Environmental factors influencing learner absenteeism in six schools in the Kavango Region, Namibia
- Authors: Sanzila, Keith Mumba
- Date: 2012
- Subjects: School attendance -- Namibia -- Kavango Education -- Namibia -- Kavango Education and state -- Namibia -- Kavango Education -- Social aspects -- Namibia -- Kavango High school students -- Namibia -- Kavango -- Attitudes High school students -- Namibia -- Kavango -- Social conditions
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1516 , http://hdl.handle.net/10962/d1003398
- Description: This study on learner absenteeism takes place in the Namibian context with a focus on the Kavango region, located in Northern Namibia, where absenteeism has been identified as a problem. The intention of the study is to find out the relationship between learner absenteeism and environmental factors. The research question was framed as: How do environmental factors influence learner absenteeism in schools, conceptualised as human activity systems in the Kavango Region (Namibia)? The wider intention of this study is to inform processes that can be put in place to reduce the impact of environmental factors on learner absenteeism, with the ultimate view of improving the quality of education. The literature review provides insight into learner absenteeism in developing and developed nations. It outlines the Namibian policies developed for improving learner attendance and retention of learners in schools, with the view of improving access to school. The study is located within the broader goals of education of Namibia. The research adopts a qualitative interpretive approach, and focuses on environmental factors influencing learner absenteeism in six case studies, which are selected schools in the Kavango province. The study uses a variety of tools such as questionnaires, focus group interviews, observations and interviews as well as document analysis. It uses a combination of inductive and abductive modes of inference in the data analysis. It draws on systems thinking to develop a model that theorises the interrelated roles of different stakeholders, namely, learners, teachers, parents, educational officials (including the regional office and the Ministry of Education). It proposes possible strategies for reduction of learner absenteeism that could contribute towards the improvement of the quality of education. It also mentions the benefits of reducing learner absenteeism in the schools involved in the case study. The findings clearly show that poverty is the main environmental factor that influences learner attendance. The impact of poverty does not, however, occur in isolation; it interacts and has influence over other environmental factors such as alcohol abuse, sickness, lack of parental involvement, lack of motivation from stakeholders and household work. The study also found certain educational factors influenced learner absenteeism, such as teacher attitude, pedagogical styles, and lack of security. The study ends with recommendations to reduce learner absenteeism and recommendations for further research.
- Full Text:
- Authors: Sanzila, Keith Mumba
- Date: 2012
- Subjects: School attendance -- Namibia -- Kavango Education -- Namibia -- Kavango Education and state -- Namibia -- Kavango Education -- Social aspects -- Namibia -- Kavango High school students -- Namibia -- Kavango -- Attitudes High school students -- Namibia -- Kavango -- Social conditions
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1516 , http://hdl.handle.net/10962/d1003398
- Description: This study on learner absenteeism takes place in the Namibian context with a focus on the Kavango region, located in Northern Namibia, where absenteeism has been identified as a problem. The intention of the study is to find out the relationship between learner absenteeism and environmental factors. The research question was framed as: How do environmental factors influence learner absenteeism in schools, conceptualised as human activity systems in the Kavango Region (Namibia)? The wider intention of this study is to inform processes that can be put in place to reduce the impact of environmental factors on learner absenteeism, with the ultimate view of improving the quality of education. The literature review provides insight into learner absenteeism in developing and developed nations. It outlines the Namibian policies developed for improving learner attendance and retention of learners in schools, with the view of improving access to school. The study is located within the broader goals of education of Namibia. The research adopts a qualitative interpretive approach, and focuses on environmental factors influencing learner absenteeism in six case studies, which are selected schools in the Kavango province. The study uses a variety of tools such as questionnaires, focus group interviews, observations and interviews as well as document analysis. It uses a combination of inductive and abductive modes of inference in the data analysis. It draws on systems thinking to develop a model that theorises the interrelated roles of different stakeholders, namely, learners, teachers, parents, educational officials (including the regional office and the Ministry of Education). It proposes possible strategies for reduction of learner absenteeism that could contribute towards the improvement of the quality of education. It also mentions the benefits of reducing learner absenteeism in the schools involved in the case study. The findings clearly show that poverty is the main environmental factor that influences learner attendance. The impact of poverty does not, however, occur in isolation; it interacts and has influence over other environmental factors such as alcohol abuse, sickness, lack of parental involvement, lack of motivation from stakeholders and household work. The study also found certain educational factors influenced learner absenteeism, such as teacher attitude, pedagogical styles, and lack of security. The study ends with recommendations to reduce learner absenteeism and recommendations for further research.
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Investigating the dual influences of theory and practice on the design and implementation of a learning programme
- Authors: Jackelman, Susan Iona
- Date: 2012
- Subjects: Education -- Research Education -- Philosophy Teaching -- Methodology -- South Africa -- Eastern Cape Mathematics teachers -- Training of -- South Africa -- Eastern Cape Teaching -- Aids and devices -- South Africa -- Eastern Cape Mathematics -- Study and teaching (Secondary) -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1591 , http://hdl.handle.net/10962/d1003473
- Description: It is widely recognized that educational research and theory should be motivated by the desire to continually improve the practice of teaching. However, bridging the divide between theoretical research outcomes and the practical constraints of classroom-based teaching has proved somewhat challenging. The involvement of teachers as the 'bridge-builders' between theory and practice could provide an effective mechanism for achieving this integration. The purpose of this study is thus to investigate whether the involvement of teachers in developing and implementing a theory-based teaching module would improve teaching practice in the classroom. A teaching module was collaboratively developed by a group of teachers for Grade 9 linear functions using: the principles of mathematical proficiency postulated by Kilpatrick, Swafford and Findell, (2001); the teaching phases formulated by van Hiele (1986); and the cognitive classification of classroom activities developed by Stein and Smith (1998). This module was then taught to six Grade 9 classes by four teachers in one school in the Eastern Cape, South Africa over a period of 5 weeks. The effectiveness of the module, and its application in the classroom, was assessed in terms of: (i) the extent to which theory could be used to inform the design and development of teaching materials; (ii) the efficacy of this teaching material in promoting teaching for mathematical proficiency; and (iii) the effects of extraneous influences on the usefulness of the module in teaching for mathematical proficiency. While the theoretical framework provided a sound basis for developing the teaching module, it was found that collaboratively transforming this theory into a teaching module for practical use in the classroom is certainly possible, but it requires considerable time and effort that practising teachers do not have. Developing the depth of understanding required for mathematical proficiency also takes time - a commodity often in short supply as teachers grapple with the demands of the curriculum. Teaching for mathematical proficiency is a layered process. It starts with thinking about an idea (like a graph) that is developed out of a related concept that then has a set of characteristic algorithms and actions which are learnt and performed in sequence. Building understanding in this way ends with a student being able to visualize and conceive the graph as a structure that can be described as if it were an object (encapsulating all the previous concepts belonging to similar graphs in one idea). This development of understanding is important for mathematical proficiency but is not necessarily easy. When teaching with the module, it was necessary to create an extra opportunity for students to use procedural knowledge and repetition in order to provide enough examples to help them see the link: between linear number patterns and linear graphs. Extraneous influences on teaching for mathematical proficiency were grouped into two categories - endogenous and exogenous influences. Endogenous influences were teacher related and included the attitudes, decisions and disposition of the teacher. Exogenous influences were more contextual (and in effect out of the control of the teacher) and included teaching time available, curriculum, external assessments etc. Both of these influences were seen to affect teaching for mathematical proficiency, either promoting or inhibiting it. This research affirmed the central role that teachers play in teaching for mathematical proficiency. It is considered critical that research actively involve teachers in the evolution of mathematical theory. The development of an enabling environment (including institutional support, time, capacity, resources, skills and tools) for teachers will further enhance their capacity to teach for mathematical proficiency.
- Full Text:
- Authors: Jackelman, Susan Iona
- Date: 2012
- Subjects: Education -- Research Education -- Philosophy Teaching -- Methodology -- South Africa -- Eastern Cape Mathematics teachers -- Training of -- South Africa -- Eastern Cape Teaching -- Aids and devices -- South Africa -- Eastern Cape Mathematics -- Study and teaching (Secondary) -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1591 , http://hdl.handle.net/10962/d1003473
- Description: It is widely recognized that educational research and theory should be motivated by the desire to continually improve the practice of teaching. However, bridging the divide between theoretical research outcomes and the practical constraints of classroom-based teaching has proved somewhat challenging. The involvement of teachers as the 'bridge-builders' between theory and practice could provide an effective mechanism for achieving this integration. The purpose of this study is thus to investigate whether the involvement of teachers in developing and implementing a theory-based teaching module would improve teaching practice in the classroom. A teaching module was collaboratively developed by a group of teachers for Grade 9 linear functions using: the principles of mathematical proficiency postulated by Kilpatrick, Swafford and Findell, (2001); the teaching phases formulated by van Hiele (1986); and the cognitive classification of classroom activities developed by Stein and Smith (1998). This module was then taught to six Grade 9 classes by four teachers in one school in the Eastern Cape, South Africa over a period of 5 weeks. The effectiveness of the module, and its application in the classroom, was assessed in terms of: (i) the extent to which theory could be used to inform the design and development of teaching materials; (ii) the efficacy of this teaching material in promoting teaching for mathematical proficiency; and (iii) the effects of extraneous influences on the usefulness of the module in teaching for mathematical proficiency. While the theoretical framework provided a sound basis for developing the teaching module, it was found that collaboratively transforming this theory into a teaching module for practical use in the classroom is certainly possible, but it requires considerable time and effort that practising teachers do not have. Developing the depth of understanding required for mathematical proficiency also takes time - a commodity often in short supply as teachers grapple with the demands of the curriculum. Teaching for mathematical proficiency is a layered process. It starts with thinking about an idea (like a graph) that is developed out of a related concept that then has a set of characteristic algorithms and actions which are learnt and performed in sequence. Building understanding in this way ends with a student being able to visualize and conceive the graph as a structure that can be described as if it were an object (encapsulating all the previous concepts belonging to similar graphs in one idea). This development of understanding is important for mathematical proficiency but is not necessarily easy. When teaching with the module, it was necessary to create an extra opportunity for students to use procedural knowledge and repetition in order to provide enough examples to help them see the link: between linear number patterns and linear graphs. Extraneous influences on teaching for mathematical proficiency were grouped into two categories - endogenous and exogenous influences. Endogenous influences were teacher related and included the attitudes, decisions and disposition of the teacher. Exogenous influences were more contextual (and in effect out of the control of the teacher) and included teaching time available, curriculum, external assessments etc. Both of these influences were seen to affect teaching for mathematical proficiency, either promoting or inhibiting it. This research affirmed the central role that teachers play in teaching for mathematical proficiency. It is considered critical that research actively involve teachers in the evolution of mathematical theory. The development of an enabling environment (including institutional support, time, capacity, resources, skills and tools) for teachers will further enhance their capacity to teach for mathematical proficiency.
