Education in the wetlands and wetlands in the education: a case of contextualizing primary/basic education in Tanzania
- Authors: Hogan, Alice Rosemary
- Date: 2008
- Subjects: Education -- Tanzania Environmental education -- Tanzania Education, Rural -- Tanzania Education -- Curricula -- Tanzania Community and school -- Tanzania
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1504 , http://hdl.handle.net/10962/d1003386
- Description: This dissertation describes an action research case study carried out at a sub-village school at Nyamakurukuru, Utete, Rufiji District, Tanzania. The study was a fully independent research activity funded and led by a female Irish environmental and community specialist who has fifteen years experience of working in rural Tanzania, five of which were in Rufiji District. The aim of the action research was to engage a community of villagers, teachers, students and district officers in a participatory process to adapt a module of a school curriculum to the local context, and teach it in order to describe one way in which contextualization, using local and indigenous knowledge and active discovery teaching-learning processes, can be done. The major research question, which I wished to answer for one specific case, was: Does integrating local environmental cultural knowledge into formal schooling contribute to curriculum relevance? If so, in what way? This document describes the background and context of the research, the motivation and the theoretical basis for the work, the methodology and methods, and the action research process itself. The results are interpreted and discussed in the light of current theoretical perspectives on education and environmental education. The main findings within the case are that: Contextualization improved relevance of education and thus its quality by: • breaking through traditional frames/barriers between teachers and students, students and elders and community and teachers, • allowing formal education to take place outside of the school, • necessitating a change in pedagogy1 to more learner-centered, discovery methods, • allowing indigenous knowledge to come into the classroom, • stimulating creativity and increased confidence, and • bringing local socio-political environmental issues into the classroom. This study provides a case example of how education processes, when engaging local cultural knowledge, can improve the relevance, and thus an aspect of the quality of teaching and learning in school-community contexts, while providing a conduit for integrating environmental education into the formal school curriculum. It provides insights into the key issue of relevance which currently faces educators of children in wetlands in Tanzania. Recommendations were made for the case studied and may be useful beyond the boundaries of the case: • Give more explicit government policy and strategic support for community involvement in educational content–epistemologies and pedagogies. • Weaken framing (hierarchical power positions) to encourage greater partnership between school, home and community to improve relevance. • Investigate the provision of education beyond schools. • Provide practical teacher and community training on use of learner-centered, discovery and active pedagogies. • Provide teacher and community education on biodiversity and the environment. • Provide relevant reference texts and research data on the ecology, biodiversity, vegetation, hydrology, agriculture, sociology, history and other relevant subjects. • Officially nurture a culture that learning should be enjoyable. • Allow the curriculum freedom, in these times of increasing risk for rural tropical wetland communities, to make the curriculum fit the local issues rather than vice versa. • Nurture critical analysis of the curriculum in local pedagogic discourse i.e., at the local contextualization level of the home, community and school.
- Full Text:
- Date Issued: 2008
- Authors: Hogan, Alice Rosemary
- Date: 2008
- Subjects: Education -- Tanzania Environmental education -- Tanzania Education, Rural -- Tanzania Education -- Curricula -- Tanzania Community and school -- Tanzania
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1504 , http://hdl.handle.net/10962/d1003386
- Description: This dissertation describes an action research case study carried out at a sub-village school at Nyamakurukuru, Utete, Rufiji District, Tanzania. The study was a fully independent research activity funded and led by a female Irish environmental and community specialist who has fifteen years experience of working in rural Tanzania, five of which were in Rufiji District. The aim of the action research was to engage a community of villagers, teachers, students and district officers in a participatory process to adapt a module of a school curriculum to the local context, and teach it in order to describe one way in which contextualization, using local and indigenous knowledge and active discovery teaching-learning processes, can be done. The major research question, which I wished to answer for one specific case, was: Does integrating local environmental cultural knowledge into formal schooling contribute to curriculum relevance? If so, in what way? This document describes the background and context of the research, the motivation and the theoretical basis for the work, the methodology and methods, and the action research process itself. The results are interpreted and discussed in the light of current theoretical perspectives on education and environmental education. The main findings within the case are that: Contextualization improved relevance of education and thus its quality by: • breaking through traditional frames/barriers between teachers and students, students and elders and community and teachers, • allowing formal education to take place outside of the school, • necessitating a change in pedagogy1 to more learner-centered, discovery methods, • allowing indigenous knowledge to come into the classroom, • stimulating creativity and increased confidence, and • bringing local socio-political environmental issues into the classroom. This study provides a case example of how education processes, when engaging local cultural knowledge, can improve the relevance, and thus an aspect of the quality of teaching and learning in school-community contexts, while providing a conduit for integrating environmental education into the formal school curriculum. It provides insights into the key issue of relevance which currently faces educators of children in wetlands in Tanzania. Recommendations were made for the case studied and may be useful beyond the boundaries of the case: • Give more explicit government policy and strategic support for community involvement in educational content–epistemologies and pedagogies. • Weaken framing (hierarchical power positions) to encourage greater partnership between school, home and community to improve relevance. • Investigate the provision of education beyond schools. • Provide practical teacher and community training on use of learner-centered, discovery and active pedagogies. • Provide teacher and community education on biodiversity and the environment. • Provide relevant reference texts and research data on the ecology, biodiversity, vegetation, hydrology, agriculture, sociology, history and other relevant subjects. • Officially nurture a culture that learning should be enjoyable. • Allow the curriculum freedom, in these times of increasing risk for rural tropical wetland communities, to make the curriculum fit the local issues rather than vice versa. • Nurture critical analysis of the curriculum in local pedagogic discourse i.e., at the local contextualization level of the home, community and school.
- Full Text:
- Date Issued: 2008
A review of how teachers are using the renewable energy materials in their lessons
- Authors: Lambrechts, Therese
- Date: 2017
- Subjects: Renewable energy sources -- Study and teaching -- South Africa , Renewable energy sources -- Study and teaching -- South Africa -- South Africa , Curriculum evaluation -- South Africa , Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13888 , vital:21864
- Description: Climate change and renewable energy have recently become part of the school curriculum in South Africa. Many teachers at the secondary school level thus have to teach topics with which they are not (necessarily) familiar. The Centre for Renewable and Sustainable Energy Studies at Stellenbosch University has established a schools' programme to provide materials to aid the educators in the teaching of renewable energy topics. A research-based set of Learning Teaching Support Material (LTSM) was developed for high school educators. The learning material includes a DVD, PowerPoint presentations, posters, a teacher's manual, and assignments that can be used in different subjects. This study reports and reviews how teachers are currently using the material. Teacher accounts of materials use and evidence of learning in students work were solicited using an appreciative inquiry review process. The data reflected the value being created through patterns of materials use. A Vygotskian based task sequencing framework of Anne Edwards was used to examine the patterns of use which support learning. The use of the task sequencing as an analytical lens allowed the review to probe how knowledge representation was the primary use by teachers. Here they introduced learners to key concepts and to broaden their knowledge on renewable energy. The activities served to scaffold a clear learning progression but the activities were not strongly enough orientated towards ESD as learner-led processes of enquiry and action. The outcomes of the study will be used to update and better align the materials with a need for teachers to strengthen important ESD outcomes in the current curriculum.
- Full Text:
- Date Issued: 2017
- Authors: Lambrechts, Therese
- Date: 2017
- Subjects: Renewable energy sources -- Study and teaching -- South Africa , Renewable energy sources -- Study and teaching -- South Africa -- South Africa , Curriculum evaluation -- South Africa , Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13888 , vital:21864
- Description: Climate change and renewable energy have recently become part of the school curriculum in South Africa. Many teachers at the secondary school level thus have to teach topics with which they are not (necessarily) familiar. The Centre for Renewable and Sustainable Energy Studies at Stellenbosch University has established a schools' programme to provide materials to aid the educators in the teaching of renewable energy topics. A research-based set of Learning Teaching Support Material (LTSM) was developed for high school educators. The learning material includes a DVD, PowerPoint presentations, posters, a teacher's manual, and assignments that can be used in different subjects. This study reports and reviews how teachers are currently using the material. Teacher accounts of materials use and evidence of learning in students work were solicited using an appreciative inquiry review process. The data reflected the value being created through patterns of materials use. A Vygotskian based task sequencing framework of Anne Edwards was used to examine the patterns of use which support learning. The use of the task sequencing as an analytical lens allowed the review to probe how knowledge representation was the primary use by teachers. Here they introduced learners to key concepts and to broaden their knowledge on renewable energy. The activities served to scaffold a clear learning progression but the activities were not strongly enough orientated towards ESD as learner-led processes of enquiry and action. The outcomes of the study will be used to update and better align the materials with a need for teachers to strengthen important ESD outcomes in the current curriculum.
