College of Humanities

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A case study of the rise and decline of Arabic in the further education and training phase in selected KwaZulu-Natal muslim schools.
(2023) Dawood, Shaukat.; Campbell,, Bridgette.
The rise of Arabic in Kwazulu-Natal is related to the relentless efforts of disenfranchised migrant Muslims who arrived in 1860. They believed a holistic Islamic identity requires balancing Islamic traditions and Academic excellence. Thus, Arabic was included as a school subject to further augment the Muslim school approach in 1975. However, in a period of unequal and segregated Apartheid education, Arabic faced numerous challenges to survive as a school subject. Likewise, post-Apartheid desegregation and the abrogation of state-aided Muslim schools resulted in the proliferation of Muslim schools and the migration of Arabic from public and state-aided to Independent Muslim schools. Concomitantly, Muslim schools pledged at the 1996 Islamisation Conference in Cape Town to renew the early Muslim school approach and transform them into enclaves of incubating an Islamic ethos via Islamic traditions. Despite the conference endorsing Arabic as an integrative component of Islamic traditions, from around 2006, Arabic as a school subject began its decline in South African Muslim schools. This study attempts to unravel the rise and decline of Arabic in KwaZulu-Natal schools, focusing on selected Muslim schools. Iqoqa. Ukudlondlobala kolimi lwesi-Arabhu KwaZulu-Natali kuhlobene nokuzimisela kwamaSulumane okufika ayencishwe amalungelo afika ngowe-1860. Ayekholelwa ukuthi ukuba ngumSulumane wangempela kudinga ukulandela amasiko, kuhlanganise nokuphumelela ngamalengiso kwezemfundo. Ngakho, ulimi lwesi-Arabhu lwafakwa lwaba yisifundo esikoleni ngowe-1975 ukuze kugcizelelwe indlela yobuSulumane ezikoleni. Nokho, ngenkathi yemfundo engalingani nehlukanisayo yombuso wobandlululo, ulimi lwesi-Arabhu lwabhekana nezinselelo eziningi ekutheni luqhubeke njengesifundo ezikoleni. Ngokufanayo, ukuqedwa komthetho wokuhlukaniswa kwabantu ngemuva kokuphela kobandlulo nokuhoxiswa kosizo lwezikole zamaSulumane ezisizwa uhulumeni kwaholela ekwandeni okukhulu kwezikole zamaSulumane nokususwa kwezifundo zolimi lwesi-Arabhu ezikoleni zikahulumeni nasezikoleni ezixhaswa uhulumeni, lwayiswa ezikoleni zamaSulumane ezizimele. Ngokufanayo, izikole zamaSulumane zazibophezela eNgqungqutheleni yokuthuthukiswa kobuSulumane ngowe-1996 eKapa ukuthi zizovuselela izindlela zokuqala zokufundisa zezikole zamaSulumane futhi zizenze zibe yizidleke zokugxilisa isimilo samaSulumane ngamasiko obuSulumane. Naphezu kwengqungquthela eyaphakamisa isi-Arabhu njengengxenye yesiko lamaSulumane, kusukela cishe ngowezi-2006, isi-Arabhu njengesifundo sesikole saqala ukuncipha ezikoleni zamaSulumane zaseNingizimu Afrika. Lolu cwaningo luzama ukucubungula ukwethulwa, ukudlondlobala nokufadalala kolimi lwesi-Arabhu ezikoleni zaKwaZulu-Natali, lugxiliswe ezikoleni ezikhethiwe zamaSulumane.
An implementation analysis of the Child Justice Act 75 of 2008 with specific focus on child justice courts in South Africa.
(2022) Chikukula, Hope Mhango.; Manicom, Desiree Pushpeganday.
