School of Education

Permanent URI for this communityhttps://hdl.handle.net/10413/6490

Browse

Now showing 1 - 20 of 57

A decolonial critique of discourses of western colonialism in South African, Namibian and Zimbabwean school history textbooks = Ukuhlaziywa kwezinkulumo zobukoloni basentshonalanga ezincwadini zomlando ezifundwa ezikoleni zaseNingizimu Afrikha, eNamibia, kanye naseZimbabwe ngendlela engenabo ubukoloni.
(2023) Iyer, Leevina Morgan.; Maposa, Marshall Tamuka.
European influence in Africa has portrayed the continent through the perspective of Europeans while the African perspective has been neglected. The undeniable continuation of the hegemonic epistemic turmoil due to western colonialism in the Africa, is a perpetual challenge. One of the key sources of knowledge in the educational setting is History textbooks. Taking into account the multifaceted and complex angles through which historiographies of western colonialism are presented in these textbooks, the purpose of this study was to explore the prevailing colonial discourses in South African, Namibian and Zimbabwean school History textbooks through a decolonial critique. The theories of decoloniality and postcoloniality informed the theoretical underpinning of this study, resulting in a lens that acknowledged the remnants of western colonial influence in the existing post-colonial structures of Africa, but also challenged these oppressive Eurocentric hegemonies. Decoloniality and postcoloniality, both advocate that the generations of epistemic violence should be disrupted, thus making space for increased African agency. Summarily, using Fairclough’s (1995) version of CDA methodology, the analysis of the sample school History textbooks revealed five key discourses. These included the discourses of forces of western colonialism, conflict-fomentation, economic exploitation, environmental degradation, and anti-colonialism. In keeping with the idea that knowledge production, undeniably, continues to be influenced by the structures of western colonialism, it was not unexpected that the content in the sample school History textbooks varied, especially in terms of the prevailing historiographies. The understanding from this study was that school History textbooks are not completely decolonial. Rather, the sample textbooks illustrated discourses of western colonialism in Africa from a place of hybridity, which the theory of postcoloniality defines as a fusion of African identity and cultural influence from western countries. Given the political history of each of the sample countries, their political ideologies were reflected in the school History textbooks through the historiographies presented. Considering the incongruity of historiographies in the sample school History textbooks, I have developed the ‘Decolonial model of African epistemology’ - a framework that could ideally be used as an educational tool to promote African indigenous knowledge, especially in school History textbooks by deconstructing existing historiographies. Iqoqa. Kusukela ekuthuthukisweni kwethonya lamakoloni asentshonalanga e-Afrikha, leli zwekazi livezwe ngokweso labantu baseYurophu kuyilapho umbono wama-Afrikha unganakwa. Ukuqhubeka kokugodla ulwazi oludala inxushunxushu ngenxa yobukoloni basentshonalanga e-Afrikha kuyinselelo engapheli. Omunye wemithombo ebalulekile yolwazi emkhakheni wezemfundo yizincwadi zomlando ezikoleni. Ngakho-ke, izinkulumo kanye nemibhalo yomlando ehlobene nobukoloni basentshonalanga zibalulekile ekulolongeni abafundi ngokwezenhlalo nangokwesiko. Uma kubhekwa izigaba ezihlukahlukene futhi eziyinkimbinkimbi okubukwa ngazo umlando wobukoloni basentshonalanga, inhloso yalolu cwaningo kwakuwukuhlola izinkulumo zobukoloni ezisekhona ezincwadini zomlando zezikole zaseNingizimu Afrikha, eNamibia kanye naseZimbabwe ngokusebenzisa ukuhlaziya okungenabo ubukoloni. Izinjulalwazi zokuqedwa kobukoloni kanye nezesikhathi esilandela esobukoloni yizona ezalandelwa yilolu cwaningo, okuyizona ezibuke ngeso elifakazela ukuthi zisekhona izinsalela zethonya lamakoloni asentshonalanga emikhakheni eminingi ye-Afrikha yangesikhathi esilandela esobukoloni. Leli liso liphinde laphonsela inselelo lawo mandla acindezelayo obuYurophu. Ukuqedwa kobukoloni kanye nokuba khona kwesikhathi esilandela ubukoloni kokubili kukhuthaza ukuthi izizukulwane zodlame lolwazi zingase ziphazamiseke, ngaleyo ndlela kuvuleke isikhala sokukhula nokwanda komshikashika wobu-Afrikha. Kafushane, kusetshenziswa uhlobo lwendlelakusebenza eyi-CDA kaFairclough (1995), ukuhlaziywa okuyisampula kwezincwadi zomlando ezifundwa ezikoleni kwaveza izinkulumo ezinhlanu ezibalulekile. Lezi zihlanganisa izinkulumo zamandla obukoloni basentshonalanga, ukugqugquzelwa kokungqubuzana, ukuxhashazwa kwezomnotho, ukucekelwa phansi kwemvelo, kanye nokulwa nobukoloni. Ngokuhambisana nombono wokuthi ukukhiqizwa kolwazi, ngokungenakuphikwa, kuyaqhubeka nokuthonywa yizinhlelo zobukoloni basentshonalanga, kulindelekile ukuthi okuqukethwe ezincwadini ezisampuliwe zomlando ezifundwa ezikoleni kuhlukahlukene, ikakhulukazi ngokwemibhalo yomlando ekhona njengamanje. Uma kubhekwa umlando wezombusazwe wezwe ngalinye eliyisampula, imibono yawo yezombusazwe ibonakala njengongoba yethulwe ngezindlela zobukoloni ezincwadini zomlando ezifundwa ezikoleni. Nakuba kunjalo, izincwadi zomllando ezifundwa ezikoleni zikhombisa ukuvumelana ngokuthi ubukoloni basentshonalanga buhlukumeze kabuhlungu izimpilo zemiphakathi yase-Afrikha. Ekugcineni, lolu cwaningo lugqamisa ukuthi ukuzijwayeza nokubhalwa komlando okwenziwe ngobu-Afrikha ezincwadini zomlando ezifundwa ezikoleni kuzonciphisa umthelela wobukoloni basentshonalanga futhi kuzoholela ekwandeni kokuzibambela mathupha emiphakathini yase-Afrikha ukuqoqa nokubhala ulwazi. Izincwadi zomlando ziyithuluzi lokufundisa elilangazelwayo ukukhuthaza ukukhiqizwa kolwazi lwendabuko, kugcizelelwa amagugu ase-Afrikha kanye nezinhlelo zolwazi lwendabuko lwase-Afrikha. Kusukela ekuthuthukisweni kwethonya lamakoloni asentshonalanga e-Afrikha, leli zwekazi livezwe ngokweso labantu baseYurophu kuyilapho umbono wama-Afrikha unganakwa. Ukuqhubeka kokugodla ulwazi oludala inxushunxushu ngenxa yobukoloni basentshonalanga e-Afrikha kuyinselelo engapheli. Omunye wemithombo ebalulekile yolwazi emkhakheni wezemfundo yizincwadi zomlando ezikoleni. Ngakho-ke, izinkulumo kanye nemibhalo yomlando ehlobene nobukoloni basentshonalanga zibalulekile ekulolongeni abafundi ngokwezenhlalo nangokwesiko. Uma kubhekwa izigaba ezihlukahlukene futhi eziyinkimbinkimbi okubukwa ngazo umlando wobukoloni basentshonalanga, inhloso yalolu cwaningo kwakuwukuhlola izinkulumo zobukoloni ezisekhona ezincwadini zomlando zezikole zaseNingizimu Afrikha, eNamibia kanye naseZimbabwe ngokusebenzisa ukuhlaziya okungenabo ubukoloni. Izinjulalwazi zokuqedwa kobukoloni kanye nezesikhathi esilandela esobukoloni yizona ezalandelwa yilolu cwaningo, okuyizona ezibuke ngeso elifakazela ukuthi zisekhona izinsalela zethonya lamakoloni asentshonalanga emikhakheni eminingi ye-Afrikha yangesikhathi esilandela esobukoloni. Leli liso liphinde laphonsela inselelo lawo mandla acindezelayo obuYurophu. Ukuqedwa kobukoloni kanye nokuba khona kwesikhathi esilandela ubukoloni kokubili kukhuthaza ukuthi izizukulwane zodlame lolwazi zingase ziphazamiseke, ngaleyo ndlela kuvuleke isikhala sokukhula nokwanda komshikashika wobu-Afrikha. Kafushane, kusetshenziswa uhlobo lwendlelakusebenza eyi-CDA kaFairclough (1995), ukuhlaziywa okuyisampula kwezincwadi zomlando ezifundwa ezikoleni kwaveza izinkulumo ezinhlanu ezibalulekile. Lezi zihlanganisa izinkulumo zamandla obukoloni basentshonalanga, ukugqugquzelwa kokungqubuzana, ukuxhashazwa kwezomnotho, ukucekelwa phansi kwemvelo, kanye nokulwa nobukoloni. Ngokuhambisana nombono wokuthi ukukhiqizwa kolwazi, ngokungenakuphikwa, kuyaqhubeka nokuthonywa yizinhlelo zobukoloni basentshonalanga, kulindelekile ukuthi okuqukethwe ezincwadini ezisampuliwe zomlando ezifundwa ezikoleni kuhlukahlukene, ikakhulukazi ngokwemibhalo yomlando ekhona njengamanje. Uma kubhekwa umlando wezombusazwe wezwe ngalinye eliyisampula, imibono yawo yezombusazwe ibonakala njengongoba yethulwe ngezindlela zobukoloni ezincwadini zomlando ezifundwa ezikoleni. Nakuba kunjalo, izincwadi zomllando ezifundwa ezikoleni zikhombisa ukuvumelana ngokuthi ubukoloni basentshonalanga buhlukumeze kabuhlungu izimpilo zemiphakathi yase-Afrikha. Ekugcineni, lolu cwaningo lugqamisa ukuthi ukuzijwayeza nokubhalwa komlando okwenziwe ngobu-Afrikha ezincwadini zomlando ezifundwa ezikoleni kuzonciphisa umthelela wobukoloni basentshonalanga futhi kuzoholela ekwandeni kokuzibambela mathupha emiphakathini yase-Afrikha ukuqoqa nokubhala ulwazi. Izincwadi zomlando ziyithuluzi lokufundisa elilangazelwayo ukukhuthaza ukukhiqizwa kolwazi lwendabuko, kugcizelelwa amagugu ase-Afrikha kanye nezinhlelo zolwazi lwendabuko lwase-Afrikha.
