A case study of multigrade teaching in Canada: implications for South Africa
- Authors: Muthayan, Saloshini
- Date: 2000
- Subjects: Combination of grades -- South Africa Combination of grades -- Canada Education, Elementary -- South Africa Education, Elementary -- Canada Combination of grades
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1438 , http://hdl.handle.net/10962/d1003319
- Description: This study examines multigrade teaching in selected schools in Canada and its implications for improving multigrade teaching in South Africa, where over 50 % of primary schools are multigrade and the teachers have not received preparation in multigrade teaching. The case study method was adopted because it allowed for 'an intensive, holistic description and analysis' of the multigrade classroom. The approach is interpretivist, based on the assumption that social phenomena are 'socially constituted' and 'valuationally based'. Research techniques included a literature review, interviews and observations. Four classrooms with grade combinations ranging from two grades to eight grades (Kindergarten to grade 7) were studied. Despite problems such as the lack of official recognition, inadequate teacher education and support - problems common to both Canada and South Africa - the Canadian teachers managed their classrooms effectively. This was indicated by their understanding of the children's needs, their integration of the curriculum for teaching across the grades and the learning areas, their use of effective instructional strategies and their involyement of parents in the classroom. A reason for their success may be that their teacher education includes child-centred, activity based approaches, integration of the curriculum, critical thinking, flexibility and effective instructional strategies, which they may adapt for effective multigrade teaching. The study found that successful multigrade teaching depended on the teacher. For South Africa, this may imply that intervention programmes should focus on relevant preparation and support for multigrade teachers. The emphasis on material resources in the implementation of Curriculum 2005 has not been balanced with adequate training on policy, curriculum and instructional strategies. Teacher education should include methodologies that are experiential, reflective and participatory. A variety of instructional strategies should be employed in the multigrade classroom. The respondents in the study believed further that multigrade teaching is more beneficial than single-grade teaching because it caters for the diversity of needs amongst children and allows for peer tutoring, thereby exploiting Vygotsky's theory of the 'zone of proximal development'. Thus, instead of viewing multigrade teaching as a temporary phenomenon, it should be viewed as an opportunity for improving school effectiveness.
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- Authors: Muthayan, Saloshini
- Date: 2000
- Subjects: Combination of grades -- South Africa Combination of grades -- Canada Education, Elementary -- South Africa Education, Elementary -- Canada Combination of grades
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1438 , http://hdl.handle.net/10962/d1003319
- Description: This study examines multigrade teaching in selected schools in Canada and its implications for improving multigrade teaching in South Africa, where over 50 % of primary schools are multigrade and the teachers have not received preparation in multigrade teaching. The case study method was adopted because it allowed for 'an intensive, holistic description and analysis' of the multigrade classroom. The approach is interpretivist, based on the assumption that social phenomena are 'socially constituted' and 'valuationally based'. Research techniques included a literature review, interviews and observations. Four classrooms with grade combinations ranging from two grades to eight grades (Kindergarten to grade 7) were studied. Despite problems such as the lack of official recognition, inadequate teacher education and support - problems common to both Canada and South Africa - the Canadian teachers managed their classrooms effectively. This was indicated by their understanding of the children's needs, their integration of the curriculum for teaching across the grades and the learning areas, their use of effective instructional strategies and their involyement of parents in the classroom. A reason for their success may be that their teacher education includes child-centred, activity based approaches, integration of the curriculum, critical thinking, flexibility and effective instructional strategies, which they may adapt for effective multigrade teaching. The study found that successful multigrade teaching depended on the teacher. For South Africa, this may imply that intervention programmes should focus on relevant preparation and support for multigrade teachers. The emphasis on material resources in the implementation of Curriculum 2005 has not been balanced with adequate training on policy, curriculum and instructional strategies. Teacher education should include methodologies that are experiential, reflective and participatory. A variety of instructional strategies should be employed in the multigrade classroom. The respondents in the study believed further that multigrade teaching is more beneficial than single-grade teaching because it caters for the diversity of needs amongst children and allows for peer tutoring, thereby exploiting Vygotsky's theory of the 'zone of proximal development'. Thus, instead of viewing multigrade teaching as a temporary phenomenon, it should be viewed as an opportunity for improving school effectiveness.
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A critical analysis of the in-service education courses offered at Trinset, with particular reference to Geography
- Mniki, Felicia Nobesuthu Vuyiswa
- Authors: Mniki, Felicia Nobesuthu Vuyiswa
- Date: 2000
- Subjects: Teachers -- In-service training -- South Africa Geography teachers -- In-service training -- South Africa Transkei Teachers' In-service College
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1475 , http://hdl.handle.net/10962/d1003356
- Description: The aim of establishing the Transkei Teachers’ In- Service College (Trinset) in 1986 by the former Transkei Department of Education, was to alleviate the problem of inappropriately qualified teachers. This problem was seen as impacting negatively on the performance of matriculation candidates in the final examinations. In the twelve years since the college’s inception there has been no formal evaluation, this despite the perception of the importance of evaluation as an integral part of planning and implementation for any educational endeavour (Mc Naught, Taylor & O’Donoghue, 1990). This study analyses the courses offered at Trinset with particular reference to the subject of Geography. The aim is to explore how best these courses can support educators in the light of the current changes in South African education. The analysis of the in-service courses used a multifaceted approach guided by the participatory principle underlying Fourth Generation Evaluation. The analysis of the in-service courses offered by Trinset, in particular by the Geography Department, has served to raise questions and to highlight issues that are seen as particularly valuable in the reconfiguration of Trinset that is part of the current educational transformation process in South Africa in terms of the provision of in-service education.
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- Authors: Mniki, Felicia Nobesuthu Vuyiswa
- Date: 2000
- Subjects: Teachers -- In-service training -- South Africa Geography teachers -- In-service training -- South Africa Transkei Teachers' In-service College
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1475 , http://hdl.handle.net/10962/d1003356
- Description: The aim of establishing the Transkei Teachers’ In- Service College (Trinset) in 1986 by the former Transkei Department of Education, was to alleviate the problem of inappropriately qualified teachers. This problem was seen as impacting negatively on the performance of matriculation candidates in the final examinations. In the twelve years since the college’s inception there has been no formal evaluation, this despite the perception of the importance of evaluation as an integral part of planning and implementation for any educational endeavour (Mc Naught, Taylor & O’Donoghue, 1990). This study analyses the courses offered at Trinset with particular reference to the subject of Geography. The aim is to explore how best these courses can support educators in the light of the current changes in South African education. The analysis of the in-service courses used a multifaceted approach guided by the participatory principle underlying Fourth Generation Evaluation. The analysis of the in-service courses offered by Trinset, in particular by the Geography Department, has served to raise questions and to highlight issues that are seen as particularly valuable in the reconfiguration of Trinset that is part of the current educational transformation process in South Africa in terms of the provision of in-service education.