Children committing crime is a major issue throughout the world, as a result, societies came to agreement that children in conflict with the law must be respected in line with the signed treaties through formulating a child justice system that handles cases of child offenders. In South Africa, the Child Justice Act 75 of 2008 was introduced to protect the rights of child offenders as stated in the Constitution. After examining the official figures from annual reports on the implementation of the Child Justice Act 75 of 2008, it indicated that from the total number of children arrested, some children did not go through the child justice courts. The study aimed at investigating the implementation of the Child Justice Act 75 of 2008 to see whether child justice courts are operating in accordance with the Act and attempts to find out the roles and experiences of street-level bureaucrats and children in conflict with the law to uncover any other issues related to the implementation of the Act in the courts. Regarding research design, the study employed a qualitative secondary analysis of primary and secondary data, making it desktop research. The researcher collected and analyzed existing documents, legislations, previous research studies and reports involving issues around implementation of the Act and the use of child justice courts in South Africa as its case study. After analyzing the data given and linking up with the theories of the study, the research established that despite the existence of the Act, barriers related to the implementation of the Act included lack of capacity building, lack of commitment and lack of an integrated management system due the lack of co-operation between stakeholders. The findings revealed challenges faced by the implementers were lack of resources and working in a stress loaded working environment where the demand for services is high. The findings also revealed that the child offenders have access to legal representation but find challenges in getting to know information about their court trials, lengthy period of trial and detention in prison, and in receiving restorative programs. Due to the inadequate resources and structures available, there still need for adjustments to be made in the provision of child justice and this can work if the government adjusts its policies and putting more efficiency in implementing the Child Justice Act whereby child rights will be recognized and promoted.
Izindlela namasu okufundisa izimo zokukhuluma ebangeni lesi-10 nelesi-11 ezikoleni zaseEsikhaleni ezenza isiZulu ulimi lwasekhaya.
(2024) Zulu, Sibonelo Edgar.; Ntshangase, Sicelo Ziphozenkosi.
Lolu cwaningo lugxile ekubhekeni izindlela namasu asetshenziswa ngothisha besiZulu uLimi Lwasekhaya ukufundisa izimo zokukhuluma ebangeni le-10 nele-11 ezikoleni zaseSikhaleni ezenza isiZulu uLimi Lwasekhaya. Lolu wucwaningo oluyikhwalithethivu futhi nolwesimo olusebenzise ipharadymu yomhumusho. Kulolu cwaningo ngisebenzise indlela yokuqoka abahlanganyeli abayi-8 ngenhloso abafundisa isiZulu uLimi Lwasekhaya ezikoleni ezine esifundeni iKing Cetshwayo. Lapha kusetshenziswe izindlela ezine ukukhiqiza imininingo; okuyizingxoxo ezisakuhleleka, izingxoxo zamaqembu, ukwethamela izifunjwana nokuhlaziya amadokhumenti, okungamalungiselelo ezifunjwana. Imininingo ekhiqiziwe ihlaziywe yaphinde yahlelwa ngokwezindikimba. Imiphumela yocwaningo ihlaziywe kusetshenziswa injulalwazi kaVygotsky (1978) ye-Social constructivism kanye nenjulalwazi iSemiyothikhi. Injulalwazi ye-Social constructivism igcizelela ukuba abafundi basebenzise ulwazi lwabo lwangaphambilini ekwakheni ulwazi olusha nokuthi bazuze ulwazi olusha ngokuthi baxoxisane. Ngokwemfundo engunxantathu (ekhuthazwa injulalwazi ye- Social constructivism), abafundi bengacija ikhono labo lokwazi izimo zokukhuluma ngolimi lwesiZulu ngokuthi baxoxisane nothisha, nabanye abafundi kanye nabantu basemphakathini abavela kuwona. ISemiyothikhi yinjulalwazi eyithuluzi lokuhlaziya nokuhumusha zonke izimpawu ezisetshenziswa ekuxhumaneni okuhlanganisa lezo ezisezilimini, amagama, izithombe, izimpawu zomgwaqo, imisindo, umculo, ukukhangisa, njalonjalo. Injulalwazi iSemiyothikhi iyasiza ukuhumusha izimo zokukhuluma. NgokweSemiyothikhi, abafundi bangakwazi ukuhumusha uphawu oluthile ukuthi lusho ukuthini kanye