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An investigation into the management implications of double-shift schooling in the Khomas Region in Namibia
- Authors: Katjaita, Maria Uendjiundja
- Date: 2012
- Subjects: Double shifts (Public schools) School management and organization -- Namibia Education, Elementary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1609 , http://hdl.handle.net/10962/d1003491
- Description: This study seeks to help fill the gap that exists in our knowledge of double‐shift schooling. The goal of this study is to critically investigate the experiences and perceptions of headmasters who are managing and leading double‐shift schools. The focus is on how double‐shift schooling is perceived as a management phenomenon by the principals of two schools in Namibia. This research is a case study of two schools, working in the interpretive paradigm. I used semistructured interviews and focus groups to explore participants’ perceptions of the management of double‐shift schooling. Findings suggest that managing double‐shift schools is more complex than managing single shift schools. For example, decision‐making in the double‐shift system is more complex due to the delay in decision‐making that is caused by the two separate sessions. The division of the school day into two sessions also results in less teaching time for the implementation of the official curriculum. This furthermore impacts negatively on the teacherlearner interaction time. These challenges are also experienced in all the other management tasks such as facilities, communication, planning, control and monitoring, human resource management as well as resource management and allocation. The findings of the study will hopefully inform policy‐makers in general but more specifically in Namibia so that they are in a better position when considering the educational and social factors when choosing double‐shift schools as an alternative intervention. The study may assist leaders in double‐shift schools to work against the negativity that surrounds double‐shift schooling.
- Full Text:
- Authors: Katjaita, Maria Uendjiundja
- Date: 2012
- Subjects: Double shifts (Public schools) School management and organization -- Namibia Education, Elementary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1609 , http://hdl.handle.net/10962/d1003491
- Description: This study seeks to help fill the gap that exists in our knowledge of double‐shift schooling. The goal of this study is to critically investigate the experiences and perceptions of headmasters who are managing and leading double‐shift schools. The focus is on how double‐shift schooling is perceived as a management phenomenon by the principals of two schools in Namibia. This research is a case study of two schools, working in the interpretive paradigm. I used semistructured interviews and focus groups to explore participants’ perceptions of the management of double‐shift schooling. Findings suggest that managing double‐shift schools is more complex than managing single shift schools. For example, decision‐making in the double‐shift system is more complex due to the delay in decision‐making that is caused by the two separate sessions. The division of the school day into two sessions also results in less teaching time for the implementation of the official curriculum. This furthermore impacts negatively on the teacherlearner interaction time. These challenges are also experienced in all the other management tasks such as facilities, communication, planning, control and monitoring, human resource management as well as resource management and allocation. The findings of the study will hopefully inform policy‐makers in general but more specifically in Namibia so that they are in a better position when considering the educational and social factors when choosing double‐shift schools as an alternative intervention. The study may assist leaders in double‐shift schools to work against the negativity that surrounds double‐shift schooling.
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An investigation into the experiences of teachers using the Singapore mathematics curriculum in South Africa
- Authors: Keth, Beverley Dawn
- Date: 2012
- Subjects: Mathematics teachers -- Training of -- South Africa Mathematics -- Study and teaching -- South Africa Curriculum planning -- South Africa Education, Primary -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1605 , http://hdl.handle.net/10962/d1003487
- Description: The purpose of this case study was to investigate the experience of six Foundation Phase teachers implementing the Singapore Mathematics Curriculum (SMC). The study makes use of Kilpatrick, Findell & Swafford‟s (2001) framework for teaching for mathematical proficiency as a conceptual lens to analyse teaching practice in the classroom. The study took place in two schools currently implementing the SMC in East London, in the Eastern Cape Province of South Africa. This qualitative study was framed within an interpretive paradigm. It relies on data collected in semistructured interviews, individual questionnaires, focus group interviews, journals and presentations. In general, the SMC was well received, and the participating teachers isolated the following as particularly positive features of their experience: - The teachers and students were enjoying the discovery of mathematics using a variety of manipulatives as stipulated when using the SMC; - The use of the model method, a specific feature of the SMC, to solve problems helped students visualise the problem; - The teachers‟ understanding of teaching for mathematical proficiency was enhanced; - The spiral curriculum informed teaching practice by allowing for building on to concepts already mastered, creating a logical flow of ideas and careful progression; - Whilst the SMC provides a more structured approach to the teaching and learning of mathematics, it provides constant opportunities for creativity and logical thinking; and - The change in attitude of both students and teachers has resulted in a greater confidence when non-routine, openended problem solving activities are engaged in. From a critical perspective the participants found the following problematic when implementing the SMC: - The teachers felt that there was insufficient drill and practice once the concept was understood. More practice and exercises were called for; - The whole class teaching approach with every student having a textbook and workbook pertaining to the lesson required a change to classroom management; and - To obtain a deeper understanding of number concepts was time consuming and re-teaching the weaker students called for additional time and adjustments to the timetable.
- Full Text:
- Authors: Keth, Beverley Dawn
- Date: 2012
- Subjects: Mathematics teachers -- Training of -- South Africa Mathematics -- Study and teaching -- South Africa Curriculum planning -- South Africa Education, Primary -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1605 , http://hdl.handle.net/10962/d1003487
- Description: The purpose of this case study was to investigate the experience of six Foundation Phase teachers implementing the Singapore Mathematics Curriculum (SMC). The study makes use of Kilpatrick, Findell & Swafford‟s (2001) framework for teaching for mathematical proficiency as a conceptual lens to analyse teaching practice in the classroom. The study took place in two schools currently implementing the SMC in East London, in the Eastern Cape Province of South Africa. This qualitative study was framed within an interpretive paradigm. It relies on data collected in semistructured interviews, individual questionnaires, focus group interviews, journals and presentations. In general, the SMC was well received, and the participating teachers isolated the following as particularly positive features of their experience: - The teachers and students were enjoying the discovery of mathematics using a variety of manipulatives as stipulated when using the SMC; - The use of the model method, a specific feature of the SMC, to solve problems helped students visualise the problem; - The teachers‟ understanding of teaching for mathematical proficiency was enhanced; - The spiral curriculum informed teaching practice by allowing for building on to concepts already mastered, creating a logical flow of ideas and careful progression; - Whilst the SMC provides a more structured approach to the teaching and learning of mathematics, it provides constant opportunities for creativity and logical thinking; and - The change in attitude of both students and teachers has resulted in a greater confidence when non-routine, openended problem solving activities are engaged in. From a critical perspective the participants found the following problematic when implementing the SMC: - The teachers felt that there was insufficient drill and practice once the concept was understood. More practice and exercises were called for; - The whole class teaching approach with every student having a textbook and workbook pertaining to the lesson required a change to classroom management; and - To obtain a deeper understanding of number concepts was time consuming and re-teaching the weaker students called for additional time and adjustments to the timetable.
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Exploring staff involvement in an organization development intervention in a school in the Kavango region, Namibia: a case study
- Authors: Rengura, Demetrius Kativa
- Date: 2012
- Subjects: Education -- Namibia -- Kavango Educational change -- Namibia -- Kavango Organizational change -- Namibia -- Kavango School management and organization -- Namibia -- Kavango School improvement programs -- Namibia -- Kavango Management -- Employee participation -- Namibia -- Kavango Action research in education -- Namibia -- Kavango
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1542 , http://hdl.handle.net/10962/d1003424
- Description: Since independence, the Namibian education system has experienced a process of transformation from authoritarianism to democratisation. The philosophy underpinning this process is spelt out in the policy, Toward Education for All, with its four major goals being: Access, Equity, Quality and Democracy. Democratisation of education would mean that people would be equally involved in decision‐making processes both at the system and organizational level, so as to contribute collectively to shaping the destiny of education in Namibia. This would mean at the school level of an organization, that teachers are the facilitators of democracy and agents of change in the learning organization environment. To strengthen democracy and empower people’s participation in the decision‐making process, Namibia further adopted a decentralization policy which involved the devolution of power and administrative functions from central government to regional authorities. In the context of this policy framework, schools should take responsibility to introduce and manage change in their organizations. However, evidence suggests that schools have been slow to take up the challenge and that change is largely still initiated by regional officials. This study looks at how organisation development (OD) may play a role in encouraging a mindset where change may be initiated by the organisation itself. OD is a planned change strategy based on normative re‐educative and empirical rational strategies implemented systematically. OD is participant driven, involving a series of activities that move the organization to a preferred future. It focuses on human behaviour and organizational change through staff participation practising a bottom‐up rather than top‐down approach. This study reports on an OD intervention in a rural school east of Rundu, in the Kavango Educational region of Namibia. The study aimed at exploring staff involvement in an OD intervention and probed participants’ perceptions and experiences of the process. The study is an action research case study located within the interpretive and critical paradigms. Observation and semi‐structured interviews were the main data‐collection tools used in the study. In its preliminary investigation the study found that a lack of staff involvement in decisionmaking processes and participation in meetings were the major factors that were perceived to retard the effectiveness of the organization. The study further found that the authoritative style of leadership in the school contributed to the lack of cooperation and participation of staff members. In contrast, the staff responded positively to the OD intervention. Participants embraced OD as a democratic approach to change as it made a meaningful impact on their understanding and conception of organization change. The intervention further empowered participants with new skills and knowledge of initiating change and problem‐solving. Apart from that, the intervention provided a possible short‐term outcome that encouraged participants to adopt and apply OD in the future, without underestimating the difficulties associated with the process.
