Browsing by Author "Mnisi, Thoko Esther."

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Beyond data production : exploring the use of a digital archive in addressing HIV-related stigma with educators in two rural schools in KwaZulu-Natal.
(2009) Mnisi, Thoko Esther.; De Lange, Naydene.
This study outlines the use of a digital archive (a data set of staged HIV stigma photographs which were taken by Grade 8 and 9 learners) with educators in two rural schools in KwaZulu-Natal, exploring their views on using it in their teaching to address HIV and AIDS-related stigma. It responds to the need for creative and participatory methods in addressing HIV and AIDS. A qualitative, interpretive, exploratory and contextual design, using community-based participatory research methodology, was used to explore the digital archive, identify, and try out ways in which it could be used in addressing the pandemic. Data was generated using ICT-based focus group interviews involving fourteen male and female educators from two schools some - who have been participating in HIV research projects. I draw on a psycho-social framework within the ecosystemic approach, the values of community psychology and research as social change. A digital archive has potential for communication and transferring information, especially in a rural area. It also shows potential to get both females and males to work together in addressing HIV-related stigma, hence reducing the gendered skewness of this pandemic. From the educators‟ responses to using the digital archive, themes emerged around working with the content of the archive, using the archive for teaching and learning, using the archive for engaging with stigma in the school and for change in the community. The findings suggest that the use of a digital archive in a rural context can enable educators to access and share digital material, which is locally produced, relevant and realistic, to address HIV-related stigma in the school. The tool in use can facilitate community participation and be used to deepen the understanding about HIV and HIV and AIDS-related stigma to a level that has impact on individual behaviour and ultimately on the community. Despite the potential there are still challenges such as lack of access to infrastructure, literacy, and relevant content. This work is exploratory and encourages further work to explore the implications and the trends on the use of a digital archive in other school settings.
Educators’ experiences of corporal punishment: a case study of selected secondary schools in Eswatini.
(2021) Magagula, Lindiwe Ncane.; Mnisi, Thoko Esther.
Prompted by the escalating number of criminal cases against educators for severe corporal punishment and injury inflicted on learners, this study aimed to understand why educators persist with corporal punishment. Corporal punishment in Eswatini schools persists despite its proscription following Eswatini’s ratification of the United Nations Convention on the Rights of the Child and the African Charter on the Rights and Welfare of the Child. Guided by the Cultural Historical Activity Theory (CHAT) as a theoretical framework, working within an interpretive paradigm, this qualitative study employed open-ended questionnaires administered to purposively selected educators from different types of schools in the four regions of the country. This was followed by two focus group discussions (FGDs) to validate and acquire an in-depth understanding of the data that were generated via the questionnaires. The data generated was used to understand why educators persist with corporal punishment. The main objectives were: to explore the experiences of educators relating to the use of corporal punishment to discipline learners in schools, to understand why educators persist with corporal punishment in schools despite its proscription, and to determine how educators maintain discipline and ensure an environment conducive to teaching and learning using less drastic disciplinary techniques. Following a thematic analysis of the data, the findings revealed that educators justify their persistent use of corporal punishment at three levels, namely social, political, and pedagogic levels. The findings further revealed that the educators have created their own amalgam of culturally influenced blended discipline to continue inflicting corporal punishment on learners. The study recommends that educator training institutions should follow the Education for Effective Classroom Management (ETCM) Model in educator training and include a module that specifically deals with issues of discipline. The institutions should also emphasise lifelong learning in educator service workshops to enable educators to meet the evolving demands of their profession.
Exploring nurses’ experiences of in-service training at a hospital in Swaziland.
(2017) Magagula, Khawulile.; Mnisi, Thoko Esther.
