Browsing by Author "Mthiyane, Ncamisile Parscaline."

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A collaborative framework for enhancing sustainable learning for learners with disruptive behaviour in a rural school context.
(2020) Lunga, Prosper.; Mthiyane, Ncamisile Parscaline.; Hlalele, Dipane Joseph.
This study investigated how a collaborative framework could be utilised to enhance sustainable learning among learners with disruptive behaviour in a rural school context in Zimbabwe. The literature confirms that a collaborative framework has the potential to emancipate and empower teachers, parents, other stakeholders interested in education and all learners, including those with disruptive behaviour. Working within the critical emancipatory research paradigm, the study involved participants from a rural school context. An eclectic approach that combined the theory of Ubuntu and the concept of critical consciousness was employed to understand disruptive behaviour as a socially constructed challenge in a natural setting. While Ubuntu highlights collaboration, interconnectedness and interdependency among people, critical consciousness aims to promote critical thinking, emancipation and empowerment, and address inequality, oppression, domination, suppression and alienation. Participatory action research design, provided a platform for the participants to critically engage in meaning-making discourses about the lives and circumstances of learners with disruptive behaviour in a rural school context. Purposive selection was utilised to select participants and the data was generated by means of focus group discussions, document analysis and reflective journals. The data were analysed following three levels of using critical discourse analysis. The study’s findings revealed that there was limited collaboration to deal with disruptive learner behaviour in this rural school context. The participants noted that such behaviour has mainly negative consequences for learners, teachers, parents and the broader community and that it needs to be addressed in order to enhance sustainable learning. The challenges that hinder collaborative practices, strategies to mitigate them and preventative measures that could be adopted to prevent disruptive behaviour were identified. Finally, the participants agreed that a collaborative framework should be utilised to address this issue and that monitoring and evaluation should be conducted at all levels of the framework. Based on these findings the study proposes a collaborative framework to enhance sustainable learning for learners with disruptive behaviour in a rural school context.
Comprehensive sexuality education for sustainable learning in rural ecologies.
(2021) Mudhumo, Eustina.; Hlalele, Dipane Joseph.; Mthiyane, Ncamisile Parscaline.
This study explored how Comprehensive Sexuality Education could be utilised to enhance sustainable learning in rural ecologies. The literature on Comprehensive Sexuality Education state that schools in Zimbabwe responded positively to the institutionalisation of Guidance and Counselling as a subject but continue to teach abstinence only. The adolescent learners were still engaging in various risky sexual behaviours and relying on unreliable sources of information, compromising their sexual well-being. This study was framed by the Ubuntu theory and the Asset-Based Approach. The Ubuntu theory emphasises togetherness and interwoveness; it is thus in line with the values of the Asset-Based Approach that posits that individuals in their own settings value their strengths and work collaboratively as a community. Drawing on the interpretivist paradigm, this qualitative case study engaged participants in Zimbabwean rural ecologies to unveil their experiences of Comprehensive Sexuality Education. Purposive selection was employed to select 12 learners, head of the school and two teachers, three parents, a schools inspector, social worker and a pastor as participants. Data were generated using one-on-one semi-structured interviews, focus group discussions, reflective narratives and document analysis. Thematic analysis was employed to analyse the data. The findings revealed that schools lack effective strategies to teach Guidance and Counselling. Furthermore, whereas teachers resort to teaching abstinence rather than Comprehensive Sexuality Education, learners continue to access and explore unreliable sources of various sexuality issues, which exposes them to risky practices and negatively impacts their sexual well-being. It was found that teachers lack the capacity to properly implement the curriculum. The different stakeholders played a significant role in inadequate implementation of Comprehensive Sexuality Education. The study concluded that sexuality education should be promoted to reduce antisocial behaviours. This calls for collaboration between schools and other stakeholders within the community. It is recommended that monitoring and evaluation mechanisms within the Ministry of Primary and Secondary Education should be strengthened and should not be solely based on evaluations made by Guidance and Counselling officials and schools inspectors.
An exploration of grade 10 rural high school learners' and teachers' experiences of career guidance and counselling within life orientation education.
