Enabling and constraining factors in Zimbabwe's 3-3-3 teacher education curriculum model : the case of a secondary teacher education college
- Authors: Shava, Nosizo
- Date: 2015
- Subjects: Education -- Curricula -- Zimbabwe Teacher participation in curriculum planning -- Zimbabwe Teachers -- Training of -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/5686 , vital:29362
- Description: This study offers an explanation of enabling and / or constraining factors in Zimbabwe‘s 3-3-3 secondary teacher education model for Post ‗O‘ Level Science. It is a theory driven study that derives its theoretical foundation from Roy Bhaskar‘s critical realism and Margaret Archer‘s morphogenetic approach to reality. The study therefore offers explanations about structural, cultural and agential influences that facilitate and / or hinder the 3-year program for Post ‗O‘ Level Science. This was a qualitative case study of one secondary teacher education college in Zimbabwe. Qualitative data were collected through interviews, focus group discussions and document analysis. One official from the Department of Teacher Education(DTE) at the University of Zimbabwe(UZ),the Principal, the Vice Principal and 10 lecturers from the studied college,3 Heads of Science department in secondary schools,3mentors and 5 groups of 10 and 11eleven student teachers participated in the study. The DTE Handbook (2012), vision and mission statements and core values of the Ministry of Higher and Tertiary Education Science and Technology Development (MHTESTD),DTE and the studied college, syllabuses, teaching practice reports, policy documents, external examining reports, College Academic Board (CAB) minutes, admission records, mark profiles and pass lists among other relevant documents complemented interview data. As a theory driven study, structural, cultural and agential influences were found to be enabling and / or constraining the model. The acute shortage of Science teachers in secondary schools and the few Post ‗A‘ Level Science graduates led to the re-introduction of the 3- year Post ‗O‘ Level Science program in secondary teacher education colleges. The bureaucratic structures in educational institutions, the In-Out-In structure, institutional structures such as the family, the University, the studied college, secondary schools, infrastructural facilities, material and financial resources, transport facilities and utilities such as water, electricity and the internet were established as some among other structural factors affecting the 3-3-3 model. Discourses held about the teaching profession, the vision, mission and core values of the MHTESTD,DTE and the studied college, beliefs about what Science teachers should learn, knowledge, skills, attitudes and values they should acquire and how they should be taught were established as cultural factors enabling and / or constraining the 3-3-3 model. Agential influences offering causal explanation for enablers and / or constrainers of the model were established as the decision by the Principal and the CAB to re-introduce the 3- year Post ‗O‘ Level Science program, the decision by the students to enroll for the program, the recruitment of under qualified students, the use of various teaching methods, conducting staff development and mentorship workshops and failure to increase staff establishment. The study has put forth recommendations for the improvement on constraining factors in pre-service teacher education programs. With the understanding that agency has power to reinforce or transform structures and cultures, it should not be seen to be reinforcing disadvantaged structural positions and cultures; instead, after having identified structural and cultural constrainers, it should engage in communicative and meta-reflexivity to come up with the best possible solutions to the hindrances. Courses of action should then be taken accordingly.
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- Date Issued: 2015
Multilingualism and ICT education at Rhodes University: an exploratory study
- Authors: Dalvit, Lorenzo
- Date: 2010
- Subjects: Educational technology -- South Africa Educational equalization -- South Africa Digital divide -- South Africa Information technology -- Social aspects -- South Africa Educational innovations Information technology -- Study and teaching Language and education -- South Africa Native language and education -- South Africa Rhodes University -- Students -- Attitudes Computer science -- Study and teaching (Higher)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1673 , http://hdl.handle.net/10962/d1003556
- Description: In South Africa, the linguistic hegemony of English over the African languages in the academic field reproduces unequal power relationships between their speakers. The present study shows that an intervention shaped by a counterhegemonic ideology can change the attitudes of Black university students, key players in spearheading social change. Usign statistical analysis and survey methodologies, this research explored the hegemonic role of English as the only language of learning and teaching (LoLT) in the discipline of Computer Science (CS) at Rhodes University. The study found that those speakers of an African language who are the most disadvantaged by the use of English as LoLT are also the most likely to resist a more extensive use of their mother tongue as an alternative. A group of such students were involved in the development and use of an online glossary of CS terms translated, explained and exemplified in an African language (isiXhosa). This experience increased the support for the use of African languages as additional LoLT, even in the Englishdominated field of study of Computer Science. This is an initial step towards promoting linguistic equality between English and African languages and social equality between their speakers.
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- Date Issued: 2010
Non-governmental organizations, the state and the politics of rural development in Kenya with particular reference to Western Province
- Authors: Matanga, Frank Khachina
- Date: 2002
- Subjects: Non-governmental organizations -- Kenya , Rural development -- Kenya
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2803 , http://hdl.handle.net/10962/d1003013 , Non-governmental organizations -- Kenya , Rural development -- Kenya
- Description: In recent decades, Non-Governmental Organizations (NGOs) have increasingly taken on development and political roles in Africa. This has partly been attributed to the New Policy Agenda (NPA) mounted by the international donors. The NPA is predicated on neo-liberal thinking advocating for an enlarged development role for the private sector and a minimalist state. This relatively new shift in development thought has been motivated by the declining capacity of the African state to deliver development and guarantee a liberal political system. This study, therefore, set out to empirically examine whether NGOs are capable of effectively playing their new-found development and political roles. The study was based on Kenya with the Western Province constituting the core research area. The fact that the Kenyan state has been gradually disengaging from the development process has created a vacuum of which the NGOs have attempted to fill. Equally important has been the observation that, for the greater part of the post-colonial period, the state has been largely authoritarian and therefore prompting a segment of civil society to take on political roles in an effort to force it to liberalize and democratize. Urban NGOs in particular, have been the most confrontational to the state with some remarkable success. Unlike their urban counterparts, rural-based NGOs have tended to be more developmental and play a politics of collaboration with the state. Many of the latter NGOs, although playing a significant role in rural development, have been co-opted into patron-client networks. Factors that influence NGOs= posture towards the state include the nature of their leadership, the extent of their nternational connections, and the level of resources at their disposal. The study=s principal conclusion, is that, in as much as NGOs and overall civil society have provided a basis for development and opposition to the state, there is an urgent and growing need for them to shift from a position of dependency, whether domestic or international, to relative autonomy. Only then, will their contributions be sustainable in society.
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- Date Issued: 2002