- Full Text:
- Date Issued: 2017
A review of the development and enactment of a radio programme on rainwater harvesting in expanding social learning interactions: a case of the Imvotho Bubomi Learning Network in the Nkonkobe Municipality, Eastern Cape, South Africa
- Authors: Lupele, Chisala
- Date: 2017
- Subjects: Imvotho Bubomi Learning Network , Amanzi for Food , Radio in education -- South Africa -- Eastern Cape , Educational broadcasting -- South Africa -- Eastern Cape , Radio stations -- South Africa -- Eastern Cape , Community radio -- South Africa -- Eastern Cape , Environmental education -- South Africa , Water conservation -- Study and teaching -- South Africa , Rhodes University. Environmental Learning Research Centre
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/12991 , vital:21786
- Description: The use of radio and associated information and communications technologies (ICTs) has not been widely explored as a process of environmental education over the years. If environmental education is to involve many people, the use of radio and associated ICTs, particularly in community radio, needs to be researched because radio has multilayered functions. This study examines how practitioners in an agricultural Community of Practice (CoP), namely the Imvotho Bubomi Learning Network in the Nkonkobe Municipality, Eastern Cape, South Africa developed a radio programme on rainwater harvesting for the promotion of food security. The study probes the expansion and social learning of the network and into the public sphere after broadcasts. The study draws on research data generated in the Amanzi for Food project which was funded by the Water Research Commission of South Africa and was led by the Rhodes University Environmental Learning Research Centre. Using interviews, radio programme transcripts and observations, the study found that through using their prior knowledge from a training of trainers’ course on rain water harvesting and drawing on everyday experience of rainwater harvesting the CoP members had an expansion in their mutual engagement, joint enterprise, diversity, shared repertoire and identity into a knowledge community. This learning process developed through a successive elaboration of social ecological and social articulations related to the expansive functioning of the CoP; and experience of the benefits of rainwater harvesting as radio programme listeners deliberated how the different practices related to their existing knowledge and experience. The study also found that these expansive processes of social learning occurred across the spectrum of smallholder farmers and homestead food growers in a stimulated radio listening focus group discussion. The study concludes that agriculture practitioners involved in education for sustainable development could expand their knowledge sharing platforms by giving more attention to community radio as a means of both involving participants and engaging learning communities in local environment and sustainability concerns.
- Full Text:
- Date Issued: 2017
- Authors: Lupele, Chisala
- Date: 2017
- Subjects: Imvotho Bubomi Learning Network , Amanzi for Food , Radio in education -- South Africa -- Eastern Cape , Educational broadcasting -- South Africa -- Eastern Cape , Radio stations -- South Africa -- Eastern Cape , Community radio -- South Africa -- Eastern Cape , Environmental education -- South Africa , Water conservation -- Study and teaching -- South Africa , Rhodes University. Environmental Learning Research Centre
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/12991 , vital:21786
- Description: The use of radio and associated information and communications technologies (ICTs) has not been widely explored as a process of environmental education over the years. If environmental education is to involve many people, the use of radio and associated ICTs, particularly in community radio, needs to be researched because radio has multilayered functions. This study examines how practitioners in an agricultural Community of Practice (CoP), namely the Imvotho Bubomi Learning Network in the Nkonkobe Municipality, Eastern Cape, South Africa developed a radio programme on rainwater harvesting for the promotion of food security. The study probes the expansion and social learning of the network and into the public sphere after broadcasts. The study draws on research data generated in the Amanzi for Food project which was funded by the Water Research Commission of South Africa and was led by the Rhodes University Environmental Learning Research Centre. Using interviews, radio programme transcripts and observations, the study found that through using their prior knowledge from a training of trainers’ course on rain water harvesting and drawing on everyday experience of rainwater harvesting the CoP members had an expansion in their mutual engagement, joint enterprise, diversity, shared repertoire and identity into a knowledge community. This learning process developed through a successive elaboration of social ecological and social articulations related to the expansive functioning of the CoP; and experience of the benefits of rainwater harvesting as radio programme listeners deliberated how the different practices related to their existing knowledge and experience. The study also found that these expansive processes of social learning occurred across the spectrum of smallholder farmers and homestead food growers in a stimulated radio listening focus group discussion. The study concludes that agriculture practitioners involved in education for sustainable development could expand their knowledge sharing platforms by giving more attention to community radio as a means of both involving participants and engaging learning communities in local environment and sustainability concerns.
- Full Text:
- Date Issued: 2017
An investigation into teachers' perceptions of female secondary school principals in Kwazulu-Natal
- Authors: Ngcobo, Thandi Moira
- Date: 1996
- Subjects: Women school principals -- South Africa Sex discrimination in employment -- South Africa Teachers -- South Africa -- Attitudes School management and organization -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1601 , http://hdl.handle.net/10962/d1003483
- Description: There are few female teachers who hold principal positions in schools, especially in secondary schools. This study investigates teachers' perceptions of secondary school female principals' leadership abilities and styles.It also investigates whether teachers' perceptions are influenced either by their sexes or experience or lack of experience of working with female principals. The reseacher hopes that this research findings will help to either: develop and improve female leadership (where it is found to be wanting); and or influence authorieties to appoint more female teachers to head secondary schools. The literature surveyed revealed that the appointment of principals in seconday schools is discriminatory against female teachers. It further revealed that principals (mainly male) do not prepare female teachers for management and leadership positions. As a result female potential leaders become demotivated. This is unfortunate as research has found that female principals are as effective as leaders as male principals are. One disadvantage of having a small number of female leaders in education is that this results in an education that only reflects the male perspectives and values. This in turn alienates girls' perspectives from education. In order to establish teachers' perceptions of female secondary school principals a survey of the percptions of teachers in the Maphumolo circuit of female principals in this area was first carried out by means of a questionnaire. This was followed by a case study of one female principal. In depth, semi-stuctured interviews were undertaken with the principal and three teachers working with her in order to establish this principal's leadership style and the teachers' feelings towards her. A statistical analysis of the survey and a conten~ ~alysis of the case study were carried out. These revealed that the majority of teachers perceive female principals as effective and transformational leaders. These perceptions were found to be minimally influenced by either the teachers' sexes or experience of working with female principals. The..majority of those teachers who perceived female principals negatively tended to be males and to be from a group of teachers who had never worked with female principals. Recommendations for the increase of the number of female principals in secondary schools and for the improvement ofleadership in these schools are made.
- Full Text:
- Date Issued: 1996
- Authors: Ngcobo, Thandi Moira
- Date: 1996
- Subjects: Women school principals -- South Africa Sex discrimination in employment -- South Africa Teachers -- South Africa -- Attitudes School management and organization -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1601 , http://hdl.handle.net/10962/d1003483
- Description: There are few female teachers who hold principal positions in schools, especially in secondary schools. This study investigates teachers' perceptions of secondary school female principals' leadership abilities and styles.It also investigates whether teachers' perceptions are influenced either by their sexes or experience or lack of experience of working with female principals. The reseacher hopes that this research findings will help to either: develop and improve female leadership (where it is found to be wanting); and or influence authorieties to appoint more female teachers to head secondary schools. The literature surveyed revealed that the appointment of principals in seconday schools is discriminatory against female teachers. It further revealed that principals (mainly male) do not prepare female teachers for management and leadership positions. As a result female potential leaders become demotivated. This is unfortunate as research has found that female principals are as effective as leaders as male principals are. One disadvantage of having a small number of female leaders in education is that this results in an education that only reflects the male perspectives and values. This in turn alienates girls' perspectives from education. In order to establish teachers' perceptions of female secondary school principals a survey of the percptions of teachers in the Maphumolo circuit of female principals in this area was first carried out by means of a questionnaire. This was followed by a case study of one female principal. In depth, semi-stuctured interviews were undertaken with the principal and three teachers working with her in order to establish this principal's leadership style and the teachers' feelings towards her. A statistical analysis of the survey and a conten~ ~alysis of the case study were carried out. These revealed that the majority of teachers perceive female principals as effective and transformational leaders. These perceptions were found to be minimally influenced by either the teachers' sexes or experience of working with female principals. The..majority of those teachers who perceived female principals negatively tended to be males and to be from a group of teachers who had never worked with female principals. Recommendations for the increase of the number of female principals in secondary schools and for the improvement ofleadership in these schools are made.
- Full Text:
- Date Issued: 1996
An exploration of the school nutrition programme's potential to catalyse community-based environmental learning : a case study of a rural Eastern Cape school
- Authors: Tshabeni, Veliswa
- Date: 2015
- Subjects: National School Nutrition Programme (South Africa) , School children -- Food -- South Africa -- Eastern Cape , Children -- Nutrition -- South Africa -- Eastern Cape , Environmental education -- South Africa -- Eastern Cape , Social learning -- South Africa -- Eastern Cape , Food security -- South Africa -- Eastern Cape , Rural development -- South Africa -- Eastern Cape , Poverty -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2063 , http://hdl.handle.net/10962/d1020306
- Description: The purpose of this study was to explore the extent to which a School Nutrition Programme can catalyse community-based environmental learning and promote food security in the school and the community. This is an interpretive case study of a junior secondary school in the rural Eastern Cape province of South Africa. The school is located in an area characterised by high levels of poverty and under-nutrition. The school’s food garden, a central focus of this study, contributes to the School Nutrition Programme, which falls under the National School Nutrition Programme (NSNP). The aim of the NSNP is to alleviate poverty in public schools. This case study was conducted by means of questionnaires, semi-structured interviews, and document analysis and field observations. The data set was analysed, firstly, to ascertain if the School Nutrition Programme functions as a community of practise (Wenger, 1998). Thereafter, the data set was analysed to identify the knowledge related to food security and environmental sustainability that is learned and shared in the School Nutrition Programme, and also how such learning took place. The study found that the School’s Nutrition Programme was indeed operating as a community of practice and that it created a platform for sharing explicit and tacit knowledge and skills related to food security and environmental sustainability. The case study also revealed the contextual and experience-based nature of knowledge related to food cultivation.
- Full Text:
- Date Issued: 2015
- Authors: Tshabeni, Veliswa
- Date: 2015
- Subjects: National School Nutrition Programme (South Africa) , School children -- Food -- South Africa -- Eastern Cape , Children -- Nutrition -- South Africa -- Eastern Cape , Environmental education -- South Africa -- Eastern Cape , Social learning -- South Africa -- Eastern Cape , Food security -- South Africa -- Eastern Cape , Rural development -- South Africa -- Eastern Cape , Poverty -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2063 , http://hdl.handle.net/10962/d1020306
- Description: The purpose of this study was to explore the extent to which a School Nutrition Programme can catalyse community-based environmental learning and promote food security in the school and the community. This is an interpretive case study of a junior secondary school in the rural Eastern Cape province of South Africa. The school is located in an area characterised by high levels of poverty and under-nutrition. The school’s food garden, a central focus of this study, contributes to the School Nutrition Programme, which falls under the National School Nutrition Programme (NSNP). The aim of the NSNP is to alleviate poverty in public schools. This case study was conducted by means of questionnaires, semi-structured interviews, and document analysis and field observations. The data set was analysed, firstly, to ascertain if the School Nutrition Programme functions as a community of practise (Wenger, 1998). Thereafter, the data set was analysed to identify the knowledge related to food security and environmental sustainability that is learned and shared in the School Nutrition Programme, and also how such learning took place. The study found that the School’s Nutrition Programme was indeed operating as a community of practice and that it created a platform for sharing explicit and tacit knowledge and skills related to food security and environmental sustainability. The case study also revealed the contextual and experience-based nature of knowledge related to food cultivation.
