Browsing by Author "Maharajh, Lokesh Ramnath."

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The Bhagavad Gita for values education in life orientation: perceptions and possibilities.
(2011) Maharajh, Lokesh Ramnath.; Sookrajh, Reshma.; Lutchman, Veena.
Abstract available in PDF.
An exploration of teaching strategies in teaching area and perimeter in grade 6 at Mahlabathini Circuit Management Centre.
(2018) Madide, Celenkosini Henry.; Maharajh, Lokesh Ramnath.
Traditionally, education in South Africa has tended to be direct instruction or commonly associated as rote learning which puts the teacher at the centre of the teaching and learning. Post 1994, the education policy in South Africa began to consider the introduction of the concept of learner- centred teaching strategies in our curriculum with the emphasis on the learners as the centre of learning. There has also been over emphasis on the importance of mathematics performance or underperformance, which compels that teachers change their teaching strategies. This study was conducted in South Africa and focused on the exploration of teaching strategies used in teaching area and perimeter in grade 6. Its objectives were to explore teaching strategies in teaching area and perimeter in grade 6 and to understand the teaching strategies used in teaching area and perimeter in grade 6. The study sought to answer the following research questions: What teaching strategies are used by mathematics teachers in teaching area and perimeter in grade 6? Why do mathematics teachers use these teaching strategies when teaching area and perimeter in grade 6? The study was conducted in schools at Mahlabathini Circuit Management Centre. The study employed a purposive sampling in which three schools were selected. Data was collected and analysed using the observation and semi-structured interviews. Thematic (inductive) analysis was used to analyse data. The findings indicated that teachers do not have sufficient understanding of teaching strategies; their teaching strategies are predominantly teacher- centred; and they do not use modern technology as a teaching strategy. The study recommends that CAPS document and annual teaching plans specify teaching strategies to be used and be monitored; curriculum developers broaden the scope regarding area and perimeter: mathematics documents be reviewed to include guidelines on how teaching strategies should be used in line with the content; and teachers be encouraged to enrol for computer courses to acquire knowledge and skills of computers.
An exploration of the teaching strategies used by mathematical literacy teachers : a case study of Grade 11 teachers in uMlazi District.
(2016) Dlamini, Gwendoline Phumzile.; Maharajh, Lokesh Ramnath.
This research project was aimed at exploring how teachers teach a specific concept in Grade 11 such that the learners could understand and perform better. The study employed a case study method with two teachers from two different environments, with an intention to check whether the environments also contribute to the choice of strategies employed by each participant. The study also identified the importance of developmental programmes that the Department of Education should provide on a continuous basis to help teachers improve on their lesson presentation using modern teaching strategies such as Information and Communications Technology (ICTs). The assumption that Mathematical literacy could be taught the same way as mathematics by not linking the content to relevant contexts in order to enhance learner understanding was also identified by the study. I also noted that some teachers would adopt a particular teaching strategy based on the fact that learning environment compels them to use that strategy. The findings from this study would be beneficial to Mathematical literacy teachers in realising the importance of selecting a proper teaching strategy for use in the teaching of a specific concept. The findings also shed the light of the challenges faced by some teachers besides the absence of Learner-Teacher Support Materials but due to the learning environment. The study could also inform school management team who take Mathematical literacy for granted on the importance of continued support that should be provided to teachers in order for learners to perform better in this new subject.
Exploring child headed families : a case study on scholastic experience of learners in a secondary school.
(2015) Nxumalo, Thandazile Angel.; Maharajh, Lokesh Ramnath.
The purpose of this study was to explore scholastic experiences of learners who are from child headed families. The research questions in this study were: What are the experiences of children who come from child headed homes? And why do children who come from child headed homes have these particular experiences? The study was informed by interpretivist paradigm that attempted to understand how the learners from child headed families cope in the school environment. The learners who are affected by being children form child headed households were sources of data for the study. Data was collected from various school records, such as schedules for class results and attendance records from class registers to ascertain the impact of challenges for these learners. The data from the interviews were analysed thematically. It can be said that the scholastic experience of children from child headed households is varied. The study has shown that while some experience difficulty in coping with scholastic activities and home life, others have displayed resilience, and have coped quite admirably. This goes without saying that a child is a child irrespective as to what kind of background she/he comes from. . Every child is unique. However, this study has raised quite a significant number of issues pertaining to how children from child headed households are able to cope with their situation so that it has a minimal effect on the scholastic experience of these learners. A lot still has to be done in order to empower the children from child headed households in South Africa. The results of this study are not exhaustive but may just be the tip of the ice-berg on the plight of children from child headed households in their scholastic experience. Therefore, there is a need for more in depth studies on the topical issue One of the possible implications of this study is that children from child headed homes need intervention from various government and non-government institutions so that they can have a better scholastic experience with a possibility of more stable future.