(2016) Maharaj, Qurisha.; Mthiyane, Ncamisile Parscaline.
The current state of Career Guidance and Counselling within Life Orientation education in South African high schools in the 21st century was explored in this study. In particular, this study was based largely on the experiences of teachers and learners of the status of Career Guidance and Counselling offered in South Africa (with particular emphasis on rural and peri-urban high schools). Conceptualised within the theoretical framework of the Social Cognitive Career Theory (Lent, Brown & Hackett, 1994), this study aimed to elicit experiences and understandings of teachers and learners about Career Guidance and Counselling in order to explore what can be done to assist millions of young people in South Africa to make informed career decisions. A qualitative methodological approach to research was adopted in conducting this study. The study sample was selected using purposive sampling and consisted of four Life Orientation teachers with teaching experience within the Senior and Further Education and Training (FET) Phases, as well as eight Grade 10 learners. Semi-structured interviews and focus group discussions were used to generate data from the participants in order to explore the experiences and challenges of learning and teaching Career Guidance and Counselling. Data was analysed using Colaizzi's (1978) phenomenological data analysis method in order to accurately depict the experiences of the participants. The conclusions of the study indicate that: most of the learners were unable to provide clear understandings of the term counselling and did not know what the term meant; most teachers do not have the necessary knowledge and skills needed to support learners to make informed subject and career choices; Career Guidance and Counselling within the Life Orientation curriculum seem to not meet the career needs of all learners; and the delivery of the current Life Orientation curriculum within particular contexts is a challenging experience for teachers who participated in this study. However, with appropriate and professional teacher training and a more flexible and adaptable curriculum design, the participants felt that these challenges could be overcome.
An exploration of perceptions of foundation phase teachers of gifted learners: a case of two primary schools in Ilembe district.
(2018) Jiyane, Gugulethu Makhosazana.; Mthiyane, Ncamisile Parscaline.
Gifted education in South Africa is currently a complex issue. Teachers often face overwhelming challenges of teaching the gifted learners due to lack of preparation or professional development to work in a classroom with various mixed abilities. Therefore, this study explored the perceptions of Foundation Phase teachers of gifted learners in order to determine if teachers were able to meet the needs of gifted learners in the mainstream classroom. The study is based on Bronfenbrenner’s Ecological Systems Theory as a framework which views learners in their context, considering overlapping systems that are interconnected and influence the participant’s life. The study adopted a qualitative methodological approach embedded within the interpretive paradigm. A purposive sampling strategy was considered to select participants for the study. Two public primary schools were approached to participate, especially the Foundation Phase. The participants consisted of eight teachers who were actively involved in the Foundation Phase (Grade two and Grade three) in their respective schools. Two Foundation Phase Head of Departments agreed to take part in the study. Two parents of the identified gifted learners were also invited to take part in the study. Qualitative data generation methods included one-on-one semi-structured interviews as well as focus group discussions with the research participants. Thematic analysis was used to determine the themes that were constructed from the data (Braun & Clarke, 2006). Four themes emerged from the data. The conclusions of the study indicate that an understanding of the concept of giftedness is of great importance as this was seen as something that is designed for a particular individual and could not be altered or taken away; teachers are often faced with overwhelming challenges which hinder equal and meaningful engagement with all learners in their classrooms; a serious need for adequate teacher training at both pre-service and in-service levels, in order to address the specific learning needs of gifted learners. Research participants believed that an appropriate and professional teacher development and an improvement on the curriculum that will cater for the high intellectual level of gifted learners will assist to overcome these challenges.
An exploration of the role of parental involvement in the psychosocial development of adolescent learners in secondary schools.
(2019) Duma, Ntombikayise Protasia.; Mthiyane, Ncamisile Parscaline.
