Evaluation of low-cost technology options for sustainable water supply and sanitation in two peri-urban areas of Lusaka, Zambia: opportunities and constraints
- Authors: Chiliboyi, Yvonne
- Date: 2017
- Subjects: Toilets -- Technological innovations -- South Africa , Sanitary engineering -- Technological innovations -- South Africa , Water resoures development -- Technological innovations -- South Africa , Water-supply -- Technological innovations -- South Africa , Household surveys -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/7960 , vital:21328
- Description: Presently, at least 70% of the total urban population in Zambia resides in peri-urban areas. Peri-urban settlements are characterized by high population growth, high poverty levels and inadequate access to water and sanitation which often result in increased prevalence of diseases. The situation is even made worse because of the position that many local authorities have taken regarding the implementation of infrastructure and service development in these settlements. Local authorities in developing countries have continuously focused on implementation of traditional and unsustainable technologies for service provision to meet the demand despite the technologies’ inability to serve the rapidly growing peri-urban areas. These technologies have high costs, lack proper operation and maintenance, and are not affordable to majority of peri-urban residents. Therefore, this study was set out to identify and evaluate the existing and possible low-cost technology options for sustainable water supply and sanitation in two selected peri-urban areas of Lusaka, Zambia, namely Kanyama and Chazanga. This was achieved through a household survey conducted in the selected communities. Questionnaires and focus group discussions were held in the respective areas to obtain baseline data on the current water supply and sanitation situation, the type of technologies used, challenges faced regarding water and sanitation technologies, and to get the communities perceptions and preferences of different technology options. Thereafter, a Multi-Criterion Analysis methodological approach was used to assess the selected technologies by the communities, taking into consideration of the economic, socio-cultural, technical, institutional and environmental aspects. Results from the study revealed that a few low-cost water supply and sanitation technologies are feasible for peri-urban areas. For Chazanga, communal taps, boreholes, protected wells, and rain water harvesting were found to be feasible for water supply. For sanitation, on-site sanitation services such as compost toilets, dry toilets, as well as Ventilated Improved Pits (VIP) and Pour-flush, Fossa Alterna and the Urine Diversion Dry Toilet (UDDT) are some of the low-cost technologies that can be implemented in the area. The VIP is suitable for households that rely on water from communal taps for their use. As majority of households in the area have taps on their plots, the Pour-flush can be an alternative. The Fossa Alterna and the Urine Diversion Dry Toilet (UDDT) have low initial cost and can accommodate different households. Additionally, the area has a lower household size and majority of the residents in the area landlords, which makes it easy to teach users how the toilet operates as well as its maintenance. For Kanyama, feasible and sustainable low-cost water supply facilities include boreholes and communal taps. Kanyama has limited plot sizes thereby causing the challenge of implementing infrastructure such as rainwater harvesting. Additionally, continuous increase in urban population in the area, coupled with the construction of unregulated households and sanitation facilities, renders protected wells not feasible to implement in Kanyama. In terms of sanitation, wet on-site sanitation facilities such as Ventilated Improved Pit (VIP) latrines are accepted by the community. The VIP does not require water for use and if properly constructed can be used as a bathroom. The Pour-flush toilet is also another alternative for provision of sanitation in the area. However, the latrine can be expensive to construct for majority of the residents. Dry sanitation such as the Urine Diversion Dry Toilet (UDDT) is not feasible for Kanyama. The UDDT requires continuous awareness on its use especially in rented households where tenants are constantly changing. The method of evaluating appropriate technology options for peri-urban areas and thereafter letting the users from the communities choose from the proposed technologies ensures a participatory approach. Results from Multi-Criterion Analysis (MCA) showed that stakeholders’ influence is essential for the selection of sustainable technology options. However, it is important that the implementation process of any technology in peri-urban areas consider different aspects including the local environmental, socio-cultural, economic, technical, and institutional conditions. Finally, the outcome of this study will not only provide baseline data for successful implementation of appropriate low-cost water supply and sanitation technology options in Chazanga and Kanyama, but also other peri-urban communities in Zambia.
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- Date Issued: 2017
Evaluation of the acceptability of ambulatory blood pressure monitoring in a semi-rural, Eastern Cape population
- Authors: Chiwanza, Farisai
- Date: 2017
- Language: English
- Type: text , Thesis , Masters , MPharm
- Identifier: http://hdl.handle.net/10962/59161 , vital:27447
- Description: Expected release date-April 2019
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- Date Issued: 2017
Evictions, migrations and epidemiology in Gokwe during the colonial era
- Authors: Mudzimu, Asa
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/6946 , vital:21203
- Description: Gokwe, being infested with tsetse and mosquito was seen as a ‘diseased’ environment by the Europeans. Thus, colonial anti-disease campaigns were introduced during the first decade of the 20th century. Initially, the campaigns sought to address economic challenges in the colony as they involved African relocations for the benefit of the Europeans. However, this study argues that these anti-disease campaigns were modified with time and space. The key thrust of the paper is to examine the imbrication between evictions, migrations and disease control in the context of colonial public health system. Apartfrom examining the development of Western medical practices in Gokwe the dissertation explores how this colonial public health system coalesced or clashed with African worldviews. Gokwe matters as a ‘frontier’ society in many senses. Given colonial efforts to occupy Gokwe and the influx of new evictees and migrants in the 1960s, the study depicts Gokwe as a frontier. The study sees evictions and displacements as programmes tailored to arrest tsetse and the associated diseases in the Zambezi Valley.
