Research portfolio
- Authors: Haingura, Paulinus
- Date: 2004
- Subjects: Education -- Namibia Education and state -- Namibia Educational change -- Namibia Education, Secondary -- Namibia Curriculum planning -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1732 , http://hdl.handle.net/10962/d1003615
- Description: The purpose of this research is to evaluate the implementation of the Namibian education policy with particular reference to Senior Secondary education (Grades 11-12) in order to develop analysing skills that will facilitate better understanding of my professional context and enhance my ability to operate within a research environment. The main purpose is to look at the theory that underpins the curriculum and to find out whether that theory is carried through into practice. This contextual analysis is also designed to provide baseline data as I subsequently explore my area of research. The specific objectives of the research are to: • conduct interviews with teachers and learners which may reveal ideological differences on how these various actors perceive the curriculum; • analyse specific areas within the curriculum that might reveal the type of theory underpinning the curriculum; • assess the curriculum in order to identify objectives and goals that may affect the implementation of the intended curriculum.
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Research portfolio
- Authors: Hoveka, E P
- Date: 2004
- Subjects: Education -- Namibia Teaching -- Namibia Curriculum planning -- Namibia Educational change -- Namibia English language -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1733 , http://hdl.handle.net/10962/d1003616
- Description: The purpose of this study is to look at English Second Language IGCSE Core Curriculum for Grades 11 and 12. The criteria that has been identified and selected for analysis as stipulated by the Ministry of Basic Education and Culture Language policy Document of 1996 reads as follows: The aim of teaching English as a language should be to enable the learners to increase their participation in the learning processes. This aim was selected as the criteria for investigation because the notion of active participation by the learners in the teaching and learning process places the learners in a different perspective. In other words, the learners are to be seen as possessors of knowledge rather than ‘empty vessels’ as depicted by the behaviourist approach (Van Harmelen 1999). This idea of a learner-centred approach as embedded in Social Constructivism approach is the foundation on which the Namibian Education Reform Process is based. The justification for selecting these particular criteria for close inspection in the English Second Language Curriculum was sparked by the professional attachment of the researcher into teaching English Second Language to Grades 11 and 12 at the Herman Gmeiner Technical School in Swakopmund. The researcher is also serving as a subject head for this particular discipline. Furthermore, evaluating and analyzing the English Second Language curriculum on this particular objective, the researcher hopes to uncover or come to an understanding of how our educational practices have moved from what was practiced under the behavioural approach and to discover the needs of teachers in terms of implementing the new curriculum in their daily practices as educators. Having the criteria stated, the study will focus on how the data was collected and the type of methodology used to gather this information.
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Research portfolio
- Authors: Kruger, H J M
- Date: 2004
- Subjects: Mathematics -- Study and teaching (Elementary) -- Namibia Problem solving -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1874 , http://hdl.handle.net/10962/d1005629
- Description: Paper 1. The purpose of this analysis is to critically evaluate the Lower Primary Mathematics programme within the context of the Namibian educational reform, against the backdrop of learner-centred education from within the Constructivist epistemology. Through the analysis of a small-scale survey, I will try to determine the extent to which learners, teachers and other educationalists, involved in the Lower Primary school phase, understand the new approach to Mathematics and their pedagogical and theoretical insight into the new programme. I will also analyse the syllabus documents in view of the educational policies and further discuss the social, historical and economic background to the reform. I will then analyse the progress or development of the reform process through discussing the learning environment as well as the learners who are the central participants in education. Paper 2.This critical discussion aims to explore the prospects and underlying principles of the epistemologies of two opposing paradigms of education: Behaviourism and Constructivism. I have critically examined and compared the theoretical aspects that shape and inform the model of instruction and the systemic implications of the learning process. The purpose was to compare both learning theories and to draw a conclusion of which the better epistemology is for the teaching and learning process. Paper 3. This is an investigation into the theories that underpin and inform mathematics teaching in the Lower Primary phase of the primary school in Namibia. The Namibian society requires the development of knowledge and understanding, skills and competencies, attitudes and values, which everyone must have to be able to function adequately in society on a social, economic and political level (MBESC 1996). We need to seek ways of enhancing mathematics teaching in Namibia if we want to live up to the expectations of our society. Paper 4. Mathematicians and researchers across the globe have theorised and speculated about education reform movements, which aim for more than just structural knowledge where it concerns Mathematics. This action research study is based on the findings of a pilot study about 'Problem-based Learning', using this as a basis to investigate the relationship between the intentions of the Lower Primary Mathematics curriculum and its implementation at classroom level. This paper reports on a case study of two grade one teachers' perceptions of problem solving as a key component of Mathematics learning and how the implementation of the problem-based approach could be supported through intervention. Data was gathered from a series of cycles of planning, acting, observing and reflecting. Analysis of the data indicates that teachers' professional development lies within a willingness to change and in reflexive practice. Given focused support to teachers could result in the application of contemporary approaches to Mathematics teaching, with an overall improvement of constructivist-oriented learner-centred education.
