Reading to learn for secondary schooling: an interventionist action research study within a South African under-privileged setting
- Authors: Mataka, Tawanda Wallace
- Date: 2019
- Subjects: Rose, David, 1955-. Reading to learn , Reading (Secondary) , English language -- Study and teaching (Secondary) -- Foreign speakers -- South Africa , English language -- Study and teaching (Secondary) -- Foreign speakers -- South Africa -- Case studies , Literacy -- South Africa -- Makhanda
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92191 , vital:30706
- Description: The study examined the contribution that Rose’s (2005) Reading to Learn (RtL) methodology made in development of advanced literacy abilities recommended in the schooling system. RtL was influenced by Bernstein’s theory of pedagogic discourse, Bruner, Vygotsky’s social learning theory and Halliday’s systemic functional linguistics theory. The study used the same cohort of learners during Grades 11 and 12 in a black township secondary school in Grahamstown, Eastern Cape, South Africa. RtL was birthed in Australia with the intention of accelerating literacy development of learners in disadvantaged communities. Based on its success in Australia, I implemented the methodology against a backdrop of continuously declining literacy standards in South African primary and secondary schools. Researchers on literacy acknowledge that socioeconomic and geosocial circumstances cannot be divorced from poor literacy performances in South African schools. Although these two factors play a role in regressing literacy, pedagogical approaches play a role. RtL was employed as an intervention strategy with learners whose literacy abilities were found lacking in comparison to curriculum demands. Despite the focus being on learners whose performance was below expected academic levels, the able learners were motivated to further their advanced abilities. The learners whose performance was previously compromised performed to par with their able counterparts. RtL provided all learners an opportunity to apply, with less difficulty, the language approved by the schooling system. The two research questions sought to illuminate the role RtL played in developing learners’ ability to read, so that they could converse with text and put into writing practice what they had read. In this regard, creative and transactional assignments were written, and performance assessed to evaluate the RtL intervention. Secondly, the research allowed me to get an insight through interviews with learners as to how they were positively or negatively influenced through RtL in learning English as a First Additional Language. The study was a longitudinal action research study which had a life span of 22 months. It was dominantly qualitative with a thin quantitative strand. Data to evaluate effectiveness was generated from learners’ written work and interviews. The learners’ work was analysed using an RtL assessment tool adopted from Rose (2018), for the purposes of uniformity and reliability. Findings from interviews highlighted various views regarding the positive impact of RtL. What emerged from the findings is a reflection of the positive impact RtL had on literacy development. Significantly, learners’ work improved across the board, true to Rose’s assertion that learners exposed to teaching using RtL principles experience accelerated literacy development. Based on these findings, RtL implemented in a township setting in South Africa yields results similar to those in Australia and other countries.
- Full Text:
- Date Issued: 2019
- Authors: Mataka, Tawanda Wallace
- Date: 2019
- Subjects: Rose, David, 1955-. Reading to learn , Reading (Secondary) , English language -- Study and teaching (Secondary) -- Foreign speakers -- South Africa , English language -- Study and teaching (Secondary) -- Foreign speakers -- South Africa -- Case studies , Literacy -- South Africa -- Makhanda
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92191 , vital:30706
- Description: The study examined the contribution that Rose’s (2005) Reading to Learn (RtL) methodology made in development of advanced literacy abilities recommended in the schooling system. RtL was influenced by Bernstein’s theory of pedagogic discourse, Bruner, Vygotsky’s social learning theory and Halliday’s systemic functional linguistics theory. The study used the same cohort of learners during Grades 11 and 12 in a black township secondary school in Grahamstown, Eastern Cape, South Africa. RtL was birthed in Australia with the intention of accelerating literacy development of learners in disadvantaged communities. Based on its success in Australia, I implemented the methodology against a backdrop of continuously declining literacy standards in South African primary and secondary schools. Researchers on literacy acknowledge that socioeconomic and geosocial circumstances cannot be divorced from poor literacy performances in South African schools. Although these two factors play a role in regressing literacy, pedagogical approaches play a role. RtL was employed as an intervention strategy with learners whose literacy abilities were found lacking in comparison to curriculum demands. Despite the focus being on learners whose performance was below expected academic levels, the able learners were motivated to further their advanced abilities. The learners whose performance was previously compromised performed to par with their able counterparts. RtL provided all learners an opportunity to apply, with less difficulty, the language approved by the schooling system. The two research questions sought to illuminate the role RtL played in developing learners’ ability to read, so that they could converse with text and put into writing practice what they had read. In this regard, creative and transactional assignments were written, and performance assessed to evaluate the RtL intervention. Secondly, the research allowed me to get an insight through interviews with learners as to how they were positively or negatively influenced through RtL in learning English as a First Additional Language. The study was a longitudinal action research study which had a life span of 22 months. It was dominantly qualitative with a thin quantitative strand. Data to evaluate effectiveness was generated from learners’ written work and interviews. The learners’ work was analysed using an RtL assessment tool adopted from Rose (2018), for the purposes of uniformity and reliability. Findings from interviews highlighted various views regarding the positive impact of RtL. What emerged from the findings is a reflection of the positive impact RtL had on literacy development. Significantly, learners’ work improved across the board, true to Rose’s assertion that learners exposed to teaching using RtL principles experience accelerated literacy development. Based on these findings, RtL implemented in a township setting in South Africa yields results similar to those in Australia and other countries.
- Full Text:
- Date Issued: 2019
Reflection and representation: modes of communicating Zimbabwean historical narratives through popular music
- Authors: Gwindingwe, Gift
- Date: 2019
- Subjects: Communication Interpersonal communication
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/15804 , vital:40528
- Description: Music, before and after independence in the former colonies, has been playing a central role of articulating national concerns. It became an alternative medium through which historical narratives were channeled out to the public. While many scholars have acknowledged the critical role of music’s attempt to whip the autocratic governments into line, and the attempts by the governments across the world to thwart the critical/activism role of music, little emphasis was put on the mechanism of circumventing censorship, the linguistic competence (or lack of it) of music in conscientising the public on national issues. This thesis aims to harness this seemingly entertainment tool (music) into serious academic discourse by looking at the way power relations and ideological contestations are symbolically reflected, represented and communicated in popular culture, in particular the Zimbabwean Sungura and Chimurenga music. It makes a critical analysis of the diction of music as it attempts (or fails to) reflect and represent the Zimbabwean historical narratives from the early 1990s to 2008. The study tries to (semiologically) fracture the musical lexicon and the ideological stance on which it is based to show the extent to which music communicates by way of reflecting and representing the Zimbabwean historical narratives. The thesis looks at how popular music has ‘become the most prominent signifier’ and at ‘the shifting meanings and the significance of … music’ (Nooshin 2005:231) in Zimbabwe. It utilises a qualitative research approach specifically an interpretive prism. Key research methods for the study include in-depth semi-structured interviews which were conducted with purposively selected informants such as university academics and two of the selected musicians. The selected academics were purposively sampled basing on the researcher’s knowledge of their inclination towards Cultural Studies, particularly popular culture. The study has managed to bring clarity to the research questions in a big way considering the application of the various theories that framed the thesis discussion. Research findings indicate that interpretive semiotics aids to unpack the philosophy of meaning making through song. Music as a medium has the reflective effect of a mirror and a photographic effect of a camera to enunciate the ideological innuendo in the leader-led dichotomy. The study shows that protest popular music rejects knowledge that affirms the status quo; it is counter hegemonic and seeks to regenerate selfhoods and self-liberation amongst the subaltern class.
- Full Text:
- Date Issued: 2019
- Authors: Gwindingwe, Gift
- Date: 2019
- Subjects: Communication Interpersonal communication
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/15804 , vital:40528
- Description: Music, before and after independence in the former colonies, has been playing a central role of articulating national concerns. It became an alternative medium through which historical narratives were channeled out to the public. While many scholars have acknowledged the critical role of music’s attempt to whip the autocratic governments into line, and the attempts by the governments across the world to thwart the critical/activism role of music, little emphasis was put on the mechanism of circumventing censorship, the linguistic competence (or lack of it) of music in conscientising the public on national issues. This thesis aims to harness this seemingly entertainment tool (music) into serious academic discourse by looking at the way power relations and ideological contestations are symbolically reflected, represented and communicated in popular culture, in particular the Zimbabwean Sungura and Chimurenga music. It makes a critical analysis of the diction of music as it attempts (or fails to) reflect and represent the Zimbabwean historical narratives from the early 1990s to 2008. The study tries to (semiologically) fracture the musical lexicon and the ideological stance on which it is based to show the extent to which music communicates by way of reflecting and representing the Zimbabwean historical narratives. The thesis looks at how popular music has ‘become the most prominent signifier’ and at ‘the shifting meanings and the significance of … music’ (Nooshin 2005:231) in Zimbabwe. It utilises a qualitative research approach specifically an interpretive prism. Key research methods for the study include in-depth semi-structured interviews which were conducted with purposively selected informants such as university academics and two of the selected musicians. The selected academics were purposively sampled basing on the researcher’s knowledge of their inclination towards Cultural Studies, particularly popular culture. The study has managed to bring clarity to the research questions in a big way considering the application of the various theories that framed the thesis discussion. Research findings indicate that interpretive semiotics aids to unpack the philosophy of meaning making through song. Music as a medium has the reflective effect of a mirror and a photographic effect of a camera to enunciate the ideological innuendo in the leader-led dichotomy. The study shows that protest popular music rejects knowledge that affirms the status quo; it is counter hegemonic and seeks to regenerate selfhoods and self-liberation amongst the subaltern class.
- Full Text:
- Date Issued: 2019
Regional thickening as game-changing: examining transnational activities of gender and women-focused civil society actors for region-building in Southern Africa
- Authors: Nedziwe, Cecilia Lwiindi
- Date: 2019
- Subjects: International relations , Southern Africa Development Community , Regionalism -- Africa, Southern , Africa, Southern -- Foreign relations -- 1994- , Women in development -- Africa, Southern , Women -- Social conditions -- Africa, Southern , Women -- Political activity -- Africa, Southern , Women in public life -- Africa, Southern , Civil society -- Africa, Southern
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/95420 , vital:31154
- Description: This thesis argues that norms, in general, have proliferated in a neo-liberalising context since the 1990s, in particular norms on gender, and how they have changed to indicate new agency and influence, amounts to game change. Despite growing transnational activities, regionalisation and the increasing interface between state and non-state regionalism in a transnational context since the advent of liberalisation and democratisation, analyses in regional International Relations (IR) studies, so far, largely maintain linear logic. The increasing non-state processes, and their connection to state processes in norm creation, norm adaptation, norm diffusion and implementation around broad questions of security including in the area of gender, amount to regional thickening. Regional thickening revealed in terms of increasing regionalisation, regionalism, and region-ness whose effect is game-changing challenges mainstream linear approaches in regional IR studies. Game-changing here, refers to, processes promoting the development of norms mentioned above in the interest of contributing to improved security across a region. This study is focused on Southern Africa, defined here, as the Southern African Development Community (SADC) region. This study’s analytical approach is informed by alternatives to mainstream approaches, emphasising processes, rather than linearity inherent in regional IR studies. By privileging the actual game-changing processes, interactions, and agency around the norm development cycle, this study examines how regional thickening in a transnational context promotes game-changing activities, promoting the development of the norm cycle, seeking to have improved security. A mixed method approach involving gathering of information from multiple primary and secondary sources are used. The study found transnational activities and regionalisation of gender and women-focused civil society actors, game-changing. These civil society actors organised in two ways. First, by way of advocacy and in seeking representation within intergovernmental policymaking structures at a regional level. Second, by way of organising around transnational communities in a transnational context in the interest of addressing gendered insecurities at localised levels. Regional thickening as game-changing here pointed to a growing recognition and participation of civil society actors in intergovernmental policymaking spaces as having created a groundswell for game change at localised levels. This led to policy development, adaptation, diffusion, and implementation by both state and non-state actors contributing to norm changes, improved social policies, and to greater security. The actual changes emerging from these actors’ activities on the ground are in terms of unlearning patriarchal behaviours, opening up development for women, and increasing their living standards, education, health, and their freedom. In assessing the transnational environment on gendered insecurity in Southern Africa, this thesis developed an innovative framework of regional thickening as game-changing. This framework plots how game-changing developed, evolved, and its importance in addressing gendered insecurity. The thesis has proposed that game-changing transnational activities and regionalisation that change, and diffuse norms to break learnt behaviour, have helped disrupt rigid institutionalisation, and are aiding to bring non-linear discourses to the fore.
- Full Text:
- Date Issued: 2019
- Authors: Nedziwe, Cecilia Lwiindi
- Date: 2019
- Subjects: International relations , Southern Africa Development Community , Regionalism -- Africa, Southern , Africa, Southern -- Foreign relations -- 1994- , Women in development -- Africa, Southern , Women -- Social conditions -- Africa, Southern , Women -- Political activity -- Africa, Southern , Women in public life -- Africa, Southern , Civil society -- Africa, Southern
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/95420 , vital:31154
- Description: This thesis argues that norms, in general, have proliferated in a neo-liberalising context since the 1990s, in particular norms on gender, and how they have changed to indicate new agency and influence, amounts to game change. Despite growing transnational activities, regionalisation and the increasing interface between state and non-state regionalism in a transnational context since the advent of liberalisation and democratisation, analyses in regional International Relations (IR) studies, so far, largely maintain linear logic. The increasing non-state processes, and their connection to state processes in norm creation, norm adaptation, norm diffusion and implementation around broad questions of security including in the area of gender, amount to regional thickening. Regional thickening revealed in terms of increasing regionalisation, regionalism, and region-ness whose effect is game-changing challenges mainstream linear approaches in regional IR studies. Game-changing here, refers to, processes promoting the development of norms mentioned above in the interest of contributing to improved security across a region. This study is focused on Southern Africa, defined here, as the Southern African Development Community (SADC) region. This study’s analytical approach is informed by alternatives to mainstream approaches, emphasising processes, rather than linearity inherent in regional IR studies. By privileging the actual game-changing processes, interactions, and agency around the norm development cycle, this study examines how regional thickening in a transnational context promotes game-changing activities, promoting the development of the norm cycle, seeking to have improved security. A mixed method approach involving gathering of information from multiple primary and secondary sources are used. The study found transnational activities and regionalisation of gender and women-focused civil society actors, game-changing. These civil society actors organised in two ways. First, by way of advocacy and in seeking representation within intergovernmental policymaking structures at a regional level. Second, by way of organising around transnational communities in a transnational context in the interest of addressing gendered insecurities at localised levels. Regional thickening as game-changing here pointed to a growing recognition and participation of civil society actors in intergovernmental policymaking spaces as having created a groundswell for game change at localised levels. This led to policy development, adaptation, diffusion, and implementation by both state and non-state actors contributing to norm changes, improved social policies, and to greater security. The actual changes emerging from these actors’ activities on the ground are in terms of unlearning patriarchal behaviours, opening up development for women, and increasing their living standards, education, health, and their freedom. In assessing the transnational environment on gendered insecurity in Southern Africa, this thesis developed an innovative framework of regional thickening as game-changing. This framework plots how game-changing developed, evolved, and its importance in addressing gendered insecurity. The thesis has proposed that game-changing transnational activities and regionalisation that change, and diffuse norms to break learnt behaviour, have helped disrupt rigid institutionalisation, and are aiding to bring non-linear discourses to the fore.
- Full Text:
- Date Issued: 2019
Residents’ perspectives on township tourism in Mondesa, Swakopmund, Namibia
- Auala, Lovisa Sisco Ndapanda
- Authors: Auala, Lovisa Sisco Ndapanda
- Date: 2019
- Subjects: Tourism — Namibia
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/42448 , vital:36661
- Description: Township tourism is regarded as one of the fastest growing tourist activities in Namibia (Buning, Legant, Schauwinhold, Steinbrink & Subenguth, 2016:14). This research study presents an exploratory inquiry that seeks an in-depth understanding of residents’perspectives on township tourism in Mondesa, Swakopmund, Namibia.In order to conceptualise the extent to which the residents’needs are being met through the benefits derived from township tourism. The residents’ perspectives on township tourism in Mondesa areexplored with respect to the benefits and costs derived from township tourism, participation in township tourism, and interaction with tourist during a township tour and consultation on township tourismwhich forms part of the research questions ofthe study. By applying the Social Exchange Theory (SET) in this study, the relationships between the variables that influence the residents perceived benefit and costs of township tourism in Mondesa are explored further in depth in combination with Pretty’s Typology of participation and Scheyne’s typology of community empowerment in tourism (Ap, 1992: 668; Mason, 2003:119; Sharpley and Telfer, 2002:152;Cooper, Fletcher, Gilbert & Wanhill, 1993:91).These variables are namely; social, economic, psychological, environmental, cultural, Manipulative, passive, educational and political factors. They form part of the conceptual framework of the study.This study followed a qualitative research approachandmultiple data sources were collected including semi-structured interviews with residents from Mondesa:these included residents involved in township tourism and those not involved in township tourism. To triangulate the data collection, semi-structured interviews were conducted with representatives from tourism industry and government bodies related to townshiptourism. Data analysis was done through the facilitation of Atlas tiaqualitative data analysis software and deductive codes were established from the literature(variables from the conceptual framework)and themes were developed from the research questions.The findings indicate that residents who are not involved in township tourism arenot influenced by the benefit and cost equation of the social exchange theory (Andriotis, 2005:69). Therefore residents not involved in township tourism are positive about tourism irrespective of whether they benefit directly from financial gain through tourism. The findingsfurtheremphasis oncommunity benefitsfrom township tourism being as important, than individual benefits. This study also provides knowledge that meaningful interaction between tourist and residents has the ability to reduce the apartheid paradigm of racial division and discrimination, which was the basis of the formation of townships.Residents’ misconception about white people are changed due to their personal interaction and cultural exchange with white tourist during a township tour. Anothersignificant findings to emerge from this study is the ability for township tourism to transform the lives of residents living in townships through the intrinsic benefits derived from township tourism. Township tourism has the ability to contribute to positive human exchange through interaction between residents and tourists. By sharing a positive cultural exchange, strong relationships are built between the tourists and residents, which may provide long term sustainability of township tourism. The positive personal transformational effect on residents through interaction with tourists is contributing to residents’ socio-economic well-being. Therefore township tourism has the ability to quantitatively and qualitatively address the alleviationof poverty in townshipsand fostering understanding and mutual respect among peoples of the world.The studyconcluded with a framework of guidelines toaid key stakeholders in the development and planning of township tourism and encourages the practice of sustainable tourism in townships.
- Full Text:
- Date Issued: 2019
- Authors: Auala, Lovisa Sisco Ndapanda
- Date: 2019
- Subjects: Tourism — Namibia
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/42448 , vital:36661
- Description: Township tourism is regarded as one of the fastest growing tourist activities in Namibia (Buning, Legant, Schauwinhold, Steinbrink & Subenguth, 2016:14). This research study presents an exploratory inquiry that seeks an in-depth understanding of residents’perspectives on township tourism in Mondesa, Swakopmund, Namibia.In order to conceptualise the extent to which the residents’needs are being met through the benefits derived from township tourism. The residents’ perspectives on township tourism in Mondesa areexplored with respect to the benefits and costs derived from township tourism, participation in township tourism, and interaction with tourist during a township tour and consultation on township tourismwhich forms part of the research questions ofthe study. By applying the Social Exchange Theory (SET) in this study, the relationships between the variables that influence the residents perceived benefit and costs of township tourism in Mondesa are explored further in depth in combination with Pretty’s Typology of participation and Scheyne’s typology of community empowerment in tourism (Ap, 1992: 668; Mason, 2003:119; Sharpley and Telfer, 2002:152;Cooper, Fletcher, Gilbert & Wanhill, 1993:91).These variables are namely; social, economic, psychological, environmental, cultural, Manipulative, passive, educational and political factors. They form part of the conceptual framework of the study.This study followed a qualitative research approachandmultiple data sources were collected including semi-structured interviews with residents from Mondesa:these included residents involved in township tourism and those not involved in township tourism. To triangulate the data collection, semi-structured interviews were conducted with representatives from tourism industry and government bodies related to townshiptourism. Data analysis was done through the facilitation of Atlas tiaqualitative data analysis software and deductive codes were established from the literature(variables from the conceptual framework)and themes were developed from the research questions.The findings indicate that residents who are not involved in township tourism arenot influenced by the benefit and cost equation of the social exchange theory (Andriotis, 2005:69). Therefore residents not involved in township tourism are positive about tourism irrespective of whether they benefit directly from financial gain through tourism. The findingsfurtheremphasis oncommunity benefitsfrom township tourism being as important, than individual benefits. This study also provides knowledge that meaningful interaction between tourist and residents has the ability to reduce the apartheid paradigm of racial division and discrimination, which was the basis of the formation of townships.Residents’ misconception about white people are changed due to their personal interaction and cultural exchange with white tourist during a township tour. Anothersignificant findings to emerge from this study is the ability for township tourism to transform the lives of residents living in townships through the intrinsic benefits derived from township tourism. Township tourism has the ability to contribute to positive human exchange through interaction between residents and tourists. By sharing a positive cultural exchange, strong relationships are built between the tourists and residents, which may provide long term sustainability of township tourism. The positive personal transformational effect on residents through interaction with tourists is contributing to residents’ socio-economic well-being. Therefore township tourism has the ability to quantitatively and qualitatively address the alleviationof poverty in townshipsand fostering understanding and mutual respect among peoples of the world.The studyconcluded with a framework of guidelines toaid key stakeholders in the development and planning of township tourism and encourages the practice of sustainable tourism in townships.
- Full Text:
- Date Issued: 2019
Responding to iconic images of risk through reflexive and narrative enquiry represented in a stratified text for environmental education readers
- Authors: Murphy, Mary
- Date: 2019
- Subjects: Sustainability -- Study and teaching , Environmental education -- Philosophy , Environmental degradation -- Study and teaching , Environmental degradation -- Philosophy , Reflection (Philosophy) , Archer, Margaret S (Margaret Scotford). Structure, agency, and the internal conversation
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/96768 , vital:31318
- Description: This thesis presents a stratified textual strategy to represent meaning developed through reflexive and narrative enquiry of environmental risk. Meaning that emerged in responses to iconic images of risk. Umberto Eco cautioned that iconic images over time become conventional taking over from that which they represent. Representations of risk become embedded through cultural coding. Semiotic theory provided access to the contextual and cultural content of environmental education as experienced during professional work as a radio presenter of “Environmental Matters”, as an environmental educator and activist. Methodological rigour was applied through the application of Margaret Archer's theory of the internal conversation and use of an online content management system. Both the reflexive tool of the internal conversation and the textual mechanism of the blog encouraged commitment to Paul Hart's criteria of trustworthiness and authenticity in the process of building the semiotic structure of the PhD. The Internal Conversation was used as a mediating tool in the PhD process and is presented in practice. Rethinking environmental risk from other species' perspectives through imagined experience was achieved through narrative enquiry. A noted anthropocentric limitation of the inability to interview animals for their experience of human-imposed risk was mitigated through representing the imagined, possible perspectives through story, which invites the reader to join the meaning-making process and open up discussions for and about environmental issues and action. This noted anthropocentrism was evident in debates among the characters about violence and non-violence as a conditioned theme and topic discussed in previous academic research about terrorism in divided societies. The story illustrates how the main character, a penguin called Polo, navigates through emerging meaning within a structure that confronts him with choices that end with a decision to become an agent for change. This story is a narrative example of the morphogenetic process. The multi-textual strategy presents possible methods for the exploration of risk (Vol. 1), reflexivity (Vol. 2) and representation (Vol. 3) for the application and contribution in/to environmental education.
- Full Text:
- Date Issued: 2019
- Authors: Murphy, Mary
- Date: 2019
- Subjects: Sustainability -- Study and teaching , Environmental education -- Philosophy , Environmental degradation -- Study and teaching , Environmental degradation -- Philosophy , Reflection (Philosophy) , Archer, Margaret S (Margaret Scotford). Structure, agency, and the internal conversation
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/96768 , vital:31318
- Description: This thesis presents a stratified textual strategy to represent meaning developed through reflexive and narrative enquiry of environmental risk. Meaning that emerged in responses to iconic images of risk. Umberto Eco cautioned that iconic images over time become conventional taking over from that which they represent. Representations of risk become embedded through cultural coding. Semiotic theory provided access to the contextual and cultural content of environmental education as experienced during professional work as a radio presenter of “Environmental Matters”, as an environmental educator and activist. Methodological rigour was applied through the application of Margaret Archer's theory of the internal conversation and use of an online content management system. Both the reflexive tool of the internal conversation and the textual mechanism of the blog encouraged commitment to Paul Hart's criteria of trustworthiness and authenticity in the process of building the semiotic structure of the PhD. The Internal Conversation was used as a mediating tool in the PhD process and is presented in practice. Rethinking environmental risk from other species' perspectives through imagined experience was achieved through narrative enquiry. A noted anthropocentric limitation of the inability to interview animals for their experience of human-imposed risk was mitigated through representing the imagined, possible perspectives through story, which invites the reader to join the meaning-making process and open up discussions for and about environmental issues and action. This noted anthropocentrism was evident in debates among the characters about violence and non-violence as a conditioned theme and topic discussed in previous academic research about terrorism in divided societies. The story illustrates how the main character, a penguin called Polo, navigates through emerging meaning within a structure that confronts him with choices that end with a decision to become an agent for change. This story is a narrative example of the morphogenetic process. The multi-textual strategy presents possible methods for the exploration of risk (Vol. 1), reflexivity (Vol. 2) and representation (Vol. 3) for the application and contribution in/to environmental education.
- Full Text:
- Date Issued: 2019
Rural food security in Mutare District, Zimbabwe, 1947-2010
- Authors: Kusena, Bernard
- Date: 2019
- Subjects: Mutare (Zimbabwe) -- History , Zimbabwe -- History , Food security -- Zimbabwe , Poverty -- Zimbabwe , Rural pooer -- Zimbabwe , Crop losses -- Zimbabwe , Food relief -- Zimbabwe
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92865 , vital:30757
- Description: By taking Mutare District as its lens to explore the dynamics of rural food security in Zimbabwe, this thesis assesses the role of the state in tackling hunger among its rural populations. It examines the impact of colonial and post-colonial food policy on efforts to combat food insecurity. The thesis explores the uneasy options pursued by rural communities in response to droughts and other threats of hunger. It identifies and ranks crop failure as the chief culprit to the district’s efforts towards food security. The thesis illustrates the contestations between the state and its rural people over which sustainable approaches to adopt in order to end hunger and how such debates continually shaped policy. It grapples with questions about the various understandings of food security advanced by scholars within the rural African context. It demonstrates, for instance, that the post-colonial state inherited an erstwhile crop production structure which shunned food crops in favour of cash crops. There was obvious bias against local preferences for a robust, home-grown food regime which did not put rural livelihoods at risk of starvation. The thesis also argues that food can be used as an instrument of war as evidenced during the liberation struggle when the vast majority of people residing in rural areas, particularly women and children, were pushed to the edges of survival. In addition, the thesis demonstrates that the infamous Marange diamonds turned out to be a curse rather than a blessing due to the state’s lack of transparency in the beneficiation chain. It concludes by a detailed examination of the political economy of food aid, demonstrating why donors have not succeeded for long to combat hunger in the district. In light of this background, the thesis provides a more nuanced analysis of the whole question of rural food security using archival material, newspapers, government and civil society reports, interviews and field observation. The thesis benefits from the use of a multi-pronged theoretical framework to capture the disparate themes that form the bedrock of this study.
- Full Text:
- Date Issued: 2019
- Authors: Kusena, Bernard
- Date: 2019
- Subjects: Mutare (Zimbabwe) -- History , Zimbabwe -- History , Food security -- Zimbabwe , Poverty -- Zimbabwe , Rural pooer -- Zimbabwe , Crop losses -- Zimbabwe , Food relief -- Zimbabwe
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92865 , vital:30757
- Description: By taking Mutare District as its lens to explore the dynamics of rural food security in Zimbabwe, this thesis assesses the role of the state in tackling hunger among its rural populations. It examines the impact of colonial and post-colonial food policy on efforts to combat food insecurity. The thesis explores the uneasy options pursued by rural communities in response to droughts and other threats of hunger. It identifies and ranks crop failure as the chief culprit to the district’s efforts towards food security. The thesis illustrates the contestations between the state and its rural people over which sustainable approaches to adopt in order to end hunger and how such debates continually shaped policy. It grapples with questions about the various understandings of food security advanced by scholars within the rural African context. It demonstrates, for instance, that the post-colonial state inherited an erstwhile crop production structure which shunned food crops in favour of cash crops. There was obvious bias against local preferences for a robust, home-grown food regime which did not put rural livelihoods at risk of starvation. The thesis also argues that food can be used as an instrument of war as evidenced during the liberation struggle when the vast majority of people residing in rural areas, particularly women and children, were pushed to the edges of survival. In addition, the thesis demonstrates that the infamous Marange diamonds turned out to be a curse rather than a blessing due to the state’s lack of transparency in the beneficiation chain. It concludes by a detailed examination of the political economy of food aid, demonstrating why donors have not succeeded for long to combat hunger in the district. In light of this background, the thesis provides a more nuanced analysis of the whole question of rural food security using archival material, newspapers, government and civil society reports, interviews and field observation. The thesis benefits from the use of a multi-pronged theoretical framework to capture the disparate themes that form the bedrock of this study.
- Full Text:
- Date Issued: 2019
Selected stakeholders’ views on the use of tablet computers in learning and teaching – a South African case study at a university
- Fernandez, Simon Christopher
- Authors: Fernandez, Simon Christopher
- Date: 2019
- Subjects: Computer-assisted instruction Tablet computers Educational technology
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15903 , vital:40553
- Description: The popularity of mobile technologies has greatly influenced the people of all ages, especially adolescents. Tablet computers as part of mobile technologies, were launched in colleges and universities in many countries to supplement and complement learning and teaching. However, research reports based on the effectiveness of the use of tablet computers in higher education institutions in South Africa’s Eastern Cape Province are scarce. In order to address the deficiency, this study examined the views of stakeholders such as students, lecturers and managers on the use of tablet computers for learning and teaching in one of the Eastern Cape universities. The research adopted the Post-Positivist paradigm and mixed method approach. The theoretical frameworks were Constructivism and Technological Pedagogical Content Knowledge. The sample consisted of (a) 155 students from a population of 254 extended-stream National Diploma students in Information and Communication Technology and National Diploma Electrical Engineering cohorts; (b) 14 lecturers from a relevant population of 25; and, (c) 16 managers from a population of 20. Three separate questionnaires as well as interview protocols for each of the stakeholder cohorts provided the core data. All members in the sample were surveyed. The researcher opted to be an outsider and received assistance from a few qualified trained academics to administer the questionnaire to students in different cohorts in order to minimise data bias. Only 18 students, five lecturers and nine managers were interviewed. Quantitative data were captured manually into Statistical Package for Social Sciences (version 24) and they were analysed using descriptive and inferential analysis: Analysis of Variance and Independent Samples t-test. Qualitative data were transcribed and analysed using thematic analysis to generate major themes and sub themes for the sub-research questions. Main strengths of using tablets from the findings of the study were (a) tablets motivated students in learning and lecturers in teaching (b) students understood the different styles of learning (c) enhanced students’ engagement and collaboration in learning. Main weakness of using tablets were students’ use of tablets for personal work and social networking during class hours was causing distractions to lecturers and other students. Generally, the evidence shows that strengths were greater than the weaknesses. It should also be noted that all stakeholders were positive and not statistically significantly different from each other in their views towards the use of tablets for learning and teaching in university classroom. However, students had views different from lecturers on the advantages and disadvantages of using tablets. The variance could be due to new students or new lecturers’ ignorance in the effective use of tablets and this might change as their familiarity in the use of the device improves. The research report makes a few recommendations which include training to all students and lecturers on the effective use of tablet computers for learning and teaching and installation of relevant applications before the commencement of each academic year. Moreover, the Information and communication technology technical staff must prevent students from visiting unwanted and restricted sites by keeping a network based tracker and blocker software application.
- Full Text:
- Date Issued: 2019
- Authors: Fernandez, Simon Christopher
- Date: 2019
- Subjects: Computer-assisted instruction Tablet computers Educational technology
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15903 , vital:40553
- Description: The popularity of mobile technologies has greatly influenced the people of all ages, especially adolescents. Tablet computers as part of mobile technologies, were launched in colleges and universities in many countries to supplement and complement learning and teaching. However, research reports based on the effectiveness of the use of tablet computers in higher education institutions in South Africa’s Eastern Cape Province are scarce. In order to address the deficiency, this study examined the views of stakeholders such as students, lecturers and managers on the use of tablet computers for learning and teaching in one of the Eastern Cape universities. The research adopted the Post-Positivist paradigm and mixed method approach. The theoretical frameworks were Constructivism and Technological Pedagogical Content Knowledge. The sample consisted of (a) 155 students from a population of 254 extended-stream National Diploma students in Information and Communication Technology and National Diploma Electrical Engineering cohorts; (b) 14 lecturers from a relevant population of 25; and, (c) 16 managers from a population of 20. Three separate questionnaires as well as interview protocols for each of the stakeholder cohorts provided the core data. All members in the sample were surveyed. The researcher opted to be an outsider and received assistance from a few qualified trained academics to administer the questionnaire to students in different cohorts in order to minimise data bias. Only 18 students, five lecturers and nine managers were interviewed. Quantitative data were captured manually into Statistical Package for Social Sciences (version 24) and they were analysed using descriptive and inferential analysis: Analysis of Variance and Independent Samples t-test. Qualitative data were transcribed and analysed using thematic analysis to generate major themes and sub themes for the sub-research questions. Main strengths of using tablets from the findings of the study were (a) tablets motivated students in learning and lecturers in teaching (b) students understood the different styles of learning (c) enhanced students’ engagement and collaboration in learning. Main weakness of using tablets were students’ use of tablets for personal work and social networking during class hours was causing distractions to lecturers and other students. Generally, the evidence shows that strengths were greater than the weaknesses. It should also be noted that all stakeholders were positive and not statistically significantly different from each other in their views towards the use of tablets for learning and teaching in university classroom. However, students had views different from lecturers on the advantages and disadvantages of using tablets. The variance could be due to new students or new lecturers’ ignorance in the effective use of tablets and this might change as their familiarity in the use of the device improves. The research report makes a few recommendations which include training to all students and lecturers on the effective use of tablet computers for learning and teaching and installation of relevant applications before the commencement of each academic year. Moreover, the Information and communication technology technical staff must prevent students from visiting unwanted and restricted sites by keeping a network based tracker and blocker software application.
- Full Text:
- Date Issued: 2019
Shifting contexts, shifting identities: a realist exploration of transnational mobility, change and identity construction in South African Higher Education expatriates in Abu Dhabi, UAE.
- Authors: Reid, Gillian Janet
- Date: 2019
- Subjects: College teacher mobility , College teacher mobility -- Abū Ẓaby (United Arab Emirates) , College teachers, Foreign -- Abū Ẓaby (United Arab Emirates) , College teachers -- Psychology , Expatriation -- Psychological aspects
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92898 , vital:30760
- Description: Positioned in relation to the globalization of higher education, this realist study is approached from an interest in identity and focuses on nine South African academics professional contexts in South Africa and Abu Dhabi, UAE. As the context of identity formation and emergence is always local, the intention of this research was never to generalize. Rather, in using Bhaskar’s critical realism as its underpinning philosophy, and Archer’s social realism, theories on self, personal and the development and attainment of social identity - her concept of analytical dualism and her morphogenetic framework, this qualitative case study was designed to explore how global and national powers and mechanism effected change in this sub-group of academic’s respective higher education sectors and institutions in post- 1994 South Africa and in Abu Dhabi between 2008 and 2016. The study suggests that participants perceived their academic roles and role-incumbent professional identities to have been negatively impacted by the changes that were implemented in the South African higher education sector as a result the countries reintroduction to the global stage. Their response to become transnational educators in Abu Dhabi’s presented them with conditions that allied their professional experiences of the transformation of South African’s higher education sector. This led to a continued sense of loss of academic agency and powerlessness. This effecting the emergence, through the personal power of reflectivity, combined with discourse and affinity powers and mechanisms, in a social identity that supplanted their academic identities.
- Full Text:
- Date Issued: 2019
- Authors: Reid, Gillian Janet
- Date: 2019
- Subjects: College teacher mobility , College teacher mobility -- Abū Ẓaby (United Arab Emirates) , College teachers, Foreign -- Abū Ẓaby (United Arab Emirates) , College teachers -- Psychology , Expatriation -- Psychological aspects
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92898 , vital:30760
- Description: Positioned in relation to the globalization of higher education, this realist study is approached from an interest in identity and focuses on nine South African academics professional contexts in South Africa and Abu Dhabi, UAE. As the context of identity formation and emergence is always local, the intention of this research was never to generalize. Rather, in using Bhaskar’s critical realism as its underpinning philosophy, and Archer’s social realism, theories on self, personal and the development and attainment of social identity - her concept of analytical dualism and her morphogenetic framework, this qualitative case study was designed to explore how global and national powers and mechanism effected change in this sub-group of academic’s respective higher education sectors and institutions in post- 1994 South Africa and in Abu Dhabi between 2008 and 2016. The study suggests that participants perceived their academic roles and role-incumbent professional identities to have been negatively impacted by the changes that were implemented in the South African higher education sector as a result the countries reintroduction to the global stage. Their response to become transnational educators in Abu Dhabi’s presented them with conditions that allied their professional experiences of the transformation of South African’s higher education sector. This led to a continued sense of loss of academic agency and powerlessness. This effecting the emergence, through the personal power of reflectivity, combined with discourse and affinity powers and mechanisms, in a social identity that supplanted their academic identities.
- Full Text:
- Date Issued: 2019
Social entrepreneurship and poverty reduction in South Africa, the case Eastern Cape Province
- Fiseha, Gebregziabher Gebreyseus
- Authors: Fiseha, Gebregziabher Gebreyseus
- Date: 2019
- Subjects: Poverty Alleviation
- Language: English
- Type: Thesis , Doctoral , PhD(Dev)
- Identifier: http://hdl.handle.net/10353/18919 , vital:42998
- Description: Globally, poverty is a major social problem. Billions of people in developing countries, particularly sub-Saharan African countries including South Africa, continue to live in extreme poverty without access to basic needs (food, shelter, clean water and sanitation, health and education).The Eastern Cape Province has the highest number of the poor people in South Africa. The government strategies and policies to address the magnitude of poverty seem unlikely to lift the majority from poverty. Recently, however, social entrepreneurship has been recognized as the most important instrument in addressing the challenges of development (poverty, unemployment and inequality). Hence, this study was conducted to examine the role of social entrepreneurship in poverty reduction in Eastern Cape Province. A mixed research method was employed to achieve this objective. The population of the study targeted social entrepreneurs and their beneficiaries in Eastern Cape Province. The data were collected using semi-structured questionnaire from 265 social entrepreneurs and 120 social entrepreneurship beneficiaries. The participants were selected through purposive sampling technique since the population of social entrepreneurs and social entrepreneurship beneficiaries in the Eastern Cape Province is not well determined. The descriptive statistics and inferential statistics were used to analyze the data. The findings revealed that social entrepreneurship plays a crucial role in poverty reduction in Eastern Cape Province through creating employment opportunities, skill development, availability of goods and services such as financial loans. Therefore, the support for entrepreneurship culture is important for social entrepreneurship growth in order to enhance its contribution to poverty reduction. The study recommends that the government of South Africa and other vi relevant stakeholders should create conducive environment for social entrepreneurs to flourish and grow in the country to reduce poverty significantly. The growth of social entrepreneurship can lead to substantial benefits for the marginalized and vulnerable segments of the society
- Full Text:
- Date Issued: 2019
- Authors: Fiseha, Gebregziabher Gebreyseus
- Date: 2019
- Subjects: Poverty Alleviation
- Language: English
- Type: Thesis , Doctoral , PhD(Dev)
- Identifier: http://hdl.handle.net/10353/18919 , vital:42998
- Description: Globally, poverty is a major social problem. Billions of people in developing countries, particularly sub-Saharan African countries including South Africa, continue to live in extreme poverty without access to basic needs (food, shelter, clean water and sanitation, health and education).The Eastern Cape Province has the highest number of the poor people in South Africa. The government strategies and policies to address the magnitude of poverty seem unlikely to lift the majority from poverty. Recently, however, social entrepreneurship has been recognized as the most important instrument in addressing the challenges of development (poverty, unemployment and inequality). Hence, this study was conducted to examine the role of social entrepreneurship in poverty reduction in Eastern Cape Province. A mixed research method was employed to achieve this objective. The population of the study targeted social entrepreneurs and their beneficiaries in Eastern Cape Province. The data were collected using semi-structured questionnaire from 265 social entrepreneurs and 120 social entrepreneurship beneficiaries. The participants were selected through purposive sampling technique since the population of social entrepreneurs and social entrepreneurship beneficiaries in the Eastern Cape Province is not well determined. The descriptive statistics and inferential statistics were used to analyze the data. The findings revealed that social entrepreneurship plays a crucial role in poverty reduction in Eastern Cape Province through creating employment opportunities, skill development, availability of goods and services such as financial loans. Therefore, the support for entrepreneurship culture is important for social entrepreneurship growth in order to enhance its contribution to poverty reduction. The study recommends that the government of South Africa and other vi relevant stakeholders should create conducive environment for social entrepreneurs to flourish and grow in the country to reduce poverty significantly. The growth of social entrepreneurship can lead to substantial benefits for the marginalized and vulnerable segments of the society
- Full Text:
- Date Issued: 2019
Social Media as Human Rights Watchdog: A critical Analysis of Facebook and WhatsApp use by Citizens and Civil Society Groups in the Run-up to the 2018 Elections in Zimbabwe
- Authors: Mututwa, Wishes.T
- Date: 2019
- Subjects: Social media Online social networks
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/15837 , vital:40531
- Description: This study analysed the use of social media platforms, WhatsApp and Facebook in monitoring human rights ahead of Zimbabwe’s 2018 Harmonised elections. Zimbabwe has witnessed gross human rights violations since the attainment of independence in 1980 but most of these violations have been misrepresented, partially captured or ignored particularly by the partisan state media. While issues of human rights have been researched on, there has been a gap in research on the role of social media in safeguarding human rights in Zimbabwe, particularly during election times. There has also been a gap in research about the influences of social media, not just to inspire revolutions but to strengthen democratic practices in Zimbabwe through vibrant discussions of human rights issues on social media platforms. This study was informed by Habermas Theory of public sphere and Social network theory in order to analyse texts shared and discussed on WhatsApp and Facebook about human rights committed ahead of 2018 Harmonised elections. The aim was to establish use of social media as watchdog of human rights. A qualitative content analysis was applied to study texts shared on WhatsApp and Facebook about human rights violations across the country. Three WhatsApp groups and seven Facebook pages were selected for the study from which posts and responses from participants were extracted for analysis. The findings of the study revealed that social media can effectively strengthen democratic practices by exposing government’s unconstitutional practices. Further, social media can be useful in offering ordinary citizens a platform for engagement with civic society as they discuss issues that affect them. The findings of the study also hold the state accountable for the majority of human rights abuses committed throughout the election campaign period. The study then recommended that the government of Zimbabwe should go back to constitutionalism and abide by international human rights treaties to which they are signatory. Further, the study recommended that Zimbabwe Human Rights Commission and other independent commissions be empowered so that human rights are fully enjoyed in Zimbabwe, not just during election campaign periods but all the time
- Full Text:
- Date Issued: 2019
- Authors: Mututwa, Wishes.T
- Date: 2019
- Subjects: Social media Online social networks
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/15837 , vital:40531
- Description: This study analysed the use of social media platforms, WhatsApp and Facebook in monitoring human rights ahead of Zimbabwe’s 2018 Harmonised elections. Zimbabwe has witnessed gross human rights violations since the attainment of independence in 1980 but most of these violations have been misrepresented, partially captured or ignored particularly by the partisan state media. While issues of human rights have been researched on, there has been a gap in research on the role of social media in safeguarding human rights in Zimbabwe, particularly during election times. There has also been a gap in research about the influences of social media, not just to inspire revolutions but to strengthen democratic practices in Zimbabwe through vibrant discussions of human rights issues on social media platforms. This study was informed by Habermas Theory of public sphere and Social network theory in order to analyse texts shared and discussed on WhatsApp and Facebook about human rights committed ahead of 2018 Harmonised elections. The aim was to establish use of social media as watchdog of human rights. A qualitative content analysis was applied to study texts shared on WhatsApp and Facebook about human rights violations across the country. Three WhatsApp groups and seven Facebook pages were selected for the study from which posts and responses from participants were extracted for analysis. The findings of the study revealed that social media can effectively strengthen democratic practices by exposing government’s unconstitutional practices. Further, social media can be useful in offering ordinary citizens a platform for engagement with civic society as they discuss issues that affect them. The findings of the study also hold the state accountable for the majority of human rights abuses committed throughout the election campaign period. The study then recommended that the government of Zimbabwe should go back to constitutionalism and abide by international human rights treaties to which they are signatory. Further, the study recommended that Zimbabwe Human Rights Commission and other independent commissions be empowered so that human rights are fully enjoyed in Zimbabwe, not just during election campaign periods but all the time
- Full Text:
- Date Issued: 2019
Social protection as a mechanism for promoting the right to education for vulnerable children in Mwenezi District, Zimbabwe
- Authors: Shumba, Sibangani
- Date: 2019
- Subjects: Social security Right to education
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/16676 , vital:40742
- Description: Social protection has been introduced against the backdrop of fears that many children were not able to access their right to education. However, there have been raging debates on whether the mechanism really works to effectively support the right to education of these children. It is on the backdrop of such debates that the study was undertaken, to find out if social protection was effectively being implemented to support the right to education for vulnerable children in Mwenezi District of Zimbabwe. Given the nature of variables and research questions, the study was located within the pragmatic paradigm. A mixed-method approach and concurrent triangulation approach to closely examine the issues under study was adopted. A combination of stratified random sampling and purposive sampling approaches were used to identify the subject for the study. Data were then collected from various respondents that were considered knowledgeable about the issues under discussion. These included district level officials from Ministry of Primary Education, Ministry of Labour and Social Services, District Administrator, Chief Executive Officer as well as Civil Society Organisations. Also included as sample of the study were school heads, teachers, children and community groups. Face to face interviews, Focus Group Discussions and a survey teacher questionnaire were used to solicit the data. The study confirmed the multi-dimension nature of vulnerabilities that children in Mwenezi district were facing. Meanwhile, various social protection programmes that were seeking to address the issues of child vulnerabilities were found to be in place. Providers ranged from Government, Civil Society and private players (individuals or companies). Of significance were good practices in some communities even though these communities were not aware that they were making positive contributions to the enhancement of educational opportunities. Though, these programmes were on the ground and functional, it was their management that became the focus of much scrutiny. The programmes and their management were indeed making a contribution to enhance children’s right to education. However, there were areas that required improvement in order to raise their contribution to higher levels. The results further revealed that there was need to embrace a broader spectrum of participants, including communities and children. The institutional arrangements were also noted as requiring ii review to inject urgency and efficiency. Also recommended was the enhancement of awareness, training and networking activities by implementers, while the Government system should not involve more players but improve the systems that place children at the centre. An alternative model for social protection delivery was recommended for consideration
- Full Text:
- Date Issued: 2019
- Authors: Shumba, Sibangani
- Date: 2019
- Subjects: Social security Right to education
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/16676 , vital:40742
- Description: Social protection has been introduced against the backdrop of fears that many children were not able to access their right to education. However, there have been raging debates on whether the mechanism really works to effectively support the right to education of these children. It is on the backdrop of such debates that the study was undertaken, to find out if social protection was effectively being implemented to support the right to education for vulnerable children in Mwenezi District of Zimbabwe. Given the nature of variables and research questions, the study was located within the pragmatic paradigm. A mixed-method approach and concurrent triangulation approach to closely examine the issues under study was adopted. A combination of stratified random sampling and purposive sampling approaches were used to identify the subject for the study. Data were then collected from various respondents that were considered knowledgeable about the issues under discussion. These included district level officials from Ministry of Primary Education, Ministry of Labour and Social Services, District Administrator, Chief Executive Officer as well as Civil Society Organisations. Also included as sample of the study were school heads, teachers, children and community groups. Face to face interviews, Focus Group Discussions and a survey teacher questionnaire were used to solicit the data. The study confirmed the multi-dimension nature of vulnerabilities that children in Mwenezi district were facing. Meanwhile, various social protection programmes that were seeking to address the issues of child vulnerabilities were found to be in place. Providers ranged from Government, Civil Society and private players (individuals or companies). Of significance were good practices in some communities even though these communities were not aware that they were making positive contributions to the enhancement of educational opportunities. Though, these programmes were on the ground and functional, it was their management that became the focus of much scrutiny. The programmes and their management were indeed making a contribution to enhance children’s right to education. However, there were areas that required improvement in order to raise their contribution to higher levels. The results further revealed that there was need to embrace a broader spectrum of participants, including communities and children. The institutional arrangements were also noted as requiring ii review to inject urgency and efficiency. Also recommended was the enhancement of awareness, training and networking activities by implementers, while the Government system should not involve more players but improve the systems that place children at the centre. An alternative model for social protection delivery was recommended for consideration
- Full Text:
- Date Issued: 2019
Socio-ecological, contextual effects in Raven’s Colour Progressive Matrices scores: developing an index for guiding test selection and interpretation
- Authors: August, Justin Oswin
- Date: 2019
- Subjects: Psychological testing
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/50214 , vital:42071
- Description: With the changing landscape in South Africa to full democracy, increased research has been undertaken in the psychometric field on local and national normative studies regarding various assessment measures. Given that the Raven’s Coloured Progressive Matrices (CPM) is purported to be culture-free and not heavily dependent on verbal and language skills; it has been extensively normed throughout the world for various population groups. While norms for normal populations of children have been developed in South Africa, these studies were based on race and gender predominantly and without taking into consideration the effects of socio-ecological factors on test performance. The research study aimed to understand the influence of socio-ecological factors on the expression of cognitive scores amongst a geographically diverse sample of South African learners. Through this study, research on the interplay between context and cognition was to be located within the Ecological Systems model of Bronfenbrenner. A secondary aim of the study was to develop an index that will guide test selection and interpretation of assessment results, taking into account the influence of socio-ecological factors and providing a conceptual framework for future test development. The study employed a quantitative methodology on a South African sample consisting of primary school children aged between the ages of 6 years to 11 years. The sample was drawn from schools in the Port Elizabeth area in South Africa that were classified into low, medium, and high opportunity, based on context. The results indicated that the type of school had a significant impact on test performance, suggesting that contextual factors were influential in this process. The item analysis conducted further indicated that learners from a low opportunity school performed significantly lower than the other two schools in the sample. The index development provides a foundation for further research that would enhance the interpretation of test results. In the South African context, this is considered important, given our political history and our diversity where a “one size fits all” approach is not possible.
- Full Text:
- Date Issued: 2019
- Authors: August, Justin Oswin
- Date: 2019
- Subjects: Psychological testing
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/50214 , vital:42071
- Description: With the changing landscape in South Africa to full democracy, increased research has been undertaken in the psychometric field on local and national normative studies regarding various assessment measures. Given that the Raven’s Coloured Progressive Matrices (CPM) is purported to be culture-free and not heavily dependent on verbal and language skills; it has been extensively normed throughout the world for various population groups. While norms for normal populations of children have been developed in South Africa, these studies were based on race and gender predominantly and without taking into consideration the effects of socio-ecological factors on test performance. The research study aimed to understand the influence of socio-ecological factors on the expression of cognitive scores amongst a geographically diverse sample of South African learners. Through this study, research on the interplay between context and cognition was to be located within the Ecological Systems model of Bronfenbrenner. A secondary aim of the study was to develop an index that will guide test selection and interpretation of assessment results, taking into account the influence of socio-ecological factors and providing a conceptual framework for future test development. The study employed a quantitative methodology on a South African sample consisting of primary school children aged between the ages of 6 years to 11 years. The sample was drawn from schools in the Port Elizabeth area in South Africa that were classified into low, medium, and high opportunity, based on context. The results indicated that the type of school had a significant impact on test performance, suggesting that contextual factors were influential in this process. The item analysis conducted further indicated that learners from a low opportunity school performed significantly lower than the other two schools in the sample. The index development provides a foundation for further research that would enhance the interpretation of test results. In the South African context, this is considered important, given our political history and our diversity where a “one size fits all” approach is not possible.
- Full Text:
- Date Issued: 2019
South Africa-based diaspora movements and the pursuit of democratic consolidation in Zimbabwe
- Authors: Ndlovu, Sitembiso Irene
- Date: 2019
- Subjects: African diaspora
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/15848 , vital:40532
- Description: The study investigates South Africa-based Diaspora movements and their pursuit of democratic consolidation in Zimbabwe. The study is a qualitative one and made use of both primary and secondary sources. Primary sources included in-depth interviews, Facebook and Twitter posts, whilst secondary sources included textbooks and online journals. The study is premised on both the Political Process and Critical Theories. The study acknowledges that CSOs in general are important key players and have been identified as one of the major actors capable of helping in consolidating democracy. Zimbabwean Diaspora movements have been on the rise due to the mass exodus of its citizens to South Africa following economic collapse and civil strife in the country. The study found out that the civil society and political space in Zimbabwe is mired by partisan use of state security forces, repressive legislations, abuse of human rights and politicisation of the judicial system. These notwithstanding, the study reveals ZEF, CiZC and ZRYM have played their part in trying to consolidate democracy in Zimbabwe from their base in South Africa. They have employed various strategies and these include submitting petitions, advocacy and lobbying, partnerships and dialogues and making use of the Social media. Some of the breakthroughs recorded include educating Zimbabweans and disseminating information through social media, raising awareness and contributing to policy formation. The study, however, notes that apart from their achievements, they have also faced challenges like inadequate resources, xenophobia, leadership crises and donor fatigue. Key findings inferred that strategies used did not yield desired outcomes, and challenges faced made consolidating democracy in Zimbabwe a daunting task. The study recommends that partnerships between the Zimbabwean government and Diaspora movements need to be introduced and sustained in a way that catalyses a relationship where discussions can take place for democracy to be consolidated in Zimbabwe without any form of hostility from the government
- Full Text:
- Date Issued: 2019
- Authors: Ndlovu, Sitembiso Irene
- Date: 2019
- Subjects: African diaspora
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/15848 , vital:40532
- Description: The study investigates South Africa-based Diaspora movements and their pursuit of democratic consolidation in Zimbabwe. The study is a qualitative one and made use of both primary and secondary sources. Primary sources included in-depth interviews, Facebook and Twitter posts, whilst secondary sources included textbooks and online journals. The study is premised on both the Political Process and Critical Theories. The study acknowledges that CSOs in general are important key players and have been identified as one of the major actors capable of helping in consolidating democracy. Zimbabwean Diaspora movements have been on the rise due to the mass exodus of its citizens to South Africa following economic collapse and civil strife in the country. The study found out that the civil society and political space in Zimbabwe is mired by partisan use of state security forces, repressive legislations, abuse of human rights and politicisation of the judicial system. These notwithstanding, the study reveals ZEF, CiZC and ZRYM have played their part in trying to consolidate democracy in Zimbabwe from their base in South Africa. They have employed various strategies and these include submitting petitions, advocacy and lobbying, partnerships and dialogues and making use of the Social media. Some of the breakthroughs recorded include educating Zimbabweans and disseminating information through social media, raising awareness and contributing to policy formation. The study, however, notes that apart from their achievements, they have also faced challenges like inadequate resources, xenophobia, leadership crises and donor fatigue. Key findings inferred that strategies used did not yield desired outcomes, and challenges faced made consolidating democracy in Zimbabwe a daunting task. The study recommends that partnerships between the Zimbabwean government and Diaspora movements need to be introduced and sustained in a way that catalyses a relationship where discussions can take place for democracy to be consolidated in Zimbabwe without any form of hostility from the government
- Full Text:
- Date Issued: 2019
Stakeholder relationship management of a Chinese Mining Organisation in Zimbabwe
- Authors: Chodokufa, Kudakwashe
- Date: 2019
- Subjects: Industrial management -- Zimbabwe , Mineral industries -- Zimbabwe -- Management , Investments, Chinese -- Zimbabwe
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/115127 , vital:34080
- Description: Media reports and research has pointed out problems in the way that Chinese mining organisations in Zimbabwe are managing stakeholder relationships. The problems ranging from disgruntled communities and allegations of labour violations. Taking into account the impact that China’s FDI has had on the ailing Zimbabwean economy research into the management of stakeholder relationships becomes imperative to understand how Chinese mining organisations build and manage stakeholder relationships. A review of stakeholder theory has revealed that there is not much emphasis by researchers on how organisations manage their stakeholder relationships, but rather on the identification and analysis of stakeholders. Research that has focused on stakeholder relationships has focused on different elements found in stakeholder relationship management and not necessarily on how stakeholder relationships should be managed. On the other hand, stakeholder theory does not seem to include social licence to operate which is important in stakeholder relationship management within the mining context. The purpose of this study is to develop a multidimensional stakeholder relationship management process for the Chinese mining organisation in Zimbabwe, showing dynamic interactions between multiple stakeholder networks with complementary, competitive and/or cooperative interests, while taking into account the possibility that interests may vary according to the underlying context. Thirteen semi-structured in-depth interviews were conducted with three stakeholder groups of a Chinese mining organisation as identified from the literature, namely employees, government and the community. The critical incident technique (CIT) was adopted in developing the interview questions and facilitated the data collection process. Participants described 36 critical incidents. According to multiple stakeholders, the findings suggest that, the Chinese managers built the relationship with multiple stakeholders through friendship, negotiation, pretend not to understand, referral, singing a contract, started with problems, they just arrived and through the government. With the same relationship being managed by the Chinese managers by being hard, rough and ruthless, authoritative, Chinese way of doing things, used avoidance, lack of competency, through a third party and resolving conflict when managing stakeholder relationships. Showing that the building and managing of stakeholder relationships is socially constructed and experienced differently by stakeholders. The positive and negative relationship characteristics influenced how stakeholder relationships are managed by the selected Chinese mining organisation. In the presence of positive relationship characteristics which included, friendship,there was flexibility, power dynamics, accountability depends on situations, commitment a show of investment, do cooperate to a certain extent, trust began with an open mind, shared values: hardwork and profit, shared values: culture was associated with the Chinese managing the relationship through being kind, supportive, motivating and understanding; complaint; through a third party; controlling; Chinese way of doing things; and performance and reward management of stakeholder relationships. Whilst negative relationship characteristics which included fear, their hearts were hardened, Chinese had power, intimidaton, not accountable, lack of commitment, communication understanding, connotations and intretations, communication done through a third party; no cooperation want to cut coners; trust are they conveying what is being said; deception and misrepresentation; trust depends on experience; being told lies and not transparent were associated with negative (being authoritative; hard, rough and ruthless; avoidance; blame shifting and pushy) stakeholder relationship management by the Chinese managers. Hence, a proposition that negative or positive relationship characteristics result in negative or positive stakeholder relationship management by the Chinese managers was propossed. The following challenges were experienced in the management of stakeholder relationships namely, communication, corruption, cheating, political environment, working conditions and broken promises. The dynamic multidimensional stakeholder relationship management process was subsequently revised to accommodate the new relationship characteristics and their positive and negative influence on how stakeholder relationships are managed. The main contribution of this study is the dynamic multidimensional stakeholder relationship management process which was developed within the context of a Chinese mining organisation in Africa. It is recommended that practitioners utilise the dynamic multidimensional stakeholder relationship management process to assist them in understanding and conducting research on stakeholder relationships. Further research is suggested on developing the research proposition made in the study and to empirically test the dynamic multidimension stakeholder relationship management process in other industries that posses different or similar contexts as this study.
- Full Text:
- Date Issued: 2019
- Authors: Chodokufa, Kudakwashe
- Date: 2019
- Subjects: Industrial management -- Zimbabwe , Mineral industries -- Zimbabwe -- Management , Investments, Chinese -- Zimbabwe
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/115127 , vital:34080
- Description: Media reports and research has pointed out problems in the way that Chinese mining organisations in Zimbabwe are managing stakeholder relationships. The problems ranging from disgruntled communities and allegations of labour violations. Taking into account the impact that China’s FDI has had on the ailing Zimbabwean economy research into the management of stakeholder relationships becomes imperative to understand how Chinese mining organisations build and manage stakeholder relationships. A review of stakeholder theory has revealed that there is not much emphasis by researchers on how organisations manage their stakeholder relationships, but rather on the identification and analysis of stakeholders. Research that has focused on stakeholder relationships has focused on different elements found in stakeholder relationship management and not necessarily on how stakeholder relationships should be managed. On the other hand, stakeholder theory does not seem to include social licence to operate which is important in stakeholder relationship management within the mining context. The purpose of this study is to develop a multidimensional stakeholder relationship management process for the Chinese mining organisation in Zimbabwe, showing dynamic interactions between multiple stakeholder networks with complementary, competitive and/or cooperative interests, while taking into account the possibility that interests may vary according to the underlying context. Thirteen semi-structured in-depth interviews were conducted with three stakeholder groups of a Chinese mining organisation as identified from the literature, namely employees, government and the community. The critical incident technique (CIT) was adopted in developing the interview questions and facilitated the data collection process. Participants described 36 critical incidents. According to multiple stakeholders, the findings suggest that, the Chinese managers built the relationship with multiple stakeholders through friendship, negotiation, pretend not to understand, referral, singing a contract, started with problems, they just arrived and through the government. With the same relationship being managed by the Chinese managers by being hard, rough and ruthless, authoritative, Chinese way of doing things, used avoidance, lack of competency, through a third party and resolving conflict when managing stakeholder relationships. Showing that the building and managing of stakeholder relationships is socially constructed and experienced differently by stakeholders. The positive and negative relationship characteristics influenced how stakeholder relationships are managed by the selected Chinese mining organisation. In the presence of positive relationship characteristics which included, friendship,there was flexibility, power dynamics, accountability depends on situations, commitment a show of investment, do cooperate to a certain extent, trust began with an open mind, shared values: hardwork and profit, shared values: culture was associated with the Chinese managing the relationship through being kind, supportive, motivating and understanding; complaint; through a third party; controlling; Chinese way of doing things; and performance and reward management of stakeholder relationships. Whilst negative relationship characteristics which included fear, their hearts were hardened, Chinese had power, intimidaton, not accountable, lack of commitment, communication understanding, connotations and intretations, communication done through a third party; no cooperation want to cut coners; trust are they conveying what is being said; deception and misrepresentation; trust depends on experience; being told lies and not transparent were associated with negative (being authoritative; hard, rough and ruthless; avoidance; blame shifting and pushy) stakeholder relationship management by the Chinese managers. Hence, a proposition that negative or positive relationship characteristics result in negative or positive stakeholder relationship management by the Chinese managers was propossed. The following challenges were experienced in the management of stakeholder relationships namely, communication, corruption, cheating, political environment, working conditions and broken promises. The dynamic multidimensional stakeholder relationship management process was subsequently revised to accommodate the new relationship characteristics and their positive and negative influence on how stakeholder relationships are managed. The main contribution of this study is the dynamic multidimensional stakeholder relationship management process which was developed within the context of a Chinese mining organisation in Africa. It is recommended that practitioners utilise the dynamic multidimensional stakeholder relationship management process to assist them in understanding and conducting research on stakeholder relationships. Further research is suggested on developing the research proposition made in the study and to empirically test the dynamic multidimension stakeholder relationship management process in other industries that posses different or similar contexts as this study.
- Full Text:
- Date Issued: 2019
Static and bootstrapped neuro-simulation for complex robots in evolutionary robotics
- Authors: Woodford, Grant Warren
- Date: 2019
- Subjects: Robotics
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/44656 , vital:38172
- Description: Evolutionary Robotics (ER) is a field of study focused on the automatic development of controllers and robot morphologies. Evolving controllers on real-world hardware is time-consuming and can damage hardware through wear. Robotic simulators can be used as an alternative to a real-world robot in order to speed up the ER process. Most simulation techniques in practice use physics-based models that rely on an understanding of the robotic system in question. Developing effective physics-based simulators is time consuming and requires a significant level of specialised knowledge. A lengthy simulator development and tuning process is typically required before the ER process can begin. Artificial Neural Networks simulators (SNNs) can be used as an alternative to a physics based simulation approach. SNNs are simple to construct, do not require significant levels of prior knowledge of the robotic system, are computationally efficient and can be highly accurate. Two types of ER approaches utilising SNNs exist. The Static Neuro-Simulation (SNS) approach involves developing SNNs before the ER process where these SNNs are used instead of a physics-based simulator. Alternatively, SNNs can be developed during the ER process, called the Bootstrapped Neuro-Simulation (BNS) approach. Prior work investigating SNNs has largely been limited to simple robots. A complex robot has many degrees of freedom and ifa low-level controller design is used, the solution search space is high-dimensional and difficult to traverse. Prior work investigating the SNS and BNS approaches have mostly relied on simplified controller designs which rely on built-in prior knowledge of intended robot behaviours. This research uses low-level controller designs which in turn rely on low level simulators. Most ER studies are conducted on a single type of robot morphology. This research investigates the SNS and BNS approaches on two significantly different classes of robots. A Hexapod and Snake robot are used to study the SNS and BNS approaches. The Hexapod robot exhibits limbed, walking behaviours. The Snake robot is limbless and generates crawling behaviours. Demonstrating the viability of the SNS and BNS approaches for two different classes of robots provides strong evidence that the tested approaches are likely viable on other classes of robots. Various proposed improvements to the SNS and BNS approaches are investigated. The Results demonstrate that the SNS and BNS approaches are viable when applied to Hexapod and Snake robots without restricting controller designs to those with significant levels of built-in prior knowledge of robot behaviours. SNNs configured in ensembles improve the likely performance outcomes of solutions. The expected benefit of adding simulator noise during the evolutionary process were not as pronounced for problems investigated in this work.
- Full Text:
- Date Issued: 2019
- Authors: Woodford, Grant Warren
- Date: 2019
- Subjects: Robotics
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/44656 , vital:38172
- Description: Evolutionary Robotics (ER) is a field of study focused on the automatic development of controllers and robot morphologies. Evolving controllers on real-world hardware is time-consuming and can damage hardware through wear. Robotic simulators can be used as an alternative to a real-world robot in order to speed up the ER process. Most simulation techniques in practice use physics-based models that rely on an understanding of the robotic system in question. Developing effective physics-based simulators is time consuming and requires a significant level of specialised knowledge. A lengthy simulator development and tuning process is typically required before the ER process can begin. Artificial Neural Networks simulators (SNNs) can be used as an alternative to a physics based simulation approach. SNNs are simple to construct, do not require significant levels of prior knowledge of the robotic system, are computationally efficient and can be highly accurate. Two types of ER approaches utilising SNNs exist. The Static Neuro-Simulation (SNS) approach involves developing SNNs before the ER process where these SNNs are used instead of a physics-based simulator. Alternatively, SNNs can be developed during the ER process, called the Bootstrapped Neuro-Simulation (BNS) approach. Prior work investigating SNNs has largely been limited to simple robots. A complex robot has many degrees of freedom and ifa low-level controller design is used, the solution search space is high-dimensional and difficult to traverse. Prior work investigating the SNS and BNS approaches have mostly relied on simplified controller designs which rely on built-in prior knowledge of intended robot behaviours. This research uses low-level controller designs which in turn rely on low level simulators. Most ER studies are conducted on a single type of robot morphology. This research investigates the SNS and BNS approaches on two significantly different classes of robots. A Hexapod and Snake robot are used to study the SNS and BNS approaches. The Hexapod robot exhibits limbed, walking behaviours. The Snake robot is limbless and generates crawling behaviours. Demonstrating the viability of the SNS and BNS approaches for two different classes of robots provides strong evidence that the tested approaches are likely viable on other classes of robots. Various proposed improvements to the SNS and BNS approaches are investigated. The Results demonstrate that the SNS and BNS approaches are viable when applied to Hexapod and Snake robots without restricting controller designs to those with significant levels of built-in prior knowledge of robot behaviours. SNNs configured in ensembles improve the likely performance outcomes of solutions. The expected benefit of adding simulator noise during the evolutionary process were not as pronounced for problems investigated in this work.
- Full Text:
- Date Issued: 2019
Statistical Analysis of the Radio-Interferometric Measurement Equation, a derived adaptive weighting scheme, and applications to LOFAR-VLBI observation of the Extended Groth Strip
- Authors: Bonnassieux, Etienne
- Date: 2019
- Subjects: Radio astronomy , Astrophysics , Astrophysics -- Instruments -- Calibration , Imaging systems in astronomy , Radio interferometers , Radio telescopes , Astronomy -- Observations
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/93789 , vital:30942
- Description: J.R.R Tolkien wrote, in his Mythopoeia, that “He sees no stars who does not see them first, of living silver made that sudden burst, to flame like flowers beneath the ancient song”. In his defense of myth-making, he formulates the argument that the attribution of meaning is an act of creation - that “trees are not ‘trees’ until so named and seen” - and that this capacity for creation defines the human creature. The scientific endeavour, in this context, can be understood as a social expression of a fundamental feature of humanity, and from this endeavour flows much understanding. This thesis, one thread among many, focuses on the study of astronomical objects as seen by the radio waves they emit. What are radio waves? Electromagnetic waves were theorised by James Clerk Maxwell (Maxwell 1864) in his great theoretical contribution to modern physics, their speed matching the speed of light as measured by Ole Christensen R0mer and, later, James Bradley. It was not until Heinrich Rudolf Hertz’s 1887 experiment that these waves were measured in a laboratory, leading to the dawn of radio communications - and, later, radio astronomy. The link between radio waves and light was one of association: light is known to behave as a wave (Young double-slit experiment), with the same propagation speed as electromagnetic radiation. Light “proper” is also known to exist beyond the optical regime: Herschel’s experiment shows that when diffracted through a prism, sunlight warms even those parts of a desk which are not observed to be lit (first evidence of infrared light). The link between optical light and unseen electromagnetic radiation is then an easy step to make, and one confirmed through countless technological applications (e.g. optical fiber to name but one). And as soon as this link is established, a question immediately comes to the mind of the astronomer: what does the sky, our Universe, look like to the radio “eye”? Radio astronomy has a short but storied history: from Karl Jansky’s serendipitous observation of the centre of the Milky Way, which outshines our Sun in the radio regime, in 1933, to Grote Reber’s hand-built back-yard radio antenna in 1937, which successfully detected radio emission from the Milky Way itself, to such monumental projects as the Square Kilometer Array and its multiple pathfinders, it has led to countless discoveries and the opening of a truly new window on the Universe. The work presented in this thesis is a contribution to this discipline - the culmination of three years of study, which is a rather short time to get a firm grasp of radio interferometry both in theory and in practice. The need for robust, automated methods - which are improving daily, thanks to the tireless labour of the scientists in the field - is becoming ever stronger as the SKA approaches, looming large on the horizon; but even today, in the precursor era of LOFAR, MeerKAT and other pathfinders, it is keenly felt. When I started my doctorate, the sheer scale of the task at hand felt overwhelming - to actually be able to contribute to its resolution seemed daunting indeed! Thankfully, as the saying goes, no society sets for itself material goals which it cannot achieve. This thesis took place at an exciting time for radio interferometry: at the start of my doctorate, the LOFAR international stations were - to my knowledge - only beginning to be used, and even then, only tentatively; MeerKAT had not yet shown its first light; the techniques used throughout my work were still being developed. At the time of writing, great strides have been made. One of the greatest technical challenges of LOFAR - imaging using the international stations - is starting to become reality. This technical challenge is the key problem that this thesis set out to address. While we only achieved partial success so far, it is a testament to the difficulty of the task that it is not yet truly resolved. One of the major results of this thesis is a model of a bright resolved source near a famous extragalactic field: properly modeling this source not only allows the use of international LOFAR stations, but also grants deeper access to the extragalactic field itself, which is otherwise polluted by the 3C source’s sidelobes. This result was only achieved thanks to the other major result of this thesis: the development of a theoretical framework with which to better understand the effect of calibration errors on images made from interferometric data, and an algorithm to strongly mitigate them. The structure of this manuscript is as follows: we begin with an introduction to radio interferometry, LOFAR, and the emission mechanisms which dominate for our field of interest. These introductions are primarily intended to give a brief overview of the technical aspects of the data reduced in this thesis. We follow with an overview of the Measurement Equation formalism, which underpins our theoretical work. This is the keystone of this thesis. We then show the theoretical work that was developed as part of the research work done during the doctorate - which was published in Astronomy & Astrophysics. Its practical application - a quality-based weighting scheme - is used throughout our data reduction. This data reduction is the next topic of this thesis: we contextualise the scientific interest of the data we reduce, and explain both the methods and the results we achieve.
- Full Text:
- Date Issued: 2019
- Authors: Bonnassieux, Etienne
- Date: 2019
- Subjects: Radio astronomy , Astrophysics , Astrophysics -- Instruments -- Calibration , Imaging systems in astronomy , Radio interferometers , Radio telescopes , Astronomy -- Observations
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/93789 , vital:30942
- Description: J.R.R Tolkien wrote, in his Mythopoeia, that “He sees no stars who does not see them first, of living silver made that sudden burst, to flame like flowers beneath the ancient song”. In his defense of myth-making, he formulates the argument that the attribution of meaning is an act of creation - that “trees are not ‘trees’ until so named and seen” - and that this capacity for creation defines the human creature. The scientific endeavour, in this context, can be understood as a social expression of a fundamental feature of humanity, and from this endeavour flows much understanding. This thesis, one thread among many, focuses on the study of astronomical objects as seen by the radio waves they emit. What are radio waves? Electromagnetic waves were theorised by James Clerk Maxwell (Maxwell 1864) in his great theoretical contribution to modern physics, their speed matching the speed of light as measured by Ole Christensen R0mer and, later, James Bradley. It was not until Heinrich Rudolf Hertz’s 1887 experiment that these waves were measured in a laboratory, leading to the dawn of radio communications - and, later, radio astronomy. The link between radio waves and light was one of association: light is known to behave as a wave (Young double-slit experiment), with the same propagation speed as electromagnetic radiation. Light “proper” is also known to exist beyond the optical regime: Herschel’s experiment shows that when diffracted through a prism, sunlight warms even those parts of a desk which are not observed to be lit (first evidence of infrared light). The link between optical light and unseen electromagnetic radiation is then an easy step to make, and one confirmed through countless technological applications (e.g. optical fiber to name but one). And as soon as this link is established, a question immediately comes to the mind of the astronomer: what does the sky, our Universe, look like to the radio “eye”? Radio astronomy has a short but storied history: from Karl Jansky’s serendipitous observation of the centre of the Milky Way, which outshines our Sun in the radio regime, in 1933, to Grote Reber’s hand-built back-yard radio antenna in 1937, which successfully detected radio emission from the Milky Way itself, to such monumental projects as the Square Kilometer Array and its multiple pathfinders, it has led to countless discoveries and the opening of a truly new window on the Universe. The work presented in this thesis is a contribution to this discipline - the culmination of three years of study, which is a rather short time to get a firm grasp of radio interferometry both in theory and in practice. The need for robust, automated methods - which are improving daily, thanks to the tireless labour of the scientists in the field - is becoming ever stronger as the SKA approaches, looming large on the horizon; but even today, in the precursor era of LOFAR, MeerKAT and other pathfinders, it is keenly felt. When I started my doctorate, the sheer scale of the task at hand felt overwhelming - to actually be able to contribute to its resolution seemed daunting indeed! Thankfully, as the saying goes, no society sets for itself material goals which it cannot achieve. This thesis took place at an exciting time for radio interferometry: at the start of my doctorate, the LOFAR international stations were - to my knowledge - only beginning to be used, and even then, only tentatively; MeerKAT had not yet shown its first light; the techniques used throughout my work were still being developed. At the time of writing, great strides have been made. One of the greatest technical challenges of LOFAR - imaging using the international stations - is starting to become reality. This technical challenge is the key problem that this thesis set out to address. While we only achieved partial success so far, it is a testament to the difficulty of the task that it is not yet truly resolved. One of the major results of this thesis is a model of a bright resolved source near a famous extragalactic field: properly modeling this source not only allows the use of international LOFAR stations, but also grants deeper access to the extragalactic field itself, which is otherwise polluted by the 3C source’s sidelobes. This result was only achieved thanks to the other major result of this thesis: the development of a theoretical framework with which to better understand the effect of calibration errors on images made from interferometric data, and an algorithm to strongly mitigate them. The structure of this manuscript is as follows: we begin with an introduction to radio interferometry, LOFAR, and the emission mechanisms which dominate for our field of interest. These introductions are primarily intended to give a brief overview of the technical aspects of the data reduced in this thesis. We follow with an overview of the Measurement Equation formalism, which underpins our theoretical work. This is the keystone of this thesis. We then show the theoretical work that was developed as part of the research work done during the doctorate - which was published in Astronomy & Astrophysics. Its practical application - a quality-based weighting scheme - is used throughout our data reduction. This data reduction is the next topic of this thesis: we contextualise the scientific interest of the data we reduce, and explain both the methods and the results we achieve.
- Full Text:
- Date Issued: 2019
Student teachers’ perceptions of their school mentors’ interpersonal collegial leadership competencies to develop their work-integrated learning knowledge and skills
- Authors: Mahomed, Carmel Claire
- Date: 2019
- Subjects: Educational leadership , Mentoring in education -- South Africa Student teachers -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/42548 , vital:36667
- Description: Mentoring is indispensable for the adjustment of student teachers to the demands of the school work-integrated learning environment. Despite the benefits of mentoring to student teachers, a challenge is the inconsistency of the mentoring programmes within and across schools. An additional challenge is the predominance of bureaucratic models of mentoring, which have the potential of perpetuating a hierarchical approach to mentoring if student teachers use mentor teachers who depend on bureaucratic models of mentoring as role models. Therefore, to ensure that student teachers are exposed to a cross-pollination of expertise from all teachers in the schools, this study proposes a collegial approach to mentoring to determine the impact of the collegial competencies of the mentor teachers on the student teachers’ acquisition of work-integrated learning. A case study in a higher education institution was conducted to obtain data regarding the perceptions of two hundred and forty-one student teachers of their mentor teachers’ interpersonal competencies. The student teachers in this study were all in the final year of their initial teacher education qualification. The respondents comprised student teachers from the Foundation Phase, Intermediate Phase, Further Education and Training and Postgraduate Certificate in Education. Data were gathered using a structured questionnaire. The focus in the questionnaire was on the competencies: interpersonal collegial leadership, communication, empathy, trust, content knowledge and pedagogical content knowledge. The findings revealed that the student teachers’ perceptions of their mentor teachers’ competencies relating to their internal collegial leadership, proficiency in communication, capacity for empathy and ability to establish trust were positive. The mentor teacher competencies of interpersonal collegial leadership, communication, empathy and trust revealed emotional intelligence competencies in their relationships with the student teachers. The findings also revealed that the student teachers' perceptions of their mentor teachers’ competencies relating to content knowledge and pedagogical content knowledge were positive. The mentor teachers’ content knowledge and pedagogical content knowledge revealed their competencies associated with their cognitive skills (IQ) in the school work-integrated environment. The findings also indicated that, in terms of their interpersonal collegial leadership, the mentor teachers were not inclined to harness the expertise of their colleagues to ensure that there was a collegial approach to mentoring among all the teachers in a school. This might be a reason for the inability of some mentor teachers to shift their paradigms from bureaucratic approaches to mentoring to collegial approaches. The adoption of collegial approaches to mentoring with a focus on competencies associated with both EI and IQ has the potential to impact markedly on the enhancement of the professional development of student teachers.
- Full Text:
- Date Issued: 2019
- Authors: Mahomed, Carmel Claire
- Date: 2019
- Subjects: Educational leadership , Mentoring in education -- South Africa Student teachers -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/42548 , vital:36667
- Description: Mentoring is indispensable for the adjustment of student teachers to the demands of the school work-integrated learning environment. Despite the benefits of mentoring to student teachers, a challenge is the inconsistency of the mentoring programmes within and across schools. An additional challenge is the predominance of bureaucratic models of mentoring, which have the potential of perpetuating a hierarchical approach to mentoring if student teachers use mentor teachers who depend on bureaucratic models of mentoring as role models. Therefore, to ensure that student teachers are exposed to a cross-pollination of expertise from all teachers in the schools, this study proposes a collegial approach to mentoring to determine the impact of the collegial competencies of the mentor teachers on the student teachers’ acquisition of work-integrated learning. A case study in a higher education institution was conducted to obtain data regarding the perceptions of two hundred and forty-one student teachers of their mentor teachers’ interpersonal competencies. The student teachers in this study were all in the final year of their initial teacher education qualification. The respondents comprised student teachers from the Foundation Phase, Intermediate Phase, Further Education and Training and Postgraduate Certificate in Education. Data were gathered using a structured questionnaire. The focus in the questionnaire was on the competencies: interpersonal collegial leadership, communication, empathy, trust, content knowledge and pedagogical content knowledge. The findings revealed that the student teachers’ perceptions of their mentor teachers’ competencies relating to their internal collegial leadership, proficiency in communication, capacity for empathy and ability to establish trust were positive. The mentor teacher competencies of interpersonal collegial leadership, communication, empathy and trust revealed emotional intelligence competencies in their relationships with the student teachers. The findings also revealed that the student teachers' perceptions of their mentor teachers’ competencies relating to content knowledge and pedagogical content knowledge were positive. The mentor teachers’ content knowledge and pedagogical content knowledge revealed their competencies associated with their cognitive skills (IQ) in the school work-integrated environment. The findings also indicated that, in terms of their interpersonal collegial leadership, the mentor teachers were not inclined to harness the expertise of their colleagues to ensure that there was a collegial approach to mentoring among all the teachers in a school. This might be a reason for the inability of some mentor teachers to shift their paradigms from bureaucratic approaches to mentoring to collegial approaches. The adoption of collegial approaches to mentoring with a focus on competencies associated with both EI and IQ has the potential to impact markedly on the enhancement of the professional development of student teachers.
- Full Text:
- Date Issued: 2019
Students’ perspectives on the language question in South African Higher Education: the expression of marginalized linguistic identities on Rhodes University students’ Facebook pages
- Authors: Resha, Babalwa
- Date: 2019
- Subjects: Language policy -- South Africa -- Makhanda , Language and education -- South Africa -- Makhanda , Sociolinguistics -- South Africa -- Makhanda , Language and languages -- Study and teaching -- Social aspects -- South Africa -- Makhanda , Linguistic rights -- South Africa , Translanguaging (Linguistics) , Multilingual education -- South Africa -- Makhanda , Educational change -- South Africa -- Makhanda , South Africa – Makhanda -- Language and languages -- Political aspects , Student movements -- South Africa -- Makhanda , Online social networks -- South Africa -- Makhanda , Rhodes University -- Sociological aspects , Facebook (Firm) , UCKAR
- Language: English
- Type: text , Thesis , Doctoral , MA
- Identifier: http://hdl.handle.net/10962/119813 , vital:34785
- Description: The study analyses students’ engagement with the language question in South African Higher Education (HE) and their use of African languages on the institutional Facebook pages, namely UCKAR and RHODES SRC, during the student protests of 2015 to early 2017. Extensive use of social media is a salient feature of the protests as indicated by the hashtag prefixes such as #RhodesMustFall and #FeesMustFall. On these platforms, disgruntled students use their multiple languages to interact, establish a sense of belonging and power to challenge different forms of exclusionary institutional culture, including language policies and practices in HE. The research examines and explores students’ perspectives on the language question in Higher Education Institutions (HEIs) on the two institutional Facebook pages, and how mother tongue speakers of indigenous African languages use these languages to express their marginalized linguistic identities in HEIs in South Africa. Theoretically, the study uses the notion of linguistic imperialism to provide a broad context for understanding the language question in South African HE and its significance in transformation. The engagement with the language question on the UCKAR and RHODES SRC Facebook pages is carried out from the lenses of citizen sociolinguistics while the new theory of translanguaging offers the analysis on language usage and alternative ways of addressing linguistic hegemony in educational environments. The translanguaging approach has the capacity to demonstrate multi-layered linguistic practices and reflections on the UCKAR and RHODES pages. It is the interest of the researcher to investigate how students with various linguistic and other backgrounds engage the language question and perform linguistic identities. Language usage on the two Rhodes University institutional Facebook pages and its implications on students’ engagement with issues, is used to provide insight towards the implementation of multilingualism in the university. The study is virtual ethnographic in nature. Virtual ethnography is an online research method that employs ethnographic research to study online social interactions. To analyse data, the study used a textual analysis technique as it looks at any analysis of texts broadly. Critical Discourse Analysis approach was used to analyse language debates. Purposive sampling was also used to select Facebook posts and comments on the language question and those written in African languages, and interviews were conducted with key members of Rhodes University, to bring forth their perspectives on the institution’s language policy and to figure out what plans are put into place to engage students in debates on the language question because students are important stakeholders of the university, and at the same time some of these students are also speakers of indigenous African languages. In general, the research findings have shown that students as users of languages in HEIs are capable of engendering debates that could be used as solutions to the language question and transformation in the South African HEIs. Thus, this study offers a different approach into engaging with students, their perspective and debates through institutional Facebook pages. In addition, it offers students’ perspectives on the curriculum of the university and how the university can go about its transformation. This study provides evidence that the use of indigenous African languages by mother tongue speakers of these languages in institutes of higher learning and their related institutional Facebook pages and social media in general, is an expression of marginalized linguistic identities of these language speakers. Sometimes these identities are multiple, and students use different modalities to express them, hence the notion of translanguaging.
- Full Text:
- Date Issued: 2019
- Authors: Resha, Babalwa
- Date: 2019
- Subjects: Language policy -- South Africa -- Makhanda , Language and education -- South Africa -- Makhanda , Sociolinguistics -- South Africa -- Makhanda , Language and languages -- Study and teaching -- Social aspects -- South Africa -- Makhanda , Linguistic rights -- South Africa , Translanguaging (Linguistics) , Multilingual education -- South Africa -- Makhanda , Educational change -- South Africa -- Makhanda , South Africa – Makhanda -- Language and languages -- Political aspects , Student movements -- South Africa -- Makhanda , Online social networks -- South Africa -- Makhanda , Rhodes University -- Sociological aspects , Facebook (Firm) , UCKAR
- Language: English
- Type: text , Thesis , Doctoral , MA
- Identifier: http://hdl.handle.net/10962/119813 , vital:34785
- Description: The study analyses students’ engagement with the language question in South African Higher Education (HE) and their use of African languages on the institutional Facebook pages, namely UCKAR and RHODES SRC, during the student protests of 2015 to early 2017. Extensive use of social media is a salient feature of the protests as indicated by the hashtag prefixes such as #RhodesMustFall and #FeesMustFall. On these platforms, disgruntled students use their multiple languages to interact, establish a sense of belonging and power to challenge different forms of exclusionary institutional culture, including language policies and practices in HE. The research examines and explores students’ perspectives on the language question in Higher Education Institutions (HEIs) on the two institutional Facebook pages, and how mother tongue speakers of indigenous African languages use these languages to express their marginalized linguistic identities in HEIs in South Africa. Theoretically, the study uses the notion of linguistic imperialism to provide a broad context for understanding the language question in South African HE and its significance in transformation. The engagement with the language question on the UCKAR and RHODES SRC Facebook pages is carried out from the lenses of citizen sociolinguistics while the new theory of translanguaging offers the analysis on language usage and alternative ways of addressing linguistic hegemony in educational environments. The translanguaging approach has the capacity to demonstrate multi-layered linguistic practices and reflections on the UCKAR and RHODES pages. It is the interest of the researcher to investigate how students with various linguistic and other backgrounds engage the language question and perform linguistic identities. Language usage on the two Rhodes University institutional Facebook pages and its implications on students’ engagement with issues, is used to provide insight towards the implementation of multilingualism in the university. The study is virtual ethnographic in nature. Virtual ethnography is an online research method that employs ethnographic research to study online social interactions. To analyse data, the study used a textual analysis technique as it looks at any analysis of texts broadly. Critical Discourse Analysis approach was used to analyse language debates. Purposive sampling was also used to select Facebook posts and comments on the language question and those written in African languages, and interviews were conducted with key members of Rhodes University, to bring forth their perspectives on the institution’s language policy and to figure out what plans are put into place to engage students in debates on the language question because students are important stakeholders of the university, and at the same time some of these students are also speakers of indigenous African languages. In general, the research findings have shown that students as users of languages in HEIs are capable of engendering debates that could be used as solutions to the language question and transformation in the South African HEIs. Thus, this study offers a different approach into engaging with students, their perspective and debates through institutional Facebook pages. In addition, it offers students’ perspectives on the curriculum of the university and how the university can go about its transformation. This study provides evidence that the use of indigenous African languages by mother tongue speakers of these languages in institutes of higher learning and their related institutional Facebook pages and social media in general, is an expression of marginalized linguistic identities of these language speakers. Sometimes these identities are multiple, and students use different modalities to express them, hence the notion of translanguaging.
- Full Text:
- Date Issued: 2019
Study habits and learning styles as correlates of grade 11 students’ academic performance in mathematical literacy in the Amathole Education District
- Authors: Yako, Mzwandile John-Mott
- Date: 2019
- Subjects: Academic performance
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16687 , vital:40743
- Description: This study investigated whether there was correlation in study habits and learning styles with Mathematical Literacy among the Grade 11 (eleven) high school learners. The Amatole Education District was chosen for this study since it is composed of urban and rural schools. Since Mathematical Literacy was introduced in the system of education in South Africa with the understanding that learners who are finding it a challenge to study Mathematics be complemented with Mathematical Literacy to provide them with skills that are a prerequisite for tertiary level and participation in the economic development. The study purposed to establish whether there was a relationship between academic performance with study habits and learning styles in Mathematical Literacy. The study used the post-positivistic paradigm; the approach was quantitative and the design was descriptive correlational. In sampling probability, cluster sampling was used based on the number of high schools in the Amatole Education District of the Eastern Cape. It was then followed by sub-sampling of learners in Grade 11 (eleven) whose mathematical Literacy skills and performance were being investigated in this study. The theory of Covey on study habits and Kolb’s theory on learning styles were used as a theoretical framework for the study. The data collection instrument used was a closed-ended questionnaire based on a Likert scale measurement. Confidentiality and anonymity were emphasized with informed consent in place. Data was analyzed using SPSS software and Microsoft Excel. The results showed a significant relationship between note taking, writing skills and Mathematical Literacy skills and performance. The findings on the learning styles indicated no significant relationship between socio-demographic factors (visual language, visual numerical, auditory-numerical e.tc.) and academic performance in Mathematical Literacy. This research revealed that study habits had an impact on the academic performance of learners in mathematical literacy. This relationship between academic performance and study habits is an indication that learners needed to improve in their use of English as a second language, especially on note taking, writing skills and Mathematical Literacy.
- Full Text:
- Date Issued: 2019
- Authors: Yako, Mzwandile John-Mott
- Date: 2019
- Subjects: Academic performance
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16687 , vital:40743
- Description: This study investigated whether there was correlation in study habits and learning styles with Mathematical Literacy among the Grade 11 (eleven) high school learners. The Amatole Education District was chosen for this study since it is composed of urban and rural schools. Since Mathematical Literacy was introduced in the system of education in South Africa with the understanding that learners who are finding it a challenge to study Mathematics be complemented with Mathematical Literacy to provide them with skills that are a prerequisite for tertiary level and participation in the economic development. The study purposed to establish whether there was a relationship between academic performance with study habits and learning styles in Mathematical Literacy. The study used the post-positivistic paradigm; the approach was quantitative and the design was descriptive correlational. In sampling probability, cluster sampling was used based on the number of high schools in the Amatole Education District of the Eastern Cape. It was then followed by sub-sampling of learners in Grade 11 (eleven) whose mathematical Literacy skills and performance were being investigated in this study. The theory of Covey on study habits and Kolb’s theory on learning styles were used as a theoretical framework for the study. The data collection instrument used was a closed-ended questionnaire based on a Likert scale measurement. Confidentiality and anonymity were emphasized with informed consent in place. Data was analyzed using SPSS software and Microsoft Excel. The results showed a significant relationship between note taking, writing skills and Mathematical Literacy skills and performance. The findings on the learning styles indicated no significant relationship between socio-demographic factors (visual language, visual numerical, auditory-numerical e.tc.) and academic performance in Mathematical Literacy. This research revealed that study habits had an impact on the academic performance of learners in mathematical literacy. This relationship between academic performance and study habits is an indication that learners needed to improve in their use of English as a second language, especially on note taking, writing skills and Mathematical Literacy.
- Full Text:
- Date Issued: 2019
Supervision of student teachers in Zimbabwean Primary Schools: Implications for teacher pre-service programmes.
- Authors: Ndlovu,Trezia
- Date: 2019
- Subjects: Student teachers -- Supervision of
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/16654 , vital:40740
- Description: The economic crisis in Zimbabwe has resulted in poor working conditions, low remuneration and lack of resources. This situation has led to low morale of qualified teachers. The supervision of student teachers therefore, represents extra work for the teachers, who are already over-burdened by large classes and the demands associated with the introduction of new subjects from time to time. Some mentors feel that they need to be given incentives for their role in the training of teachers. Furthermore, research suggests that some student teachers are struggling with their teaching practice which is an important aspect of their teacher education. It is for this reason that the researcher sought to conduct a case study that would examine the supervision of student teachers by school based supervisors in Zimbabwean primary schools. Purposive sampling was used to select eighteen student teachers and nine supervisors. This study, which is qualitative in nature, was grounded in the constructivist paradigm. Semi-structured interviews were deployed to gather data and Focus Group Discussions and document analysis were also used for triangulation purposes. The data revealed that although student teachers were supervised by their mentors, there were divergent perspectives with regard to how supervision of student teachers should be conducted, with a significant number understanding supervision as checking and controlling of student teachers‟ work. It also emerged from the data that good relationship with mentors was beneficial to student teachers. However, the majority of student teachers reported serious challenges that included lack of orientation mentors and inadequate supervision due to busy schedule of their mentors. Based on the findings of the study, the study recommends that School ~ viii ~ Heads should choose well-qualified and experienced teachers to mentor and supervise student teachers so that they serve as good role models to the students, and that clear supervision guidelines be developed to achieve uniformity in the supervision of student teachers.
- Full Text:
- Date Issued: 2019
- Authors: Ndlovu,Trezia
- Date: 2019
- Subjects: Student teachers -- Supervision of
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/16654 , vital:40740
- Description: The economic crisis in Zimbabwe has resulted in poor working conditions, low remuneration and lack of resources. This situation has led to low morale of qualified teachers. The supervision of student teachers therefore, represents extra work for the teachers, who are already over-burdened by large classes and the demands associated with the introduction of new subjects from time to time. Some mentors feel that they need to be given incentives for their role in the training of teachers. Furthermore, research suggests that some student teachers are struggling with their teaching practice which is an important aspect of their teacher education. It is for this reason that the researcher sought to conduct a case study that would examine the supervision of student teachers by school based supervisors in Zimbabwean primary schools. Purposive sampling was used to select eighteen student teachers and nine supervisors. This study, which is qualitative in nature, was grounded in the constructivist paradigm. Semi-structured interviews were deployed to gather data and Focus Group Discussions and document analysis were also used for triangulation purposes. The data revealed that although student teachers were supervised by their mentors, there were divergent perspectives with regard to how supervision of student teachers should be conducted, with a significant number understanding supervision as checking and controlling of student teachers‟ work. It also emerged from the data that good relationship with mentors was beneficial to student teachers. However, the majority of student teachers reported serious challenges that included lack of orientation mentors and inadequate supervision due to busy schedule of their mentors. Based on the findings of the study, the study recommends that School ~ viii ~ Heads should choose well-qualified and experienced teachers to mentor and supervise student teachers so that they serve as good role models to the students, and that clear supervision guidelines be developed to achieve uniformity in the supervision of student teachers.
- Full Text:
- Date Issued: 2019