This study explores nurses’ experiences of in-service training at a hospital in Swaziland. In-service training plays a vital role in the improvement and preservation of health personnel capabilities to offer excellent services and in further realising health coverage and health results worldwide. The study was prompted by that nurses’ experience of in-service training is a topic that has not been fully explored in Swaziland and the personal rationale for the study was that researcher is a nurse by profession. The study applied a qualitative approach, the interpretivist paradigm and descriptive phenomenology. The sample comprised 13 nurses who were purposively selected from in and outpatient settings of the study hospital. Data was generated through in-depth interviews using an interview guide with open-ended questions and verified by a focus group discussion by a focus group guide. Colaizzi’s (1978) method was used as a tool for data analysis. The theory of planned behavior was applied to view participants’ data and reach a general description of nurses’ experience of the in-service training. The study has unveiled participants’ experience of in-service training, challenges of in-service training, and recommendations for improving in-service training. These themes responded to the 3 critical questions which guided the study: What are the experiences of nurses regarding in-service training in one hospital in Swaziland?; What are the current challenges in offering in-service training in one hospital in Swaziland and How can the provision of in-service programmes for nurses be improved in one hospital in Swaziland? The study has shown that participants have experienced in-service training positively and negatively. Central to the experience is in-service training planning, design, implementation and post training follow up and application. In-service planning encompassed communicating in-service training to trainees, selecting participants among others. Implementation entailed types of in-service trainings, topics covered, facilitation strategies, training providers, effectiveness of in-service training, post training support, and benefits of in-service training. The study revealed multifaceted challenges on planning, logistics, delivery, continuity and sustainability of in-service training. These were linked to numerous causes such as shortage of staff, workload, high staff turnover, high morning hospital routine, conflicting trainings, funding challenges, shortage of equipment and supplies among others. Recommendations for improvement of in-service training include the need for proper organization and design of in-service training; proper implementation of in-service training; improving post training support and implementation; improving the work setting; engaging management; donor support; upgrading the in-service infrastructure. The argument put forth is that in order to improve nurses’ experience of in-service training to produce performance change and possibly better patient outcomes, efforts must address factors that influence the outcome of the experience. These are personal, significant others, internal organisational, and health systems factors.
Exploring the experiences of students with physical impairments studying at a Technical Vocational Education and Training (TVET) College in Kwazulu-Natal.
(2020) Ntombela, Bongani Praisegod.; Mnisi, Thoko Esther.
The study attempts to respond to three research questions: How do students with physical impairments experience studying at a TVET College in KZN? What are the perceptions of students with physical impairments about this TVET College as a learning environment? What support does the institution offer for students with physical impairments studying at this TVET College? This qualitative study is positioned within an interpretivist paradigm and employs a case study research approach. Only four participants were interviewed. A case study emphasises that even one candidate is enough as long as an in-depth study can be done. Observations and semi-structured individual interviews were the main data collection tools used in the study and were used to explore the key research questions focusing on experiences and attitudes experienced by students with physical impairments at a TVET College environment. To answer the above questions, I examined whether resources were provided for students with physical challenges at a TVET College, the use of learner support services, infrastructure accessibility, community support and institutional support. This research study was conducted with students who were physically impaired only. Purposive sampling was used. The sample of the population included four participants who were physically impaired and who were registered in one college. Furthermore, participants comprised one female and three males who were doing different levels at the college, that is, NCV, NQF level two to level three and Nated 5 student. This study explored the experiences of students with physical impairments studying at a TVET College in KwaZulu-Natal in order for the College to meet these students’ academic needs. The study was conducted in one TVET College in Northern Natal. The conclusion and implications of the study indicated that there is inaccessibility of buildings, inadequate support from student support services and a lack of assistive devices for students with physical impairments. However, students with physical impairments showed a positive attitude toward learning, irrespective of the challenges they faced. Other findings suggest that the senior College management and student support services should do everything possible to create an environment in which students with physical impairments feel welcome and part of a community which embraces diversity and willingly accommodates their differences. All relevant role players at TVET Colleges should collaborate to overcome barriers, for example (name a few from your study), provide suitable access to buildings and endeavour to meet their academic, social and emotional needs thereby enabling them to attain their full academic development.
Female students' experiences in learning Geography as a major at tertiary education level : a case study of a teacher training college in Swaziland.
(2015) Magagula, Lindiwe Ncane.; Mnisi, Thoko Esther.
This study aimed at exploring why there was a lower enrolment of female students learning Geography as a component of specialisation at teacher training college. A case study, looking into understanding the experiences of female students learning Geography as a choice component of specialisation was undertaken at one teacher training college in Swaziland. Semi-structured questionnaires which were administered to eighteen (18) female students learning Geography as a choice component of specialisation at the college were the main tool for generating data. This was followed up by three (3) focus group discussions meant to get an in depth view of the data generated using the semi-structured questionnaires. The data generated aimed at answering the key question: What are the experiences of female students learning Geography as a component of specialisation at college? The researcher was guided by the following sub-questions: a) What are the experiences of girls learning Geography as an area of specialisation? b) What factors inform girls’ choice of Geography as a subject specialisation? c) How can girls’ participation in Geography be enhanced? The data were captured, coded, analysed and interpreted using the inductive approach. Given that this study was dealing with the experiences of humans, a proper ethical clearance was obtained through getting the participants to sign a consent form that clearly stated the conditions of consent for participating in a research. Although the participants of the study were adults and over 18 years of age, permission was sought from the college principal to conduct the study in the college. The study produced evidence that the girls learning Geography at the college found doing the subject to be an interesting experience although they encountered a few challenges in certain aspects of their learning. The study further illuminated there were fewer females than males learning Geography as a specialisation, albeit that the girls claimed to enjoy learning Geography and find learning it interesting. From the data generated it became clear to the researcher that the lower number of girls had very little to do with the college experience, but was instead a consequence of subject selection policies followed in high school and the subject choices made there. The conclusions and implications of the study are that the girls find learning Geography at college level interesting because of its multidisciplinary nature. However, the same girls found that the experience is fraught with challenges such as the shortage of learning materials, the use of archaic teaching methods by lecturers as well as unequal treatment by male lecturers. The study’s findings also implied Geography was not given its rightful place in high school; was used as ‘a filler’ after students had selected other subjects and as a result not many girls got the opportunity to learn it. The implication was that there were therefore fewer girls that get to know and like Geography enough to want to learn it at college level.