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Research portfolio
- Authors: Mungongi, Fillemon
- Date: 2004
- Subjects: Education, Elementary -- Namibia Teaching -- Namibia Educational change -- Namibia English language -- Study and teaching (Elementary) -- Namibia Curriculum planning -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1937 , http://hdl.handle.net/10962/d1007716
- Description: 1. The contextual analysis and curriculum evaluation. This paper ... aims to investigate the Upper Primary Education Curriculum with specific emphasis on the subject syllabus for English Grades 5- 7. The paper shall attempt to look at the rationale, goals and aims as well as the learning content located in this subject curriculum. It will further investigate the sociohistoric and economic context in which this curriculum has been designed; the learners for whom the curriculum is designed and the learning environment in which the curriculum is presented. 2. The epistemological foundation of the reform process. This paper attempts to explore the theory of knowledge that underpins the practices of behaviourism and constructivism. 3. The literature review. The purpose of this literature review is to examine the effect of methodology in teaching English as a second language in primary schools. It is to find out the ways of teaching English that can produce good results. It is also to find the styles of teaching English as a second language that make some teachers less effective so that such teaching styles can be discouraged. When English was introduced as the medium of instruction in Namibian schools, primary school teachers were retrained and upgraded. 4. The research proposal. The aim of the proposed study is to explore a selection of learners' perceptions of ESL classroom teaching and learning activities. Through this it is hoped to cause greater illumination on the nature of learning and teaching English. 5. The empirical study (research paper). This interpretative case study hoped to find out from learners themselves about their perceptions of ESL classroom teaching and learning activities. A variety of research tools were used, including questionnaires, interviews, observations, interactive workshops and focus group discussions, all of which provided a rich source of data for interpretation. The research findings of this study clearly indicated that there is a mismatch between the teachers and learners' perceptions about the language skills and tasks encountered in the classrooms. From what was gained from the participants in this research, tentative suggestions are made.
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Research portfolio
- Authors: Gontes, Karolina
- Date: 2004
- Subjects: Curriculum planning -- Namibia African languages -- Study and teaching -- Namibia Language and languages -- Study and teaching -- Curricula--Namibia Language and education -- Namibia Language policy -- Namibia Nama language -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1731 , http://hdl.handle.net/10962/d1003614
- Description: The purpose of the study is to investigate how mother tongue instruction influences the learner performance in the acquisition of reading and comprehension skills of Khoekhoegowab speaking learners in Grade 2 in comparison with foreign medium of instruction. (p. 1)
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Research portfolio
- Authors: Katewa, E N M
- Date: 2004
- Subjects: Rundu College of Education (Namibia) Education -- Namibia Educational change -- Namibia College teachers -- Training of -- Namibia Curriculum planning -- Namibia Curriculum change -- Namibia Teaching -- Namibia Universities and colleges -- Namibia -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1734 , http://hdl.handle.net/10962/d1003617
- Description: The purpose of this study is to investigate the contradiction between the teaching of integration in ETP and the actual practice of compartmentalisation within ETP at the Rundu College of Education. The second part of this study is to explore and examine the way teacher educators could integrate subjects into their specialisation areas at college level. It is hoped that this study will contribute to the following: • The reason (s) why there is a contradiction between the teaching in ETP and the actual practice of compartmentalisation within the ETP. • Examining and investigating factors that have contributed to the teaching in a compartmentalised way.
