The use of Blackboard as a tool for the teaching and assessment of large classes in mathematics education: a case study of second year level Bachelor of Education students in one university in South Africa
- Authors: Riley, Alanna
- Date: 2013
- Subjects: Blackboards , Blackboard drawing , Mathematics -- Study and teaching , College students , Educational change , Information technology , Teaching -- Aids and devices , College teaching , Assessment , Blended learning
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16182 , http://hdl.handle.net/10353/d1006237 , Blackboards , Blackboard drawing , Mathematics -- Study and teaching , College students , Educational change , Information technology , Teaching -- Aids and devices , College teaching , Assessment , Blended learning
- Description: This study locates the Blackboard Learning Management System as a Technology Enhanced Learning tool within the bounds of the discipline of eLearning and aimed to interrogate the use of Blackboard for the purposes of teaching, learning and assessment in large classes. It is evident from the literature reviewed that changes in both Higher Education in the South Africa with regards to policy and legislation in addition to international shifts towards increased access and participation in a fast paced, ever-evolving knowledge-based economy, providing the context for this work. The theoretical framework for this study is not unidimensional due to the fact that the educational field of eLearning as an area of specialisation draws on a multitude of theories in terms of their utility value for instructional design of courses utilising Information and Communications Technology as a mode of delivery. This study was conducted within the bounds of an interpretivist paradigm as the researcher sought to focus on the use of Blackboard and the experiences of the lecturers and students involved in the implementation thereof. The research design for this study took the form of a case study and a multiple case method was employed. The researcher collected data through personal interviews conducted with participating lecturers, while student data was collected by means of a qualitative survey which was conducted through the Blackboard Learning Management System. The data was analyzed by means of a thematic analysis, consistent with the interpretive paradigm chosen for this study. The findings of this study revealed that Blackboard was utilised effectively in order to facilitate communication, access to course resources and promoted more efficient assessment processes. The implementation was however not without challenges many of which were systemic and focused on the lack of resources available to the students. The implications of using Blackboard for teaching and assessment of large classes include the use of the Learning Management System as part of a multimodal method of course delivery in an effort to reach the multitude of registered students both conceptually as well as electronically. The recommendations arising from this study include consideration on the part of the faculty for a unified approach in the use of Blackboard for communication as well as deployment of resources. Additionally, this study may form the foundation of further studies in this field, with a focus on the active engagement and training of lecturers in order to integrate traditional teaching methods with blended learning opportunities.
- Full Text:
- Date Issued: 2013
- Authors: Riley, Alanna
- Date: 2013
- Subjects: Blackboards , Blackboard drawing , Mathematics -- Study and teaching , College students , Educational change , Information technology , Teaching -- Aids and devices , College teaching , Assessment , Blended learning
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16182 , http://hdl.handle.net/10353/d1006237 , Blackboards , Blackboard drawing , Mathematics -- Study and teaching , College students , Educational change , Information technology , Teaching -- Aids and devices , College teaching , Assessment , Blended learning
- Description: This study locates the Blackboard Learning Management System as a Technology Enhanced Learning tool within the bounds of the discipline of eLearning and aimed to interrogate the use of Blackboard for the purposes of teaching, learning and assessment in large classes. It is evident from the literature reviewed that changes in both Higher Education in the South Africa with regards to policy and legislation in addition to international shifts towards increased access and participation in a fast paced, ever-evolving knowledge-based economy, providing the context for this work. The theoretical framework for this study is not unidimensional due to the fact that the educational field of eLearning as an area of specialisation draws on a multitude of theories in terms of their utility value for instructional design of courses utilising Information and Communications Technology as a mode of delivery. This study was conducted within the bounds of an interpretivist paradigm as the researcher sought to focus on the use of Blackboard and the experiences of the lecturers and students involved in the implementation thereof. The research design for this study took the form of a case study and a multiple case method was employed. The researcher collected data through personal interviews conducted with participating lecturers, while student data was collected by means of a qualitative survey which was conducted through the Blackboard Learning Management System. The data was analyzed by means of a thematic analysis, consistent with the interpretive paradigm chosen for this study. The findings of this study revealed that Blackboard was utilised effectively in order to facilitate communication, access to course resources and promoted more efficient assessment processes. The implementation was however not without challenges many of which were systemic and focused on the lack of resources available to the students. The implications of using Blackboard for teaching and assessment of large classes include the use of the Learning Management System as part of a multimodal method of course delivery in an effort to reach the multitude of registered students both conceptually as well as electronically. The recommendations arising from this study include consideration on the part of the faculty for a unified approach in the use of Blackboard for communication as well as deployment of resources. Additionally, this study may form the foundation of further studies in this field, with a focus on the active engagement and training of lecturers in order to integrate traditional teaching methods with blended learning opportunities.
- Full Text:
- Date Issued: 2013
An investigation on the stakeholders' perceptions of the involvement of the governing bodies in the appointment of teachers in the Libode District of the Eastern Cape Province
- Authors: Mabunu, Sipho Christian
- Date: 2013
- Subjects: Teachers -- Recruiting -- School governing body -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18457 , http://hdl.handle.net/11260/d1008042
- Description: Decentralization of governance is one of the many reforms that has been undertaken by the Department of Education in the Republic of South Africa since the attainment of democracy in 1994. The concept of decentralisation originates from the belief that the state alone cannot control schools, but should share its power with other stakeholders, particularly those closer to the school, on a partnership basis (Marishane, 1999:78). The South African Schools Act (SASA) No 84 of 1996 mandates the establishment of democratic structures of school governance in all schools (RSA, 1996a, section 16). According to the South African Schools Act No 84 of 1996, School Governing Bodies have been mandated to be responsible for the recommendation of teachers for appointment through interviews. This study was conducted in the Libode District in the Eastern Cape. Libode is composed of rural villages which are characterised by poverty, a high rate of unemployment and illiteracy. Many schools in the Libode district of education are experiencing problems emanating from the recruitment of teachers carried out by the SGBs. Interviews conducted by the SGBs are more often than not nullified and the selection and interview processes have to be repeated. They (SGBs) fail to defend their recommendations with valid facts when challenged by union representatives or by candidates themselves. The major concern of this study is to investigate the stakeholders' perceptions of the involvement of school governing bodies in the appointment of teachers in Libode district. A qualitative approach was employed for this research study. Purposive sampling was used for sampling the schools from which interviewees were selected. There were 14 respondents in the sample. Three (3) school principals , three teachers, three (3) teacher candidates, one SADTU teacher, one NAPTOSA teacher, two (2) SGB parents from the parent component and two (2) circuit managers were interviewed. The case study research design was employed to explore the perceptions of the stakeholders regarding teacher appointments. This research employed three data collection techniques, namely semi-structured interviews, documents analysis and observations. The main findings of this study reveal that the involvement, or participation, of the SGBs (parent components) in the recruitment of teachers is the source of conflict and disputes. The SGBs lack capacity, capacity to draft criteria for shortlisting qualified teachers, and capacity to conduct interviews properly and fairly. Findings suggest that problems still exist around SGBs' knowledge of Policies and Acts that enshrine procedures pertaining to teacher recruitment. In conclusion, from the findings, it appears premature for the system to mandate this professional function of teacher recruitment to the office of the SGBs.
- Full Text:
- Date Issued: 2013
- Authors: Mabunu, Sipho Christian
- Date: 2013
- Subjects: Teachers -- Recruiting -- School governing body -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18457 , http://hdl.handle.net/11260/d1008042
- Description: Decentralization of governance is one of the many reforms that has been undertaken by the Department of Education in the Republic of South Africa since the attainment of democracy in 1994. The concept of decentralisation originates from the belief that the state alone cannot control schools, but should share its power with other stakeholders, particularly those closer to the school, on a partnership basis (Marishane, 1999:78). The South African Schools Act (SASA) No 84 of 1996 mandates the establishment of democratic structures of school governance in all schools (RSA, 1996a, section 16). According to the South African Schools Act No 84 of 1996, School Governing Bodies have been mandated to be responsible for the recommendation of teachers for appointment through interviews. This study was conducted in the Libode District in the Eastern Cape. Libode is composed of rural villages which are characterised by poverty, a high rate of unemployment and illiteracy. Many schools in the Libode district of education are experiencing problems emanating from the recruitment of teachers carried out by the SGBs. Interviews conducted by the SGBs are more often than not nullified and the selection and interview processes have to be repeated. They (SGBs) fail to defend their recommendations with valid facts when challenged by union representatives or by candidates themselves. The major concern of this study is to investigate the stakeholders' perceptions of the involvement of school governing bodies in the appointment of teachers in Libode district. A qualitative approach was employed for this research study. Purposive sampling was used for sampling the schools from which interviewees were selected. There were 14 respondents in the sample. Three (3) school principals , three teachers, three (3) teacher candidates, one SADTU teacher, one NAPTOSA teacher, two (2) SGB parents from the parent component and two (2) circuit managers were interviewed. The case study research design was employed to explore the perceptions of the stakeholders regarding teacher appointments. This research employed three data collection techniques, namely semi-structured interviews, documents analysis and observations. The main findings of this study reveal that the involvement, or participation, of the SGBs (parent components) in the recruitment of teachers is the source of conflict and disputes. The SGBs lack capacity, capacity to draft criteria for shortlisting qualified teachers, and capacity to conduct interviews properly and fairly. Findings suggest that problems still exist around SGBs' knowledge of Policies and Acts that enshrine procedures pertaining to teacher recruitment. In conclusion, from the findings, it appears premature for the system to mandate this professional function of teacher recruitment to the office of the SGBs.