nokuhumusha isithombe esisembhalweni ukuthi simele siphi isimo sokukhuluma. Abafundi bangakwazi ukuhumusha umbala ongabe usetshenziswe embhalweni noma ezintweni ezithile, bangakwazi ukuhumusha imibala esuke isezimbathweni zabantu, bazokwazi ukuhumusha umuntu esifazane uma embethe izingubo ezimnyama ukuthi ushonelwe, nokuthi uphawu lwejuba lusho uthando noxolo. Imiphumela yocwaningo iveze ukuthi othisha basebenzisa izindlela namasu anhlobonhlobo ukufundisa izimo zokukhuluma ebangeni le-10 nele-11. Izindlela ezigqamile ezisetshenziswa ngothisha ukufundisa izimo zokukhuluma; indlela yokufundisa egxile ekuxazululeni izinkinga, indlela yokufundisa elandisayo, indlela yokufundisa exhumanisa okufundwa ekilasini nokwenzeka emhlabeni, indlela efundisa ngokucaphuna endabeni, indlela yokufundisa ehambisana nokubuka, indlela yokufundisa yokusetshenziswa kwengxoxo noma inkulumo eholwa nguthisha. Amasu okufundisa asetshenziswayo isu lokusebenza kwabafundi ngokubambisana kanye nesu lokusebenza komfundi ngayedwana. Lolu cwaningo luletha ulwazi olubalulekile emkhakheni wezocwaningo ngoba imiphumela yalo ikuvezile ukuthi othisha nakuba bezisebenzisa izindlela namasu ahlukene okufundisa, abayigcizeleli kakhulu imfundo enxantathu, okuwukusebenzisana phakathi kwabafundi nontanga, uthisha nomphakathi. Okunye okusha okuvelayo ukuthi othisha izimo zokukhuluma abazifundiseli nje kuphela ukunandisa ulimi lwabafundi kodwa bazifundisela ukusiza abafundi ukuba bathuthukise abamkhono abo okucabanga nokuziqambela izinto. Isihlawumbuliselo salolu cwaningo ukuthi ukuthuthuka kwalawa makhono kungenza abafundi bakwazi ukuhlaziya izimo ezahlukene zempilo, okungandisa amathuba okuphumelela kahle ezifundweni zabo. Abstract. This study reports on the methods and strategies that are employed by isiZulu teachers to teach figures of speach in Grades 10 and 11 in selected schools of esiKhaleni that offer isiZulu Home Language. This is a qualitative case study, which follows the interpretive paradigmn. Participants were purposively sellected from four schools that offer isiZulu Home Language in the Disctrict of King Cetshwayo. Data were generated using four data production methods, namely: semi-structured interviews, focus groups, class observations, and document analysis of lesson plans. Data were analysed using the thematic analysis approach and Social constructivism of Vygotsky (1978) and Semiotic theory. The theory of Social constructivism puts more emphasis on learners’ prior knowledge in conctructing the new knowledge, through collaborative learning experience. Leaning on the priciples of the tripoalr education (which is supported by Social constructivism), the study porsits that isiZulu learners can learn figures of speach better if the learning involves teachers, community and learners. The Semiotic theory is used to analyse all languages imageries or symbols, nameley: words, pictures, road signs, sounds, music, advertisements, et cetera. The semiotic theory plays a provotal role in the anlysis of the figures of speech. Using the Semiotic theory, learners can interprete a symbol or picture in a particular text, in relation to the figure of speech they represent. Learners can interprete colours from what people are wearing, they can tell from a black garment worn by a woman that she is mourning a deceased husband, and they can interpret the symbolism of a dove that it may represent love or peace. Findings of this study reveal that isiZulu teachers employ a variety of methods to teach figures of speech in Grades 10 and 11. The freequently used methods are problem-solving method; telling method; life-based method; text-based method; seeing method; and teacher-led discussion method. Strategies that are utilised freequently are collaborative learning and individual learning. Findings revealed that although teachers employ multiple pedagogies and strategies to teach figures of speach, there seems to be a knowledge gap, and the Department of Basic Education needs to organise professional development programmes that will equip isiZulu Home Language teachers with skills on how to use technology to teach figures of speech.
Policy coordination in intergovernmental relations in South Africa: a case study of higher education institutions.
(2022) Khanyile, Gabi Sylvia.; Rieker, Mark Ivan.