- Full Text:
- Date Issued: 2015
A review of lessons learned to inform capacity-building for sustainable nature-based tourism development in the European Union funded ʺSupport to the Wild Coast Spatial Development Initiative Pilot Programmeʺ
- Authors: Wright, Brian Bradley
- Date: 2006
- Subjects: Wild Coast Spatial Development Initiative Pilot Programme , Sustainable development -- South Africa -- Eastern Cape -- Citizen participation , Sustainable development -- Environmental aspects -- South Africa -- Eastern Cape , Conservation and natural resources -- South Africa -- Eastern Cape , Natural resources -- Management -- South Africa -- Eastern Cape , Natural resources -- Management -- International cooperation , Rural development -- South Africa -- Eastern Cape , Eastern Cape (South Africa) -- Economic development , South Africa -- Foreign economic relations -- European Union countries , European Union countries -- Foreign economic relations -- South Africa , Ecotourism -- South Africa -- Eastern Cape -- Citizen participation , Tourism -- Environmental aspects -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1744 , http://hdl.handle.net/10962/d1003628 , Wild Coast Spatial Development Initiative Pilot Programme , Sustainable development -- South Africa -- Eastern Cape -- Citizen participation , Sustainable development -- Environmental aspects -- South Africa -- Eastern Cape , Conservation and natural resources -- South Africa -- Eastern Cape , Natural resources -- Management -- South Africa -- Eastern Cape , Natural resources -- Management -- International cooperation , Rural development -- South Africa -- Eastern Cape , Eastern Cape (South Africa) -- Economic development , South Africa -- Foreign economic relations -- European Union countries , European Union countries -- Foreign economic relations -- South Africa , Ecotourism -- South Africa -- Eastern Cape -- Citizen participation , Tourism -- Environmental aspects -- South Africa -- Eastern Cape
- Description: This case-study establishes the influences of power-knowledge relationships on capacity-building for sustainability in the European Union Funded ‘Wild Coast Spatial Development Initiative Pilot Programme’ (EU Programme). It aims to capture the lessons learned for capacitybuilding to support nature-based tourism initiatives on the Wild Coast. The EU Programme aimed to achieve economic and social development of previously disadvantaged communities through nature-based tourism enterprises, and to develop capacity of local authorities and communities to support environmental management. The study discusses common trends in thematic categories emerging from the research data, and contextualises research findings in a broader development landscape. This study indicates that power-knowledge relations were reflected in the EU Programme’s development ideology by an exclusionary development approach, which lacked a participatory ethos. This exclusionary approach did not support an enabling environment for capacity-building. This development approach, guiding the programme conceptualization, design and implementation processes, resulted in a programme with unrealistic objectives, time-frames and resource allocations; a programme resisted by provincial and local government. The study provides a causal link between participation, programme relevance, programme ownership, commitment of stakeholders, effective management and capacity-building for sustainable programme implementation. The study argues that the underlying motivation for the exclusionary EU development ideology in the programme is driven by a risk management strategy. This approach allows the EU to hold power in the development process, whereas, an inclusionary participative development methodology would require a more in-depth negotiation with stakeholders, thereby requiring the EU to relinquish existing levels of power and control. This may increase the risk of an unexpected programme design outcome and associated exposure to financial risk. It may also have a significant financial effect on donor countries' consultancies and consultants currently driving the development industry. This study recommends an interactive-participative methodology for programme design and implementation, if an enabling environment for capacity-building is to be created. In addition, all programme stakeholders must share contractual accountability for programme outcomes. This requires a paradigm shift in the EU development ideology to an inclusionary methodology. However, this research suggests that the current EU development approach will not voluntarily change. I, therefore, argue that South Africa needs to develop a legislative framework that will guide donor-funded development programme methodology, to support an enabling environment for capacity-building.
- Full Text:
- Date Issued: 2006
- Authors: Wright, Brian Bradley
- Date: 2006
- Subjects: Wild Coast Spatial Development Initiative Pilot Programme , Sustainable development -- South Africa -- Eastern Cape -- Citizen participation , Sustainable development -- Environmental aspects -- South Africa -- Eastern Cape , Conservation and natural resources -- South Africa -- Eastern Cape , Natural resources -- Management -- South Africa -- Eastern Cape , Natural resources -- Management -- International cooperation , Rural development -- South Africa -- Eastern Cape , Eastern Cape (South Africa) -- Economic development , South Africa -- Foreign economic relations -- European Union countries , European Union countries -- Foreign economic relations -- South Africa , Ecotourism -- South Africa -- Eastern Cape -- Citizen participation , Tourism -- Environmental aspects -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1744 , http://hdl.handle.net/10962/d1003628 , Wild Coast Spatial Development Initiative Pilot Programme , Sustainable development -- South Africa -- Eastern Cape -- Citizen participation , Sustainable development -- Environmental aspects -- South Africa -- Eastern Cape , Conservation and natural resources -- South Africa -- Eastern Cape , Natural resources -- Management -- South Africa -- Eastern Cape , Natural resources -- Management -- International cooperation , Rural development -- South Africa -- Eastern Cape , Eastern Cape (South Africa) -- Economic development , South Africa -- Foreign economic relations -- European Union countries , European Union countries -- Foreign economic relations -- South Africa , Ecotourism -- South Africa -- Eastern Cape -- Citizen participation , Tourism -- Environmental aspects -- South Africa -- Eastern Cape
- Description: This case-study establishes the influences of power-knowledge relationships on capacity-building for sustainability in the European Union Funded ‘Wild Coast Spatial Development Initiative Pilot Programme’ (EU Programme). It aims to capture the lessons learned for capacitybuilding to support nature-based tourism initiatives on the Wild Coast. The EU Programme aimed to achieve economic and social development of previously disadvantaged communities through nature-based tourism enterprises, and to develop capacity of local authorities and communities to support environmental management. The study discusses common trends in thematic categories emerging from the research data, and contextualises research findings in a broader development landscape. This study indicates that power-knowledge relations were reflected in the EU Programme’s development ideology by an exclusionary development approach, which lacked a participatory ethos. This exclusionary approach did not support an enabling environment for capacity-building. This development approach, guiding the programme conceptualization, design and implementation processes, resulted in a programme with unrealistic objectives, time-frames and resource allocations; a programme resisted by provincial and local government. The study provides a causal link between participation, programme relevance, programme ownership, commitment of stakeholders, effective management and capacity-building for sustainable programme implementation. The study argues that the underlying motivation for the exclusionary EU development ideology in the programme is driven by a risk management strategy. This approach allows the EU to hold power in the development process, whereas, an inclusionary participative development methodology would require a more in-depth negotiation with stakeholders, thereby requiring the EU to relinquish existing levels of power and control. This may increase the risk of an unexpected programme design outcome and associated exposure to financial risk. It may also have a significant financial effect on donor countries' consultancies and consultants currently driving the development industry. This study recommends an interactive-participative methodology for programme design and implementation, if an enabling environment for capacity-building is to be created. In addition, all programme stakeholders must share contractual accountability for programme outcomes. This requires a paradigm shift in the EU development ideology to an inclusionary methodology. However, this research suggests that the current EU development approach will not voluntarily change. I, therefore, argue that South Africa needs to develop a legislative framework that will guide donor-funded development programme methodology, to support an enabling environment for capacity-building.
- Full Text:
- Date Issued: 2006
An exploration of strategies to enhance grade 8 learners' reading comprehension skills
- Authors: Matakane, Euphimia Nobuzwe
- Date: 2013
- Subjects: Reading (Secondary) -- Research Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1834 , http://hdl.handle.net/10962/d1004330
- Description: This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in the Eastern Cape, South Africa. The learners in this study, who were studying English as an additional language, experienced difficulties in comprehending English text. A series of six lessons were designed to teach comprehension strategies to improve the learners' performance in reading comprehension. The purpose of the intervention was to equip the learners with skills that would enable them to improve their reading comprehension and evaluate their effectiveness as readers. The intervention was also intended to assess my teaching, which was challenged by the need to deal with learners' poor levels of reading comprehension. The data was collected using the following research techniques: interviews, questionnaires, non-participant observation, learners' and researcher's journals, document analysis The data analysis revealed that a lack of resources to learn English; limited English language due to lack of exposure; and learners' lack of foundational knowledge from their primary schools were barriers to the successful teaching of comprehension strategies. Despite such barriers, however, this research provides evidence that teaching comprehension strategies can be effective if it is taught systematically, and applied continuously. Personally, I learnt that I had to modify my methods of teaching due to the response of learners to the lessons taught.
- Full Text:
- Date Issued: 2013
- Authors: Matakane, Euphimia Nobuzwe
- Date: 2013
- Subjects: Reading (Secondary) -- Research Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1834 , http://hdl.handle.net/10962/d1004330
- Description: This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in the Eastern Cape, South Africa. The learners in this study, who were studying English as an additional language, experienced difficulties in comprehending English text. A series of six lessons were designed to teach comprehension strategies to improve the learners' performance in reading comprehension. The purpose of the intervention was to equip the learners with skills that would enable them to improve their reading comprehension and evaluate their effectiveness as readers. The intervention was also intended to assess my teaching, which was challenged by the need to deal with learners' poor levels of reading comprehension. The data was collected using the following research techniques: interviews, questionnaires, non-participant observation, learners' and researcher's journals, document analysis The data analysis revealed that a lack of resources to learn English; limited English language due to lack of exposure; and learners' lack of foundational knowledge from their primary schools were barriers to the successful teaching of comprehension strategies. Despite such barriers, however, this research provides evidence that teaching comprehension strategies can be effective if it is taught systematically, and applied continuously. Personally, I learnt that I had to modify my methods of teaching due to the response of learners to the lessons taught.