Exploring grade eleven mathematics teachers' experiences in implementing the curriculum and assessment policy statement in schools in the Durban area of South Africa.
(2014) Ramdhani, Nivendhar Krishnapersad.; Maharajh, Lokesh Ramnath.
I have located my study within the parameters of qualitative research and interpretivist paradigm, in order to undertake a phenomenological study to explore grade eleven Mathematics teachers’ experiences in implementing the Curriculum and Assessment Policy Statement in schools in the Durban area of South Africa. This study draws on the experiences of four Mathematics teachers, purposefully selected from schools of varying social environment. These teachers were representative of a rural school, a Township school, an ex-Indian school and an ex-coloured school. A focus group discussion was conducted to: determine these teachers’ experiences in implementing Curriculum and Assessment Policy Statement; understand factors that inform these experiences; and understand teachers’ views on the effectiveness of the Curriculum and Assessment Policy Statement. In order to understand their experiences in their grade eleven Mathematics class, I analysed the recorded data collected from the focus group discussion and arranged and discussed them in the following themes: Ownership of the curriculum, Clarity and understanding of the policy document, Teacher training, Knowledge and skills in teachers, Curriculum material and resources, and Contextual factors affecting curriculum implementation. Findings emanating from the analysis of the themes that data have been grouped in reveal a myriad of lived experiences of these teachers that inform how grade eleven Mathematics teachers coped with the implementation of curriculum reform. I have recommended Future Trends to resolve critical conclusions drawn from the themes which emphasises the teacher as the primary component of curriculum implementation. Further, I have recommended future areas of research that emanate from this study.
Exploring learners’ experiences of meditative practices: a case study of a primary school.
(2021) Panday, Kelisha.; Maharajh, Lokesh Ramnath.
An intriguing phenomenon that appears to be attracting the interest of schools and organisations, and agencies working with behaviour change is the practice of meditation. Given the growing popularity of meditation, I set out to learn about learners’ meditation experiences in primary schools. The purpose of my study was to explore and understand learners' experiences of meditative practices whereby a qualitative approach was used in this research to gain a deep understanding of meditation. This study was located within an interpretive paradigm as it attempted to explore different learners' experiences of meditation. In my study, the population was all grade 6 learners in the school. Letters were sent to the parents of these grade 6 learners, requesting the voluntary participation of their children in the study. The sample consisted of 50 grade 6 learners keen to participate and their parents granted permission for them to participate in the study. Structured interviews were conducted with probing questions. I also made use of a pre-meditation questionnaire and a post meditation questionnaire. The learners displayed positive attitudes and views towards meditation. They found meditation to be beneficial in the reduction of frustration and anger, in the improvement of concentration and academic performance and the reduction of anxiety. Learners had further experienced meditation as having the potential to make one productive. The post-meditation questionnaire confirmed the results obtained in the interviews and the impact of meditation on learners’ lives. The use of meditation appears to have been beneficial to the school in which it was conducted. The learners have reported benefitting from engaging with the process of meditation, especially reporting positive impacts on the life of the learners. Many learners agreed that meditation should be incorporated within the school day. The data suggests that meditation as an educational tool and strategy to assist learners has been positively received and positively impacted many salient aspects of the educational endeavour and personal qualities of learners. Further research will inform the policy and practice on the implementation of meditation to the Department of Education and other educators, which will help them broaden the knowledge about the feasibility and pedagogical value of meditation in schools.
Exploring teachers' experiences of teaching isiZulu first additional language in ex-Model C schools.
(2015) Shawe, Thulebona Gugulini Jacqueline.; Maharajh, Lokesh Ramnath.
