of the study were made. Recommendations on how redeployment of teachers could be conducted in Port Elizabeth schools were presented. An attempt has also been made to include items that are of special interest to South African teachers in general and Port Elizabeth teachers in particular.
- Full Text:
- Date Issued: 2007