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A critical investigation into course development for the preparation of school leaders
- Authors: McFarlane, Johannes
- Date: 2000
- Subjects: Educational leadership Educational leadership -- South Africa Action research in education School principals -- Training of -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1929 , http://hdl.handle.net/10962/d1007596
- Description: Many schools in South Africa suffer from the consequences of bad leadership and management practices. A contributing factor to this problem is the inadequate preparation of school leaders for the wide variety of challenges facing them. This study formed part of a three-year project to develop a preparation programme for school leaders in the Southern Cape area of South Africa. Its aims focussed on the identification of principles for the design of preparation programmes leading to improvements in practice. Twelve teachers and principals participated in the project. They enrolled for a programme in school leadership designed and offered by the University of Port Elizabeth in consultation and cooperation with the Southern Cape Learning Resource Unit in George. Five sources were utilized for the provision of data: - The existing literature on the development of preparation programmes; - The group of twelve participants of the programme; - The four school principals in the group who acted as a focus group; - The staff and certain documents from the schools where these four principals are employed; - Local stakeholders with an interest in the success of the programme. Research methods typical of the interpretive tradition were utilized in orderto arrive at a better understanding of the needs of participants and of those elements of programmes which have the greatest impact on practice. Among the insights to have emerged from the study are the following: - The fact that the preparation of school leaders is a complex and multifaceted process which is enhanced by variety, continuous interaction between presenters and participants, flexibilityt o respond to changing needs and contexts, and an ongoing implementation in and feedback from practice ; - The central role played in the professional and academic growth of participants by individuals and groups around them; - The importance of action research as a tool in the accomplishment of a variety of goals in the preparation of school leaders. The main contributions of this study include: - A framework for the development of preparation programmes, ensuring the inclusion of a wide range of elements enhancing the effectiveness of the course; - A framework for the establishment of professional networks supporting participants in preparation programmes.
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- Authors: McFarlane, Johannes
- Date: 2000
- Subjects: Educational leadership Educational leadership -- South Africa Action research in education School principals -- Training of -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1929 , http://hdl.handle.net/10962/d1007596
- Description: Many schools in South Africa suffer from the consequences of bad leadership and management practices. A contributing factor to this problem is the inadequate preparation of school leaders for the wide variety of challenges facing them. This study formed part of a three-year project to develop a preparation programme for school leaders in the Southern Cape area of South Africa. Its aims focussed on the identification of principles for the design of preparation programmes leading to improvements in practice. Twelve teachers and principals participated in the project. They enrolled for a programme in school leadership designed and offered by the University of Port Elizabeth in consultation and cooperation with the Southern Cape Learning Resource Unit in George. Five sources were utilized for the provision of data: - The existing literature on the development of preparation programmes; - The group of twelve participants of the programme; - The four school principals in the group who acted as a focus group; - The staff and certain documents from the schools where these four principals are employed; - Local stakeholders with an interest in the success of the programme. Research methods typical of the interpretive tradition were utilized in orderto arrive at a better understanding of the needs of participants and of those elements of programmes which have the greatest impact on practice. Among the insights to have emerged from the study are the following: - The fact that the preparation of school leaders is a complex and multifaceted process which is enhanced by variety, continuous interaction between presenters and participants, flexibilityt o respond to changing needs and contexts, and an ongoing implementation in and feedback from practice ; - The central role played in the professional and academic growth of participants by individuals and groups around them; - The importance of action research as a tool in the accomplishment of a variety of goals in the preparation of school leaders. The main contributions of this study include: - A framework for the development of preparation programmes, ensuring the inclusion of a wide range of elements enhancing the effectiveness of the course; - A framework for the establishment of professional networks supporting participants in preparation programmes.
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A critical investigation of a planned organisation change initiative within an educational institution in the Eastern Cape Province
- Authors: Irvine, Margaret Hillian
- Date: 2000
- Subjects: School management and organization -- South Africa -- Evaluation Education and state Educational change -- South Africa -- Eastern Cape Education -- Economic aspects Organizational change -- South Africa -- Management Non-governmental organizations -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1479 , http://hdl.handle.net/10962/d1003360
- Description: South Africa is living is turbulent times at present. Non-government educational organisations are challenged by changes in education policy and by scarcity of donor funding for their work. This study focuses on the management of organisation change in a non-government organisation (NGO) working in rural areas of the Eastern Cape Province. I undertook the research to gain a clearer understanding of the management of organisational change. I used a third-wave change management approach, the future search conference, to conduct the process of change with the NGO. It focuses on the positive aspects of the organisation, its potential and its desired future. I conducted both the study and the future search conference as participatory action research, which involved the participants in the cycles of planning, action, observation and reflection and thus built ownership of the solutions they generated. I used the accounts of the activities arising from the future search conference, minutes of meetings, semistructured interviews and observation of behaviour to gather data. I analysed the data using triangulation, and in particular, space triangulation, to minimise the impact of the differences in culture and language use in the facilitator and participants. Analysis of the data collected revealed in the NGO that change and transformation are slow processes requiring ongoing support from the OD consultant. The staff defined organisational effectiveness, the goal of organisational change initiatives, in terms of fundraising ability. This ability embraces many of the qualities of a learning organisation and open systems thinking, two requirements for successful organisational change. In the NGO both organisation development and transformation were processes as well as products, and changes could not easily be measured until after the processes were completed. Organisational culture, and in particular the juxtaposition of the values of the organisation and staff and those of its partners and clients, played an important role in transformation. The differences lay in a ‘being’ and a ‘task’ orientation and the staff’s responsibility lay in building connections between the two. The staff received the approach of the future search conference well and there was an equally good fit between the future search conference and participatory action research. This needs to be investigated further with regard to change management in South African organisations.
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- Authors: Irvine, Margaret Hillian
- Date: 2000
- Subjects: School management and organization -- South Africa -- Evaluation Education and state Educational change -- South Africa -- Eastern Cape Education -- Economic aspects Organizational change -- South Africa -- Management Non-governmental organizations -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1479 , http://hdl.handle.net/10962/d1003360
- Description: South Africa is living is turbulent times at present. Non-government educational organisations are challenged by changes in education policy and by scarcity of donor funding for their work. This study focuses on the management of organisation change in a non-government organisation (NGO) working in rural areas of the Eastern Cape Province. I undertook the research to gain a clearer understanding of the management of organisational change. I used a third-wave change management approach, the future search conference, to conduct the process of change with the NGO. It focuses on the positive aspects of the organisation, its potential and its desired future. I conducted both the study and the future search conference as participatory action research, which involved the participants in the cycles of planning, action, observation and reflection and thus built ownership of the solutions they generated. I used the accounts of the activities arising from the future search conference, minutes of meetings, semistructured interviews and observation of behaviour to gather data. I analysed the data using triangulation, and in particular, space triangulation, to minimise the impact of the differences in culture and language use in the facilitator and participants. Analysis of the data collected revealed in the NGO that change and transformation are slow processes requiring ongoing support from the OD consultant. The staff defined organisational effectiveness, the goal of organisational change initiatives, in terms of fundraising ability. This ability embraces many of the qualities of a learning organisation and open systems thinking, two requirements for successful organisational change. In the NGO both organisation development and transformation were processes as well as products, and changes could not easily be measured until after the processes were completed. Organisational culture, and in particular the juxtaposition of the values of the organisation and staff and those of its partners and clients, played an important role in transformation. The differences lay in a ‘being’ and a ‘task’ orientation and the staff’s responsibility lay in building connections between the two. The staff received the approach of the future search conference well and there was an equally good fit between the future search conference and participatory action research. This needs to be investigated further with regard to change management in South African organisations.