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Research portfolio
- Authors: Bock, L J
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia Curriculum change -- Namibia College teachers -- Training of -- Namibia Geography -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1895 , http://hdl.handle.net/10962/d1006128
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Research portfolio
- Authors: Amweenye, Fares Frans
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia College teachers -- Training of -- Namibia Curriculum planning -- Namibia Teaching -- Namibia Universities and colleges -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1730 , http://hdl.handle.net/10962/d1003613
- Description: What is the portfolio and what are its purposes? I must define the portfolio as a summative document bearing the valuable experiences learned in a particular course of study. In this context, portfolio can be viewed as a selective entity that represents the level of learning, in terms of academic/professional growth and development, attained in one's participation in a particular course of study such as this Master one I have been attending. Portfolio can be educationally utilized to reflect and evaluate one's learning. As one goes throughout paging, one locates the level of learning achieved in terms of anticipated knowledge, understanding, and experiences, skills and attitudes or overly learning competencies. The level of development one has gone through in attempts to respond to the expected learning outcomes surface out more easily. And if further learning be conducted, the portfolio must as well shows the ways ahead. With these few words, I have attempted to present the portfolio as a useful tool that represents the level of advancement attained in learning. This portfolio comprises of my educational partaking in Rhodes University's master program (theory and practice, in particular what and how I have gained from that program participation. It may also present what I cold not learn. The arrangement of the portfolio contents assumes a progressive procession, being structured in terms of the assignments taken. There are five pieces of assignments in this research portfolio. The first assignment is a contextual analysis of the Education Theory and Practice (ETP) curriculum of our current teacher education program, namely Basic Education Teachers' Diploma. It looks at the theoretical framework that informs and shapes everyday teaching and learning practices, particularly the degree to which we have been able to implement the theoretical perspectives into operational practices. To this is how our college is equipped with the technologies necessary for possible practices of the curriculum. The other emphasis focuses at the historical backgrounds that necessitated the undertaking of the BETD as an instrument of reforming and transforming the basic education rightly at the independence. The other area is on the question of how the curriculum or program intakers, the entering students, have been prepared to consume the curriculum program. Since the program has been as well designed to address and meet the four major national goals of education for all, another part has been focused on these goals so far as to locate the degree of attainment. The second assignment is about contrasting and comparing the two main held dominant worldwide views of knowledge- namely behaviorism and constructivism. Each branch of knowledge is looked at firstly with particular attentions paid to its own individual versions of knowledge and its development and acquisition. The other focuses examine which base seems to offer better explanations of what knowledge is and how it can best be constructed and acquired in any educational setting. The third assignment is that of literature review. I have chosen action as an area that I would be interested in exploring much further. Action research is what eventually became a part of my research proposal in which I would research on how our college students carry out their action research projects to examine their own classroom makings. It has been therefore important to read what others have written about this field and locate the lessons that can be illuminated on our own curriculum context. The literature review paves the way to the research proposal. The research proposal or a research plan as I would often call it, sets the context, purpose, theoretical position and information gathering methods under which the research process will take place. The research proposal has thus been the navigating compass despite the that realities as the practical journey itself took off some deviation unavoidably came in as necessitated by the underlying research process itself. The research proposal finally accumulates into the sought, the final assignment. A critical view illustrates that this piece is actually another contextual inquiry like the first work only that this is viewing our supposed curriculum outcomes: our students, our products and how they have been equipped to carry out the research. Their research, with its successes and shortcomings, I have concluded, firmly serves to reflect the kind of education delivered from our teacher colleges. The portfolio contents also demonstrate the course orientation: focusing on one's professional field. At end, I see this research portfolio as myself, a mirror that reflects my academic and professional participation in Rhodes University's world and its vision and mission expresses in the theme of where leaders learn. It thus represents the personal, academic and development accomplished throughout this Masters' course. In the other way around, I see it as reflecting what Rhodes can offer as from when the prestigious Augustana College, my American institution, has prepared after its boundaries.
