Education Studies

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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 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.
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.
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.
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.
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.
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.
Foundation phase teachers’ enactment of curriculum differentiation in a full-service school in the Zululand District.
(2023) Mngomezulu, Thandeka Faith.; Khumalo, Samukelisiwe.; Khoza, Bhekumuzi Simon.
The study presents a qualitative action research exploring teachers’ enactment of CAPS curriculum differentiation in one of the full-service schools in Paulpietersburg under Zululand District, KwaZulu-Natal. The main objective of the study was to explore foundation phase teachers’ enactments of curriculum differentiation in a full-service school in the Zululand District. As such, why do foundation phase teachers enact the curriculum differentiation in particular ways in a full-service school in the Zululand District? Also, how do the teachers enact curriculum differentiation in a full-service school in the Zululand District? The study employed emancipatory action research to draw on pragmatic philosophy, which led to new practical knowledge, and new abilities that created knowledge within a pragmatic context. Six teachers were purposefully sampled for the research data collection. Data was generated using focus-group meetings, observations, reflective activities, and semi-structured interviews. The thematic analysis was applied to analyse data using the inductive process to organise data according to the conceptual framework: curriculum content, teacher’s use of CAPS, lesson objectives, enactment methods, teaching strategies, teachers’ role, learning and teaching support material (LTSM), lesson duration, teaching and learning environment, assessment tasks, as well as reflection and enrichment on activities. Literature explored three types of curriculum enactment influenced by a performance (content-based) curriculum, a competence (social-based) curriculum, and a differentiated (personal-based) curriculum. The research study findings on the teachers’ curriculum enactment revealed that teachers’ enactment of the curriculum was dominated by performance curriculum principles. As such, teachers and learners were frustrated by the level of underachievement in the prescribed objectives due to a lack of understanding and knowledge of the curriculum differentiation implementation. However, the teacher’s enactment of the differentiated curriculum was improved during the second phase of the action research. Additionally, the teachers were able to trust and apply their differentiation strategies to achieve the CAPS-prescribed objectives. Nevertheless, the quality and volume of content achieved within the stipulated time raised concerns. The different enactment methods also postulated doubts in terms of meeting each learner at the point of their educational needs, taking into consideration the size of the classrooms. The study recommends that teachers be more developed in curriculum differentiation enactment to interconnect the performance curriculum with a competence-based curriculum, thereby designing and applying the differentiated curriculum in class. The study further encouraged teachers to use different strategies to foster the curriculum without tampering with the prescribed content and skills.
Grade 3 teachers’ understanding of the implemented mathematics curriculum in Mpumalanga province: an action research of grade 3 teachers = Ukuqonda kothisha bebanga lesithathu ngohlelokufunda lwezibalo oseluqalisiwe esifundazweni iMpumalanga: Ucwaningo lokwenza kothisha bebanga lesithathu.
(2023) Galane, Charlotte Myriam Moshala.; Khoza, Simon Bhekumuzi.
This pragmatic action research explores Grade 3 teachers’ understanding of the implemented mathematics curriculum. Exploring teachers’ understanding of the mathematics curriculum is critical given the fact that, over time, curriculum reforms take place. Such reforms impact not only on teachers’ knowledge, expertise or motivation, but also on their understanding. Understanding, as synthesised by the researcher, is a planned, prescribed system of presenting one’s thoughts and expertise regarding a particular subject, in this case, mathematics. In exploring this phenomenon, six Grade 3 teachers from Nkangala District in Mpumalanga were purposefully sampled to be part of this study. Data was generated through two phases of reflective activities, observations, interviews and focus group discussion. To answer the two research questions of this study, the generated data was analysed guided by the natural identity framework themes. Findings revealed that teachers’ understanding of the implemented mathematics curriculum is mostly informed by a combination of their need to comply with the prescripts of policy and higher authority, and common understanding to appease the societal needs and individual understanding based on their experiences and beliefs. To embrace the three propositions of identities, the study developed the Natural Understanding Identity Framework. The framework promoted teachers’ natural understanding identity which is underpinned by reflective practice, critique and adaptation to what works in their day to day practice as teachers. Iqoqa. Lolu cwaningo lwepragmathikhi luhlola ukuqonda kothisha bebanga lesithathu