- Full Text:
- Date Issued: 2013
An assessment of the implementation of peer academic support programmes at higher education institutions in South Africa: a case study of one university
- Authors: Tangwe, Magdaline Nji
- Date: 2013
- Subjects: Peer teaching -- South Africa , Education, Higher -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16203 , http://hdl.handle.net/10353/d1016084 , Peer teaching -- South Africa , Education, Higher -- South Africa
- Description: The purpose of the study was to assess the implementation of peer academic support programmes which are Language and Writing Advancement and Supplemental Instruction programmes in one University in South Africa. The study adopted a qualitative approach that used face-to-face interviews, focus group interviews and document analysis to collect data. Purposive sampling was used to select those who participated in the study. The participants were two coordinators of the programmes, ten facilitators working in the programmes for in-depth interviews and ten students who have been receiving services from the programmes for two focus group discussions. The study revealed that there was a general trend whereby peer facilitators of the programmes were recruited and trained. However, it was found that some facilitators abandoned the position immediately after the training which made it difficult for coordinators and Human Resource Staff (HR) to start the process of recruitment and retraining. In this regard, Teaching and Learning Centre, (TLC) and HR simply appointed other untrained facilitators to replace those who had deserted the positions. Also, some facilitators were unable to attend some of the regular trainings because of clashes with their classes. All these have a negative impact on the implementation of the programmes. The results also reveal that some of the facilitators were frustrated with students’ poor attendance in the sessions, and even those who attended their sessions, did not participate much in the discussions. It was found that most lecturers and students did not know the differences between supplemental instruction (SI) and tutorials. Neither did lecturers encourage their students to seek help from the TLC services. Reviewing of assignments from different disciplines by TLC facilitators was another burning issue that came up. Some facilitators reviewed assignments from different disciplines, because the disciplines were not represented and this is because they want to claim for more hours, which affects the quality of the programmes. The findings also show that some students did not like to take their assignment to the TLC for review because facilitators make unnecessary and harsh comments. On the contrary, some students acknowledged that they were fine with the way facilitators review assignments because it involves one-on-one consultation, and they always pass the assignments reviewed by PASS facilitators. The study also revealed that the coordinators monitored and evaluated facilitators through observation and the checking of attendance registers. Coordinators ware also monitored by senior colleagues of the department such as the manager of the TLC. Furthermore TLC has instituted a mentorship programme whereby senior facilitators mentor newly recruited facilitators. However not every facilitator had a mentor. The study also exposed the fact that the TLC venue was usually closed during examination periods to allow facilitators to prepare for their examinations. The findings show that some departments were not represented by facilitators and to remedy this situation, it is recommended that all departments be represented and lecturers encourage the students to get help from TLC. Most facilitators were undergraduate students, but they needed to be replaced by post graduates who did not have course work that will clash with PASS activities. The strategies used by facilitators were fairly good but more should be done to encourage students to participate in sessions. Finally, the monitoring and support mechanisms put in place were very functional but the TLC should make sure every facilitator is being monitored especially concerning the review of assignments. The significance of the findings of this study cannot be overemphasised. The strengths and challenges regarding the implementation of these programmes at this particular university have been revealed. Through the recommendations, it is hoped that the institution and the TLC would effect some changes in the implementation of these peer academic support programmes in order to better serve the students so as to achieve satisfactory throughput and retention rates.
- Full Text:
- Date Issued: 2013
- Authors: Tangwe, Magdaline Nji
- Date: 2013
- Subjects: Peer teaching -- South Africa , Education, Higher -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16203 , http://hdl.handle.net/10353/d1016084 , Peer teaching -- South Africa , Education, Higher -- South Africa
- Description: The purpose of the study was to assess the implementation of peer academic support programmes which are Language and Writing Advancement and Supplemental Instruction programmes in one University in South Africa. The study adopted a qualitative approach that used face-to-face interviews, focus group interviews and document analysis to collect data. Purposive sampling was used to select those who participated in the study. The participants were two coordinators of the programmes, ten facilitators working in the programmes for in-depth interviews and ten students who have been receiving services from the programmes for two focus group discussions. The study revealed that there was a general trend whereby peer facilitators of the programmes were recruited and trained. However, it was found that some facilitators abandoned the position immediately after the training which made it difficult for coordinators and Human Resource Staff (HR) to start the process of recruitment and retraining. In this regard, Teaching and Learning Centre, (TLC) and HR simply appointed other untrained facilitators to replace those who had deserted the positions. Also, some facilitators were unable to attend some of the regular trainings because of clashes with their classes. All these have a negative impact on the implementation of the programmes. The results also reveal that some of the facilitators were frustrated with students’ poor attendance in the sessions, and even those who attended their sessions, did not participate much in the discussions. It was found that most lecturers and students did not know the differences between supplemental instruction (SI) and tutorials. Neither did lecturers encourage their students to seek help from the TLC services. Reviewing of assignments from different disciplines by TLC facilitators was another burning issue that came up. Some facilitators reviewed assignments from different disciplines, because the disciplines were not represented and this is because they want to claim for more hours, which affects the quality of the programmes. The findings also show that some students did not like to take their assignment to the TLC for review because facilitators make unnecessary and harsh comments. On the contrary, some students acknowledged that they were fine with the way facilitators review assignments because it involves one-on-one consultation, and they always pass the assignments reviewed by PASS facilitators. The study also revealed that the coordinators monitored and evaluated facilitators through observation and the checking of attendance registers. Coordinators ware also monitored by senior colleagues of the department such as the manager of the TLC. Furthermore TLC has instituted a mentorship programme whereby senior facilitators mentor newly recruited facilitators. However not every facilitator had a mentor. The study also exposed the fact that the TLC venue was usually closed during examination periods to allow facilitators to prepare for their examinations. The findings show that some departments were not represented by facilitators and to remedy this situation, it is recommended that all departments be represented and lecturers encourage the students to get help from TLC. Most facilitators were undergraduate students, but they needed to be replaced by post graduates who did not have course work that will clash with PASS activities. The strategies used by facilitators were fairly good but more should be done to encourage students to participate in sessions. Finally, the monitoring and support mechanisms put in place were very functional but the TLC should make sure every facilitator is being monitored especially concerning the review of assignments. The significance of the findings of this study cannot be overemphasised. The strengths and challenges regarding the implementation of these programmes at this particular university have been revealed. Through the recommendations, it is hoped that the institution and the TLC would effect some changes in the implementation of these peer academic support programmes in order to better serve the students so as to achieve satisfactory throughput and retention rates.
- Full Text:
- Date Issued: 2013
Problems encountered by educators in the implementation of integrated quality management system (IQMS) in selected schools in the Butterworth Education District
- Authors: Memani, Theorine Nontando
- Date: 2013
- Subjects: Integrated quality management system -- Schools
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18449 , http://hdl.handle.net/11260/d1007304
- Description: The study sought to investigate problems encountered by educators in the implementation of IQMS in selected schools in the Butterworth Education District. The study emerged out of an agreement reached by the Department of Education, Education Labour Relation Council, unions and stakeholders (ELRC, 2003) that Integrated Quality Management System (IQMS) be a developmental programme for quality performance in teaching and learning in public schools. The programme was based on the merging of three programmes, namely the Developmental Appraisal System (DAS), Performance Management System (PMS) and Whole School Evaluation (WSE) which were integrated in the implementation of IQMS (Resolution No.8 of 2003).The first three programmes, DAS, PMS and WSE, were less effective and had some flaws that caused implementers (educators) not to accept them as performance developmental programmes as they were punitive and judgmental. The researcher was interested in investigating those problems encountered by the educators in the implementation of IQMS. The study employed a qualitative research methodology with a qualitative survey design. Structured interviews were used to collect data. Five (5) schools out of three hundred and twenty five schools (325) in the Butterworth Education District were conveniently selected. From each school a sample of five (5) educators was purposively selected according to their duty lines on the IQMS structures, i.e. principal, school coordinator and three educators, for the purpose of getting relevant information from each level. Some of the main findings of the study were: the duration of the training was too short; unclear roles and responsibilities of role-players resulted in non-implementation of the programme; attachment of incentive to the programme made educators to focus on the incentives rather than on the programme and the heavy workload of educators hindered the implementation of IQMS. The researcher recommended that administrators/clerks be employed as a matter of urgency to all schools in order to lessen the educators’ workload especially the principals, for the benefit of accomplishing the objectives of IQMS programmes. Re-training was absolutely a necessity. Delinking of incentives to the development programme was a crucial issue. The researcher also recommended that the IQMS Departmental Officials should monitor the implementation of the programme timeuosly so as to tackle the problems in their premature stages. The improvement of working conditions in schools is essential. Key words: quality performance; quality management; quality performance measurement and quality implementation of IQMS programme.