This study research aimed to explore the role of parental involvement in the psychosocial development of the adolescent learners in secondary schools. Literature reviewed revealed, dis-cussed the following topics: International background on parental involvement; challenges of parental involvement in the psychosocial development of adolescent learners, linguistic challenges; lack of educator training; contextual/community factors; lack of parental involvement, Theoretical framework, Theoretical significance. This qualitative case study purposively selected two secondary schools in the rural context of Pinetown District in KwaZulu-Natal. A sample of one Life Orientation teacher from each participating school, two parents from each school and a total of four learners from each school was selected. A total of four boys and four girls, in grade 10 and grade 11 from both participating schools. This study utilized semi-structured interviews with teachers, parents and focus group interviews were applied with adolescent learners. Data generated was analysed following thematic analysis. Themes that emerged included: The understanding of parental involvement in the psychosocial development of adolescents; the need for parental involvement in the psychosocial development of adolescents; the lack of parental involvement as a hindrance to academic performance of the adolescent learners and challenging school factors and the lack of parental involvement. All ethical issues were adhered to. Data that was analysed indicated that parental involvement has significant effects in improving learners’ psychosocial development which yields positive effects on improved academic performance; enhanced development of self-esteem in adolescent and surprisingly for parents as well. This research has proven that the role of parental involvement is important for secondary schools to adolescent learners in their development and to know themselves as they are developing at home, school and in community and as individuals as well as in building good relationships with parents.
Exploring experiences and practices of teachers in the implementation of inclusive education : a case of one full-service school in the uMgungundlovu District.
(2016) Hoosen, Zaheera Bibi.; Mthiyane, Ncamisile Parscaline.
After the first democratic elections in 1994 the South African Government was faced with many challenges within the Education System. The Government committed itself to the principles of an Inclusive Education approach in order to provide equal education for all learners. The focus of IE is to provide education for all learners. Despite the international shift to IE, fundamental tensions and contradictions exist in most countries between stated policy and actual practice. Implementing IE policy involves not only redefining teaching practices, but requiring teachers to develop an alternative sense of themselves, not only professionally but as individuals. Full-service schools were then developed by the South African Government to provide quality education to all learners via flexibility to meet the full range of learning needs. Full-service schools are institutions that strive to transform themselves – proactively addressing barriers to learning and increasing learner participation and teachers in the learning process. The study is aimed at adding value to the domain of IE, especially to the understandings of the IE policy, implementation and intervention strategies thereof especially in the Intermediate and Senior Phases. Data was gathered by the use of semi-structured interviews and document analysis. The case study was conducted in one Full-service school in the uMgungundlovu district. The importance of having chosen the Full-service school was to gain understanding of how IE is implemented and if there are any differences in the teaching methodologies or implementation of the curriculum. Findings highlighted that even though there were successes in the implementation of Inclusive Education in this school, there were still a number of challenges that the school and teachers still experience. Recommendations included the availability of resources by providing and accommodating learners with special education needs with the relevant resources, involvement of all stake holders in education in the relevant sectors and adequate training of primary school teachers in Inclusive Education.
Exploring schooling experiences and challenges of immigrant learners in a multilingual primary school.
(2016) Mbhele, Mildred Sanele.; Mthiyane, Ncamisile Parscaline.
This thesis is a presentation of immigrant learners’ schooling experiences and challenges in a multilingual primary school in South Africa. The study was guided by three research questions: What are the schooling experiences and challenges of immigrant learners in a multilingual primary school? How do these experiences and challenges impact on the learners’ social well-being? How do immigrant learners navigate the challenges they are faced with in a multilingual primary school? The study employed Bronfenbrenner’s Ecological Systems Theory as it focuses on the role played by systems or contexts in the development of a learner of which he is part. This case study was approached from an interpretivist paradigm and adopted a qualitative approach. All participants were purposely sampled which included six immigrant learners, one English Language teacher, one Life Skills teacher and one First Additional Language teacher, that is, an isiZulu teacher. Data generation tools that were utilised were semi-structured interviews with all the participants, focus group discussions and diary entries with the learners. Data was analysed using Braun and Clarke’s (2006) thematic analysis approach. The findings of the study unveiled factors that contribute to the schooling experiences and challenges of immigrant learners in a multilingual primary school. Five themes emerged from the data that was generated. The themes were the discovery of the role played by the school context in the social well-being of immigrant learners; inclusivity and exclusivity of immigrant learners during the process of learning; the parental involvement in the adaptation of the immigrant learners in a new school context; the effect of indigenous language as a source of discrimination and English Language and accent as a barrier and also how learners navigate the challenges. Among the negative challenges highlighted were issues of stereotyping, isolation, discrimination and exclusion. The positive experiences included better living standards, better standard of education in South Africa, and the exposure of the learners to diverse languages and cultures. Based on the findings, the following recommendations emerged: The development of strategic plans by the department of education and interventions by the school for the effective adaptation of immigrant learners to the new context, enlightenment of parents about the importance of immigrant learners learning isiZulu which is the most spoken indigenous language in the school, and also the provision of the platform for immigrant learners to showcase their talents and skills.