ngohlelo lwezifundo zezibalo oseluqalisiwe. Ukuhlola ukuqonda kothisha ngohlelokufunda kubalulekile uma kubhekwa iqiniso lokuthi, ngokuhamba kwesikhathi, kuba nezinguquko ohlelweni lokufunda. Lolu guquko lunomthelela hhayi kuphela olwazini lothisha, emakhonweni noma ekugqugquzeleni, kodwa futhi nasekuqondeni kwabo. Ukuqonda, njengoba kuhlanganiswe ngumcwaningi, kuwuhlelo oluhleliwe, olunqunyiwe lokwethula imicabango yomuntu maqondana nesifundo esikhethekile, kulokhu, izibalo. Ekuhloleni lezi zimo, othisha bebanga lesithathu esifundeni iNkangala eMpumalanga kwathathwa amalinge ngenhloso yokuba kube yingxenye yalolu cwaningo. Imininingo yenziwe ngezindlela ezimbili zemisebenzi yokucabangisisa ngokwenza, ukubheka, inhlolombono nokugxila ekubhungeni kweqembu. Ukuphendula imibuzo emibili yokucwaninga yalolu cwaningo, imininingo eyenziwe yahlaziywa iqondiswa yizingqikithi zokuhlonza uhlaka lwemvelo. Okutholakele kudalule ukuthi ukuqonda kothisha ngohlelo lwezibalo olusetshenziswayo kuzinze ekuhlanganisweni kwesidingo sabo esihambisana nemithetho yenqubomgomo negunya eliphakeme, ukuqonda okufanayo ukufeza izidingo zomphakathi nokuqonda komuntu ngamunye okugxile kwabahlangabezane nakho nezinkolelo zabo. Ukwamukela izihlongozo ezintathu zokuhlonza, ucwaningo luthuthukise Uhlaka Lwemvelo Lokuhlonza Ukuqonda/Natural Understanding Identity Framework/. Uhlaka lukhuthaze ukuqonda kwemvelo kothisha kokuhlonza okusekelwe ngokwenza ngokudlinza, ukugxeka nohambisana nalokho okusebenzayo nsuku zonke zabo zokwenza njengothisha.
Grade 7 technology teachers' topic-specific pedagogical content knowledge in teaching graphic communication.
(2022) Mcambi, Zanele Sphokuhle.; Singh-Pillay, Asheena.; Mabaso, Bongeka.
Graphic Communication (GC) is a universal language in the technology and engineering sector. In the field of engineering and the manufacturing industry, graphic communication is useful for the design, development, manufacture of products and construction of structures and systems throughout the world (Lockhart et al., 2018). Graphic communication forms the backbone of all design operations that work within a framework, ranging from conceptual design, detailing of drawing specifications, analysis, interpretation of graphic text and iterative re-design, to making working drawings prior to manufacture of artefacts, assembling of mechanical components and construction of building structures (Dobelis et al., 2019). Through graphic communication skills, learners ought to be taught, by teachers, how to read, interpret, design, and draw using freehand or instrument drawing techniques guided by the South African National Standards (SANS) code of practice. GC is one of the content topics that teachers of technology do not find easy to teach. The National Senior Certificate (NSC) examiners and moderators’ reports for engineering graphics design, civil technology from 2016 to 2021 reflect learners’ remarkable ineptitude regarding graphic communication skills. The diagnostic reports repeatedly highlight learners’ poor performance on examination questions that test for graphic communication skills. While learners’ learning and performance is related to many factors these diagnostic reports allude to the interconnection between learners’ poor performance in GC to the teaching to which they are exposed. In technology education learners are introduced to GC in grade 7. This means that the GC learnt in grade 7 forms the platform for all other GC learning in the subsequent grades. Thus, it is quintessential to explore grade 7 technology teachers’ topic specific pedagogical content knowledge pertaining to GC. Within the South African context, technology is a relatively new subject in the curriculum, as it was introduced in 1998. Many teachers teaching technology teach out- of -field. This means they were not trained to teach technology and lack the subject matter knowledge and pedagogical knowledge needed to teach graphic communication. In response to the afore mentioned issues, this study sought to explore grade 7 technology teachers’ topic specific pedagogical content knowledge in teaching graphic communication guided by the following research questions: 1. What is grade 7 technology teachers’ subject matter knowledge on graphic communications? 2. What topic specific knowledge do grade 7 technology teachers use when teaching graphic communication? 3. Why do grade 7 teachers use their topic specific pedagogical content knowledge for teaching graphic communication in the way that they do? This qualitative study adopted a case study design, and data was collected using questionnaires and interviews. Mavhunga (2015)’s Teachers’ Topic Specific Pedagogical Content Knowledge (TSPCK) frames this study theoretically. Findings of this study revealed that teachers have three understandings of GC: GC conveys an idea or thought via drawings or sketches. GC is a technological process that learners use to do a practical assessment task when designing to communicate ideas into paper or an article. Moreover, GC is a language spoken by architects and contractors. Regarding the way they teach GC, two themes emerged, they use a hands- on approach and the talk and chalk approach. The way teachers teach is influenced by the fact that they are teaching out- of- field and the lack of professional development. Hence the findings of this study concluded with a proposal for a continuous professional teacher development program to be put in place which will assist teachers to stay on par with all the needed information and resources regarding technology and GC.