- Full Text:
- Date Issued: 2013
An investigation into how Grade 10 Physical Sciences learners make sense of resultant vectors
- Authors: Motsilili, Tshepo Elliot
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1407 , vital:20054
- Description: The focus of this study was on how Grade 10 Physical Sciences learners make sense of resultant vectors. During my experience over more than 10 years as a Science teacher in Matatiele in the Eastern Cape Province I found that Grade 10 Physical Sciences learners consistently struggled to work with resultant vectors. Many studies have shown that learners in similar contexts are generally not doing well in Science. An interpretive paradigm was used in this study, focusing on the individual or a specific group in a qualitative case study approach and a social constructivist perspective. The unit of analysis was on how Grade 10 Physical Sciences learners make sense of resultant vectors. A diagnostic test, observation and videotaped lessons, learners’ workbooks, summative test and stimulated recall interviews were used to gather data. The data were analysed inductively using a thematic approach and in relation to the main research question: How do Grade 10 Physical Sciences learners make sense of resultant vectors? The data were validated through watching the videotaped lessons with the teacher who had been observed teaching vectors. Also, transcripts of the interviews and a summary of discussions were given back to the teacher whose learners had been observed to verify the learners’ responses and check for any misconceptions. It was found that linking scientific concepts to learners’ prior knowledge enabled them to learn in a relaxed and non-threatening environment. In doing so, sense making of resultant vectors was possible. The study thus recommends that teachers should be supported in their endeavours to help learners make sense of scientific concepts during teaching and learning situations. Some language related challenges that were also encountered warrant further research.
- Full Text:
- Date Issued: 2016
- Authors: Motsilili, Tshepo Elliot
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1407 , vital:20054
- Description: The focus of this study was on how Grade 10 Physical Sciences learners make sense of resultant vectors. During my experience over more than 10 years as a Science teacher in Matatiele in the Eastern Cape Province I found that Grade 10 Physical Sciences learners consistently struggled to work with resultant vectors. Many studies have shown that learners in similar contexts are generally not doing well in Science. An interpretive paradigm was used in this study, focusing on the individual or a specific group in a qualitative case study approach and a social constructivist perspective. The unit of analysis was on how Grade 10 Physical Sciences learners make sense of resultant vectors. A diagnostic test, observation and videotaped lessons, learners’ workbooks, summative test and stimulated recall interviews were used to gather data. The data were analysed inductively using a thematic approach and in relation to the main research question: How do Grade 10 Physical Sciences learners make sense of resultant vectors? The data were validated through watching the videotaped lessons with the teacher who had been observed teaching vectors. Also, transcripts of the interviews and a summary of discussions were given back to the teacher whose learners had been observed to verify the learners’ responses and check for any misconceptions. It was found that linking scientific concepts to learners’ prior knowledge enabled them to learn in a relaxed and non-threatening environment. In doing so, sense making of resultant vectors was possible. The study thus recommends that teachers should be supported in their endeavours to help learners make sense of scientific concepts during teaching and learning situations. Some language related challenges that were also encountered warrant further research.
- Full Text:
- Date Issued: 2016
Use of eco-art education in supporting the establishment of sustainability competencies in basic education: an interventionist case study
- Authors: Da Silva, Juliana Schmidt
- Date: 2020
- Subjects: Environment (Art) , Environmental education -- Brazil , Sustainable development -- Brazil , Education -- Curricula -- Brazil , Eco-art education
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/166127 , vital:41331
- Description: Recent socioecological approaches in Environmental Education acknowledge the complexity of “real-world situations”, which include environmental problems. One response to the challenge of enabling people to develop sustainability is the key competencies in sustainability framework. It can be faced as a guide to planning Environmental Education actions. On the other side, art practices hold potential to expand learning in varied ways. Art can offer the strategies employed in learning processes directed to sustainability, constituting the field of eco-art education. This research aims to investigate the integration of the visions of the key competencies in sustainability and the eco-art education in an Environmental Education project at high school level. Horta and Gastronomia (Vegetable Garden and Gastronomy) is an extra-curricular activity which happens every year at Irmão Jaime Biazus high school in Porto Alegre, Brazil. It addresses food security and sustainability associating the garden, the kitchen and exploration of sustainability issues using eco-art strategies. Action research approach is used, defining two research cycles to explore the effectiveness of eco-art for the development of key competencies in sustainability. The first cycle focuses on the eco-art activities applied in Horta and Gastronomia (2017 group) while the second cycle deals with a post-project intervention designed to observe indicators of the sustainability competencies and further explore eco-art strategies. This study adds to the field of sustainability competencies by exploring teaching strategies through eco-art education. Insight into key competencies in sustainability is given by presenting the investigation of the group of students about a situation of their reality. The activities implemented, classified according to their objectives, are contextualized regarding the competencies and in learning sequences. This research also contributes to the development of the sustainability competencies framework by applying the theory to a basic education level, adapting the work originally proposed to higher education contexts.
- Full Text:
- Date Issued: 2020
- Authors: Da Silva, Juliana Schmidt
- Date: 2020
- Subjects: Environment (Art) , Environmental education -- Brazil , Sustainable development -- Brazil , Education -- Curricula -- Brazil , Eco-art education
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/166127 , vital:41331
- Description: Recent socioecological approaches in Environmental Education acknowledge the complexity of “real-world situations”, which include environmental problems. One response to the challenge of enabling people to develop sustainability is the key competencies in sustainability framework. It can be faced as a guide to planning Environmental Education actions. On the other side, art practices hold potential to expand learning in varied ways. Art can offer the strategies employed in learning processes directed to sustainability, constituting the field of eco-art education. This research aims to investigate the integration of the visions of the key competencies in sustainability and the eco-art education in an Environmental Education project at high school level. Horta and Gastronomia (Vegetable Garden and Gastronomy) is an extra-curricular activity which happens every year at Irmão Jaime Biazus high school in Porto Alegre, Brazil. It addresses food security and sustainability associating the garden, the kitchen and exploration of sustainability issues using eco-art strategies. Action research approach is used, defining two research cycles to explore the effectiveness of eco-art for the development of key competencies in sustainability. The first cycle focuses on the eco-art activities applied in Horta and Gastronomia (2017 group) while the second cycle deals with a post-project intervention designed to observe indicators of the sustainability competencies and further explore eco-art strategies. This study adds to the field of sustainability competencies by exploring teaching strategies through eco-art education. Insight into key competencies in sustainability is given by presenting the investigation of the group of students about a situation of their reality. The activities implemented, classified according to their objectives, are contextualized regarding the competencies and in learning sequences. This research also contributes to the development of the sustainability competencies framework by applying the theory to a basic education level, adapting the work originally proposed to higher education contexts.
- Full Text:
- Date Issued: 2020
An analysis of pacing and sequencing of reading instruction in three grade 1 classrooms where isiXhosa is the language of learning and teaching
- Authors: Masola, Athambile
- Date: 2012
- Subjects: Reading (Elementary) -- Study and teaching -- Foreign speakers -- Research -- South Africa Literacy -- Education (Primary) -- Research -- South Africa English language -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1420 , http://hdl.handle.net/10962/d1003301
- Description: Reading development in the Foundation Phase (FP) is central to children’s success as they progress through school. However, evaluations in South Africa such as the Annual National Assessments (ANAs) and the Progress in International Reading Literacy Study (PIRLS) (2006) show that reading achievement in the Foundation Phase is low, especially for children learning with African languages as their home language. This thesis examines pacing and sequencing in three Grade 1 literacy classes where isiXhosa is the language of learning and teaching (LOLT). The research took the form of a case study, focusing on the teachers’ classroom practice and how they understand their practice. Documents related to reading development in the Foundation Phase are analysed with regard to pacing and sequencing, examining how the curriculum frames literacy for teachers in the Foundation Phase. The teachers’ understanding in relation to their social context is also an important part of this research. In the thesis the way in which the teachers sequence and pace learning is analysed, drawing on Bernstein’s notions of internal and external framing, and Bourdieu’s notion of the habitus. The intended curriculum and the implemented curriculum are then compared. The results confirm that in low socio‐economic status (SES) schools, the level of poverty has an impact on teaching practice. The results also show that pacing and sequencing are reliant on the degree of planning amongst teachers. The level of development amongst learners also plays a role in how teachers organise their practice in order to differentiate the teaching of reading for all learners. The understanding that teachers have about their teaching practice are layered and influenced by their experiences, history and memories as teachers. The thesis concludes that there is a need to develop teachers’ understanding of planning and organising the teaching of reading, especially when the learners are from poor communities and do not get support in the home. In order for teachers to improve their practice, it is important for them to have the opportunity to reflect on and understand their practice.