This study explores the experiences of isiZulu FAL teachers in ex -Model C schools. It specifically looks at the experiences of grade 4 First Additional Language teachers who work in the quintile 5, urban schools. Most studies have shown that the child should learn the First Additional Language (FAL) after three years of schooling when she /he had already learnt the Home Language. This study attempts to understand the experiences of teachers of isiZulu FAL and why they have particular experiences. This is a qualitative study located within the interpretive paradigm. Participants were purposefully selected from the three schools that were part of the study. Three grade 4 isiZulu First Additional Language teachers were involved in the study. Semi-structured interviews were used as data generation methods. Findings reveal that teachers were not trained to teach in the multi- racial classes where there are children from different backgrounds. This study also found that there is non-availability of textbooks for isiZulu First Additional Language from the publishers. It was also discovered that the Department of Education does not supply the schools with isiZulu First Additional Language workbooks but it does supply the workbooks for isiZulu Home Language and English Home Language. Lastly, the teachers are not well trained in teaching isiZulu First Additional Language according to the new curriculum (Curriculum and Assessment Policy Statement). The study recommends review of the schools language policies because they currently impact negatively on the attitude and behaviour of learners when it is compulsory for them to learn isiZulu First Additional Language. This is very important especially in grade 4, where the learners are learning their First Additional Language in detail and there are lots of assessments involved at this stage. So, it is important for the school to give parents a choice to choose their children’s FAL so that they can be supportive of their children. The Department of Education also needs to prioritise when it comes to the resources or the materials of teaching isiZulu First Additional Language. The implications of the findings of this research should be useful to teachers, principals, nongovernmental organizations involved in teacher training, curriculum specialists, writers and all those who have an interest in education.
Exploring teaching strategies used by grade 8 mathematics teachers to teach probability.
(2019) Khathi, Bonisile Teressa.; Maharajh, Lokesh Ramnath.
The reason why probability is being taught in our schools has been explained in many articles. This study presents the strategies used by grade 8 teachers to teach probability, adding different sources, which are, literature, interviews, and lesson observations. The assumption made in this study is that teachers do not have proper training in probability to successfully teach it to grade 8 learners. The study employed a qualitative approach to understand teachers’ insight into teaching probability to grade 8 learners. The study constituted of 2 participants, each from a neighbouring school from the same circuit in the Pinetown district in the KwaZulu- Natal province, South Africa. Two instruments; interviews and observations, were used to collect data in this study. The findings of this study indicate that the learning approaches of the participating teachers were limited. There was, for example, no use of a problem based approach to reinforce essential aspects that enable learners to understand probability. Code-switching and re-voicing were most frequently used practices seen in the findings to encourage learner participation. The study recommends that more research needs to be done on effective probability approaches and the study also recommends methodology courses especially of probability to be offered for high school teachers.
Exploring the dynamics of chronic conflict in four selected schools in the Durban Region.
(2018) Mandraj, Shobana.; Sookrajh, Reshma.; Maharajh, Lokesh Ramnath.
Using reflexive narrative and autoethnography, this study explores the nature and manifestation of ‘chronic conflict’ in school leadership. With autoethnography as a method in this study, the researcher employs a systematic self-reflective analysis in exploring her own life story within a sociocultural and historical context in which it occurred, alongside those of her colleagues. This approach challenges traditional ways of doing research and presents research as a socially conscious activity, the reflexive nature of which makes it both a process and product. In presenting the rationale for the study, it is argued that educational leaders should become reflective practitioners since they engage with educational reform and find ways to facilitate and sustain school improvement. The purpose of the study was to develop a deeper understanding of the phenomenon of conflict as experienced by school principals and educators during their interaction with staff and important stakeholders, like governing body members. The use of the term “chronic” in this thesis is a borrowing from a medical disease model where chronic conflict is regarded as an illness that develops slowly over time, producing symptoms that remain continuous or intermittent. The research confines itself to a series of in-depth narrations by selected participants of four schools, two secondary and two primary where the narrators of each of these institutions presents a vivid account of recurring conflicts at their specific schools. The case study approach used in this study responds to the key questions of this study, namely, what is the nature of chronic conflict at schools; how is chronic conflict manifested at schools, and why does chronic conflict manifest in the way it does at these schools? Complexity theory, one of the main theories to dominate the conflict theory landscape is used to underpin the observations and analysis of conflict in this study. This theory asserts that changes in any system are non-linear, unpredictable and the product of complex processes and multi-systems, which necessitates deep self-reflection, original strategy development and intervention for each conflict scenario. 6 The findings reflect that the manifestation of conflicts multiply in frequency and intensity which, over a prolonged period, “mastasizes” and forges an array of “intractable” consequences which contributes to the idea of chronicity.
Formative assessment practices of teachers in selected primary schools in Nkomazi in South Africa.
(2021) Nsingwane, Thobeka Faith.; Maharajh, Lokesh Ramnath.