The study looks at the intergovernmental ties between South African Higher Education Institutions and the government before and after 1994, up to the year 2020. Before 1994, the Apartheid government neglected and isolated the theory and practice of interstate relations. The Republic of South Africa's Constitution was approved in 1996, and it provided for the development of the Intergovernmental Relations Framework. The transition to democracy has resulted in substantial changes in the restructuring of intergovernmental relations and the redistribution of responsibilities across the three levels of government. The Intergovernmental Relations Framework of 2005 provided for the development of national, provincial, and municipal intergovernmental relations structures that foster cooperation among the three spheres of government. The Republic of South Africa's 1996 Constitution established government systems that encouraged collaboration and intergovernmental partnerships. But notably, these systems contain challenges that limit the achievement of objectives that must be met. After 1994, the South African government designed and implemented higher education policies that promote transformational aspects such as access, development, accountability, and quality. However, the higher education sector is still changing, and its institutions' effectiveness is not at the level it should be. Some institutions have failed to completely eradicate and dismantle the debilitating apartheid structures which impact negatively higher education institutions. Notably, these institutions must be able to lead in addressing regional economic difficulties; hence it is recommended that adequate policies and programs must be actively adopted to address the problems of institutional change and to improve both access and success.
Primary schools’ efforts to raise learners’ performance in Kwekwe, Zimbabwe = Imizamo yezikole zamazinga aphansi yokuphakamisa ukusebenza kwabafundi eKwekwe, eZimbabwe.
(2023) Ndlovu, Octavia.; Manik, Sadhana.
The aim of the study was to explore primary school’s efforts to raise learners’ academic performance in Kwekwe district, Zimbabwe. It centred on the efforts by teachers in three primary schools to raise their learners’ academic performance against the backdrop of results-based management (RBM) and a new curriculum (introduced progressively since 2017). The results based management approach in education sector seeks to improve service delivery and produce credible learner academic performance results. These efforts were found to be spearheaded by individual teachers in consultation with school management and they became the unit of analysis. Expectancy theory of Motivation, Factor theory of Motivators and Performance Improvement theory were theories providing a framework to understand teachers’ efforts. Curriculum Change Management theory informed teachers’ behaviour in curriculum implementation. An interpretive research paradigm using a qualitative approach was employed. A multi-case study was undertaken, using semi- structured interviews, observations and document reviews. Thematic content analysis was used. The findings revealed novel ideas like holiday camps, extra morning lessons and project-based learning as strategies for improving learners’ academic performance. There were also mixed feelings about RBM and a lack of ownership by teachers of the new curriculum. There was a deeply embedded results orientation to lessons as prescribed by the dictates of RBM, which led to maladaptive teaching which promoted purely instrumental rather than intrinsic educational values. The study established 5 pathways for academic performance improvement in schools. A framework of redress is proposed based on 4 avenues of justice for the schools: recognitional, procedural, distributive and compensatory. Iqoqa. Inhloso yocwaningo wukuhlola imizamo yesikole samabanga aphansi ukukhuphula ukusebenza kwabafundi ezifundweni esifundeni iKwekwe eZimbambwe. Ucwaningo belugxile emizamweni yothisha ezikoleni ezintathu zamabanga aphansi ukukhuphula ukusebenza kwabafundi ezifundweni zabo ngokuqhathaniswa kwemiphumela yakamuva egxile ekuphatheni (RBM) nasohlelweni olusha lwezifundo (olwethulwe ngokuqhubekayo kwebanga ngalinye kusukela ngowezi-2017). Le mizamo kwatholakala ukuthi iholwa wuthisha ngamunye ekuxhumaneni nabaphathi besikole bese kanjalo-ke baba yimbumba yokuhlaziya. Indlela yokuphatha egxile emiphumeleni yomkhakha kwezemfundo ifuna ukwenza ngcono ukulethwa kwesidingo nokukhiqiza imiphumela eyethembekile yokusebenza komfundi ezifundweni eZimbambwe. Injulalwazi/theory i-Expectancy of Motivation, iFactor theory of