- Full Text:
- Authors: Rengura, Demetrius Kativa
- Date: 2012
- Subjects: Education -- Namibia -- Kavango Educational change -- Namibia -- Kavango Organizational change -- Namibia -- Kavango School management and organization -- Namibia -- Kavango School improvement programs -- Namibia -- Kavango Management -- Employee participation -- Namibia -- Kavango Action research in education -- Namibia -- Kavango
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1542 , http://hdl.handle.net/10962/d1003424
- Description: Since independence, the Namibian education system has experienced a process of transformation from authoritarianism to democratisation. The philosophy underpinning this process is spelt out in the policy, Toward Education for All, with its four major goals being: Access, Equity, Quality and Democracy. Democratisation of education would mean that people would be equally involved in decision‐making processes both at the system and organizational level, so as to contribute collectively to shaping the destiny of education in Namibia. This would mean at the school level of an organization, that teachers are the facilitators of democracy and agents of change in the learning organization environment. To strengthen democracy and empower people’s participation in the decision‐making process, Namibia further adopted a decentralization policy which involved the devolution of power and administrative functions from central government to regional authorities. In the context of this policy framework, schools should take responsibility to introduce and manage change in their organizations. However, evidence suggests that schools have been slow to take up the challenge and that change is largely still initiated by regional officials. This study looks at how organisation development (OD) may play a role in encouraging a mindset where change may be initiated by the organisation itself. OD is a planned change strategy based on normative re‐educative and empirical rational strategies implemented systematically. OD is participant driven, involving a series of activities that move the organization to a preferred future. It focuses on human behaviour and organizational change through staff participation practising a bottom‐up rather than top‐down approach. This study reports on an OD intervention in a rural school east of Rundu, in the Kavango Educational region of Namibia. The study aimed at exploring staff involvement in an OD intervention and probed participants’ perceptions and experiences of the process. The study is an action research case study located within the interpretive and critical paradigms. Observation and semi‐structured interviews were the main data‐collection tools used in the study. In its preliminary investigation the study found that a lack of staff involvement in decisionmaking processes and participation in meetings were the major factors that were perceived to retard the effectiveness of the organization. The study further found that the authoritative style of leadership in the school contributed to the lack of cooperation and participation of staff members. In contrast, the staff responded positively to the OD intervention. Participants embraced OD as a democratic approach to change as it made a meaningful impact on their understanding and conception of organization change. The intervention further empowered participants with new skills and knowledge of initiating change and problem‐solving. Apart from that, the intervention provided a possible short‐term outcome that encouraged participants to adopt and apply OD in the future, without underestimating the difficulties associated with the process.
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The integration of mapwork and environmental issues using local context in FET Geography: an investigation of current pedagogic practices to inform professional development
- Authors: Batyi, Kekeletso Rejoyce
- Date: 2012
- Subjects: Geography -- South Africa -- Grahamstown -- Study and teaching (Secondary) Maps -- Study and teaching (Secondary) -- South Africa -- Grahamstown Environmental education -- Study and teaching (Secondary) -- South Africa -- Grahamstown Teachers -- Training of -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1580 , http://hdl.handle.net/10962/d1003462
- Description: This is an interpretative case study of four Grahamstown Education District Further Education and Training (FET) schools. The study sets out to investigate how Geography teachers integrate mapwork and environmental issues using local context, with the intention of providing insights for future professional development. Data for this study were generated using qualitative methods such as document analysis, semi-structured interviews and lesson observations. Interviews were conducted with geography teachers, the subject advisor and a workshop facilitator. The evidence generated in the study revealed that contrary to the integrative design of the curriculum, there is a superficial integration of mapwork and environmental issues as well as a cursory reference to and use of local context. This was noted in both professional development support workshops and classroom practice. The study finds that efforts to improve performance in geography need to pay closer attention to curriculum policy that calls for an integration and localization of knowledge and skills for coherence and relevance. It also notes that there is a need for a focus on real-world problem solving in social, economic, cultural and physical environments through the use of inquiry-based local fieldwork. Local investigations provide an integrative space for content and skills as well as being an important point of reference from which learners can compare and contrast issues in other places such as provincial, national, continental, and global locations. A professional development programme that emphasizes integration and contextualization alongside the current focus on basic skills training is proposed to improve what teachers are delivering in the classroom and to support enquiry-based fieldwork and research to strengthen a place-based relevance in local, national and international contexts. Finally an exemplar for professional development is briefly developed for the topic of soil erosion.
- Full Text:
- Authors: Batyi, Kekeletso Rejoyce
- Date: 2012
- Subjects: Geography -- South Africa -- Grahamstown -- Study and teaching (Secondary) Maps -- Study and teaching (Secondary) -- South Africa -- Grahamstown Environmental education -- Study and teaching (Secondary) -- South Africa -- Grahamstown Teachers -- Training of -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1580 , http://hdl.handle.net/10962/d1003462
- Description: This is an interpretative case study of four Grahamstown Education District Further Education and Training (FET) schools. The study sets out to investigate how Geography teachers integrate mapwork and environmental issues using local context, with the intention of providing insights for future professional development. Data for this study were generated using qualitative methods such as document analysis, semi-structured interviews and lesson observations. Interviews were conducted with geography teachers, the subject advisor and a workshop facilitator. The evidence generated in the study revealed that contrary to the integrative design of the curriculum, there is a superficial integration of mapwork and environmental issues as well as a cursory reference to and use of local context. This was noted in both professional development support workshops and classroom practice. The study finds that efforts to improve performance in geography need to pay closer attention to curriculum policy that calls for an integration and localization of knowledge and skills for coherence and relevance. It also notes that there is a need for a focus on real-world problem solving in social, economic, cultural and physical environments through the use of inquiry-based local fieldwork. Local investigations provide an integrative space for content and skills as well as being an important point of reference from which learners can compare and contrast issues in other places such as provincial, national, continental, and global locations. A professional development programme that emphasizes integration and contextualization alongside the current focus on basic skills training is proposed to improve what teachers are delivering in the classroom and to support enquiry-based fieldwork and research to strengthen a place-based relevance in local, national and international contexts. Finally an exemplar for professional development is briefly developed for the topic of soil erosion.
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Enhancing the critical reading skills of student teachers in Namibia : An action research project
- Authors: Dikuwa, Alexander
- Date: 2012
- Subjects: Reading (Higher education) Critical thinking , Teachers -- Training of -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1912 , http://hdl.handle.net/10962/d1007162
- Description: This thesis reports on a responsive action research case study undertaken to teach student teachers to read critically. I undertook this research to gain a basic knowledge about critical reading as well as to form a knowledge base that would enable me to teach it effectively. First, I gave students a diagnostic assessment activity, analyzed the result and established the students’ ability to read a text critically. After I had established the students’ strengths, weaknesses, and the requirements to move students from their existing critical reading competency to an improved one, I reviewed the literature to provide me with a theory of teaching critical reading. The lessons were then planned and taught. The lessons; focus group interviews; researcher’s diary; students’ reflections and non-participant observer comments formed the data of the study. The data were analyzed using the framework of “what went well”, “what did not go well” and “what needs to be improved if the lessons were to be repeated”. The main purpose was to address the goals of the research, which were to find effective ways of teaching critical reading, appropriate critical reading materials, and to identify any pedagogic shortcomings. The 30 students who took part in this research were third-year students studying English Second language and Mother tongue pedagogies to become specialists in the teaching of both at Junior Secondary level (grades 8 – 10). The study was guided by constructivist theory, which underpins learner-centred education, which continues to inform and shape the development of curricula in Namibia.
- Full Text:
- Authors: Dikuwa, Alexander
- Date: 2012
- Subjects: Reading (Higher education) Critical thinking , Teachers -- Training of -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1912 , http://hdl.handle.net/10962/d1007162
- Description: This thesis reports on a responsive action research case study undertaken to teach student teachers to read critically. I undertook this research to gain a basic knowledge about critical reading as well as to form a knowledge base that would enable me to teach it effectively. First, I gave students a diagnostic assessment activity, analyzed the result and established the students’ ability to read a text critically. After I had established the students’ strengths, weaknesses, and the requirements to move students from their existing critical reading competency to an improved one, I reviewed the literature to provide me with a theory of teaching critical reading. The lessons were then planned and taught. The lessons; focus group interviews; researcher’s diary; students’ reflections and non-participant observer comments formed the data of the study. The data were analyzed using the framework of “what went well”, “what did not go well” and “what needs to be improved if the lessons were to be repeated”. The main purpose was to address the goals of the research, which were to find effective ways of teaching critical reading, appropriate critical reading materials, and to identify any pedagogic shortcomings. The 30 students who took part in this research were third-year students studying English Second language and Mother tongue pedagogies to become specialists in the teaching of both at Junior Secondary level (grades 8 – 10). The study was guided by constructivist theory, which underpins learner-centred education, which continues to inform and shape the development of curricula in Namibia.