The study aims to explore the formative assessment practices of teachers in selected primary schools in Nkomazi in South Africa. The research sought to determine whether teachers practice formative assessment in selected schools in Nkomazi in South Africa. The study was qualitative. A purposive sample of five schools was selected from the Nkomazi West circuit in the Ehlanzeni District. Five teachers (one teacher from each school) were selected to be part of the study. The interpretive paradigm guided the study. The data of the study was generated through interviews and observation. The interviews were recorded and transcribed. The data was generated, analysed, and reported. The study findings indicate that the participants were not able to share their understandings about formative assessment. The participants lacked knowledge of formative assessment. Consequently, they did not plan to practice formative assessment. The participants also indicated that they never attended any training based on formative assessment. Through the study, the participants had elaborated on factors that inhibit them from implementing formative assessment: overcrowding in their classrooms and lack of resources. And other challenges were insufficient feedback to the learners due to excessive workload and learners’ absenteeism. The implication of the study is that schools and districts need to play their vital role in investing in a high-quality, sustained formative assessment professional to develop teachers. The Department of Education in Mpumalanga should train teachers on forms of assessment and types of assessment. They should also provide teachers with relevant resources at school. There is a need to reallocate resources to ensure that teachers have concentrated time and support to build their knowledge of implementing formative assessment in their daily lessons. Teachers need to play their role to be lifelong learners since the system changes through them empowering themselves. Higher education institutions should develop a module on assessment and implement the formative assessment.
Grade 4 learners' experiences of learning mathematics using English as a second language : a case study of 3 primary schools in KZN.
(2013) Shezi, Funani Esther.; Maharajh, Lokesh Ramnath.
The purpose of this study was to investigate Grade 4 learners’ experiences in the teaching of mathematics using English as a second language. The study sought to determine whether learners were able to understand mathematics using English as a second language. If they were not able to do so, since English is the language of learning and teaching from Grade 4, it also needed to be determined why this was the case. Thirty learners from three different rural schools were sources of data for the study, all from a deep rural area. Data were collected using a test given first in English and then in IsiZulu, along with classroom observations. Learners wrote the tests at their schools and were also observed during lessons as they engaged in the learning of mathematics in their natural settings. The data collected revealed that learners are having some difficulties in understanding mathematics using English as a second language. The study also revealed that teachers were still using a teacher-centred approach, while mathematics requires a learner-centred approach, as discussed in the section on the theoretical framework of the study. The study recommends that teachers need to use constructivist and mediated learning approaches in their teaching of mathematics to Grade 4 learners who are being taught in English as their second language, and that a variety of assessment techniques should be used.
Integration of philosophy into basic education in Nigeria: teachers’ perspectives.
(2022) Ekpo, Iniobong Godwin.; Maharajh, Lokesh Ramnath.
The purpose of this study was to explore the perspectives of teachers concerning the possibility or otherwise, of integrating philosophy into basic education in Nigeria. The qualitative research method which utilized the interpretive paradigm to explore the phenomenon, integration of philosophy into basic education was used. The case study approach was chosen as the research design to conduct this study. This study utilized the interviews and focus group discussions as strategies of qualitative research to interact with the teachers to gain more understanding into their perspectives. Sixteen (16) teachers of mixed gender and different ages with diverse teaching experiences were purposively selected from eight (8) schools in both rural and urban areas, as well as from private and public schools. To answer already identified critical questions, data was generated from participants through a semi-structured interview guide and the study was theoretically framed using the reconceptualist theory of curriculum to make meaning of the findings where teachers provided inputs in exploring the study. Exploration of the four major research questions revealed twenty-four (24) major themes as findings with implications for educational development as follows: teachers’ construction of philosophy; teachers’ construction of philosophy of education; teachers’ opinion of the knowledge which philosophy provides; teachers’ views on the benefits of integrating philosophy into basic education; teachers’ perceived challenges on integrating philosophy into basic education; teachers’ views on the significance of integrating philosophy into basic education; teachers’ opinion on how the integration of philosophy can improve teaching and learning; teachers’ opinion on how philosophy helps pupils to learn; teachers’ views on how philosophy helps teachers to teach better; teachers’ construction of how philosophy should be integrated into basic education; teachers’ opinion on how philosophy can enhance learners’ lived experiences; teachers’ opinion of aspects of philosophy to be taught in basic education; teachers’ views on how philosophy should be taught in basic education; teachers’ opinion on who should teach philosophy; teachers’ prescription of tools to be used in teaching philosophy; teachers’ recommendations on training to be given to the teacher of philosophy; teachers’ opinion of philosophical content knowledge to be taught in schools; teachers’ views on how philosophy enhances learners’ learning; teachers’ experiences on how the knowledge of philosophy enhances their teaching; teachers’ views on how philosophy affects teaching; teachers’ views on ways in which teaching philosophy may inhibit overall learning; teachers’ views on how to enhance teaching strategies of philosophy in basic education; teachers’ reasons to enhance philosophy teaching strategies in basic education; teachers’ miscellaneous views on integrating philosophy into basic education. Findings from this study revealed that there is an urgent necessity to integrate philosophy into basic education, hence the study recommends the integration of philosophy into the Nigerian basic education curriculum.