Imbalances of the past: marginalisation of women in leadership roles in South African higher education.
(2023) Zungu, Snenhlanhla Ntomfuthi.; Mnisi, Thoko Esther.
The gender equality policy encourages the full and equal participation of women in the workplaces. However, there has been a significant dearth of women in South Africa senior leadership roles. The main aim of the study is to explore the roles of social capital in promoting women into senior leadership positions in higher education institutions. I have drawn social capital as a theoretical framework to analyse data to understand the impact of social capital in advancing women into senior leadership. The study is qualitative. I used the semi-structured interviews to generate data. Three women who were school deans were interviewed. The interview questions were constructed to answer these critical questions of the study: What influence does the social capital have in advancing women to senior leadership positions in higher education? How significant are the professional networks in contributing to career progression of women leaders in higher education? How can the aspiring women leaders be supported by women who have ascended to leadership position in universities? What do women leaders recommend for women who desire to be in senior leadership roles? Thematic analysis was used to analyse the qualitative data to look for patterns in the meaning of data to find themes. The findings suggest the four key points: The influence of social capital in advancing women to senior leadership, professional networks in career advancement of women leaders, importance of supporting aspiring women leaders by the experienced women leaders and insight gained by experiences of women leaders. The study suggested the following recommendations for the higher education institutions in South Africa: (1) The reviewing of the promotion criteria to accommodate women as they have dual responsibilities between work and family, and (2) Continuing mentorship of aspiring women leaders to increase their job proficiency.
'Picturing' nutritional inclusion : using photo voice to explore school feeding schemes with two primary schools in Manzini, Swaziland.
(2016) Dlamini, Julia Fikile.; Mnisi, Thoko Esther.
This study explored the experiences of primary school learners regarding inclusion in school feeding schemes, and also investigated the nature of an ideal school feeding scheme. An inclusive school feeding programme is practiced in many countries as a way of strengthening education. The study was conducted in two primary schools in the urban area of Manzini, Swaziland. The participants consisted of twenty-four grade five and six learners. In each school there were six male and six female learners ranging in age from nine to twelve years, who participated in the school feeding scheme. This study was informed by a qualitative, interpretivist paradigm and followed a participatory design named photo voice to allow participants to create meaning to their experiences. The study was guided by the Maslow Theory of Basic Needs & Learning and the Theory of Social Inclusion. The data generated was analysed using a participatory analysis method and Patton’s techniques provided insight into the learners’ experiences of inclusion in the school feeding scheme and also learners’ notion of an ‘ideal’ school feeding scheme (Patton, 2002). The findings indicated that school feeding schemes greatly benefit learners who access them. A school feeding scheme helps to alleviate short term hunger, increases enrolment rates, improves academic performance, improves micronutrient status, reduces absenteeism and late coming, and also improves cognition. However, the research established that there were students who were not going to the school kitchen to access food because of their own preferences and choices; some learners brought lunch boxes from home and some bought food from the market place. The study also found that there were learners who only accessed food when meat stews were served in the school kitchen. The implications for the study are that, school management and stakeholders such as government and parents should work hand in hand to make sure that there is a regular supply of food in the schools so that the feeding schemes can operate without interruption. The study also suggests that that there should be improvement in the school feeding scheme in terms of the menu; school management and learners, in collaboration with a nutritionist, should work together in planning and improving the menu. From the participants’ voices on an ideal feeding scheme, there were suggestions such as: the school engaging in fund raising campaigns and sponsored walks as a way of raising funds for building new kitchen structures with dining halls and also for growing fruits and vegetables in the school garden for the school feeding scheme so that more learners would be attracted to the school feeding scheme. They were clear that the school feeding scheme was of great benefit to learners’ educational and health needs.
South African further education and training mathematics educators’ experiences of the implementation of progression policy.
(2021) Mngadi, Matsidiso Mary.; Mnisi, Thoko Esther.