- Full Text:
- Date Issued: 2012
- Authors: Masola, Athambile
- Date: 2012
- Subjects: Reading (Elementary) -- Study and teaching -- Foreign speakers -- Research -- South Africa Literacy -- Education (Primary) -- Research -- South Africa English language -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1420 , http://hdl.handle.net/10962/d1003301
- Description: Reading development in the Foundation Phase (FP) is central to children’s success as they progress through school. However, evaluations in South Africa such as the Annual National Assessments (ANAs) and the Progress in International Reading Literacy Study (PIRLS) (2006) show that reading achievement in the Foundation Phase is low, especially for children learning with African languages as their home language. This thesis examines pacing and sequencing in three Grade 1 literacy classes where isiXhosa is the language of learning and teaching (LOLT). The research took the form of a case study, focusing on the teachers’ classroom practice and how they understand their practice. Documents related to reading development in the Foundation Phase are analysed with regard to pacing and sequencing, examining how the curriculum frames literacy for teachers in the Foundation Phase. The teachers’ understanding in relation to their social context is also an important part of this research. In the thesis the way in which the teachers sequence and pace learning is analysed, drawing on Bernstein’s notions of internal and external framing, and Bourdieu’s notion of the habitus. The intended curriculum and the implemented curriculum are then compared. The results confirm that in low socio‐economic status (SES) schools, the level of poverty has an impact on teaching practice. The results also show that pacing and sequencing are reliant on the degree of planning amongst teachers. The level of development amongst learners also plays a role in how teachers organise their practice in order to differentiate the teaching of reading for all learners. The understanding that teachers have about their teaching practice are layered and influenced by their experiences, history and memories as teachers. The thesis concludes that there is a need to develop teachers’ understanding of planning and organising the teaching of reading, especially when the learners are from poor communities and do not get support in the home. In order for teachers to improve their practice, it is important for them to have the opportunity to reflect on and understand their practice.
- Full Text:
- Date Issued: 2012
A formative intervention study of how learner voice and leadership can be developed within a Learner Representative Council (LRC) in an urban combined school, Namibia
- Authors: Shipopyeni, Salomo S M
- Date: 2020
- Subjects: Education, Secondary -- Namibia , Student government -- Namibia -- Case studies , Student participation in administration -- Namibia -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/144934 , vital:38393
- Description: The Namibian Education system, after the country gained independence, introduced various reforms to ensure the attainment of the educational goals of access, quality, equity and democracy in schools. One of the policies introduced to promote democracy in our schools was The Educational Act 16 of 2001, which gave birth to the establishment of Learners Representatives Councils (LRC) in schools. The LRC body is the legal learner leadership body established to ensure learners are represented in school leadership. However, various studies have revealed that this legal body of learners in many schools has been merely ‘rubber-stamping’ decisions made by teachers; learners have had very little input in decisions that affect them as learners. Thus, I was prompted to conduct this formative intervention study on learner leadership at an urban combined school in Namibia. Informed by distributed and transformative leadership theories, the study aimed to develop leadership within the LRC members and the needed expansive transformation regarding leadership practices in school. The intention was for learners to be enabled to practice their democratic right in decision-making processes in matters that concerned their schooling and learning. This study was theoretically and analytically framed by second generation CulturalHistorical Activity Theory. The participants included 12 LRC members, the LRC liaison teacher, the class register teacher, three school management team members and the principal. The research method was a case study, underpinned by the critical paradigm to bring about the fundamental expansive transformation in learner leadership practices at the case study school. This qualitative study was divided into two phases, a contextual profiling phase and an intervention phase. Data were generated through document analysis, observation, questionnaires, focus group interviews and Change Laboratory Workshops. The data were generated to answer the over-arching question: How learner voice and leadership can be developed within a Learner Representative Council (LRC) in an urban combined school, Namibia. The data were analysed inductively and abductively. The key findings were: first, there were a variety of understandings of the concept learner leadership; second, the involvement of LRC members in decision-making processes was limited to involvement in organising extracurricular activities and controlling of other learners at school; third, leadership development opportunities for learners at the case study school were only provided through training at the beginning of the year and the LRC carrying out various activities and roles at the case study school. Several challenges that constrained the LRC voice and leadership development were surfaced and, through Change Laboratory Workshops, the participants of the activity system together with me (the researcher-interventionist), identified the expansive learning opportunities to develop leadership amongst Learner Representative Council (LRC) members. In the final analysis, this study will contribute to the production of knowledge on the concept of learner leadership in the context of Namibia. Fellow scholars, professionals, colleagues and policy makers in education are requested to engage with this thesis to contribute to our understanding of this important aspect of our field and speak back to policy.
- Full Text:
- Date Issued: 2020
- Authors: Shipopyeni, Salomo S M
- Date: 2020
- Subjects: Education, Secondary -- Namibia , Student government -- Namibia -- Case studies , Student participation in administration -- Namibia -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/144934 , vital:38393
- Description: The Namibian Education system, after the country gained independence, introduced various reforms to ensure the attainment of the educational goals of access, quality, equity and democracy in schools. One of the policies introduced to promote democracy in our schools was The Educational Act 16 of 2001, which gave birth to the establishment of Learners Representatives Councils (LRC) in schools. The LRC body is the legal learner leadership body established to ensure learners are represented in school leadership. However, various studies have revealed that this legal body of learners in many schools has been merely ‘rubber-stamping’ decisions made by teachers; learners have had very little input in decisions that affect them as learners. Thus, I was prompted to conduct this formative intervention study on learner leadership at an urban combined school in Namibia. Informed by distributed and transformative leadership theories, the study aimed to develop leadership within the LRC members and the needed expansive transformation regarding leadership practices in school. The intention was for learners to be enabled to practice their democratic right in decision-making processes in matters that concerned their schooling and learning. This study was theoretically and analytically framed by second generation CulturalHistorical Activity Theory. The participants included 12 LRC members, the LRC liaison teacher, the class register teacher, three school management team members and the principal. The research method was a case study, underpinned by the critical paradigm to bring about the fundamental expansive transformation in learner leadership practices at the case study school. This qualitative study was divided into two phases, a contextual profiling phase and an intervention phase. Data were generated through document analysis, observation, questionnaires, focus group interviews and Change Laboratory Workshops. The data were generated to answer the over-arching question: How learner voice and leadership can be developed within a Learner Representative Council (LRC) in an urban combined school, Namibia. The data were analysed inductively and abductively. The key findings were: first, there were a variety of understandings of the concept learner leadership; second, the involvement of LRC members in decision-making processes was limited to involvement in organising extracurricular activities and controlling of other learners at school; third, leadership development opportunities for learners at the case study school were only provided through training at the beginning of the year and the LRC carrying out various activities and roles at the case study school. Several challenges that constrained the LRC voice and leadership development were surfaced and, through Change Laboratory Workshops, the participants of the activity system together with me (the researcher-interventionist), identified the expansive learning opportunities to develop leadership amongst Learner Representative Council (LRC) members. In the final analysis, this study will contribute to the production of knowledge on the concept of learner leadership in the context of Namibia. Fellow scholars, professionals, colleagues and policy makers in education are requested to engage with this thesis to contribute to our understanding of this important aspect of our field and speak back to policy.
- Full Text:
- Date Issued: 2020
Research portfolio
- Authors: Daphney, Robert
- Date: 2001
- Subjects: Teachers colleges -- South Africa -- Eastern Cape Competency-based education -- South Africa -- Eastern Cape Geography -- Curricula Geography -- Fieldwork -- Study and teaching Geography -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1828 , http://hdl.handle.net/10962/d1003714
- Description: This portfolio of work represents three research projects on issues related to teacher education. The research was undertaken at Dr. W.B. Rubusana College of Education over a period of three years. The first project is a situational analysis that attempts to determine whether the college is capable of meeting the challenges placed on it by the evolving South African Educational System. The key finding is that the college is not ready to embark on the changes required by the Ministry of Education chiefly because its educators and learners are seemingly not ready to embrace change. The second project is a case study that attempts to determine whether a group of 12 Senior Primary students at the college are able to interpret photographs of the local environment and as such provide evidence of their ability to be environmental educators through the medium of geography. The findings indicate that they are only able to read the photographs at a very superficial level. Their poor communication skills and their disadvantaged backgrounds seem to prevent them from achieving the level of thinking required for them to be effective environmental educators. The third project describes, analyses and evaluates a fieldwork study done with a class of Senior Primary students at the college. While the students did not achieve the necessary progression from 'look and see' to 'enquiry based' fieldwork the project was valuable in that it was an educative experience for both teacher and learner and provides evidence of the value of action research and reflective teaching.
- Full Text:
- Date Issued: 2001
- Authors: Daphney, Robert
- Date: 2001
- Subjects: Teachers colleges -- South Africa -- Eastern Cape Competency-based education -- South Africa -- Eastern Cape Geography -- Curricula Geography -- Fieldwork -- Study and teaching Geography -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1828 , http://hdl.handle.net/10962/d1003714
- Description: This portfolio of work represents three research projects on issues related to teacher education. The research was undertaken at Dr. W.B. Rubusana College of Education over a period of three years. The first project is a situational analysis that attempts to determine whether the college is capable of meeting the challenges placed on it by the evolving South African Educational System. The key finding is that the college is not ready to embark on the changes required by the Ministry of Education chiefly because its educators and learners are seemingly not ready to embrace change. The second project is a case study that attempts to determine whether a group of 12 Senior Primary students at the college are able to interpret photographs of the local environment and as such provide evidence of their ability to be environmental educators through the medium of geography. The findings indicate that they are only able to read the photographs at a very superficial level. Their poor communication skills and their disadvantaged backgrounds seem to prevent them from achieving the level of thinking required for them to be effective environmental educators. The third project describes, analyses and evaluates a fieldwork study done with a class of Senior Primary students at the college. While the students did not achieve the necessary progression from 'look and see' to 'enquiry based' fieldwork the project was valuable in that it was an educative experience for both teacher and learner and provides evidence of the value of action research and reflective teaching.