Integration of technological resources into the curriculum in the fourth industrial revolution: the context of primary schools in Pinetown District.
(2022) Nene, Lindokuhle Gary.; Mpungose, Cedric Bheki.
This research is a qualitative study that utilises a phenomenological research study, by means of 24 teachers at primary schools in South Africa, to fulfil its purpose. This study employs an interpretivist paradigm. This paradigm has been utilised because the study aims at exploring three missing levels of integration (constructive, unconstructive, and personal) during teaching and learning. The study intended to understand why teachers resist integration of technological resources. The methods of data generation employed are three online techniques owing to COVID-19: emailed reflective activity, Zoom focus-group discussion, and Skype one-to-one semi-structured interviews. These methods have been used for the purpose of sampling. Convenience sampling was utilised to select the most accessible participants. This study was framed by the curriculum origins concepts which originate from the curricular spider web (Van den Akker et al., 2009). This study utilises the technological pedagogical content knowledge (TPACK) as the theory that shapes the study. Data were analysed through guided analysis in which deductive and inductive methods were deployed. Lastly, ethical issues that are aligned with a qualitative study were considered. These include trustworthiness, dependability, confirmability, credibility, and transferability. This study employs this collection of research methods, the aim being to answer the following critical research questions: Research Questions: 1 .Which technological resources do teachers integrate into the curriculum in the fourth industrial revolution? 2. How do teachers integrate technological resources into the curriculum in the fourth industrial revolution? 3. What informs teachers in the fourth industrial revolution when integrating technological resources into the curriculum in the way they do? These research questions were underpinned by the following research objectives: Objectives of this Study: 1. To explore technological resources integrated into the curriculum in the fourth industrial revolution. 2. To explain the lessons to be learned when teachers integrate technological resources into the curriculum in the fourth industrial revolution. 3. To understand what informs the teachers’ integration of technological resources into the curriculum in the fourth industrial revolution. From the literature, three major concepts were generated by the research phenomena: constructive integration, unconstructive integration, and personal integration. These concepts were aligned with three categories of the curriculum, namely, the pragmatic, the horizontal, and the vertical. The literature and the findings of this study point to the actions of the majority of teachers, when integrating technological resources, being informed by constructive integration. Constructive integration occurs when teachers are compelled to follow a prescribed document such as a CAPS document and manuals. Thus, teachers are following a vertical curriculum. On Skype one-on-one semi-structured interviews teachers reflected on unconstructive integration. Such occurs when teachers’ actions are motivated by their social experience; this means that teachers share information. Such suggests that teachers are driven by the needs of horizontal curriculum. Online reflective activity also revealed that few teachers integrate technological resources, and their actions are informed by personal integration. This imbalance of integration leads to the poor integration of technological resources in which personal integration was singled out as the area for attention. Consequently, the main findings of this study indicate that teachers integrate technological resources into curriculum informed by three levels of integration: constructive, unconstructive and personal integration.
Intimacy [as] and pedagogy: a narrative inquiry of experiences of teaching theatre performance in higher education.
(2023) Khala-Phiri, Ayanda Kabelo.; Amin, Nyna.
