Browsing by Author "Linake, M.A."
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Item Education Theory and Practice: ETP 501 / 501E, Degree Examinations November 2019(University of Fort Hare, 2019-11) Linake, M.A.; Machingambi, S.; Kepe, M.Item Education Theory and Practice: ETP 501/E, Supplementary Examinations January 2020(University of Fort Hare, 2020-01) Linake, M.A.; Kepe, M.; Machingambi, S.Item English First Additional Language: EFL 211E, Degree Examinations June 2023(University of Fort Hare, 2023-06) Linake, M.A.; Kahla, L.A.; Maruma, M.W.Item English First Additional Language: EFL 211E, Supplementary Examinations July 2023(University of Fort Hare, 2023-07) Linake, M.A.; Kahla, L. A.; Maruma, M.W.Item English First Additional Language: EFL 313E, Degree Examinations June 2023(University of Fort Hare, 2023-06) Linake, M.A.; Makeleni, S.Item English First Additional Language: EFL 411E / 414E, Degree Examinations June 2023(University of Fort Hare, 2023-06) Linake, M.A.; Khewu, N.; Klu, E.K.Item English Method 2: EDL 222, Degree Examinations November 2017(University of Fort Hare, 2017-11) Mdledle, N.M.; Linake, M.A.Item English Method 2: EDL 222, Supplementary Examination January 2019(University of Fort Hare, 2019-01) Linake, M.A.; Mdledle, N.M.Item English Method 3: EDS 122, Supplementary Examination January 2019(University of Fort Hare, 2019-01) Linake, M.A.; Mdledle, N.M.Item English Method: EDL 322, Degree Examinations November 2018(University of Fort Hare, 2018-11) Mdledle, N.M.; Linake, M.A.Item HIV and AIDS vulnerabilities and support mechanisms to students. A qualitative study of Technical Vocational Education and Training Colleges at Nelson Mandela Bay Metropolitan District: A case of two TVET colleges(University of Fort Hare, 2024) Tame-Gwaxula, Sindiswa Ruby; Linake, M.A.Given the high prevalence of Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS) among students in tertiary Institutions, the study sought to investigate the availability and nature of HIV and AIDS support mechanisms in TEVT Colleges. The scope of the study was focused mainly on two TVET Colleges located in the Municipality Nelson Mandela Bay Metropolitan District (NMBMD). Thus, the study’s objectives included exploring how the unavailability of HIV and AIDS support mechanisms in Technical Vocational Education and Training (TVET) colleges leaves students vulnerable. In this phenomenological study, the researcher employed a qualitative approach, using focus group discussions and Face-to-face individual interviews to collect data. This study used Fineman’s theoretical framework as its theoretical foundation. The focus group discussion comprised eight students and the researcher conducted eight semistructured individual interviews with two Campus Managers, four TVET lecturers, two from the National Certificate Vocational (NCV) program and two from the National Accredited Technical Education Diploma (NATED), separately, one DHET representative and one from ECDoH. The data collection process started in March 2022 and will continue until May 2022. Data analysis was conducted from May 2022 until August 2022. The study's findings revealed that students in the two TVET colleges are either affected or infected by HIV and AIDS. This exacerbates the vulnerabilities that the students are already exposed to, such as financial, poverty, mental health issues, and risky sexual behaviours, amongst others. However, there were no HIV and AIDS support mechanisms available to them. The study recommended that TVET colleges strengthen their Student Support Services (SSS) to ensure HIV and AIDS support to all students. TVET Colleges' HIV and AIDS programs must go beyond campus boundaries and into the surrounding communities.TVET Colleges have a massive role to play in developing communities by creating rapport with community leaders, local health institutions and other relevant stakeholders.Item Home Language Education: HEL 411E/ HEE 414E, Degree Examinations June 2023(2023-06) Khewu, N.; Linake, M.A.; Klu, E.K.Item Intermediate Phase (Language): IPS 328E, Degree Examinations November 2019(University of Fort Hare, 2019-11) Linake, M.A.; Khewu, N.; Ngetu, C.Item Language: FPS 323E, Degree Examinations November 2019(University of Fort Hare, 2019-11) Gqeba, N.; Linake, M.A.; Kosi, T.S.Item The integration of indigenous knowledge into climate change education: A case of the advanced level geography curriculum in Zimbabwe(University of Fort Hare, 2025) Machaya, Trust; Linake, M.A.The purpose of this study was to establish the integration of Indigenous Knowledge (IK) into Climate Change Education (CCE) in the Advanced Level Geography curriculum at high schools in Zimbabwe. Many countries like Canada, Namibia, South Africa including Zimbabwe have enacted policies and reformed their curricula to align with the UNESCO/ UNICEF recommendation on the integration of IK into CCE. The challenge in many countries is on how to effectively integrated IK into CCE. To explore the integration of IK into CCE, the study was informed by the by Rogan and Grayson's (2003) curriculum implementation theory. The study was located in the interpretivism paradigm, adopted a qualitative approach and a case study design. Semi-structured interviews, lesson observations, and document analysis were used to generate data. Convenient and purposeful sampling were used to select the two schools investigated; the study participants consisted of one Geography district inspector and four Advanced Level geography teachers. The study revealed that teachers integrated few types of IK into CCE during their Advanced Level Geography lessons and relied mainly on the lecturing method and formal assessment as pedagogical strategies. Findings also showed insufficient financial, material, information communication technologies, and professional development support to enhance the integration of IK into CCE at the two schools. Challenges to integrating IK into CCE included the lack of a clear policy on IK integration, inadequate pre- and in-service training for teachers in IK, teachers' poor attitude towards IK, and a lack of the necessary resources to support the integration. The study concluded that at the two schools, the current integration of IK into CCE in the Geography curriculum was incomplete and ineffective. Thus, the study recommended, promulgation of clear guidelines in the policy on IK into CCE integration. Also, that the community be involved in the provision of types of IK. The initial teacher training courses include modules on IK types, and teaching and assessment approaches that enhance the acquisition of knowledge and skills on IK and CCE. The ministry provides workshops on IK, and how to integrate it in CCE in schools. Schools must have fund raising projects to allow them to visit IK resource centres. That researchers and authors need to publish materials that can enhance this effective integration of IK into CCE.