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A survey of Butterworth senior secondary school teachers' views on the relationship between teacher involvement in decision-making and morale
- Authors: Nongwe, Tozamile Johnson
- Date: 2000
- Subjects: Education -- South Africa -- Decision making Decision making -- Case studies Teacher morale Vuli-Valley Senior Secondary School
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1787 , http://hdl.handle.net/10962/d1003672
- Description: Tbe purpose of this survey was to investigate Butterworth Senior Secondary School teachers' views on the relationship between teacher involvement in decision-making and morale. Out of four Butterworth Senior Secondary Schools with a population of about eigbhy six teachers, thirty teachers were willing participants in the research study. The teachers come from a homogeneous background (Xhosa-speaking). Questionnaires were administered to tbe sample subjects (population). The results (responses) of these teacbers (respondents) were then analyzed. After the analysis of their results, it became clear that there is a relationship between teacher involvement in decision-making and morale. Thus, the findings did not support the null hypothesis which stated that Butterworth Senior Secondary Scbool teachers see no relationship between their involvement in decision-making and morale.
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- Authors: Nongwe, Tozamile Johnson
- Date: 2000
- Subjects: Education -- South Africa -- Decision making Decision making -- Case studies Teacher morale Vuli-Valley Senior Secondary School
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1787 , http://hdl.handle.net/10962/d1003672
- Description: Tbe purpose of this survey was to investigate Butterworth Senior Secondary School teachers' views on the relationship between teacher involvement in decision-making and morale. Out of four Butterworth Senior Secondary Schools with a population of about eigbhy six teachers, thirty teachers were willing participants in the research study. The teachers come from a homogeneous background (Xhosa-speaking). Questionnaires were administered to tbe sample subjects (population). The results (responses) of these teacbers (respondents) were then analyzed. After the analysis of their results, it became clear that there is a relationship between teacher involvement in decision-making and morale. Thus, the findings did not support the null hypothesis which stated that Butterworth Senior Secondary Scbool teachers see no relationship between their involvement in decision-making and morale.
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An evaluation of the life science curriculum in Namibia and its development through stakeholders' perceptions of ʺlearner centred educationʺ
- Authors: Kristensen, Jesper Olsson
- Date: 2000
- Subjects: Life science project Curriculum evaluation -- Namibia Environmental education Educational change -- Namibia Life sciences -- Study and teaching -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1527 , http://hdl.handle.net/10962/d1003409
- Description: Following Independence in 1991 Namibia embarked on a major reform of the entire education system. The reform was perceived as a way of redressing the apartheid legacy and bringing about a democratic learner centred education for all. At the same time the reform was also seen as a prime vehicle to bring about sustainable development through incorporating relevant environmental education into various carrier subjects. One such carrier has been the subject Life Science, which is compulsory from Grade 8 to Grade 10. The Life Science Project was a joint venture between the Ministry of Education and Ibis, a Danish Development NGO, established to develop and support the implementation of Life Science in junior secondary schools. This half-thesis is an evaluation of the Life Science Project through an analysis of the central assumptions on which the Life Science curriculum is based and by investigating different stakeholders’ perceptions and understanding of the learner centred approach adopted by the curriculum. Three questions have guided this research: 1. Are there curriculum models that are more conducive for reform and change than others? 2. Do stakeholders and curriculum developers in Namibia understand the theory of social constructivism, and the systemic implications such an approach has for the education system? 3. Which approach to environmental education complements a transformative curriculum and the changes outlined in policy? From the research carried out in this half-thesis, it would appear that the Namibian education system and the Life Science curriculum suffers from what could be termed “ideological confusion”. Confusion in the sense that there are marked inconsistencies between policy and praxis, between the stated goals and aims of the reform and the curriculum designed to achieve these. This confusion is further exacerbated by various stakeholders’ different interpretations of both policy and the systemic implications the reform policy has on education. In this half-thesis I argue that embarking on an objectives driven model of curriculum cannot bring about change and transformation of the Namibian education system. I further argue that, by not having considered and implemented the necessary systemic changes to the education system, Namibia has, in fact, developed a child centred education system which is fundamentally different from a learner centred education system. Finally, I argue that environmental education, through the subject Life Science, set within an objectives driven, Child Centred Education system is inappropriate for and unable to address the need for developing an environmentally literate citizenry who are able to take informed decisions in order to address the environmental crisis and bring forth a more sustainable future.
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- Authors: Kristensen, Jesper Olsson
- Date: 2000
- Subjects: Life science project Curriculum evaluation -- Namibia Environmental education Educational change -- Namibia Life sciences -- Study and teaching -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1527 , http://hdl.handle.net/10962/d1003409
- Description: Following Independence in 1991 Namibia embarked on a major reform of the entire education system. The reform was perceived as a way of redressing the apartheid legacy and bringing about a democratic learner centred education for all. At the same time the reform was also seen as a prime vehicle to bring about sustainable development through incorporating relevant environmental education into various carrier subjects. One such carrier has been the subject Life Science, which is compulsory from Grade 8 to Grade 10. The Life Science Project was a joint venture between the Ministry of Education and Ibis, a Danish Development NGO, established to develop and support the implementation of Life Science in junior secondary schools. This half-thesis is an evaluation of the Life Science Project through an analysis of the central assumptions on which the Life Science curriculum is based and by investigating different stakeholders’ perceptions and understanding of the learner centred approach adopted by the curriculum. Three questions have guided this research: 1. Are there curriculum models that are more conducive for reform and change than others? 2. Do stakeholders and curriculum developers in Namibia understand the theory of social constructivism, and the systemic implications such an approach has for the education system? 3. Which approach to environmental education complements a transformative curriculum and the changes outlined in policy? From the research carried out in this half-thesis, it would appear that the Namibian education system and the Life Science curriculum suffers from what could be termed “ideological confusion”. Confusion in the sense that there are marked inconsistencies between policy and praxis, between the stated goals and aims of the reform and the curriculum designed to achieve these. This confusion is further exacerbated by various stakeholders’ different interpretations of both policy and the systemic implications the reform policy has on education. In this half-thesis I argue that embarking on an objectives driven model of curriculum cannot bring about change and transformation of the Namibian education system. I further argue that, by not having considered and implemented the necessary systemic changes to the education system, Namibia has, in fact, developed a child centred education system which is fundamentally different from a learner centred education system. Finally, I argue that environmental education, through the subject Life Science, set within an objectives driven, Child Centred Education system is inappropriate for and unable to address the need for developing an environmentally literate citizenry who are able to take informed decisions in order to address the environmental crisis and bring forth a more sustainable future.
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An examination of the facilitatory role for environmental education of conservancies
- Authors: Law-Jackson, Danielle
- Date: 2000
- Subjects: Environmental education Nature conservation -- South Africa Wildlife conservation -- South Africa Conservation of natural resources -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1529 , http://hdl.handle.net/10962/d1003411
- Description: This study examines the possibilities within the conservancy movement for the facilitation of environmental education. By means of a case study approach, a conservancy in the Northern Cape and the conservancy movement within the Free State provinces are compared with a view to elucidating factors militating against and promoting the success of environmental education programmes. The current lack of research in isolated rural areas is discussed. Re-orientation of perspectives regarding the value of conservancy-based environmental education within governmental, academic and local circles is recommended.
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- Authors: Law-Jackson, Danielle
- Date: 2000
- Subjects: Environmental education Nature conservation -- South Africa Wildlife conservation -- South Africa Conservation of natural resources -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1529 , http://hdl.handle.net/10962/d1003411
- Description: This study examines the possibilities within the conservancy movement for the facilitation of environmental education. By means of a case study approach, a conservancy in the Northern Cape and the conservancy movement within the Free State provinces are compared with a view to elucidating factors militating against and promoting the success of environmental education programmes. The current lack of research in isolated rural areas is discussed. Re-orientation of perspectives regarding the value of conservancy-based environmental education within governmental, academic and local circles is recommended.