This study positions teaching theatre performance in higher education as intimacy-producing pedagogy and examines its effect on four teacher-artists and their work. This is given the background of sexual harassment within the South African performing arts industry (Yende, 2021), outlined explicitly within the teaching and learning context of higher education through the autobiographical lens of the primary researcher. Consequently, the research questions focus on the understanding and experiences of intimacy’s relationship to theatre pedagogy of research participants in four higher education institutions. The research participants are referred to as teacher-artists to highlight the merging of the roles of teacher and artist in theatre pedagogy. This convergence of roles is further evidenced as significant in the intersecting of intimacy with pedagogy. Theatre pedagogy is theorised as simultaneously engaged, critical, and embodied. Additionally, intimacy is conceptualised as constructed through teaching [and learning] processes that consistently invoke vulnerability, interaction, self-disclosure, emotional connection, partner responsiveness, and physical contact. In its centring on the engaged, critical, and embodied knowledge of the teacher-artists, the study is necessarily interdisciplinary and qualitative. Narrative inquiry is the qualitative approach used to center story as data (Ollerenshaw & Creswell, 2002). Throughout the research design, vulnerability is utilised as the expressive mode of presenting the research to the reader. This vulnerability translates into highly subjective storytelling, the use of poetry, extractions from journal writing, and dramatic devices to share and intentionally organise data. These creative devices are also used as signposts for the reader. This strategy is explicit as both an ever-present illustration of the ‘intimacy-in-pedagogy’ that the study explores and a disavowal of the systemic tradition (in academia) of separating the academic researcher from the artist. Supported by a review of literature on higher education, black women in higher education, and performance studies, the study provides an in-depth discussion pointing to factors that emerge as relevant within a greater socio-political context. These factors include racial and economic politics of inequality, a deliberate state agenda towards the transformation of the higher education sector, the significant prevalence of gender-based violence (shown particularly at the height of the Covid-19 pandemic) as well as the agenda of HIV/Aids as a primary focus of national health interventions from the end of Apartheid well into the transitioning of South Africa into a democratic republic. The purpose of the study, in the first instance, was to understand how a specific sample of teacher-artists understand and manage intimacy as a part of their teaching practice. The criteria for identifying the initial participants of the study was that the participants themselves (before becoming teacher-artists) had been university theatre students who had experienced or witnessed a violation of intimacy within theatre practice. However, the focus shifted due to a lengthy delay and the Covid-19 pandemic interruptions to the research. Consequently, the research findings yield a thesis on intimacy and theatre performance pedagogy that reflects higher education as a context. Accordingly, this study argues that teacher-artists are partners with higher education in delivering intimacy-producing pedagogy to student-performers. Teacher-artists' experiences in higher education reveal a challenging and fragmented environment that hinders intimacy and growth and requires urgent reform. Intimacy is evidenced on three levels in the practice of theatre pedagogy: Namely, between teacher-artists and their practice of theatre pedagogy, between teacher-artists and student-performers, and between teacher-artists and their institutions. The study validates the ability inherent in theatre pedagogy to innovate social interactions in learning spaces where socio-economic inequalities and asymmetrical power relations are pervasive. The study evidences the continued need for inquiry on the consequences of gendered and raced experiences on knowledge within the field of theatre performance in higher education and argues that caregiving, transference, intimate partner violence, and institutional gaslighting are the intimacy-related issues produced for teacher-artists. The study argues that institutional attitudes towards theatre pedagogy are ambiguous, positioning the discipline and staff as persistently vulnerable in the overall politics of higher education. Finally, the study demonstrates that teacher-artists experience distrust and reluctance to participate in the transformation agenda of the higher education sector, particularly in response to the ongoing call to decolonize higher education curricula.
Learning financial literacy amongst adult Mauritians = Ulwazi lokusetshenziswa kwezimali kubantu asebekhulile baseMauritius.
(2023) Ramjeet, Amit Kumar.; Maistry, Suriamurthee Moonsamy.; James, Angela Antoinette.; Mariaye, Marie Hyleen Sandra.
