The attitudes and perceptions of secondary school pupils in Transkei towards geography: a case study of the Butterworth district
- Authors: Sarpong, Emmanuel
- Date: 1992
- Subjects: Students, Black -- South Africa -- Attitudes Geography -- South Africa -- Transkei -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1425 , http://hdl.handle.net/10962/d1003306
- Description: Considerable attention has in recent times been given to the attitudes of secondary school pupils towards Geography among black schools in South Africa. Many reasons account for this. It is partly because of the poor results and falling numbers of pupils in the discipline. Concern has also been expressed on the relevance of the Geography syllabus to the black pupils. Evidence suggests that these problems are evident in Transkei. The need therefore exists to assess pupils' attitudes towards Geography in Transkei. Arising from this background, this study sets out to assess the attitudes of secondary school pupils in Transkei towards Geography. Two hundred and thirty four pupils from eight urban and rural secondary schools in the Butterworth District of the Republic of Transkei were used in the study. Attitudes were measured in terms of "interest in Geography", "desire to study the discipline", "commitment to Geography" and the perceived relevance of the discipline. Through the use of techniques such as percentages, chi-square and principal component analysis - among others - for the analysis of the data, the following information emerged from the study: (1) Geography is generally perceived as being worthy of study; (2) Differences in responses were noted to result from a complex of factors which were grouped into home environmental factors and school environmental ones. (3) The major factor influencing attitudes towards Geography was noted to be home environmental conditions.In general pupils from lower income families expressed more positive views about the worth of Geography than those from the upper income families. From the above findings, it has been proposed that teachers and educational planners need to be made aware of these findings as they are important for classroom practice. It has also been recommended that there is a need to improve certain school practices such as taking pupils on Geography excursions more often as factors such as this were shown to improve pupils' attitudes towards the discipline.
- Full Text:
- Date Issued: 1992
- Authors: Sarpong, Emmanuel
- Date: 1992
- Subjects: Students, Black -- South Africa -- Attitudes Geography -- South Africa -- Transkei -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1425 , http://hdl.handle.net/10962/d1003306
- Description: Considerable attention has in recent times been given to the attitudes of secondary school pupils towards Geography among black schools in South Africa. Many reasons account for this. It is partly because of the poor results and falling numbers of pupils in the discipline. Concern has also been expressed on the relevance of the Geography syllabus to the black pupils. Evidence suggests that these problems are evident in Transkei. The need therefore exists to assess pupils' attitudes towards Geography in Transkei. Arising from this background, this study sets out to assess the attitudes of secondary school pupils in Transkei towards Geography. Two hundred and thirty four pupils from eight urban and rural secondary schools in the Butterworth District of the Republic of Transkei were used in the study. Attitudes were measured in terms of "interest in Geography", "desire to study the discipline", "commitment to Geography" and the perceived relevance of the discipline. Through the use of techniques such as percentages, chi-square and principal component analysis - among others - for the analysis of the data, the following information emerged from the study: (1) Geography is generally perceived as being worthy of study; (2) Differences in responses were noted to result from a complex of factors which were grouped into home environmental factors and school environmental ones. (3) The major factor influencing attitudes towards Geography was noted to be home environmental conditions.In general pupils from lower income families expressed more positive views about the worth of Geography than those from the upper income families. From the above findings, it has been proposed that teachers and educational planners need to be made aware of these findings as they are important for classroom practice. It has also been recommended that there is a need to improve certain school practices such as taking pupils on Geography excursions more often as factors such as this were shown to improve pupils' attitudes towards the discipline.
- Full Text:
- Date Issued: 1992
An investigation into the implementation of the senior secondary agriculture curriculum in the Caprivi region of Namibia
- Authors: Kasenga, Alfred
- Date: 2007
- Subjects: Education -- Namibia Educational change -- Namibia Education, Secondary -- Namibia Curriculum planning -- Namibia Agriculture -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1860 , http://hdl.handle.net/10962/d1004555
- Description: Shortly after independence, Namibia embarked on a major process of educational reform. It was in this reform that the apartheid educational legacy was redressed. Namibians viewed the apartheid educational system as being irrelevant and that it did not meet their needs and expectations. One of the reform aims was to involve education in the development of knowledge and skills for self sufficiency and sustainable development, therefore Agriculture was incorporated into the school curriculum as a key area to achieve this aim. Learners taking the subject are expected to be equipped with relevant theoretical and practical skills that provide a sound foundation in this discipline. This case study was undertaken to gain a better understanding about how the participating teachers perceived and implemented the Agriculture curriculum at the senior secondary school level in their schools. In carrying out the case study a qualitative research method was employed using semi-structured interviews, observation and document analysis for data collection. It would appear from this study that Agriculture is unable to fully achieve the reform ideals at the senior secondary school level, as sixteen years after independence these teachers are still teaching the subject to learners with very limited resources and academic support. This scenario shows that there are marked inconsistencies between policy and praxis, between the stated goals and aims of the reform and the curriculum designed to achieve these. In this half-thesis I therefore argue that without well qualified teachers, suitable resources and infrastructure to implement the curriculum in these schools, the pre-vocational nature of the subject as suggested in the subject policy document will be compromised. The study concludes by proposing certain teaching strategies and possibilities for systemic development that can be used to effect quality curriculum implementation in the region where the research was situated.
- Full Text:
- Date Issued: 2007
- Authors: Kasenga, Alfred
- Date: 2007
- Subjects: Education -- Namibia Educational change -- Namibia Education, Secondary -- Namibia Curriculum planning -- Namibia Agriculture -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1860 , http://hdl.handle.net/10962/d1004555
- Description: Shortly after independence, Namibia embarked on a major process of educational reform. It was in this reform that the apartheid educational legacy was redressed. Namibians viewed the apartheid educational system as being irrelevant and that it did not meet their needs and expectations. One of the reform aims was to involve education in the development of knowledge and skills for self sufficiency and sustainable development, therefore Agriculture was incorporated into the school curriculum as a key area to achieve this aim. Learners taking the subject are expected to be equipped with relevant theoretical and practical skills that provide a sound foundation in this discipline. This case study was undertaken to gain a better understanding about how the participating teachers perceived and implemented the Agriculture curriculum at the senior secondary school level in their schools. In carrying out the case study a qualitative research method was employed using semi-structured interviews, observation and document analysis for data collection. It would appear from this study that Agriculture is unable to fully achieve the reform ideals at the senior secondary school level, as sixteen years after independence these teachers are still teaching the subject to learners with very limited resources and academic support. This scenario shows that there are marked inconsistencies between policy and praxis, between the stated goals and aims of the reform and the curriculum designed to achieve these. In this half-thesis I therefore argue that without well qualified teachers, suitable resources and infrastructure to implement the curriculum in these schools, the pre-vocational nature of the subject as suggested in the subject policy document will be compromised. The study concludes by proposing certain teaching strategies and possibilities for systemic development that can be used to effect quality curriculum implementation in the region where the research was situated.
- Full Text:
- Date Issued: 2007
The use of the local environment for teaching geography : a case study in the Umtata administrative area
- Authors: Adonis, Agrinette Nolwandle
- Date: 1993
- Subjects: Geography -- Fieldwork -- Study and teaching Geography -- South Africa -- Study and teaching (Secondary) Black people -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1816 , http://hdl.handle.net/10962/d1003702
- Description: Current theories in geographical education advocate the use of strategies that encourage the pupil to play an active role in learning, thereby making such learning more meaningful and effective. Fieldwork is perceived as one such method. Fieldwork helps pupils acquire and develop understanding of geographical concepts, skills, attitudes and values through their own efforts and involvement. Fieldwork approaches have tended to change with the changing paradigms resulting in the development of approaches that are more pupil and experience oriented. In the South African school geography curricula fieldwork has been explicit since 1985. However, research has shown that in most South African secondary schools fieldwork as a teaching strategy is only applied to a limited extent. Teachers have always used financial constraints and time limitations as explanations for their failure to use fieldwork in teaching geography. This study attempts to demonstrate how the local environment of any school can be used effectively for teaching and learning most aspects of the senior secondary school geography syllabus, thereby alleviating the problems of time and money perceived by teachers as the major constraints inhibiting their use of fieldwork. In order to illustrate the effectiveness of fieldwork in the local environment, this study incorporated an analysis of the current senior secondary school geography syllabus, the identification of potential fieldwork sites in the Umtata District and the development and implementation of three fieldwork units based on three of the sites identified. The analysis of the evaluations of the three fieldwork units by the researcher, the pupils and the non-participant observer revealed that fieldwork conducted in the local environment is highly effective, interesting and rewarding to pupils even when they have no prior experience of fieldwork.
- Full Text:
- Date Issued: 1993
- Authors: Adonis, Agrinette Nolwandle
- Date: 1993
- Subjects: Geography -- Fieldwork -- Study and teaching Geography -- South Africa -- Study and teaching (Secondary) Black people -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1816 , http://hdl.handle.net/10962/d1003702
- Description: Current theories in geographical education advocate the use of strategies that encourage the pupil to play an active role in learning, thereby making such learning more meaningful and effective. Fieldwork is perceived as one such method. Fieldwork helps pupils acquire and develop understanding of geographical concepts, skills, attitudes and values through their own efforts and involvement. Fieldwork approaches have tended to change with the changing paradigms resulting in the development of approaches that are more pupil and experience oriented. In the South African school geography curricula fieldwork has been explicit since 1985. However, research has shown that in most South African secondary schools fieldwork as a teaching strategy is only applied to a limited extent. Teachers have always used financial constraints and time limitations as explanations for their failure to use fieldwork in teaching geography. This study attempts to demonstrate how the local environment of any school can be used effectively for teaching and learning most aspects of the senior secondary school geography syllabus, thereby alleviating the problems of time and money perceived by teachers as the major constraints inhibiting their use of fieldwork. In order to illustrate the effectiveness of fieldwork in the local environment, this study incorporated an analysis of the current senior secondary school geography syllabus, the identification of potential fieldwork sites in the Umtata District and the development and implementation of three fieldwork units based on three of the sites identified. The analysis of the evaluations of the three fieldwork units by the researcher, the pupils and the non-participant observer revealed that fieldwork conducted in the local environment is highly effective, interesting and rewarding to pupils even when they have no prior experience of fieldwork.