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Research portfolio
- Authors: Boois, Yvonne
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia School libraries -- Namibia Information services -- Namibia Education -- Political aspects -- Namibia Libraries and state -- Namibia Information science -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1896 , http://hdl.handle.net/10962/d1006152
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Research portfolio
- Authors: Garosas, Elfriede S
- Date: 2004
- Subjects: Education -- Namibia , Curriculum planning -- Namibia , Home economics -- Study and teaching -- Namibia , Teaching -- Namibia , College teachers -- Training of -- Namibia , Universities and colleges -- Curricula -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2010 , http://hdl.handle.net/10962/d1015966
- Description: [From Introduction]. The study involved student teachers and teacher educators providing me with information concerning their perception and understanding of the BETD broad curriculum and needlework and clothing syllabus. The above mentioned are the people who are involved in teacher education thus I found it relevant to have their opinions and understanding of the documents. The contextual analysis has engaged me in exploring a possible area of research specialisation for the two years during the course of studies with Rhodes University; this will serve as an introduction to the particular research to be done through the course of my studies. The focus of this report includes the following: • A critical analysis of (BETD) needlework and clothing syllabus in relation to the BETD broad curriculum; • A socio-historic and economic analysis of the context for which the syllabus has been designed; • An analysis of the learners for whom the syllabus is designed. In this case students provided their autobiography; • An analysis ofthe learning environment in which the syllabus operates; the physical structure and resources. Together with the critical analysis of the curriculum a small scale survey intending to find out the following information from the student teachers and teacher educators was conducted. • The extent to which the broad curriculum differs from the previous teacher education on issues related to democracy, quality, access, cultural bias, racial discrimination and classes (level of economic status); • How the needlework and clothing syllabus addresses the needs of student teachers; • Whether the needlework and clothing syllabus has enough content; • The challenges facing teacher education and how they can be addressed; • Whether the needlework and clothing syllabus is learner-centred; • Whether the syllabus is gender oriented or biased. This evaluation framework provides a foundation for later investigation
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The adaptive development and use of learning support materials in response to the 1st principle of the revised national curriculum statement : the case of Hadeda Island
- Authors: Olvitt, Lausanne Laura
- Date: 2004
- Subjects: Environmental education -- South Africa -- Case studies Environmental education -- Curricula -- South Africa Teaching -- Aids and devices -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1938 , http://hdl.handle.net/10962/d1007719
- Description: This case study describes the development and trial use of the Hadeda Island Big Book. Developed within a transforming South African curriculum framework, the study recognises that current educational practices are shaped and steered by historical, cultural, political and economic realities. This perspective guides the research design, which considers each of the three participating schools as contextually unique. The Hadeda Island Big Book was developed in response to the 1st Principle of the Revised National Curriculum Statement (RNCS). This calls for all curriculum activities to develop learners' understandings of the relationship between social justice, a healthy environment, human rights and inclusivity. The study probes ways in which learning support materials might respond in line with the vision of the RNCS 1st Principle. Associated challenges, tensions and opportunities are discussed in relation to schools' interactions with the Hadeda Island Big Book. The diverse and creative responses to the book lead this study to foreground generative approaches to curriculum work. Emphasis is thus redirected from hierarchical, stipulative views of curriculum to more dynamic, responsive views of curriculum as a guiding framework. This is regarded as a valuable orientation to the development of future learning support materials. The study comments on the challenge of supporting teachers to develop curriculum activities that reflect a view of 'environment' as socially shaped and multi-dimensional. Tendencies to focus on either the 'ecological' or the 'social' dimensions of environmental issues rather than on the interacting socio-ecological dimensions are recognised as limiting the material's potential to strengthen environmental learning in schools. The study recommends that greater attention be paid to the environmentally-oriented Learning Outcomes and Assessment Standards of all Learning Areas in the RNCS. In so doing, socio-ecological learning processes may be strengthened through curriculum work.