Health education promotion for sustainable learning in Zimbabwean rural ecologies=Ukukhuthazwa kwemfundo yezempilakahle ukuze kufundwe okusimeme emaphandleni aseZimbabwe.
(2021) Chipato, Andrew Hamandishe.; Mthiyane, Ncamisile Parscaline.; Hlalele, Dipane Joseph.
Given the exponential growth of both communicable and non-communicable diseases in developing countries, Zimbabwean learners need to be health conscious, to develop positive behaviours, to desist from health threatening activities and to be health literate. This can be achieved through health education programmes in both rural and urban ecologies. This study explored health education for sustainable learning in Zimbabwean rural ecologies. Health challenges among learners in rural learning ecologies and rural communities can be addressed through health education. Working within the constructivist paradigm, an eclectic framework that combined two theoretical lenses, namely, the Asset-Based Approach and the Health Belief Model, were employed to understand and espouse the need for sustainable health education in rural communities. The Health Belief Model posits that, for an individual to change their behaviour, they must feel threatened and believe that a specific change will be beneficial. For its part, the Asset-Based Approach empowers individuals and communities to address health issues and challenges by utilising available resources (human, physical and social capital in their communities, including health education-based resources like talents, skills and knowledge). It addresses problems in a positive manner by identifying, mobilising and managing the identified assets. Purposive selection was utilised to select two teachers, a nurse, six learners, six parents and a headman. Data were generated using written narratives, narrative interviews and narrative reflections and were analysed using the narrative analysis approach. The participants narrated their experiences of how health education is accessed and promoted, as well as the challenges faced in implementing health education strategies to enhance sustainable learning in Zimbabwean rural learning ecologies. All ethical requirements were adhered to including anonymity and confidentiality. The study found that the Zimbabwean health sector is experiencing a plethora of challenges with the brain drain of skilled, experienced and competent health professionals compromising sustainable learning. The findings confirm the dire need for health education coupled with collaboration between the Ministries of Health and Education, and rural learning communities. Acute shortages of learning resources and infrastructural challenges were identified as obstacles to the promotion of health literacy and education. Based on these findings, the study proposes that Zimbabwe’s health sector should be fully capacitated. IQOQA Ngenxa yokukhula ngesivinini kwezinhlobonhlobo zezigulo ezithathelanayo nezingathathelani emazweni asafufusa, abafundi baseZimbabwe bayadinga ukufundiswa ngezempilo, bakhuliseke ngendlela efanele, babe nokuziphatha okuhle. Lokhu kungafezeka uma kuba nezinhlelo ngezempilo ezindaweni zasemkhaya nasemadolobheni. Lolu cwaningo luhlole imfundo ngezempilo ngenhloso yokumilisa izinhlelo zokufunda ngezempilo emiphakathini yaseZimbabwe. Izinselelo zezempilo kubafundi baseZimbabwe ezindaweni zasemakhaya nasemadolobheni