Professional development in environmental education in Zanzibar, Tanzania: distances encountered in a semi-distance learning course
- Authors: Heylings, Phillippa Frances
- Date: 2000
- Subjects: Environmental education -- Tanzania -- Zanzibar Distance education -- Tanzania -- Zanzibar Environmental education Distance education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1715 , http://hdl.handle.net/10962/d1003598
- Description: In Zanzibar, in 1995, opportunities for professional development in environmental education were minimal. Yet the demand for professional development was high, especially because of an emphasis on formal qualifications in the country. Credibility was afforded to forms of professional development, aimed at creating more ‘experts’. Ongoing environmental education practice was not achieving its objectives. Into this setting, which was culturally and socio-politically different from the South African context where it was developed, I introduced the Rhodes University Certificate and Gold Fields Participatory Course in Environmental Education (RU/GF); a non-formal, counter-hegemonic course which encouraged critical reflection on the dominant orientations to environmental education practice – including professional development. I used critical ethnographic and action research methods to explore my praxiological interest, the adaptation of the RU/GF curriculum to the Zanzibar context. During the research process, a decision was made to formally accredit the RU/GF course. This decision did not alter the course orientation or the learning process but opened up possibilities for future curriculum development processes. It allowed the students both a formal qualification necessary for status and promotion, and participation in a learning process that challenged the dominant paradigm on professional development and status from within the socio-political context. The research took on a reflexive orientation to research and environmental education. Through a dialectical development of theory, method and results, several important issues emerged. These deal with the ‘distances’ encountered in attempting to address some of the perceived dichotomies in professional development in environmental education through semi-distance learning: the distances between status and learning; the need for career upgrading and the type of learning considered appropriate for professional development in environmental education; the non-quantifiable aims associated with a reflexive orientation to professional development and formal assessment demands for measurable criteria; the democratisation of open-entry courses and the elitism of restricted access; the focus on individual growth and the attainment of a normative grade; theory and practice; and finally distances between learner, text and language. The research supports similar findings emerging from evaluation of the RU/GF course in South Africa and resonates with, and contributes to, issues concerning professional development in environmental education being considered internationally.
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Research Portfolio
- Authors: Nts'aba, Likengkeng
- Date: 2000
- Subjects: School management and organization -- South Africa -- Eastern Cape , School board members -- South Africa -- Eastern Cape -- Decision making , Education -- Political aspects -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2051 , http://hdl.handle.net/10962/d1018259
- Description: The move towards greater democracy and participation in our education system is legislated quite succinctly in our South African Schools Act. The Act furthermore, and more importantly for this case study, posits that decision-making should be democratic in nature and our schools should eventually become governed in a collaborative and co-operative manner. Other policy texts such as the Labour Relations Act and the South African Constitution canonise the demand for a democratic South African society. This study investigates how democratic decision-making practices are taking place in an East London Secondary School namely Ebenezer Majombozi High. Even though distinct links exist between management and governance arms of schools, this study concentrates predominantly on decision-making within the school governing body and touches briefly on management thinking trends as a theoretical background to the kind of management at the school. What makes the school interesting as a case study is its rich history and its location in a deprived and impoverished township environment. The school was also part of the ex-Department of Education and Training, the black educational department of the past apartheid state. The kind of research undertaken was in the form of unstructured personal :interviews with influential stakeholders at the school. Some of these stakeholders fonn part of the school governing body and the questions asked probed forms of governance at the school and how decision-making impacted on the overall school governance. The research fmdings acknowledges that decision-making does occur democratically at the school but that the practical implementation of positive consensual decisions are rarely realized. The school governing body only meets to deal with crises underpinned by a lack of learning and teaching and has not even debated the policies within the South African Schools Act. The study also argues that only by building capacity within the school and empowering the stakeholders, can constructive participation by all become a reality.
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Research portfolio
- Authors: Ngwane, Mandisa Sweetness
- Date: 2000
- Subjects: Educational surveys -- South Africa -- Grahamstown Educational evaluation -- South Africa -- Grahamstown Education -- Environmental aspects Environmental education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1728 , http://hdl.handle.net/10962/d1003611
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Research Projects Portfolio.