A decolonial feminist investigation of gender representation in IsiZulu literature in the further education and training phase.
(2023) Cele, Nomonde.; Sader, Saajidha Bibi.
Literature is considered an essential educational resource in South Africa to edify teaching and learning. Learners can also learn about society's ideals through literary works. The paucity of knowledge on the kinds of texts that are recommended and the underlying ideologies that these teach learners is noteworthy. It is important because little is known about the kinds of recommended texts and the underlying beliefs that these teach learners. From this perspective, it is important to determine if gender representation in literature promotes gender equality. Therefore, this study aims to understand how gender is represented in isiZulu literature prescribed to educators and learners in the Further Education and Training (FET) phase in South Africa. This qualitative study is located in the decolonial paradigm and engages the tenets of feminist critical discourse analysis as its primary analytical framework. A purposive sample of two setwork isiZulu literature was selected to investigate the phenomenon of gender representation. The results revealed that the selected texts perpetuate negative stereotypes of both men and women. The investigation found that patriarchy, heterosexuality, socialization, and cultural manifestations of society that often picture women negatively all play significant roles in how characters are portrayed in isiZulu literature. The literary works depict scenarios in which men dominate and control women under the pretext of heterosexuality, normalised gender relations, and cultural customs. The results show that representations in the literary works are gender-biased and gender-insensitive. A critical approach to the selection of literature is required as it is concerning that these representations are being taught to learners in schools. Key stakeholders in the education department have a lot of work ahead of them to ensure that South African isiZulu-prescribed literature incorporates gender inclusion.
A feminist analysis of Black lesbian students’ academic and social experiences at a technical and vocational education and training institution in KwaZulu-Natal Province, South Africa = Uhlaziyo lwenjulalwazi yemvunamanina yamava abafundi abathandana nobulili obufana nobabo ezikhungeni zemfundo ephakeme nezokufundela umsebenzi KwaZulu-Natali, eNingizimu Afrika.
(2023) Siwela, Sanele.; Sader, Saajidha Bibi.
There is scant research regarding the experiences of Black lesbian students in relation to their access to tertiary education, their success at higher education institutions and their experiences with their lecturers and co-students, especially within the environment of Technical and Vocational Education and Training (TVET) colleges. The lack of empirical research on the academic and social experiences of Black lesbian students has left a gap in the understanding of how their social identities intersect to influence their post-school education and training experiences. To address this gap in knowledge, I investigated the academic and social experiences of six Black lesbian students at a TVET college in Pietermaritzburg, KwaZulu-Natal Province, South Africa. This dissertation adopted an eclectic theoretic approach, using the African decolonial perspective of Oyeronke Oyèwùmí as well as the work of decolonial feminist theorist, Maria Lugones. I also drew on key concepts from Black feminist thinkers Patricia Hill-Collins and bell hooks – in particular, their concept of intersectionality. I used these frameworks to argue against the ongoing influences of past colonialism and apartheid that tend to permeate the institutional culture of TVET colleges in South Africa. This feminist research study adopted a qualitative methodology and used visual narrative inquiry. Data was collected using semi-structured interviews, photo voice, reflective journaling and focus groups. Poetry was used as a data-generating reflective tool. Data analysis combined both visual narrative analysis and analysis of the narratives. Findings revealed institutional heterosexism and a lack of educational access for black lesbian students at this TVET college which impeded their educational participation and success, resulting in failure, absenteeism and dropout. Educational access is understood in this thesis as a multifaceted phenomenon that includes administrative, financial, physical, social, career guidance and epistemic aspects. Enablers to learning at the college included individual strategies (using their own agency) as well as strategies that the college could initiate. This included stronger support from lecturers to contribute to lesbian students’ participation in class and their academic success. Meeting other lesbians who were open about their sexual identities was also another enabler to learning, as it provided these students with a sense of belonging. Financial enablers to be able to attend a college and study were present in the form of the NSFAS grant, which covered their study costs and also enabled them to provide support to their families. Whilst there has been significant evolution in the TVET sector in terms of administrative access and funding for students, the provision of psychological support for minority students is still lacking. This study recommends that the Department of Higher Education develop ongoing psychological support interventions to address the negative psychological impacts LGBTQ+ students experience within the tertiary environment, inclusive curriculum and institutional policies. New college buildings should always include 3-5 individual toilets to provide an alternative for individuals who feel uncomfortable entering the main toilet blocks. Iqoqa. Kunocwaningo olungenele mayelana nezimpilo zabaFundi abaMnyama abathanda nobobulili obufana nobabo mayelana nokungena kwabo ezikhungweni zemfundo ephakeme, ukuphumulela kwabo ezikhungweni zemfundo ephakeme kanye nezimpilo zabo kanye babafundisi babo basezikhungweni eziphakeme Kanye namava abo nabafundisi nabanye abafundi abafunda nabo, ikakhulukazi phakathi ezimweni zasemaKolishi okufundela imfundo yamakhono kanye nokuqeqeshelwa imisebenzi (TVET). Ukwesweleka kocwaningo olubambekayo ngempilo yokufunda kanye nenhlalo yabafundi abaMnyama abathandana nobulili obufana nobabo sekushiye igebe ekuqondakaleni kokuthi kuhlangana kanjani ububona benhlalo ekubeni nomthelela emfundweni engale kwamabanga aphezulu kanye nempilo yalapho abaqeqeshwa khona. Ukubhekana naleli gebe olwazini, ngiphenye impilo kwezemfundo kanye nenhlalo yabafundi abayisithupha abaMnyama abathandana nobulili obufana nobabo ekolishi lase-TVET eMgungundlovu, esiFundazweni saKwaZulu-Natali, eNingizimu Afrika. Lolu cwaningombhalo lulandele indlelakwenza yenjulalwazi ehlanganisa konke, ngokusebenzisa indlelakubuka ephikisana nokuqonela yase-Afrika ka-Oyeronke Oyèwùmí kanye nomsebenzi kaNonjulalwazi wenjulalwazi yokuqonelwa ngokweMvunamanina, uMaria Lugones.Ngibuye ngacaphuna imiqondomsuka esemqoka yezincithabuchopho zabaMnyama ezingoNonjulalwazi oPatricia Hill-Collins kanye noBell Hooks – uma ngikhetha, ukuqonda kwabo inhlanganisela yengxenye yempilo. Ngisebenzise lezi zinhlaka ukuqakulisa ngokuphikisana nemithelela eqhubekayo yobuqonela obedlule kanye nesikhathi sobandlululo okubonakala kuvela esikweni lwezikhungo zamakolishi angama-TVET eNingizimu Afrka. Lolu cwaningo ngempilo yabesifazane lulandele indlela yocwaningo yobunjalobotho futhi lusebenzise uphenyo lwezingxoxo ezinezibonakaliso. Imininingo yaqoqwa kusetshenziswa izingxoxo ezisakuhleleka, izwi eliqoshiwe, amajenali okuqophela ukubuyekezwa kokuqoshiwe kanye namaqoqo azocwaningwa. Ubunkondlo basetshenziswa njengensizakusebenza yokuqoqa imininingo. Ukuhlaziywa kwemininingo kuhlanganise kokubili izingxoxo ezinezibonakaliso kanye nokuhlaziya izingxoxo. Imiphumela yaveza ubulili obamukelekile besikhungo kanye nokungangeneki kwezemfundo kubafundi abamnyama abathandana nobulili obufana nobabo kuleli kolishi lase-TVET nokuphazamise ukuzibandakanya kwabo ekufundeni kanye nempumelelo, okuholela ekwahlulekeni ezifundweni, ukungayi esikoleni kanye nokuyeka phakathi nendawo. Ukungenelela kwezemfundo kuqondakala kulo mqingo njengesimo esiyizinhlaka ezahlukehlukene okubalwa kuso ukwaqwashiseka ngokwamukeleka ngokubhalisa, ezezimali, imizimba yabo, ezenhlalo, imikhakha yemisebenzi kanye nezinhlaka zolwazi. Okuvumela ukufunda ekolishi kubalwa kukho amasu omuntu ngamunye (esebenzisa imigudu yakhe) kanye namasu amakolishi angawasebenzisa. Lokhu kubalwa njengokwelekelelwa okuqinile kwabafundisi basezikhungweni eziphezulu okuba nomthelela ekuzibandakanyeni kwabafundi abathandana nobulili obufana nobabo eklasini kanye nasempumelelweni yabo ekufundeni kwabo. iii Ukuhlangana nabanye bobulili obuguquliwe abavulelekile ngobubona bobulili babo kwaba okunye okuvumela ukufunda, njengoba kwakunikeza laba bafundi umuzwa wokwamukeleka. Ukuvunyelwa ngezezimali ukukwazi ukuthi bangene ekolishi futhi bafunde kwakukhona ngendlela yesibonelelo sezimali zika-NSFAS, okwakubhekelela izindleko zokufunda kwabo kanye nokubhekelela izidingo zemindeni yabo. Yize sekukhona ukuthuthuka okukhulu emkhakheni wase-TVET mayelana nokungena ngokubhalisa kanye nokwelekelwa ngezimali kwabafundi, ukunakekelwa ngosizo lokwezengqondo kubafundi abaphuma emiphakathini emincane kusasweleka. Lolu cwaningo luphakamisa ukuthi uMnyango wezeMfundo ePhakeme uqalise ukungenelela ngosizo lozwelululekwa ngokwezengqondo ukubhekana nomthelela ongemuhle ngokwezengqondo ngempilo yabafundi aba-LGBTQ+ endaweni yesikhungo esiphakeme, okubalwa kukho nokuqukethwe kokufunda kanye nemigomo yesikhungo. Izakhiwo ezintsha zekolishi kumele zifake kuzo izindlu zangasese ezizimele ezi-3-5 ukunikezela ukuzikhethela kwabanye abangazizwa bekhululekile ukungena ezindlini zangasese ezikhona.