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An investigation into how cell phones can be used in the teaching of mathematics using VITALmaths video clips: a case study of 2 schools in Grahamstown, South Africa
- Authors: Ndafenongo, Gerhard
- Date: 2012
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- Grahamstown Educational innovations -- South Africa -- Grahamstown Telecommunication in education -- South Africa -- Grahamstown Teaching -- Aids and devices -- South Africa -- Grahamstown Mathematics Software -- South Africa -- Grahamstown Mobile communication systems in education -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1596 , http://hdl.handle.net/10962/d1003478
- Description: Cell phones have become a ubiquitous part of daily life for both teachers and learners alike. The educational potential afforded by cell phones is diverse. The challenge for teachers is to capitalise on this ubiquity and make use of cell phones for educational purposes. This study investigates how cell phones can be used in the teaching of Mathematics using VITALmaths video clips. Five VITALmaths video clips were uploaded onto cell phones which were used in the classroom to explore the Theorem of Pythagoras in a visually appealing way that supported a conceptual understanding of the basis of the theorem. The study was conducted in two high schools in Grahamstown, South Africa. It involved two teachers from each school and a total number of 47 Grade 10 Mathematics students. The participating teachers were chosen from a group of Mathematics teachers taking part in the Mathematics Teacher Enrichment Programme (MTEP) of the FirstRand Foundation Mathematics Education Chair hosted by Rhodes University. This study is framed as a case study and is grounded within the interpretive paradigm. The study captures teachers’ and learners’ experiences in using cell phones as instructional aids within the pedagogical context of the classroom. This research suggests that cell phones can be a useful resource to support teaching and learning in the classroom, particularly in under-resourced schools. The use of VITALmaths video clips as mathematical content, and cell phones as a vehicle of delivery, enhanced active participation and concentration, sped up lessons, encouraged collaboration as well as interaction and hands-on exploration, and promoted both student autonomy as well as teacher enrichment.
- Full Text:
- Authors: Ndafenongo, Gerhard
- Date: 2012
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- Grahamstown Educational innovations -- South Africa -- Grahamstown Telecommunication in education -- South Africa -- Grahamstown Teaching -- Aids and devices -- South Africa -- Grahamstown Mathematics Software -- South Africa -- Grahamstown Mobile communication systems in education -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1596 , http://hdl.handle.net/10962/d1003478
- Description: Cell phones have become a ubiquitous part of daily life for both teachers and learners alike. The educational potential afforded by cell phones is diverse. The challenge for teachers is to capitalise on this ubiquity and make use of cell phones for educational purposes. This study investigates how cell phones can be used in the teaching of Mathematics using VITALmaths video clips. Five VITALmaths video clips were uploaded onto cell phones which were used in the classroom to explore the Theorem of Pythagoras in a visually appealing way that supported a conceptual understanding of the basis of the theorem. The study was conducted in two high schools in Grahamstown, South Africa. It involved two teachers from each school and a total number of 47 Grade 10 Mathematics students. The participating teachers were chosen from a group of Mathematics teachers taking part in the Mathematics Teacher Enrichment Programme (MTEP) of the FirstRand Foundation Mathematics Education Chair hosted by Rhodes University. This study is framed as a case study and is grounded within the interpretive paradigm. The study captures teachers’ and learners’ experiences in using cell phones as instructional aids within the pedagogical context of the classroom. This research suggests that cell phones can be a useful resource to support teaching and learning in the classroom, particularly in under-resourced schools. The use of VITALmaths video clips as mathematical content, and cell phones as a vehicle of delivery, enhanced active participation and concentration, sped up lessons, encouraged collaboration as well as interaction and hands-on exploration, and promoted both student autonomy as well as teacher enrichment.
- Full Text:
Teachers' leadership roles at a public rural school in the Ohangwena Region, Namibia
- Nauyoma-Hamupembe, Ladipaleni Ndadiinina
- Authors: Nauyoma-Hamupembe, Ladipaleni Ndadiinina
- Date: 2012
- Subjects: Educational leadership -- Namibia -- Ohangwena Rural schools -- Namibia -- Ohangwena School management and organization -- Namibia -- Ohangwena Teachers -- Namibia -- Ohangwena Teacher-principal relationships -- Namibia -- Ohangwena
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1794 , http://hdl.handle.net/10962/d1003679
- Description: The changing global and local circumstances and shift for democracy posed particular problems for school administration and leadership and made it difficult for principals to fulfil leadership responsibilities in schools alone. Hence principals require the assistance of all stakeholders in the school, and teachers in particular, to work together as a team and share the diverse leadership load for the improvement of schools. Thus, leadership in schools needs to be shared and distributed in a collaborative manner among teachers and principals working as a group to accomplish the primary objective of their schools, which is to improve learners’ achievement. For this idea to be embraced, I suggest it may require an urgent need for advanced knowledge and understanding of teacher leadership in schools, among teachers and principals, if schools are to thrive. This research studied the phenomenon of teacher leadership at a public rural school in the Ohangwena region of Namibia. It explored the teachers’ experiences of their leadership roles, and specifically the challenges inherent within the practice of teacher leadership in a school. A qualitative interpretive case study was conducted, employing document analysis, semi‐structured interviews and observations to produce data with regard to teachers’ experiences of their leadership roles, challenges inherent within its practice and possible strategies to promote teacher leadership. The analysis and the triangulation across the data sets suggested that teacher leadership existed in the case study school where it appeared in four different areas of leadership practice. These areas of leadership practices (Grant, 2008, p. 93) were, for example, in the classroom, outside the classroom in curricular and extra‐curricular activities, in school‐wide leadership development and between other neighbouring schools in the community. The school had a view of teacher leadership which was strongly located within the classroom and outside the classroom in curricular and extra‐curricular activities where teachers worked and interacted with their colleagues and learners. Teacher leadership was severely limited in the area of whole school development and almost non‐existent in the area outside the school between teachers across neighbouring schools, at circuit or district level and in the community. The study suggested that the nature of teacher leadership in the case study school was a restricted form of teacher leadership (Harris and Muijs, 2005) due to a range of factors which impeded its practice. The factors were, for example, a lack of involvement of all teachers in whole school leadership and school‐wide decision‐making. Other factors were limited time for teachers in the school, a lack of leadership development amongst the principal and teachers as well as resistance for teachers to leadership in the case study school.
- Full Text:
- Authors: Nauyoma-Hamupembe, Ladipaleni Ndadiinina
- Date: 2012
- Subjects: Educational leadership -- Namibia -- Ohangwena Rural schools -- Namibia -- Ohangwena School management and organization -- Namibia -- Ohangwena Teachers -- Namibia -- Ohangwena Teacher-principal relationships -- Namibia -- Ohangwena
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1794 , http://hdl.handle.net/10962/d1003679
- Description: The changing global and local circumstances and shift for democracy posed particular problems for school administration and leadership and made it difficult for principals to fulfil leadership responsibilities in schools alone. Hence principals require the assistance of all stakeholders in the school, and teachers in particular, to work together as a team and share the diverse leadership load for the improvement of schools. Thus, leadership in schools needs to be shared and distributed in a collaborative manner among teachers and principals working as a group to accomplish the primary objective of their schools, which is to improve learners’ achievement. For this idea to be embraced, I suggest it may require an urgent need for advanced knowledge and understanding of teacher leadership in schools, among teachers and principals, if schools are to thrive. This research studied the phenomenon of teacher leadership at a public rural school in the Ohangwena region of Namibia. It explored the teachers’ experiences of their leadership roles, and specifically the challenges inherent within the practice of teacher leadership in a school. A qualitative interpretive case study was conducted, employing document analysis, semi‐structured interviews and observations to produce data with regard to teachers’ experiences of their leadership roles, challenges inherent within its practice and possible strategies to promote teacher leadership. The analysis and the triangulation across the data sets suggested that teacher leadership existed in the case study school where it appeared in four different areas of leadership practice. These areas of leadership practices (Grant, 2008, p. 93) were, for example, in the classroom, outside the classroom in curricular and extra‐curricular activities, in school‐wide leadership development and between other neighbouring schools in the community. The school had a view of teacher leadership which was strongly located within the classroom and outside the classroom in curricular and extra‐curricular activities where teachers worked and interacted with their colleagues and learners. Teacher leadership was severely limited in the area of whole school development and almost non‐existent in the area outside the school between teachers across neighbouring schools, at circuit or district level and in the community. The study suggested that the nature of teacher leadership in the case study school was a restricted form of teacher leadership (Harris and Muijs, 2005) due to a range of factors which impeded its practice. The factors were, for example, a lack of involvement of all teachers in whole school leadership and school‐wide decision‐making. Other factors were limited time for teachers in the school, a lack of leadership development amongst the principal and teachers as well as resistance for teachers to leadership in the case study school.
- Full Text:
An investigation of the learning processes that take place during practical work activities when using electrical circuit boards in grade: a case study
- Authors: Accom, Gerald Charles
- Date: 2012
- Subjects: Competency-based education -- South Africa -- Eastern Cape -- Case studies Educational tests and measurements -- South Africa -- Eastern Cape -- Case studies Education -- Evaluation -- South Africa -- Eastern Cape -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1961 , http://hdl.handle.net/10962/d1009687
- Description: Since the introduction of Outcomes Based Education (OBE) as a preferred method of teaching and learning with Curriculum 2005 in 1997, its existence has come under continuous threat for the past thirteen years. Its teething experiences included a revision in 2004 which saw the introduction of the Revised National Curriculum Statements (RNCS) and most recently, we are now standing on the threshold of the implementation of the Curriculum Assessment Policy Statements (CAPS) in 2012. Throughout the turbulent educational milieu, social constructivism has always been upheld as the preferred teaching and learning methodology and millions of rands have been invested in this regard. This study is thus premised on the concern that now after all the years of actively promoting social constructivist methodologies, the implementation of the CAPS could seriously negate reasonable strides made in this regard. Triggered by these curricular issues, a qualitative case study was conducted at a school in Grahamstown in the Eastern Cape, South Africa, investigating the learning processes occurring in group work sessions during lessons involving practical work in electricity using circuit boards in grade 8. Underpinned by an interpretivist paradigm, the study took place in two phases. The data was mainly generated through audio and video recording of two focus groups. An open coding system was employed to derive analytical categories and frequency tables were used to establish trends. In order to validate the data, two observer teachers were involved throughout the research process and this was followed up with semistructured interviews after the second phase. The two case studies, involving learners fitting a similar profile in respect of mother-tongue and age group, were engaged in a similar activity for almost a year apart. This study anticipated the revelation of the extent to which group practical activities in electricity promoted learning, how knowledge is constructed in group-settings and whether practical activities involving electrical circuit boards in grade 8 enhance learning? The main findings of my study revealed that these practical activities can promote learning and therefore should remain a preferred method of teaching.