Motivation nePerfomance Improvement theory kube yizinjulalwazi ezibalulekile ezihlinzeke uhlaka ukuqonda ngemizamo eyenziwa ngothisha ukukhuphula ukusebenza kwabafundi ezifundweni. Ithiyori Curriculm Change Management/Ithiyori Yokuphathwa Kokuguqulwa Kwekharikhulamu yamenyezelwa nguFullan (2006 ecashunwe kuJalagat, 2016) inolwazi ngokuziphatha kothisha ekuqalisweni kwekharikhulamu entsha. Indlela yocwaningo ibihumusha futhi kwaqoshwa indlela yekhwalithethivu. Udaba okucwaningwe ngalo lwenziwa, kusetshenziswa lamathuluzi alandelayo: inhlolomibono ehlelwe ingxenye, ukuzibonela mathupha nokubukeza imibhalo. Ukuhlaziya okuqukethwe kwengqikithi kwasetshenziselwa ukuhlaziya imininingo. Okutholiwe ngamasu okwenza ngcono ukusebenza kwabafundi ezifundweni kudalule ukuthi imicabango emisha njengekhefu lokuhlukanisa, izifundo ezengeziwe zasekuseni nemiklamo egxile ekufundeni kodwa abanye othisha babethatha isikhathi esifanele sokwenza okuhambisana nekharikhulamu nezinye izifundo ezengeziwe zekharikhulamu ukufundisa izifundo ezihlolwayo. Okutholiwe kuveza imizwa eyehlukene ngeRBM futhi nokwentuleka kobunikazi ngothisha kohlelo olusha lwekharikhulamu kwakukhona imiphumela eshuthekwe ngokujulile ezifundweni ezigunyaziwe ngokwemiyalo yeRBM, eholela ekufundiseni okunganele/maladaptive teaching okuqhakambisa ngokucacile okuwusizo kunobugugu bangaphakathi bemfundo. Ukugxila kothisha futhi nezikole, bekungukuqhakambisa ‘ukufunda ekuhloleni’ futhi “nokufundela ukuhlola’ ngenxa yezilinganiso zesikole futhi nezinzuzo zemali zothisha abanamakilasi asebenzayo ezifundweni. Kube khona futhi ukusala kwesimo esabekwa obala saholela ezinselelweni ezikhethekile kothisha ngalokho-ke ubulungiswa besimo sesikole bubalulekile. Ucwaningo luqhamuke nezindlela ezi-5 zokwenza ngcono ukusebenza kwezemfundo ezikoleni ngokuqhathanisa nokwasemuva kweRBM nehlelo olusha lwemfundo. Uhlaka lokulungiswa kweRBM nohlelo olusha lwezemfundo luyahlongozwa ngokugxila ezindleleni ezi-4 zobulungiswa ezikoleni; eyokuqaphelekayo, eyenqubo, eyokusabalalisa neyokunxephezela. Ucwaningo luhlinzeka iziphakamiso maqondana namaqhinga okusebenza komfundi ezifundweni, iRBM, nokuqaliswa kwekharikhulamu entsha.
The implementation of tertiary education language policy: a case study of the language policy of the University of Kwazulu-Natal Pietermaritzburg Campus.
(2023) Madondo, Samukelisiwe Hlengiwe.; Manicom, Desiree Pushpeganday.
Indigenous African languages have been marginalized for many years, and as a way to redress language inequalities and imbalances, mother tongue language use has been introduced in institutions of higher learning in South Africa. The South African Constitution promotes the use of all twelve official South African languages and Chapter 1 Section 6 of the Constitution guides the language policy implementation. In this regard, South Africa is a multilingual country and all languages should have equal status. However, currently South African languages do not enjoy equal status with English. Universities have therefore introduced multilingual modes of instruction to improve teaching and learning, as well as throughput rates. This study aimed at understanding the attitudes and perceptions of the University of KwaZulu-Natal staff and students on the university’s language policy in relation to teaching and learning on the Pietermaritzburg campus and to analyze the implementation of the policy. The study used a qualitative research approach, which consisted of a case study. In-depth interviews were used to collect the primary data from the key informants who comprised of the director of the language board, the dean and head of the School of Arts, three lecturers teaching IsiZulu 101 non-mother tongue, five tutors of IsiZulu 101 non-mother tongue and fifteen students registered for IsiZulu 101 non-mother tongue. The students were divided into three focus groups, each consisting of five students. The study used thematic analysis to analyze the data. Initial findings from the study revealed that students felt that they do not need to study IsiZulu; instead, they mentioned that it should be a personal choice because most of them believe that they will not be using IsiZulu once they have completed their undergraduate degree as they are not all from the province of KwaZulu-Natal. It was also found that not all lecturers were receptive to the implementation of the policy within the university. However, the continuous work that is being done by the University Language and Planning Development Office shows that there are new developments and systems that are continuously being put into place to further improve the implementation of the language policy.