- Full Text:
- Date Issued: 2001
The comparative case study of the use of English and isiXhosa as medium of instruction in a grade five class
- Authors: Mngqibisa, Mandla Daniel
- Date: 2003
- Subjects: English language -- Study and teaching (Elementary) -- South Africa Xhosa language -- Study and teaching (Elementary) -- South Africa Education, Bilingual Language and education -- South Africa Language policy -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1455 , http://hdl.handle.net/10962/d1003336
- Description: The aim of this study was to compare the quality of oral interaction between a grade 5class and their teacher when either English or isiXhosa was used as medium ofinstruction in two different lessons and of their writing which arose out of the lessons. The research was carried out within the interpretive paradigm and took the form of a casestudy. The researcher took the stance of being a non-participant observer. A variety oftechniques were used to collect data, namely, piloting, video recording and transcribing lessons, observing and making field notes, questionnaires and an interview. The interview was recorded and transcribed by the researcher. The two lessons were transcribed and analysed. Also the learners’ writing was analysed. The findings of this study showed that learners have little competence in English compared to isiXhosa. As a result most of them used short and vague sentences when responding to and discussing pictures in English. They also used short and simple sentences when writing in English compared toisiXhosa. Although this is a small-scale study it is recommended that the school’s language policy is revised and teachers are equipped with necessary skills, which would help them teach English to second language learners effectively. It is also recommended that the learners’ first language continue to be well taught even if it is no longer the classroom language.
- Full Text:
- Date Issued: 2003
- Authors: Mngqibisa, Mandla Daniel
- Date: 2003
- Subjects: English language -- Study and teaching (Elementary) -- South Africa Xhosa language -- Study and teaching (Elementary) -- South Africa Education, Bilingual Language and education -- South Africa Language policy -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1455 , http://hdl.handle.net/10962/d1003336
- Description: The aim of this study was to compare the quality of oral interaction between a grade 5class and their teacher when either English or isiXhosa was used as medium ofinstruction in two different lessons and of their writing which arose out of the lessons. The research was carried out within the interpretive paradigm and took the form of a casestudy. The researcher took the stance of being a non-participant observer. A variety oftechniques were used to collect data, namely, piloting, video recording and transcribing lessons, observing and making field notes, questionnaires and an interview. The interview was recorded and transcribed by the researcher. The two lessons were transcribed and analysed. Also the learners’ writing was analysed. The findings of this study showed that learners have little competence in English compared to isiXhosa. As a result most of them used short and vague sentences when responding to and discussing pictures in English. They also used short and simple sentences when writing in English compared toisiXhosa. Although this is a small-scale study it is recommended that the school’s language policy is revised and teachers are equipped with necessary skills, which would help them teach English to second language learners effectively. It is also recommended that the learners’ first language continue to be well taught even if it is no longer the classroom language.
- Full Text:
- Date Issued: 2003
The evaluation of an individualised language programme in two multicultural Standard 9 classes : a pilot study
- Authors: Hartman, Lorraine Mary
- Date: 1992
- Subjects: English language -- Study and teaching (Secondary) -- South Africa English language -- Study and teaching (Secondary) -- South Africa -- Foreign speakers Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1523 , http://hdl.handle.net/10962/d1003405
- Description: Two multicultural, mixed-ability Standard Nine classes (17 year olds) were selected for this pilot study. As they were half way through the Senior Secondary phase they had completed most of their English Language syllabus. There was a wide range of achievement in English in addition to which, fifteen of the thirty-nine pupils were English second language speakers. The teacher had to decide how to cope adequately with these differences in the subject English in general and in particular, in the Language component. A Language programme was devised, based on the prescribed textbooks. The pupils could work through the programme at their own pace and order and could consult the researcher during or after class time. The programme only covered the prescribed Language Study component and only a quarter of the total English time during an eight-week period (one term) was given to its completion. A Pre-test was set, the Senior Certificate Language examination paper of 1986, and the results analysed. The two classes were combined into one group and then randomly placed in the experimental and control groups apart from eight boys whose timetable requirements restricted them to being in the same group. The experimental and control groups were not matched. Aspects of Action Research were included in the design; pupils kept individual records; diaries were written by three pupils from each group and an independent observation was made of each group. A Post-test was administered (the 1989 Human Sciences Research Council examination) and this was followed by a questionnaire. The hypothesis, stated in null form, was: Pupils taught by individualised methods will not achieve better results than those taught by traditional methods. This hypothesis proved to be true. The experimental group, who achieved a better result in the pre-test maintained their lead over the control group but did not increase it. Neither group fared well on the post-test but the experimental group achieved a result slightly higher than the provincial average. The affective results were more positive, most pupils enjoying their autonomy and experiencing a sense of achievement despite their results in the post-test. A few preferred whole and small-group teaching, showing that the teacher needs to present the subject in more than one style. This small-scale experiment dealt only with one aspect of English teaching, but there is potential for development particularly with regard to the use of individualised programmes both for remedial and enrichment purposes. The innovative teacher in the multicultural classroom could use individualised programmes profitably as part of his teaching repertoire.
- Full Text:
- Date Issued: 1992
- Authors: Hartman, Lorraine Mary
- Date: 1992
- Subjects: English language -- Study and teaching (Secondary) -- South Africa English language -- Study and teaching (Secondary) -- South Africa -- Foreign speakers Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1523 , http://hdl.handle.net/10962/d1003405
- Description: Two multicultural, mixed-ability Standard Nine classes (17 year olds) were selected for this pilot study. As they were half way through the Senior Secondary phase they had completed most of their English Language syllabus. There was a wide range of achievement in English in addition to which, fifteen of the thirty-nine pupils were English second language speakers. The teacher had to decide how to cope adequately with these differences in the subject English in general and in particular, in the Language component. A Language programme was devised, based on the prescribed textbooks. The pupils could work through the programme at their own pace and order and could consult the researcher during or after class time. The programme only covered the prescribed Language Study component and only a quarter of the total English time during an eight-week period (one term) was given to its completion. A Pre-test was set, the Senior Certificate Language examination paper of 1986, and the results analysed. The two classes were combined into one group and then randomly placed in the experimental and control groups apart from eight boys whose timetable requirements restricted them to being in the same group. The experimental and control groups were not matched. Aspects of Action Research were included in the design; pupils kept individual records; diaries were written by three pupils from each group and an independent observation was made of each group. A Post-test was administered (the 1989 Human Sciences Research Council examination) and this was followed by a questionnaire. The hypothesis, stated in null form, was: Pupils taught by individualised methods will not achieve better results than those taught by traditional methods. This hypothesis proved to be true. The experimental group, who achieved a better result in the pre-test maintained their lead over the control group but did not increase it. Neither group fared well on the post-test but the experimental group achieved a result slightly higher than the provincial average. The affective results were more positive, most pupils enjoying their autonomy and experiencing a sense of achievement despite their results in the post-test. A few preferred whole and small-group teaching, showing that the teacher needs to present the subject in more than one style. This small-scale experiment dealt only with one aspect of English teaching, but there is potential for development particularly with regard to the use of individualised programmes both for remedial and enrichment purposes. The innovative teacher in the multicultural classroom could use individualised programmes profitably as part of his teaching repertoire.
- Full Text:
- Date Issued: 1992
An investigation into how two Grade 11 Physical Science teachers mediate learning of the topic chemical equilibrium : a case study
- Authors: Chani, Fungisisai M
- Date: 2015
- Subjects: Chemical equilibrium -- Study and teaching (Secondary) -- Namibia , Science -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2023 , http://hdl.handle.net/10962/d1017334
- Description: The Namibian Physical Science Higher Level Syllabus requires students to study the topic on chemical equilibrium. This section has proven to be one of the most difficult for Namibian learners as reflected by their poor responses to questions in the Grade 12 NSSC ‘H’ examinations. Triggered by these discoveries, I decided to conduct a research on how teachers mediate learning of the topic on chemical equilibrium in a Namibian context. Conducted at a private school in Windhoek, the study involved two experienced Grade 11 Physical Science teachers renowned for good results. I adopted a qualitative case study underpinned by an interpretive paradigm. Sense making of concepts on chemical equilibrium was my unit of analysis. To generate data, I used document analysis, semi-structured interviews, lesson observations, which were videotaped as well as stimulated recall interviews. Vygotsky’s mediation of learning and social constructivism blended with Shulman’s pedagogical content knowledge (PCK) were the theoretical frameworks adopted in the study. During the analysis process, there was grouping of data into categories. These included teacher-learner interactions as emphasized by Vygotsky’s mediation of learning and learners’ challenges according to PCK. I used an inductive approach to identify emerging themes from my data. The themes were colour coded and the developed into analytical statements. Data triangulation, member checking, and peer review ensured data validity and trustworthiness. Stimulated recall interviews conducted while watching the videos with the two teachers, complemented these approaches. My findings were that teachers extensively used various meditational tools such as prior knowledge, language, analogies and an equilibrium game to mediate learning. The teachers experienced numerous challenges during mediation of learning, including language difficulties and learners’ failure to comprehend complex chemical equilibrium concepts. Notwithstanding, the teachers in this study managed to some extent to overcome the challenges by exhibiting facets of advanced PCK.
- Full Text:
- Date Issued: 2015
- Authors: Chani, Fungisisai M
- Date: 2015
- Subjects: Chemical equilibrium -- Study and teaching (Secondary) -- Namibia , Science -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2023 , http://hdl.handle.net/10962/d1017334
- Description: The Namibian Physical Science Higher Level Syllabus requires students to study the topic on chemical equilibrium. This section has proven to be one of the most difficult for Namibian learners as reflected by their poor responses to questions in the Grade 12 NSSC ‘H’ examinations. Triggered by these discoveries, I decided to conduct a research on how teachers mediate learning of the topic on chemical equilibrium in a Namibian context. Conducted at a private school in Windhoek, the study involved two experienced Grade 11 Physical Science teachers renowned for good results. I adopted a qualitative case study underpinned by an interpretive paradigm. Sense making of concepts on chemical equilibrium was my unit of analysis. To generate data, I used document analysis, semi-structured interviews, lesson observations, which were videotaped as well as stimulated recall interviews. Vygotsky’s mediation of learning and social constructivism blended with Shulman’s pedagogical content knowledge (PCK) were the theoretical frameworks adopted in the study. During the analysis process, there was grouping of data into categories. These included teacher-learner interactions as emphasized by Vygotsky’s mediation of learning and learners’ challenges according to PCK. I used an inductive approach to identify emerging themes from my data. The themes were colour coded and the developed into analytical statements. Data triangulation, member checking, and peer review ensured data validity and trustworthiness. Stimulated recall interviews conducted while watching the videos with the two teachers, complemented these approaches. My findings were that teachers extensively used various meditational tools such as prior knowledge, language, analogies and an equilibrium game to mediate learning. The teachers experienced numerous challenges during mediation of learning, including language difficulties and learners’ failure to comprehend complex chemical equilibrium concepts. Notwithstanding, the teachers in this study managed to some extent to overcome the challenges by exhibiting facets of advanced PCK.