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The implementation of multigrade teaching in rural schools in the Keetmanshoop education region: leadership and management challenges
- Authors: Titus, David Petrus
- Date: 2004
- Subjects: Education -- Namibia Education, Rural -- Namibia Education and state -- Namibia Educational change -- Namibia School management and organization -- Namibia Rural schools -- Namibia Educational leadership -- Namibia School principals -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1566 , http://hdl.handle.net/10962/d1003448
- Description: Leadership has received much attention in both the business world and education. My thesis explores effective educational leadership through examining the management and leadership challenges that face principals in a multi-grade school. Schools in sparsely populated rural areas in Namibia have had to resort to multi-grade teaching to be able to be economically viable. Hard economic realities force people to move to bigger towns and cities. The constant demand for better schools, effective principals, qualified teachers and an improved service to the communities coupled with the demand for better working conditions and salaries for teachers drained the education budget even further. To keep in line with the four major policies of education namely equity, access, quality and democracy, the operation of smaller, rural multi-grade schools has become a necessity. The alternative – which is to close smaller schools and operate fewer, bigger schools at an affordable and reasonable cost - would deny rural communities access to schooling. This thesis is a case study of the leadership and management challenges of multigrade schooling in a single school. The goal was to understand how education managers and leaders perceived their role in making it possible for teachers and learners to cope with multi-grade teaching. I worked in the interpretive paradigm to be able to interpret the social and cultural context of a rural, multi-grade school in the Karas region. The methods included questionnaires, interviews and observation. One of the leadership models universally considered to be available to principals of multi-grade schools is instructional leadership. My study revealed that the concept was unknown to teaching staff, although there were indications that the model had been encountered. My findings also revealed that the communication between colleges of education and the regional education department staff was very limited. One of the major issues that arose was that principals were so occupied with teaching that important issues about training/evaluation and supervision of teachers, the ‘visibility’ of the principal, setting and implementation of the aims and goals of the school and regular communication with parents and community leaders were neglected. Probably the most significant finding was that head teachers are not trained in the management of a multi-grade school, hence most if not all of the head teachers run multi-grade schools like a single-graded school. The single most important problem was that the importance of multi-grade teaching had never been highlighted, particularly in light of new staffing norms, in spite of the fact that it was a phenomenon that was likely to be a permanent arrangement.
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The perceptions that mentors and in-service teachers in the basic education teacher diploma have of the nature and role of the mentoring system
- Authors: Mostert, Johan André
- Date: 2004
- Subjects: Education -- Namibia Teaching -- Namibia Curriculum planning -- Namibia Educational change -- Namibia Teachers -- Training of -- Namibia Teachers -- In-service training -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1695 , http://hdl.handle.net/10962/d1003578
- Description: This contextual analysis is concerned with the study of the Basic Education Teacher's Diploma In-service Curriculum. It is based on the following assumptions: firstly, that the BETD (Inset and Preset) represents the Namibian Educational Reform in the realm of Teacher Education. Secondly, it is assumed that the BETD as a vehicle for reform in Teacher Education should yield teachers who are capable of change and development. Based on the above-mentioned assumptions, this analysis examines this Teacher Education course/programme against some criteria pertinent to its philosophy. A critical analysis of its curriculum in terms of some core subjects, as well as its practical implementation, will form the basis of this scrutiny. Secondary to the above, this analysis also intends to reflect this sociohistoric and economic context in which the BETD has been designed. An underlying motive in this analysis is to study the dynamics between the philosophy, which represents the heart and intention of the Namibian educational reform on the one hand and implementation which in turn delivers the end product or final outcome of the course on the other hand. This analysis should also fit into the current debate between conservatives who claim that the BETD lacks content and is therefore inferior, and those who claim that the course adequately prepares teachers for the needs of Basic Education.