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An investigation into short course accreditation through the South African Qualification Authority
- Authors: Mackenzie, Ian
- Date: 2000
- Subjects: Adult education -- South Africa Elementary education of adults -- South Africa School management and organization -- South Africa Guguletu Comprehensive School South African Qualifications Authority
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1600 , http://hdl.handle.net/10962/d1003482
- Description: This research project offers an analysis of the Adult Basic Education and Training Directorate in the Eastern Cape Province. The Bush Models are described and critiqued and then used as a tool for analysis. Other organisational models are described and used to add depth to the analysis. The choice of analysing the Adult Basic Education and Training Directorate comes both from a professional desire to know and understand this organisation more fully, as well as the importance of stressing that the definition of education organisations does not stop at school, colleges and universities, but includes the government bodies which are a key part of the sector. This assignment therefore explores both the features of a government department as well as the appropriateness of using Bush’s models in this context and draws on other organisational theory--Introduction.
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- Authors: Mackenzie, Ian
- Date: 2000
- Subjects: Adult education -- South Africa Elementary education of adults -- South Africa School management and organization -- South Africa Guguletu Comprehensive School South African Qualifications Authority
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1600 , http://hdl.handle.net/10962/d1003482
- Description: This research project offers an analysis of the Adult Basic Education and Training Directorate in the Eastern Cape Province. The Bush Models are described and critiqued and then used as a tool for analysis. Other organisational models are described and used to add depth to the analysis. The choice of analysing the Adult Basic Education and Training Directorate comes both from a professional desire to know and understand this organisation more fully, as well as the importance of stressing that the definition of education organisations does not stop at school, colleges and universities, but includes the government bodies which are a key part of the sector. This assignment therefore explores both the features of a government department as well as the appropriateness of using Bush’s models in this context and draws on other organisational theory--Introduction.
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An investigation of learners' perceptions of homework in relation to the learning of mathematics : case studies in the northern townships of Port Elizabeth
- Authors: Wendt, Gabriele Erika
- Date: 2000
- Subjects: Homework -- South Africa -- Port Elizabeth Mathematics -- Study and teaching -- South Africa -- Port Elizabeth Mathematics -- Study and teaching -- South Africa -- Case studies Education and state -- South Africa Education -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1635 , http://hdl.handle.net/10962/d1003517
- Description: Matriculation pass rates in South Africa, especially in Mathematics, have been poor. The literature and personal experience suggests that a problem with homework may be a factor in this. In order to discover how Port Elizabeth learners from ex-DET schools perceived and experienced Mathematics homework, and the nature of such homework, ten case studies of Grade 11 learners were done. While conducting and analyzing the case studies, a pattern emerged from the findings, which together with some new questions, needed to be explored on a larger sample population. In order to do this and to be able to generalize the findings, four follow-up studies in the form of surveys on Mathematics homework were conducted at nine schools. These studies involved a learner questionnaire, a teacher questionnaire, the timing of learners as they did set Mathematical problems and the analysis of common errors made by the learners while doing the problems. The findings revealed that learners received too little homework too infrequently and did it inefficiently and ineffectively. The learners worked too slowly, did not complete the homework, left out the difficult problems and made numerous unnecessary mistakes. However, most of the learners claimed to have enough time available to do their homework and spent approximately one hour on Mathematics homework when it had been assigned. Many of the misconceptions and the resultant errors originated from work that should have been well covered in previous grades. However, parts of the syllabi were omitted in previous grades and completion of the syllabus and homework was only seriously considered in Grade 12. Some implications of the findings for educational practice and further research are discussed.
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- Authors: Wendt, Gabriele Erika
- Date: 2000
- Subjects: Homework -- South Africa -- Port Elizabeth Mathematics -- Study and teaching -- South Africa -- Port Elizabeth Mathematics -- Study and teaching -- South Africa -- Case studies Education and state -- South Africa Education -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1635 , http://hdl.handle.net/10962/d1003517
- Description: Matriculation pass rates in South Africa, especially in Mathematics, have been poor. The literature and personal experience suggests that a problem with homework may be a factor in this. In order to discover how Port Elizabeth learners from ex-DET schools perceived and experienced Mathematics homework, and the nature of such homework, ten case studies of Grade 11 learners were done. While conducting and analyzing the case studies, a pattern emerged from the findings, which together with some new questions, needed to be explored on a larger sample population. In order to do this and to be able to generalize the findings, four follow-up studies in the form of surveys on Mathematics homework were conducted at nine schools. These studies involved a learner questionnaire, a teacher questionnaire, the timing of learners as they did set Mathematical problems and the analysis of common errors made by the learners while doing the problems. The findings revealed that learners received too little homework too infrequently and did it inefficiently and ineffectively. The learners worked too slowly, did not complete the homework, left out the difficult problems and made numerous unnecessary mistakes. However, most of the learners claimed to have enough time available to do their homework and spent approximately one hour on Mathematics homework when it had been assigned. Many of the misconceptions and the resultant errors originated from work that should have been well covered in previous grades. However, parts of the syllabi were omitted in previous grades and completion of the syllabus and homework was only seriously considered in Grade 12. Some implications of the findings for educational practice and further research are discussed.
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An investigation of parental non-involvement in the governance of a Duncan Village school and its implications for the management of the school : a case study
- Authors: Ndlazi, Sibongile Mandisa
- Date: 2000
- Subjects: School management and organization -- South Africa -- Eastern Cape Education -- Parent participation -- South Africa Education -- Parent participation -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1639 , http://hdl.handle.net/10962/d1003521
- Description: This study explores the perceptions that parents have about their non-involvement in the governance of a Duncan Village High School, and considers the implications of such perceptions for the management of the school. Recent discussions on Radio Talk Shows and articles written in local newspapers indicate that Black parents have generally not been involved in the education of their children at the traditionally Black schools. Parental non-involvement also emerges as a strong theme in recent research. However, most of the research and media coverage focuses on school management's perceptions of the reasons and consequences of such non-involvement. The parents' voices have rarely been heard. Against this background, as well as the fact that the South African Schools Act presents a strong case for the involvement of parents in school governance and management, a phenomenological investigation was conducted at a traditionally Black Duncan Village High School. I chose phenomenology because I believed this approach has the potential for revealing my respondents' attitudes and perceptions. The sample consisted of four parent members of the school governing body who were key informants. The respondents were subjected to unstructured interviews which were held at their homes. The interviews probed the background and reasons for their lack of involvement, and the possible implications ofthis non-involvement for school management. The most significant of the wealth of findings is that parental non-involvement is linked to the historical background of the culture of non-participation of Black people which was created and encouraged by the successive White Governments in South Africa.
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- Authors: Ndlazi, Sibongile Mandisa
- Date: 2000
- Subjects: School management and organization -- South Africa -- Eastern Cape Education -- Parent participation -- South Africa Education -- Parent participation -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1639 , http://hdl.handle.net/10962/d1003521
- Description: This study explores the perceptions that parents have about their non-involvement in the governance of a Duncan Village High School, and considers the implications of such perceptions for the management of the school. Recent discussions on Radio Talk Shows and articles written in local newspapers indicate that Black parents have generally not been involved in the education of their children at the traditionally Black schools. Parental non-involvement also emerges as a strong theme in recent research. However, most of the research and media coverage focuses on school management's perceptions of the reasons and consequences of such non-involvement. The parents' voices have rarely been heard. Against this background, as well as the fact that the South African Schools Act presents a strong case for the involvement of parents in school governance and management, a phenomenological investigation was conducted at a traditionally Black Duncan Village High School. I chose phenomenology because I believed this approach has the potential for revealing my respondents' attitudes and perceptions. The sample consisted of four parent members of the school governing body who were key informants. The respondents were subjected to unstructured interviews which were held at their homes. The interviews probed the background and reasons for their lack of involvement, and the possible implications ofthis non-involvement for school management. The most significant of the wealth of findings is that parental non-involvement is linked to the historical background of the culture of non-participation of Black people which was created and encouraged by the successive White Governments in South Africa.