Lecturers’ perspectives on the failure rate of students at a selected TVET college.
(2021) Govindasamy, Abigail.; Maharajh, Lokesh Ramnath.
TVET college’s main purpose was to offer youth training programmes relevant to the needs of the industry. This training aimed to bridge the skills gap in South Africa to curb unemployment and grow the economy. According to the Department of Higher Education and Training (DHET, 2013b), it was estimated that the sector would have 2.5 million students certified by 2030, and this projection was unfortunately not fulfilled due to the poor performing institution and high drop-out rate (DHET, 2013b). According to DHET (2021), only 9.2 % of students enrolled for NCV level 2 in 2016 completed the qualifications over the three-year expected time frame. The low throughput rates result in small class sizes at later NCV program levels, increasing the cost per student as the same amount of lecturing is required even when classes become smaller (DHET, 2021). The government has allocated billions of rands to grow the TVET sector over the years. Despite the substantial funding, this sector still produces the poor performance of students (Papier, 2009). If this sector does not improve students' academic performance, it will be a poor return on the government’s investment. Therefore, this qualitative study aimed to explore the views of TVET college lecturers on the key factors contributing to the failure rate of NCV students at a selected TVET college in Kwa-Zulu Natal and find possible solutions to help curb the problem of student failure. The college was conveniently selected, and the researcher selected the participants purposively. The qualitative design allowed the researcher to identify themes. Thematic analysis was employed in the data analysis section. Tinto’s Student Integration Model was comprehensively explored. Tinto’s (1975, 1993, 1997) Student Integration Model provides useful information on reasons that contribute to learning success. The study revealed several reasons for the high failure rate of students. The findings revealed that TVET college students lack motivation and show very little zeal and commitment towards their studies. Many underachieving school leaners are referred to TVET colleges, and they have learning barriers and are not prepared for the NCV programme. Furthermore, the TVET curriculum is overloaded and too theoretical for some learners, while for others, it does not provide further learning opportunities at tertiary institutes. The TVET curriculum is also not keeping up with current information, current job skills, are not linked to the workplace, and does not provide work opportunities for students. Most TVET students come from disadvantaged socio-economic backgrounds and experience financial problems. Absenteeism is also a major problem among students. There is a major challenge with resources for both learners and lecturers. The students do not receive enough academic and social support. The registration process to enroll NCV students is ineffective. Recommendations are made, including: that DHET extend the duration period for registration so that TVET colleges have more time to properly screen students to attain a better caliber of students. The placement test given at registration should be revised to something more concrete to test student's numeracy and literacy levels. It is recommended that the TVET curriculum be reviewed to provide different routes for learners, one that will be more practically inclined to lead directly into employment and the other creating further learning opportunities into tertiary institutes. The curriculum also needs to be reviewed to be up-to-date and relevant to current job requirements. Student Support should be moved from Central Office to campus based making it more accessible to students and provide the students with various support strategies to enhance pass rates. Finally, all resources available to lecturers and students need to be reviewed and upgraded to improve academic performance.
Mathematics lecturers’ use of technology in teaching circle geometry at a selected Technical and Vocational Education and Training (TVET) college in KwaZulu-Natal=Ukusebenzisa ezobuchwepheshe ngabafundisi bendidiyelakubaba ukufundisa umjikelezo wezibalomidwebo emakolishi ama-Technical and Vocational Education and Training (TVET) KwaZulu-Natali.
(2021) Mhlungu, Rejoice Hlengiwe.; Maharajh, Lokesh Ramnath.