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The role of management and leadership in the schooling of at-risk learners: a case study of a school in Namibia
- Authors: Ipinge, Emma
- Date: 2004
- Subjects: School management and organization -- Namibia -- Case studies Educational leadership -- Namibia -- Case studies Education and state -- Namibia School discipline -- Namibia Children with social disabilities -- Education -- Namibia Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1750 , http://hdl.handle.net/10962/d1003634
- Description: Most schools that serve learners who come from disadvantaged areas and backgrounds face unusually difficult challenges. These schools experience poor performance and disciplinary problems, and teachers lack motivation and commitment. This study explores the role of leadership and management in the schooling of at-risk learners at Pandu Primary School. This school accommodates learners mostly from Hafo, a township characterised by poverty with a high crime rate. However, in spite of these factors school inspectors and advisory teachers perceive the school to be successful. The school uses an abundance of energy and unusually high levels of human effort in a very focused way to improve the teaching and learning standard. The study found the co-existence of apparently conflicting management and leadership approaches in managing and leading the school. Strict control used in the school to make teachers work hard is an element of classical organisational theory, with its emphasis on span of control or number of workers supervised. Policies with strict rules are in place to create a calm atmosphere and serve as directives for teachers and learners. On the other hand, constructivist approaches – such as instructional leadership, transformational leadership, collegial model of management and open systems – are also clearly evident in the findings. Instructional leadership is evident in the emphasis on improvement of classroom practice. Elements of transformational leadership are seen in that the principal motivates the teachers and serves as a role model. The school also has some features of the collegial model of management, and can be described as an open system. Thus, by drawing on management and leadership approaches informed by different traditions and philosophies, the school succeeds against severe odds.
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The use of environmental learning support materials to mediate learning in outcomes-based education: a case study in an Eastern Cape school
- Authors: Nduna, Nomalungelo Rosement
- Date: 2004
- Subjects: Environmental education -- South Africa -- Eastern Cape Environmental education -- Curricula -- South Africa Teaching -- Aids and devices -- South Africa Environmental education -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1812 , http://hdl.handle.net/10962/d1003698
- Description: Educational transformation and curriculum reform within the new South African Outcomes Based Education (OBE) system has introduced new roles for teachers, and a focus on environmental learning within each learning area. In an OBE system, teachers are required to mediate learning, develop learning programmes, and use a range of different learning support materials. This study aimed to explore how one teacher in an Eastern Cape school used environmental learning support materials to mediate learning within an OBE curriculum framework. Over the past ten years a number of environmental educators and researchers have been participating in curriculum policy development and curriculum implementation research. This has led to the incorporation of an environmental focus within different learning areas in Curriculum 2005. The focus on environment in the curriculum was strengthened by the introduction of the National Environmental Education Project in the General Education and Training (NEEP-GET) band in 2001. I am employed as a provincial co-coordinator within this project (for the Eastern Cape province), and one of my tasks is to work with service providers (who provide learning support materials) and teachers (who use these materials) to ensure improved environmental learning within the OBE curriculum. A qualitative and empirical case study was conducted in which I observed one teacher in a multi-grade class (with grade 6 and 7 learners) using learning support materials to achieve learning outcomes in three different lessons. The study employed a range of data collection methods such as questionnaires, interviews, field notes, video recording, and document analysis, photographs and journal entries. I compiled a contextual profile of the school and classroom and undertook two 'layers' of data analysis to report the findings of the study. This research indicates that theories of learning and associated teaching methods influence learning interactions, and the use of learning support material in the class. The study also highlighted emerging issues in the use of environmental learning support materials, which relate to planning; access to materials; over-use of materials; and the relationship between learning support materials and teaching methods.