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An investigative case study of the introduction of democratic decision-making within an East London secondary school
- Authors: Carelse, Garth Craig
- Date: 2000
- Subjects: School management and organization -- South Africa Decision making -- Cast studies Education and state Ebenezer Majombozi High
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1920 , http://hdl.handle.net/10962/d1007404
- 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 findings 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.
- Full Text:
- Authors: Carelse, Garth Craig
- Date: 2000
- Subjects: School management and organization -- South Africa Decision making -- Cast studies Education and state Ebenezer Majombozi High
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1920 , http://hdl.handle.net/10962/d1007404
- 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 findings 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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Assessing alternative assessment: students' experiences of the different forms of assessment in a Bachelor of Education course
- Authors: Hendricks, Monica
- Date: 2000
- Subjects: Education, Higher -- South Africa -- Evaluation Educational tests and measurements -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1424 , http://hdl.handle.net/10962/d1003305
- Description: In this study I examine the current alternative forms of assessment that were employed in the foundation year of the Bachelor of Education course at Rhodes University in 1998. Since assessment is concerned with ascertaining the amount, and kind, of learning that has taken place, it links learning and teaching. As my role in the course was academic development, I was interested in the nature ofthe development that the course promoted, for lecturers and students. My main intention was to gain insight into students' experiences of the assessment practices. To this end I selected six students, photocopied all their academic writing for the year and interviewed them. In addition, to provide a holistic picture of assessment and marking, I interviewed the six lecturers who team-taught the course. The data thus included the course assignments of the six students and an interview with each student as well as with the course lecturers. The findings show that though policy documents advocate alternative forms of assessment, implementing such assessment is a complex matter for both teachers and students.
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- Authors: Hendricks, Monica
- Date: 2000
- Subjects: Education, Higher -- South Africa -- Evaluation Educational tests and measurements -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1424 , http://hdl.handle.net/10962/d1003305
- Description: In this study I examine the current alternative forms of assessment that were employed in the foundation year of the Bachelor of Education course at Rhodes University in 1998. Since assessment is concerned with ascertaining the amount, and kind, of learning that has taken place, it links learning and teaching. As my role in the course was academic development, I was interested in the nature ofthe development that the course promoted, for lecturers and students. My main intention was to gain insight into students' experiences of the assessment practices. To this end I selected six students, photocopied all their academic writing for the year and interviewed them. In addition, to provide a holistic picture of assessment and marking, I interviewed the six lecturers who team-taught the course. The data thus included the course assignments of the six students and an interview with each student as well as with the course lecturers. The findings show that though policy documents advocate alternative forms of assessment, implementing such assessment is a complex matter for both teachers and students.
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Computers in science teaching: a reality or dream; The role of computers in effective science education: a case of using a computer to teach colour mixing; Career oriented science education for the next millennium
- Authors: Nadarajah, Kumaravel
- Date: 2000
- Subjects: Science -- Study and teaching Computer-assisted instruction Education -- Data processing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1460 , http://hdl.handle.net/10962/d1003341
- Description: Science education in South Africa is not improving much. Many science educators do not have appropriate science qualifications. Majority of the learners have limited facilities to learn science. In this dilemma the move to OBE may result in further substantial deterioration of science education. A possible way out is to use computers in science education to facilitate the learning process. This study was designed to investigate how computers contribute to learners’ skills development in a physics course. A series of interactive computer simulations of colour mixing and a number of closely related traditional practical activities are aimed to promote learners’ understanding of colour. It was concluded that while computer environments have greater potentialas learning tools, they also limit interactions in significant ways.
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- Authors: Nadarajah, Kumaravel
- Date: 2000
- Subjects: Science -- Study and teaching Computer-assisted instruction Education -- Data processing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1460 , http://hdl.handle.net/10962/d1003341
- Description: Science education in South Africa is not improving much. Many science educators do not have appropriate science qualifications. Majority of the learners have limited facilities to learn science. In this dilemma the move to OBE may result in further substantial deterioration of science education. A possible way out is to use computers in science education to facilitate the learning process. This study was designed to investigate how computers contribute to learners’ skills development in a physics course. A series of interactive computer simulations of colour mixing and a number of closely related traditional practical activities are aimed to promote learners’ understanding of colour. It was concluded that while computer environments have greater potentialas learning tools, they also limit interactions in significant ways.
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Designing and making a difference: an exploration of technology education for rural school teachers
- Authors: Schäfer, Marc
- Date: 2000
- Subjects: Technology -- Study and teaching -- South Africa -- Eastern Cape Technology -- Study and teaching -- South Africa Rural schools -- South Africa -- Eastern Cape Education, Rural -- South Africa Winterberg schools trust
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1491 , http://hdl.handle.net/10962/d1003372
- Description: This qualitative study focused on a Technology Education programme for farm school teachers in the Eastern Cape province of South Africa. These teachers were faced with the challenge of incorporating Technology Education into their curriculum. The study was conducted within the context of an investigation into the conceptual nature of technology and an exploration of the theoretical underpinnings of Technology Education within both the international and South African context. Technology Education is being introduced into the South African curriculum against a background of educational transformation and the building of capacity to solve real life problems. This calls for a curriculum that will empower learners to be innovative, creative and skilled problem solvers. The introduction and incorporation of Technoiogy Education into the school curriculum poses a formidable challenge to farm schools in particular. Their unique history of neglect and legacy of underqualified teachers has made the introduction of any curriculum innovation process very difficult and challenging. This study analyses how an introductory Technology Education programme for farm school teachers in the Winterberg area of the Eastern Cape impacted~ on the teachers' professional and personal lives. It shows the importance of developing teclpological skills in conjunction with life skills in cO.ntributing to the empowerment, both in the work place and in the wider context, of rural school teachers. It highlights the need for supportive in-service education programmes and strengthens the argument for an integrative and mulitidisciplinary approach to the introduction of Technology Education in farm schools. Data was collected by means of questionnaires, interviews and photographs.
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- Authors: Schäfer, Marc
- Date: 2000
- Subjects: Technology -- Study and teaching -- South Africa -- Eastern Cape Technology -- Study and teaching -- South Africa Rural schools -- South Africa -- Eastern Cape Education, Rural -- South Africa Winterberg schools trust
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1491 , http://hdl.handle.net/10962/d1003372
- Description: This qualitative study focused on a Technology Education programme for farm school teachers in the Eastern Cape province of South Africa. These teachers were faced with the challenge of incorporating Technology Education into their curriculum. The study was conducted within the context of an investigation into the conceptual nature of technology and an exploration of the theoretical underpinnings of Technology Education within both the international and South African context. Technology Education is being introduced into the South African curriculum against a background of educational transformation and the building of capacity to solve real life problems. This calls for a curriculum that will empower learners to be innovative, creative and skilled problem solvers. The introduction and incorporation of Technoiogy Education into the school curriculum poses a formidable challenge to farm schools in particular. Their unique history of neglect and legacy of underqualified teachers has made the introduction of any curriculum innovation process very difficult and challenging. This study analyses how an introductory Technology Education programme for farm school teachers in the Winterberg area of the Eastern Cape impacted~ on the teachers' professional and personal lives. It shows the importance of developing teclpological skills in conjunction with life skills in cO.ntributing to the empowerment, both in the work place and in the wider context, of rural school teachers. It highlights the need for supportive in-service education programmes and strengthens the argument for an integrative and mulitidisciplinary approach to the introduction of Technology Education in farm schools. Data was collected by means of questionnaires, interviews and photographs.