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- Date Issued: 2017
Evolution of Fe-Ti-V oxides from the main magnetite layer, Upper Zone, Bushveld Complex, South Africa: a comparison across the Western, Northern and Eastern Lobes
- Authors: Iorga-Pavel, Adina
- Date: 2017
- Subjects: Magnetite -- South Africa -- Bushveld Complex , Mineralogy -- South Africa -- Bushveld Complex , Oxides
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/7357 , vital:21248
- Description: The Main Magnetite Layer (MML) from the Northern, Eastern and Western lobes of the Bushveld Complex shows significant differences in textures and in mineral chemistry. The MML in the Eastern and Western lobes is massive, with rare, small and altered pyroxene inclusions. By contrast, the MML in the Northern Lobe is more heterogeneous, and it is made of anastomosed and sometimes imbricated, thin layers of magnetitite, magnetite-rich and silicate-rich rocks, where the inclusions in Ti-magnetite are more numerous and consist of mainly altered subhedral and anhedral plagioclase. The comparison of the maximum values of the oxides shows that the MML in the Northern Lobe has the highest content of V2O3 (1.97 wt%), TiO2 (22.49 wt%) and MgO (2.92 wt%), while the MML in the Eastern Lobe has the highest content of Cr2O3 (2.92 wt%) and Al2O3 (9.80 wt%), but lowest V2O3 (0.52 wt%). The lower TiO2 content and higher V2O3 content in the MML of the Northern and Western Lobes suggest lower oxidising conditions during the crystallization of oxides. The MML in all three studied lobes consists of two layers of magnetitite, suggesting that MML was formed by two separate magma influxes, probably on a diverse and complex type of magma chamber floor. The high TiO2 content in magnetite, together with the negative correlation between TiO2 and V2O3 suggest that the maximum V content should represent a “less evolved” and less oxidized melt. In this respect, higher concentrations V2O3 in magnetite can be expected in magnetitite layers with lower TiO2. It can be inferred that the Ti-magetite in the MML from the Eastern Lobe was formed from a more evolved (TiO2 and FeO enriched) and more oxidized (lower V2O3) melt, compared with the MML from the Northern and Western lobes. These findings can be used to illustrate: a) that high fO2 can be responsible for the relatively low V content in magnetite from Fe-Ti oxide ores and b) the vanadium in magnetite decreases significantly in more evolved cumulates, due to a decreasing fO2 with differentiation. Compositional profiles of Ti- magnetite along the stratigraphic height of the MML in the Eastern Lobe (composed of two layers, separated in the outcrop by a parting plane) depicts a cryptic variation with depth in each of the two layers, where each layer can be divided into four sublayers, labelled upwards as A, B, C (with C1, C2, C3 and C4) and D based on Cr, Mg, Ti, Al and V variation. Small scale reversals of the mentioned elements and the repetition of A, B, C and D sub-layers in each layer suggest that MML formed from two successive influxes of magma (indicated by relatively elevated values of MgO), which evolved by crystallization and cooling in a similar manner, to produce the A to D variation. Based on these observations and theoretical considerations, this study dismisses several models for the genesis of the MML: the immiscibility, the increased oxygen fugacity, the relative increase of H2O content of the melt, pressure variation within the magma chamber, magma mixing, and crustal rock contamination. The model proposed here for MML genesis involves the crystallization of both Ti-magnetite and ilmenite from a Fe-Ti-Ca-Al-rich melt (ferro-diorite) along its line of descent, and gravitational settling of oxides in a dynamic regime. The factor which triggered the crystallization of magnetite is a critical saturation of melt in magnetite (attaining saturation of magnetite and ilmenite in the melt after some silicates crystallized). The difference between the nature of silicate inclusions in magnetite and the nature of the magnetite floor, suggest that the Fe-rich magma was not in equilibrium with the cumulates from the present floor, but rather it was emplaced laterally on long distances, the melt being disrupted from its own cumulates. The absence of correlation between the Cr2O3 in magnetite and co-existing ilmenite can indicate than no in-situ fractional crystallization took place at the moment of magnetite accumulation, but rather that magnetite and ilmenite gravitationally accumulated and the grains mechanically mixed from a flowing magma. The model presented herein proposes a five stage model of MML formation: Stage 1 is represented by the intrusion of a Fe-T-Ca-Al-rich magma which expands laterally within a flat and thin magma chamber. Oxides start to crystallize within a dynamic regime of the magma. Stage 2 is given by the accumulation of oxides at the bottom of the new floor. Some plagioclase starts to crystallize (e.g. subhedral plagioclase in the MML of the Northern Lobe). Stage 3 is a short living static regime, where both plagioclase and magnetite crystallized, without fractionation, forming the thin magnetite-anorthosite layer separating the MML into two layers. Stage 4 is represented by a new influx of Fe-Ti-Ca-Al-rich magma which is emplaced above the magnetite-bearing anorthosite, flushing out the liquid which was in equilibrium with the anorthosite. The oxides started crystallizing in a dynamic regime, as in Stage 1. In stage 5, the accumulation of oxides produced the upper layer of the MML. Our interpretation is that the flow of the magma was more dynamic (probably more turbulent on long distances) in the MML of the Northern Lobe, compared to the MML in the Western and Eastern lobes, producing highly heterogeneous and imbricated thin layers of magnetitite and silicates. The presence of olivine corona around orthopyroxene suggests the incongruent melting of orthopyroxene, which points out towards a local re-heating of existing silicate layers, this being a strong argument for multiple injections in generation of MML. Massive crystallization of oxides produced the sulphur saturation of the magma and caused the precipitation of the igneous sulphides, which nucleated on the existing oxides. Later hydrothermal fluids (and/or late magmatic volatiles?) percolated the MML, producing chloritization of the included silicates, remobilization of igneous sulphides and precipitation of hydrothermal sulphides.
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- Date Issued: 2017
Experiences of having an adult sibling with a mental illness: an interpretative phenomenological analysis
- Authors: Flannigan, Raylene
- Date: 2017
- Subjects: Mentally ill -- Family relationships , Mentally ill -- Care -- South Africa , Mental illness -- Public opinion -- South Africa , Mentally ill -- Deinstitutionalization , Brothers and sisters of people with disabilities , Brothers and sisters of people with disabilities -- Psycnology , Brothers and sisters of people with disabilities -- Case studies -- South Africa -- Makhanda
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/6309 , vital:21088
- Description: Mental illness has a significant impact on the life of an individual, however not only on the individual but on the family as well. A considerable amount of research has been carried out regarding the experiences of family members internationally. However, in South Africa (SA) there is inadequate information regarding the experiences of families, especially adult siblings, of individuals with a mental illness. Specifically, there is a lack of research investigating individuals’ perceptions of their brother or sister’s mental illness as well as how this affects the sibling relationship. It is for this reason that the current study aimed at exploring the lived experiences of ‘black1’ isiXhosa speaking individuals who have a sibling with a mental illness. The study employed Interpretative Phenomenological Analysis (IPA) as its qualitative approach. A sample of five participants between the ages of 20-50 years was selected through purposive and snowballing sampling techniques. Semi-structured interviews were utilised and were transcribed and analysed based on the IPA framework. The analysis of the participants’ transcripts provided three master themes, which are supported by subordinate themes. The master themes are: 1) experiencing the sibling as a burden post diagnosis, 2) positive experiences from the sibling’s mental illness, 3) participant’s experiences of their sibling’s treatment and the mental health care system. Participants experienced financial burden as well as the burden of caregiving as a result of their sibling’s mental illness; these are understood as being subjective and objective burdens. While no change was experienced within the sibling relationship, the siblings’ mental illness was experienced as affecting the sibling relationship due to the socioeconomic status of the participants and stigma. The findings support and expand on the growing knowledge of adult sibling relationships and mental illness.
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- Date Issued: 2017
Experiences of pet loss in the South African context
- Authors: Lowen, Kathleen Louise
- Date: 2017
- Subjects: Pet loss -- Psychological aspects , Pet loss -- South Africa -- Case studies , Pets -- Death , Pet ownders -- Psychology , Human-animal relationships -- Psychological aspects , Grief
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/4326 , vital:20649
- Description: In this research the experience of pet loss in relation to the intensity of grief and the repression of that grief due to societal restrictions was studied in a South African sample of 12 pet owners who had experienced the loss of a pet within 24 months prior to the study. A pilot study was conducted in order to refine the semi-structured interview schedule. Participants were asked about their pets, their experience of pet loss in relation to their feelings before and after the loss and whether they felt they could openly grieve around friends and family. The findings indicated that the intensity of grief experienced by the participants was influenced both by the intensity of their Bond with the pet and the repression of their grief due to assumed social sanctions surrounding mourning the loss of a pet. The findings from the study clearly indicate the necessity for pet loss counselling, however it was clear that societal views surrounding pet loss are shifting, thus allowing pet owners to mourn their loss more openly with family and friends. This indicates a decrease in cases of disenfranchised and complicated grief. Furthermore the impact of pet loss necessitates the social legitimation and acknowledgment of the significance of pet loss in contemporary society as these relationships with pets are an increasingly prominent feature both within and as an alternative to familial systems.
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- Date Issued: 2017
Exploring a genre-based pedagogy in the teaching of writing explanation texts in a Grade 11 ESL classroom: an action research case study
- Authors: Nekondo, Linus Vaakohambo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/41603 , vital:25107
- Description: This thesis reports on an action research case study into the use of a genre-based approach (GBA) in teaching the writing of explanation texts to Grade 11 learners in Ohangwena Region, Namibia. Knowledge of how to write different genres is a requirement of the Namibian curriculum, and in particular the Grade 11-12 English Second Language [ESL] syllabus. The study aimed to improve my pedagogic practice in the teaching of genre as an English Second Language [ESL] teacher. It also aimed to further develop my Grade 11 learners’ academic language proficiency in genre writing. I employed two action research [AR] cycles. The first cycle was aimed at establishing learners’ baseline proficiencies with regards to writing explanation texts. The second was then aimed at strengthening the weaknesses I identified in my first cycle. Theoretically informed by the genre and socio-constructivism theories, and following the recommended stages of the genre pedagogy cycle, I designed a GBA lesson unit comprising seven lessons. The lessons spanned a two week period. I used formative assessment to assess my learners’ activities during each lesson using marking rubrics designed in line with the structural and linguistic conventions of explanation texts. Data sources include document evidence from my learners’ pre- and post- instruction written works, my written reflections on the teaching/learning process from my research journal, my learners’ written reflections on each lesson, and the whole class closing discussion. The data revealed that, prior to the GBA intervention, while my Grade 11 learners possessed some skill in writing shorter explanations for content subjects; they lacked deep knowledge for so doing in ESL. The post GBA intervention data revealed that, by interacting with texts and working collaboratively in unpacking the features of the genre, learners were able to develop a more critical awareness of the generic and linguistic features of written explanation texts. The study concludes that learners’ genre writing skills can be strengthened through using a GBA approach in which they are immersed in the relevant text features and provided with appropriate assistance and feedback.
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- Date Issued: 2017
Exploring attitudes and perceptions about the knowledge acquisition process and experiences of Ngangelizwe youth graduates in the Eastern Cape to understand the significance of their education: a Freirean approach
- Authors: Bango, Yanda Tamsanqeleka
- Date: 2017
- Subjects: Freire, Paulo, 1921-1997 , Education -- Sociological aspects -- South Africa -- Mthatha , College graduates, Black -- South Africa -- Mthatha -- Attitudes , College graduates, Black -- South Africa -- Mthatha -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/4277 , vital:20642
- Description: Education is a critical phenomenon which cannot be ignored as its effects cut across all spheres of life, especially the social and economic aspects. In the particular case of South Africa, education has been a serious issue of concern for a very long time and after the transition process took place in 1994 it became a priority on all agendas of governance. Expanding on the already existing debate about education in South Africa, this thesis specifically explores attitudes and perceptions about the knowledge acquisition process and experiences of Ngangelizwe youth graduates to understand the significance of education in their lives. As Freire wrote about the phenomenon of education from the point of view of the oppressed and marginalized in society, his theory explains and aids as a tool for careful analysis in this case. Moreover, considering that at the centre of Freire’s world view was the belief that humans have an ontological vocation to become more fully human, the youth graduates of Ngangelizwe became a good case as they live under conditions that one would regard as dehumanizing and oppressive. The youth graduates’ actions and attitudes would therefore guide and provide indication as to whether their education, both from academic spaces and the community, has empowered them to challenge the dehumanizing and oppressive nature of the dominant culture as a means to becoming fully human in their life and time, particularly in their community of Ngangelizwe. While the general finding has been that the participants’ education portrays both elements of banking and problem-posing education, it was also discovered that it all depends on the level and forces of education that the participants receive their inspiration from. This is due to the fact that education is not one dimensional, it begins from the moment one is born up until he or she no longer exists on earth. Therefore, education does not belong to one group of people; everyone has the ability to educate in as much as he or she has the ability to be educated.
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- Date Issued: 2017
Exploring Grade 12 Biology teachers’ conceptions, dispositions and pedagogic strategies when mediating learning of evolution in Namibia
- Authors: Katuuo, Henry U
- Date: 2017
- Subjects: Biology teachers -- Attitudes -- Namibia , Biology teachers -- Training of -- Namibia , Evolution -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13762 , vital:21856
- Description: The Namibian Senior Secondary Certificate Examiners’ Reports (2013) shed light on the topics in which learners often perform poorly and evolution is one of such problematic topics. Anecdotal reasons include religious views of teachers, opposition by learners to the topic, and inadequate understanding of the subject content knowledge. I have not come across any literature on evolution in Namibia that formally look closely at this problem. We do not have a clear idea of what is going on in Namibian science classrooms, when evolution is taught. We do not have a clear idea of the factors at play in the teaching of evolution in these classrooms, either when it is done well and completely or when it is not so. It is against this background that I was inspired to engage in this study which examined teachers’ conceptions, dispositions and pedagogical strategies that they use when teaching evolution. The study is underpinned by an interpretive paradigm, which afforded me an opportunity to understand the teachers’ worldviews in relation to evolution. It also allowed me to gain insight on the pedagogical strategies that teachers use when mediating learning of the topic of evolution and its related concepts. Within the interpretive paradigm, a case study approach was adopted, using a mixed-method design generating both quantitative and qualitative data. Teachers from two regions, namely, the Hardap region and Khomas region, participated in the study. Data were generated using questionnaires, semi-structured interviews and lesson observations. Fifteen questionnaires were completed and from those questionnaires, the sample included six teachers (40%) from the Hardap region while nine teachers (60%) were from the Khomas region. For the interview, the sample included two teachers - one from each region. For the observations, I observed five teachers teaching evolution. I presented quantitative data in tables and graphs, whereas the qualitative data was analysed inductively using Vygotsky’s (1978) socio-cultural theory as a theoretical framework. In addition, I used Ogunniyi’s (2006) Contiguity Argumentative Theory (CAT) as an analytical framework. These theories were used as lenses to interpret and make sense of the qualitative data, which I colour coded to form sub-themes. Thereafter, overlapping sub-themes were combined to form themes, which were linked to the research questions and in relation to literature/theory. Similarly, overlapping themes were combined to form analytical statements. It emerged from the study that religious views did not play a large role in most teachers’ views and attitudes towards the teaching of evolution. Instead, it emerged that lack of content knowledge on evolution is the main factor that influences teachers’ views and attitudes towards teaching evolution in schools. This is quite profound, as the assumption is that when teachers are religious, the likelihood is that they would object to the teaching of evolution. In light of this, the study recommends that there is a need for professional development and support of science teachers, so that they are able to properly mediate the learning of evolution.
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- Date Issued: 2017
Exploring Grade 9 Physical Science teachers’ views and experiences on the inclusion of indigenous knowledge in their lessons: a Namibian case study
- Authors: Simasiku, Fredrick Simataa
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6919 , vital:21200
- Description: There is extensive research on the fact that the learning of science is assisted through the inclusion of the prior everyday knowledge and local knowledge that learners bring from home and from within their communities. It is precisely for this reason that the Namibian Learner Centered Education (LCE) curriculum encourages teachers to include learners’ prior everyday knowledge in their science lessons. However, the inclusion of traditional knowledge/local knowledge or indigenous knowledge (IK) and how this should be done has been largely ignored both in the Namibian school science curriculum and textbooks. It is against this background that this study sought to explore teachers’ views and experiences on the inclusion of IK in Physical Science Grade 9 lessons as well as the pedagogical strategies that they use. This research used a mixed methods approach (quantitative and qualitative data were collected) which was underpinned by the interpretive paradigm. Within the interpretive paradigm, I employed a case study approach. The study was carried out in the Endola education circuit of the Ohangwena Region. Essentially, the study explored three things: Firstly, the views, experiences and pedagogical strategies of Grade 9 Physical Science teachers on the inclusion of indigenous knowledge in their lessons. Secondly, to find out what factors enable the teachers to integrate their local knowledge into Physical Science lessons? Thirdly, to look at constraints that affect Grade 9 Physical Science teachers in the use of local knowledge in their science lessons. Data were collected using questionnaires and semi-structured interviews. The data obtained were validated in two ways, firstly, the data were triangulated from different data gathering techniques, and secondly, validation was done by member checking of the transcribed scripts. To make meaning from the data generated, Vygotsky’s (1978) socio-cultural theory was used as a lens to analyze the data. The data generated were coded inductively and presented in graphs, tables and descriptive texts to make meaning. The findings from the research revealed that teachers in the Endola circuit do make some efforts to include indigenous knowledge in their lessons. Furthermore, teachers seemed to grasp the benefits and constraints that come with the inclusion of indigenous knowledge in their science lessons. For example, it emerged that indigenous knowledge enables learners to link what they are taught in the science classroom to what is happening in the community or at home, thereby enhancing their understanding of the concepts. Topics such as acids and bases, friction, combustion, static electricity and pressure emerged as some of the topics in which teachers include indigenous knowledge. On the other hand, the issue of language, textbooks and lack of indigenous knowledge by teachers affects the way teachers are able to include IK in their lessons. This study thus recommends that teachers should explore different indigenous practices that can be linked to the topics in the curriculum or syllabus to enhance learning and teaching. Furthermore, they need to involve local communities that possess indigenous knowledge to help in delivering indigenous practices during the lessons. Lastly, teachers and communities should start developing learning and teaching support materials that are useful when local knowledge is included.
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- Date Issued: 2017
Exploring how Grade 11 Physical Science learners make sense of the concept of rates of reactions through the inclusion of the indigenous practice of making oshikundu: a Namibian case study
- Authors: Nikodemus, Kristof Shingwilila
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8154 , vital:21360
- Description: It has been observed that the teaching and learning of the concept of rates of reactions is seen as being difficult for most Namibian learners. Concerns have been expressed in Examiners’ Reports about candidates showing little knowledge of the topic ‘rates of reactions’. Hence, this study sought to explore how indigenous knowledge and practices through a practical activity of making oshikundu, enabled or constrained learner-engagement and sense-making of the concept of rates of reactions in Namibian schools. Underpinned by an interpretive paradigm, the study tried to describe and understand how learners make sense of their world. Within the interpretive paradigm, a mixed-method case study approach was adopted. It is informed by Vygotsky’s socio-cultural theory, which recognises that learning and meaning-making are represented as originating from social interactions among individuals. The research study was conducted in a rural secondary school in the northern part of Namibia with Grade 11 Physical Science learners. Purposive sampling techniques were used to select three learners from the class, as the interview sample. A pre-test was used to gather data on the type of prior knowledge that Grade 11 Physical Science learners had of concepts related to rates of reactions. The pre-test’s content was validated by two Physical Science specialists. Observations were used to explore how learners make sense of rates of reactions during lessons. In addition to observations, interviews and a post-test were used in order to gather data on how the practical activity of making oshikundu enabled or constrained Grade 11 Physical Science: (a) learner engagement and (b) sense-making of the concept of rates of reactions. The findings of the study found that learners were more engaged and participated more fully in class than in previous year when the indigenous practice of making oshikundu was incorporated during the science lessons. The study thus recommends that indigenous knowledge and practices be integrated into Physical Science classrooms for effective teaching and learning and sense making of science concepts.
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- Date Issued: 2017
Exploring how teachers mediate learning of experimental techniques using fermentation and distillation of a traditional brew
- Authors: Paulus, Demetria
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/17637 , vital:22266
- Description: Physical Science is one of the subjects in which learners perform poorly in most Namibian schools. For instance, in ║Kharas region where the study was conducted, from 2010 to 2016, the overall performance has ranged between 20-40%. Furthermore, according to the results analysis report from the Directorate of National, Examination and Assessments (DNEA), from 2012 to 2016, the ||Kharas region was ranked 11th, 12th, 13th, 14th and 10th in the regional rankings. From the Examiner’s reports, the most poorly answered questions in the National Senior Certificate examinations are those that require learners to explain and show understanding. Additionally, the reports highlighted that learners lack practical skills or lack exposure to experiments and demonstrations to enhance their understanding (Namibia, 20142015). It is against this background that this study sought to explore how teachers mediate learning of experimental techniques using fermentation and distillation of a traditional brew. In particular, the study addressed the following sub-questions:1) what are Grade 11 Physical Science teachers’ perceptions and experiences on the inclusion of indigenous knowledge during Science lessons? 2) What factors influence Grade 11 Physical Science teachers’ perceptions and experiences on the inclusion of indigenous knowledge? 3) How do Grade 11 Physical Science teachers teach experimental techniques conventionally- fermentation and distillation? 4) How does the inclusion of a practical demonstration on making Ombike enable or constrain Grade 11 Physical Science teachers when explaining concepts on experimental techniques - fermentation and distillation? Thus, the focus was on conceptual understanding through linking content to the context of the learners. The study was underpinned by an interpretive paradigm whose focus is on understanding people’s worldviews. Within the interpretive paradigm, a mixed methods (Quant-QUAL methods) case study approach was employed in two sequential phases with Physical Science teachers at one secondary school in Keetmanshoop. Data were collected using document analysis (to strengthen my context). In the first phase, a questionnaire with closed-ended and open-ended questions was used to gather quantitative and qualitative data from 17 Physical Science teachers. Additionally, I conducted interviews with two Physical Science teachers from one Secondary School in Keetmanshoop who were selected based on their expertise, teaching experience and their qualifications. Quantitative data were analysed using frequency tables and graphs. For phase two, lesson and the practical demonstration observations were videotaped and transcribed inductively. Thematic analysis was used to analyse the qualitative data. The study was informed by Vygotsky’s (1978) socio-cultural theory with a focus on the mediation of learning, social interactions and learner engagement within the learners’ Zone of Proximal Development (ZPD) in conjunction with Shulman’s (1987) theory on pedagogical content knowledge (PCK). The findings of the study indicated that the majority of the Physical Science teachers were aware of and supported the inclusion of IK; on the other hand the teachers indicated some challenges that come with IK integration. Some teachers acknowledged the importance of IK, such as the enhancement of understanding, proving of theories, and arousal of interest and context relevance. However, some teachers felt that there are misconceptions in IK that can be carried into the classroom, IK resources like textbooks are not available, and IK is not integrated in the syllabus and examinations and lack of teacher training inter alia.The study recommends that the Ministry of Education, Arts and Culture especially the Division of Curriculum Planning and Development (NIED) needs to explicitly include IK in the Syllabus documents and suggest the inclusion of IK in the textbooks to the publishers to address these challenges. In order to enhance the teaching and learning with IK in Science, it is critical that teachers’ training workshops are conducted and IK resources are designed so that IK integration can be successfully implemented. For that to happen, it is recognized that the teachers’ PCK should be regularly upgraded through Continuous Professional Development (CPD) by the Subject Advisors (SA) so that the teachers are consistently guided on appropriate teaching methodologies and pedagogies about the inclusion of IK.
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- Date Issued: 2017
Exploring rural parents’ attitudes and experiences towards teaching and learning of the topics of human reproduction in junior secondary schools: a Namibian case study
- Authors: Kavila, Kornelius Embumbulu
- Date: 2017
- Subjects: Human reproduction -- Study and teaching (Secondary) -- Namibia , Parents -- Namibia -- Attitudes , Sex instruction for teenagers -- Namibia , Sexual health -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13543 , vital:21836
- Description: The Namibian school curriculum mandates that the subject of Life Science should be taught in all schools from grade 8-10. Among the main themes in this subject is Human Biology which covers topics of human reproduction. According to the Junior Secondary Certificate JSC Life Science Examiners’ reports (2010-2015), and my personal experience, learners perform poorly in the topics of human reproduction. Many of the parents in Namibian communities are not comfortable talking to their children about their sexuality, and some believe that communication about sexuality could influence adolescents to become more sexually active (Silas, 2015). Yet, there is agreement among educationists that parents’ involvement in their children’s education has an impact on the mediation of concepts, skills and attitudes. It is against this backdrop that this study explored rural parents’ attitudes and experiences towards teaching and learning of the topics of human reproduction being taught to their children in junior secondary schools (Grade 8-10). This study was informed by Vygotsky’s socio-cultural theory with the focus on how adults and peers influence individual learning and how cultural beliefs impact on instruction and learning in science classrooms. The sociocultural theory was supplemented by the Feminist Standpoint Theory (FST) with the focus on how different knowledge systems and standpoints produced from a specific social community (that is, rural parents) in terms of who to say what and when, to whom regarding sex-related information. The study was located within the interpretive paradigm. Within an interpretive paradigm, a case study approach was employed. This case study used a mixed method approach, that is, both quantitative and qualitative data were gathered to help understand the subjective nature of human’s attitudes and experiences. Data were collected using an administered questionnaire with twenty-two rural parents, workshop observation and semi-structured interviews with four of the twenty-two participated parents. Additionally, data from documents such as textbooks and curriculum documents were used to strengthen the context of this study. The study provided valuable information regarding issues around discussions about sex education. It revealed that the majority of rural parents regard sexual health education a taboo. However, the majority are of the supportive attitude towards sexual health education. The study provided some insights on the factors that influence rural parents’ attitude and experiences towards sexual health education. It was also found that parent-child communication is an essential skill, which needs to be developed either through parents’ workshops or other means to support and empower parents to understand the importance of teaching and learning about sexual health issues. It is also recommended to empower and support parents on how to talk to their children about sexual health issues.
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- Date Issued: 2017
Exploring the influence of a multiliteracies approach on Grade 11 Physical Sciences learners' sense making and dispositions towards graphs of motion
- Authors: Mwiiyale, Laina Natangwe
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/17605 , vital:22264
- Description: Namibian students perform poorly in Physical Sciences and the Physics component in particular (DNEA, 2013). The Namibian Senior Secondary Certificate (NSSC) Examiner's report (DNEA, 2014) also reveals that many Physical Science learners have difficulties demonstrating an understanding of basic physics required for working with kinematic graphs (graphical representation of motion). Kinematics is an important tool in understanding the motion of objects - whether translational, oscillatory or circular. In kinematics, the relationships between distance, displacement, speed, velocity or acceleration and time are represented in graphs of motion. In teaching the topic, using graphs can be an alternative to the use of abstract formulas, or formulas can be used along with graphical representations to facilitate student understanding (Behzak, 2006). This study explored the influence of the multiliteracies approach on grade 11 Physical Science learners' dispositions and sense making towards graphs of motion. The intervention being investigated is informed by the Pedagogy of Multiliteracies (PoM) framework by Cazden et al., (1996) with the focus on overt instruction, situated practice, critical framing and transformed practice using semiotic patterns of meaning, in conjunction with Vygotsky's (1978) social constructivism theory - particularly, its notion of mediation. This action research study employed the interpretive paradigm. Data were collected using a pre-test, stimulated recall interviews, lesson observations, a post-test and learners' reflections. Data were coded and the codes then categorized into different themes in order to answer the research questions. The findings of this study were that learners are better able to make sense of graphs of motions when a PoM approach is employed. Their dispositions towards graphs of motion also improved as a result of the PoM intervention, due to it enabling a better understanding of kinematics concepts. This study also contributed to the professional development of the researcher, particularly in terms of it contributing to a broader understanding of the research and possible usefulness of semiotic mediation in science education. Implications of the study include the possibility of including the PoM approach in science teacher education and training programme curricula.
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- Date Issued: 2017
Exploring the need for Academic Support Programmes (ASPs) for returning undergraduates at Rhodes University
- Authors: Matabane, Ramathetse Belinda
- Date: 2017
- Subjects: Compensatory education -- South Africa -- Makhanda , Rhodes University. Department of Sociology
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/35094 , vital:24326
- Description: The overarching purpose of this thesis is to explore the need for Academic Support Programmes (ASPs) in higher education with specific reference to returning undergraduates in the Sociology Department at Rhodes University. The transformational agenda in higher education in post-apartheid South Africa in terms of expanding access to education, the promotion of accountability and efficiency in higher education, massification, the articulation gap between school and university, institutional culture, unpreparedness of universities and underpreparedness of students comprise the conceptual core of this study. I undertake to investigate the necessity and relevance of academic support offered to returning undergraduates at Rhodes University. I do this by exploring two main issues theoretically and in my fieldwork. The two main issues that form the basis of this research are students’ perceptions regarding availability and accessibility of academic support programmes in the Sociology Department and students’ perceived academic needs. Students’ perceptions and attitudes towards Academic Support Programmes have been uncovered through both quantitative and qualitative fieldwork to gauge the extent to which literature is applicable when it comes to the above-mentioned conceptual frameworks. The study illustrated that academic support is not exclusive to first year students. It is also clear that improved, systematic academic support gives rise to improved student academic performance. Throughout the study, students perceive availability and accessibility of ASPs as a challenge.
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- Date Issued: 2017
Exploring the possibility of integrating traditional music and dance into the design and delivery of lessons on the concepts of echo and waves in the grade 10 Physical Science sound topic
- Authors: Liveve, Angelius Kanyanga
- Date: 2017
- Subjects: Student-centered learning Namibia , Culturally relevant pedagogy Namibia , Science Study and teaching (Secondary) Namibia , Dance in education Namibia , Music in education Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13356 , vital:21826
- Description: Before Namibian independence in 1990, teaching was mostly characterized by teacher-centred pedagogies in which teachers were perceived as the main sources of knowledge. This resulted in learners being passive recipients of such unquestioned knowledge. After independence and to address this, a new educational system was introduced which promoted learner-centred education (LCE) pedagogy. Despite these grand ideals, educational changes in sub-Saharan Africa form a complex issue involving tensions between policy formulation and implementation. This presents Namibian teachers with some challenges in enacting LCE pedagogies. One of these challenges is to find ways to motivate learners and to assist their learning by finding relevant and interesting connections between subject topics and their own experiences and everyday culture outside the classroom. An inability to enact the new curriculum results in learners performing poorly in subjects such as Physical Science. Against this backdrop, this study sought to explore whether or not the integration of traditional music and dance into the design and delivery of lessons on the concepts of echo and waves could influence grade 10 Physical Science learners’ sense making and dispositions towards science. This study was underpinned by an interpretive paradigm. It was informed and guided by the socio-cultural theory as my theoretical framework. The study was carried out with a grade 10 Physical Science class consisting of 30 learners at Lyambombla Combined School (pseudonym) in the Kavango West Region in the northern part of Namibia. Data were generated through diagnostic and summative tests, interviews and lesson observations incorporating traditional music and dance. The findings of the study showed that learners’ sense making and dispositions toward science were positively influenced through traditional music and dance. The study thus recommends the incorporation of indigenous ways of knowing in order to enhance meaning making in science classrooms.
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- Date Issued: 2017
Exploring the relationship between course pedagogy and learning in workplaces: the case of the National Diploma in Environmental Education Training and Development Practice
- Authors: Misser, Shanu
- Date: 2017
- Subjects: National Diploma in Environmental Education Training and Development Practice , Environmental education -- South Africa , Occupational training -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8104 , vital:21354
- Description: This case study research provides insights on course pedagogy in the National Diploma in Environmental Education Training and Development Practice as registered with the South African Qualifications Authority. The study draws its findings from interviews, observations, and document analysis of course materials and workshop processes. The two case studies of employees working in a municipal and a provincial context in South Africa provide rich insights into workplace practices and its implications for pedagogical approaches in work-integrated courses. The role of scaffolding, reflexivity and situated learning in creating learning experiences that learners have a reason to value emerge as significant approaches to be considered in pedagogy for work-integrated courses. Critical open-ended questions supported by course material design, dialogue, participation in cooperative learning situation underpinned by reading and the use of case studies and real situated experiences emerge as important pedagogical approaches enabling scaffolding and reflexivity to support a “critical mode of being”. The significant role of pedagogical approaches in maintaining relevance to workplace practices are seen as important in developing capabilities of participants to value what they do on courses. Linked to the insights gained from this study three important recommendations are made. The first recommendation suggests that a pedagogical approach, which involves learner-practitioners and workplace representatives in the curriculum design, would help to maintain relevance of the assignments to the workplace. The second recommendation suggests creative and innovative pedagogical approaches to capture workplace practices in real authentic and meaningful situations for assessment. The third recommendation suggests that pedagogies used in workplace courses need to consider social-ecological sustainability competencies that transgress job tasks across occupations which foster appreciation and imagination of new possibilities in the work learner-practitioners engage in.
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- Date Issued: 2017
Exploring the relationship between job satisfaction (as measured by the JDI) and sales executive performance at a private South African Motor Retail Group
- Authors: McNaughton, Peter
- Date: 2017
- Subjects: Job satisfaction -- South Africa -- Case studies , Employee attitude surveys -- South Africa , Kelston Motor Group (South Africa) -- Employees -- Attitudes
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/4466 , vital:20675
- Description: This study explores the relationship of job satisfaction as measured on the Job Descriptive Index with sales performance per individual, aimed at investigating the relationship between job satisfaction and a sales executive’s performance. The Kelston Motor group was nominated as the organisation which the study would be conducted on. The approach to this study was to provide a sound academic base followed by a quantitative analysis. The Job Descriptive Index (JDI) questionnaire was used to determine the sales executives’ current satisfaction levels and these where compared to the sales average gross profit incomes averaged out over a 6-month period. A sample of 34 sales executives employed by the Kelston Motor group were sent the JDI questionnaire. These individuals were selected based on the length of time they have worked for the organisation. Each sales executive was given a pseudonym to ensure anonymity. The various sales executives average monthly gross profit earnings over a 6-month period were linked to these pseudonyms. This information was then linked to each respondent’s questionnaire before sending the questionnaire via email. The results of this study show that job satisfaction played a fairly insignificant role on sales executives performance. It was, however, found that job satisfaction had a direct effect on activities such as staff turnover and absenteeism which does have a direct impact on sales executives performance.
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- Date Issued: 2017
Exploring the suitability of causal loop diagrams to assess the value chains of aquatic ecosystem services: a case study of the Baviaanskloof, South Africa
- Authors: Rawlins, Jonathan Mark
- Date: 2017
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/4909 , vital:20742
- Description: Healthy, functioning aquatic ecosystems are fundamental to the survival and development of any nation, particularly so for water-stressed countries like South Africa. Aquatic ecosystem services (AESs) are becoming increasingly recognised for their importance to society with regards to the ecological goods and services they provide in terms of health, social, cultural and economic benefits. The development of markets for AESs begins with a clear understanding of the nature and extent of the goods and services provided by aquatic ecosystems. However, an inclusive understanding of AESs and their associated values is currently lacking in South Africa. Although flows of ecosystem services provide a nearly limitless set of valuable properties, a large proportion of their services remain unpriced or inaccurately priced through traditional neo-classical markets. This often results in market failure, as these markets do not reflect the full social costs and/or benefits of ecosystem services. This provides incentive to identify and develop a tool to bridge the gap between ecosystem service valuation and practical, sustainable management recommendations for improving the provision of ecosystem services and their associated markets. This study explores the suitability of causal loop diagrams (CLDs) to assess the value chains of AESs in South Africa within the context of a case study. AESs do not usually have finite market values nor are they traded in formal markets, thus, a traditional approach to value chain analysis is unsuitable. A professional workshop environment was utilised to facilitate a transdisciplinary approach towards identifying relevant AESs and their complex inputs, interactions and trade-offs. Numerous CLDs were developed in an effort to map the complex relationships between these AESs and their associated inputs, which formed the basis to attempt subsequent scenario analyses and 'alternative' value chain analyses. The findings of this study show that CLDs have the potential to qualitatively identify challenges and opportunities within the value chains of AESs. Thus, the use of such 'alternative' value chain analyses can directly contribute towards the development of recommendations for improving sustainable management of aquatic ecosystems.
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- Date Issued: 2017
Factors affecting the implementation of the Water Services Provision (WSP) strategy at Amathole District Municipality (ADM)
- Authors: Snombo, Kanyisa
- Date: 2017
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/5533 , vital:20939
- Description: Amathole District Municipality (ADM) in the Eastern Cape province of South Africa changed its water service provision strategy in 2012 from decentralized to a centralized strategy as a way of trying to improve its water service delivery. Since this change, no study has been done to explore how the centralized water service strategy has so far been implemented at ADM. The aim of this exploratory qualitative study was to describe how ADM implemented its centralized water strategy and also assess the extent of alignment of strategy execution using Higgins’ (2005) 8 “S” model. Purposively, a total of five senior managers were identified and interviewed in East London as they were intimately involved in the daily operation of the water service provision over the years. Data gathered through audio recorded, in-depth and semi-structured interviews with each of the senior managers and also documented reports on Water Service Provision (WSP) were analyzed using thematic analysis into meaningful patterns reflecting each of the components of Higgins’ (2005) 8 “S” model. Findings of this qualitative study reveal that senior managers had different but complementary views of what strategy they were implementing at ADM. More importantly, the implementation of centralized water services provision model by ADM was characterized by deep and persistent vacancies of key technical but also managerial positions in the new structure. Furthermore while human and financial resources were inadequate to match with the depth and variety of changes necessary to have the requisite number of staff, ADM implemented the centralized water service strategy with poor skills mix which negatively impacted on quality of water service. While ADM had ten espoused shared values, none of these were commonly and widely shared by employees in their day-to-day world of work. Instead, employee’s behavior at ADM was practically shaped by the emergent values of cooperation, and employee care and recognition. Thus there was misalignment between espoused and practiced shared values. Furthermore there was also recurrent and deep misalignment between structure, staff, resources and water quality systems which compounded the difficulties experienced by ADM in pursuit of centralized water service provision. While the use of outsourced mechanical and electrical services was a remedy to staff shortages and the lack of skills mix, it ultimately further aggravated the financial challenges of ADM by draining more of the already limited financial resources. Recommendations for improving the implementation of centralized water service strategy and areas for further research are suggested.
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- Date Issued: 2017