- Full Text:
- Authors: Accom, Gerald Charles
- Date: 2012
- Subjects: Competency-based education -- South Africa -- Eastern Cape -- Case studies Educational tests and measurements -- South Africa -- Eastern Cape -- Case studies Education -- Evaluation -- South Africa -- Eastern Cape -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1961 , http://hdl.handle.net/10962/d1009687
- Description: Since the introduction of Outcomes Based Education (OBE) as a preferred method of teaching and learning with Curriculum 2005 in 1997, its existence has come under continuous threat for the past thirteen years. Its teething experiences included a revision in 2004 which saw the introduction of the Revised National Curriculum Statements (RNCS) and most recently, we are now standing on the threshold of the implementation of the Curriculum Assessment Policy Statements (CAPS) in 2012. Throughout the turbulent educational milieu, social constructivism has always been upheld as the preferred teaching and learning methodology and millions of rands have been invested in this regard. This study is thus premised on the concern that now after all the years of actively promoting social constructivist methodologies, the implementation of the CAPS could seriously negate reasonable strides made in this regard. Triggered by these curricular issues, a qualitative case study was conducted at a school in Grahamstown in the Eastern Cape, South Africa, investigating the learning processes occurring in group work sessions during lessons involving practical work in electricity using circuit boards in grade 8. Underpinned by an interpretivist paradigm, the study took place in two phases. The data was mainly generated through audio and video recording of two focus groups. An open coding system was employed to derive analytical categories and frequency tables were used to establish trends. In order to validate the data, two observer teachers were involved throughout the research process and this was followed up with semistructured interviews after the second phase. The two case studies, involving learners fitting a similar profile in respect of mother-tongue and age group, were engaged in a similar activity for almost a year apart. This study anticipated the revelation of the extent to which group practical activities in electricity promoted learning, how knowledge is constructed in group-settings and whether practical activities involving electrical circuit boards in grade 8 enhance learning? The main findings of my study revealed that these practical activities can promote learning and therefore should remain a preferred method of teaching.
- Full Text:
Why do learners and teachers experience problems with the concept of zero?
- Authors: Jooste, Zonia
- Date: 2012
- Subjects: Numbers, Divisibility of -- Study and teaching (Primary) -- South Africa Numbers, Divisibility of -- Study and teaching (Secondary) -- South Africa Mathematics teachers -- Training of -- South Africa -- Eastern Cape Mathematics teachers -- Training of -- South Africa -- Western Cape Education, Primary -- Curricula -- South Africa Education, Secondary -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1906 , http://hdl.handle.net/10962/d1006764
- Description: The controversy around the inclusion of zero in the number system has been widely documented. Influential mathematicians in various ancient cultures did not accept zero as a number. The idea of the empty set was too abstract and they could not conceptualise division by zero. Surprisingly, understanding of the concept is still a matter of concern today. In spite of expansive reports on and recommendations for developing conceptualisation of the concept, learners and teachers still experience problems similar to those that ancient mathematicians struggled with. The study was initiated by an observation of Grade 7 learners' inability to solve the problems 4 × 0 and 0 ÷ 7 effectively or at all. I investigated why Grade 3 to 6 learners and mathematics teachers on a BEd (in-service) course and an accredited ACE course experience problems with the concept of zero. I was especially interested in the understanding of multiplication and division by zero. I investigated teachers' knowledge of zero's characteristics as a number, the history of zero and how they teach the concept, in order to support my assumptions. The data production process was performed over a period of two years. It involved a multi-case opportunity sample approach embedded in the empirical field that formed the backdrop of my involvement as mathematics education specialist in schools in the Western and Eastern Cape. The interpretative orientation of the study allowed me to conduct inquiries that served to confirm or challenge my assumptions and enabled me to construct generalisations that depict learners' and teachers' knowledge construction. The qualitative data analysis informed the presentation and discussion of the findings. The single most important message conveyed to readers of this study is that the value of zero as a number, its importance in the number system, its properties and its behaviour in calculations, should not be underrated. Teaching of this abstract concept requires competent teachers who are able to mediate understanding in the most effective and innovative manner. Professional development programmes should orchestrate this competence and curriculum developers and textbook authors should acknowledge the significance of learning and teaching the concept of zero.
- Full Text:
- Authors: Jooste, Zonia
- Date: 2012
- Subjects: Numbers, Divisibility of -- Study and teaching (Primary) -- South Africa Numbers, Divisibility of -- Study and teaching (Secondary) -- South Africa Mathematics teachers -- Training of -- South Africa -- Eastern Cape Mathematics teachers -- Training of -- South Africa -- Western Cape Education, Primary -- Curricula -- South Africa Education, Secondary -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1906 , http://hdl.handle.net/10962/d1006764
- Description: The controversy around the inclusion of zero in the number system has been widely documented. Influential mathematicians in various ancient cultures did not accept zero as a number. The idea of the empty set was too abstract and they could not conceptualise division by zero. Surprisingly, understanding of the concept is still a matter of concern today. In spite of expansive reports on and recommendations for developing conceptualisation of the concept, learners and teachers still experience problems similar to those that ancient mathematicians struggled with. The study was initiated by an observation of Grade 7 learners' inability to solve the problems 4 × 0 and 0 ÷ 7 effectively or at all. I investigated why Grade 3 to 6 learners and mathematics teachers on a BEd (in-service) course and an accredited ACE course experience problems with the concept of zero. I was especially interested in the understanding of multiplication and division by zero. I investigated teachers' knowledge of zero's characteristics as a number, the history of zero and how they teach the concept, in order to support my assumptions. The data production process was performed over a period of two years. It involved a multi-case opportunity sample approach embedded in the empirical field that formed the backdrop of my involvement as mathematics education specialist in schools in the Western and Eastern Cape. The interpretative orientation of the study allowed me to conduct inquiries that served to confirm or challenge my assumptions and enabled me to construct generalisations that depict learners' and teachers' knowledge construction. The qualitative data analysis informed the presentation and discussion of the findings. The single most important message conveyed to readers of this study is that the value of zero as a number, its importance in the number system, its properties and its behaviour in calculations, should not be underrated. Teaching of this abstract concept requires competent teachers who are able to mediate understanding in the most effective and innovative manner. Professional development programmes should orchestrate this competence and curriculum developers and textbook authors should acknowledge the significance of learning and teaching the concept of zero.
- Full Text:
Implementation of environmental learning in the NSSC biology curriculum component: a case study of Namibia
- Tshiningayamwe, Sirkka Alina Nambashusan
- Authors: Tshiningayamwe, Sirkka Alina Nambashusan
- Date: 2012
- Subjects: Environmental education -- Namibia -- Case studies Environmental education -- Study and teaching (Secondary) -- Namibia -- Case studies Environmental education -- Evaluation -- Namibia -- Case studies Biology -- Study and teaching (Secondary) -- Namibia -- Case studies Biology -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1564 , http://hdl.handle.net/10962/d1003446
- Description: In the context of ecological crisis and environmental deterioration, teaching about environmental issues and the preservation of the world’s environment has become increasingly important across the globe (Chi-chung Ko & Chi-kin Lee, 2003). Of the various subjects taught in secondary schools, Science is often perceived as one that can make a significant contribution to environmental education. It is in this light that the study has looked at how Grade 11 and 12 Biology teachers in the Namibian context implement Environmental Learning (EL). This study was constituted as a case study of two schools in Windhoek, in the Khomas region. The study investigated the implementation of EL in the Biology curriculum focusing on the constraints and enabling factors influencing the implementation. This study employed qualitative methods, specifically semi-structured interviews, classroom observations and document analysis in its investigation of EL implementation. Purposive sampling was done and piloting of interview and observation schedules was used to refine the schedules. Ethical issues were taken into consideration throughout the study. The key findings from the study are as follows: - Teachers’ knowledge and interest in environmental education influence how teachers facilitate EL; - There is a mismatch between EL theories and practice; - Teaching of EL is mainly informed by the syllabus and not other curriculum documents, - Current assessment policy and practice impact on EL; and - Possibilities exist for improving EL in Namibia’s Biology curriculum. These key findings have been used to make recommendations for the study which are as follows: - Strengthen the subject content and interest of teachers; - There should be a match between EL theories and practice; - Reorient curriculum documents and other learning support materials used for EL; - Change in assessment approaches; and - Translate constraints of EL into enablers. The study concludes by calling for further research into EL pedagogies. This can be used to improve EL implementation in the region where the study was situated.