This study explores the experiences of mathematics lecturers’ use of technology in teaching circle geometry to level 4 at a selected TVET College. This qualitative study also aimed at exploring what, how, and why lecturers use that technology in a particular manner. An interpretive paradigm and case study were used on five participants to gain meaning in a real situation. For data generation needed to respond to the research questions in the study, the following instruments were utilized: open-ended questionnaires and individual semi-structured interviews. Purpose sampling was employed to acquire in-depth data. Data generated was guided by a TPACK theoretical framework for this study. The themes that emerged from data generation were Experiences and challenges regarding the use of technology, Students’ performance, Content knowledge, mathematics teaching, and Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge, Pedagogical Knowledge, Technological Knowledge, Technological Pedagogical and Content Knowledge and the use of technology in geometry teaching. The findings reveal insufficient relevant technologies to teach circle geometry level 4 at the TVET College. Mathematics lecturers encountered many challenges concerning the lack of relevant technology for specifically teaching circle geometry, and all mathematics lecturers were familiar with the concepts content knowledge (CK), pedagogical knowledge (PK), and technological knowledge (TK). Most lecturers have sufficient knowledge of the teaching strategies, but the students lack a basic foundation in mathematics. Consequently, the teaching strategies that the mathematics lecturers use for circle geometry are specific to mathematics, and they experience difficulty teaching geometry. Lecturers can use technology for assessment, but available resources limit them for this study. Lastly, there is no opportunity for the lecturers to use technology for individual assessments for the students. There is a lack of insufficient resources limiting the teaching and learning of circle geometry at this TVET College. The DBE and DHET operate differently concerning curriculum development. Mathematics lecturers revealed that the FET phase mathematics’ syllabus is different from NCV level 2 to 4, whereas it is equivalent according to DHET. There is evidence that inequality exists because some colleges use technology to teach geometry. Mathematics lecturers were confronted with many challenges concerning the lack of teaching and lecturing conditions due to security challenges on campuses to enable technology to teach circle geometry at level 4 in the TVET College. Although no technology is relevant to teaching circle geometry, mathematics lecturers are identified as incompetent in using technology in their circle geometry teaching activities. Mathematics lecturers do not hold technology knowledge (TK), technological content knowledge (TCK), technological pedagogical knowledge ((TPK), and technological, pedagogical, and content knowledge (TPACK) relevant for circle geometry. Mathematics lecturers are not competent in using circle geometry technology to teach level 4 in a TVET College. The study recommends that TVET Colleges provide mathematics lecturers with the required opportunity to teach level 4 circle geometry students using technology. Therefore, the findings of this study should be enlightening to the DHET and DBE ministers in South Africa for planning and designing the curriculum together through policies. Iqoqa Lolu cwaningo luphenya umlando wokusebenza kwafundisi bendidiyelakubala besebenzisa ezobuchwepheshe ukufundisa umjikelezo wezibalomidwebo ebangeni le-4 ekolishi elikhethiweyo lase-TVET. Lolu cwaningo lwekhwalithethivu luhlose ukuphenya ukuthi yini, kanjani, futhi kungani abafundisi besebenzisa ubuchwepheshe ngendlela ethile. Uhlelomqondo lomhumusho kanye nocwaningonto kwasetshenziswa kubabambiqhaza abahlanu ukuthola incazelo esimweni esisebenzayo. Ukuqoqa imininingo okwadingakala