Many countries, including Mauritius, have placed financial literacy high on their agenda, with stakeholders including banking and non-banking regulators, government policymakers and the financial industry considering it to be in their best interests to increase financial literacy and consumer awareness. This study assesses the perceptions and understanding of adult Mauritians regarding financial literacy. The research questions concern the state of financial literacy among the adult population, the means through which Mauritians become financially literate, how these learning experiences influence financial decision-making, and why acquisition of financial literacy happens in this way in Mauritius. The study was conducted with groups from varied geographical and socio-economic backgrounds, and tries to address the causal link between being financially literate and using this knowledge for financial decision-making. The findings will contribute to improving perceptions of financial literacy and its use in financial decision-making. Another aim is to identify the best tools, techniques and strategies that can be adopted to help the adult Mauritian population to become financially literate. Most financial literacy programmess are developed with little or no attention to adult learning theory, inclusive learning environments, or culturally responsive teaching. Rather they have been grounded more in financial risk investment models, life cycle consumption theories, or behavioural modification models adapted from a health behaviour model or a combination thereof. In this study both quantitative and qualitative research techniques are used to study the complexities of financial literacy, and substantial evidence has been amassed through this mixed-method approach. Questionnaires and semi-structured interviews were utilised in this concurrent mixed-method design. Findings from this study demonstrate the importance of financial knowledge for effective decision-making, while also indicating the usefulness of financial literacy for a good understanding of individual financial choices. This study also highlights the lack of institutional financial literacy initiatives, and its recommendations may be used to inform policymakers and practitioners on the best tools, techniques, and strategies for providing financial literacy to the population. Iqoqa. Amazwe amaningi, okubalwa kuwo neMauritius, asebeke ulwazi lwezokusetshenziswa kwemali phezulu ohlelweni lwabo nababambiqhaza okubalwa kubo ababhekeleli kwezokugcinwa kwemali kanye nabangebona ababhekeleli kwezokugcinwa kwemali, abaqambi benqubomigomo bakahulumeni, futhi imboni yezezimali ikubuka lokhu njengokusondelene nabo kakhulu ukukhuphula ulwazi lokusetshenziswa kwezimali kanye nokuqwashisha abathengi. Lolu cwaningo luphenya ulwazi kanye nokuqonda kwabantu asebekhulile baseMauritius mayelana nolwazi lokusetshenziswa kwemali. Imibuzo yocwaningo ibuka isimo solwazi lokusetshenziswa kwemali phakathi komphakathi wabantu asebekhulile, izindlela zokuthi abantu baseMauritius babe nolwazi lokusebenza kwemali, ukuthi lolu lwazi abalufundayo lunamthelela muni ekuthatheni izinqumo, kanye nokuthi kungani ukuthola ulwazi lokusetshenziswa kwemali kwenzeka ngale ndlela eMauritius. Ucwaningo lwenziwa ngamaqoqo abantu abaqhamuka ezindaweni ezahlukene kanye nezizinda ezahlukene zenhlalompilo yezomnotho, bese luzama ukubuka ubudlelwane obuwumsuka phakathi kokuba nolwazi lokusetshenziswa kwemali kanye nokusebenzisa lolu lwazi ukuthatha izinqumo zezimali. Imiphumela izoba nomthelela ekuthuthukiseni ukwazi ngolwazi lokusetshenziswa kwemali kanye nokulusebenzisa ekuthatheni izinqumo ngemali. Enye inhloso ukuthola izinsizakusebenza ezingcono, izindlela kanye namasu angasetshenziswa ukwelekelela umphakathi wabantu asebekhulile baseMauritius ukuthi babe nolwazi lokusetshenziswa kwemali. Izinhlelo eziningi zezezimali ziyathuthukiswa nokuncane noma okungekho nhlobo okumayelana nokubhekelela injulalwazi yokufunda kwabantu asebekhulile, izizinda zokufunda ezihlanganisayo, noma ukufundisa okuphakela ngokwamasiko. Kunalokho bebezikise kakhulu imifanekisomumo enobungozi yokutshalwa kwezimali, izinjulalwazi zokusetshenziswa kwezinguquko zempilo, noma imifanekisomumo yokuguqulwa kwendlela yokwenza athathwe emifanekiswenimumo yendlela yezempilo noma inhlanganisela yakho konke. Kulolu cwaningo zozimbili izindlela zocwaningozinombolo kanye nelobunjalo botho zisetshenzisiwe ukucwaninga okuxakayo elwazini lokusetshenziswa kwemali, kanye nobufakazi obunzulu bubikiwe ngayo le ndlelakwenza yezindlelangxube. Uhlamibuzo kanye nezingxoxo ezisakuhleleka kusetshenzisiwe kule nhlanganisela yendlela engxube. Imiphumela yalolu cwaningo iveza ukubaluleka kolwazi lwezezimali ukuthatha izinqumo eziphusile, ngesikhathi futhi iveza umsebenzi wolwazi ngokusetshenziswa kwemali ukuqonda kahle ukwenza komuntu ngamunye ngokusetshenziswa kwemali. Lolu cwaningo luphinde futhi luveze ukwesweleka kwemizamo yezikhungo ngolwazi lokusetshenziswa kwemali, nokuthi iziphakamiso zaso zingasetshenziswa ukwazisa abaqambi benqubomigomo kanye nezisebenzi zezikhungo ngezinsizakusebenz ezingcono, amaqhinga kanye namasu okufundisa ulwazi lokusetshenziswa kwezimali emphakathini wabantu asebekhulile.
Learning to play the game: exploring the experiences of early career academics in negotiating their belonging at a South African university.
(2022) Majozi, Nkululeko Vusumuzi Gift.; Hlatshwayo, Mlamuli Nkosingphile.