zingalungiswa ngokuthi bafundiswe ngezempilo nokunikwa amasu okuthatha izinqumo eziqotho zezempilo. Kusetshenziswe ipharadaymu yeconstructivist, kwaba wuhlaka lwe-eclectic oluye lwahlanganisa izinjulalwazi ezimbili i-Asset-Based Approach kanye neHealth Belief Model, ukuze kuqondakale izidingo eziqotho zokufunda ngezempilo ezindaweni zasemakhaya. Imodeli yeHealth Belief iqhakambisa ukuthi, ukuze kube noshintsho ekuziphatheni komuntu, kumele kube nokwesaba bese eba nenkolelo yokuthi ushintsho luzoba nomvuzo. Uhlelo lwe-Asset-Based Approach luyabathuthukisa abantu nemiphakathi ekubhekaneni nezimo zezempilo kanye nezinselelo ngokusebenzisa izinsiza ezisuke zikhona (abantu, isiqu kanye namandla omphakathi, kanye nezinsiza zezempilo njengethalente, amakhono nolwazi). Kubhekana nezinkinga ngendlela efanele ngokuqagula, ngokuhlanganisa nokulawulwa kwezinsiza. Ababambiqhaza abangama-16 baqokwe ngenhloso ukuze bafeze izinhloso zocwaningo. Imininingo yocwaningo iqoqwe kusetshenziswa umlando oqoshiwe, izingxoxomlando kanye nomlandokuninga yase ihlaziywa kusetshenziswa inarrative analysis approach. Ababambiqhaza balandisile ngokukakadebona wabo ukuthi imfundo ngezempilo itholakala kanjani nokuthi ikhuthazwa kanjani kanjalo nezinselelo ababhekana nazo ukufezekisa izinhlelo zokufunda ngezempilo zokuthuthukisa imfundo ezindaweni zasemakhaya eZimbabwe. Zonke izidingo zenkambiso elungileyo zilandeliwe. Ucwaningo luthole ukuthi umkhakha wezempilo eZimbabwe ubhekene nenqwaba yezinselelo ngenxa yokufuduka kwalabo abanamakhono beya kwamanye amazwe. Okutholakele kufakazele isidingo esinqala semfundo ngezempilo okumele kuhambisane nokubambisana koMnyango wezempilo nowezemfundo, nokufunda kwemiphakathi yasemakhaya. Ngenxa yokushoda kwezinsiza zokufunda nezingqalasizinda izinselelo yizo ezivimba ukufunda ngezezempilo. Kususelwa kulokhu okutholakele, ucwaningo luphakamisa ukuthi umkhakha wezempilo eZimbabwe mawuthuthukiswe.
Inclusion for sustainable learning of hearing-and intellectually-impaired learners in a rural school context=Ukubandakanywa kwabafundi abayizithulu nabanokukhubazeka ngokwengqondo ezikoleni ezisemakhaya ekufundeni okusimeme.
(2021) Manyeruke, Wynfredie.; Hlalele, Dipane Joseph.; Mthiyane, Ncamisile Parscaline.
Abstract This study promotes the inclusion of hearing- and intellectually-impaired learners in a rural school context. The ORCT and TIEP were applied to inform the study. An interpretivist paradigm was also applied for its principle that reality is meaningful and complex, while aiding the researcher to understand how people interpret and interact within their social environment. A case study research design was employed, where I selected the case of a particular rural school to provide a platform for data generation from identified participants by applying purposive sampling. One-on-one semi-structured plus focus group interviews, document analysis and observation, were applied for gathering data. The thematic analysis approach was used to analyse data because of its flexibility in interpreting the data while allowing the researcher to approach large data sets more easily by sorting them into broad themes. Findings indicated that inclusion is significant in the acquisition of sustainable learning insofar as quality strategies are used. It is considered that inclusion as a socially constructed phenomenon and learning