An auto-ethnographic study of my learning of english as a second language.
(2023) Andile, Jideani.; Bridget, Campbell.
This narrative and reflexive auto-ethnographic study was conducted to explore my learning experiences of English as a second language. The aim was to gain insight into my experiences and extract lessons from them, to understand my experiences and enhance my performance as an English teacher in the future. A reflective autobiographical story, conversations, images to trigger memory, and letter-writing were used to collect data for the study. Myself, two of my peers, my sister, and three critical friends participated in the study. Data was analysed through Critical Discourse and Thematic analysis. The study was underpinned by socio-cultural and motivation theories. Interrogating my learning experiences of English as a second language revealed that acquiring a second language is a social endeavour and requires motivation on the part of the learner. This important insight will help me to be more empathetic to English second language learners who face challenges and to explore ways of supporting them. Additionally, I will be in a better position to motivate them to learn a second language, as it can contribute to their success in the future. My findings also highlight the need for teachers to continuously develop as this will enhance their ability to embrace contemporary teaching methods as well as to integrate technology in language instruction. Armed with the outcomes of this research, I understand my journey and the role that others played in it. This insight should enable me to be an effective English teacher to my learners in the future. My findings indicate that examining and understanding my experiences has provided me the opportunity to gain insight from my experiences which I can use to be a better practitioner in the future. Findings from this study also show that auto-ethnography is one of the best methods teachers can use to reflect on their experiences in their different spaces as it places culture at the centre of learning. The socio-cultural theory helped me to broaden the scope of my study as I looked at my journey of learning English as a second language through all aspects of life such as my religious beliefs, play, and within the family. I also discovered that motivation plays a very important role in achieving success when learning a second language.
An exploration of preservice teachers’ use of educational technologies as visualization tools when teaching mathematics.
(2022) Zulu, Mzwandile Wiseman.; Mudaly, Vimolan.
This interpretive qualitative study explores the use of educational technologies by preservice teachers as visualization tools during mathematics teaching at secondary schools. Sfard’s commognitive framework and Koehler and Mishra’s technological pedagogical content knowledge theoretical frameworks undergird the study. Data were collected from ten preservice mathematics teachers at a university in the province of KwaZulu-Natal, South Africa. Performance tests, semi-structured interviews, focus group discussions, and observations were employed to collect data, which was analyzed using reflexive thematic analysis. The study found that preservice teachers employed two primary visualization strategies when they engaged in mathematical problem-solving: symbolic mental visualization, which they combined with their understanding of word usage, endorsed narratives and routines to arrive at a solution; and graphic visual mediators, such as diagrams, which they sketched to contextualize the problem statement and verify they solutions and use of mathematical word usage, routines, and endorsed narratives. Participants were found to be unable to solve a mathematics problem if they had not visualized it effectively; using a graphic visual mediator to understand the problem statement did not, however, guarantee success when solving a problem. A relationship was found between the visualization techniques that the participants used in their own attempts to solve mathematical problems and the visualization techniques they used in their lesson planning and teaching of mathematics in the same content area. Participants used innovative strategies to mediate learning, including educational technologies that facilitated visual mediators to enhance learners’ engagement with concepts. Synergies were found between the elements of the commognition and TPACK frameworks as these were used in tandem to analyze data. A model was developed (C+TPACK) that integrates the key elements of these frameworks. Further research is recommended to establish the viability, credibility and generalizability of the model.
An exploration of the learners’ views on the efficacy of information communication technology in improving work performance : The case of KwaZulu-Natal Department of Health employees registered at a community learning centre in Durban.
(2024) Malinga, Charlotte Lungiswa.; Harley, Anne.; Mbatha, Lulama Nothando.
This study is situated in the context of adult education in KwaZulu-Natal, South Africa, and is framed within the national policies of the Skills Development Act No. 31 of 2008 and the Human Resource Development Strategy of South Africa 2010-2030. These policies underscore the importance of providing continuous skills development and education opportunities for adults in the labour market, particularly emphasizing the need for basic education and training. The research focuses on evaluating the views of adult learners from the Department of Health in KwaZulu-Natal regarding the efficacy of the Information and Communication Technology Adult Basic Education and Training (INCT4) programme at a local Community Learning Centre. It examines how this programme impacts their work performance and personal lives. The study employs a qualitative research design within an interpretivist paradigm. Data was gathered through semi-structured interviews with employees who had participated in the INCT4 program. This methodological approach was aimed at understanding the learners' perspectives on the skills they acquired and their application in both professional and personal contexts. The findings indicate that learners value the skills gained from the INCT4 programme highly, noting improvements in their work performance and personal life management. These skills enhanced their confidence and self-esteem, enabling them to undertake new tasks and engage more effectively in their professional roles. While the application of these skills varied across different job roles, all learners noted personal benefits, such as increased ability to use digital platforms independently. The study underscores the significance of adult education as a form of lifelong and life-wide learning. It highlights the role of self-directed learning in adult education, drawing on Knowles's theory of andragogy and Maslow's hierarchy of needs. The research contributes to the understanding of how adult education can facilitate individual and societal development and underscores the need for adult education programmes to be relevant and responsive to learners' needs. The study concludes with a call for further research into the involvement of adult learners in the planning and evaluation of educational programs and the effectiveness of various learning areas in Community Learning Centers (CLCs).
An investigation of teachers' experiences of screening, identification, assessment, and support of learners with learning barriers in a mainstream school.