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A critical investigation of managing the standards development process for the life insurance industry in Namibia
- Authors: Kaimu, Himeesora Irene
- Date: 2003
- Subjects: Life insurance -- Management -- Namibia Insurance -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1481 , http://hdl.handle.net/10962/d1003362
- Description: The development of standards for education and training is regarded as a very important activity by many countries. Any country that sets standards for education and training is trying to define its training system and avoid duplication of training by providers who do not see eye to eye. National standards are public documents accessible to anyone interested in education and training. Namibia introduced standards setting as a core activity of administering the National Qualifications Framework in 1996 after the passing of the Namibia Qualifications Act by parliament. This research attempts to gain an understanding of how the process of developing standards for the Life Assurance Sector in Namibia was managed by focusing on the experiences of three persons who took part in the process of developing the said standards. The case study approach enabled me to gain considerable insight into management issues that may have influenced the process of developing these specific standards. The findings illuminate the management and leadership issues which characterised the process for the LA Industry. Several management issues emerge as key elements in the process. These include: A strong emphasis on transformational leadership through clear vision crafting; empowerment through emancipatory thinking; OD features such as problem solving and effective communication; the importance of organisational structure; the concept of a learning organisation and benchmarking as well as collegiality. This research explores the relationship between management thinking generally, and the management of the standards development process in particular.
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A phenomenological investigation of a female leader's perceptions and experience of discrimination in the work place
- Authors: Mabovula, Nonceba
- Date: 2003
- Subjects: Sex discrimination against women , Sex discrimination in employment , Women -- Employment , Sexual division of labor , Women -- Economic conditions , Sex role in the work environment , Leadership in women
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1699 , http://hdl.handle.net/10962/d1003582 , Sex discrimination against women , Sex discrimination in employment , Women -- Employment , Sexual division of labor , Women -- Economic conditions , Sex role in the work environment , Leadership in women
- Description: Women are now making their mark in virtually every economic sector including traditionally male strongholds of engineering, heavy transport, construction and manufacturing. Probably the most spectacular progress by women has been in the public sector. Many women now have voting rights, follow careers which demand that they work outside of the home, enjoy professional status equal to their male compatriots, occupy top leadership positions in their societies and, furthermore, fulfil their traditional roles of wife and mother. The present study is an attempt to explore a female eader’s perceptions and experience of discrimination in her place of work. The problem has been that although there have been significant changes in women’s increased representation in recent years, it is believed that women who succeed in obtaining top management posts still have to deal with unfair barriers. These need to be more carefully explored and understood. In this study I focus on one female leader’s perceptions and experiences of leadership in an institution of higher learning. The advantages and disadvantages of such a small case study are discussed later. A phenomenological approach was used for obtaining information pertaining to the phenomenon “female leadership”, because phenomenology does offer ways of understanding not offered by other research methodologies. It enables the researcher to enter the lived world of the researched, and understand events and perceptions from a fresh point of view. A semi-structured interview was used to allow the respondent freedom to elaborate on responses in whatever manner she wished. The results obtained indicate that women are in a life-world in which, apart from the general experiences shared with their male counterparts, they are also exposed to many other forms of discrimination. Some of these are subtle, and result from years of socialisation into perceived gender role expectations. I hope that what I have discovered may help to contribute to the small but growing body of literature that seeks to understand women leaders’ experiences, and perhaps in time play a role in enhancing their relative position in education and society at large.