- Authors: Schudel, Ingrid Joan
- Date: 2000
- Subjects: Environmental education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2015 , http://hdl.handle.net/10962/d1016368
- Description: This collection of research projects tells a story of the time I have spent with members of the Albany Working for Water team; including preparations made, lessons learned and insights gained. My first project was to analyse the methodology of a research paper. I chose the paper by Arjen Wals because I intended, like him, to examine people's perceptions of environmental issues. From this paper I gained ideas for a qualitative research process and learnt the importance of theoretical and methodological consistency. My next project was to present a report on my research into the perceptions of workrelated environmental issues among the Albany Working for Water workers. From this research I gained insight into the knowledge of the workers and also some of the misconceptions that they have about social and ecological issues. I made educational recommendations based on these insights. This experience inspired me to initiate a play with a group of the workers about alien plant eradication. The process of developing this play formed the basis for a research paper that I have submitted as another research project. Concurrent with the development of the play, I conducted a fourth research project that was a situational analysis of the Albany Workingfor Water Project. I hoped that this analysis would provide useful insight into the context of the above two projects. Overall, I hope the story reflects how I have grown through the learning experiences I shared with the Albany Working for Water team. I would like to extend to my thanks to all those who assisted and shared my journey with me.
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The dynamics of an emerging outcomes-based educational approach in a second language English classroom
- Authors: Westphal, Vivian
- Date: 2000
- Subjects: English language -- Study and teaching -- Foreign speakers -- South Africa Competency-based education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1502 , http://hdl.handle.net/10962/d1003384
- Description: Curriculum 2005 and outcomes-based education was introduced to South African educators in 1996 by the Minister of Education, Prof. S.M.E. Bengu as an alternative to the racially divided education system prior to the first democratic elections of 1995. The new curriculum was designed to transform the education system into a more equitable system by focussing on creating learners who would become creative thinkers, independent, productive workers and responsible, non-racial citizens. Learners would take a greater role in their own education and teachers would take on new roles as facilitators in the learning process. The new approach was introduced into grade 1 in 1998 and grade 2 in 1999. By using a modified ethnographic approach, this research project studies how one teacher has begun to think about Curriculum 2005 and implement an OBE approach to ESL teaching in a grade 2 classroom. It also focuses on gaining insights into how the teacher has attempted to make sense of the new curriculum in terms of her current practice and the training she has received in OBE. The ethnographic approach of the thesis has allowed the researcher to draw on many forms of data providing a holistic view. Tentative findings show that the teacher is experiencing difficulty in “unpacking” the underlying principles of OBE in terms of her current methods of teaching ESL. She continues to work from tacit knowledge. Because she has received very little training in OBE, she lacks the tools to become a more reflective practitioner. Despite this, her ESL lessons show a positive communicative approach to language teaching by focusing on stories, rhymes and songs as comprehensible input for the learners. The findings of this thesis tentatively suggest that unless teachers are given more adequate training and learning support materials, their classroom practices will remain relatively unchanged.
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The implications of the introduction of outcomes based education in the natural sciences curriculum at Cape College of Education: the assessment of perceptions of squatter camp teachers in Khayelitsha towards the outcomes based education
- Authors: Booi, Kwanele
- Date: 2000
- Subjects: Competency-based education -- South Africa Competency-based education -- Evaluation Competency-based education -- South Africa -- Khayelitsha -- Evaluation Physical sciences -- Study and teaching -- Evaluation Life sciences -- Study and teaching -- Evaluation Cape College of Education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1569 , http://hdl.handle.net/10962/d1003451
- Description: 1. This pilot study is a survey of practices of natural sciences educators at Cape College of Education to establish if they reflect the conceptual development, development of skills, change of attitudes and values that are the pillars of the Outcomes Based Education (OBE). Their approaches of lecturing have been assessed to determine if they incorporate investigative approaches based on social constructivism, the theory underpinning Curriculum 2005. The status of science education in the college has been analyzed to establish whether the curriculum can adapt itself to the specifications of the new curriculum. It has been concluded that the educators at Cape College of Education need to be empowered about strategies that will help them function along the principles embracing Curriculum 2005 specifications. The educators have shown not to be ready to practice social constructivism and the assessment strategies incorporated in their programmes do not embrace a variety of approaches that will enable their learners to develop conceptually, skill wise and enable them to develop change in attitudes and values. Investigative approaches to practical work appear to be lacking in the college teaching/learning and this also indicates that Curriculum 2005 will take time to be properly implemented at Cape College of Education. 2. This study is based on the practices of science educators in the squatter-camp school in Khayelitsha, a densely populated area for blacks near Cape Town. Teachers at Vuselela primary school were interviewed about their teaching assessment strategies to establish whether they incorporate a learner centred approach, which is the necessity for the Outcomes Based Education approach. Also some of the lessons they taught were observed in order to find out whether they validate what transpired from the interviews through a process of triangulation. It has become evident that the teachers are to some extent aware of the changes the education system is going through in South Africa. It also became clear from the study that the teachers are still lacking expertise as to how to practice along the lines of Curriculum 2005, the South African version of Outcomes Based Education (OBE). They also showed that they are keen to learn and practice OBE even though more opportunities need to be created for their epistemological empowerment as well as empowerment on the content of science.
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The use of indigenous plants as food by a rural community in the Eastern Cape : an educational exploration
- Authors: Shava, Soul
- Date: 2000
- Subjects: Plants, Edible -- South Africa -- Eastern Cape Wild plants, Edible -- South Africa -- Eastern Cape Human-plant relationships -- South Africa -- Eastern Cape Endemic plants -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1813 , http://hdl.handle.net/10962/d1003699
- Description: Looking at the use of plants as food reflects how humankind has fashioned nature. There has been a significant change in production patterns from hunter-gathering through subsistence agriculture to technologically advanced commercial agriculture with a subsequent reduction in the diversity of plants used as food. A parallel trend in consumption patterns has occurred, from home-based food processing for subsistence through small- scale production to large-scale industrial processing and the commodification of food. The overall result of such trends is a narrowing of the food resource base and an increasing reliance on processed foods at the expense of traditional diets, accompanied by increasing diet-related health risks. This research is an ethnographic case study on the use of indigenous food plants by the community of Tuku A village in the Eastern Cape using interviews and observations as the main data collecting strategies. A nutritional analysis of some wild food plants was also carried out. An inventory of more than 70 food plant species was compiled, with the knowledge of such plants found among both the elderly and the youth. The incorporation of this knowledge into education systems is recommended. Of the wild food plants documented, some were non-indigenous indicating the dynamic nature of indigenous knowledge. Some wild spinach were left to grow amongst cultivated food plants, hinting at some form of ‘domestication’ in process. This observation together with the observation that wild fruit trees were selectively conserved highlights the possibility of the continued use of wild food contributing to conservation of botanical diversity. Community use of indigenous food was found to be diminishing. Stigmatisation of indigenous food plants, urbanisation, formal education, changes in lifestyle, and media were some of the factors possibly influencing this dietary shift. The community made links between diet and health, which correspond to modern scientific knowledge, with modern diet being lamented for ill health. The nutritional analysis revealed that wild food plants do contain essential dietary nutrients, an area recommended for further research.
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Visual literacy in adult basic education : a study of ABET learners' visual perception with regard to their general level of English second language learning
- Authors: Bouwer, Anne Margaret
- Date: 2000
- Subjects: English language -- Study and teaching (Secondary) -- Foreign speakers Visual literacy -- South Africa Adult education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1821 , http://hdl.handle.net/10962/d1003707
- Description: Adult learners face many difficulties in their learning programmes, particularly due to the fact that having mastered literacy in their mother tongues, they move on to further educational programmes which are mostly produced in English. In contemporary society, people need to be adept in a number of literacies, termed multiliteracies. Adult learners are rarely taught visual competence as visual images are relegated to illustrations for written texts, and attention is mainly focussed on the all-important written word. Adult basic education learners need to be able to interpret pictures in books, newspapers and magazines, just as much as they need to be able to read and write. It is the premise of this research that visual literacy enhances thinking skills and that adult learners need to be actively taught how to interpret visual images in order to more ably deal with the written word, the more 'important' part of literacy. The goals of this research are to develop understanding of the processes which go into understanding images and text, and to examine how pictures can be used to help adult learners develop proficiency in English. Another goal is to teach learners the basics of visual literacy so as to improve their comprehension of the plethora of images surrounding them. The research findings could help to inform adult educators facing the current crisis in Adult Basic Education and Training in South Africa, focusing on a little-studied aspect of literacy, visual literacy, one of the critical outcomes in the new South African curriculum for Adult Education and one of the multiliteracies required by citizens of today's world.
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