- Full Text:
- Date Issued: 2015
Organizational culture and innovation: the case of the Namibian National Institute for Educational Development
- Piepmeyer, Gernot Maximilian
- Authors: Piepmeyer, Gernot Maximilian
- Date: 2009
- Subjects: National Institute for Educational Development (Namibia) Corporate culture -- Namibia Organizational behavior -- Namibia Technological innovations -- Namibia Education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1685 , http://hdl.handle.net/10962/d1003568
- Description: The purpose of my research is to diagnose the organizational culture of the National Institute for Educational Development [NIED] , in particular to determine whether it is conducive to innovation, as was envisaged at the time of its inception. The diagnosis of NIED's organizational culture was done by using a hybrid qualitative and quantitative case study. A questionnaire, the Cameron and Quinn's Organizational Culture Assessment Instrument [OCAI], was given to all professional members at NIED, while six members of the NIED organization were interviewed. It emerged from the data, first, that the characteristics of the dominant NIED culture, using Cameron and Quinn's six dimensions of culture that produced an "overall culture profile" of NIED, are not likely to enhance innovativeness. Nevertheless, there is a strong preference towards a culture type favourable to innovation. Second, there are cultural factors antithetical to an innovative organizational culture. These include poor information flow and a lack of communication, negligible crossfunction interaction and freedom, and constraining hierarchical and bureaucratic structures. Third, NIED has, in the form of a "green paper," a set of critical norms, values and assumptions that characterize the culture of innovative organizations. Finally, there is evidence of the presence of cultural characteristics conducive to an innovative organizational culture. These include: learning how to learn; being pro-active in initiating change and innovativeness; and sustaining momentum, consistency and perseverance. The discrepancy between the existing organizational culture and the preferred organizational culture revealed by the overall cultural profile can be explained by the fact that the norms, values and assumptions that characterize the culture of innovative organizations and the cultural characteristics conducive to an innovative organizational culture are not fully infused into the whole organization. There is a tension between NIED's bureaucratic nature and its innovative mission. Organizational culture change, where NIED's structures and processes are aligned with its espoused vision and mission, is needed in order for it to be better placed to achieve its original pioneering mandate.
- Full Text:
- Date Issued: 2009
- Authors: Piepmeyer, Gernot Maximilian
- Date: 2009
- Subjects: National Institute for Educational Development (Namibia) Corporate culture -- Namibia Organizational behavior -- Namibia Technological innovations -- Namibia Education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1685 , http://hdl.handle.net/10962/d1003568
- Description: The purpose of my research is to diagnose the organizational culture of the National Institute for Educational Development [NIED] , in particular to determine whether it is conducive to innovation, as was envisaged at the time of its inception. The diagnosis of NIED's organizational culture was done by using a hybrid qualitative and quantitative case study. A questionnaire, the Cameron and Quinn's Organizational Culture Assessment Instrument [OCAI], was given to all professional members at NIED, while six members of the NIED organization were interviewed. It emerged from the data, first, that the characteristics of the dominant NIED culture, using Cameron and Quinn's six dimensions of culture that produced an "overall culture profile" of NIED, are not likely to enhance innovativeness. Nevertheless, there is a strong preference towards a culture type favourable to innovation. Second, there are cultural factors antithetical to an innovative organizational culture. These include poor information flow and a lack of communication, negligible crossfunction interaction and freedom, and constraining hierarchical and bureaucratic structures. Third, NIED has, in the form of a "green paper," a set of critical norms, values and assumptions that characterize the culture of innovative organizations. Finally, there is evidence of the presence of cultural characteristics conducive to an innovative organizational culture. These include: learning how to learn; being pro-active in initiating change and innovativeness; and sustaining momentum, consistency and perseverance. The discrepancy between the existing organizational culture and the preferred organizational culture revealed by the overall cultural profile can be explained by the fact that the norms, values and assumptions that characterize the culture of innovative organizations and the cultural characteristics conducive to an innovative organizational culture are not fully infused into the whole organization. There is a tension between NIED's bureaucratic nature and its innovative mission. Organizational culture change, where NIED's structures and processes are aligned with its espoused vision and mission, is needed in order for it to be better placed to achieve its original pioneering mandate.
- Full Text:
- Date Issued: 2009
The evaluation of qualitative examination questions at matriculation level in physics
- Authors: Dixon, Charles Harwood
- Date: 1990
- Subjects: Physics -- Study and teaching (Secondary) , Physics -- Examinations, questions, etc.
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1373 , http://hdl.handle.net/10962/d1001439
- Description: The style and format of Physics examination papers has changed markedly over the past hundred years. Physics was regarded formerly as a sub-division of Mathematics; hence, apart from giving formal statements of scientific laws, and some account of experimental procedures, examination candidates were required to spend most of their time, and to earn most of their marks by solving numerical problems. Most Physics examination papers today retain the emphasis on problem-solving by calculation. It has been recognised, however, that the ability to obtain correct numerical answers by substition in a formula does not necessarily imply understanding of the physical principles which underly the problem. There has been a reaction against the awarding of marks for algebraic or arithmetical manipulation. Bloom and his disciples, by calling on examiners to define precise behavioural objectives, have encouraged the development of qualitative questions. These require no calculation nor numerical answer, but do aim to test the candidate's insight, by requiring him either to explain phenomena in scientific terms, or to predict the outcome of changing conditions. In this investigation samples of both quantitative and qualitative questions were extracted from Physics papers past and present. A closer study was made of qualitative questions used in the Natal Senior Certificate Physics papers (both Higher Grade and Standard Grade) in November 1987. The examiners were asked to state the objective of each question, as well as its categorization in terms of a simplified Bloom taxonomy. Candidates' answers to these questions were extracted from the scripts written at a representative sample of Natal schools. In the case of multiple-choice questions, an item analysis was performed, and discrimination indices were calculated . The responses of individual candidates to the longer questions were collected, classified and discussed. In each case the effectiveness of the question was studied, as to whether or not it was successful in detecting the presence of correct scientific concepts in the candidates' thinking. It was concluded that most of the qualitative questions used by the examiners were effective. Suggestions were made as to how their efficacy could be improved. Much further study and experimentation are needed to develop the effective use of this type of question
- Full Text:
- Date Issued: 1990
- Authors: Dixon, Charles Harwood
- Date: 1990
- Subjects: Physics -- Study and teaching (Secondary) , Physics -- Examinations, questions, etc.
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1373 , http://hdl.handle.net/10962/d1001439
- Description: The style and format of Physics examination papers has changed markedly over the past hundred years. Physics was regarded formerly as a sub-division of Mathematics; hence, apart from giving formal statements of scientific laws, and some account of experimental procedures, examination candidates were required to spend most of their time, and to earn most of their marks by solving numerical problems. Most Physics examination papers today retain the emphasis on problem-solving by calculation. It has been recognised, however, that the ability to obtain correct numerical answers by substition in a formula does not necessarily imply understanding of the physical principles which underly the problem. There has been a reaction against the awarding of marks for algebraic or arithmetical manipulation. Bloom and his disciples, by calling on examiners to define precise behavioural objectives, have encouraged the development of qualitative questions. These require no calculation nor numerical answer, but do aim to test the candidate's insight, by requiring him either to explain phenomena in scientific terms, or to predict the outcome of changing conditions. In this investigation samples of both quantitative and qualitative questions were extracted from Physics papers past and present. A closer study was made of qualitative questions used in the Natal Senior Certificate Physics papers (both Higher Grade and Standard Grade) in November 1987. The examiners were asked to state the objective of each question, as well as its categorization in terms of a simplified Bloom taxonomy. Candidates' answers to these questions were extracted from the scripts written at a representative sample of Natal schools. In the case of multiple-choice questions, an item analysis was performed, and discrimination indices were calculated . The responses of individual candidates to the longer questions were collected, classified and discussed. In each case the effectiveness of the question was studied, as to whether or not it was successful in detecting the presence of correct scientific concepts in the candidates' thinking. It was concluded that most of the qualitative questions used by the examiners were effective. Suggestions were made as to how their efficacy could be improved. Much further study and experimentation are needed to develop the effective use of this type of question
- Full Text:
- Date Issued: 1990
Introducing a multi-cultural dimension into the study of literature at secondary school level
- Authors: Vogel, Sonja
- Date: 1996
- Subjects: English literature -- Study and teaching (Secondary) -- South Africa Multicultural education -- South Africa Culture in literature Ethnicity in literature
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1584 , http://hdl.handle.net/10962/d1003466
- Description: The first aim of teaching English literature has always been for the student to gain enjoyment from, and acquire skill in, reading. Further goals point to the affective development of pupils involving such qualities as critical thinking and expressing views, empathetic understanding of other people, moral awareness and increased self-knowledge and self-understanding. These are indeed laudable aims, but examiners have always had difficulties in examining them adequately to satisfy the critics. Teachers often doubt that they achieve such lofty aims. These very aims have the sceptics sneering at the discipline because such qualities cannot be measured and the pupil's worth for the workplace cannot be satisfactorily assessed. This has resulted in the merit of the study of literature being questioned and usually found wanting. Therefore, on the one hand, this research looks for a method of studying literature which will ensure that the study will be neccesary and desirable today and into the foreseeable future. On the other hand, the socio-political changes in South Africa, particularly since 1992, have offered a possible area of research to complement the first. During the past few years, South Africans have been forced to recognise the fact that a multitude of different races and people live and work together more closely in this country and yet they know nothing, or very little, of one another. Thus this research also investigates the addition of a cultural component to literature study to help young people gain empathetic understanding of different cultures and of their own cultures as well, to be able to live together in harmony. With this approach, pupils may conceivably be educated through literature, to become well-adjusted, critical, effective adults so that they may play their role as citizens and shapers of their increasingly complex, multi-cultural society. Because of the context of literature study, in which this personal growth takes place, the aims identified above may be measured and assessed to suit both the sceptics and the devotees of literature study.