(2023) Mhlongo, Margaret Nombulelo.; Sader, Saajidha Bibi.
Inclusive education has become a global concern (Walton & Engelbrecht, 2022). This study sought to investigate teachers’ experiences of the implementation of the Policy on Screening, Identification, Assessment and Support within a mainstream schooling context. The study was a qualitative study located within the interpretive paradigm. The data to respond to the key research questions of the study was generated through in-depth semi-structured interviews, focus group interviews as well as document analysis. The participants for the study were purposely selected from three primary schools in the Circuit of Mahlabathini, Zululand District, KwaZulu Natal Province. The participants were from the schools which were implementing the Policy on SIAS. All the participants had a minimum of six years in the field of education. The findings of the study revealed that the teachers had a good understanding of inclusive education, as contained in Education White Paper 6 and the Policy on Screening, Identification, Assessment and Support. The teachers reported a range of challenges they experienced in the implementation of the Policy on Screening, Identification, Assessment and Support. However, findings revealed that the teachers used their agency to navigate challenges to ensure that their learners who were experiencing barriers to learning were supported. The findings point to the fact that the effective implementation of the Policy on Screening, Identification, Assessment and Support is at the core of the efforts of the basic education sector to build an inclusive education and training system. From a social rights perspective, this presents a mechanism for redressing past imbalances, enfranchising the disenfranchised and ensuring equitable access to education for all.
Attracting and retaining highly skilled academic staff: a case of a technical, vocational education and training college in Johannesburg.
(2024) Mokgathi, Matome Peter.; Myenda, Phumlani Erasmus.
Technical Vocational Education and Training colleges like any other institution of higher learning rely on the knowledge, abilities and skills of their academic staff to keep abreast with the changing nature of higher education in the country and globally. These institutions of higher learning must be competitive and strive to achieve their strategic goals for them to remain relevant in the sector. Studies have shown that highly skilled academics are leaving the higher education sector specifically the TVET colleges for the private sector for numerous reasons, including better salaries and personal growth. Therefore, attracting and retaining highly skilled academic staff is very crucial for the success of any institution of higher learning as this calibre of employees ensure that the institution provides quality education to students. Therefore, it is important for the Technical Vocational Education and Training college to develop attraction and retention strategies to keep highly skilled academic staff in the college. Given the importance of attraction and retention of skilled academics, I used a qualitative approach and case study design to explore how a selected Technical Vocational Education and Training college in Johannesburg attracted and retained skilled academic staff members. The study focussed on three research questions namely (i) What does the Technical Vocational Education and Training college management understand to be the factors causing the high rate of academic staff attrition? (ii) How does the Technical Vocational Education and Training college management attract and retain skilled academic staff? and (iii) Why does the Technical Vocational Education and Training attract and retain skilled academic staff the way they do? To understand attraction and retention of skilled academic staff, I drew from Maslow’s hierarchy of needs, and important theory developed by Abraham Maslow (1908-1970), and Human capital theory, propounded by Schultz in 1961 and later developed extensively by Becker (1964). These theories were very useful to the study as they helped me to understand how the Technical Vocational Education and Training college attract and retain skilled academic staff including the factors causing high rates of academic staff attrition and the challenges that the college faces. To collect the relevant data, I used the interview method. The participants were purposively and conveniently selected. They consisted of three campus managers and four divisional managers. In analysing data, I used thematic analysis. The findings suggest that there are various factors leading to high rate of attrition in the college. These factors include the lack of promotional opportunity and poor remuneration. Furthermore, the findings suggest that in addition to the above stated factors, there are challenges that the college faces such as the shortage of academic staff, and the lack of a seamless and effective recruitment process. In addition, the findings also suggest that other than the above factors and challenges, an unsupportive work environment, poor motivation and the provision of inadequate training and career growth also reduces the attraction and retention of skilled academic staff. Based on the findings, I concluded that it is very important for the Technical Vocational Education and Training college to understand the factors that compel academic staff to either stay or leave the college. This will enable the Technical Vocational Education and Training college to develop strategies to retain skilled academic staff and to ensure the provision of quality education to students. From the conclusions, I recommend that college management must revisit the recruitment process and review it to reduce the time that the college takes to approve the appointment of academic staff and that the contracts of academic staff who are employed temporarily must be converted to permanent ones to minimise attrition as they always leave for permanent positions elsewhere.
Co-constructors of policy-shaping in Mauritius: ICTE policies.
(2023) Ramtohul, Premlata Kooshmi.; Samuel, Michael Anthony.; Mohabeer, Tejwant Chana.
This thesis builds on my ongoing experience in the field of ICT within education. Since the 1980s, the global interest in expanding the use of ICT devices to activate pedagogy in schooling has produced mixed reactions. The voices of support or challenge have emerged from within and outside schooling. These voices include the views of the governmental officials, the industrialists in the private and public sector and parents of school-going children. The study explores the co-involvement of a range of stakeholders influencing policy-shaping against the backdrop of postcolonial theory and appropriate postmodern and post-structuralist thinking. The particular case study of the small island Mauritius context forms the location of this study. This study explicates the rarely acknowledged colonial entanglements of the multiple consistencies and contradictions of the varied voices. It exposes the contingent and polyglot perspectives and processes of the shaping of the policy for ICT in education. Drawing on a foundation of the specific official educational policies, this study produced data through semi-structured narrative interviews of a range of shapers of policies, probing their responses to their involvement, reaction and/or implementation of the planned goals in practice. A grounded, inductive approach to qualitative analysis and a cross-case analysis yielded the emergence of five superordinate, yet fluid and overlapping typologies to depict the key construction shaping processes of ICT policy. The typologies were labelled Negotiators, Influencers, Legitimisers, Enactors and the self-proclaimed Excluded voices of the policy-shaping processes. The initial theoretical framework presented at the opening section of the thesis was used to further abstract deeper levels of analysis of the study’s findings. The emergent analysis provides a critique of the continuing impact of colonial and neoliberal educational policies on SIDS contexts. The implicit powers of the industrial agents collude with the official governmental systems. More powerful political interests related to the need to develop support from local populations as part of electioneering campaigns dominate the official space. The pedagogical foci underpinning ICT introduction are relatively sidelined during the introduction of ICTE efforts. What constitutes even the official policy becomes contestable. Paradoxically, those who initially appear disempowered in the policymaking process, like parents and teachers, exert powerful shaping forces over the ICT enacted space in education contexts. Policy emerges as a contested complication conversation. The thesis highlights the confluence of perpetual colonialism, political rhetoric versus pedagogical reasoning and the paradoxes of power. The thesis expands the framing of the ICT environment as infused simultaneously with a complicity, vulnerability and invisibility of the stakeholders. These characteristics are also not stable or consistent within particular stakeholder groups or individuals who speak a polyglot discourse of policy-shaping. The spaces are characterised by a tacit discourse of electioneering timeframes, a deliberate choice for ignoring and silencing of the rationale and concrete research evidence and logic. The policy-shaping space is dominated by illusory information and under-scrutinised global discourses. The effect is to sustain ICT globalisation and intensive marketing propaganda where international benchmarks are prioritised over local relevance. In such a space, post-truth policymaking emerges as a new construct. This thesis recommends that any potential to improve policymaking processes lies not only in the hands of policymakers but the population in general, as it has been found that everyone is a policy-shaper. Therefore, everyone needs to be critical about what is proposed or borrowed from the international community, including from their subtle spokespersons as depicted by the influences of the industry shapers. The thesis recommends foregrounding pedagogical and educational logic rationales and sensitivity to contextual schooling contexts when developing policies. To be able to do so, experts and bureaucrats would need to draw clear boundaries between electioneering agenda and education policies. Enhancing synergy between policymaking and the research space has the potential to protect policy from the dominant international discourse. The public, in general, must also be made more aware of dis/misinformation and be critical of political and industry rhetoric.
Complexities of leading the schools in the context of COVID-19 breakout : perspectives from school management team members in East Griqualand Circuit.
(2023) Nenga, Queerida Sindiswa.; Bhengu, Thamsanqa Thulani.
The education environment in South Africa is fraught with diverse layers of complexity. The aim of this study was to investigate the complexities that School Management Team members in three primary schools in East Griqualand Circuit in the Harry Gwala District dealt with as they led schools in the context of the COVID-19 outbreak, and also to understand how they lead during times of crisis. Given the close interaction of huge numbers of people, schools were declared as high-risk places in terms of transmission. To stop the virus from spreading, the Department of Basic Education instituted severe measures. These measures were presented in the form of new policies and regulations. So, the Department of Basic Education gave some of the responsibilities of enforcing these policies and regulations to the School Management Team members. Enforcing government mandated COVID-19 regulations presented the SMT members with new challenges and complexities, over and above their regular duties. Many insurmountable problems and challenges were encountered in terms of actual situations in schools. This study was located within a qualitative research design and used semi-structured interviews in the production of data. Interviews conducted lasted between 30-60 minutes each and included probing questions which assisted to elicit further information. I conducted interviews with nine SMT members, comprising of principals, deputy principals and departmental heads. Prior to analysis, interviews were recorded and transcribed. Themes were created when data from transcriptions was coded, analysed, and categorised. The replies to the open-ended interview questions were analysed using categorisation and inductive coding to establish themes. The study’s conclusions showed that it was difficult for SMT members to enforce some of the gazetted safety regulations, due to a series of factors their schools were faced with. There was also a lack of support from stakeholders like the Department of Basic Education and parents. And one of the lessons learnt is the importance of sharing and co-construction of solutions to problems.
Developing as subject specialists in a rural school: narratives of novice teachers.
(2023) Ngcobo, Nokuphila Thobeka.; Pillay, Daisy.; Pithouse-Morgan, Kathleen Jane.
his study explored the lived stories of two novice qualified teachers who taught in a rural school in KwaZulu-Natal, South Africa. The study's primary purpose was to understand what factors influenced their lived experiences as developing subject specialists. Thus, the study did not intend to bring about change regarding the participants’ shared stories but rather gain insight into their lived experiences. I was prompted to conduct this study by my own early experiences when I first entered a rural classroom as a novice teacher and my personal motivation to develop as a subject and classroom specialist in the first three years of teaching. The study adopted a qualitative interpretivist approach, allowing the participants to be as expressive as they wished in their storied narratives. The qualitative interpretivist approach enabled me to obtain rich information, which assisted me in gaining a deep understanding of the participants’ professional lives through their shared stories as newly employed teachers in a rural school. A qualitative approach, specifically narrative inquiry, elicited thick descriptions that embraced the participants’ subjectivity. Three data-generating methods were used: journal writing, drawings of rich pictures, and an open-ended telephonic interview. These three methods enabled the participants to share their memories and to reflect on their unique personal and professional journeys towards becoming subject specialists. My analysis of the lived stories suggests that novice teachers find it relatively easier to adapt to a rural school if they have been previously exposed to such a setting. However, novice teachers can experience a cultural shock when they have to immerse themselves in a rural setting if they have never experienced it before. I found that networking within and outside the school plays a vital role in the development and growth of novice teachers. Other findings include that an ineffective mentoring culture may cause frustration among newly qualified teachers, while a well-established networking system will support and sustain them. The overall implication is that the novice teachers in this study fully understand the demands on them as developing subject specialists; they do all they can to engage in continuous development by acquiring enhanced skills, knowledge, and values from both human and online resources. My analysis of the storied narratives taught me that these novice teachers are willing to learn more about their subjects, especially if they know that they lack some content knowledge even though they are fully qualified. They appreciate networking relationships with more experienced teachers, which also enhances their personal and professional development.
Disability representation in selected Zimbabwean Chishona novels and plays=Ukuvezwa kokukhubazeka kumanoveli nemidlalo ekhethiwe yeChiShona saseZimbabwe.
(2021) Hapanyengwi, Loveness.; Nyika, Nicholus.
The issue of disability is a bone of contention in Zimbabwe and worldwide. People with disabilities (PWD) are looked down upon and are always viewed with a negative eye. Attempts have been made at both the international and national levels to address this problem. Internationally, Zimbabwe is a state party to the Convention of the Rights of People with Disabilities (CRPWD) (2006). The convention is an attempt by the United Nations (UN) to change attitudes and approaches to persons with disabilities. Locally the government of Zimbabwe in its constitution of (2013, p.10) section 83 recognises the worthiness of persons with disabilities and as such calls for their protection and dignity. Despite these efforts, nothing has come to fruition as no significant change has been realised people with disabilities continue to be marginalised. Literature has a role to play in shaping attitudes and perceptions towards disability in society and as such, there is a need to look at what it communicates about disability in case it could be a contributory factor. This study explores the depiction of disability in selected ChiShona novels and plays with a view to answering the following questions. (i) How is disability represented in selected ChiShona novels and plays within the context of Vumunhu? (ii) What factors explain the selected ChiShona novel and play authors’ perception of, and attitudes towards disability? and (iii) Why do ChiShona writers create characters with a disability? The study used Vumunhu/ Unhu/ Ubuntu as its Theoretical framework realising that Vumunhu places value on respect for human life and dignity. Hence the study sought to find out if authors recognise the worthiness of characters with disabilities as human beings in their depiction of such characters. The study sought to find out if artists create characters with disabilities with due respect and dignity as any other characters. In an effort to answer the above questions the study adopted literary analysis as a research methodology which encompassed document analysis, critical discourse analysis as well as the translation method as research methods. The research established that disability is underrepresented in most of the studied texts. This underrepresentation is reflected in the limited number of texts that discuss disability and the inadequate fictional space that is accorded characters with disabilities in the studied texts. Another major finding of the study is that the depiction of disability is largely negative and derogatory terms are used to address those with disabilities in most of the texts, an indication that the majority of authors’ depiction of disability is not in line with the principles of Vumunhu. The study demonstrated that disability and characters with disabilities are included in literary works as a literary device which contributes to the negative depiction of disability. The study also concluded that most authors parade abuses and ill-treatment of persons with disabilities without offering solutions to the abuses something which defeats their purpose of writing. The study mainly recommends that the ChiShona language that is used with regard to disabilities should be revised. Old ChiShona terms that communicate negative attitudes towards disabilities should be discarded and new terms that promote positive attitudes and that reflect respect in line with Vumunhu should be coined to replace the derogatory ones. To this end all policies on disability should be implemented absolutely and measures should be put in place to ensure that all published literary works that articulate disability issues promote positive attitudes towards disability and that characters with disabilities are accorded due respect. Iqoqa Udaba lokukhubazeka ludala ukungavumelani eZimbabwe nasemhlabeni jikelele. Abantu abakhubazekile babukelwa phansi kanti bahlala bebukwa kabi. Imizamo isiyenziwe ezingeni lasemhlabeni jikelele kanye nasezweni ukubhekana nale nkinga. Emazweni omhlaba iZimbabwe iyizwe eliyingxenye yeNgqungquthela yamaLungelo aBantu aBakhubazekile (2006). Ingqungquthela iwumzamo weNhlangano Yezizwe ukuguqula imibonokuzizwa nezindlelakubuka zabantu abakhubazekile. Ekhaya, uhulumeni waseZimbabwe eMthethosisekelweni wayo (wowezi-2013, iSigaba 83) uvuma ukufaneleka kwabantu abakhubazekile bese ekhuluma ngokuvikeleka kwabo kanye nesithunzi. Nakuba ikhona le mizamo, alukho ushintsho olubonakalayo osekufinyelelwe kulo njengoba abantu abakhubazekile beqhubeka nokushiywa ngaphandle. Imibhalo yokuziqambela inendima okumele iyiklame ekuguquleni imibonokuzizwa nemicabangokubuka ebhekiswe ekukhubazekeni emphakathini. Kunesidingo sokubuka lokho okwedluliswa yimibhalo yokuziqambela ngokukhubazeka uma kwenzeka kube yisimo esifaka isandla. Lolu cwaningo lubheka ukuvezwa kokukhubazeka emanovelini akhethiwe nemidlalo yeCiShona luhlose ukuphendula le mibuzo: Kungabe ukukhubazeka kuvezwe kanjani emanovelini akhethiwe eCiShona nemidlalo engaphansi kwengqikithi ye-Vumunhu? Yiziphi izinto ezichaza imibonomicabango yababhali bamanoveli akhethiwe eCiShona nemidlalo kanye nemibonokuzizwa ebhekiswe ekukhubazekeni? Kungani ababhali beCiShona bakha abalingiswa abanokukhubazeka? Ucwaningo lusebenzise Vumunhu, Unhu/ Ubuntu njengeNjulalwazi yocwaningo ekhombisa ukuthi i-Vumunhu igcizelela ukubaluleka kokuhlonipha impilo yomuntu kanye nesithunzi sakhe. Ngenxa yalokho ucwaningo luhlose ukuthola ukuthi kungabe ababhali bayakwazi yini ukubona ukubaluleka kwabalingiswa abakhubazekile njengabantu ekuvezeni kwabo abalingiswa balolo hlobo. Ucwaningo lwaluhlose ukuthola ukuthi amaciko akha abalingiswa abakhubazekile ngenhlonipho nesithunzi njenganoma yibaphi abanye abalingiswa. Ekuphenduleni imibuzo engenhla ucwaningo lusebenzise uhlaziyo lwemibhalo yokuziqambela njengendlelakwenza ucwaningo okufaka nokuhlaziya idokhumenti, ukuhlaziya okuchazwa amagamakusetshenziswa kanjalo nendlela yokuhumusha njengendlela yokwenza ucwaningo. Ucwaningo luthole ukuthi ukukhubazeka akuveziwe ngokwanele emibhalweni eminingi efundiwe. Lokhu kungamelwa ngokwanele kuvela enanini elinganele lemibhalo edingida ukukhubazeka kanye nebanga elifishane elinikwa abalingiswa abakhubazekile lemibhalo esuselwe ekhanda engenele emibhalweni efundiwe. Okunye okukhulu okutholwe ucwaningo ukuthi ukuvezwa kokukhubazeka kuyinto engeyinhle kanye namagama alumelayo asetshenziswa ukucokofula labo abakhubazekile emibhalweni eminingi, okuyinkomba yokuthi iningi lababhali liveza ukukhubazeka ngokungahambelani nemigomo ye-Vumunhu. Ucwaningo lukhombise ukuthi ukukhubazeka nabalingiswa abakhubazekile bafakwa emisebenzini yokuziqambela njengethuluzi lemibhalo efaka isandla ekuvezeni ukukhubazeka ngendlela embi. Ucwaningo luphinde lwaphetha ngokuthi ababhali abaningi baveza ukuhlukunyezwa nokungaphathwa kahle kwabantu abakhubazekile ngaphandle kokunika izixazululo ekuhlukunyezweni nokuyinto egxibha kwasizathu sabo sokubhala. Ucwaningo luphakamisa kakhulu ukuthi ulimi lweChiShona olusetshenziswa uma kukhulunywa ngokukhubazeka lubuyekezwe. Amagama amadala eChiShona aveza imibonokuzizwa engemihle uma kuziwa ekukhubazekeni kumele ashiywe eceleni bese kwakhiwa amagama amasha agqugquzela imibonokuzizwa emihle eveza inhlonipho ehambisana ne-Vumunhu afakwe esikhundleni salawo ehlisa isithunzi. Zonke izinqubomgomo ezimayelana nokukhubazeka kumele ziqalise ukusebenza bese kuba nemizamo okumele yenziwe ukuqinisekisa ukuthi yonke imisebenzi yokuziqambela eshicilelwe ekhuluma ngezindaba zokukhubazeka ekhuthaza imibonokuzizwa emihle uma kubukwa ukukhubazeka nokuthi abalingiswa abanokukhubazeka banikwa inhlonipho ebafanele.
Dynamics of implementing mainstream english curriculum at a school for the deaf in Eswatini.
(2023) Khumalo, Sabelo Mlungisi.; Shoba, Makhosazana Edith.
It is essential to explore the dynamics of implementing the mainstream English curriculum at a school for the deaf. This assists teachers to reflect and critique their practices and experiences with the aim of improving their classroom actions. It also helps to raise awareness of the natural identity of both teachers and learners at the school, with the hope of meeting individual needs and ultimately, the teaching and learning goals. This qualitative study employed the pragmatic paradigm and action research design. Seven teachers purposively sampled participated in the study six teachers of English and the school principal. The study was guided by three research questions: 1) What are the dynamics of implementing the mainstream English curriculum at the school for the deaf in Eswatini? (descriptive); 2) How do the dynamics of the mainstream English curriculum influence its implementation in the school for the deaf? (Operational); and 3) why are the dynamics of implementing the mainstream English curriculum at the school for the deaf the way they are? (philosophical). Five data-generation instruments were used namely: documents review, reflective activity, video observation, semi-structured interviews and focus group discussions. The Natural Identity Framework guided this study leading to the generation of three categories: the top-down, bottom-up, and individual dynamics. Findings revealed that there is tension between the top-down (professional) and bottom-up (societal/school) dynamics, which affects curriculum implementation at the school. This begged for the recognition of individual dynamics which seek to understand the personal “who” questions. Such dynamics are neutral; and they harmonise the tension of the two giants by combining their strengths. The individual dynamics are realised after reflecting and critiquing current practices and experiences. Such help to meet individual needs and to improve practice. Consequently, the study recommends that teachers should always reflect and critique their practices in order to identify what works in their respective school contexts. As a contribution to the body of knowledge, this study proposes the innate dynamics implementation model which recognises the natural and inborn identity of both teachers and learners as the key driver of a successful curriculum implementation.
E-Learning journeys using Moodle at a private higher education institution in South Africa = Ukusebenzisa i-Moodle ekufundeni nge-elekthronikhi ohambweni lokufunda esikhungweni esizimele semfundo ephakeme.
(2023) Jabar, Raessa.; Govender, Desmond Wesley.
E-learning tools and Learning Management Systems (LMSs), such as Moodie, have been in existence for decades. However, there has been an accelerated use of such platforms due to the COVID-19 pandemic. Countries all over the world underwent hard lockdowns that limited face-to-face contact in everyday aspects of our lives. Higher Education Providers responded to ensure that education was accessible via online platforms to allow students to continue their studies during the pandemic. Thus, LMSs were not merely used for uploading or downloading content, but for completing online courses, including assignments, examinations and lectures. Using an LMS became the only means of survival for many educational intuitions during the COVID-19 pandemic. This study explores these aspects from a student and lecturer perspective during COVID-19, using constructs from the Technological Pedagogical and Content Knowledge (TPACK) framework and Unified Theory of Use and Acceptance of Technology (UTAUT-3) theory. The aim of the study was: To understand the experiences of lecturers and students using Moodie for e-learning in a learning journey at a Private Distance Higher Education Institution in a COVID-19 environment. This study is based on the pragmatist paradigm, this methodology was deemed appropriate for this study as the study uses a mixed methodology for collecting and analysing qualitative and quantitative data. This study captures the experiences of lecturers and students using interviews as well as questionnaires. This study was conducted at a Private Distance Higher Education Institution and the sample population were students and lecturers who are part of the MBA programme. The final result of the research revealed that despite initial adaptation challenges in Moodie, lecturers performed as expected and were able to complete their job function during COVID-19 as the platform was accessible and user-friendly. The research further revealed, despite classes moving online, most of the lecturers did not change their teaching methods and that engagement during online sessions was limited. Regarding students, the results revealed that despite having initial adaptation challenges students found the system to be user friendly, pleasurable and beneficial. Students were already equipped for e-learning as they were already using Moodie prior to the pandemic, the research further revealed that students incurred a cost saving as they did not need to travel to lecture venues, the library or examination venues whilst using Moodie as a tool for e-learning. Some of the recommendations arising from the findings of the study for both students and lecturers included upgrading internet packages and making preparation for loadshedding to ensure that studies are not interrupted. Recommendations for the institution included improved communication with both students and lecturers regarding training and support available to maximise the benefits of online engagement and online teaching methodologies. Iqoqa. Amathuluzi okufunda nge-elekthronikhi nama-LMS, njenge-Moodle, sekungamashumi eminyaka ekhona. Kodwa-ke, kube khona ukusetshenziswa okusheshayo kwezinkundla ezinjalo ngenxa yobhubhane lwe-COVID-19. Amazwe kuwo wonke umhlaba abhekane nokuvalwa okuqinile okuvimbela ukuthintana ubuso nobuso ezingxenyeni zansuku zonke zokuphila kwethu. Abahlinzeki bezemfundo ephakeme baphendule ukuze baqinisekise ukuthi imfundo ifinyeleleka ngezinkundla eziku-inthanethi ukuze kuvunyelwe abafundi ukuthi baqhubeke nezifundo zabo ngalesi sikhathi sodlame. Ngakho-ke, ama-LMS ayengasetshenziselwa nje ukulayisha noma ukulanda okuqukethwe, kodwa ukuqedela izifundo eziku-inthanethi, okuhlanganisa imisebenzi eyabelwe, izivivinyo kanye nezifundo. Ukusebenzisa i-LMS kwaba ukuphela kwendlela yokusinda emibonweni eminingi yezemfundo ngesikhathi sodlame lwe-COVID-19. Lolu cwaningo luhlola lezi zingxenye ngokombono womfundi nomfundisi ngesikhathi se-COVID-19, kusetshenziswa okwakhiwa okuvela ohlakeni lwe-TPACK kanye nethiyori ye-UTAUT3. Inhloso yocwaningo bekuwukuthi: Ukuqonda okuhlangenwe nakho kwabafundisi nabafundi abasebenzisa i-Moodle yokufunda nge-elekthronikhi ohambweni lokufunda esikhungweni semfundo ephakeme esizimele ngesikhathi se-COVID-19. Lolu cwaningo lususelwe ku-pragmatist paradigm. Le ndlela yokusebenza ibonwe ifanele lolu cwaningo njengoba ucwaningo lusebenzisa indlela exubile yokuqoqa nokuhlaziya idatha yekhwalithethivu neyobuningi. Lolu cwaningo luzama ukuthwebula okuhlangenwe nakho kothisha nabafundi kusetshenziswa inhlolokhono kanye nohlu lwemibuzo. Lolu cwaningo lwenziwe esikhungweni semfundo ephakeme esizimele futhi isampula labantu bekungabafundi nabafundisi abayingxenye yohlelo lwe-MBA. Umphumela wokugcina wocwaningo uveze ukuthi naphezu kwezinselelo zokuqala zokuzijwayeza ku-Moodle, abafundisi baqhube njengoba bekulindelekile futhi bakwazi ukuqedela umsebenzi wabo ngesikhathi se-COVID-19 njengoba inkundla yayifinyeleleka futhi isebenziseka kalula. Ucwaningo luphinde lwembula, naphezu kwamakilasi ahamba ku-inthanethi, abafundisi abaningi abazange bashintshe izindlela zabo zokufundisa nokuthi ukusebenzelana phakathi nezikhathi ze-inthanethi kwakunomkhawulo. Mayelana nabafundi, imiphumela iveze ukuthi naphezu kokuba nezinselelo zokuqala zokuzijwayeza abafundi bathole uhlelo lusebenziseka kalula, lujabulisa futhi luzuzisa. Abafundi bebevele behlonyiselwe ukufunda nge-e-learning njengoba bebevele besebenzisa i-Moodle ngaphambi kwalolu bhubhane, ucwaningo luphinde lwaveza ukuthi abafundi bathola ukonga izindleko njengoba bebengadingi ukuya ezindaweni zokufundela, emtatsheni wezincwadi noma ezindaweni zokuhlolwa ngesikhathi besebenzisa i-Moodle njengesikole ithuluzi le-e-learning. Ezinye zezincomo ezivela kulokho okutholwe yilolu cwaningo kubafundi kanye nabafundisi zihlanganisa ukuthuthukiswa kwamaphakheji e-inthanethi kanye nokwenza amalungiselelo okukhipha ukunqanyulwa kukagesi (loadshedding) ukuqinisekisa ukuthi izifundo aziphazamiseki. Izincomo zesikhungo zibandakanya ukuxhumana okuthuthukisiwe kwakho kokubili abafundi nabafundisi mayelana nokuqeqeshwa nokusekelwa okutholakalayo ukuze kwandiswe izinzuzo zokuxoxisana nge-inthanethi nezindlela zokufundisa ku-inthanethi.
Early childhood education in Ghana: teachers’ understanding and enactment of inclusion.
(2022) Mohammed, Awudu Salaam.; Hlalele, Dipane Joseph.
This study explored teachers’ understanding and enactment of Inclusion in Early Childhood Education (IECE) in Ghana. Inclusion theorises that, every child of school-going age must have access to quality education regardless of their cultural and socioeconomic dissimilarity. The keystone of the policy is to stimulate inclusion and lessen exclusions in the educational system. By utilising an interpretive qualitative multi-case study approach involving semi-structured interviews, observation, and photo-elicitation instruments, data from six study teachers was collected. The inductive thematic analysis method was used to interpret the data. Findings from the study revealed IECE was understood as the accommodation and merging of learners with disability with their mainstream peers in the same learning environment to reduce stigmatisation, segregation, and exclusionary practices. Disability was a major factor influencing Ghana’s IECE practices, more than equity issues, ability, and stage of child’s enrolment. Despite the progressive principles underpinning IECE, the enactment of the programmes is encountering challenges due to various debilitating factors such as the lack of educational resources, funding, inappropriate training programmes, and conservative cultural views towards children with disabilities. The study recommended that for a high level of IECE practice, the policy should be supported by effective and ongoing training, Government support by providing the required resources, clear policy guidelines, and employing teachers with knowledge and understanding IECE. For an IECE school to succeed, a culture mind shift must begin at the top, with a coherent understanding, shared vision throughout the entire staff, commitment, and best practices in teaching and learning throughout the whole school community. Teachers, policymakers, and other role-players in education should view IECE in the context of learners’ rights to education rather than focusing on disability problems associated with exclusion and segregation. The exploration concludes that, even though the enactment of IECE is fraught with impediments, it is a reasonable practice that should be enacted to achieve national objectives since IECE exposes children to information and skills which is vital for economic growth and confidence building. By meaningfully adopting IECE and enacting it successfully, the nation’s current and future human resource development, will be enhanced. building. By meaningfully adopting the IECE policy and enacting it successfully, the nation’s current and future human resource development, will be enhanced.
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.
Exploration of Grade 11 learners’ mental constructions and difficulties in learning and solving trigonometric equations: a case of one school in Umlazi district = Ukuhlolwa kwezincazelokuzakhela engqondweni kanye nezinkinga zokufunda nokuxazululwa kwama-equation esifundo seminxamithathu kubafundi beBanga 11: ucwaningo kwesinye sezikole esifundeni saseMlazi.
(2023) Dube, Njabulo Happyboy.; Ngcobo, Zanele Annatoria.
Trigonometry is a particularly challenging area of mathematics for high school learners. This study investigated South African Grade 11 learners' mental constructions and difficulties when learning and solving trigonometric equations. Participants were selected from an after-school mathematics programme that they attended on a voluntary basis. Data was collected using an activity sheet and semi-structured interviews. Baseline data was collected using an activity sheet from 17 learners Grade 10 learners; data was collected from the same learners a year later using another activity sheet with a different set of problems. Semi-structured interviews were conducted with 7 learners to probe their responses on the activity sheet. Most of the learners were found to be unable to make the necessary mental constructions to solve trigonometric problems at the Grade 11 level. Dubinsky’s (1991) constructivist APOS theory, which describes how learners construct their knowledge of mathematics concepts in stages characterised by action, process, object and schema, was used to analyse the mental constructions of learners. During both phases of data collection, most learners were found to rely on explicit step-by-step calculations to solve problems, indicating that they were operating at the action stage; a smaller number were able to do some of the steps mentally without writing them out, indicating that they had advanced to the process stage. No evidence was found of learners having advanced to the object or schema stages. Moreover, the findings showed that, while the learners perform procedures correctly, they applied rules without giving reasons. Piaget and Garcia’s (1989) triad mechanism were used to analyse the difficulties that hindered learners’ mental construction of concepts. Learners’ difficulties included incorrect conceptions of the equal sign, overgeneralization of rules, and failure to integrate algebra concepts into their construction of trigonometric concepts. Based on the findings, the study recommends that teachers reinforce basic algebraic skills—such as collecting like and unlike terms, using brackets, and addition and subtraction of algebraic terms—before introducing trigonometric concepts. Teachers are urged to explore different methods for teaching trigonometric equations to enable learners to construct knowledge effectively, such as collaborative learning and differentiated classroom activities. Iqoqa. Isifundo seminxamithathu siyingxenye eyinselelo enkulu ezibalweni ze-mathematics kubafundi bamabanga aphezulu. Lolu cwaningo lwahlola izincazelokuzakhela engqondweni kanye nezinkinga uma abafundi beBanga 11 befunda nalapho bexazulula izinkinga zesifundo seminxantathu eNingizimu Afrikha. Ababambiqhaza bakhethwa kulabo abasohlelweni lokufunda izibalo emva kokuphuma kwesikole abaziyela kulo ngokuzinikela. Kwasetshenziswa ishidi lemisebenzi kanye nezingxoxo ezingahlelelwe ukuze kuqoqwe imininingo. Imininingo eqoqwa ekuqaleni kocwaningo yatholakala kubafundi abayi-17 beBanga le-10 kusetshenziswa ishidi lemisebenzi; imininingo yaqoqwa kubo labo bafundi ngonyaka olandelayo kusetshenziswa ishidi leminye imisebenzi elinezibalo ezihlukile. Kwabanjwa izingxoxo ezingahleliwe nabafundi abayi-7 ukuthola izimpendulo zabo mayelana neshidi lemisebenzi. Iningi lalaba bafundi kwatholakala ukuthi abakwazi ukuqhamuka nezincazelokuzakhela emakhanda ukuze bakwazi ukuxazulula izinkinga zesifundo seminxantathu ezingeni lomsebenzi weBanga 11. Ukuhlaziya izincazelokuzakhela ezingqondweni zabafundi kwasetshenziswa injulalwazi ye-constructivist APOS kaDubinsky (1991) echaza ukuthi abafundi balwakha kanjani ulwazi lwabo lwemiqondomsuka yezibalo ngokwamazinga/ngokwezigaba ahambisana nokwenza, inqubo, okufundwayo/okuxazululwayo, kanye ne-schema. Kulezi zigaba ezimbili zokuqoqwa kwemininingo kwatholakala ukuthi abafundi abaningi bathembela ekubaleni isinyathelo ngasinye ukuze baxazulule inkinga. Lokhu kukhombisa ukuthi basezingeni lokwenza; abafundi abambalwa bakhombisa ukukwazi ukulandela izinyathelo ezithile ngekhanda bengabhalanga phansi, okukhombisa ukuthi babethuthukile kancane sebesezingeni lenqubo. Abutholakalanga ubufakazi obuveza ukuthi abafundi base bethuthukele emazingeni okufundwayo noma e-schema. Okunye futhi ukuthi imiphumela yakhombisa ukuthi abafundi balandela izinyathelo ngendlela efanele; basebenzisa imithetho ngaphandle kokunikeza izizathu. ukuhlaziya izinkinga ezithikameza ukwakha ezingqondweni izincazelokuzakhela zemiqondomsuka. Izinkinga zabafundi zazihlanganisa ukungaqondisisi ngendlela uphawu lokulingana, imithetho yokucacisa ngokwedlulele, kanye nokwehluleka ukuhlanganisa imiqondomsuka ye-algebra nokusebenzisana kwayo neyesifundo seminxantathu. Ngokwemiphumela yocwaningo kuphakanyiswa ukuthi othisha baqinise amakhono e-algebra ayisisekelo – njengokuhlanganisa amatemu afanayo kanya nangafani, ukusetshenziswa kwabakaki, kanye namatemu e-algebra okuhlanganisa nokusuza – ngaphambi kokuqalisa ngemiqondomsuka yesifundo seminxantathu. Bayanxuswa othisha ukuba bahlole izindlela ezihlukahlukene zokufundisa ama-equation esifundo seminxantathu ukuze abafundi bakwazi ukuzakhela ulwazi ngendlela efanele. Lezi zindlela kungaba ukufunda ngokubambisana noma ukunikezwa kwemisebenzi ehlukene ngokwamazinga abafundi.