- Full Text:
- Authors: Tshiningayamwe, Sirkka Alina Nambashusan
- Date: 2012
- Subjects: Environmental education -- Namibia -- Case studies Environmental education -- Study and teaching (Secondary) -- Namibia -- Case studies Environmental education -- Evaluation -- Namibia -- Case studies Biology -- Study and teaching (Secondary) -- Namibia -- Case studies Biology -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1564 , http://hdl.handle.net/10962/d1003446
- Description: In the context of ecological crisis and environmental deterioration, teaching about environmental issues and the preservation of the world’s environment has become increasingly important across the globe (Chi-chung Ko & Chi-kin Lee, 2003). Of the various subjects taught in secondary schools, Science is often perceived as one that can make a significant contribution to environmental education. It is in this light that the study has looked at how Grade 11 and 12 Biology teachers in the Namibian context implement Environmental Learning (EL). This study was constituted as a case study of two schools in Windhoek, in the Khomas region. The study investigated the implementation of EL in the Biology curriculum focusing on the constraints and enabling factors influencing the implementation. This study employed qualitative methods, specifically semi-structured interviews, classroom observations and document analysis in its investigation of EL implementation. Purposive sampling was done and piloting of interview and observation schedules was used to refine the schedules. Ethical issues were taken into consideration throughout the study. The key findings from the study are as follows: - Teachers’ knowledge and interest in environmental education influence how teachers facilitate EL; - There is a mismatch between EL theories and practice; - Teaching of EL is mainly informed by the syllabus and not other curriculum documents, - Current assessment policy and practice impact on EL; and - Possibilities exist for improving EL in Namibia’s Biology curriculum. These key findings have been used to make recommendations for the study which are as follows: - Strengthen the subject content and interest of teachers; - There should be a match between EL theories and practice; - Reorient curriculum documents and other learning support materials used for EL; - Change in assessment approaches; and - Translate constraints of EL into enablers. The study concludes by calling for further research into EL pedagogies. This can be used to improve EL implementation in the region where the study was situated.
- Full Text:
An investigation of instructional leadership in a Namibian rural school
- Authors: Namukwambi, Nahum
- Date: 2012
- Subjects: Educational leadership -- Namibia -- Omusati Rural schools -- Namibia -- Omusati School management and organization -- Namibia -- Omusati Teachers -- Namibia -- Omusati Effective teaching -- Namibia -- Omusati Learning -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1633 , http://hdl.handle.net/10962/d1003515
- Description: The purpose of this study was to investigate how instructional leadership manifests itself and can be strengthened in a Namibian rural school. As a teacher, head of department and later an education officer, I have long held the view that committed school leadership is essential for the school’s instructional and academic success. Equally, I have always been aware of the impact of the past segregation and the unequal education provided by the colonial government in South Africa and South West Africa/Namibia. The inferior education provided to Africans posed a serious challenge to the leadership and management of schools, as would be principals were not adequately trained to provide the necessary “ingredients” relevant for instructional success. Given this background, I attempted, using a case study of one secondary school, to investigate how instructional leadership is manifesting itself and could be strengthened in a rural school in the Omusati region of Namibia. Research questions that framed the study were: firstly, how does the leadership approach in the school promote teaching and learning; secondly, what is the role of external players in enhancing instructional leadership and thirdly, what are the strengthening and inhibiting factors of instructional leadership. The population of the study was composed of an Inspector of Education, a school principal, a head of department (HOD) and four teachers from a secondary school, located in the Omusati region in Namibia. Data were collected through interviews, document analysis and observation. With regard to data analysis, I first immersed myself in the data. I developed themes that formed the basis of my discussion with my research questions in mind. The analysis revealed that instructional leadership is strongly evidenced at the case study school. However, it emerged that despite the existence of strong instructional leadership at the school, as with all other organisations, there are several challenges that limit the effective implementation of the teaching and learning programme. These challenges vary from indiscipline, poor time management, to lack of teaching and learning resources. Participants also provided a number of possible solutions to the problems identified, including that the principal should be a good role model for the staff and that an enabling environment for both teaching and learning should be created. The study also strongly suggested that participative leadership and management is a cornerstone to the academic success of the school.
- Full Text:
- Authors: Namukwambi, Nahum
- Date: 2012
- Subjects: Educational leadership -- Namibia -- Omusati Rural schools -- Namibia -- Omusati School management and organization -- Namibia -- Omusati Teachers -- Namibia -- Omusati Effective teaching -- Namibia -- Omusati Learning -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1633 , http://hdl.handle.net/10962/d1003515
- Description: The purpose of this study was to investigate how instructional leadership manifests itself and can be strengthened in a Namibian rural school. As a teacher, head of department and later an education officer, I have long held the view that committed school leadership is essential for the school’s instructional and academic success. Equally, I have always been aware of the impact of the past segregation and the unequal education provided by the colonial government in South Africa and South West Africa/Namibia. The inferior education provided to Africans posed a serious challenge to the leadership and management of schools, as would be principals were not adequately trained to provide the necessary “ingredients” relevant for instructional success. Given this background, I attempted, using a case study of one secondary school, to investigate how instructional leadership is manifesting itself and could be strengthened in a rural school in the Omusati region of Namibia. Research questions that framed the study were: firstly, how does the leadership approach in the school promote teaching and learning; secondly, what is the role of external players in enhancing instructional leadership and thirdly, what are the strengthening and inhibiting factors of instructional leadership. The population of the study was composed of an Inspector of Education, a school principal, a head of department (HOD) and four teachers from a secondary school, located in the Omusati region in Namibia. Data were collected through interviews, document analysis and observation. With regard to data analysis, I first immersed myself in the data. I developed themes that formed the basis of my discussion with my research questions in mind. The analysis revealed that instructional leadership is strongly evidenced at the case study school. However, it emerged that despite the existence of strong instructional leadership at the school, as with all other organisations, there are several challenges that limit the effective implementation of the teaching and learning programme. These challenges vary from indiscipline, poor time management, to lack of teaching and learning resources. Participants also provided a number of possible solutions to the problems identified, including that the principal should be a good role model for the staff and that an enabling environment for both teaching and learning should be created. The study also strongly suggested that participative leadership and management is a cornerstone to the academic success of the school.
- Full Text:
Investigating teaching and learning within three Eastern Cape reception year classrooms
- Authors: Mnene, Mthetheleli
- Date: 2012
- Subjects: Competency-based education -- South Africa -- Eastern Cape Education, Elementary -- Social aspects -- South Africa -- Eastern Cape Curriculum evaluation -- South Africa -- Eastern Cape Education, Elementary -- South Africa -- Eastern Cape Education, Elementary -- Parent participation -- South Africa Education, Elementary -- Aims and objectives -- South Africa -- Eastern Cape Education, Elementary -- Curricula -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1589 , http://hdl.handle.net/10962/d1003471
- Description: The purpose of this study is to explore the extent to which young children in three Grade R classes in the Eastern Cape Province were exposed to developmentally appropriate opportunities to achieve the Critical Outcomes as outlined in the South African National Curriculum Statement. The research took the form of a case study. Semi-structured interviews and observations were used to collect data. Respondents included children, their parents, Grade R practitioners and the school leadership. The findings tentatively showed that this set of parents perceived their role in providing for their children’s developmental needs as separate to that of the GR practitioners. They seemed to see their roles as helping their children to develop social and emotional competence only, and that the GR practitioners provided, in addition to this, literacy and numeracy teaching to their children. In contrast, the three GR practitioners believed that parents were responsible also for promoting literacy, numeracy and life skills. There seemed therefore to be a lack of clarity of specific teacher and parent views of their roles. The researcher found, however, that the children seemed to be given few developmentally appropriate opportunities for planned and structured activities which enabled them to explore the Critical Outcomes, for example, working together, solving problems, using technology. The teaching methodology used by the GR practitioners during the observation periods, seemed to a large extent, to be based in 'talk and chalk' in the plenary grouping. It did not seem to enable the implementation of the curriculum and especially of the Critical Outcomes in a developmentally appropriate way. In addition, the environment in which children learned was not observed to be developmentally appropriate for relevant education to take place. Too many children were crowded into the available space, while learning equipment and materials were lacking. Any competences that young children in these three GR programmes achieved were therefore possibly learned incidentally, rather than deliberately through planned activities. In addition, GR classes in this study were not observed to be supported within the schools to deliver competent curriculum activities to the children. The study makes suggestions to meet some of these challenges. These include improving the understanding of curriculum guidelines of all role players in the three schools, enabling the management teams and especially parents to take a stronger support and monitoring role, and providing and using materials and equipment to promote the use of the Critical Out comes as methods for teaching and for learning.
- Full Text:
- Authors: Mnene, Mthetheleli
- Date: 2012
- Subjects: Competency-based education -- South Africa -- Eastern Cape Education, Elementary -- Social aspects -- South Africa -- Eastern Cape Curriculum evaluation -- South Africa -- Eastern Cape Education, Elementary -- South Africa -- Eastern Cape Education, Elementary -- Parent participation -- South Africa Education, Elementary -- Aims and objectives -- South Africa -- Eastern Cape Education, Elementary -- Curricula -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1589 , http://hdl.handle.net/10962/d1003471
- Description: The purpose of this study is to explore the extent to which young children in three Grade R classes in the Eastern Cape Province were exposed to developmentally appropriate opportunities to achieve the Critical Outcomes as outlined in the South African National Curriculum Statement. The research took the form of a case study. Semi-structured interviews and observations were used to collect data. Respondents included children, their parents, Grade R practitioners and the school leadership. The findings tentatively showed that this set of parents perceived their role in providing for their children’s developmental needs as separate to that of the GR practitioners. They seemed to see their roles as helping their children to develop social and emotional competence only, and that the GR practitioners provided, in addition to this, literacy and numeracy teaching to their children. In contrast, the three GR practitioners believed that parents were responsible also for promoting literacy, numeracy and life skills. There seemed therefore to be a lack of clarity of specific teacher and parent views of their roles. The researcher found, however, that the children seemed to be given few developmentally appropriate opportunities for planned and structured activities which enabled them to explore the Critical Outcomes, for example, working together, solving problems, using technology. The teaching methodology used by the GR practitioners during the observation periods, seemed to a large extent, to be based in 'talk and chalk' in the plenary grouping. It did not seem to enable the implementation of the curriculum and especially of the Critical Outcomes in a developmentally appropriate way. In addition, the environment in which children learned was not observed to be developmentally appropriate for relevant education to take place. Too many children were crowded into the available space, while learning equipment and materials were lacking. Any competences that young children in these three GR programmes achieved were therefore possibly learned incidentally, rather than deliberately through planned activities. In addition, GR classes in this study were not observed to be supported within the schools to deliver competent curriculum activities to the children. The study makes suggestions to meet some of these challenges. These include improving the understanding of curriculum guidelines of all role players in the three schools, enabling the management teams and especially parents to take a stronger support and monitoring role, and providing and using materials and equipment to promote the use of the Critical Out comes as methods for teaching and for learning.
- Full Text:
The participation of teachers in the management and decision-making of three schools in the Kavango region of Namibia: a case study
- Authors: Muronga, Michael Muduva
- Date: 2012
- Subjects: Educational leadership -- Namibia -- Kavango School management and organization -- Namibia -- Kavango Teachers -- Namibia -- Kavango Teacher participation in administration -- Namibia -- Kavango Teachers -- Training of -- Namibia -- Kavango
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1688 , http://hdl.handle.net/10962/d1003571
- Description: The purpose of the research was to investigate stakeholders’ perceptions and experiences of teachers’ participation in school management and decision-making. Teachers’ involvement is a contested issue in schools. The goal was to find out to what extent and in what way teachers participate in school issues, as well as gain insight and understanding on the effects of participation of teachers in schools and how principals enhance democratic practice for quality education. The research was a case study conducted within the interpretive qualitative paradigm. I used document analysis, semi-structured interviews and observation to collect data for validity purposes and to counter subjectivity. The findings revealed at least a significant progress in terms of the Education Act, no 16 of 2001 requirement, of teachers’ participation in management and decision-making in schools, which has been an issue in the past. The study revealed that decisions are taken after consultation through consensus. The study revealed that the participation approach promotes ownership and commitment of staff to higher performance and common goals. The findings emerged that participative management has advantages for achieving higher performance through collaboration, consultation, and broader participation. The foremost findings include school principals’ roles in enhancing a collegial management approach by delegating, sharing leadership and responsibilities, and establishing organisation structures and committees involving teachers. Meetings serve as a platform for communication and sharing of information with stakeholders. However, there were also signs of tensions amid school management teams (SMTs) and teachers on participation in school matters in all aspects. Furthermore, its time-consuming nature, authoritarianism and accountability emerged as major challenges affecting the implementation of the participative approach. In addition to that, the study revealed that lack of knowledge and skills, unwillingness to involve others and to participate affects the implementation of the theory. As a result, the study recommends to the policies makers and the Ministry of Education to organize training for all stakeholders on participative management to empower them. Moreover, the study recommends to regional managers, inspectors, and advisory teachers (AT) to provide information to institutions responsible for teacher training to accommodate the theory into their curriculum. School principals should undergo training programmes or in-service training for participative leadership purposes to enhance their leadership capacity and to carry out their responsibilities effectively.
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- Authors: Muronga, Michael Muduva
- Date: 2012
- Subjects: Educational leadership -- Namibia -- Kavango School management and organization -- Namibia -- Kavango Teachers -- Namibia -- Kavango Teacher participation in administration -- Namibia -- Kavango Teachers -- Training of -- Namibia -- Kavango
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1688 , http://hdl.handle.net/10962/d1003571
- Description: The purpose of the research was to investigate stakeholders’ perceptions and experiences of teachers’ participation in school management and decision-making. Teachers’ involvement is a contested issue in schools. The goal was to find out to what extent and in what way teachers participate in school issues, as well as gain insight and understanding on the effects of participation of teachers in schools and how principals enhance democratic practice for quality education. The research was a case study conducted within the interpretive qualitative paradigm. I used document analysis, semi-structured interviews and observation to collect data for validity purposes and to counter subjectivity. The findings revealed at least a significant progress in terms of the Education Act, no 16 of 2001 requirement, of teachers’ participation in management and decision-making in schools, which has been an issue in the past. The study revealed that decisions are taken after consultation through consensus. The study revealed that the participation approach promotes ownership and commitment of staff to higher performance and common goals. The findings emerged that participative management has advantages for achieving higher performance through collaboration, consultation, and broader participation. The foremost findings include school principals’ roles in enhancing a collegial management approach by delegating, sharing leadership and responsibilities, and establishing organisation structures and committees involving teachers. Meetings serve as a platform for communication and sharing of information with stakeholders. However, there were also signs of tensions amid school management teams (SMTs) and teachers on participation in school matters in all aspects. Furthermore, its time-consuming nature, authoritarianism and accountability emerged as major challenges affecting the implementation of the participative approach. In addition to that, the study revealed that lack of knowledge and skills, unwillingness to involve others and to participate affects the implementation of the theory. As a result, the study recommends to the policies makers and the Ministry of Education to organize training for all stakeholders on participative management to empower them. Moreover, the study recommends to regional managers, inspectors, and advisory teachers (AT) to provide information to institutions responsible for teacher training to accommodate the theory into their curriculum. School principals should undergo training programmes or in-service training for participative leadership purposes to enhance their leadership capacity and to carry out their responsibilities effectively.
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An investigation into the use of Visual Technology for the Autonomous Learning of mathematics (VITALmaths) video clips through the medium of cell phones in the teaching of mathematics in selected South African Grade 9 classes: a case study
- Authors: Hyde, Janet Catherine
- Date: 2012
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa Educational innovations -- South Africa Telecommunication in education -- South Africa Teaching -- South Africa -- Aids and devices
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1618 , http://hdl.handle.net/10962/d1003500
- Description: This qualitative study examines the use of Visual Technology for the Autonomous Learning of mathematics (VITALmaths) video clips in three Grade 9 classrooms in the Eastern Cape, South Africa, two of which are in well-resourced ex-Model C schools and one in a semi-rural township school. The rapid development of mobile technology, especially in Africa, has opened up previously unexplored avenues in economy, communication and education (Aker & Mbiti, 2010), with a number of mobile learning initiatives being launched in South Africa (Botha & Ford, 2007; Vosloo & Botha, 2009). The VITALmaths project was developed collaboratively between the University of Applied Sciences Northwestern Switzerland and Rhodes University in South Africa (Linneweber-Lammerskitten, Schäfer and Samson, 2010). As the main platform for dissemination of the video clips is the cell phone, the study looked at the various aspects involved in the use of cell phones by learners in the classroom, as well as the incorporation of the clips into the teaching of three teachers. Consideration was given to whether or not the clips assisted the teachers in teaching, as well as whether or not they encouraged further exploration. The study was divided into six stages during which data was collected and analysed using an interpretive approach throughout. Data collection methods included semistructured interviews, questionnaires, observation, journals and reflective essays. The study revealed the participating teachers, having incorporated the clips into several lessons, found that these had a meaningful effect on their teaching practice, as well as on the engagement of the learners in the lessons. The majority of the learners involved in the study had access to cell phones, either their own or borrowed, and were able to download the video clips onto their phones from the website (www.ru.ac.za/vitalmaths). A number of learners found that the clips helped them find examples of specific mathematical concepts outside of the classroom, thus leading to further enquiry and exploration, while several learners downloaded and viewed additional clips. Overall findings showed that the VITALmaths video clips could be incorporated into teaching with relative ease.
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- Authors: Hyde, Janet Catherine
- Date: 2012
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa Educational innovations -- South Africa Telecommunication in education -- South Africa Teaching -- South Africa -- Aids and devices
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1618 , http://hdl.handle.net/10962/d1003500
- Description: This qualitative study examines the use of Visual Technology for the Autonomous Learning of mathematics (VITALmaths) video clips in three Grade 9 classrooms in the Eastern Cape, South Africa, two of which are in well-resourced ex-Model C schools and one in a semi-rural township school. The rapid development of mobile technology, especially in Africa, has opened up previously unexplored avenues in economy, communication and education (Aker & Mbiti, 2010), with a number of mobile learning initiatives being launched in South Africa (Botha & Ford, 2007; Vosloo & Botha, 2009). The VITALmaths project was developed collaboratively between the University of Applied Sciences Northwestern Switzerland and Rhodes University in South Africa (Linneweber-Lammerskitten, Schäfer and Samson, 2010). As the main platform for dissemination of the video clips is the cell phone, the study looked at the various aspects involved in the use of cell phones by learners in the classroom, as well as the incorporation of the clips into the teaching of three teachers. Consideration was given to whether or not the clips assisted the teachers in teaching, as well as whether or not they encouraged further exploration. The study was divided into six stages during which data was collected and analysed using an interpretive approach throughout. Data collection methods included semistructured interviews, questionnaires, observation, journals and reflective essays. The study revealed the participating teachers, having incorporated the clips into several lessons, found that these had a meaningful effect on their teaching practice, as well as on the engagement of the learners in the lessons. The majority of the learners involved in the study had access to cell phones, either their own or borrowed, and were able to download the video clips onto their phones from the website (www.ru.ac.za/vitalmaths). A number of learners found that the clips helped them find examples of specific mathematical concepts outside of the classroom, thus leading to further enquiry and exploration, while several learners downloaded and viewed additional clips. Overall findings showed that the VITALmaths video clips could be incorporated into teaching with relative ease.