- Full Text:
- Date Issued: 2013
- Authors: Memani, Theorine Nontando
- Date: 2013
- Subjects: Integrated quality management system -- Schools
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18449 , http://hdl.handle.net/11260/d1007304
- Description: The study sought to investigate problems encountered by educators in the implementation of IQMS in selected schools in the Butterworth Education District. The study emerged out of an agreement reached by the Department of Education, Education Labour Relation Council, unions and stakeholders (ELRC, 2003) that Integrated Quality Management System (IQMS) be a developmental programme for quality performance in teaching and learning in public schools. The programme was based on the merging of three programmes, namely the Developmental Appraisal System (DAS), Performance Management System (PMS) and Whole School Evaluation (WSE) which were integrated in the implementation of IQMS (Resolution No.8 of 2003).The first three programmes, DAS, PMS and WSE, were less effective and had some flaws that caused implementers (educators) not to accept them as performance developmental programmes as they were punitive and judgmental. The researcher was interested in investigating those problems encountered by the educators in the implementation of IQMS. The study employed a qualitative research methodology with a qualitative survey design. Structured interviews were used to collect data. Five (5) schools out of three hundred and twenty five schools (325) in the Butterworth Education District were conveniently selected. From each school a sample of five (5) educators was purposively selected according to their duty lines on the IQMS structures, i.e. principal, school coordinator and three educators, for the purpose of getting relevant information from each level. Some of the main findings of the study were: the duration of the training was too short; unclear roles and responsibilities of role-players resulted in non-implementation of the programme; attachment of incentive to the programme made educators to focus on the incentives rather than on the programme and the heavy workload of educators hindered the implementation of IQMS. The researcher recommended that administrators/clerks be employed as a matter of urgency to all schools in order to lessen the educators’ workload especially the principals, for the benefit of accomplishing the objectives of IQMS programmes. Re-training was absolutely a necessity. Delinking of incentives to the development programme was a crucial issue. The researcher also recommended that the IQMS Departmental Officials should monitor the implementation of the programme timeuosly so as to tackle the problems in their premature stages. The improvement of working conditions in schools is essential. Key words: quality performance; quality management; quality performance measurement and quality implementation of IQMS programme.
- Full Text:
- Date Issued: 2013
The use of English and isiXhosa in teaching and learning Physical Sciences in four schools in King Williams Town education district of the Eastern Cape: a case study
- Authors: Sibanda, Busani
- Date: 2013
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16222 , http://hdl.handle.net/10353/d1019733
- Description: The present study investigates the use of English and isiXhosa in teaching and learning Physical Sciences in four King Williams Town schools. Physical Sciences educators and Grade 11 Physical Sciences learners were interviewed to find out about their perceptions with regard to the language(s) used in the learning and teaching of the subject Physical Sciences. The same educators and learners were also observed to find out their actual language practices in class. The findings revealed that English was the preferred medium of instruction in the learning and teaching of Physical Sciences, even though the majority of learners had low proficiency in English. Both teachers and learners extensively use code-switching to bridge this language gap in order to improve the learning of content. The choice to use isiXhosa to bridge the English second language barrier was influenced by the language profile of the learners. However, even in lessons in which teachers used code-switching, the participation of learners in class discussions was very low because the delivery of the lessons was still teacher-centred. The National Department of Education assessment policy seems to limit schools toward adopting English as the LoLT even though learners in these schools were isiXhosa first language speakers. The fact that all assessment are done in English leads to school adopting English on LoLT. Schools adopted the English only policy as way of promoting learners’ learning and understanding of English, so that the learners are not disadvantaged by the English language factor when writing examinations.
- Full Text:
- Date Issued: 2013
- Authors: Sibanda, Busani
- Date: 2013
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16222 , http://hdl.handle.net/10353/d1019733
- Description: The present study investigates the use of English and isiXhosa in teaching and learning Physical Sciences in four King Williams Town schools. Physical Sciences educators and Grade 11 Physical Sciences learners were interviewed to find out about their perceptions with regard to the language(s) used in the learning and teaching of the subject Physical Sciences. The same educators and learners were also observed to find out their actual language practices in class. The findings revealed that English was the preferred medium of instruction in the learning and teaching of Physical Sciences, even though the majority of learners had low proficiency in English. Both teachers and learners extensively use code-switching to bridge this language gap in order to improve the learning of content. The choice to use isiXhosa to bridge the English second language barrier was influenced by the language profile of the learners. However, even in lessons in which teachers used code-switching, the participation of learners in class discussions was very low because the delivery of the lessons was still teacher-centred. The National Department of Education assessment policy seems to limit schools toward adopting English as the LoLT even though learners in these schools were isiXhosa first language speakers. The fact that all assessment are done in English leads to school adopting English on LoLT. Schools adopted the English only policy as way of promoting learners’ learning and understanding of English, so that the learners are not disadvantaged by the English language factor when writing examinations.
- Full Text:
- Date Issued: 2013
Factors influencing women teachers underrepresentation in principalship positions of Dutywa senior secondary schools in Eastern Cape
- Authors: Mokotho, Themba
- Date: 2013
- Subjects: Women principals -- Dissertations -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/211 , vital:26585
- Description: First of all, South Africa‟s struggle against racial discrimination has received international exposure but the focus now is on gender disenfranchisement which is, however, eclipsed by the struggle for racial redress. In the current climate of redress, post Apartheid South Africa has pledged an unequivocal commitment to the promotion of a unitary, non-sexist, non-racist South Africa in all facets of life. Several enabling national policies have been legislated to promote equity and access to those previously excluded by virtue of race and gender, particularly in assuming leadership roles in key public domains. The catalyst for this study is encapsulated from historical trajectories of women lives, in apparent intractable patriarchal higher echelons, monolithic patriarchal South African school organizations and visible paucity of women in principalship positions of Senior Secondary Schools (SSS) in Dutywa Education District. Significantly, this study actually refers to causality factors of gender imbalance in work places as a provocative factor leading to constant marginalization of women in leadership positions irrespective of sound and clear government policies. This is a principal subject of concern that has grounded this present researcher to undertake this study. Views and ideas applicable in addressing this phenomenon were invited from women teachers of Dutywa Education District and most crucially about the scarcity of women teachers in principalship positions of this District. Questionnaires were distributed to research sites of three sub-districts of concern. The population had been sampled from women teachers of Dutywa Education District, Eastern Cape Province of South Africa. Quantitative results show that organisational factors, culture, women‟s personalities and colonial legacies are obstacles challenging the effectiveness of females in school administration. Specifically, teachers' negative attitudes towards being a female, particularly female principal in schools are cited as the major impediments to women principals of high schools. The study implores governments to continue appointing more women to school leadership positions despite the identified challenges.
- Full Text:
- Date Issued: 2013
- Authors: Mokotho, Themba
- Date: 2013
- Subjects: Women principals -- Dissertations -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/211 , vital:26585
- Description: First of all, South Africa‟s struggle against racial discrimination has received international exposure but the focus now is on gender disenfranchisement which is, however, eclipsed by the struggle for racial redress. In the current climate of redress, post Apartheid South Africa has pledged an unequivocal commitment to the promotion of a unitary, non-sexist, non-racist South Africa in all facets of life. Several enabling national policies have been legislated to promote equity and access to those previously excluded by virtue of race and gender, particularly in assuming leadership roles in key public domains. The catalyst for this study is encapsulated from historical trajectories of women lives, in apparent intractable patriarchal higher echelons, monolithic patriarchal South African school organizations and visible paucity of women in principalship positions of Senior Secondary Schools (SSS) in Dutywa Education District. Significantly, this study actually refers to causality factors of gender imbalance in work places as a provocative factor leading to constant marginalization of women in leadership positions irrespective of sound and clear government policies. This is a principal subject of concern that has grounded this present researcher to undertake this study. Views and ideas applicable in addressing this phenomenon were invited from women teachers of Dutywa Education District and most crucially about the scarcity of women teachers in principalship positions of this District. Questionnaires were distributed to research sites of three sub-districts of concern. The population had been sampled from women teachers of Dutywa Education District, Eastern Cape Province of South Africa. Quantitative results show that organisational factors, culture, women‟s personalities and colonial legacies are obstacles challenging the effectiveness of females in school administration. Specifically, teachers' negative attitudes towards being a female, particularly female principal in schools are cited as the major impediments to women principals of high schools. The study implores governments to continue appointing more women to school leadership positions despite the identified challenges.
- Full Text:
- Date Issued: 2013
Accessing learner support services in a distance education context at UNISA Adult Basic Education Department
- Authors: Arko-Achemfuor, Akwasi
- Date: 2013
- Subjects: Distance education -- South Africa , Universities and colleges -- South Africa , Adult education -- South Africa , Educational innovations -- South Africa , Educational technology -- South Africa , Education, Higher -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16199 , http://hdl.handle.net/10353/d1013382 , Distance education -- South Africa , Universities and colleges -- South Africa , Adult education -- South Africa , Educational innovations -- South Africa , Educational technology -- South Africa , Education, Higher -- South Africa
- Description: This study investigated the access to learner support services by Unisa‟s ABET students in the Department of Adult Education in one of the rural provinces in South Africa. Specifically, a survey using questionnaire and focus group interview was carried out to determine the access gaps in to the learner support services by Unisa‟s adult students. A literature study preceded the empirical study to fully comprehend the theoretical and conceptual underpinnings of the role of learner support in bridging the transactional distance between students on the one hand and the institution on the other hand. In the empirical study phase, a questionnaire was administered to 150 ABET Students in one province in South Africa through the stratified sampling technique and one focus group interview comprising 10 students who access support services at one of the regional offices to assess the importance they attach to the support services that are offered at the regional centres and the extent to which they are able to access them. The focus group interview comprised questions on the students‟ understanding of learner support services and their experiences in accessing them. Moore‟s theory of transactional distance was used as the theoretical base for the study. Out of a total of the 150 questionnaires that were distributed, 117 were the usable representing 78.0% response rate. One of the conclusions drawn from this study is that, although Unisa has most of the learner support services in place but for various reasons, a lot of the students are not able to access the support services as expected as the needs gap for almost all the support services were high. The chi-square tests found significant differences (p is less than 0.05) between the students on the extent to which they are able to access the support services. An integrated learner support framework was suggested for Unisa and other distance providing institutions to address the access gaps adult students‟ encounter in their studies.