ukuphendula imibuzo yocwaningo kulolu cwaningo, lezi zindlela ezilandelayo zasetshenziswa; izinhla zemibuzo ezivulekile kanye nezingxoxo ezahlukene ezisakuhleleka. Ukuqoka ngenhloso kwasetshenziswa ukuthola imininingo enzulu. Imininingo yaqoqwa ngokwelekelelwa uhlaka lwenjulalwazi ye-TRACK kulolu cwaningo. Izindikimba ezaqhibuka ekuqoqweni kwemininingo kwaba izimo zokusebenza kanye nezingqinamba mayelana nokusetshenziswa kwezobuchwepheshe, uKwenza kwabafundi, uMsuka wolwazi, ukufundisa indidiyelakubala, kanye noLwazi loKufundisa, uKufundisa uMsuka woLwazi, uMsuka woLwazi loBuchwepheshe, uMsuka woLwazi, uLwazi loBuchwepheshe kanye noMsuka woLwazi kanye nokusetshenziswa kobuchwepheshe ukufundisa izibalomidwebo. Okutholakele kuveza ukungabi khona ngokuphelele kwezobuchwepheshe ukufundisa umjikelezo wezibalomidwebo wezinga le-4 ekolishi lase-TVET. Abafundisi bendidiyelakubala babhekana nezingqinamba eziningi mayelana nokwesweleka kwezobuchwepheshe ezifanele ikakhulukazi ezimayelana nokufundisa umjikelezo wezibalomidwebo, futhi bonke abafundisi bendidiyelazibalo babenalo ulwazi lwamakhonsephthi omsuka wolwazi, i-content knowledge (CK), ulwazi lokufundisa, i-pedagogical knowledge (PK), kanye nolwazi lobuchwepheshe, i-technological knowledge (TK). Abafundisi abaningi banalo ulwazi olwanele lwamasu okufundisa, kodwa abafundi baswela umsuka wolwazi lwendidiyelazibalo. Ngaleyo ndlela-ke, amasu okufundisa asetshenziswa abafundisi bendidiyelakubala ukufundisa umjikelezo wezibalomidwebo aqondene nendidiyelakubala, bese beba nenkinga ukufundisa umjikelezo wezibalomidwebo. Abafundisi bangasebenzisa ubuchwepheshe ukuhlola, kodwa ukwesweleka kwezinsiza kuyabanqinda kulolu cwaningo. Okokugcina, awekho amathuba kubafundisi ukuthi basebenzise ubuchwepheshe ukuhlola abafundi ngabodwana. Ukwesweleka kwezinsisa kubanqinda ukufundisa nokufunda umjikelezo wezibalomidwebo kuleli kolishi lase-TVET. I-BBE kanye ne-DHET kusebenza ngokwehlukana uma kuza nokuthuthukisa ukufundisa. Abafundisi bendidiyekubala baveze ukuthi umthambo wendidiyelakubala wesigaba se-FET wehlukile kunaloyo wesigaba se-NCV sesibili kuya kwesesine, kanti kuyahambisana ngokwe-DHET. Kunobufakazi bokuthi kukhona ukungalingani ngoba amakolishi asebenzisa ubuchwepheshe ukufundisa umjikelezo wezibalomidwebo. Abafundisi bendidiyelakubala babhekene nezingqinamba eziningi mayelana nokwesweleka kwezimo zokufundisa nokufunda ngenxa yezinkinga zokuphepha emakhampasini ukuvumela ezobuchwepheshe ukufundisa umjikelezo wezibalomidwebo ezingeni le-4 ekolishi lase-TVET. Yize noma bungekho ubuchwepheshe obuqondene nokufundisa umjikelezo wezibalomidwebo, abafundisi bendidiyelazibalo babonakala njengabantu abehlulekayo ukusebenzisa ubuchwepheshe emisebenzini yabo yokufundisa umjikelezo wezibalomidwebo. Abafundisi bendidiyelazibalo abanalo ulwazi lwezobuchwepheshe, i-technology knowledge (TK), umsuka wolwazi lwezobuchwepheshe, i-technological content knowledge (TCK), ulwazi lokufundisa ngezobuchwepheshe, i-technological pedagogical knowledge (TPK), kanye nobuchwepheshe, ukufundisa, kanye nomsuka wolwazi (TRACK) okuvumelana nomjikelezo wezibalomidwebo. Abafundisi bebendidiyelazibalo abanalo ulwazi lokusebenzisa ubuchwepheshe bomjikelezo wezibalomidwebo ukufundisa ibanga le-4 ekolishi lase-TVET. Ucwaningo luphakamisa ukuthi amaKolishi ase-TVET ahlinzekele abafundisi bendidiyelazibalo ngamathuba adingekayo ukufundisa abafundi bomjikelezo wezibalomidwebo bezinga le-4 besebenzisa ubuchwepheshe. Ngakho-ke, okutholakele kulolu cwaningo kumele kukhanyisele ongqongqoshe be-DHET kanye ne-DBE eNingizimu Afrikha ukulungiselela kanye nokuhlelela umthamo wokufundisa kanye kanye nezinqubomgomo. Amaqama Anqala: umsuka; ubuchwepheshe; ukuhlola; ulwazi; ukufunda nokufundisa; umjikelezo wezibalomidwebo; indidiyelazibalo.
Teachers' experiences of the implementation of the curriculum and assessment policy statement: a case study of three primary schools in KwaZulu-Natal Province.
(2014) Nkosi, Thandi Priscilla.; Maharajh, Lokesh Ramnath.