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Education for environmental literacy : towards participatory action research in the secondary school science curriculum in Lesotho
- Authors: Mokuku, Tsepo
- Date: 2000
- Subjects: Environmental education -- Lesotho , Science -- Study and teaching (Secondary) -- Lesotho
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1503 , http://hdl.handle.net/10962/d1003385 , Environmental education -- Lesotho , Science -- Study and teaching (Secondary) -- Lesotho
- Description: The dependency of educators in Lesotho on externally developed curriculum theories and concepts is fundamental to issues of relevance of the school curricula. This study set out to develop the meaning of environmental literacy in the context of three secondary schools and to explore appropriate teaching methods for the development of this concept in the science curriculum. The participatory action research process involved a team of four science teachers, including the researcher, in partnership with an environmental centre. We progressively developed the meamng of environmental literacy by monitoring teaching innovations in the classroom, holding meetings and workshops and attending conferences where we shared classroom findings and reflected on our emerging understandings based on classroom experiences. Data collection involved: audio-recording of classroom lessons, interviews with teachers and students, audio-visual recording, classroom observations and students' questionnaires. The research process made apparent the complex nature of the process of clarifying and developing environmental literacy in this context. Classroom actiyities planned to inform the team's understanding of the meaning of environmental literacy and develop appropriate teaching methods encountered constraints associated with the education system and the legacy of colonialism. These contextual constraints crystallised the need for the education system to be transformed in order to make schools more conducive environments for the gevelopment of students' environmental literacy. While initially teachers were reluctant to engage in critical reflection, the research process did encourage the team to revise and expand their understandings of both environmental literacy in the science classroom, and the action research itself. The emerging meaning of environmental literacy in this context and how it may be developed among students does not involve a definition with prescriptive, effective teaching methods, but provides insights and understandings gained by the participants in their engagement with a reflective process of reconslructing meaning. I have come to understand environmental literacy during the study to be a process that should draw strongly on the local knowledge and understandings into the science curriculum, through participatory process-based curriculum development models.
- Full Text:
- Authors: Mokuku, Tsepo
- Date: 2000
- Subjects: Environmental education -- Lesotho , Science -- Study and teaching (Secondary) -- Lesotho
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1503 , http://hdl.handle.net/10962/d1003385 , Environmental education -- Lesotho , Science -- Study and teaching (Secondary) -- Lesotho
- Description: The dependency of educators in Lesotho on externally developed curriculum theories and concepts is fundamental to issues of relevance of the school curricula. This study set out to develop the meaning of environmental literacy in the context of three secondary schools and to explore appropriate teaching methods for the development of this concept in the science curriculum. The participatory action research process involved a team of four science teachers, including the researcher, in partnership with an environmental centre. We progressively developed the meamng of environmental literacy by monitoring teaching innovations in the classroom, holding meetings and workshops and attending conferences where we shared classroom findings and reflected on our emerging understandings based on classroom experiences. Data collection involved: audio-recording of classroom lessons, interviews with teachers and students, audio-visual recording, classroom observations and students' questionnaires. The research process made apparent the complex nature of the process of clarifying and developing environmental literacy in this context. Classroom actiyities planned to inform the team's understanding of the meaning of environmental literacy and develop appropriate teaching methods encountered constraints associated with the education system and the legacy of colonialism. These contextual constraints crystallised the need for the education system to be transformed in order to make schools more conducive environments for the gevelopment of students' environmental literacy. While initially teachers were reluctant to engage in critical reflection, the research process did encourage the team to revise and expand their understandings of both environmental literacy in the science classroom, and the action research itself. The emerging meaning of environmental literacy in this context and how it may be developed among students does not involve a definition with prescriptive, effective teaching methods, but provides insights and understandings gained by the participants in their engagement with a reflective process of reconslructing meaning. I have come to understand environmental literacy during the study to be a process that should draw strongly on the local knowledge and understandings into the science curriculum, through participatory process-based curriculum development models.
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Environmental youth clubs in Namibia : what role do, could or should they play in environmental education?
- Authors: Botma, Connie
- Date: 2000
- Subjects: Environmental education -- Namibia Environmental education -- Study and teaching -- Namibia Youth -- Societies and clubs Youth -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1519 , http://hdl.handle.net/10962/d1003401
- Description: Although the existence of wildlife clubs in Africa dates back to the start of the environmental movement in the 1970s, youth involvement through environmental clubs only commenced in Namibia in 1992. I became involved with the clubs in 1995 when I was employed by the Rossing Foundation Environmental Education Project to encourage, support and coordinate environmental clubs in Namibia. During the last three years the number of Namibian clubs has increased from 20 to ±85, and they are now established in most geographical regions of the country. During my involvement with the clubs I became increasingly interested in the philosophical underpinnings of youth movements like clubs and started questioning what we could expect from the youth and what could be achieved through the clubs. One of my main concerns was whether youth could make a significant improvement to the quality of their lives and their environment through these clubs. The aim of my research was therefore to describe and reflect critically on the role of environmental youth clubs in environmental education in Namibia. My study was guided by a socially critical orientation which emphasises the construction of meaning through social dialogue and critical reflection. I chose an interpretative research strategy and generated data mainly through semi-structured interviews, participant observation, a focus-group discussion and a workshop. Due to the focus of the research I purposefully selected the sample of existing youth clubs to be included in the study. The iterative strategy of gathering and interpreting data in successive cycles allowed for continuous reflection throughout the research process. It also allowed me to identify key patterns and trends in analysing and interpreting the data. The study findings suggest that environmental clubs do playa role in learning about environmental issues; in developing personal and social identity, confidence and a sense of purpose in society; in establishing new and supportive relationships between teachers and learners and with other community resourde people; in creating opportunities and enabling exposure to diverse learning environments, options and alternatives; and ih fostering the orientation and skills needed to effect meaningful d1'inges in the environment. The findings also suggest that environmental clubs could make a significant contribution to environmental education, providing that they incorporate a socially critical orientation, gain greater recognition from significant adults and education officials, collaborate with other projects and organisations, and use guidelines of models such as the action research framework to ensure relevant and effective action projects. The main challenges to environmental clubs in Namibia include changing perceptions that youth do not have much to contribute; improving relationships between clubs, schools and communities; dealing with the tension between the possible disempowering effect of central control and the need for more formalised structures in order to gain official recognition; and developing strategies to ensure the clubs' sustainability in the future.