- Full Text:
- Date Issued: 2013
- Authors: Arko-Achemfuor, Akwasi
- Date: 2013
- Subjects: Distance education -- South Africa , Universities and colleges -- South Africa , Adult education -- South Africa , Educational innovations -- South Africa , Educational technology -- South Africa , Education, Higher -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16199 , http://hdl.handle.net/10353/d1013382 , Distance education -- South Africa , Universities and colleges -- South Africa , Adult education -- South Africa , Educational innovations -- South Africa , Educational technology -- South Africa , Education, Higher -- South Africa
- Description: This study investigated the access to learner support services by Unisa‟s ABET students in the Department of Adult Education in one of the rural provinces in South Africa. Specifically, a survey using questionnaire and focus group interview was carried out to determine the access gaps in to the learner support services by Unisa‟s adult students. A literature study preceded the empirical study to fully comprehend the theoretical and conceptual underpinnings of the role of learner support in bridging the transactional distance between students on the one hand and the institution on the other hand. In the empirical study phase, a questionnaire was administered to 150 ABET Students in one province in South Africa through the stratified sampling technique and one focus group interview comprising 10 students who access support services at one of the regional offices to assess the importance they attach to the support services that are offered at the regional centres and the extent to which they are able to access them. The focus group interview comprised questions on the students‟ understanding of learner support services and their experiences in accessing them. Moore‟s theory of transactional distance was used as the theoretical base for the study. Out of a total of the 150 questionnaires that were distributed, 117 were the usable representing 78.0% response rate. One of the conclusions drawn from this study is that, although Unisa has most of the learner support services in place but for various reasons, a lot of the students are not able to access the support services as expected as the needs gap for almost all the support services were high. The chi-square tests found significant differences (p is less than 0.05) between the students on the extent to which they are able to access the support services. An integrated learner support framework was suggested for Unisa and other distance providing institutions to address the access gaps adult students‟ encounter in their studies.
- Full Text:
- Date Issued: 2013
Perceptions of school principals on their role in the implementation of the national school nutrition programme: case of four school principals in the King William’s Town education district
- Authors: Paulos, Sibusiso Big-Boy
- Date: 2013
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16207 , http://hdl.handle.net/10353/d1016259
- Description: The purpose of the study was to look at the Perceptions of School Principals on their Role in the Implementation of the National School Nutrition Programme in the King Williams Town Education District. The areas that were deemed to be the most important in this regard were, (i) The role of principals in the implementation of the National School Nutrition Programme. Challenges faced by principals in the implementation of the National School Nutrition Programme. The views of principals on the training received for the implementation of the programme. Assistance provided to schools by the district offices. The study was situated in the interpretive paradigm which seeks to construct detailed descriptions of reality. Qualitative methods were employed for data collection purposes because they allow the use of interviews and document analysis for data collection. This was the most suitable method for the study which seeks to understand the perceptions of principals on their role in the implementation of the National School Nutrition Programme. The study found out that, there were a lot of positives with regard to the implementation of the programme and principals were satisfied with its positive impact on teaching and learning. However, principals raised serious concerns regarding some aspects of the programme such as, lack of infrastructure, budget constraints, lack of capacity of the School Nutrition Committees and food handlers. Also, the study revealed that, there is non-compliance by schools with the 10H00 feeding time, menu guidelines and five day feeding requirement of the programme. Furthermore, the study found out that, lack of training and support from the district offices were other challenges facing the programme. Community involvement was missing and this was having a negative impact on the implementation of the programme. The study recommends that, the department must embark on a mobilization drive to educate communities about the benefits of participating in the programme. It is further recommended that, the department should develop partnerships with other departments such as Social Development and Health, form partnerships with Universities, Non-Governmental Organisations and corporate businesses. This must be done so as to ensure that issues of lack of capacity and budgetary constraints are addressed. Furthermore, the study recommends that, the number of food handlers be increased and the department should ensure that budget allocations to schools are transferred on time. Training and monitoring should be consolidated through employment and training of district officials.
- Full Text:
- Date Issued: 2013
- Authors: Paulos, Sibusiso Big-Boy
- Date: 2013
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16207 , http://hdl.handle.net/10353/d1016259
- Description: The purpose of the study was to look at the Perceptions of School Principals on their Role in the Implementation of the National School Nutrition Programme in the King Williams Town Education District. The areas that were deemed to be the most important in this regard were, (i) The role of principals in the implementation of the National School Nutrition Programme. Challenges faced by principals in the implementation of the National School Nutrition Programme. The views of principals on the training received for the implementation of the programme. Assistance provided to schools by the district offices. The study was situated in the interpretive paradigm which seeks to construct detailed descriptions of reality. Qualitative methods were employed for data collection purposes because they allow the use of interviews and document analysis for data collection. This was the most suitable method for the study which seeks to understand the perceptions of principals on their role in the implementation of the National School Nutrition Programme. The study found out that, there were a lot of positives with regard to the implementation of the programme and principals were satisfied with its positive impact on teaching and learning. However, principals raised serious concerns regarding some aspects of the programme such as, lack of infrastructure, budget constraints, lack of capacity of the School Nutrition Committees and food handlers. Also, the study revealed that, there is non-compliance by schools with the 10H00 feeding time, menu guidelines and five day feeding requirement of the programme. Furthermore, the study found out that, lack of training and support from the district offices were other challenges facing the programme. Community involvement was missing and this was having a negative impact on the implementation of the programme. The study recommends that, the department must embark on a mobilization drive to educate communities about the benefits of participating in the programme. It is further recommended that, the department should develop partnerships with other departments such as Social Development and Health, form partnerships with Universities, Non-Governmental Organisations and corporate businesses. This must be done so as to ensure that issues of lack of capacity and budgetary constraints are addressed. Furthermore, the study recommends that, the number of food handlers be increased and the department should ensure that budget allocations to schools are transferred on time. Training and monitoring should be consolidated through employment and training of district officials.
- Full Text:
- Date Issued: 2013
Teachers' experiences regarding the national curriculum statement implementation in the Mthatha District, Eastern Cape, South Africa
- Ngibe, Nondwe Cynthia Phelokazi
- Authors: Ngibe, Nondwe Cynthia Phelokazi
- Date: 2013
- Subjects: National curriculum statement -- Education
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18436 , http://hdl.handle.net/11260/d1007191
- Description: This is a study that was conducted in order to explore Mthatha teachers’ experiences in relation to the implementation of the New Curriculum Statement (NCS). The new curriculum, having been introduced in 1997, presented some challenges that were encountered by the Junior Secondary School teachers, who were required to implement it. The challenges experienced by teachers included too much paperwork, confusion and stress, widespread learner underperformance in international and local assessments, teacher workload and the administrative burden. Ten schools from the population of schools in the Mthatha District were purposely sampled and data were collected. Quantitative and qualitative research methodologies were used to collect data from the participants who were teachers of Mthatha junior secondary schools. Questionnaires were used to collect data from teachers and structured interviews were given to school managers. The data were analyzed manually and by using SPSS Windows version 19.0 (SPSS Inc, Chicago, IL, USA). It emerged from the study that the workload was excessive as to the paperwork and confusion and stress are there due to continuous changes in the curriculum. Regular workshops conducted by experts need to be arranged timeously. Administrative equipment in schools, such as computers, are sorely needed together with clerical staff that could help with administrative tasks.
- Full Text:
- Date Issued: 2013
- Authors: Ngibe, Nondwe Cynthia Phelokazi
- Date: 2013
- Subjects: National curriculum statement -- Education
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18436 , http://hdl.handle.net/11260/d1007191
- Description: This is a study that was conducted in order to explore Mthatha teachers’ experiences in relation to the implementation of the New Curriculum Statement (NCS). The new curriculum, having been introduced in 1997, presented some challenges that were encountered by the Junior Secondary School teachers, who were required to implement it. The challenges experienced by teachers included too much paperwork, confusion and stress, widespread learner underperformance in international and local assessments, teacher workload and the administrative burden. Ten schools from the population of schools in the Mthatha District were purposely sampled and data were collected. Quantitative and qualitative research methodologies were used to collect data from the participants who were teachers of Mthatha junior secondary schools. Questionnaires were used to collect data from teachers and structured interviews were given to school managers. The data were analyzed manually and by using SPSS Windows version 19.0 (SPSS Inc, Chicago, IL, USA). It emerged from the study that the workload was excessive as to the paperwork and confusion and stress are there due to continuous changes in the curriculum. Regular workshops conducted by experts need to be arranged timeously. Administrative equipment in schools, such as computers, are sorely needed together with clerical staff that could help with administrative tasks.
- Full Text:
- Date Issued: 2013
Teenage fathers as learners in a Butterworth Secondary School: implications for sex education
- Authors: Njambatwa, Mluleki
- Date: 2013
- Subjects: Teenage pregnancy -- South Africa -- Eastern Cape , Teenagers -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape , Sex instruction -- South Africa -- Eastern Cape , Teenage fathers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16195 , http://hdl.handle.net/10353/d1006294 , Teenage pregnancy -- South Africa -- Eastern Cape , Teenagers -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape , Sex instruction -- South Africa -- Eastern Cape , Teenage fathers -- South Africa -- Eastern Cape
- Description: Teenage pregnancy is one of the social and health problems in many communities of South Africa and is escalating (Richter, 2005). Teenage pregnancy is also a global health problem as it affects the whole world and has been a concern to health workers like medical doctors, nurses, community developers, educators and parents (Maholo, 2009). In addition, the risk of dropping out of school due to pregnancy is considerable to teenagers as it results in a lack of qualifications and future unemployment.The purpose of this study was to determine the perceptions and experience of teenage fathers who are both learners and fathers and their views on the effects of teenage pregnancy. Furthermore, this investigation was undertaken to investigate the implications of teenage fathers‘ experiences on sex education. This study followed qualitative research approach as it is based on male teenage pregnancy which is a real consequence of teenagers engaging in sexual activities (Silverman, 2006). In this study the data collected through in depth interviews and personal journals were analyzed.This study revealed that all the teenage fathers interviewed were not happy that they were teenage fathers instead they were disappointed, shocked, and regretful and did not believe that they could become fathers at their respective ages. They also regretted themselves for becoming teenage fathers as it delays them in their studies. They have been taught about sex education at school in a learning area called life orientation so they do not blame school but themselves for their actions.