- Full Text:
- Date Issued: 1996
- Authors: Vogel, Sonja
- Date: 1996
- Subjects: English literature -- Study and teaching (Secondary) -- South Africa Multicultural education -- South Africa Culture in literature Ethnicity in literature
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1584 , http://hdl.handle.net/10962/d1003466
- Description: The first aim of teaching English literature has always been for the student to gain enjoyment from, and acquire skill in, reading. Further goals point to the affective development of pupils involving such qualities as critical thinking and expressing views, empathetic understanding of other people, moral awareness and increased self-knowledge and self-understanding. These are indeed laudable aims, but examiners have always had difficulties in examining them adequately to satisfy the critics. Teachers often doubt that they achieve such lofty aims. These very aims have the sceptics sneering at the discipline because such qualities cannot be measured and the pupil's worth for the workplace cannot be satisfactorily assessed. This has resulted in the merit of the study of literature being questioned and usually found wanting. Therefore, on the one hand, this research looks for a method of studying literature which will ensure that the study will be neccesary and desirable today and into the foreseeable future. On the other hand, the socio-political changes in South Africa, particularly since 1992, have offered a possible area of research to complement the first. During the past few years, South Africans have been forced to recognise the fact that a multitude of different races and people live and work together more closely in this country and yet they know nothing, or very little, of one another. Thus this research also investigates the addition of a cultural component to literature study to help young people gain empathetic understanding of different cultures and of their own cultures as well, to be able to live together in harmony. With this approach, pupils may conceivably be educated through literature, to become well-adjusted, critical, effective adults so that they may play their role as citizens and shapers of their increasingly complex, multi-cultural society. Because of the context of literature study, in which this personal growth takes place, the aims identified above may be measured and assessed to suit both the sceptics and the devotees of literature study.
- Full Text:
- Date Issued: 1996
A comparison of Grade 10 Mathematics classroom-based test items and the end-of-year national examinations, using Stein's framework of cognitive demands : a Namibian case study
- Authors: Ihonya, Saima Namupa
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Ohangwena , Educational tests and measurements -- Namibia -- Ohangwena , Cognitive learning , Critical thinking , Examinations -- Namibia -- Ohangwena
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2032 , http://hdl.handle.net/10962/d1017343
- Description: This study researched the nature of tasks used in Grade 10 mathematics tests and end-of-year national examinations. The study was carried out in three, purposively selected, Grade 10 schools in the Ohangwena region in Northern Namibia. For the purpose of this study, a mixed method approach was employed to analyse a combination of both quantitative and qualitative data. A sample of three tests per mathematics teacher from the three participating schools and national examinations question papers for the past three consecutive years (2011-2013) were analysed using Stein, Smith, Henningsen, & Silver’s (2000) framework of cognitive demand. The study was divided into two phases. Phase 1 was the analysis of teacher test items and national examination items in terms of their cognitive demand. Phase 2 involved semi-structured interviews with three selected teachers to probe their views and find out their basis for selecting test items. The findings of this study revealed that there was no substantial difference in the distribution of the levels of cognitive demand in both tests and national examinations items. The study, however, showed that mainly tasks requiring only procedures without connections dominated the tests and the examinations. The number of higher level tasks in both tests and examinations analysed was low. There was no single task coded at level 4 in any of the teachers’ tests. Only 2% of tasks could be classified at level 4 in the examination items. The study also revealed that since tests and examinations assess the same learning objectives from the syllabus, most of the test items set by teachers were extracted from the national examinations question papers. The paper recommends that more tasks at a higher level category need to be included in assessment tasks to promote critical thinking amongst learners.
- Full Text:
- Date Issued: 2015
- Authors: Ihonya, Saima Namupa
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Ohangwena , Educational tests and measurements -- Namibia -- Ohangwena , Cognitive learning , Critical thinking , Examinations -- Namibia -- Ohangwena
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2032 , http://hdl.handle.net/10962/d1017343
- Description: This study researched the nature of tasks used in Grade 10 mathematics tests and end-of-year national examinations. The study was carried out in three, purposively selected, Grade 10 schools in the Ohangwena region in Northern Namibia. For the purpose of this study, a mixed method approach was employed to analyse a combination of both quantitative and qualitative data. A sample of three tests per mathematics teacher from the three participating schools and national examinations question papers for the past three consecutive years (2011-2013) were analysed using Stein, Smith, Henningsen, & Silver’s (2000) framework of cognitive demand. The study was divided into two phases. Phase 1 was the analysis of teacher test items and national examination items in terms of their cognitive demand. Phase 2 involved semi-structured interviews with three selected teachers to probe their views and find out their basis for selecting test items. The findings of this study revealed that there was no substantial difference in the distribution of the levels of cognitive demand in both tests and national examinations items. The study, however, showed that mainly tasks requiring only procedures without connections dominated the tests and the examinations. The number of higher level tasks in both tests and examinations analysed was low. There was no single task coded at level 4 in any of the teachers’ tests. Only 2% of tasks could be classified at level 4 in the examination items. The study also revealed that since tests and examinations assess the same learning objectives from the syllabus, most of the test items set by teachers were extracted from the national examinations question papers. The paper recommends that more tasks at a higher level category need to be included in assessment tasks to promote critical thinking amongst learners.
- Full Text:
- Date Issued: 2015
Exploring the possibility of integrating traditional music and dance into the design and delivery of lessons on the concepts of echo and waves in the grade 10 Physical Science sound topic
- Authors: Liveve, Angelius Kanyanga
- Date: 2017
- Subjects: Student-centered learning Namibia , Culturally relevant pedagogy Namibia , Science Study and teaching (Secondary) Namibia , Dance in education Namibia , Music in education Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13356 , vital:21826
- Description: Before Namibian independence in 1990, teaching was mostly characterized by teacher-centred pedagogies in which teachers were perceived as the main sources of knowledge. This resulted in learners being passive recipients of such unquestioned knowledge. After independence and to address this, a new educational system was introduced which promoted learner-centred education (LCE) pedagogy. Despite these grand ideals, educational changes in sub-Saharan Africa form a complex issue involving tensions between policy formulation and implementation. This presents Namibian teachers with some challenges in enacting LCE pedagogies. One of these challenges is to find ways to motivate learners and to assist their learning by finding relevant and interesting connections between subject topics and their own experiences and everyday culture outside the classroom. An inability to enact the new curriculum results in learners performing poorly in subjects such as Physical Science. Against this backdrop, this study sought to explore whether or not the integration of traditional music and dance into the design and delivery of lessons on the concepts of echo and waves could influence grade 10 Physical Science learners’ sense making and dispositions towards science. This study was underpinned by an interpretive paradigm. It was informed and guided by the socio-cultural theory as my theoretical framework. The study was carried out with a grade 10 Physical Science class consisting of 30 learners at Lyambombla Combined School (pseudonym) in the Kavango West Region in the northern part of Namibia. Data were generated through diagnostic and summative tests, interviews and lesson observations incorporating traditional music and dance. The findings of the study showed that learners’ sense making and dispositions toward science were positively influenced through traditional music and dance. The study thus recommends the incorporation of indigenous ways of knowing in order to enhance meaning making in science classrooms.
- Full Text:
- Date Issued: 2017
- Authors: Liveve, Angelius Kanyanga
- Date: 2017
- Subjects: Student-centered learning Namibia , Culturally relevant pedagogy Namibia , Science Study and teaching (Secondary) Namibia , Dance in education Namibia , Music in education Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13356 , vital:21826
- Description: Before Namibian independence in 1990, teaching was mostly characterized by teacher-centred pedagogies in which teachers were perceived as the main sources of knowledge. This resulted in learners being passive recipients of such unquestioned knowledge. After independence and to address this, a new educational system was introduced which promoted learner-centred education (LCE) pedagogy. Despite these grand ideals, educational changes in sub-Saharan Africa form a complex issue involving tensions between policy formulation and implementation. This presents Namibian teachers with some challenges in enacting LCE pedagogies. One of these challenges is to find ways to motivate learners and to assist their learning by finding relevant and interesting connections between subject topics and their own experiences and everyday culture outside the classroom. An inability to enact the new curriculum results in learners performing poorly in subjects such as Physical Science. Against this backdrop, this study sought to explore whether or not the integration of traditional music and dance into the design and delivery of lessons on the concepts of echo and waves could influence grade 10 Physical Science learners’ sense making and dispositions towards science. This study was underpinned by an interpretive paradigm. It was informed and guided by the socio-cultural theory as my theoretical framework. The study was carried out with a grade 10 Physical Science class consisting of 30 learners at Lyambombla Combined School (pseudonym) in the Kavango West Region in the northern part of Namibia. Data were generated through diagnostic and summative tests, interviews and lesson observations incorporating traditional music and dance. The findings of the study showed that learners’ sense making and dispositions toward science were positively influenced through traditional music and dance. The study thus recommends the incorporation of indigenous ways of knowing in order to enhance meaning making in science classrooms.
- Full Text:
- Date Issued: 2017