This study is aimed at exploring how the Further Education and Training (FET) pure mathematics educators experience the implementation of progression policy. Progression policy has been implemented in the FET mainstream since 2012. The implementation of progression policy since then has been a hotly debated topic amongst scholars. One of the concerns about progression policy implementation was the involvement of the educators’ experiences and expert opinions as agents of implementation in grassroots levels. The data for this study was generated from five purposefully selected FET mathematics educators who had been teaching the subject for more than five years in public ordinary secondary schools within the Sedibeng East District. Despite the challenges of the COVID-19 pandemic, data was generated from these participants through face-to-face semi-structured interviews, which gave these FET mathematics educators an opportunity to freely express their full-bodied experiences of progression policy implementation in the subject of mathematics in grade 12. The primary and secondary research questions were centralised around the lived experiences of these FET mathematics educators since the progression policy was implemented en masse in the FET phase. This data was then viewed through the Public Value Theory which upholds that during policy implementation processes, all stakeholders need to work hand-in-hand so as to share both failures and its successes. All the data generated were analysed using the Braun and Clarke Thematic Analysis and the transcribed data was themed into three themes which were aligned to the primary and secondary research questions of the study. Amongst others, the findings to the study point out that the implementation of policies in education, particularly progression policy, is still contextualised within the apartheid legacy, that progression policy implementation is still used as a wedge to divide the education system. The findings also show that the experiences of the educators have long been side-lined and the implementation of progression policy has not made it any better, issues such as teacher support and development in policy implementation are still left on the poor mathematics educators to figure it all out on their own. This study therefore gives recommendations for better progression policy implementation and these recommendations upholds the importance of active engagement and involvement of these FET mathematics educators in policy processes. It gives both policy-makers and the FET mathematics educators an idea that perhaps the consideration of experiences from the implementers could impact on how policies in education could best be shaped, especially progression policy. The recommendation from this study thus upholds that the effective implementation of progression policy should support the value of the experiences of the agents of implementation, the FET mathematics educators. The experiences of these FET mathematics educators are a resource that of which the Department of Basic education can prioritize on to ensure that the implementation of progression policy is done effectively.
The integrated post-school education and training system: exploring the policy and procedure shortcomings in TVET to HEIS articulation.
(2022) Wakeni, Asiphe Delron.; Mnisi, Thoko Esther.
The phenomenon of articulation from TVET colleges into HEIs, vertical articulation, is a subject that is currently being investigated and has not yet been standardised, even though there is a policy that frames it. It requires education and training institutions to be engaged in partnerships to contextualise articulation according to their institutional contexts. The aim of this study was to explore the procedure and policy shortcomings of articulation from TVET colleges into HEIs as provided by the DHET articulation policy, with specific reference in the role played by a TVET college in the Eastern Cape in enhancing articulation of its graduates and exit level students, into HEIs programmes. The study adopted a qualitative research methodology where 31 research participants were purposively selected using a non-probability sampling technique. The participants comprised four students’ focus group discussions, a focus group for student support services campus staff, a structured interview with one member of the College Board management. Thematic analysis was used to analyse data from the participants from which four themes emerged, together with their subcategories. The study found that the TVET College does not have any partnerships with HEIs that specifically address the articulation of its graduates and/or exit level students or one that includes articulation as one of areas of collaboration. The study also found that the college has done very little, at least formally, to ensure that students are aware of the articulation route to HEIs as enshrined in the student support services plan from DHET developed for colleges annually. The study also found that both students and SSS staff are not fully aware of the articulation to HEIs process, with some students not even being aware that such an articulation route exists, thinking that they can only progress in TVET programmes. The study also discovered that the majority of TVET students have an interest in the articulation route to HEIs, while the few who had no interest highlighted misconceptions resulting from lack of understanding of the articulation process as their rationale for not having an interest in that route. The study also discovered challenges that are hindering or jeopardising successful articulation to HEIs. These challenges include curriculum mapping, lack of knowledge about articulation into HEIs process by both staff and students, and misconceptions about articulation into HEIs by students. The study concluded that the college does not have any initiatives meant to enhance articulation in the form of internal policy, partnerships with HEIs, knowledge sharing with students and capacitation in the form of workshops. This has led to a lack of awareness about articulation into HEIs and misconceptions thereafter from the student body. The implications for this research are that, to enhance articulation into HEIs, the college should prioritise partnerships with HEIs; internal policy development; staff and student capacitation on articulation, all specifically for articulation. The DHET should grant colleges institutional autonomy when it comes to curriculum changes to a small percentage, 20 to 30 percent, while keeping the larger part, 70 to 80 percent, standard.