This study focuses on a case study of three primary school teachers who were implementing the South African Curriculum and Assessment Policy Statement. The Curriculum and Assessment Policy Statement is a new curriculum policy which was introduced in 2012. This study seeks to answer the research question ‘what are the teachers’ experiences of the implementation of the curriculum and assessment policy statement in three primary schools?’ The study undergoes a form of a qualitative interpretive case study focusing on a study of three primary school teacher participants. The literature review focused on curriculum change internationally, curriculum change nationally, causes of curriculum change internationally, causes of curriculum change nationally, factors affecting the implementation of curriculum, the role of teachers in implementing, training and support in implementing curriculum and the impact of curriculum change in schools. Data generation occurred through one on one semi-structured interviews where the researcher attempted to get more information about teachers’ experiences of the implementation of CAPS in three primary schools. This dissertation explores the experiences of three teachers in the implementation of Curriculum and Assessment Policy statement. The data generated was analysed using qualitative data packages. The study used the content analysis method where data was categorised according to the themes. The study has shown that there are many dynamics and possibilities relating to curriculum change in South Africa particularly the implementation of CAPS. Understanding these dynamics, the study has paid considerable attention to the growing concerns relating to curriculum change, and how these concerns can be averted in order to implement CAPS efficiently and effectively in South Africa. While the study has drawn quite extensively from the previous curriculum changes that have been introduced in South Africa (such as OBE, Curriculum 2005, NCS, and most recently the RNCS), this study has explored teachers’ experiences of the implementation of the Curriculum and Assessment Policy Statement in primary schools. Through this study, it has become apparent that curriculum changes are done with a view of bringing about positive change in the education system if it is not achieving its stated objectives. As the study has shown, curriculum changes have been beset by constraints and challenges. As such, the planning, formulation, and adoption of curriculum changes are not really a serious concern rather; implementation has become a huge challenge. This study recommends that the educational resources have to be prioritized by the Department of Basic Education to ensure the efficiency of curriculum implementation.
Teachers’ experiences in teaching popular culture in creative Arts in grade 9 in KwaZulu-Natal school.
(2016) Pakati, Nokuthula Thenjiwe.; Maharajh, Lokesh Ramnath.
Following the introduction of a new curriculum, Creative Arts, in Khethokuhle secondary school in KwaZulu-Natal, this study focused on investigating Creative Arts teachers’ experiences in implementing the new element of the curriculum in their classrooms when teaching popular culture in Creative Arts in Grade 9 in KwaZulu- Natal. This qualitative case study was used to provide an in-depth sight into day-to-day implementation of popular culture in Creative Arts, success and failures of teachers (teachers’ experiences). It further gave me an opportunity to delve into the weaknesses and strengths of the Department of Education’s workshops’ which were offered during implementing a new curriculum. Data generation methods are influenced by interprevist paradigm and the study used individual interview with open-ended questions, non-participatory and documents reviews of the lesson plan books, scheme of works and record of work done. Purposive sampling was used in the selection of the participants which were four Grade 9 Creative Arts teachers. The items of the data were analysed into meaningful themes. A theory of curriculum change was used and ethical issues were considered. The findings of this study revealed that teachers’ were not adequately trained on how to implement the elements of popular culture in Creative Arts and not many teachers were involved in the design of the new curriculum. They were not even trained on the teaching methods because the Department of Education just assumed that they would not have problems. Grade 9 Creative Arts teachers’ also showed that performance of Creative Arts is not good because teachers hate teaching practical, as a result they concentrate more on theory.
Teachers’ views of their assessment practices.
(2021) Macholo, Gugu.; Maharajh, Lokesh Ramnath.
Assessment remains one of the critical issues in teaching and learning. It is one of the important tools used by education practitioners to monitor students’ progress, predict students’ learning, guide students’ learning, and evaluate learning. Reliability, fairness, the degree of difficulty, and success are principles of effective assessment. Recent and past studies have revealed assessment approaches that lead to effective learning. The challenge of assessment lies within these principles and approaches. However, most teachers find it difficult to consider principles when they design assessment activities. This study aimed to explore the views of teachers on their own assessment and their understanding of fairness, success, and level of difficulty in designing assessments. The research targeted urban schools in the Umlazi district (Maphundu circuit). One hundred participants from five schools voluntarily participated in the questionnaire part of the study. Interview participants were randomly selected from these 100 teachers. The aim of this empirical qualitative study was to find a common understanding of assessment across the grades in terms of fairness, reliability, success and level of difficulty. Data was generated through questionnaires, interviews and document analysis. This revealed the role played by teachers’ qualifications, enrolment and assessment approaches. The information from the documents clarified the principles of assessment. The results depicted that teachers viewed their assessment practices as effective. However, the challenge of over-crowding and a lack of proper in-service training was found to be problematic in executing fair assessment practices. The study revealed that teachers found assessment to be a continuously challenging component in education. The study concluded that any change in assessment practice should be based on teachers’ empirical knowledge.