The role of school libraries and teacher-librarians in the promotion of reading culture at uThukela district, Bergville Circuit.
(2023) Mtshali, Noluthando Cynthia.; Kheswa, Siyanda Edison.
The study aimed to explore the role of school libraries and teacher-librarians in promoting reading culture at uThukela District, Bergville Circuit. The circuit currently has 110 schools, and only seven have functional libraries. The Circuit has one public library, which is in town. Studies on the reading culture have been done before, but studies have yet to be conducted within the Bergville Circuit. Most of the studies on this topic were conducted internationally, with a few in the African and South African contexts. The study was guided by an interpretivism paradigm and adopted a qualitative research method using a multiple case study design to collect data through in-depth interviews. The study adopted a purposive sampling technique to select teacher-librarians and principals from seven schools with functional school libraries. The researcher found that factors contributing to the poor reading culture of learners from uThukela District, Bergville Circuit, were: Access to the reading material, poor economic background, illiterate parents, educators’ workload, learners with special needs, and child-headed households. The role of school libraries and teacher-librarians in the promotion of reading culture at uThukela District, Bergville Circuit were: opening the library, organising the books on the shelves, assisting learners in choosing the reading material, providing learners access to books and information, identifying and help learners who are struggling with reading, encourage learners to read, managing and keeping library books safe, monitoring library monitors and creating reading corners and reading competitions. Based on the findings, the study recommends that school libraries should effectively create and sustain a strong reading culture in schools at uThukela District, Bergville Circuit, by ensuring the following: Proper library setup and infrastructure, ensuring learner’s favourite genres are stoked up, Curriculum Integration Plan by educators and school-librarians, attracting new readers and marketing the library, developing programs encouraging learners to read library material and read continuously, storytelling, book recommendation, book clubs, readers cup competitions, read aloud and speeches, getting all educators involved and having the SMT’s involvement in the promotion of the school library usage.
The use of electronic databases (EDs) during the COVID-19 pandemic by Information Studies postgraduate students at the University of KwaZulu-Natal (UKZN) Pietermaritzburg Campus.
(2022) Letsoalo, Lethabo Mohlago Rogator.; Kheswa, Siyanda Edison.
This ethnographic study investigates the use of electronic databases (EDs) during the COVID-19 pandemic by Information Studies postgraduate students at the University of KwaZulu-Natal (UKZN) Pietermaritzburg Campus. The motivation for this study stemmed from the researcher’s experience of the majority of students did not know how to use library’s electronic resources to retrieve information for their work. A few years later, with the COVID-19 pandemic involved, the researcher wanted to understand how the pandemic has affected postgraduate students. Cognitive Learning Theory (CLT) and the Technology Acceptance Model (TAM) theory underpinned the study. The main objectives of the study are to determine whether students are aware of the EDs offered by UKZN, if they received user education during the COVID-19 as well as the challenges experienced with regards to using and accessing EDs during the pandemic. The study used the post-positivism paradigm. The study population consisted of 51 registered postgraduate students. The data collection instrument used was a questionnaire, and it was distributed to students via email with the assistance of the supervisor and school administrator. The questionnaire sought to establish if postgraduate students used and accessed EDs during COVID-19, which EDs they used most, to identify challenges they encountered, the training they received and if they were aware of the available EDs. Of 52 registered students, 32 responded, yielding a response rate of 63%. The results were analysed and graphically presented in tables and graphs. The study found that postgraduate students were aware of the available EDs, but few students did not use them because of a lack of training. The UKZN e-journals A-Z list was the most used EDs. The study also found that students want to receive more training because EDs are based on the use of technology, and technology evolves over time. Several problems were experienced when using the databases remotely, such as a need for training on using the databases and improving access for off-campus users. Based on the study’s conclusions, liaising with lecturers for a class visit to increase awareness of EDs and training that includes different techniques to accommodate all students were presented as recommendations.

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