- Full Text:
- Date Issued: 1993
An evaluation of case study teaching materials on hazards: based on the current aims of geographical education
- Authors: Pyle, Desmond Mark
- Date: 1994
- Subjects: Geography -- Study and teaching (Secondary) -- South Africa Disasters -- Study and teaching -- South Africa Hazardous geographic environments -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1524 , http://hdl.handle.net/10962/d1003406
- Description: Hazards are an integral part of people-environment relationships. The impact of hazards locally and globally has become increasinglymore severe. particularly in the previous two decades. This is largely as a result of unwise human intervention in natural systems. The study of hazards at secondary school level affords valuable opportunities for learning about people-environment issues. This in turn, can promote a greater awareness of environmental problems. One of the most important current aims of Geographical Education is the development of critical thinking skills in pupils. Such skills are vital for equipping pupils with the necessary tools to understand and participate in solving the world's increasing human and environmental problems. The development of a critical faculty in pupils is best achieved by the use of learner-based participatory teaching strategies where pupils are involved in problem solving activities. Research has shown that British and South African Geography curricula reflect current thinking in Geographical education and learning theory. The 1992 Junior Secondary Geography Syllabus in line with these trends. includes a section for study on hazards. Hazards are presented primarily as case studies in modern Geographical texts. which is seen as one of the most effective ways of teaching hazards. Research however suggests that South African textbooks have certain shortcomings. notwithstanding the importance placed on textbooks by teachers in this country. This study investigated the extent to which case study teaching materials on hazards are optimising opportunities available for effective learning within an Environmental Paradigm. An evaluation methodology, which is believed to have value for use by other researchers, was developed to suit the specific requirements of the study. The study findings reveal a poor realisation of the current aims of Geographical Education and learning theory, regarding the South African teaching materials. Recommendations are made improvements in the development and use of local case teaching materials. Guidelines for the development of for study local materials are provided from case studies in British texts and from methods developed by the researcher.
- Full Text:
- Date Issued: 1994
- Authors: Pyle, Desmond Mark
- Date: 1994
- Subjects: Geography -- Study and teaching (Secondary) -- South Africa Disasters -- Study and teaching -- South Africa Hazardous geographic environments -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1524 , http://hdl.handle.net/10962/d1003406
- Description: Hazards are an integral part of people-environment relationships. The impact of hazards locally and globally has become increasinglymore severe. particularly in the previous two decades. This is largely as a result of unwise human intervention in natural systems. The study of hazards at secondary school level affords valuable opportunities for learning about people-environment issues. This in turn, can promote a greater awareness of environmental problems. One of the most important current aims of Geographical Education is the development of critical thinking skills in pupils. Such skills are vital for equipping pupils with the necessary tools to understand and participate in solving the world's increasing human and environmental problems. The development of a critical faculty in pupils is best achieved by the use of learner-based participatory teaching strategies where pupils are involved in problem solving activities. Research has shown that British and South African Geography curricula reflect current thinking in Geographical education and learning theory. The 1992 Junior Secondary Geography Syllabus in line with these trends. includes a section for study on hazards. Hazards are presented primarily as case studies in modern Geographical texts. which is seen as one of the most effective ways of teaching hazards. Research however suggests that South African textbooks have certain shortcomings. notwithstanding the importance placed on textbooks by teachers in this country. This study investigated the extent to which case study teaching materials on hazards are optimising opportunities available for effective learning within an Environmental Paradigm. An evaluation methodology, which is believed to have value for use by other researchers, was developed to suit the specific requirements of the study. The study findings reveal a poor realisation of the current aims of Geographical Education and learning theory, regarding the South African teaching materials. Recommendations are made improvements in the development and use of local case teaching materials. Guidelines for the development of for study local materials are provided from case studies in British texts and from methods developed by the researcher.
- Full Text:
- Date Issued: 1994
Research portfolio
- Authors: Kruger, H J M
- Date: 2004
- Subjects: Mathematics -- Study and teaching (Elementary) -- Namibia Problem solving -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1874 , http://hdl.handle.net/10962/d1005629
- Description: Paper 1. The purpose of this analysis is to critically evaluate the Lower Primary Mathematics programme within the context of the Namibian educational reform, against the backdrop of learner-centred education from within the Constructivist epistemology. Through the analysis of a small-scale survey, I will try to determine the extent to which learners, teachers and other educationalists, involved in the Lower Primary school phase, understand the new approach to Mathematics and their pedagogical and theoretical insight into the new programme. I will also analyse the syllabus documents in view of the educational policies and further discuss the social, historical and economic background to the reform. I will then analyse the progress or development of the reform process through discussing the learning environment as well as the learners who are the central participants in education. Paper 2.This critical discussion aims to explore the prospects and underlying principles of the epistemologies of two opposing paradigms of education: Behaviourism and Constructivism. I have critically examined and compared the theoretical aspects that shape and inform the model of instruction and the systemic implications of the learning process. The purpose was to compare both learning theories and to draw a conclusion of which the better epistemology is for the teaching and learning process. Paper 3. This is an investigation into the theories that underpin and inform mathematics teaching in the Lower Primary phase of the primary school in Namibia. The Namibian society requires the development of knowledge and understanding, skills and competencies, attitudes and values, which everyone must have to be able to function adequately in society on a social, economic and political level (MBESC 1996). We need to seek ways of enhancing mathematics teaching in Namibia if we want to live up to the expectations of our society. Paper 4. Mathematicians and researchers across the globe have theorised and speculated about education reform movements, which aim for more than just structural knowledge where it concerns Mathematics. This action research study is based on the findings of a pilot study about 'Problem-based Learning', using this as a basis to investigate the relationship between the intentions of the Lower Primary Mathematics curriculum and its implementation at classroom level. This paper reports on a case study of two grade one teachers' perceptions of problem solving as a key component of Mathematics learning and how the implementation of the problem-based approach could be supported through intervention. Data was gathered from a series of cycles of planning, acting, observing and reflecting. Analysis of the data indicates that teachers' professional development lies within a willingness to change and in reflexive practice. Given focused support to teachers could result in the application of contemporary approaches to Mathematics teaching, with an overall improvement of constructivist-oriented learner-centred education.
- Full Text:
- Date Issued: 2004
- Authors: Kruger, H J M
- Date: 2004
- Subjects: Mathematics -- Study and teaching (Elementary) -- Namibia Problem solving -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1874 , http://hdl.handle.net/10962/d1005629
- Description: Paper 1. The purpose of this analysis is to critically evaluate the Lower Primary Mathematics programme within the context of the Namibian educational reform, against the backdrop of learner-centred education from within the Constructivist epistemology. Through the analysis of a small-scale survey, I will try to determine the extent to which learners, teachers and other educationalists, involved in the Lower Primary school phase, understand the new approach to Mathematics and their pedagogical and theoretical insight into the new programme. I will also analyse the syllabus documents in view of the educational policies and further discuss the social, historical and economic background to the reform. I will then analyse the progress or development of the reform process through discussing the learning environment as well as the learners who are the central participants in education. Paper 2.This critical discussion aims to explore the prospects and underlying principles of the epistemologies of two opposing paradigms of education: Behaviourism and Constructivism. I have critically examined and compared the theoretical aspects that shape and inform the model of instruction and the systemic implications of the learning process. The purpose was to compare both learning theories and to draw a conclusion of which the better epistemology is for the teaching and learning process. Paper 3. This is an investigation into the theories that underpin and inform mathematics teaching in the Lower Primary phase of the primary school in Namibia. The Namibian society requires the development of knowledge and understanding, skills and competencies, attitudes and values, which everyone must have to be able to function adequately in society on a social, economic and political level (MBESC 1996). We need to seek ways of enhancing mathematics teaching in Namibia if we want to live up to the expectations of our society. Paper 4. Mathematicians and researchers across the globe have theorised and speculated about education reform movements, which aim for more than just structural knowledge where it concerns Mathematics. This action research study is based on the findings of a pilot study about 'Problem-based Learning', using this as a basis to investigate the relationship between the intentions of the Lower Primary Mathematics curriculum and its implementation at classroom level. This paper reports on a case study of two grade one teachers' perceptions of problem solving as a key component of Mathematics learning and how the implementation of the problem-based approach could be supported through intervention. Data was gathered from a series of cycles of planning, acting, observing and reflecting. Analysis of the data indicates that teachers' professional development lies within a willingness to change and in reflexive practice. Given focused support to teachers could result in the application of contemporary approaches to Mathematics teaching, with an overall improvement of constructivist-oriented learner-centred education.
- Full Text:
- Date Issued: 2004
A case study analysis of the role of resources in the teaching and learning of senior primary geography in the Northern Province
- Khubana, Christopher Shonisani
- Authors: Khubana, Christopher Shonisani
- Date: 1999
- Subjects: Geography -- Study and teaching (Primary) -- South Africa Geography -- Study and teaching (Primary) -- South Africa -- Northern Province
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1431 , http://hdl.handle.net/10962/d1003312
- Description: The dynamic nature of Geography has meant that over the years it has undergone many changes. These changes - for example, in curricula, approaches and methods - have had a great impact on how Geography is taught and learned in schools. Learning theories on how children learn Geography are changing from behaviourism, in terms of which learners are regarded as passive recipients of knowledge in the form of facts, to socially constructivist theory, where learners learn by constructing their own knowledge. In the South African context this has meant moving away from the positivistic tendencies of the 1960s and 1970s, to constructivist practices embodied in the outcomes-based education envisaged for the 21st Century. These changes have impacted on the nature and use of resources. This research attempts to reveal teachers' and learners' perceptions of resources. In the previous curriculum, resources were largely limited to textbooks. In the new curriculum., our perception of resources has to become wider to encompass anything that can enhance teaching and learning. This study focuses on Grade 5 and 6 children in the Northern Province. In the intermediate phase, young children need a wide variety of resources. As we approach the 21 st Century, the information technology of media like computers and the Internet, together with traditional media and resources found in the environment, provide teachers and learners with great opportunities and a wide variety of choices. The study surveyed schools in the Northern Province, through a questionnaire. In order to understand the depth of the problem, three schools were selected for a case study. Data obtained from these studies were analysed and compared to determine trends and patterns regarding the availability or use of resources as teaching and learning aids. On the one hand the study highlights the severe lack of even basic infrastructure on which to develop a 'traditional' resource base and stresses the need for innovation and creativity (and dedication) among a teaching body which feels isolated and marginalised, while on the other hand this research has revealed teachers' desire and willingness to accept change and to adapt, given the necessary epistemological enforcement to effect change.
- Full Text:
- Date Issued: 1999
- Authors: Khubana, Christopher Shonisani
- Date: 1999
- Subjects: Geography -- Study and teaching (Primary) -- South Africa Geography -- Study and teaching (Primary) -- South Africa -- Northern Province
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1431 , http://hdl.handle.net/10962/d1003312
- Description: The dynamic nature of Geography has meant that over the years it has undergone many changes. These changes - for example, in curricula, approaches and methods - have had a great impact on how Geography is taught and learned in schools. Learning theories on how children learn Geography are changing from behaviourism, in terms of which learners are regarded as passive recipients of knowledge in the form of facts, to socially constructivist theory, where learners learn by constructing their own knowledge. In the South African context this has meant moving away from the positivistic tendencies of the 1960s and 1970s, to constructivist practices embodied in the outcomes-based education envisaged for the 21st Century. These changes have impacted on the nature and use of resources. This research attempts to reveal teachers' and learners' perceptions of resources. In the previous curriculum, resources were largely limited to textbooks. In the new curriculum., our perception of resources has to become wider to encompass anything that can enhance teaching and learning. This study focuses on Grade 5 and 6 children in the Northern Province. In the intermediate phase, young children need a wide variety of resources. As we approach the 21 st Century, the information technology of media like computers and the Internet, together with traditional media and resources found in the environment, provide teachers and learners with great opportunities and a wide variety of choices. The study surveyed schools in the Northern Province, through a questionnaire. In order to understand the depth of the problem, three schools were selected for a case study. Data obtained from these studies were analysed and compared to determine trends and patterns regarding the availability or use of resources as teaching and learning aids. On the one hand the study highlights the severe lack of even basic infrastructure on which to develop a 'traditional' resource base and stresses the need for innovation and creativity (and dedication) among a teaching body which feels isolated and marginalised, while on the other hand this research has revealed teachers' desire and willingness to accept change and to adapt, given the necessary epistemological enforcement to effect change.
- Full Text:
- Date Issued: 1999
An investigation of teachers', learners' and parents' understanding and perceptions of a whole school approach to environmental learning in selected schools in the Oshana Region, Namibia
- Authors: Nashilongo, Onesmus
- Date: 2012
- Subjects: Environmental education -- Namibia -- Oshana Environmental education -- Curricula -- Namibia -- Oshana Environmental education -- Parent participation -- Namibia -- Oshana Environmental education -- Study and teaching -- Namibia -- Oshana Supporting Environmental Education in Namibia (SEEN) Sustainable development -- Study and teaching -- Namibia -- Oshana
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1646 , http://hdl.handle.net/10962/d1003528
- Description: This study sought to investigate teacher, learner and parental perceptions and understanding of a whole school approach in environmental education (EE). There were five schools piloting environmental education through a whole school development approach in the Oshana Region of Namibia. The study was conducted in two rural schools in the Oshana Region. The schools were selected because they participated and piloted the infusion of environmental education themes in the curriculum through the whole school approach during the Supporting Environmental Education in Namibia (SEEN) project piloting phase from 2001 to 2005. This study was shaped and informed by international theories, practices and perspectives of a whole school approach as cited in chapter two of this study. In other words a whole school approach has provided theoretical background information and a practical framework on which this study was built. A whole school approach provides a theoretical understanding of how the school community, the biophysical environment, as well as the curriculum can benefit from EE projects through a whole school development approach. The whole school approach, discussed in this study, provides an opportunity to see the link between the whole school approach and ESD in order to understand the role a whole school approach plays in the implementation of ESD in Namibia. The research took the form of an interpretive case study focusing on a study of two teachers, two learners, and two members of the community. Data were collected through semi-structured interviews, document analysis and site observations. This study was undertaken two years later after the Supporting Environmental Education Namibia (SEEN) pilot project phased out. The findings indicate that despite the training and support received by the schools during the operation of the Supporting Environmental Education Namibia (SEEN) pilot project, schools are still experiencing problems with the application of a whole school approach. The findings revealed that the curriculum should provide guidelines and examples to support teachers on how to integrate environmental education in the teaching and learning process. The results of the study indicate that teachers, learners and members of the community have a limited understanding about how a whole school development approach in environmental education is linked to Education Sustainable Development (ESD) and the four dimensions of the environment.
- Full Text:
- Date Issued: 2012
- Authors: Nashilongo, Onesmus
- Date: 2012
- Subjects: Environmental education -- Namibia -- Oshana Environmental education -- Curricula -- Namibia -- Oshana Environmental education -- Parent participation -- Namibia -- Oshana Environmental education -- Study and teaching -- Namibia -- Oshana Supporting Environmental Education in Namibia (SEEN) Sustainable development -- Study and teaching -- Namibia -- Oshana
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1646 , http://hdl.handle.net/10962/d1003528
- Description: This study sought to investigate teacher, learner and parental perceptions and understanding of a whole school approach in environmental education (EE). There were five schools piloting environmental education through a whole school development approach in the Oshana Region of Namibia. The study was conducted in two rural schools in the Oshana Region. The schools were selected because they participated and piloted the infusion of environmental education themes in the curriculum through the whole school approach during the Supporting Environmental Education in Namibia (SEEN) project piloting phase from 2001 to 2005. This study was shaped and informed by international theories, practices and perspectives of a whole school approach as cited in chapter two of this study. In other words a whole school approach has provided theoretical background information and a practical framework on which this study was built. A whole school approach provides a theoretical understanding of how the school community, the biophysical environment, as well as the curriculum can benefit from EE projects through a whole school development approach. The whole school approach, discussed in this study, provides an opportunity to see the link between the whole school approach and ESD in order to understand the role a whole school approach plays in the implementation of ESD in Namibia. The research took the form of an interpretive case study focusing on a study of two teachers, two learners, and two members of the community. Data were collected through semi-structured interviews, document analysis and site observations. This study was undertaken two years later after the Supporting Environmental Education Namibia (SEEN) pilot project phased out. The findings indicate that despite the training and support received by the schools during the operation of the Supporting Environmental Education Namibia (SEEN) pilot project, schools are still experiencing problems with the application of a whole school approach. The findings revealed that the curriculum should provide guidelines and examples to support teachers on how to integrate environmental education in the teaching and learning process. The results of the study indicate that teachers, learners and members of the community have a limited understanding about how a whole school development approach in environmental education is linked to Education Sustainable Development (ESD) and the four dimensions of the environment.
- Full Text:
- Date Issued: 2012
Research portfolio
- Authors: Shihako, Mathilde
- Date: 2005
- Subjects: Rundu College of Education (Namibia) Education -- Namibia Educational change -- Namibia Curriculum planning -- Namibia Teaching -- Namibia Teachers -- Training of -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1729 , http://hdl.handle.net/10962/d1003612
- Description: This portfolio discusses various important aspects that affect teacher education. The portfolio has become an important tool for assessment in education. The research component of the masters' course that I attended is reflected in this portfolio. To complete this course several aspects were covered. The educational reform process in the Namibian context requires the use of appropriate resources, an environment conducive to learning, active involvement of the learners and teachers who should have a better understanding of the system adopted. Teacher educators are seen as important in transforming Namibian education in the sense of breaking the cycle of authoritarianism and inequities that existed in schooling prior to independence in 1990, and that still continue to exist in many Namibian schools today. Much effort has been devoted to creating conditions in colleges of education, where future teachers experience the same kind of teaching and learning that is envisioned for schools in the country. To accomplish this a great deal of effort has been devoted to the professional development of teacher educators. This masters' course was initiated to address the shortcomings of teacher education in Namibia. The preparation of teacher educators to be willing and able to prepare teachers in a manner that is consistent with national educational goals has been a neglected element of educational reform in Third World countries (Taylor and Peacock, 1997). Nahas Angula defines teachers as critical agents in creating the reform in relation to several broad principals: access, equity, quality, and democracy. As Ebbutt and Elliot (1998) point out, these principles are defined in very broad terms and provide the opportunity for teachers, teacher educators, and administrators to translate the ideals in particular contexts through practical reflection and deliberation. The Namibian reforms are underpinned by democratic ideals, the intention being to develop broad participation in defining and developing the reform tenets in specific contexts. In Namibia it has been recognized that qualitative changes in classroom practice will only occur when teachers understand them and accept them as their own. It is also recognized that because many teachers have been educated under the authoritarian system of the past, conceptual changes are needed in the minds of the teachers for the reforms to be successful. These include a shift from the belief of teachers as civil servants who are merely to "deliver" a curriculum dictated from above, to one of teachers as reflective professionals who play important roles in interpreting and defining the reforms and in giving meaning to such values as learner-centered and democratic education, continuous assessment, and critical inquiry (Swarts 1998). In the case of Namibia, we have a situation where there is an attempt to fundamentally transform an authoritarian education system that emphasized repetition and rote learning of received knowledge to one where learners are active participants in the learning process and where the curriculum is relevant to and respectful of different cultural traditions and communities. The learner-centered philosophy that guides post-independence educational reforms in Namibia calls for breaking down the authoritarian teacher-student relationships of the past. It encourages teachers to begin instruction by gaining an understanding of their learners' existing knowledge, skills, and understandings and to actively involve them in the learning process toward the goal of preparing citizens for a democratic society. The background above will help the readers to understand the sections covered in this portfolio. In the first part, the portfolio looks at a case study that analyses pre- and post-independence teacher education in Namibia. This study focuses on the Rundu College of Education and investigates the implementation of the Basic Education Teacher Diploma (BETD) Broad Curriculum in relation to the History syllabus. This paper presents information on what led to post-independence teacher education reforms in Namibia and why the reform was necessary. The BETD Broad Curriculum advocates the principles underpinning teacher education reforms in Namibia. The analysis looks at whether the History syllabus applies the principles of teacher education reform in relation to practice in the classroom. This paper addresses the historical background of a History curriculum, which shows the importance of a contextual understanding of the theoretical framework. The second paper looks at the theories underpinning the pre- and post-independence curriculum and the reform process in Namibia, how each theory views knowledge and why a decision was taken to apply them. The third paper is a literature review that links the epistemological ideals of reform to the classroom situation. This paper provides the basis for a small-scale empirical research. The research proposal included in the portfolio emerged from the earlier studies and identifies a key area for investigation within the domain of my particular area of teaching. The identified research problem investigated is presented in the final paper of the portfolio. These research findings can be applied to different situations in different schools. The portfolio is completed by the presentation of a short reflection of the role of the portfolio in this masters' course.
- Full Text:
- Date Issued: 2005
- Authors: Shihako, Mathilde
- Date: 2005
- Subjects: Rundu College of Education (Namibia) Education -- Namibia Educational change -- Namibia Curriculum planning -- Namibia Teaching -- Namibia Teachers -- Training of -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1729 , http://hdl.handle.net/10962/d1003612
- Description: This portfolio discusses various important aspects that affect teacher education. The portfolio has become an important tool for assessment in education. The research component of the masters' course that I attended is reflected in this portfolio. To complete this course several aspects were covered. The educational reform process in the Namibian context requires the use of appropriate resources, an environment conducive to learning, active involvement of the learners and teachers who should have a better understanding of the system adopted. Teacher educators are seen as important in transforming Namibian education in the sense of breaking the cycle of authoritarianism and inequities that existed in schooling prior to independence in 1990, and that still continue to exist in many Namibian schools today. Much effort has been devoted to creating conditions in colleges of education, where future teachers experience the same kind of teaching and learning that is envisioned for schools in the country. To accomplish this a great deal of effort has been devoted to the professional development of teacher educators. This masters' course was initiated to address the shortcomings of teacher education in Namibia. The preparation of teacher educators to be willing and able to prepare teachers in a manner that is consistent with national educational goals has been a neglected element of educational reform in Third World countries (Taylor and Peacock, 1997). Nahas Angula defines teachers as critical agents in creating the reform in relation to several broad principals: access, equity, quality, and democracy. As Ebbutt and Elliot (1998) point out, these principles are defined in very broad terms and provide the opportunity for teachers, teacher educators, and administrators to translate the ideals in particular contexts through practical reflection and deliberation. The Namibian reforms are underpinned by democratic ideals, the intention being to develop broad participation in defining and developing the reform tenets in specific contexts. In Namibia it has been recognized that qualitative changes in classroom practice will only occur when teachers understand them and accept them as their own. It is also recognized that because many teachers have been educated under the authoritarian system of the past, conceptual changes are needed in the minds of the teachers for the reforms to be successful. These include a shift from the belief of teachers as civil servants who are merely to "deliver" a curriculum dictated from above, to one of teachers as reflective professionals who play important roles in interpreting and defining the reforms and in giving meaning to such values as learner-centered and democratic education, continuous assessment, and critical inquiry (Swarts 1998). In the case of Namibia, we have a situation where there is an attempt to fundamentally transform an authoritarian education system that emphasized repetition and rote learning of received knowledge to one where learners are active participants in the learning process and where the curriculum is relevant to and respectful of different cultural traditions and communities. The learner-centered philosophy that guides post-independence educational reforms in Namibia calls for breaking down the authoritarian teacher-student relationships of the past. It encourages teachers to begin instruction by gaining an understanding of their learners' existing knowledge, skills, and understandings and to actively involve them in the learning process toward the goal of preparing citizens for a democratic society. The background above will help the readers to understand the sections covered in this portfolio. In the first part, the portfolio looks at a case study that analyses pre- and post-independence teacher education in Namibia. This study focuses on the Rundu College of Education and investigates the implementation of the Basic Education Teacher Diploma (BETD) Broad Curriculum in relation to the History syllabus. This paper presents information on what led to post-independence teacher education reforms in Namibia and why the reform was necessary. The BETD Broad Curriculum advocates the principles underpinning teacher education reforms in Namibia. The analysis looks at whether the History syllabus applies the principles of teacher education reform in relation to practice in the classroom. This paper addresses the historical background of a History curriculum, which shows the importance of a contextual understanding of the theoretical framework. The second paper looks at the theories underpinning the pre- and post-independence curriculum and the reform process in Namibia, how each theory views knowledge and why a decision was taken to apply them. The third paper is a literature review that links the epistemological ideals of reform to the classroom situation. This paper provides the basis for a small-scale empirical research. The research proposal included in the portfolio emerged from the earlier studies and identifies a key area for investigation within the domain of my particular area of teaching. The identified research problem investigated is presented in the final paper of the portfolio. These research findings can be applied to different situations in different schools. The portfolio is completed by the presentation of a short reflection of the role of the portfolio in this masters' course.
- Full Text:
- Date Issued: 2005
How can cooperative learning be developed to enhance the teaching of biology at secondary school level?
- Authors: Pillay, Paramasivan
- Date: 2001
- Subjects: Biology -- Study and teaching (Secondary) Group work in education Group work in education -- Evaluation
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1557 , http://hdl.handle.net/10962/d1003439
- Description: This research was undertaken by a group of practising teachers as a collaborative effort to develop a cooperative approach to the teaching of Biology at Secondary School level. The research focussed on Grade 10 learners at three different schools over a period of one full academic school-year. During this time, four complete cycles within an action research framework were completed and reflected upon. Learners were then surveyed by means of a questionnaire and follow-up interviews. The reflective sessions, together with the responses from the questionnaire and interviews, provided a wealth of information with regard to the development of a cooperative approach to teaching. The cooperative classroom is vastly different from the traditional one. Here, new roles are assumed by both teacher and learner. Learners are largely expected to take charge of their learning experience in the classroom. The teacher, while still responsible for facilitating this learning experience, delegates authority to the learners. It was the experience of the group that the relationship between teacher and learner, as well as between learner and learner, vastly improved in the cooperative class where the participants were more relaxed. Over time, learners became more accountable in terms of their work and learning. Learners’ self-esteem and self-confidence grew, and the majority of learners indicated that their understanding of the work improved. Furthermore, the cooperative structure encouraged and developed self-discipline in the learners. In the early stages of this research, the group did find certain behaviour to be inhibiting: excessive noise, laziness, too much tomfoolery, and absenteeism. These problems were easily addressed within the action research framework, and were nearly non-existent by the end of the research. The group also found that: (i) cooperative lessons required more time than traditional lessons, often at the expense (justifiably) of the syllabus, and that: (ii) cooperative lessons played a major role in reactivating learner interest towards the learning process both in and outside the classroom.
- Full Text:
- Date Issued: 2001
- Authors: Pillay, Paramasivan
- Date: 2001
- Subjects: Biology -- Study and teaching (Secondary) Group work in education Group work in education -- Evaluation
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1557 , http://hdl.handle.net/10962/d1003439
- Description: This research was undertaken by a group of practising teachers as a collaborative effort to develop a cooperative approach to the teaching of Biology at Secondary School level. The research focussed on Grade 10 learners at three different schools over a period of one full academic school-year. During this time, four complete cycles within an action research framework were completed and reflected upon. Learners were then surveyed by means of a questionnaire and follow-up interviews. The reflective sessions, together with the responses from the questionnaire and interviews, provided a wealth of information with regard to the development of a cooperative approach to teaching. The cooperative classroom is vastly different from the traditional one. Here, new roles are assumed by both teacher and learner. Learners are largely expected to take charge of their learning experience in the classroom. The teacher, while still responsible for facilitating this learning experience, delegates authority to the learners. It was the experience of the group that the relationship between teacher and learner, as well as between learner and learner, vastly improved in the cooperative class where the participants were more relaxed. Over time, learners became more accountable in terms of their work and learning. Learners’ self-esteem and self-confidence grew, and the majority of learners indicated that their understanding of the work improved. Furthermore, the cooperative structure encouraged and developed self-discipline in the learners. In the early stages of this research, the group did find certain behaviour to be inhibiting: excessive noise, laziness, too much tomfoolery, and absenteeism. These problems were easily addressed within the action research framework, and were nearly non-existent by the end of the research. The group also found that: (i) cooperative lessons required more time than traditional lessons, often at the expense (justifiably) of the syllabus, and that: (ii) cooperative lessons played a major role in reactivating learner interest towards the learning process both in and outside the classroom.
- Full Text:
- Date Issued: 2001
Key decision-makers' perceptions of sustainable sea fisheries in Namibia and the implications for environmental education programmes
- Authors: Boois, Ulrich
- Date: 2000
- Subjects: Environmental education -- Namibia Fisheries -- Environmental aspects Fisheries -- Environmental aspects -- Namibia Sustainable development -- Environmental aspects Sustainable development -- Environmental aspects -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1661 , http://hdl.handle.net/10962/d1003544
- Description: This study investigates key decision-makers' perceptions of sustainable sea fisheries in Namibia, and explores the possibilities for the future development of education programmes that focus on "sustainability" in the fisheries sector. The concept of "sustainability" and its application in the context of a biological resource, namely sea fisheries, was examined. A series of questions were raised concerning sustainable fisheries: intergenerational implications of patterns of resource use, equity concerns, time horizons, and the protection of marine biodiveristy, among others. Examples from the Namibian and the European Community Sea Fisheries Industries are used to illustrate these issues. In spite of divergent views on what "sustainability" means, the study leads to certain findings that have broader policy implications. Data was collected from semi-structured interviews undertaken with six (6) key decision-makers in the Sea Fisheries Industry of Namibia, then analysed and assessed. The perceptions of key decisionmakers were determined by qualitative analysis in the interpretive paradigm. The data indicated some agreement in terms of what the key decision-makers think about the sustainable utilisation of the fisherjes resources. It is almost impossible to have complete agreement, because the decision-makers are from different contextual backgrounds. Those who make the decisions are more concerned about "how to manage" and those who act on the decisions put more emphasis on economic self-interest. Although the interviewees' perceptions of sustainable fisheries was imperfect, there was broad support for its aims and principles. The study also revealed that the achievement of sustainable sea fisheries development in Wamibia will require broader educational and public awareness programmes to enhance participation in decision-making debates. Formal and informal marine environmental education, from the perspective of "Responsible Fishing" has been emphasised.
- Full Text:
- Date Issued: 2000
- Authors: Boois, Ulrich
- Date: 2000
- Subjects: Environmental education -- Namibia Fisheries -- Environmental aspects Fisheries -- Environmental aspects -- Namibia Sustainable development -- Environmental aspects Sustainable development -- Environmental aspects -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1661 , http://hdl.handle.net/10962/d1003544
- Description: This study investigates key decision-makers' perceptions of sustainable sea fisheries in Namibia, and explores the possibilities for the future development of education programmes that focus on "sustainability" in the fisheries sector. The concept of "sustainability" and its application in the context of a biological resource, namely sea fisheries, was examined. A series of questions were raised concerning sustainable fisheries: intergenerational implications of patterns of resource use, equity concerns, time horizons, and the protection of marine biodiveristy, among others. Examples from the Namibian and the European Community Sea Fisheries Industries are used to illustrate these issues. In spite of divergent views on what "sustainability" means, the study leads to certain findings that have broader policy implications. Data was collected from semi-structured interviews undertaken with six (6) key decision-makers in the Sea Fisheries Industry of Namibia, then analysed and assessed. The perceptions of key decisionmakers were determined by qualitative analysis in the interpretive paradigm. The data indicated some agreement in terms of what the key decision-makers think about the sustainable utilisation of the fisherjes resources. It is almost impossible to have complete agreement, because the decision-makers are from different contextual backgrounds. Those who make the decisions are more concerned about "how to manage" and those who act on the decisions put more emphasis on economic self-interest. Although the interviewees' perceptions of sustainable fisheries was imperfect, there was broad support for its aims and principles. The study also revealed that the achievement of sustainable sea fisheries development in Wamibia will require broader educational and public awareness programmes to enhance participation in decision-making debates. Formal and informal marine environmental education, from the perspective of "Responsible Fishing" has been emphasised.
- Full Text:
- Date Issued: 2000
Research Portfolio
- Authors: Nts'aba, Likengkeng
- Date: 2000
- Subjects: School management and organization -- South Africa -- Eastern Cape , School board members -- South Africa -- Eastern Cape -- Decision making , Education -- Political aspects -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2051 , http://hdl.handle.net/10962/d1018259
- Description: The move towards greater democracy and participation in our education system is legislated quite succinctly in our South African Schools Act. The Act furthermore, and more importantly for this case study, posits that decision-making should be democratic in nature and our schools should eventually become governed in a collaborative and co-operative manner. Other policy texts such as the Labour Relations Act and the South African Constitution canonise the demand for a democratic South African society. This study investigates how democratic decision-making practices are taking place in an East London Secondary School namely Ebenezer Majombozi High. Even though distinct links exist between management and governance arms of schools, this study concentrates predominantly on decision-making within the school governing body and touches briefly on management thinking trends as a theoretical background to the kind of management at the school. What makes the school interesting as a case study is its rich history and its location in a deprived and impoverished township environment. The school was also part of the ex-Department of Education and Training, the black educational department of the past apartheid state. The kind of research undertaken was in the form of unstructured personal :interviews with influential stakeholders at the school. Some of these stakeholders fonn part of the school governing body and the questions asked probed forms of governance at the school and how decision-making impacted on the overall school governance. The research fmdings acknowledges that decision-making does occur democratically at the school but that the practical implementation of positive consensual decisions are rarely realized. The school governing body only meets to deal with crises underpinned by a lack of learning and teaching and has not even debated the policies within the South African Schools Act. The study also argues that only by building capacity within the school and empowering the stakeholders, can constructive participation by all become a reality.
- Full Text:
- Date Issued: 2000
- Authors: Nts'aba, Likengkeng
- Date: 2000
- Subjects: School management and organization -- South Africa -- Eastern Cape , School board members -- South Africa -- Eastern Cape -- Decision making , Education -- Political aspects -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2051 , http://hdl.handle.net/10962/d1018259
- Description: The move towards greater democracy and participation in our education system is legislated quite succinctly in our South African Schools Act. The Act furthermore, and more importantly for this case study, posits that decision-making should be democratic in nature and our schools should eventually become governed in a collaborative and co-operative manner. Other policy texts such as the Labour Relations Act and the South African Constitution canonise the demand for a democratic South African society. This study investigates how democratic decision-making practices are taking place in an East London Secondary School namely Ebenezer Majombozi High. Even though distinct links exist between management and governance arms of schools, this study concentrates predominantly on decision-making within the school governing body and touches briefly on management thinking trends as a theoretical background to the kind of management at the school. What makes the school interesting as a case study is its rich history and its location in a deprived and impoverished township environment. The school was also part of the ex-Department of Education and Training, the black educational department of the past apartheid state. The kind of research undertaken was in the form of unstructured personal :interviews with influential stakeholders at the school. Some of these stakeholders fonn part of the school governing body and the questions asked probed forms of governance at the school and how decision-making impacted on the overall school governance. The research fmdings acknowledges that decision-making does occur democratically at the school but that the practical implementation of positive consensual decisions are rarely realized. The school governing body only meets to deal with crises underpinned by a lack of learning and teaching and has not even debated the policies within the South African Schools Act. The study also argues that only by building capacity within the school and empowering the stakeholders, can constructive participation by all become a reality.
- Full Text:
- Date Issued: 2000
Investigating the role of portfolios in developing reflective practice : a case study
- Authors: Mbango, Karolina Naango
- Date: 2008
- Subjects: Portfolios in education -- Namibia -- Case studies Student teachers -- Namibia -- Case studies Teachers -- Training of -- Namibia -- Case studies Teacher educators -- Namibia -- Case studies Reflective teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1595 , http://hdl.handle.net/10962/d1003477
- Description: The purpose of this study was to investigate the purpose and role portfolios are playing in developing reflective practice in student teachers and to assess the degree to which this role is being achieved in practice. This study was a interpretive small scale case study. The target groups were 3 student teachers in their final year of study, 3 teacher educators and the vice-rector of the college. Data were obtained through interviews and document analysis. The findings indicated that the students had no meaningful orientation to both the role of portfolio development and reflective skills. The sources of this were the lack of common understanding among teacher educators, lack of support for both teacher educators and student teachers and lack of time, lack of guidelines for construction and clear assessment rubric. The results of this study indicated that the teacher educators were in need of vigorous professional development and considerable implementation strategies are needed to develop the desired reflective skills.
- Full Text:
- Date Issued: 2008
- Authors: Mbango, Karolina Naango
- Date: 2008
- Subjects: Portfolios in education -- Namibia -- Case studies Student teachers -- Namibia -- Case studies Teachers -- Training of -- Namibia -- Case studies Teacher educators -- Namibia -- Case studies Reflective teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1595 , http://hdl.handle.net/10962/d1003477
- Description: The purpose of this study was to investigate the purpose and role portfolios are playing in developing reflective practice in student teachers and to assess the degree to which this role is being achieved in practice. This study was a interpretive small scale case study. The target groups were 3 student teachers in their final year of study, 3 teacher educators and the vice-rector of the college. Data were obtained through interviews and document analysis. The findings indicated that the students had no meaningful orientation to both the role of portfolio development and reflective skills. The sources of this were the lack of common understanding among teacher educators, lack of support for both teacher educators and student teachers and lack of time, lack of guidelines for construction and clear assessment rubric. The results of this study indicated that the teacher educators were in need of vigorous professional development and considerable implementation strategies are needed to develop the desired reflective skills.
- Full Text:
- Date Issued: 2008
Research portfolio
- Authors: Bock, L J
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia Curriculum change -- Namibia College teachers -- Training of -- Namibia Geography -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1895 , http://hdl.handle.net/10962/d1006128
- Full Text:
- Date Issued: 2004
- Authors: Bock, L J
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia Curriculum change -- Namibia College teachers -- Training of -- Namibia Geography -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1895 , http://hdl.handle.net/10962/d1006128
- Full Text:
- Date Issued: 2004
Student-teachers' perspectives of the role of environmental education in geography education
- Authors: Symmonds, Joanne
- Date: 1997
- Subjects: Geography -- Study and teaching -- Environmental aspects Environmental education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1776 , http://hdl.handle.net/10962/d1003661
- Description: The ideas contained in socially critical Environmental Education cannot be ignored given the current environmental crisis and the need to achieve democracy in South African society. In order to achieve this learners need to develop the skills to make informed decisions which will facilitate the achievement of a sustainable society. It is the contention of this research that a socially critical Environmental Education approach to education can facilitate the above. Teachers of formal secondary school Geography Education are in the position to implement socially critical Environmental Education into their teaching. This study therefore investigates the perspectives of student teachers regarding the role of Environmental Education in secondary school Geography Education. This was done within the Interpretative Paradigm using a case study which involved five Higher Diploma in Education Geography method students. The research has revealed that even though the Geography method students have been exposed to an Environmental Education course, in their teaching preparation and are motivated to use it, they have limited understanding of the theory underpinning Environmental Education and how to apply it to their Geography teaching. The problems of bridging theory and practice was apparent. Recommendations are made as how to best facilitate the gap between theory and practice.
- Full Text:
- Date Issued: 1997
- Authors: Symmonds, Joanne
- Date: 1997
- Subjects: Geography -- Study and teaching -- Environmental aspects Environmental education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1776 , http://hdl.handle.net/10962/d1003661
- Description: The ideas contained in socially critical Environmental Education cannot be ignored given the current environmental crisis and the need to achieve democracy in South African society. In order to achieve this learners need to develop the skills to make informed decisions which will facilitate the achievement of a sustainable society. It is the contention of this research that a socially critical Environmental Education approach to education can facilitate the above. Teachers of formal secondary school Geography Education are in the position to implement socially critical Environmental Education into their teaching. This study therefore investigates the perspectives of student teachers regarding the role of Environmental Education in secondary school Geography Education. This was done within the Interpretative Paradigm using a case study which involved five Higher Diploma in Education Geography method students. The research has revealed that even though the Geography method students have been exposed to an Environmental Education course, in their teaching preparation and are motivated to use it, they have limited understanding of the theory underpinning Environmental Education and how to apply it to their Geography teaching. The problems of bridging theory and practice was apparent. Recommendations are made as how to best facilitate the gap between theory and practice.
- Full Text:
- Date Issued: 1997
An evaluation of the life science curriculum in Namibia and its development through stakeholders' perceptions of ʺlearner centred educationʺ
- Authors: Kristensen, Jesper Olsson
- Date: 2000
- Subjects: Life science project Curriculum evaluation -- Namibia Environmental education Educational change -- Namibia Life sciences -- Study and teaching -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1527 , http://hdl.handle.net/10962/d1003409
- Description: Following Independence in 1991 Namibia embarked on a major reform of the entire education system. The reform was perceived as a way of redressing the apartheid legacy and bringing about a democratic learner centred education for all. At the same time the reform was also seen as a prime vehicle to bring about sustainable development through incorporating relevant environmental education into various carrier subjects. One such carrier has been the subject Life Science, which is compulsory from Grade 8 to Grade 10. The Life Science Project was a joint venture between the Ministry of Education and Ibis, a Danish Development NGO, established to develop and support the implementation of Life Science in junior secondary schools. This half-thesis is an evaluation of the Life Science Project through an analysis of the central assumptions on which the Life Science curriculum is based and by investigating different stakeholders’ perceptions and understanding of the learner centred approach adopted by the curriculum. Three questions have guided this research: 1. Are there curriculum models that are more conducive for reform and change than others? 2. Do stakeholders and curriculum developers in Namibia understand the theory of social constructivism, and the systemic implications such an approach has for the education system? 3. Which approach to environmental education complements a transformative curriculum and the changes outlined in policy? From the research carried out in this half-thesis, it would appear that the Namibian education system and the Life Science curriculum suffers from what could be termed “ideological confusion”. Confusion in the sense that there are marked inconsistencies between policy and praxis, between the stated goals and aims of the reform and the curriculum designed to achieve these. This confusion is further exacerbated by various stakeholders’ different interpretations of both policy and the systemic implications the reform policy has on education. In this half-thesis I argue that embarking on an objectives driven model of curriculum cannot bring about change and transformation of the Namibian education system. I further argue that, by not having considered and implemented the necessary systemic changes to the education system, Namibia has, in fact, developed a child centred education system which is fundamentally different from a learner centred education system. Finally, I argue that environmental education, through the subject Life Science, set within an objectives driven, Child Centred Education system is inappropriate for and unable to address the need for developing an environmentally literate citizenry who are able to take informed decisions in order to address the environmental crisis and bring forth a more sustainable future.
- Full Text:
- Date Issued: 2000
- Authors: Kristensen, Jesper Olsson
- Date: 2000
- Subjects: Life science project Curriculum evaluation -- Namibia Environmental education Educational change -- Namibia Life sciences -- Study and teaching -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1527 , http://hdl.handle.net/10962/d1003409
- Description: Following Independence in 1991 Namibia embarked on a major reform of the entire education system. The reform was perceived as a way of redressing the apartheid legacy and bringing about a democratic learner centred education for all. At the same time the reform was also seen as a prime vehicle to bring about sustainable development through incorporating relevant environmental education into various carrier subjects. One such carrier has been the subject Life Science, which is compulsory from Grade 8 to Grade 10. The Life Science Project was a joint venture between the Ministry of Education and Ibis, a Danish Development NGO, established to develop and support the implementation of Life Science in junior secondary schools. This half-thesis is an evaluation of the Life Science Project through an analysis of the central assumptions on which the Life Science curriculum is based and by investigating different stakeholders’ perceptions and understanding of the learner centred approach adopted by the curriculum. Three questions have guided this research: 1. Are there curriculum models that are more conducive for reform and change than others? 2. Do stakeholders and curriculum developers in Namibia understand the theory of social constructivism, and the systemic implications such an approach has for the education system? 3. Which approach to environmental education complements a transformative curriculum and the changes outlined in policy? From the research carried out in this half-thesis, it would appear that the Namibian education system and the Life Science curriculum suffers from what could be termed “ideological confusion”. Confusion in the sense that there are marked inconsistencies between policy and praxis, between the stated goals and aims of the reform and the curriculum designed to achieve these. This confusion is further exacerbated by various stakeholders’ different interpretations of both policy and the systemic implications the reform policy has on education. In this half-thesis I argue that embarking on an objectives driven model of curriculum cannot bring about change and transformation of the Namibian education system. I further argue that, by not having considered and implemented the necessary systemic changes to the education system, Namibia has, in fact, developed a child centred education system which is fundamentally different from a learner centred education system. Finally, I argue that environmental education, through the subject Life Science, set within an objectives driven, Child Centred Education system is inappropriate for and unable to address the need for developing an environmentally literate citizenry who are able to take informed decisions in order to address the environmental crisis and bring forth a more sustainable future.
- Full Text:
- Date Issued: 2000
A critical analysis of problems encountered by senior secondary school pupils in the reading and interpretation of 1:50,000 topographical maps and aerial photographs with special reference to black pupils in Transkei
- Authors: Ndlwana, Monica
- Date: 1992
- Subjects: Maps -- Study and teaching (Secondary) Geography -- South Africa -- Transkei -- Study and teaching (Secondary) Black people -- Education -- South Africa -- Transkei
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1470 , http://hdl.handle.net/10962/d1003351
- Description: Mapwork is an established part of the geography curriculum, and yet it poses particular problems for pupils and teachers. Maps participate in a complex system of graphic communication: the conceptual abstraction involved in the reading and interpretation of maps requires on the part of pupils a high degree of cognitive and perceptual development; teachers, too, often experience considerable difficulty in imparting the skills necessary for graphic literacy (graphicacy). The peculiar difficulties associated with map reading and the poor performance of pupils in this area have regrettably encouraged an attitude which dismisses mapwork as irrelevant or dispensable in geographical education. Yet graphicacy is essential not only in the learning of geography but in the overall cognitive development of the child, and therefore cannot be excluded from the curriculum. This study attempts to identify some of the specific difficulties experienced by pupils in their attempts to read and interpret maps, and to trace the origin of these difficulties. It argues that the complexity and sophistication of the skills necessary to interpret topographical maps and aerial photographs, for instance, should not be underestimated. Teachers need to be made aware of how pupils acquire map reading skills and of the problems they encounter during this process, so that teaching programmes commensurate with pupils' level of cognitive development can be formulated. It is also important that mapwork be taught in as practical a manner as possible. The findings and recommendations of this study have implications for geography teachers, textbook writers and educational authorities, especially those involved in curriculum and syllabus design.
- Full Text:
- Date Issued: 1992
- Authors: Ndlwana, Monica
- Date: 1992
- Subjects: Maps -- Study and teaching (Secondary) Geography -- South Africa -- Transkei -- Study and teaching (Secondary) Black people -- Education -- South Africa -- Transkei
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1470 , http://hdl.handle.net/10962/d1003351
- Description: Mapwork is an established part of the geography curriculum, and yet it poses particular problems for pupils and teachers. Maps participate in a complex system of graphic communication: the conceptual abstraction involved in the reading and interpretation of maps requires on the part of pupils a high degree of cognitive and perceptual development; teachers, too, often experience considerable difficulty in imparting the skills necessary for graphic literacy (graphicacy). The peculiar difficulties associated with map reading and the poor performance of pupils in this area have regrettably encouraged an attitude which dismisses mapwork as irrelevant or dispensable in geographical education. Yet graphicacy is essential not only in the learning of geography but in the overall cognitive development of the child, and therefore cannot be excluded from the curriculum. This study attempts to identify some of the specific difficulties experienced by pupils in their attempts to read and interpret maps, and to trace the origin of these difficulties. It argues that the complexity and sophistication of the skills necessary to interpret topographical maps and aerial photographs, for instance, should not be underestimated. Teachers need to be made aware of how pupils acquire map reading skills and of the problems they encounter during this process, so that teaching programmes commensurate with pupils' level of cognitive development can be formulated. It is also important that mapwork be taught in as practical a manner as possible. The findings and recommendations of this study have implications for geography teachers, textbook writers and educational authorities, especially those involved in curriculum and syllabus design.
- Full Text:
- Date Issued: 1992
An investigation of how the Namibian Environmental Education Course has shaped and informed the practice of non-formal environmental educators in Namibia
- Authors: Namutenya, Martina
- Date: 2010
- Subjects: Environmental education -- Namibia , Environmental education -- Study and teaching -- Namibia , Non-formal education -- Namibia , Sustainable development -- Namibia , Environmental literacy -- Namibia , Environmental literacy -- Study and teaching -- Namibia , Conservation of natural resources -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2000 , http://hdl.handle.net/10962/d1015225
- Description: Before Namibia's independence in 1990 educational programmes and curricula gave little attention to environmental education which was detrimental to the development of environmental literacy in Namibia. The post independence education reform process paid special attention to the inclusion of environmental education in all spheres of learning. Furthermore, Namibia became a signatory to various environmental conventions thereby raising awareness about the environment and the potential challenges to a sustainable future. The initiatives of various environmental education projects since independence have responded to the growing concern of environmental education programmes, resulting in the establishment of the Namibian Environmental Education Course (NEEC). To date few studies have been conducted examining the relevance of EE programmes in relation to the professional practice of EE providers in the non-formal sector. This study focuses on the work done by two environmental education providers and four assistant environmental education tutors in Rundu, in North-Eastern Namibia. The study adopted a qualitative approach to investigate how the NEEC has shaped and informed the practice of EE providers in the non-formal sector and also how the NEEC has responded to the Education for Sustainable Development (ESD) programme. The study employed three data collection instruments: interviews, field observations and document analysis. The findings indicated that despite the input of the NEEC programme which provided an understanding and knowledge of environmental problems to the EE providers, there are issues that continue to hamper the effective practice of these providers. The study revealed that the NEEC programme, while within the structure of ESD, does not give explicit guidelines for identifying Namibia's environmental challenges and clear strategies of how to respond to these challenges. The findings of the study have provided valuable insights into aspects of an EE programme that need to be addressed to support EE providers in responding to key environmental challenges in their regions and contribute to the decade of Education for Sustainable Development.
- Full Text:
- Date Issued: 2010
- Authors: Namutenya, Martina
- Date: 2010
- Subjects: Environmental education -- Namibia , Environmental education -- Study and teaching -- Namibia , Non-formal education -- Namibia , Sustainable development -- Namibia , Environmental literacy -- Namibia , Environmental literacy -- Study and teaching -- Namibia , Conservation of natural resources -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2000 , http://hdl.handle.net/10962/d1015225
- Description: Before Namibia's independence in 1990 educational programmes and curricula gave little attention to environmental education which was detrimental to the development of environmental literacy in Namibia. The post independence education reform process paid special attention to the inclusion of environmental education in all spheres of learning. Furthermore, Namibia became a signatory to various environmental conventions thereby raising awareness about the environment and the potential challenges to a sustainable future. The initiatives of various environmental education projects since independence have responded to the growing concern of environmental education programmes, resulting in the establishment of the Namibian Environmental Education Course (NEEC). To date few studies have been conducted examining the relevance of EE programmes in relation to the professional practice of EE providers in the non-formal sector. This study focuses on the work done by two environmental education providers and four assistant environmental education tutors in Rundu, in North-Eastern Namibia. The study adopted a qualitative approach to investigate how the NEEC has shaped and informed the practice of EE providers in the non-formal sector and also how the NEEC has responded to the Education for Sustainable Development (ESD) programme. The study employed three data collection instruments: interviews, field observations and document analysis. The findings indicated that despite the input of the NEEC programme which provided an understanding and knowledge of environmental problems to the EE providers, there are issues that continue to hamper the effective practice of these providers. The study revealed that the NEEC programme, while within the structure of ESD, does not give explicit guidelines for identifying Namibia's environmental challenges and clear strategies of how to respond to these challenges. The findings of the study have provided valuable insights into aspects of an EE programme that need to be addressed to support EE providers in responding to key environmental challenges in their regions and contribute to the decade of Education for Sustainable Development.
- Full Text:
- Date Issued: 2010
Investigating the implementation of continuous assessment by grade 7 Social Studies teachers in the Oshana education region
- Authors: Matheus, Hilya
- Date: 2007
- Subjects: Educational tests and measurements -- Namibia Social sciences -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1593 , http://hdl.handle.net/10962/d1003475
- Description: Since independence in 1990, Namibia’s Ministry of Education Sport and Culture has focused on curriculum and assessment reforms. The introduction of Continuous Assessment (CA) for appraising learners’ achievement was considered to be a very important aspect of teaching and learning. This study focused on the implementation of CA in schools. The study explores how the selected grade 7 Social Studies teachers understand and implement CA. This study was conducted in the Oshana region of Namibia. Four grade 7 Social Studies teachers participated from two different schools. This study was done through a case study to gain insight into the implementation of CA in schools. Semi-structured interviews, observations and document analysis were the research methods used to collect the data. The findings indicate that these teachers have a theoretical understanding of what CA implies and what role it plays and are aware of assessment strategies. However these theoretical perspectives are not translated into practice. This implies a limited understanding of CA and reflects a gap between the teachers’ theoretical understanding of CA and its practical implementation. The study also identified various systemic factors that hamper the implementation of CA, which include overcrowded classrooms, increased teachers’ workload by CA, shortages of resources such as textbooks and lack of professional development. The nature of pre-service teacher education the participants went through, professional development programmes that are given to teachers as in-service training and a lack of guidelines in the syllabus on how to approach continuous assessment are clearly evident in the findings as factors that contribute to the teachers’ gap between theory and practice. The study concludes that even though a number of workshops on continuous assessment were conducted, the teachers still could not implement it as expected. The study findings inform my professional context as an Advisory Teacher and that of my colleagues. Therefore it made me realize what the teachers’ needs are and what kind of support they require.
- Full Text:
- Date Issued: 2007
- Authors: Matheus, Hilya
- Date: 2007
- Subjects: Educational tests and measurements -- Namibia Social sciences -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1593 , http://hdl.handle.net/10962/d1003475
- Description: Since independence in 1990, Namibia’s Ministry of Education Sport and Culture has focused on curriculum and assessment reforms. The introduction of Continuous Assessment (CA) for appraising learners’ achievement was considered to be a very important aspect of teaching and learning. This study focused on the implementation of CA in schools. The study explores how the selected grade 7 Social Studies teachers understand and implement CA. This study was conducted in the Oshana region of Namibia. Four grade 7 Social Studies teachers participated from two different schools. This study was done through a case study to gain insight into the implementation of CA in schools. Semi-structured interviews, observations and document analysis were the research methods used to collect the data. The findings indicate that these teachers have a theoretical understanding of what CA implies and what role it plays and are aware of assessment strategies. However these theoretical perspectives are not translated into practice. This implies a limited understanding of CA and reflects a gap between the teachers’ theoretical understanding of CA and its practical implementation. The study also identified various systemic factors that hamper the implementation of CA, which include overcrowded classrooms, increased teachers’ workload by CA, shortages of resources such as textbooks and lack of professional development. The nature of pre-service teacher education the participants went through, professional development programmes that are given to teachers as in-service training and a lack of guidelines in the syllabus on how to approach continuous assessment are clearly evident in the findings as factors that contribute to the teachers’ gap between theory and practice. The study concludes that even though a number of workshops on continuous assessment were conducted, the teachers still could not implement it as expected. The study findings inform my professional context as an Advisory Teacher and that of my colleagues. Therefore it made me realize what the teachers’ needs are and what kind of support they require.
- Full Text:
- Date Issued: 2007
Research portfolio
- Authors: Amweenye, Fares Frans
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia College teachers -- Training of -- Namibia Curriculum planning -- Namibia Teaching -- Namibia Universities and colleges -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1730 , http://hdl.handle.net/10962/d1003613
- Description: What is the portfolio and what are its purposes? I must define the portfolio as a summative document bearing the valuable experiences learned in a particular course of study. In this context, portfolio can be viewed as a selective entity that represents the level of learning, in terms of academic/professional growth and development, attained in one's participation in a particular course of study such as this Master one I have been attending. Portfolio can be educationally utilized to reflect and evaluate one's learning. As one goes throughout paging, one locates the level of learning achieved in terms of anticipated knowledge, understanding, and experiences, skills and attitudes or overly learning competencies. The level of development one has gone through in attempts to respond to the expected learning outcomes surface out more easily. And if further learning be conducted, the portfolio must as well shows the ways ahead. With these few words, I have attempted to present the portfolio as a useful tool that represents the level of advancement attained in learning. This portfolio comprises of my educational partaking in Rhodes University's master program (theory and practice, in particular what and how I have gained from that program participation. It may also present what I cold not learn. The arrangement of the portfolio contents assumes a progressive procession, being structured in terms of the assignments taken. There are five pieces of assignments in this research portfolio. The first assignment is a contextual analysis of the Education Theory and Practice (ETP) curriculum of our current teacher education program, namely Basic Education Teachers' Diploma. It looks at the theoretical framework that informs and shapes everyday teaching and learning practices, particularly the degree to which we have been able to implement the theoretical perspectives into operational practices. To this is how our college is equipped with the technologies necessary for possible practices of the curriculum. The other emphasis focuses at the historical backgrounds that necessitated the undertaking of the BETD as an instrument of reforming and transforming the basic education rightly at the independence. The other area is on the question of how the curriculum or program intakers, the entering students, have been prepared to consume the curriculum program. Since the program has been as well designed to address and meet the four major national goals of education for all, another part has been focused on these goals so far as to locate the degree of attainment. The second assignment is about contrasting and comparing the two main held dominant worldwide views of knowledge- namely behaviorism and constructivism. Each branch of knowledge is looked at firstly with particular attentions paid to its own individual versions of knowledge and its development and acquisition. The other focuses examine which base seems to offer better explanations of what knowledge is and how it can best be constructed and acquired in any educational setting. The third assignment is that of literature review. I have chosen action as an area that I would be interested in exploring much further. Action research is what eventually became a part of my research proposal in which I would research on how our college students carry out their action research projects to examine their own classroom makings. It has been therefore important to read what others have written about this field and locate the lessons that can be illuminated on our own curriculum context. The literature review paves the way to the research proposal. The research proposal or a research plan as I would often call it, sets the context, purpose, theoretical position and information gathering methods under which the research process will take place. The research proposal has thus been the navigating compass despite the that realities as the practical journey itself took off some deviation unavoidably came in as necessitated by the underlying research process itself. The research proposal finally accumulates into the sought, the final assignment. A critical view illustrates that this piece is actually another contextual inquiry like the first work only that this is viewing our supposed curriculum outcomes: our students, our products and how they have been equipped to carry out the research. Their research, with its successes and shortcomings, I have concluded, firmly serves to reflect the kind of education delivered from our teacher colleges. The portfolio contents also demonstrate the course orientation: focusing on one's professional field. At end, I see this research portfolio as myself, a mirror that reflects my academic and professional participation in Rhodes University's world and its vision and mission expresses in the theme of where leaders learn. It thus represents the personal, academic and development accomplished throughout this Masters' course. In the other way around, I see it as reflecting what Rhodes can offer as from when the prestigious Augustana College, my American institution, has prepared after its boundaries.
- Full Text:
- Date Issued: 2004
- Authors: Amweenye, Fares Frans
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia College teachers -- Training of -- Namibia Curriculum planning -- Namibia Teaching -- Namibia Universities and colleges -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1730 , http://hdl.handle.net/10962/d1003613
- Description: What is the portfolio and what are its purposes? I must define the portfolio as a summative document bearing the valuable experiences learned in a particular course of study. In this context, portfolio can be viewed as a selective entity that represents the level of learning, in terms of academic/professional growth and development, attained in one's participation in a particular course of study such as this Master one I have been attending. Portfolio can be educationally utilized to reflect and evaluate one's learning. As one goes throughout paging, one locates the level of learning achieved in terms of anticipated knowledge, understanding, and experiences, skills and attitudes or overly learning competencies. The level of development one has gone through in attempts to respond to the expected learning outcomes surface out more easily. And if further learning be conducted, the portfolio must as well shows the ways ahead. With these few words, I have attempted to present the portfolio as a useful tool that represents the level of advancement attained in learning. This portfolio comprises of my educational partaking in Rhodes University's master program (theory and practice, in particular what and how I have gained from that program participation. It may also present what I cold not learn. The arrangement of the portfolio contents assumes a progressive procession, being structured in terms of the assignments taken. There are five pieces of assignments in this research portfolio. The first assignment is a contextual analysis of the Education Theory and Practice (ETP) curriculum of our current teacher education program, namely Basic Education Teachers' Diploma. It looks at the theoretical framework that informs and shapes everyday teaching and learning practices, particularly the degree to which we have been able to implement the theoretical perspectives into operational practices. To this is how our college is equipped with the technologies necessary for possible practices of the curriculum. The other emphasis focuses at the historical backgrounds that necessitated the undertaking of the BETD as an instrument of reforming and transforming the basic education rightly at the independence. The other area is on the question of how the curriculum or program intakers, the entering students, have been prepared to consume the curriculum program. Since the program has been as well designed to address and meet the four major national goals of education for all, another part has been focused on these goals so far as to locate the degree of attainment. The second assignment is about contrasting and comparing the two main held dominant worldwide views of knowledge- namely behaviorism and constructivism. Each branch of knowledge is looked at firstly with particular attentions paid to its own individual versions of knowledge and its development and acquisition. The other focuses examine which base seems to offer better explanations of what knowledge is and how it can best be constructed and acquired in any educational setting. The third assignment is that of literature review. I have chosen action as an area that I would be interested in exploring much further. Action research is what eventually became a part of my research proposal in which I would research on how our college students carry out their action research projects to examine their own classroom makings. It has been therefore important to read what others have written about this field and locate the lessons that can be illuminated on our own curriculum context. The literature review paves the way to the research proposal. The research proposal or a research plan as I would often call it, sets the context, purpose, theoretical position and information gathering methods under which the research process will take place. The research proposal has thus been the navigating compass despite the that realities as the practical journey itself took off some deviation unavoidably came in as necessitated by the underlying research process itself. The research proposal finally accumulates into the sought, the final assignment. A critical view illustrates that this piece is actually another contextual inquiry like the first work only that this is viewing our supposed curriculum outcomes: our students, our products and how they have been equipped to carry out the research. Their research, with its successes and shortcomings, I have concluded, firmly serves to reflect the kind of education delivered from our teacher colleges. The portfolio contents also demonstrate the course orientation: focusing on one's professional field. At end, I see this research portfolio as myself, a mirror that reflects my academic and professional participation in Rhodes University's world and its vision and mission expresses in the theme of where leaders learn. It thus represents the personal, academic and development accomplished throughout this Masters' course. In the other way around, I see it as reflecting what Rhodes can offer as from when the prestigious Augustana College, my American institution, has prepared after its boundaries.
- Full Text:
- Date Issued: 2004
An analysis of the suitability of prescribed geography textbooks for Ciskei pupils in standard 6
- Authors: Rulashe, Turbner Mnyamezeli
- Date: 1995
- Subjects: Geography -- Study and teaching (Secondary) -- South Africa -- Eastern Cape -- Textbooks -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1422 , http://hdl.handle.net/10962/d1003303
- Description: Research has shown that in the South African school context textbooks are perceived as the most important guide to subject content. It is essential, therefore, that pupils and teachers should possess skills and strategies that they can use to interpret and understand the textbook. Equally, textbook writers ought to be aware of the cues pupils need to facilitate the learning process. Problems that hinder the learning of geography subject content from textbooks may arise from, among other things, the style in which the text is written, the way in which concepts are developed, the presentation of visual materials and elements of bias and stereotyping. This study scrutinises and analyses two standard 6 geography textbooks prescribed for Ciskei schools to assess the extent to which these textbooks consider the language competence of the pupils, explain and develop concepts, and in general promote the geographical education. Interviews with Ciskei teachers revealed that Standard 6 pupils encounter difficulties in the geography textbooks which are attributed to the fact that they are second language learners and they lack the requisite skills for interpreting visual materials. The analysis of the textbooks revealed that despite efforts made in recent years to rectify the most blatant aspects of bias and stereotyping and to improve the presentation of textbooks, a number of serious problems continue to exist particularly with regard to the Standard 6 learner of geography. The study attempts to alert writers of texbooks and teachers to factors which need to be taken into consideration to assist second language speakers toward effective learning.
- Full Text:
- Date Issued: 1995
- Authors: Rulashe, Turbner Mnyamezeli
- Date: 1995
- Subjects: Geography -- Study and teaching (Secondary) -- South Africa -- Eastern Cape -- Textbooks -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1422 , http://hdl.handle.net/10962/d1003303
- Description: Research has shown that in the South African school context textbooks are perceived as the most important guide to subject content. It is essential, therefore, that pupils and teachers should possess skills and strategies that they can use to interpret and understand the textbook. Equally, textbook writers ought to be aware of the cues pupils need to facilitate the learning process. Problems that hinder the learning of geography subject content from textbooks may arise from, among other things, the style in which the text is written, the way in which concepts are developed, the presentation of visual materials and elements of bias and stereotyping. This study scrutinises and analyses two standard 6 geography textbooks prescribed for Ciskei schools to assess the extent to which these textbooks consider the language competence of the pupils, explain and develop concepts, and in general promote the geographical education. Interviews with Ciskei teachers revealed that Standard 6 pupils encounter difficulties in the geography textbooks which are attributed to the fact that they are second language learners and they lack the requisite skills for interpreting visual materials. The analysis of the textbooks revealed that despite efforts made in recent years to rectify the most blatant aspects of bias and stereotyping and to improve the presentation of textbooks, a number of serious problems continue to exist particularly with regard to the Standard 6 learner of geography. The study attempts to alert writers of texbooks and teachers to factors which need to be taken into consideration to assist second language speakers toward effective learning.
- Full Text:
- Date Issued: 1995