Exploring the motivation of grade 9 learners in their subjects’ choices in a school in Nqutu: a case study.
(2021) Kubheka, Alfred Sibusiso.; Mbatha, N.P.
This is a qualitative study that is intended to explore the motivation of grade 9 learners in their subjects’ choices in a school in Nqutu: a case study. Using Lent’s Social Cognitive Career Theory (SCCT) explored how subject choice affect the career decision of a learner and its influences thereafter. The case study methodology has been used together with two methods of generating data. Participants were interviewed and had to write a one-page essay titled my future career reflecting on their future career choice. I used the random sampling method to recruit twelve participants. The findings of the study emphasise that grade nine learners are mostly on their own with little assistance they get from subjects’ educators regarding the choice of subjects at grade ten. The study also indicated that parental support, most parents left the decision to be taken by the learners; they only advised them to choose right. Another important finding is that in the area of Nqutu, uMzinyathi district, not all grade nine learners are taken for career expo or career guidance, unlike in other districts like aMajuba district where all the grade 9 learners are invited into a common venue for subjects’ choice. What was also evidenced in the study was that the world of work term four chapters in the Life Orientations chapter is not dealt with in grade 9 in preparation for grade ten subjects’ choice. The study reveals that the subject choice at grade 9 is neglected. As a result, learners do not choose subjects correctly; as a result, they fail in the FET phase or else fail their first year at tertiary, and they change courses. I, therefore, suggest a policy that will promote more advocacy programmes on subject’s choice across the country by the national department of education to provinces and then districts to schools.
Exploring the practices of educators in managing learner discipline within the classroom and in school: perspectives from teachers in three primary schools in the Umzinyathi district.
(2022) Mlondo, Precious Nondumiso.; Bhengu, Thamsanqua Thulani.
Abstract available in PDF.
Female principals’ leadership experiences in rural schools in KwaZulu-Natal = Amava obuholi bothishanhloko besifazane ezikoleni zasemakhaya KwaZulu-Natali.
(2024) Mutula, Dorah Lyaka.; Martin , Melanie Yvette.; Amin , Nyna.
Women face multiple challenges in accessing and participating in educational leadership, and this remains a problem and compelling issue for research. This study aimed to explore female principals’ leadership experiences in six selected public primary rural schools in the KwaZulu-Natal Province in South Africa. To understand women's leadership experiences, the study examined their biographies, early learning, and school experiences as leaders. An intersectional lens was employed to understand women’s multiple challenges encountered in educational leadership based on an interlocking system that shapes the interpersonal, organisational, and structural aspects of their experiences. This reflects Collin’s (2000) assertion that cultural, structural, and interpersonal domains are intertwined, collectively shaping gender dynamics.A qualitative approach with a narrative inquiry design was applied, and six female principals were purposively selected from rural schools. The data was collated using semi-structured interviews, a focus group discussion, and photographs and analysed using content analysis. The findings reveal that women experience multiple challenges in the form of gender stereotypes, discrimination, prejudices, bias, rejection, and infantilisation. Women’s biography, early learning, and school experiences shape and influence how women lead. The study concludes that the nature of women’s leadership experiences is linked to multiple factors, situations, and events; thus, it is personal and complex, and rural women must overcome and surpass the challenges through resilience and supportive environments. The study has implications for leadership structures, women leaders, and policymakers. Iqoqa. Abesifazane babhekene nezingqinamba eziningana ekungeneni nasekuzibandakanyeni ebuholini kwezemfundo, futhi lokhu kuseyinkinga futhi indaba esadinga ukucwaningwa. Lolu cwaningo luhlose ukuphenya izimo zobuholi bothishanhloko besifazane ezikoleni ezikhethiwe eziyisithupha zamabanga aphans, ezisemakhaya esiFundazweni saKwaZulu-Natali eNingizimu Afrika. Ukuqonda izimo zobuholi babesifazane, ucwaningo luphenye imvelaphi yabo, ukufunda kwabo kwangaphambilini, kanye nezimo zezikole njengabaholi. Ukubuka ngeso lezingxenye ezixhumanayo kwasetshenziswa ukuqonda izingqinamba eziningana abesifazane abahlangabezana nazo ebuholini bezemfundo ngokwendlela yokuvaleleka ngaphakathi nokuyiyona ebumba ukusebenzisana phakathi kwabantu, ukusebenza, kanye nokuhleleka kwezimo zabo zokusebenza. Lokhu kuveza ukuqinisekisa kukaCollin (2000) ukuthi izinhlaka zamasiko, zokuhleleka kanye nokusebenzisana phakathi kwabantu akwehlukaniseki, ngokuhlangana kwakho konke okubaliwe lokho kubumba ukwehlukahlukana kobulili. Indlelakwenza yobunjalo botho kanye nohlelo lwendlela elandisayo kwasetshenziswa, futhi abaphathizikole besifazane abayisithupha bakhethwa ngenhloso ezikoleni ezisemakhaya. Imininingo yaqoqwa kusetshenziswa izingxoxo ezisakuhlelela, izingxoxo zamaqoqo, kanye nemifanekiso kwahlaziywa ngokusebenzisa uhlaziyongqikithi. Imiphumela iveza ukuthi abesifazane babhekana nezingqinamba eziningana ngendlela yokucwaswa ngokobulili, ukubukelwa phansi, ukubandlululwa, ukuphathwa ngendlela engafani neyobunye ubulili, ukunganakwa, kanye nokuphathiswa okwezingane. Imvelaphi yabesifazane, ukufunda kwabo kwangaphambili, kanye nezimo zesikole kubumba futhi kube nomthelela ekutheni abesifazane bahola kanjani. Ucwaningo luphetha ngokuthi umumo wezimo zobuholi babesifazane uhlobene nezinkomba ezahlukene, izimo kanye nezehlakalo; ngaleyo ndlela, kungokomuntu ngamunye futhi kuyadida, kanti futhi abesifazane basemakhaya kumele babhekane futhi badlubulundele ezingqinambeni ngokubekezela kanye nezizinda ezesekelayo. Ucwaningo lunemithelela yezinhlelo zobuholi, abaholi besifazane kanye nabaqambi benqubomigomo.

Browse

Browsing School of Education by SDG "SDG4"