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Action research case studies of participatory materials development in two community contexts in Zambia
- Authors: Lupele, Justin Kalaba
- Date: 2003
- Subjects: Community development -- Zambia -- Case studies Environmental education -- Zambia -- Case studies Sustainable development -- Zambia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1417 , http://hdl.handle.net/10962/d1003298
- Description: This research reports on two action research case studies of participatory materials development in two rural community contexts in Zambia, namely Chiawa and Nalusanga. It aims to explore and articulate the relationships between community-based environmental education and participatory materials development in the WWF Zambia Education Project context; clarify participatory materials development processes by identifying the roles of different ‘actors’ in these processes and identify and analyse the contextual and other factors that may influence development and use of environmental education materials in rural communities. These aims were explored by means of a number of action research cycles of inquiry in the two communities. The study also articulates the significance of considering ambivalent globalising influences such as international conferences, debates, overseas development aid, national policies and how these shape and influence materials development work in a local context. In order to gain more insight into the local contexts, I developed contextual profiles on the two communities. These capture the contextual factors that influenced the participatory materials development processes. They include issues such as language, ethnicity, literacy, power relations and the local social economy, amongst others. Although this study has been predominately guided by the socially critical orientation to research and education, I have drawn on aspects of other research orientations. I have also explored some of the emerging critiques of the socially critical orientation. The findings of this study reveal the different roles participants can play in participatory materials development; participatory materials development processes as a learning process; the dynamics of participation in an African context; the role of language and literacy in materials development; the need for open-ended process models of learning amongst adult learners and the importance of merging expert and local knowledge in participatory materials development. This study opens up possibilities for further exploration of participatory materials development processes within the WWF ZEP context and beyond.
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An investigation into whether a leadership and management development project changed the perceptions of the educators in a black, disadvantaged school
- Authors: Jaftha, A P
- Date: 2003
- Subjects: University of Port Elizabeth -- Institute for Development Planning and Research Delta Foundation -- Centres of Learning School management and organization -- South Africa Educational leadership -- South Africa Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1620 , http://hdl.handle.net/10962/d1003502
- Description: This study investigates whether a leadership and management development programme changed the management perceptions of the teachers of one of the schools that participated in the programme. The programme seeks to change the organisational culture of schools and develop effective management. The development philosophy of the programme is informed by literature on school effectiveness, organisation development, whole school development and systemic change. My research is conducted in the interpretive paradigm. Interpretive researchers view reality a construct of the human mind, and therefore the way people perceive the world is not necessarily the same since there can be different understandings of what is real. I employ convenience sampling to select the school and purposive sampling to identify my research participants. Whilst overall impression that the data conveys is that much of the programme does not seem to have had a lasting effect on the culture of the school, it nonetheless made an impression on the teachers’ perceptions of management. There clearly seems to be a greater appreciation of participative management processes. The reintroduction of proper prior planning played a decisive role in re-establishing sound work ethics at the school and contributes to a more structured approach to events at the school. Some sort of organisational learning has also been introduced at the school. The realisation on the part of the staff that they now have their destiny in their own hands is an especially critical development. And whilst the vision is not a compelling force in the organisation, it has nevertheless produced some strategic focus at the school. The insights and skills they acquired concerning resource management will also stand them in good stead.
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An investigation of code switching in different learning areas in a grade seven class
- Authors: Ndabeni, Bulelwa
- Date: 2003
- Subjects: Code switching (Linguistics) -- South Africa Language and education -- South Africa Education, Bilingual -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1621 , http://hdl.handle.net/10962/d1003503
- Description: The research described in this thesis is a case study of the communicative repertoires of teachers and learners of a grade seven class in a small rural primary school. The aim of the investigation was to find out if code switching is different in content-subject classes than in an English language class. The study accomplishes this by looking at code switching in different learning areas. Different research techniques such as observations, video. recording, taking of field notes and interviews are used as the means of data collection. The study does not attempt a full linguistic description of the switches made by the research subjects. For example, it does not deal with linguistic constraints on code switching, but instead it focuses on the functional aspects of code switching. The study reveals that there are various functions of code switching in the classroom. The following are the major findings noted in this study: • Code switching is a communicative resource, which enables the teachers and learners to accomplish a considerable number and range of social and educational objectives. • Code switching is used to negotiate and renegotiate meaning. • How teachers code switch in class depends on how difficult the lesson is for the learners. • The study reveals no major differences between code switching In content subjects than in English as a subject. • Although tbe subjects engage in code switching, they seem to feel guilty about their behaviour.
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