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Issues and challenges facing school libraries: a case study of selected primary schools in Gauteng Province, South Africa
- Paton-Ash, Margaret Sanderson
- Authors: Paton-Ash, Margaret Sanderson
- Date: 2012
- Subjects: School libraries -- South Africa -- Gauteng Libraries and state -- South Africa -- Gauteng Libraries and schools -- South Africa -- Gauteng Library planning -- South Africa -- Gauteng Libraries and education -- South Africa -- Gauteng
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1660 , http://hdl.handle.net/10962/d1003543
- Description: Fewer than 8% of schools in South Africa have functioning libraries. There is no national policy for school libraries which compels School Governing Bodies and principals to have a library in their schools. This qualitative study, based on grounded theory, investigated ten primary schools in Gauteng that had libraries, or were in the process of setting up a library with the intention of providing a rich description of the issues and challenges facing these schools. The schools were chosen on the basis of location (Soweto and Johannesburg), and the school fees that were paid in a continuum from low/no fee paying schools to the fee paying ex Model-C schools. The resourcing of the school library, the operation of the school library and the role of the library were examined. The findings highlight the lack of a national policy, of school library posts, the theft of computers as a result of the lack of security, as well as the lack of understanding by teachers of the role the library in teaching and learning. Furthermore, there appears to be a disjuncture between the trends evident in the international literature on school libraries and what is actually happening in the primary school libraries in my study. Most significantly low/no fee paying schools with libraries were the exception and those that did have libraries were as a result of the enthusiasm and efforts of one or two individuals with the backing of the principal. Ex-Model C schools had the advantage in terms of the provision and staffing of school libraries as they had the funds to support them and, in some cases, a school librarian, provided that the principal supported the idea of a school library. In all the schools, the belief in the importance of the library regarding reading and literacy was the main motivating factor in establishing or maintaining the school library. A growing public awareness of the value of school libraries was an encouraging trend that emerged from my study.
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- Authors: Paton-Ash, Margaret Sanderson
- Date: 2012
- Subjects: School libraries -- South Africa -- Gauteng Libraries and state -- South Africa -- Gauteng Libraries and schools -- South Africa -- Gauteng Library planning -- South Africa -- Gauteng Libraries and education -- South Africa -- Gauteng
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1660 , http://hdl.handle.net/10962/d1003543
- Description: Fewer than 8% of schools in South Africa have functioning libraries. There is no national policy for school libraries which compels School Governing Bodies and principals to have a library in their schools. This qualitative study, based on grounded theory, investigated ten primary schools in Gauteng that had libraries, or were in the process of setting up a library with the intention of providing a rich description of the issues and challenges facing these schools. The schools were chosen on the basis of location (Soweto and Johannesburg), and the school fees that were paid in a continuum from low/no fee paying schools to the fee paying ex Model-C schools. The resourcing of the school library, the operation of the school library and the role of the library were examined. The findings highlight the lack of a national policy, of school library posts, the theft of computers as a result of the lack of security, as well as the lack of understanding by teachers of the role the library in teaching and learning. Furthermore, there appears to be a disjuncture between the trends evident in the international literature on school libraries and what is actually happening in the primary school libraries in my study. Most significantly low/no fee paying schools with libraries were the exception and those that did have libraries were as a result of the enthusiasm and efforts of one or two individuals with the backing of the principal. Ex-Model C schools had the advantage in terms of the provision and staffing of school libraries as they had the funds to support them and, in some cases, a school librarian, provided that the principal supported the idea of a school library. In all the schools, the belief in the importance of the library regarding reading and literacy was the main motivating factor in establishing or maintaining the school library. A growing public awareness of the value of school libraries was an encouraging trend that emerged from my study.
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Enabling social learning as a response to environmental issues through teaching of localised curriculum in Zambian schools
- Authors: Sinyama, Imakando
- Date: 2012
- Subjects: Social learning -- Zambia -- Keembe (Central Province) Environmental education -- Zambia -- Keembe (Central Province) Environmental education -- Study and teaching -- Zambia -- Keembe (Central Province) Sustainable development -- Study and teaching -- Zambia -- Keembe (Central Province) Curriculum change -- Zambia -- Keembe (Central Province) Educational evaluation -- Zambia -- Keembe (Central Province)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1508 , http://hdl.handle.net/10962/d1003390
- Description: Schools are traditionally established as the main meeting platforms for awareness, education, training and capacity building in the local communities, and as such, are highly regarded and respected. They are situated and integrated in nearly all local communities. They are thus perfectly suited to reach, draw on and provide capacity building to the communities. Zambia recently introduced a new curriculum aspect named localised curriculum, which makes up 20% of the curriculum. This curriculum area encourages schools to address issues of sustainable development that are locally relevant through this curriculum component, but it is not clear what kind of learning emerges from this curriculum aspect. The study looked at the shift in pedagogical discourse since the introduction of the localised curriculum. Using case study methodology and observation of a number of classroom activities in the Keemba District near Monze in Zambia, I observed social learning interactions taking place in the implementation of the localised curriculum. In particular, I was interested in how the different aspects of the localised curriculum enabled social learning, at different levels. What is important in this research is that it focused not so much on what people should know, or be able to do, but rather, drawing on some of the questions raised by Wals (2007), I considered questions of how people learn, and how social learning emerges in school-community interactions in the localised curriculum. The main research question was to investigate: How does localised curriculum enable social learning in response to environmental issues in Zambian schools? This research drew on a number of associated research projects that were carried out in southern Africa and beyond. In his research, Namafe (2008) states that he saw a great need to institutionalise increased participation of Zambian Basic Schools and their local communities in sustainable development of the country in order to alleviate poverty and achieve equitable development. Hogan (2008, p. 122 ) researching in a different context, argues that contextualisation of the curriculum allowed for indigenous knowledge to come in to the classroom, stating that ‘Weakening of the frames provided the opportunity of closer relationships to give space for knowledge other than teacher selected knowledge or book knowledge to enter the classroom.’ In this study I found that: - Teaching localised curriculum allowed for contextualisation and integration of environment and natural resource management issues - Localising the curriculum contributed to curriculum relevancy: teaching localised curriculum helped learners, teachers and community to develop concern for quality of life and contributed to an understanding of sustainable development - Localised curriculum allowed for frame awareness, frame deconstruction and reframing to take place: this allowed teachers to use methods which promoted active pupil participation and interaction, encouraging learners to be reflexive thinkers rather than just using rote memory - Participation of teachers, community and learners in the implementation of the localised curriculum: The involvement of community members to teach topics of the localised curriculum was useful and articulated processes of inter–epistemological dialogue between traditional or every day and scientific or institutional knowledge - The localised curriculum implementation involved various roles and was influenced by various factors. Of key interest to this study was the fact that neither parents, learners nor teachers saw the localised curriculum as an opportunity for problem solving, but rather emphasised the learning of practical life skills relevant to the community. This differed from the curriculum manuals, and reduced the environmental education potential and also social learning opportunities.
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- Authors: Sinyama, Imakando
- Date: 2012
- Subjects: Social learning -- Zambia -- Keembe (Central Province) Environmental education -- Zambia -- Keembe (Central Province) Environmental education -- Study and teaching -- Zambia -- Keembe (Central Province) Sustainable development -- Study and teaching -- Zambia -- Keembe (Central Province) Curriculum change -- Zambia -- Keembe (Central Province) Educational evaluation -- Zambia -- Keembe (Central Province)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1508 , http://hdl.handle.net/10962/d1003390
- Description: Schools are traditionally established as the main meeting platforms for awareness, education, training and capacity building in the local communities, and as such, are highly regarded and respected. They are situated and integrated in nearly all local communities. They are thus perfectly suited to reach, draw on and provide capacity building to the communities. Zambia recently introduced a new curriculum aspect named localised curriculum, which makes up 20% of the curriculum. This curriculum area encourages schools to address issues of sustainable development that are locally relevant through this curriculum component, but it is not clear what kind of learning emerges from this curriculum aspect. The study looked at the shift in pedagogical discourse since the introduction of the localised curriculum. Using case study methodology and observation of a number of classroom activities in the Keemba District near Monze in Zambia, I observed social learning interactions taking place in the implementation of the localised curriculum. In particular, I was interested in how the different aspects of the localised curriculum enabled social learning, at different levels. What is important in this research is that it focused not so much on what people should know, or be able to do, but rather, drawing on some of the questions raised by Wals (2007), I considered questions of how people learn, and how social learning emerges in school-community interactions in the localised curriculum. The main research question was to investigate: How does localised curriculum enable social learning in response to environmental issues in Zambian schools? This research drew on a number of associated research projects that were carried out in southern Africa and beyond. In his research, Namafe (2008) states that he saw a great need to institutionalise increased participation of Zambian Basic Schools and their local communities in sustainable development of the country in order to alleviate poverty and achieve equitable development. Hogan (2008, p. 122 ) researching in a different context, argues that contextualisation of the curriculum allowed for indigenous knowledge to come in to the classroom, stating that ‘Weakening of the frames provided the opportunity of closer relationships to give space for knowledge other than teacher selected knowledge or book knowledge to enter the classroom.’ In this study I found that: - Teaching localised curriculum allowed for contextualisation and integration of environment and natural resource management issues - Localising the curriculum contributed to curriculum relevancy: teaching localised curriculum helped learners, teachers and community to develop concern for quality of life and contributed to an understanding of sustainable development - Localised curriculum allowed for frame awareness, frame deconstruction and reframing to take place: this allowed teachers to use methods which promoted active pupil participation and interaction, encouraging learners to be reflexive thinkers rather than just using rote memory - Participation of teachers, community and learners in the implementation of the localised curriculum: The involvement of community members to teach topics of the localised curriculum was useful and articulated processes of inter–epistemological dialogue between traditional or every day and scientific or institutional knowledge - The localised curriculum implementation involved various roles and was influenced by various factors. Of key interest to this study was the fact that neither parents, learners nor teachers saw the localised curriculum as an opportunity for problem solving, but rather emphasised the learning of practical life skills relevant to the community. This differed from the curriculum manuals, and reduced the environmental education potential and also social learning opportunities.
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