- Full Text:
- Date Issued: 2013
- Authors: Njambatwa, Mluleki
- Date: 2013
- Subjects: Teenage pregnancy -- South Africa -- Eastern Cape , Teenagers -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape , Sex instruction -- South Africa -- Eastern Cape , Teenage fathers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16195 , http://hdl.handle.net/10353/d1006294 , Teenage pregnancy -- South Africa -- Eastern Cape , Teenagers -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape , Sex instruction -- South Africa -- Eastern Cape , Teenage fathers -- South Africa -- Eastern Cape
- Description: Teenage pregnancy is one of the social and health problems in many communities of South Africa and is escalating (Richter, 2005). Teenage pregnancy is also a global health problem as it affects the whole world and has been a concern to health workers like medical doctors, nurses, community developers, educators and parents (Maholo, 2009). In addition, the risk of dropping out of school due to pregnancy is considerable to teenagers as it results in a lack of qualifications and future unemployment.The purpose of this study was to determine the perceptions and experience of teenage fathers who are both learners and fathers and their views on the effects of teenage pregnancy. Furthermore, this investigation was undertaken to investigate the implications of teenage fathers‘ experiences on sex education. This study followed qualitative research approach as it is based on male teenage pregnancy which is a real consequence of teenagers engaging in sexual activities (Silverman, 2006). In this study the data collected through in depth interviews and personal journals were analyzed.This study revealed that all the teenage fathers interviewed were not happy that they were teenage fathers instead they were disappointed, shocked, and regretful and did not believe that they could become fathers at their respective ages. They also regretted themselves for becoming teenage fathers as it delays them in their studies. They have been taught about sex education at school in a learning area called life orientation so they do not blame school but themselves for their actions.
- Full Text:
- Date Issued: 2013
Implementation of the integrated quality management system (IQMS) in selected schools in the Libode District of the Eastern Cape Province
- Authors: Mbangata, Luvuyo Stanley
- Date: 2013
- Subjects: Integrated quality management system -- Schools
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18429 , http://hdl.handle.net/11260/d1007143
- Description: The purpose of this study was to investigate the extent to which Integrated Quality Management System (IQMS) is implemented in schools in the Libode education district. The study focused on the existence of IQMS documents as evidence or proof that IQMS is being implemented. In addition, the study looked at the existence and functionality of structures and processes for the implementation of IQMS in the selected schools. Lastly, the study focused on the deliverables and outcomes arising out of the implementation of IQMS in schools. The pragmatic paradigm and the case study design were used to frame and focus the research. Data was obtained from sixty (60) educators who were surveyed, principals of the three (3) selected schools, and three (3) Education District Officials (EDOs) selected on purpose for interviews. Data thus obtained was analysed both quantitatively using descriptive statistics, and qualitatively through extraction of themes. The study draws conclusions on findings based on the attendance of IQMS workshops meant to capacitate teachers on the conceptualisation and practice of IQMS; the availability and quality of IQMS workshops; understanding of IQMS processes by teachers and the officials; IQMS evaluation processes underwent by teachers; alignment between School Improvement Plans and the District Improvement Plan, and the connection between individual growth and school improvement; the constitution and functioning of IQMS structures; and the form and content of IQMS deliverables and outcomes. This research makes recommendations for IQMS implementation and further research.
- Full Text:
- Date Issued: 2013
- Authors: Mbangata, Luvuyo Stanley
- Date: 2013
- Subjects: Integrated quality management system -- Schools
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18429 , http://hdl.handle.net/11260/d1007143
- Description: The purpose of this study was to investigate the extent to which Integrated Quality Management System (IQMS) is implemented in schools in the Libode education district. The study focused on the existence of IQMS documents as evidence or proof that IQMS is being implemented. In addition, the study looked at the existence and functionality of structures and processes for the implementation of IQMS in the selected schools. Lastly, the study focused on the deliverables and outcomes arising out of the implementation of IQMS in schools. The pragmatic paradigm and the case study design were used to frame and focus the research. Data was obtained from sixty (60) educators who were surveyed, principals of the three (3) selected schools, and three (3) Education District Officials (EDOs) selected on purpose for interviews. Data thus obtained was analysed both quantitatively using descriptive statistics, and qualitatively through extraction of themes. The study draws conclusions on findings based on the attendance of IQMS workshops meant to capacitate teachers on the conceptualisation and practice of IQMS; the availability and quality of IQMS workshops; understanding of IQMS processes by teachers and the officials; IQMS evaluation processes underwent by teachers; alignment between School Improvement Plans and the District Improvement Plan, and the connection between individual growth and school improvement; the constitution and functioning of IQMS structures; and the form and content of IQMS deliverables and outcomes. This research makes recommendations for IQMS implementation and further research.
- Full Text:
- Date Issued: 2013
Pedagogical practices of teachers in under resourced school: a case study of two rural schools in Mqanduli District of the Eastern Cape Province
- Authors: Zide, Lulama
- Date: 2013
- Subjects: Education and state -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape -- Evaluation , School management and organization -- South Africa -- Eastern Cape , Rural children -- Education -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16185 , http://hdl.handle.net/10353/d1006245 , Education and state -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape -- Evaluation , School management and organization -- South Africa -- Eastern Cape , Rural children -- Education -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teaching -- South Africa -- Eastern Cape
- Description: The South African schooling system is faced with a number of crisis situations. Of these is the high under resourcing in rural public schools. Macfarlane (2005:5) deduces that despite rapid recent urbanization, half of South Africa’s learners still attend schools in theses rural under resourced areas. The Eastern Cape is one of the provinces that have saturated the media with a discrepancy of having a lot of under resourced schools especially in rural areas. This study, therefore, investigated pedagogical strategies used by teachers in under resourced schools - how teachers teach to ensure that teaching and learning occurs under such dire circumstances. The study followed a qualitative approach under an interpretive paradigm with a case study research design. Furthermore, the data collection techniques involved semi-structured interviews, focus group discussions and documentary analysis. This study revealed that all the respondents from both schools seemed to have a common understanding of what a school resource means though put in different statements. The findings also revealed that all the respondents were silent in mentioning parents as school resources. From the documents analysed, it however, came to view that it is expected of the teachers to use a learner centred approach kind of teaching, where learners are mostly used. Responding on parents the teachers alleged a lack of involvement of parents in their children’s learning and other activities run in their school. The study recommends that the Department of Education officials need to make regular visits on schools for the betterment of teaching and learning standard, regular improvement on school facilities and handling of finances.
- Full Text:
- Date Issued: 2013
- Authors: Zide, Lulama
- Date: 2013
- Subjects: Education and state -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape -- Evaluation , School management and organization -- South Africa -- Eastern Cape , Rural children -- Education -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16185 , http://hdl.handle.net/10353/d1006245 , Education and state -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape -- Evaluation , School management and organization -- South Africa -- Eastern Cape , Rural children -- Education -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teaching -- South Africa -- Eastern Cape
- Description: The South African schooling system is faced with a number of crisis situations. Of these is the high under resourcing in rural public schools. Macfarlane (2005:5) deduces that despite rapid recent urbanization, half of South Africa’s learners still attend schools in theses rural under resourced areas. The Eastern Cape is one of the provinces that have saturated the media with a discrepancy of having a lot of under resourced schools especially in rural areas. This study, therefore, investigated pedagogical strategies used by teachers in under resourced schools - how teachers teach to ensure that teaching and learning occurs under such dire circumstances. The study followed a qualitative approach under an interpretive paradigm with a case study research design. Furthermore, the data collection techniques involved semi-structured interviews, focus group discussions and documentary analysis. This study revealed that all the respondents from both schools seemed to have a common understanding of what a school resource means though put in different statements. The findings also revealed that all the respondents were silent in mentioning parents as school resources. From the documents analysed, it however, came to view that it is expected of the teachers to use a learner centred approach kind of teaching, where learners are mostly used. Responding on parents the teachers alleged a lack of involvement of parents in their children’s learning and other activities run in their school. The study recommends that the Department of Education officials need to make regular visits on schools for the betterment of teaching and learning standard, regular improvement on school facilities and handling of finances.
- Full Text:
- Date Issued: 2013
Factors causing the decline in English proficiency among learners based on a perception of teachers in the junior secondary schools of the Qumbu Education District
- Authors: Makena, Bulelwa
- Date: 2013
- Subjects: English proficiency -- Learners-- Teachers opinion -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18435 , http://hdl.handle.net/11260/d1007178
- Description: The purpose of this study was to find out whether factors such as the learners’ learning styles, their cultural backgrounds, instructional approaches and strategies used by teachers and the lack of exposure to relevant resources had an influence on the declining English proficiency among learners. The researcher is currently an English teacher in one of the schools in the Qumbu Education District. The researcher expressed concern about the learners’ declining performance in aspects of English language like reading, writing and speaking. The idea of carrying out this study became necessary as English is a compulsory first additional language for most of the schools. Most of the subjects offered in South African schools are taught in English; moreover, English is an internationally-recognized medium of communication. One therefore, has to master the use of English to a certain extent so as to be a successful scholar. The sample consisted of 20 English senior phase teachers who were randomly selected from 13 schools in various circuits around the Qumbu Education District. Data was collected through the use of questionnaires which focused specifically on the learners’ learning styles, their cultural backgrounds, instructional approaches and strategies used by teachers, and also the lack of exposure to relevant literature. These questionnaires were administered by the researcher in person. The data were analyzed and interpreted statistically and also presented through tables and discussions. The findings of this study revealed that the geographical locations of the selected schools for the research study, limited exposure to English-related resources, workload of English teachers, teaching and learning approaches, and knowledge acquisition strategies employed by teachers and learners contribute to the decline in English proficiency among the learners. If these could be attended to effectively, English proficiency could improve among learners. In conclusion, recommendations have been made both for action and possible further research.
- Full Text:
- Date Issued: 2013
- Authors: Makena, Bulelwa
- Date: 2013
- Subjects: English proficiency -- Learners-- Teachers opinion -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18435 , http://hdl.handle.net/11260/d1007178
- Description: The purpose of this study was to find out whether factors such as the learners’ learning styles, their cultural backgrounds, instructional approaches and strategies used by teachers and the lack of exposure to relevant resources had an influence on the declining English proficiency among learners. The researcher is currently an English teacher in one of the schools in the Qumbu Education District. The researcher expressed concern about the learners’ declining performance in aspects of English language like reading, writing and speaking. The idea of carrying out this study became necessary as English is a compulsory first additional language for most of the schools. Most of the subjects offered in South African schools are taught in English; moreover, English is an internationally-recognized medium of communication. One therefore, has to master the use of English to a certain extent so as to be a successful scholar. The sample consisted of 20 English senior phase teachers who were randomly selected from 13 schools in various circuits around the Qumbu Education District. Data was collected through the use of questionnaires which focused specifically on the learners’ learning styles, their cultural backgrounds, instructional approaches and strategies used by teachers, and also the lack of exposure to relevant literature. These questionnaires were administered by the researcher in person. The data were analyzed and interpreted statistically and also presented through tables and discussions. The findings of this study revealed that the geographical locations of the selected schools for the research study, limited exposure to English-related resources, workload of English teachers, teaching and learning approaches, and knowledge acquisition strategies employed by teachers and learners contribute to the decline in English proficiency among the learners. If these could be attended to effectively, English proficiency could improve among learners. In conclusion, recommendations have been made both for action and possible further research.
- Full Text:
- Date Issued: 2013
Challenges in the implementation of technology learning area in the senior phase in some Mthatha schools
- Authors: Nokwali, Mlandeli Philbert
- Date: 2013
- Subjects: Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/245 , vital:26589
- Description: Technology education is an important factor in every learner’s education. It contributes to the intellectual and practical development of the learners to enable them to cope with the challenges of a technological society. The main purpose of the study was to investigate the extent to which the learning and teaching of technology were implemented in schools in the Mthatha District. The main research question was: What are the challenges for the implementation of technology learning area in the Senior Phase? Research sub questions were: What support does the Department of Education give to educators?; To what extent have the objectives of implementing the technology learning area been achieved?; and, What suggestions do educators have to improve implementation of technology education? There were 20 Junior Secondary Schools involved in the study. There were two groups of samples: (a) the educators’ sample and (b) the learners’ sample. The educators’ sample: The sample size was 20 educators consisting of those who were teaching technology in either all the Senior Phase grades (Grade 7, 8 and 9) or at least in one of the grades in the senior phase in his/her school. On the researcher’s request, the Principal of each school nominated an educator and hence there was one educator in the educators’ sample from each of the 20 schools. The learners’ sample: The sample size was 40 learners consisting of at least two learners from each of the 20 schools. On the researcher’s request each educator in the educators’ sample nominated two learners from the senior phase. The instrument which was made to collect data was a researcher-designed questionnaire. The researcher personally visited each school involved in the study and gave the questionnaires to the two learners and one educator from that particular school to complete them independently within five days. The researcher personally re-visited each school on a day after the agreed-upon 5-day period but only after confirming over the phone that the questionnaires were indeed completed. The data were analyzed manually. The results obtained revealed that the implementation of the technology learning area is challenged by a number of problems. Those which were specifically identified were: lack of resources especially the rural schools; lack of people who are knowledgeable on Outcomes-based education (OBE) or the OBE modes of learning & teaching technology and its assessment methods, ineffectiveness arising out of large and overcrowded classes, challenges originating from or as a consequence of redeployment and the rationalization of educators and the lack of human resource to assist in the implementation of technology. The study showed the need for the provision of supportive service and continuous contact with educators to offer advice and assistance in order to improve the quality of technology teaching and learning in schools. The professional knowledge and skills of subject advisors as well as educators needed to be extended, refreshed and updated.
- Full Text:
- Date Issued: 2013
- Authors: Nokwali, Mlandeli Philbert
- Date: 2013
- Subjects: Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/245 , vital:26589
- Description: Technology education is an important factor in every learner’s education. It contributes to the intellectual and practical development of the learners to enable them to cope with the challenges of a technological society. The main purpose of the study was to investigate the extent to which the learning and teaching of technology were implemented in schools in the Mthatha District. The main research question was: What are the challenges for the implementation of technology learning area in the Senior Phase? Research sub questions were: What support does the Department of Education give to educators?; To what extent have the objectives of implementing the technology learning area been achieved?; and, What suggestions do educators have to improve implementation of technology education? There were 20 Junior Secondary Schools involved in the study. There were two groups of samples: (a) the educators’ sample and (b) the learners’ sample. The educators’ sample: The sample size was 20 educators consisting of those who were teaching technology in either all the Senior Phase grades (Grade 7, 8 and 9) or at least in one of the grades in the senior phase in his/her school. On the researcher’s request, the Principal of each school nominated an educator and hence there was one educator in the educators’ sample from each of the 20 schools. The learners’ sample: The sample size was 40 learners consisting of at least two learners from each of the 20 schools. On the researcher’s request each educator in the educators’ sample nominated two learners from the senior phase. The instrument which was made to collect data was a researcher-designed questionnaire. The researcher personally visited each school involved in the study and gave the questionnaires to the two learners and one educator from that particular school to complete them independently within five days. The researcher personally re-visited each school on a day after the agreed-upon 5-day period but only after confirming over the phone that the questionnaires were indeed completed. The data were analyzed manually. The results obtained revealed that the implementation of the technology learning area is challenged by a number of problems. Those which were specifically identified were: lack of resources especially the rural schools; lack of people who are knowledgeable on Outcomes-based education (OBE) or the OBE modes of learning & teaching technology and its assessment methods, ineffectiveness arising out of large and overcrowded classes, challenges originating from or as a consequence of redeployment and the rationalization of educators and the lack of human resource to assist in the implementation of technology. The study showed the need for the provision of supportive service and continuous contact with educators to offer advice and assistance in order to improve the quality of technology teaching and learning in schools. The professional knowledge and skills of subject advisors as well as educators needed to be extended, refreshed and updated.
- Full Text:
- Date Issued: 2013
Factors contributing to scarcity of women principals in Mqanduli junior secondary schools in the Mthatha District in the Eastern Cape Province Republic of South Africa
- Authors: Lolwana, Tembeka
- Date: 2013
- Subjects: Women principals -- Dissertations -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/201 , vital:26579
- Description: The purpose of the study was to investigate the factors contributing to scarcity of women principals in junior secondary schools of Mqanduli in Mthatha Education District in the Eastern Cape Province, South Africa. This region is predominantly rural. The study focused on Secondary school principals. The study used a quantitative research design to elicit data from the respondents. Data were collected from 72 participants through the use of a questionnaire. 70 questionnaires were returned and the data were processed. The Statistical Package for Social Sciences (SPSS) was used in the analysis of the data. This study had covered the aspects of culture which prevailed in the education set up in the past and are still prevailing. The findings of the study revealed several factors contributing to the scarcity of women principals in Mqanduli District. These were the findings: the majority of the participants agreed that culture is a stumbling block to the appointment of women principals. Cultural aspects still influence the public opinion on the capability of women to lead. Selection procedures that are discrimatory on gender grounds prevent women from being appointed as principals. Poor implementation of affirmative action policies during selection of principals leads to exclusion of women from holding principals posts. Lack of support from the subordinates prevents women from holding principal posts Although discrimination and prejudice with respect to women ability to lead and manage is worldwide it is evident that the bill of human rights is beginning to impact positively on the stereotypes. Finally, recommendations and suggestions were made stating that the Department of Education needs to provide the necessary workshops on gender equity policies to upgrade SGBs with skills, knowledge and proper understanding of such policies.
- Full Text:
- Date Issued: 2013
- Authors: Lolwana, Tembeka
- Date: 2013
- Subjects: Women principals -- Dissertations -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/201 , vital:26579
- Description: The purpose of the study was to investigate the factors contributing to scarcity of women principals in junior secondary schools of Mqanduli in Mthatha Education District in the Eastern Cape Province, South Africa. This region is predominantly rural. The study focused on Secondary school principals. The study used a quantitative research design to elicit data from the respondents. Data were collected from 72 participants through the use of a questionnaire. 70 questionnaires were returned and the data were processed. The Statistical Package for Social Sciences (SPSS) was used in the analysis of the data. This study had covered the aspects of culture which prevailed in the education set up in the past and are still prevailing. The findings of the study revealed several factors contributing to the scarcity of women principals in Mqanduli District. These were the findings: the majority of the participants agreed that culture is a stumbling block to the appointment of women principals. Cultural aspects still influence the public opinion on the capability of women to lead. Selection procedures that are discrimatory on gender grounds prevent women from being appointed as principals. Poor implementation of affirmative action policies during selection of principals leads to exclusion of women from holding principals posts. Lack of support from the subordinates prevents women from holding principal posts Although discrimination and prejudice with respect to women ability to lead and manage is worldwide it is evident that the bill of human rights is beginning to impact positively on the stereotypes. Finally, recommendations and suggestions were made stating that the Department of Education needs to provide the necessary workshops on gender equity policies to upgrade SGBs with skills, knowledge and proper understanding of such policies.
- Full Text:
- Date Issued: 2013
Factors that contribute to teachers' job satisfaction/dissatisfaction as perceived by teachers in Libode District: A case study of two schools
- Authors: Mvo, Nelisa Enid
- Date: 2013
- Subjects: Teachers -- Job satisfaction
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18442 , http://hdl.handle.net/11260/d1007266
- Description: The study investigates factors that contribute to job satisfaction/dissatisfaction in a case study of two Public Senior Secondary Schools as perceived by teachers of Libode District in the Eastern Cape. The point of departure of the study is the fact that the researcher has observed high rate of resignations and transfers of teachers. The study was conducted through a case study design. A total of thirty-five sample subjects from both schools were selected using purposive methods. The instruments used to collect the data were the questionnaires and interviews. The targeted population was teachers teaching in both schools at the area of the research site. Pilot study was done. Ethical issues were taken into consideration. The data collected was, analyzed and interpreted within a specified time frame. The findings were based on the data collected; thereafter the conclusions and recommendations were drawn based on the findings of both the quantitative and qualitative methods. The main findings of the study indicated clearly that poor working conditions, low salaries and ill discipline of learners contribute to job dissatisfaction. Findings were discussed in the context of the main and sub research questions and recommendations were made. The study will help the Department of Education to identify teachers' concern regarding job satisfaction/dissatisfaction.
- Full Text:
- Date Issued: 2013
- Authors: Mvo, Nelisa Enid
- Date: 2013
- Subjects: Teachers -- Job satisfaction
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18442 , http://hdl.handle.net/11260/d1007266
- Description: The study investigates factors that contribute to job satisfaction/dissatisfaction in a case study of two Public Senior Secondary Schools as perceived by teachers of Libode District in the Eastern Cape. The point of departure of the study is the fact that the researcher has observed high rate of resignations and transfers of teachers. The study was conducted through a case study design. A total of thirty-five sample subjects from both schools were selected using purposive methods. The instruments used to collect the data were the questionnaires and interviews. The targeted population was teachers teaching in both schools at the area of the research site. Pilot study was done. Ethical issues were taken into consideration. The data collected was, analyzed and interpreted within a specified time frame. The findings were based on the data collected; thereafter the conclusions and recommendations were drawn based on the findings of both the quantitative and qualitative methods. The main findings of the study indicated clearly that poor working conditions, low salaries and ill discipline of learners contribute to job dissatisfaction. Findings were discussed in the context of the main and sub research questions and recommendations were made. The study will help the Department of Education to identify teachers' concern regarding job satisfaction/dissatisfaction.
- Full Text:
- Date Issued: 2013
Exploring learning and teaching support given by principals to Grade R teachers in Mqanduli Area in the Eastern Cape
- Authors: Pantshwa, Zimasa Prudence
- Date: 2013
- Subjects: Teaching and Learning support -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18438 , http://hdl.handle.net/11260/d1007197
- Description: The study was conducted in the Mthatha District, Mqanduli area, and it sought to enquire about the role of junior secondary school principals in supporting Grade R teachers in order to make teaching and learning in the Grade R classes effective. The researcher has noticed with concern the poor conditions of Grade R classes in the schools and felt a need for proper support. She felt the principal could champion the concept of support better, in his capacity as a manager in the school. Studies in Early Childhood Development have been done, and they pertained to all aspects of child development, parental support etc., but studies that view support from a managerial perspective in Mthatha District are scarce. Under quantitative research design, a survey research method was employed to collect a large portion of the data. A questionnaire consisting of closed and open ended questions was used in order to collect data from the Grade R teachers. Open ended questions were used in order to get a broader view and perceptions. Comprehensive sampling was used in this study because the whole population fell into the sample. All ethical considerations were observes and after receipt of permission to conduct research in the schools, a questionnaire was distributed personally to all the schools in the sample. Data was analyzed by means of the SPSS. Some of the findings identified in the study pertained to: the need for material support including good infrastructure, poor communication between principal and Grade R teacher, scarce meetings specifically for Grade R. The individual findings, together with the implications were discussed in relation to the research questions. The researcher recommended that technical support should be attended to and the principal must communicate frequently with the Grade R teacher. Financial limitations and negative attitudes from some principals were the major limitations the researcher encountered.
- Full Text:
- Date Issued: 2013
- Authors: Pantshwa, Zimasa Prudence
- Date: 2013
- Subjects: Teaching and Learning support -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18438 , http://hdl.handle.net/11260/d1007197
- Description: The study was conducted in the Mthatha District, Mqanduli area, and it sought to enquire about the role of junior secondary school principals in supporting Grade R teachers in order to make teaching and learning in the Grade R classes effective. The researcher has noticed with concern the poor conditions of Grade R classes in the schools and felt a need for proper support. She felt the principal could champion the concept of support better, in his capacity as a manager in the school. Studies in Early Childhood Development have been done, and they pertained to all aspects of child development, parental support etc., but studies that view support from a managerial perspective in Mthatha District are scarce. Under quantitative research design, a survey research method was employed to collect a large portion of the data. A questionnaire consisting of closed and open ended questions was used in order to collect data from the Grade R teachers. Open ended questions were used in order to get a broader view and perceptions. Comprehensive sampling was used in this study because the whole population fell into the sample. All ethical considerations were observes and after receipt of permission to conduct research in the schools, a questionnaire was distributed personally to all the schools in the sample. Data was analyzed by means of the SPSS. Some of the findings identified in the study pertained to: the need for material support including good infrastructure, poor communication between principal and Grade R teacher, scarce meetings specifically for Grade R. The individual findings, together with the implications were discussed in relation to the research questions. The researcher recommended that technical support should be attended to and the principal must communicate frequently with the Grade R teacher. Financial limitations and negative attitudes from some principals were the major limitations the researcher encountered.
- Full Text:
- Date Issued: 2013
Achievement of ‘Assessment of Learning’ and ‘Assessment for Learning’ in Physical Science and Mathematics Continuous Assessment (Cass) practices in two East London District High Schools in the Eastern Cape
- Authors: Cobbinah, Charles
- Date: 2013
- Subjects: Educational tests and measurements -- South Africa -- Eastern Cape , Mathematics -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16201 , http://hdl.handle.net/10353/d1013406 , Educational tests and measurements -- South Africa -- Eastern Cape , Mathematics -- Study and teaching -- South Africa -- Eastern Cape
- Description: It has been argued that assessing learner performance is considered to be one of the most important things a teacher can do to promote learners’ learning. The Mathematics and Physical Science guidelines on assessment make a distinction between ‘assessment of learning’ and ‘assessment for learning’. Both processes are seen to be complementary aspects of continuous assessment (CASS) practices which constitute 25% of the final year learner’s mark in the National Senior Certificate. How teachers understand these processes and how they achieve them during their CASS practices were the focus of the study. This was a qualitative study in which two senior secondary schools in the East London District in the Eastern Cape participated. The respondents were four grade 12 Physical Science and Mathematics teachers and two heads of department (HoDs). Data were collected through semi-structured interviews and document analysis. There were five main findings. First, it was found that CASS assessment practices were skewed towards fulfilling accountability requirements of the Department of Education. Teachers focused on the Programme of Assessment (PoA) tasks and ignored other forms of assessment. Second, it appeared the use of the term ‘informal’ in the Department policy documents with regard to ‘assessment for learning’ encouraged teachers to treat informal assessment tasks as unimportant, not to be marked and recorded. In some cases assessment tasks were used to ‘occupy’ learners when teachers did not feel like teaching, so that learners would not be idle and disruptive in class. Third, some teachers did not set their own assessment tasks; they took previous papers and did cut and paste. Such a practice seemed to preclude assessment tasks that are tailor-made for particular learners. This practice also may undermine the alignment of learning outcomes and assessment standards. Fourth, moderation of CASS tasks was sometimes ignored and in other times done not strictly according to guidelines. These findings cast doubt on the validity and reliability of CASS marks. Finally, in most assessment for learning tasks, learners were not given feedback by teachers. This appears to undermine one of the most fundamental uses of assessment, which is feedback on performance that guides learning. It can be concluded that the CASS assessment practices did not reflect a balance between ‘assessment of learning’ and ‘assessment for learning’. This state of affairs seemed to be encouraged by the fact that district departmental support systems were too technicist and appeared to encourage teachers to do assessment to fulfil accountability purposes rather than for learners’ learning. It is recommended that research on assessment practices based on probability sampling for which results can be generalised to the target population should be carried out. It is further recommended that courses on assessment should be run for teachers in order to renew and/or give them assessment skills that will enable them to achieve a balance between assessment for learning and assessment of learning.