- Full Text:
- Authors: Botma, Connie
- Date: 2000
- Subjects: Environmental education -- Namibia Environmental education -- Study and teaching -- Namibia Youth -- Societies and clubs Youth -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1519 , http://hdl.handle.net/10962/d1003401
- Description: Although the existence of wildlife clubs in Africa dates back to the start of the environmental movement in the 1970s, youth involvement through environmental clubs only commenced in Namibia in 1992. I became involved with the clubs in 1995 when I was employed by the Rossing Foundation Environmental Education Project to encourage, support and coordinate environmental clubs in Namibia. During the last three years the number of Namibian clubs has increased from 20 to ±85, and they are now established in most geographical regions of the country. During my involvement with the clubs I became increasingly interested in the philosophical underpinnings of youth movements like clubs and started questioning what we could expect from the youth and what could be achieved through the clubs. One of my main concerns was whether youth could make a significant improvement to the quality of their lives and their environment through these clubs. The aim of my research was therefore to describe and reflect critically on the role of environmental youth clubs in environmental education in Namibia. My study was guided by a socially critical orientation which emphasises the construction of meaning through social dialogue and critical reflection. I chose an interpretative research strategy and generated data mainly through semi-structured interviews, participant observation, a focus-group discussion and a workshop. Due to the focus of the research I purposefully selected the sample of existing youth clubs to be included in the study. The iterative strategy of gathering and interpreting data in successive cycles allowed for continuous reflection throughout the research process. It also allowed me to identify key patterns and trends in analysing and interpreting the data. The study findings suggest that environmental clubs do playa role in learning about environmental issues; in developing personal and social identity, confidence and a sense of purpose in society; in establishing new and supportive relationships between teachers and learners and with other community resourde people; in creating opportunities and enabling exposure to diverse learning environments, options and alternatives; and ih fostering the orientation and skills needed to effect meaningful d1'inges in the environment. The findings also suggest that environmental clubs could make a significant contribution to environmental education, providing that they incorporate a socially critical orientation, gain greater recognition from significant adults and education officials, collaborate with other projects and organisations, and use guidelines of models such as the action research framework to ensure relevant and effective action projects. The main challenges to environmental clubs in Namibia include changing perceptions that youth do not have much to contribute; improving relationships between clubs, schools and communities; dealing with the tension between the possible disempowering effect of central control and the need for more formalised structures in order to gain official recognition; and developing strategies to ensure the clubs' sustainability in the future.
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Exploring the making of meaning: environmental education and training for industry, business and local government
- Authors: Jenkin, Nicola Pat
- Date: 2000
- Subjects: Environmental education Corporations -- environmental aspects Local government -- environmental aspects Managerial economics -- environmental aspects
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1543 , http://hdl.handle.net/10962/d1003425
- Description: The aim of this research was to explore how participants made meaning in an environmental education and training course for people from industry, business and local government in South Africa, and to identify and comment on any constraints to this meaning-making. I used a Symbolic Interactionist theoretical framework to explore and comment on the meaning-making process. I started my research by conducting a questionnaire to select participants for interviews. During the course the selected participants were interviewed, as well as the two course co-ordinators. Data was also gathered during the course from participant observation field notes ('captured talk'), photographs, participants' assignments and course evaluations. The data was analysed using an adapted form of discourse analysis and matrices. The research highlights that the opportunities provided on the course were adequate for encouraging meaning-making amongst both the co-ordinators and participants. However, recorded instances of meaning-making were low, which indicated that there were certain constraints during the meaning-making process. This research highlights and comments on identified constraints such as time and workplace support. The research supports similar findings which emerged from research conducted on the Gold Fields environmental education course for teachers and also offers recommendations for further research and practice into meaning-;making within the field of environmental education and industry, business and local government in South Africa.
- Full Text:
- Authors: Jenkin, Nicola Pat
- Date: 2000
- Subjects: Environmental education Corporations -- environmental aspects Local government -- environmental aspects Managerial economics -- environmental aspects
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1543 , http://hdl.handle.net/10962/d1003425
- Description: The aim of this research was to explore how participants made meaning in an environmental education and training course for people from industry, business and local government in South Africa, and to identify and comment on any constraints to this meaning-making. I used a Symbolic Interactionist theoretical framework to explore and comment on the meaning-making process. I started my research by conducting a questionnaire to select participants for interviews. During the course the selected participants were interviewed, as well as the two course co-ordinators. Data was also gathered during the course from participant observation field notes ('captured talk'), photographs, participants' assignments and course evaluations. The data was analysed using an adapted form of discourse analysis and matrices. The research highlights that the opportunities provided on the course were adequate for encouraging meaning-making amongst both the co-ordinators and participants. However, recorded instances of meaning-making were low, which indicated that there were certain constraints during the meaning-making process. This research highlights and comments on identified constraints such as time and workplace support. The research supports similar findings which emerged from research conducted on the Gold Fields environmental education course for teachers and also offers recommendations for further research and practice into meaning-;making within the field of environmental education and industry, business and local government in South Africa.
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Female school principals: perceptions of leadership in a male dominated education environment
- Authors: Mwingi, Mweru P
- Date: 2000
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/326 , vital:19948
- Description: Many well-known studies on leadership have ignored the perspective of women yet bear an emphasis on the importance of portraying leadership in its entirety. This would mean that all leadership perspectives are included and that leaders are allowed to speak for themselves and about themselves. It is this connection I have sought to establish how women perceive leadership by relating the experiences of four women in school principalship. I have used a factual questionnaire to establish the background of each one but, it is the in-depth interviews that yield the leadership perceptions. Borrowing from phenomenological procedures, the leadership experiences are related as Natural Meaning Units (NMUS) whereby all prior knowledge and possible bias are bracketed out. Reinforced by their journal entries, it is only the voice of the women that is heard. My study reinforces the observation of researchers and feminist scholars that women leaders are not only marginalised but also viewed from a perspective that is not their own. From the study, however, the one element about leadership that emerges as unique is the functioning of transformational leadership elements among women leaders in educational set-ups that are inherently traditional, bureaucratic and hierarchical. This is significant because there is an indication that women leaders are inclined to transformational leadership because it favours their feminine qualities. There is also evidence that school principals can embrace leadership diversity and finally, that leadership and the structures of leadership operation are not developed from without but from within the person of the leader and this is an incorporation of their vision and beliefs. In the context of South Africa, this study should be of potential significance because of the change that is taking place in the development and training of school principals.
- Full Text:
- Authors: Mwingi, Mweru P
- Date: 2000
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/326 , vital:19948
- Description: Many well-known studies on leadership have ignored the perspective of women yet bear an emphasis on the importance of portraying leadership in its entirety. This would mean that all leadership perspectives are included and that leaders are allowed to speak for themselves and about themselves. It is this connection I have sought to establish how women perceive leadership by relating the experiences of four women in school principalship. I have used a factual questionnaire to establish the background of each one but, it is the in-depth interviews that yield the leadership perceptions. Borrowing from phenomenological procedures, the leadership experiences are related as Natural Meaning Units (NMUS) whereby all prior knowledge and possible bias are bracketed out. Reinforced by their journal entries, it is only the voice of the women that is heard. My study reinforces the observation of researchers and feminist scholars that women leaders are not only marginalised but also viewed from a perspective that is not their own. From the study, however, the one element about leadership that emerges as unique is the functioning of transformational leadership elements among women leaders in educational set-ups that are inherently traditional, bureaucratic and hierarchical. This is significant because there is an indication that women leaders are inclined to transformational leadership because it favours their feminine qualities. There is also evidence that school principals can embrace leadership diversity and finally, that leadership and the structures of leadership operation are not developed from without but from within the person of the leader and this is an incorporation of their vision and beliefs. In the context of South Africa, this study should be of potential significance because of the change that is taking place in the development and training of school principals.