environment should be conducive to accommodating learners with hearing and intellectual impairments. This research study identifies the need for further research in order to establish strategies that will support inclusion for hearing- and intellectually-impaired learners in rural and urban primary and secondary schools to achieve sustainable learning. Apparently there is a need for researches to be initiated for the administration of inclusion in schools as well as strategies to be utilised in order to strengthen realisation of such initiative. It is suggested that further explorations on teaching and learning methodologies need to be undertaken, which would enhance sustainable learning of hearing- and intellectually-impaired learners in rural and urban primary and secondary schools. Finally, it is highly recommended that MoPSE should make use of the proposed inclusion system, through its school Heads, to enhance sustainable learning for hearing- and intellectually-impaired learners in the rural school context. Iqoqa Lolu cwaningo lukhuthaza ukufakwa kwabafundi abayizithulu nabakhubazeke ngokwengqondo ukuba baxubane nabanye ezikoleni zasemakhaya. Kwasetshenziswa i-ORCT kanye neTIEP kulolu cwaningo. Indlelakubuka yomhumusho yasetshenziswa ngenxa yomgomo wayo wokuthi isimo njengoba sinjalo yisona esinomqondo futhi asilula, kanti sisiza umcwaningi ukuba aqondisise ukuthi abantu bayihumusha baphinde baxhumane kanjani nendawo abaphila kuyo. Kwasetshenziswa indlela yocwaningonto. Umcwaningi wakhetha isikole esisemaphandleni ukuze athole imininingo kubabambiqhaza ababeqokwe ngokwenhloso. Imposambuzo esakuhleleka yomuntu ngamunye kanye naleyo yamaqoqo, ukuhlaziywa kwemibhalo kanye nokucwaninga ngokuqaphela kwasetshenziswa ukuqoqa imininingo. Indlela yokuhlaziya ingqikithi yasetshenziswa njengensiza yokuhlaziya imininingo ngenxa yokuthi iyamsiza umcwaningi ekuqoqeni imininingo emikhulu ngezindikimba. Imiphumela yakhombisa ukuthi ukubandakanya la bafundi kubalulekile ekutholeni ukufunda okusimeme nokusetshenziswa kwamasu nezingabunjalo elifanele. Ukubandakanywa kwabafundi kuthathwa njengento ebumbeka ngokwenhlalo yabantu kanti kuqinisekisa ukuba indawo yokufundela kube ngekulungele ukwamukela labo abangezwa nabanezinkinga ngokwengqondo. Lolu cwaningo lwahlonza isidingo socwaningo oluqhubekayo ukuze kuvele amasu amasha azosekela ukubandakanywa kwabafundi abangezwa nabakhubazekile engqondweni ezikoleni zamabanga aphansi kanye naphezulu emaphandleni nasemadolobheni ukuzuza ukufunda okusimeme. Kusobala ukuthi kunesidingo sokuqala ucwaningo lokuhlelela ukufakwa kwalaba bafundi ezikoleni kanye namasu angasetshenziswa ukuze kuqiniswe ukuphumelela kwalesi sinyathelo. Kuphakanyiswa ukuba kubhekisiswe izindlela zokufunda nokufundisa ezingasetshenziswa ukuze kuthuthukiswe ukufunda okusimeme kwalaba bafundi ezikoleni zasemaphandleni nasemadolobheni. Ucwaningo luphetha ngokuphakamisa ukuba iMoPSE isebenzise uhlelo lokubandakanya oluhlongoziwe kusetshenziswa abaphathi bezikole ukuze kuthuthukiswe ukufunda okusimeme kulabo bafundi abayizithulu nabakhubazekile ngokwengqondo ezimweni zezikole zasemaphandleni.
Orphans in an orphanage and in foster care in the Inanda Informal Settlement : a comparative study exploring the ways the children cope with loss and create purpose in their lives.
(2003) Mthiyane, Ncamisile Parscaline.; Clark, Erica.
The number of orphans in South Africa is reaching crisis levels. This is a cause for concern. Most of the deaths seem to be due to the HIV/AIDs pandemic. Children left orphaned have to develop coping strategies. The focus of this study is on the perceptions the orphaned children have of their lives, the attributions they make for events, and the ways they cope. Most importantly, the study is interested in how they cope with loss and then recreate meaning and purpose. To assist these children, it is important to understand their feelings and thoughts after loss, and how they manage to adapt to new environments. This is only possible by giving the children voice and to see life through their eyes. A sample of ten orphans was randomly selected from a list of schools and learners provided by the Department of Education. Adolescents were chosen because they are generally more articulate than younger children, about their emotions and experiences. Five orphans from an informal settlement orphanage in Inanda, and five from a secondary school in the same area were interviewed. A semi-structured interview schedule and diaries were used to collect data from the children. Discourse Analysis was the method used to construct meaning of the material generated. Because the interviews were conducted in the first language of the children, translation into English was necessary. The Appendices provide sample transcripts. Some of the findings of the study were surprising. For example, it was evident that several of the children preferred living in an orphanage to being with relatives, who had, in some instances, offered to foster them. Abuse, alcohol misuse and marginalisation were cited as reasons. The assumption of the researcher had been that family would always be the better option. It was also found that the informal fostering of orphaned children from extended families meant that government grants were not forthcoming. Financial stresses and strains frequently resulted in the maltreatment of fostered children. Poverty and crime in the informal settlement studied seem to bring added burden to children already traumatised by death and the forced moving of home. Another feature that was significant, is the number of fathers who were "absent" when fostering became necessary for the children. Either through force of circumstances or choice, fathers who were still living frequently did not play a part in their children's lives. The recommendations of the study focus on rectifying the anomalies just outlined. Schools, in particular, need to recognise their role in alleviating the daily plight of orphaned children. Academic achievement often redeems a life that is tenuous and painful because it creates the possibility of something better in the future. Through effort the children can take greater charge of their lives.
Promoting reading literacy for sustainable learning through supportive home environments.
(2019) Bhengu, Sinikiwe Sanelisiwe.; Hlalele, Dipane Joseph.; Mthiyane, Ncamisile Parscaline.
The study aims at exploring strategies to promote reading literacy for sustainable learning through supportive home environments. In order to achieve this, the following objectives have been identified to guide the study: • To explore the current situation of promoting reading literacy for sustainable learning through supportive home environments. • To examine the need for promoting reading literacy for sustainable learning through supportive home environments. • To explore the key elements of promoting reading literacy for sustainable learning through supportive home environments. • To examine the circumstances and conditions to promote the implementation of reading literacy for sustainable learning through supportive home environments. • To identify barriers that hinder the promotion of reading literacy for sustainable learning through supportive home environments • To propose strategies on how we can promote reading literacy for sustainable learning through supportive home environments. Ubuntu and the asset-based approach form the theoretical framework of this study as they are relevant because they emphasise that research must be a collective effort,which promotes social justice and the empowerment of the co-researchers. Everyone has an asset or potential talent that could contribute positively to the study and to society in general. The philosophy of Ubuntu combined with the asset-based approach encourages collaborative, cooperative and active participation such that he views of the marginalised are considered and the voiceless have a voice in this study. Data was generated at one school in the Amaotana area in the Pinetown District, KZN. Participatory Action Research (PAR) is used as the data generation method for this study. Also, PAR emphasises the involvement of those affected by the issue under investigation for their own benefit. The co-researchers in this study are the learners, their parents, the local councillor, a representative from the DoE, a representative from the NGO, and the local librarian. Literature is reviewed according to its relevancy to emerging markets’ efforts on promoting reading literacy, the need, key elements, conditions and circumstances, as well as barriers to promoting reading literacy through supportive home environments. Literature is also reviewed keeping in mind the objectives of the study. The data that was generated is consistent with reviewed literature in most cases. The action plan is proposed for promoting reading literacy for sustainable learning through supportive home environment. The proposed action plan includes goals, actions, and planning. This entails encouraging children to read, introducing reading at an early age, developing a love for reading in all individuals, reconciling the power imbalance in parent-child relationships, understanding reading literacy as a catalyst for change, lending support for reading at home and the community, working cooperatively and collaboratively as a family to promote reading literacy, creating interest for reading, finding time to read together as a family, identifying barriers that could impede reading, overcoming the barriers that impede on reading time, having a purpose-driven action plan to create a home environment where learners’ voices could be heard, promoting reading literacy as a recreational activity, seeing parents as role-models for positive behaviour, appreciating learners’ input on the type of support they require, finding best strategies to promote reading literacy, making supporting agents aware of their responsibilities, maintaining order and routine to establish a scholarly culture within the home environment, and changing the attitude of people towards reading. The main findings indicate that there was little being done to promote reading literacy through supportive home environment. The chief contribution of this study is to develop a tool that could guide home-communities on how to promote reading literacy. It is recommended that the parents take a more proactive role to make these changes suggested by the guide.