- Full Text:
- Date Issued: 2013
- Authors: Cobbinah, Charles
- Date: 2013
- Subjects: Educational tests and measurements -- South Africa -- Eastern Cape , Mathematics -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16201 , http://hdl.handle.net/10353/d1013406 , Educational tests and measurements -- South Africa -- Eastern Cape , Mathematics -- Study and teaching -- South Africa -- Eastern Cape
- Description: It has been argued that assessing learner performance is considered to be one of the most important things a teacher can do to promote learners’ learning. The Mathematics and Physical Science guidelines on assessment make a distinction between ‘assessment of learning’ and ‘assessment for learning’. Both processes are seen to be complementary aspects of continuous assessment (CASS) practices which constitute 25% of the final year learner’s mark in the National Senior Certificate. How teachers understand these processes and how they achieve them during their CASS practices were the focus of the study. This was a qualitative study in which two senior secondary schools in the East London District in the Eastern Cape participated. The respondents were four grade 12 Physical Science and Mathematics teachers and two heads of department (HoDs). Data were collected through semi-structured interviews and document analysis. There were five main findings. First, it was found that CASS assessment practices were skewed towards fulfilling accountability requirements of the Department of Education. Teachers focused on the Programme of Assessment (PoA) tasks and ignored other forms of assessment. Second, it appeared the use of the term ‘informal’ in the Department policy documents with regard to ‘assessment for learning’ encouraged teachers to treat informal assessment tasks as unimportant, not to be marked and recorded. In some cases assessment tasks were used to ‘occupy’ learners when teachers did not feel like teaching, so that learners would not be idle and disruptive in class. Third, some teachers did not set their own assessment tasks; they took previous papers and did cut and paste. Such a practice seemed to preclude assessment tasks that are tailor-made for particular learners. This practice also may undermine the alignment of learning outcomes and assessment standards. Fourth, moderation of CASS tasks was sometimes ignored and in other times done not strictly according to guidelines. These findings cast doubt on the validity and reliability of CASS marks. Finally, in most assessment for learning tasks, learners were not given feedback by teachers. This appears to undermine one of the most fundamental uses of assessment, which is feedback on performance that guides learning. It can be concluded that the CASS assessment practices did not reflect a balance between ‘assessment of learning’ and ‘assessment for learning’. This state of affairs seemed to be encouraged by the fact that district departmental support systems were too technicist and appeared to encourage teachers to do assessment to fulfil accountability purposes rather than for learners’ learning. It is recommended that research on assessment practices based on probability sampling for which results can be generalised to the target population should be carried out. It is further recommended that courses on assessment should be run for teachers in order to renew and/or give them assessment skills that will enable them to achieve a balance between assessment for learning and assessment of learning.
- Full Text:
- Date Issued: 2013
Case study of the experiences of former street children as learners: implications for teaching and learning
- Authors: Boyana, Nokwenzeka
- Date: 2013
- Subjects: Street children -- South Africa -- Eastern Cape -- Case studies , School children -- South Africa -- Eastern Cape , Teaching -- South Africa -- Eastern Cape , Learning -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16188 , http://hdl.handle.net/10353/d1006248 , Street children -- South Africa -- Eastern Cape -- Case studies , School children -- South Africa -- Eastern Cape , Teaching -- South Africa -- Eastern Cape , Learning -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Description: In this study the main focus is on the experiences of former street children as learners. The main emphasis of this study is the manner in which such experiences influence these children’s learning towards constructing new identities. By examining the experiences of former street children in a school environment, namely a teaching and learning environment, this study will contribute towards the literature by providing focused and relevant information pertaining to the way former street children experience learning. By focusing on these particular learners from the street, the study attempts to explore and build an insightful knowledge in terms of understanding how former street children perceive learning in relation to their present personal and past life on the streets. Through this study the researcher will hopefully be able to determine how former street children feel, experience and relate to teaching and learning within a school context. Data collection for this study included the researcher’s observations and face-to-face unstructured in-depth phenomenological interviews with learners who are formerly from the streets. Among others, the study found that these particular learners have low self- esteem, a low opinion of themselves, and lack of self- confidence. The study also revealed that some of these learners are struggling academically and would appreciate it if academic was parallel with vocational skills so as to equip them for the world of work. It also transpired that learners who have relationships with those who have not been to the streets changed their lives for the better by learning from their peers but those who have relationships with other former street children at this school continue to engage in deviant behaviour, for many schooling has helped them to reclaim their childhood identity.
- Full Text:
- Date Issued: 2013
- Authors: Boyana, Nokwenzeka
- Date: 2013
- Subjects: Street children -- South Africa -- Eastern Cape -- Case studies , School children -- South Africa -- Eastern Cape , Teaching -- South Africa -- Eastern Cape , Learning -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16188 , http://hdl.handle.net/10353/d1006248 , Street children -- South Africa -- Eastern Cape -- Case studies , School children -- South Africa -- Eastern Cape , Teaching -- South Africa -- Eastern Cape , Learning -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Description: In this study the main focus is on the experiences of former street children as learners. The main emphasis of this study is the manner in which such experiences influence these children’s learning towards constructing new identities. By examining the experiences of former street children in a school environment, namely a teaching and learning environment, this study will contribute towards the literature by providing focused and relevant information pertaining to the way former street children experience learning. By focusing on these particular learners from the street, the study attempts to explore and build an insightful knowledge in terms of understanding how former street children perceive learning in relation to their present personal and past life on the streets. Through this study the researcher will hopefully be able to determine how former street children feel, experience and relate to teaching and learning within a school context. Data collection for this study included the researcher’s observations and face-to-face unstructured in-depth phenomenological interviews with learners who are formerly from the streets. Among others, the study found that these particular learners have low self- esteem, a low opinion of themselves, and lack of self- confidence. The study also revealed that some of these learners are struggling academically and would appreciate it if academic was parallel with vocational skills so as to equip them for the world of work. It also transpired that learners who have relationships with those who have not been to the streets changed their lives for the better by learning from their peers but those who have relationships with other former street children at this school continue to engage in deviant behaviour, for many schooling has helped them to reclaim their childhood identity.
- Full Text:
- Date Issued: 2013
Challenges encountered by schools in the implementation of inclusive education in the Eastern Cape: a survey study in the Ngcobo District
- Hlatini-Mphomane, Nyameka Winnifred
- Authors: Hlatini-Mphomane, Nyameka Winnifred
- Date: 2013
- Subjects: Inclusive education -- Evaluation , Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18441 , http://hdl.handle.net/11260/d1007258
- Description: This study investigated challenges encountered by schools in the implementation of inclusive education in the Eastern Cape. It was a Survey Study carried out in Ngcobo District. School principals of randomly-sampled mainstream schools and special schools participated in this research project. The key research question that the study sought to answer was: What are the challenges encountered by schools in the implementation of Inclusive Education in the Ngcobo District of the Eastern Cape Province? The following were the sub-research questions: (a). How does the lack of specialized or in-service, trained human resource personnel challenge or hinder the implementation of Inclusive Education? (b). How is the implementation of Inclusive Education affected by available infra-structure? (c). How do the attitudes of stake holders such as learners, educators (ILST) and parents (SGB) affect the implementation of inclusive education? The findings of the study revealed that: There is a gross shortage of educators qualified in inclusive education or related streams, and in some schools none at all. Institution Level Support Teams (ILSTs) in some schools have not been established and some of those that are established are not functional. Needed specialists such as psychologists and occupational therapists are not available in special schools. Workshops or in-service training for educators generally are held for to ILSTs only instead of all educators and SMTs. School buildings and toilets have not been adapted for when inclusion is to be implemented and there are no specific, funded departmental projects to rectify this. Assistive devices for learners experiencing barriers to teaching, learning and development are rarely found. There are no clear departmental budgets to ensure the policy is implemented in ordinary schools. Negative attitudes of some parents, teachers and learners toward inclusion still exist. The following recommendations were made for consideration in order to facilitate the smooth implementation of Inclusive Education in the schools. There should be adequate provision of human resource training and development Educators have to further their studies in Inclusive Education. There should be provision of a specific budget for buildings. Maintenance funds ought to be used to renovate school buildings so as to be Inclusive Education friendly. Advocacy and awareness programmes for different stakeholders should be conducted.
- Full Text:
- Date Issued: 2013
- Authors: Hlatini-Mphomane, Nyameka Winnifred
- Date: 2013
- Subjects: Inclusive education -- Evaluation , Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18441 , http://hdl.handle.net/11260/d1007258
- Description: This study investigated challenges encountered by schools in the implementation of inclusive education in the Eastern Cape. It was a Survey Study carried out in Ngcobo District. School principals of randomly-sampled mainstream schools and special schools participated in this research project. The key research question that the study sought to answer was: What are the challenges encountered by schools in the implementation of Inclusive Education in the Ngcobo District of the Eastern Cape Province? The following were the sub-research questions: (a). How does the lack of specialized or in-service, trained human resource personnel challenge or hinder the implementation of Inclusive Education? (b). How is the implementation of Inclusive Education affected by available infra-structure? (c). How do the attitudes of stake holders such as learners, educators (ILST) and parents (SGB) affect the implementation of inclusive education? The findings of the study revealed that: There is a gross shortage of educators qualified in inclusive education or related streams, and in some schools none at all. Institution Level Support Teams (ILSTs) in some schools have not been established and some of those that are established are not functional. Needed specialists such as psychologists and occupational therapists are not available in special schools. Workshops or in-service training for educators generally are held for to ILSTs only instead of all educators and SMTs. School buildings and toilets have not been adapted for when inclusion is to be implemented and there are no specific, funded departmental projects to rectify this. Assistive devices for learners experiencing barriers to teaching, learning and development are rarely found. There are no clear departmental budgets to ensure the policy is implemented in ordinary schools. Negative attitudes of some parents, teachers and learners toward inclusion still exist. The following recommendations were made for consideration in order to facilitate the smooth implementation of Inclusive Education in the schools. There should be adequate provision of human resource training and development Educators have to further their studies in Inclusive Education. There should be provision of a specific budget for buildings. Maintenance funds ought to be used to renovate school buildings so as to be Inclusive Education friendly. Advocacy and awareness programmes for different stakeholders should be conducted.
- Full Text:
- Date Issued: 2013