This research study contributes to the increasing body of knowledge that explores the experiences of early career academics working in and around institutions of higher learning in South Africa. Using a qualitative approach, academics new to the academic landscape recounted and shared their academic experiences in relation to their professional transition, and how they negotiated their belonging within the institution of higher learning where they are employed. An interpretive case study, focusing on eight sampled early career academics as participants from the University of KwaZulu Natal, Edgewood campus, was used to capture their experiences. The early career academics who were purposively sampled reflected on, and shared their experiences. These were theorized and broken down into five main themes, namely; academic development, publications and funding, academic responsibility and community engagement, prioritizing student-centred teaching and learning, and the visibility of line managers and supervisors. Through the semi-structured interviews, participants provided detailed and valuable responses about their lived experiences of what transitioning into academia feels like for an early career academic in a South African institution of higher learning. This data generation method was seen as an appropriate tool to use to generate data that that offers unique insights in this study. This study revealed that the experiences by early career academics as they transitioned into higher education were multi-faceted. Early career academics appeared overwhelmed, tired, frustrated and even angry at the occupational conditions that are intensified by their professional world of work. Furthermore, it revealed that the difficulties that these academics were often exposed to resulted in their early departure from academia, with no intention of returning. This left the institutions in dire situations when they left. This study therefore, recommends that more scholarly work focusing on the experiences of ECAs when transitioning into higher education be done. Whilst a great deal of recommendations to mitigate some of these negative experiences have been explored in this body of work, neglecting the need for further research into this phenomenon can have a long term adverse impact on the development of new academics, and that of the higher education sector at large. Further exploring and understanding how early academics negotiate their belonging when transitioning into the academic landscape will enable institutions of higher learning to device new initiatives and modem programmes to lessen the pressure and negative experiences. Moreover, while there was some form of support extended in these institutions through formal and informal mentorship opportunities from supervisors and fellow colleagues, this study further recommends formalising and institutionalising such programmes for the development of ECAs within the system, their well-being and the survival of the academic profession.
Lecturers’ understanding and enhancement of student engagement at a higher education institution: an appreciative inquiry.
(2022) Muthusamy, Nirashnee.; Hlalele, Dipane Joseph.
The purpose of this study was to explore lecturers’ understanding and enhancement of student engagement at a higher education institution through an appreciative inquiry approach. This investigation was intended to unearth strategies to enhance student engagement at a higher education institution, and to understand how and why such strategies enhance student engagement. A qualitative case study was deemed to be suitable to explore lecturers’ understanding and enhancement of student engagement. The study was informed by an appreciative interpretivist paradigm in conjunction with an appreciative inquiry theoretical framework. A purposive sampling technique was applied to select participants consisting of eight lecturers who facilitate compulsory modules pertaining to the Bachelor of Education (Foundation and Intermediate Phases) programme at one higher education institution in KwaZulu-Natal. The data generation methods utilised in this study were appreciative interviews, discursive informed conversations, and an open-ended questionnaire. All participants were subjected to all three data generation methods. The study’s data generation methods were designed in accordance with the principles and phases of an appreciative inquiry (AI) which focuses on what is working, rather than what is wrong. Findings revealed that lecturers at a higher education institution understand student engagement as active participation which entails being interactive in lectures. Further, active participation involves collaboration, co-constructive relationships, interaction, and metacognition. More importantly, the study revealed strategies that encourage active participation such as immersing oneself in the module, humanising content, creating interconnectedness, using a variety of resources, being positively involved in class activities, applying content to real-life situations, utilising interactive teaching aids, ensuring thorough lecture preparation, authenticating the learning experience, creating opportunities for critical-thinking, providing quality feedback, facilitating smaller groups and tutorials, creating a supportive learning environment, encouraging work-integrated learning and innovative models, and reviewing content and pedagogical practices. The study also revealed that the enhancement of student engagement through active participation is fulfilling and linked to success. This was assisted by effective lecturer-student cooperation, application, and reflection of knowledge, practicing acceptable societal values, preparation of students for the 21st-century world-of-work, and giving positive and expeditious feedback to students. Based on the conclusions and findings, I have suggested further research on the topic but focusing on digital pedagogy that could provide further insight on student engagement. Due to Covid-19 protocols, the institution chosen for this research migrated to online learning, hence lecturers experienced challenges when engaging students on digital platforms. It is also recommended that future research explore in-depth the challenges that impede the enhancement of student engagement at higher education institutions so that barriers to learning could be eradicated.

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