- Full Text:
Key decision-makers' perceptions of sustainable sea fisheries in Namibia and the implications for environmental education programmes
- Authors: Boois, Ulrich
- Date: 2000
- Subjects: Environmental education -- Namibia Fisheries -- Environmental aspects Fisheries -- Environmental aspects -- Namibia Sustainable development -- Environmental aspects Sustainable development -- Environmental aspects -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1661 , http://hdl.handle.net/10962/d1003544
- Description: This study investigates key decision-makers' perceptions of sustainable sea fisheries in Namibia, and explores the possibilities for the future development of education programmes that focus on "sustainability" in the fisheries sector. The concept of "sustainability" and its application in the context of a biological resource, namely sea fisheries, was examined. A series of questions were raised concerning sustainable fisheries: intergenerational implications of patterns of resource use, equity concerns, time horizons, and the protection of marine biodiveristy, among others. Examples from the Namibian and the European Community Sea Fisheries Industries are used to illustrate these issues. In spite of divergent views on what "sustainability" means, the study leads to certain findings that have broader policy implications. Data was collected from semi-structured interviews undertaken with six (6) key decision-makers in the Sea Fisheries Industry of Namibia, then analysed and assessed. The perceptions of key decisionmakers were determined by qualitative analysis in the interpretive paradigm. The data indicated some agreement in terms of what the key decision-makers think about the sustainable utilisation of the fisherjes resources. It is almost impossible to have complete agreement, because the decision-makers are from different contextual backgrounds. Those who make the decisions are more concerned about "how to manage" and those who act on the decisions put more emphasis on economic self-interest. Although the interviewees' perceptions of sustainable fisheries was imperfect, there was broad support for its aims and principles. The study also revealed that the achievement of sustainable sea fisheries development in Wamibia will require broader educational and public awareness programmes to enhance participation in decision-making debates. Formal and informal marine environmental education, from the perspective of "Responsible Fishing" has been emphasised.
- Full Text:
- Authors: Boois, Ulrich
- Date: 2000
- Subjects: Environmental education -- Namibia Fisheries -- Environmental aspects Fisheries -- Environmental aspects -- Namibia Sustainable development -- Environmental aspects Sustainable development -- Environmental aspects -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1661 , http://hdl.handle.net/10962/d1003544
- Description: This study investigates key decision-makers' perceptions of sustainable sea fisheries in Namibia, and explores the possibilities for the future development of education programmes that focus on "sustainability" in the fisheries sector. The concept of "sustainability" and its application in the context of a biological resource, namely sea fisheries, was examined. A series of questions were raised concerning sustainable fisheries: intergenerational implications of patterns of resource use, equity concerns, time horizons, and the protection of marine biodiveristy, among others. Examples from the Namibian and the European Community Sea Fisheries Industries are used to illustrate these issues. In spite of divergent views on what "sustainability" means, the study leads to certain findings that have broader policy implications. Data was collected from semi-structured interviews undertaken with six (6) key decision-makers in the Sea Fisheries Industry of Namibia, then analysed and assessed. The perceptions of key decisionmakers were determined by qualitative analysis in the interpretive paradigm. The data indicated some agreement in terms of what the key decision-makers think about the sustainable utilisation of the fisherjes resources. It is almost impossible to have complete agreement, because the decision-makers are from different contextual backgrounds. Those who make the decisions are more concerned about "how to manage" and those who act on the decisions put more emphasis on economic self-interest. Although the interviewees' perceptions of sustainable fisheries was imperfect, there was broad support for its aims and principles. The study also revealed that the achievement of sustainable sea fisheries development in Wamibia will require broader educational and public awareness programmes to enhance participation in decision-making debates. Formal and informal marine environmental education, from the perspective of "Responsible Fishing" has been emphasised.
- Full Text:
Master of Education portfolio
- Authors: Morrison, Paula
- Date: 2000
- Subjects: Environmental education -- South Africa -- Kwazulu Natal
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1671 , http://hdl.handle.net/10962/d1003554
- Description: This report is the culmination of a six year process during which emerged the need to establish a meeting or indaba place for the collaborative 'People and Parks' partnership of the KwaZulu-Natal Nature Conservation Service (NCS) in Hluhluwe-Umfolozi Park (HUP) and stake-holder communities adjacent to the Park. Comprising two parts which compliment each other, the report has been developed to inform, guide and advise the NCS in the planning and development of an education centre in Hluhluwe-Umfolozi Park. Part I documents the processes of engagement and interaction between the NCS in HUP and neighbouring communities during this period, which led to the need for an education centre, whilst placing and contextualizing the process within historical, socio-political and organisational processes. This is taken further with a description of the research process and an analytical narrative of four key programmes. Part I concludes with a summary of the outcomes of the planning process which shows how through local community input and partiCipation, and through networking with other EE practitioners, a conceptual development plan for the Mambeni Education Centre emerged. The second part of this report (Part 2) is the conceptual development plan which has emerged out of the processes described in Part 1. This plan constitutes practical guidelines for the NCS on how to develop and manage the Mambeni Education Centre. More specifically the plan provides ideas about: what type of centre it should be and where it should be located; who the stake-holders are, their educational neees and ideas for possible programmes; the physical and logistical requirements; managemynt and staffing structures and a detailed business plan. The report intends to draw the reader into understanding the complex social and environmental issues that the collaborative partnership of 'People and Parks' are engaging with, so that the Mambeni Environmental Education Centre can playa [more] meaningful and responsive role in contributing to processes of social transformation. In sharing this environmental education re(search) story which represents a unique approach to centre development, it is hoped that the notion of environmental education centres might be viewed by environmental educators through a different set of lenses. Through having the participants' views represented, I wish the report to reflect the richness of the research process.
- Full Text:
- Authors: Morrison, Paula
- Date: 2000
- Subjects: Environmental education -- South Africa -- Kwazulu Natal
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1671 , http://hdl.handle.net/10962/d1003554
- Description: This report is the culmination of a six year process during which emerged the need to establish a meeting or indaba place for the collaborative 'People and Parks' partnership of the KwaZulu-Natal Nature Conservation Service (NCS) in Hluhluwe-Umfolozi Park (HUP) and stake-holder communities adjacent to the Park. Comprising two parts which compliment each other, the report has been developed to inform, guide and advise the NCS in the planning and development of an education centre in Hluhluwe-Umfolozi Park. Part I documents the processes of engagement and interaction between the NCS in HUP and neighbouring communities during this period, which led to the need for an education centre, whilst placing and contextualizing the process within historical, socio-political and organisational processes. This is taken further with a description of the research process and an analytical narrative of four key programmes. Part I concludes with a summary of the outcomes of the planning process which shows how through local community input and partiCipation, and through networking with other EE practitioners, a conceptual development plan for the Mambeni Education Centre emerged. The second part of this report (Part 2) is the conceptual development plan which has emerged out of the processes described in Part 1. This plan constitutes practical guidelines for the NCS on how to develop and manage the Mambeni Education Centre. More specifically the plan provides ideas about: what type of centre it should be and where it should be located; who the stake-holders are, their educational neees and ideas for possible programmes; the physical and logistical requirements; managemynt and staffing structures and a detailed business plan. The report intends to draw the reader into understanding the complex social and environmental issues that the collaborative partnership of 'People and Parks' are engaging with, so that the Mambeni Environmental Education Centre can playa [more] meaningful and responsive role in contributing to processes of social transformation. In sharing this environmental education re(search) story which represents a unique approach to centre development, it is hoped that the notion of environmental education centres might be viewed by environmental educators through a different set of lenses. Through having the participants' views represented, I wish the report to reflect the richness of the research process.
- Full Text: