The Grameen Bank model of microcredit and its relevance for South Africa
- Authors: Akpan, Iniobong Wilson
- Date: 2005
- Subjects: Grameen Bank , Microfinance -- South Africa , Microfinance -- Bangladesh , Credit -- Management , Risk management , Poor -- Finance, Personal , South Africa -- Economic conditions , Bangladesh -- Economic conditions
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:980 , http://hdl.handle.net/10962/d1002714 , Grameen Bank , Microfinance -- South Africa , Microfinance -- Bangladesh , Credit -- Management , Risk management , Poor -- Finance, Personal , South Africa -- Economic conditions , Bangladesh -- Economic conditions
- Description: Among the reasons for financial exclusion is the fact that the poor, being largely illiterate and unemployed, are traditionally perceived as ‘bad credit risks’. This is the dominant perception of the poor in the formal credit markets – a perception that also exists in the microcredit sector. In other words, while information asymmetry is a recognized problem in lender-borrower relationships, lenders consider the problem particularly severe when they contemplate doing business with the poor. A contrasting paradigm, such as the one adopted by Grameen Bank of Bangladesh, views the poor as possessing economic potentials that have not been tapped – that is, as ‘good credit risks’. Grameen Bank’s microcredit features appear to have successfully mitigated the problems of information asymmetry and, to a large extent, made it possible for the poor to access microenterprise credit. Using the Grameen Bank model as a benchmark, this study examined the lending features of private sector microlenders in South Africa and those of KhulaStart (credit) scheme. The aim was to identify how the lending features affect microenterprise credit access. Primary data were obtained through interviews, while relevant secondary data were also used in the study. A key finding of the study was that while the Khulastart scheme was, like Grameencredit, targeted at the poor, the method of its delivery appeared diluted or unduly influenced by the conventional (private sector) paradigm that pre-classifies people as ‘good’ or ‘bad’ credit risks. As a result, the scheme was not robust enough to support microenterprise credit access. This has consequences for job-creation and poverty reduction. Based on the findings, the study maintains that a realistic broadening of microenterprise credit access will not occur unless there is a fundamental paradigm shift in microcredit practices, and unless measures designed to mitigate information asymmetries are sensitive to the historical, economic and sociocultural realities of the South African poor.
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- Authors: Akpan, Iniobong Wilson
- Date: 2005
- Subjects: Grameen Bank , Microfinance -- South Africa , Microfinance -- Bangladesh , Credit -- Management , Risk management , Poor -- Finance, Personal , South Africa -- Economic conditions , Bangladesh -- Economic conditions
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:980 , http://hdl.handle.net/10962/d1002714 , Grameen Bank , Microfinance -- South Africa , Microfinance -- Bangladesh , Credit -- Management , Risk management , Poor -- Finance, Personal , South Africa -- Economic conditions , Bangladesh -- Economic conditions
- Description: Among the reasons for financial exclusion is the fact that the poor, being largely illiterate and unemployed, are traditionally perceived as ‘bad credit risks’. This is the dominant perception of the poor in the formal credit markets – a perception that also exists in the microcredit sector. In other words, while information asymmetry is a recognized problem in lender-borrower relationships, lenders consider the problem particularly severe when they contemplate doing business with the poor. A contrasting paradigm, such as the one adopted by Grameen Bank of Bangladesh, views the poor as possessing economic potentials that have not been tapped – that is, as ‘good credit risks’. Grameen Bank’s microcredit features appear to have successfully mitigated the problems of information asymmetry and, to a large extent, made it possible for the poor to access microenterprise credit. Using the Grameen Bank model as a benchmark, this study examined the lending features of private sector microlenders in South Africa and those of KhulaStart (credit) scheme. The aim was to identify how the lending features affect microenterprise credit access. Primary data were obtained through interviews, while relevant secondary data were also used in the study. A key finding of the study was that while the Khulastart scheme was, like Grameencredit, targeted at the poor, the method of its delivery appeared diluted or unduly influenced by the conventional (private sector) paradigm that pre-classifies people as ‘good’ or ‘bad’ credit risks. As a result, the scheme was not robust enough to support microenterprise credit access. This has consequences for job-creation and poverty reduction. Based on the findings, the study maintains that a realistic broadening of microenterprise credit access will not occur unless there is a fundamental paradigm shift in microcredit practices, and unless measures designed to mitigate information asymmetries are sensitive to the historical, economic and sociocultural realities of the South African poor.
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Research portfolio
- Authors: Boois, Yvonne
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia School libraries -- Namibia Information services -- Namibia Education -- Political aspects -- Namibia Libraries and state -- Namibia Information science -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1896 , http://hdl.handle.net/10962/d1006152
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- Authors: Boois, Yvonne
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia School libraries -- Namibia Information services -- Namibia Education -- Political aspects -- Namibia Libraries and state -- Namibia Information science -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1896 , http://hdl.handle.net/10962/d1006152
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“I am 22 Million”: reading Winnie Madikizela as the intellectual face of anti-apartheid popular struggle
- Authors: Valela, Ntombizikhona
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/40802 , vital:25029
- Description: The purpose of this research is to read Winnie Madikizela Mandela as an intellectual. Through this research I want to examine whether Madikizela Mandela emerges from an intellectual tradition influenced by the political and intellectual discourse that existed at the time within the country such as the ideology of the African National Congress (not to say that this was without external influence but I would argue that the ideology of the ANC evolved to fit the domestic politics of the day), the Civil Rights Movement, the Black Panther Party and Black Consciousness. Through trying to understand Madikizela Mandela’s intellectual journey this thesis will explore the larger question of intellectual production. Lewis Gordon argues that it is often presumed that theory is north and experience is south.1 As a result black people are often excluded from being possible intellectuals and shapers of intellectual discourse but are rather relegated to the categories of ‘actors’ rather than thinkers. The point of departure of my research will be through Winnie Madikizela-Mandela’s image as it provides a clue into the type of intellectual influences and ideologies that she subscribed to. This flows from Charles R. Garoian and Yvonne M. Gaudelius’ “The Spectacle of Visual Culture” where they argue for images teaching us what to see and think.2 Winnie Madikizela Mandela was a frequently photographed person and it is through these images that we witness an evolution in the way she presented herself which, as this research argues, is influenced by certain intellectual traditions that guide the black liberation struggle. In What’s My Name: Black Vernacular Intellectuals, Grant Farred explores the role of clothing in the conveying of intellectualism influenced by a certain ideology. Therefore I argue that Winnie Madikizela’s iconicity is more than conventional standards of beauty, or her link to her husband Nelson Mandela. It is rather a tool that she uses to convey an ideology and this complements that which she says when she chooses to speak.
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- Authors: Valela, Ntombizikhona
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/40802 , vital:25029
- Description: The purpose of this research is to read Winnie Madikizela Mandela as an intellectual. Through this research I want to examine whether Madikizela Mandela emerges from an intellectual tradition influenced by the political and intellectual discourse that existed at the time within the country such as the ideology of the African National Congress (not to say that this was without external influence but I would argue that the ideology of the ANC evolved to fit the domestic politics of the day), the Civil Rights Movement, the Black Panther Party and Black Consciousness. Through trying to understand Madikizela Mandela’s intellectual journey this thesis will explore the larger question of intellectual production. Lewis Gordon argues that it is often presumed that theory is north and experience is south.1 As a result black people are often excluded from being possible intellectuals and shapers of intellectual discourse but are rather relegated to the categories of ‘actors’ rather than thinkers. The point of departure of my research will be through Winnie Madikizela-Mandela’s image as it provides a clue into the type of intellectual influences and ideologies that she subscribed to. This flows from Charles R. Garoian and Yvonne M. Gaudelius’ “The Spectacle of Visual Culture” where they argue for images teaching us what to see and think.2 Winnie Madikizela Mandela was a frequently photographed person and it is through these images that we witness an evolution in the way she presented herself which, as this research argues, is influenced by certain intellectual traditions that guide the black liberation struggle. In What’s My Name: Black Vernacular Intellectuals, Grant Farred explores the role of clothing in the conveying of intellectualism influenced by a certain ideology. Therefore I argue that Winnie Madikizela’s iconicity is more than conventional standards of beauty, or her link to her husband Nelson Mandela. It is rather a tool that she uses to convey an ideology and this complements that which she says when she chooses to speak.
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The enactment of teacher leadership in a township high school : a restricted form
- Authors: Mancoko, Melikhaya Kenneth
- Date: 2015
- Subjects: Educational leadership -- South Africa -- King William's Town , Teacher participation in administration -- South Africa -- King William's Town , School management and organization -- South Africa -- King William's Town , Education, Secondary -- South Africa -- King William's Town
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2060 , http://hdl.handle.net/10962/d1019886
- Description: Whilst the concept of teacher leadership is not new in the international literature (Grant, 2006), research on the topic of teacher leadership is emerging slowly as a new area of research interest in South Africa (Grant, 2006; Grant, 2005; Singh, 2007). Teacher leadership is basically about teachers who are leaders within and outside the classroom, who identify with and contribute to a community of teacher learners and leaders, influence others to improve their teaching practice and accept responsibility for realising the goals of their organisation (Katzenmeyer & Moller, 2001 in Grant, 2006). Therefore, teachers’ roles in operating as leaders in schools are acknowledged in literature. This study is a replication of a University of KwaZulu-Natal multi-case study on the enactment of teacher leadership conducted in various educational institutions in the province of KwaZulu-Natal. In line with the original study, this study aimed at obtaining an understanding of the enactment of teacher leadership in a township high school in the King William’s Town education district, in the Eastern Cape. I further explored what factors promoted or hindered such enactment. As an Eastern Cape Master of Education student participating in a group research programme at Rhodes University, we adopted and used the same research questions, research approach, data collection methods as well as data analysis techniques as utilised in the original study. Therefore, this research study was conducted within the interpretive paradigm, following a qualitative approach. I adopted a case study methodology, with the case being the school and three teacher leaders as units of analysis. Data were gathered through a multi-method approach which consisted of a school profile, a focus group interview, semi-structured individual interviews, questionnaires, self reflective journaling and observations. Whilst the research was guided by distributed leadership theory, Grant’s (2008) Model of teacher leadership and thematic content analysis was used to analyse data. Research findings revealed that the enactment of teacher leadership was evident in Zones 1, 2 and 4 of Grant’s (2008) Model of teacher leadership in the case study school. However, a restricted form of teacher leadership was enacted in Zone 3, whereby teachers were not regularly involved in school-wide decision-making processes. When teacher leadership was enacted, it was in a form of authorised distributed leadership. The study further identified the autocratic leadership style of the principal and of the School Management Team members, as well as the non-inclusive school culture as main barriers towards the enactment of teacher leadership in the case study school. Despite these barriers, teachers’ high levels of enthusiasm were identified as an enabling factor that promoted the enactment of teacher leadership in the case study school.
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- Authors: Mancoko, Melikhaya Kenneth
- Date: 2015
- Subjects: Educational leadership -- South Africa -- King William's Town , Teacher participation in administration -- South Africa -- King William's Town , School management and organization -- South Africa -- King William's Town , Education, Secondary -- South Africa -- King William's Town
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2060 , http://hdl.handle.net/10962/d1019886
- Description: Whilst the concept of teacher leadership is not new in the international literature (Grant, 2006), research on the topic of teacher leadership is emerging slowly as a new area of research interest in South Africa (Grant, 2006; Grant, 2005; Singh, 2007). Teacher leadership is basically about teachers who are leaders within and outside the classroom, who identify with and contribute to a community of teacher learners and leaders, influence others to improve their teaching practice and accept responsibility for realising the goals of their organisation (Katzenmeyer & Moller, 2001 in Grant, 2006). Therefore, teachers’ roles in operating as leaders in schools are acknowledged in literature. This study is a replication of a University of KwaZulu-Natal multi-case study on the enactment of teacher leadership conducted in various educational institutions in the province of KwaZulu-Natal. In line with the original study, this study aimed at obtaining an understanding of the enactment of teacher leadership in a township high school in the King William’s Town education district, in the Eastern Cape. I further explored what factors promoted or hindered such enactment. As an Eastern Cape Master of Education student participating in a group research programme at Rhodes University, we adopted and used the same research questions, research approach, data collection methods as well as data analysis techniques as utilised in the original study. Therefore, this research study was conducted within the interpretive paradigm, following a qualitative approach. I adopted a case study methodology, with the case being the school and three teacher leaders as units of analysis. Data were gathered through a multi-method approach which consisted of a school profile, a focus group interview, semi-structured individual interviews, questionnaires, self reflective journaling and observations. Whilst the research was guided by distributed leadership theory, Grant’s (2008) Model of teacher leadership and thematic content analysis was used to analyse data. Research findings revealed that the enactment of teacher leadership was evident in Zones 1, 2 and 4 of Grant’s (2008) Model of teacher leadership in the case study school. However, a restricted form of teacher leadership was enacted in Zone 3, whereby teachers were not regularly involved in school-wide decision-making processes. When teacher leadership was enacted, it was in a form of authorised distributed leadership. The study further identified the autocratic leadership style of the principal and of the School Management Team members, as well as the non-inclusive school culture as main barriers towards the enactment of teacher leadership in the case study school. Despite these barriers, teachers’ high levels of enthusiasm were identified as an enabling factor that promoted the enactment of teacher leadership in the case study school.
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Information and communication technology driven teaching and learning opportunities in support of environmental education processes: a case of the eno-environment online programme at Treverton Preparatory School, South Africa
- Authors: Snow, Janet P
- Date: 2008
- Subjects: Treverton School (Natal, South Africa) , Environmental education -- South Africa -- Case studies , Sustainable development -- South Africa -- Case studies , Computer-assisted instruction -- South Africa -- Case studies , Education, Preschool -- Computer assisted instruction -- South Africa -- Case studies , Education, Preschool -- South Africa -- Case studies , Early childhood education -- South Africa -- Case studies , Educational technology -- South Africa -- Case studies , Ethnoscience -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1575 , http://hdl.handle.net/10962/d1003457 , Treverton School (Natal, South Africa) , Environmental education -- South Africa -- Case studies , Sustainable development -- South Africa -- Case studies , Computer-assisted instruction -- South Africa -- Case studies , Education, Preschool -- Computer assisted instruction -- South Africa -- Case studies , Education, Preschool -- South Africa -- Case studies , Early childhood education -- South Africa -- Case studies , Educational technology -- South Africa -- Case studies , Ethnoscience -- Study and teaching -- South Africa
- Description: This research looks at a global virtual web-based programme for environmental awareness and education for sustainable development (ENO-Environment Online). It is a case study of Treverton Preparatory school in South Africa, one of several schools where the programme is implemented. One of the themes within the programme (“This is our culture”) is highlighted. A mixed method, interpretive case study methodology is used. Research methods include two focus group interviews with a selected group of learners, observations of four computer-based lessons and one practical session, document analysis of the three forms of learners’ submissions (‘blog’ site submission, presentation of material and ‘chat’ session), and two interviews conducted with the Treverton form teacher and ENO programme co-ordinator. The research views the Treverton ENO activities in relation to: academic rigour in Information and Communication Technology (ICT) use, the teacher’s role in ICT pedagogy, and active learning in ICT applications. As the theme is culturally based with a global perspective, the research also considers these activities from the perspectives of education for cultural knowledge (multicultural education) and in terms of mobilising indigenous knowledge and global education. These perspectives on the ENO activities are analysed in relation to dimensions of teaching and learning guidelines pertinent to Education for Sustainable Development in a southern African context. The research shows that the ENO theme supported a variety of learning contexts, a sense of community, modelling of behaviours and actions, debate, sharing of information and improved communication skills. Learners were exposed to cultural diversity, contradictory cultural values, cultural and global inclusivity. Knowledge of social cultural practices and indigenous knowledge was shared. Academic rigour in the ENO theme was noted with reflection being the predominant activity. Based on these key findings, recommendations to the ENO programme, schools and teachers have been made. These include: exploring possibilities for increasing focus on sustainable development actions, improving access to relevant information, encouraging critical debate and critical engagement with cultural diversity.
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- Authors: Snow, Janet P
- Date: 2008
- Subjects: Treverton School (Natal, South Africa) , Environmental education -- South Africa -- Case studies , Sustainable development -- South Africa -- Case studies , Computer-assisted instruction -- South Africa -- Case studies , Education, Preschool -- Computer assisted instruction -- South Africa -- Case studies , Education, Preschool -- South Africa -- Case studies , Early childhood education -- South Africa -- Case studies , Educational technology -- South Africa -- Case studies , Ethnoscience -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1575 , http://hdl.handle.net/10962/d1003457 , Treverton School (Natal, South Africa) , Environmental education -- South Africa -- Case studies , Sustainable development -- South Africa -- Case studies , Computer-assisted instruction -- South Africa -- Case studies , Education, Preschool -- Computer assisted instruction -- South Africa -- Case studies , Education, Preschool -- South Africa -- Case studies , Early childhood education -- South Africa -- Case studies , Educational technology -- South Africa -- Case studies , Ethnoscience -- Study and teaching -- South Africa
- Description: This research looks at a global virtual web-based programme for environmental awareness and education for sustainable development (ENO-Environment Online). It is a case study of Treverton Preparatory school in South Africa, one of several schools where the programme is implemented. One of the themes within the programme (“This is our culture”) is highlighted. A mixed method, interpretive case study methodology is used. Research methods include two focus group interviews with a selected group of learners, observations of four computer-based lessons and one practical session, document analysis of the three forms of learners’ submissions (‘blog’ site submission, presentation of material and ‘chat’ session), and two interviews conducted with the Treverton form teacher and ENO programme co-ordinator. The research views the Treverton ENO activities in relation to: academic rigour in Information and Communication Technology (ICT) use, the teacher’s role in ICT pedagogy, and active learning in ICT applications. As the theme is culturally based with a global perspective, the research also considers these activities from the perspectives of education for cultural knowledge (multicultural education) and in terms of mobilising indigenous knowledge and global education. These perspectives on the ENO activities are analysed in relation to dimensions of teaching and learning guidelines pertinent to Education for Sustainable Development in a southern African context. The research shows that the ENO theme supported a variety of learning contexts, a sense of community, modelling of behaviours and actions, debate, sharing of information and improved communication skills. Learners were exposed to cultural diversity, contradictory cultural values, cultural and global inclusivity. Knowledge of social cultural practices and indigenous knowledge was shared. Academic rigour in the ENO theme was noted with reflection being the predominant activity. Based on these key findings, recommendations to the ENO programme, schools and teachers have been made. These include: exploring possibilities for increasing focus on sustainable development actions, improving access to relevant information, encouraging critical debate and critical engagement with cultural diversity.
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A strategy for promoting the use of computers across the curriculum at primary school level: a case study
- Authors: Heukelman, Delene
- Date: 1994
- Subjects: Education, Elementary -- Computer programs Computers and children Education, Elementary -- Data processing Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1774 , http://hdl.handle.net/10962/d1003659
- Description: A growing number of primary schools are acquiring computers, mainly through parent funding. The study concerns the promotion of computer use across the curriculum in primary schools. Teachers need to be trained in the use of computers as a teaching aid in different subjects. A study comparing two periods of training was undertaken. Two model C primary schools, administered by the Department of Education and Culture, with similar profiles of educational computer use, were selected for the purpose. A training course consisting of five sections, where the use of the word processor, spreadsheet and database, both as personal tools and as teaching aids were introduced, was offered. Care was taken to select topics from current syllabi and to demonstrate how these topics could be presented and enhanced by using the computer. The training was presented at school A over a period of 8 months and at school B over a period of 5 weeks. The supporting material and contents of the course were the same for both groups. A comparison between the effectiveness of the two training regimes was made. The researcher's initial perceptions of the teachers' initial low level of computer literacy were confirmed by a questionnaire, responded to by each participant. It would seem that the shorter raining period was more effective in raising the level of computer literacy and that if the training period was longer, the contact time should be increased to maintain support. Neither training period resulted in a significant increase in computer use, either as a personal tool or as a teaching aid. The failure to do so may be ascribed to a number of influences, one of which is the teaching style of individual teachers. Changing the teaching style of an experienced teacher takes time and more effort than was available for either training period.
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- Authors: Heukelman, Delene
- Date: 1994
- Subjects: Education, Elementary -- Computer programs Computers and children Education, Elementary -- Data processing Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1774 , http://hdl.handle.net/10962/d1003659
- Description: A growing number of primary schools are acquiring computers, mainly through parent funding. The study concerns the promotion of computer use across the curriculum in primary schools. Teachers need to be trained in the use of computers as a teaching aid in different subjects. A study comparing two periods of training was undertaken. Two model C primary schools, administered by the Department of Education and Culture, with similar profiles of educational computer use, were selected for the purpose. A training course consisting of five sections, where the use of the word processor, spreadsheet and database, both as personal tools and as teaching aids were introduced, was offered. Care was taken to select topics from current syllabi and to demonstrate how these topics could be presented and enhanced by using the computer. The training was presented at school A over a period of 8 months and at school B over a period of 5 weeks. The supporting material and contents of the course were the same for both groups. A comparison between the effectiveness of the two training regimes was made. The researcher's initial perceptions of the teachers' initial low level of computer literacy were confirmed by a questionnaire, responded to by each participant. It would seem that the shorter raining period was more effective in raising the level of computer literacy and that if the training period was longer, the contact time should be increased to maintain support. Neither training period resulted in a significant increase in computer use, either as a personal tool or as a teaching aid. The failure to do so may be ascribed to a number of influences, one of which is the teaching style of individual teachers. Changing the teaching style of an experienced teacher takes time and more effort than was available for either training period.
- Full Text: