Browsing by Author "Tyilo, P.N."
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Item Education in Context: ECA 422, Degree Examinations November 2018(University of Fort Hare, 2018-11) Mdledle, N.M.; Tyilo, P.N.; Khalo, X.; Nkohla, M.B.; Du Plesis, A.H.Item Education in Context: ECA 422, Supplementary Examinations January 2019(University of Fort Hare, 2019-01) Mdledle, N.M.; Tyilo, P.N.; Khalo, X.; Nkohla, M.B.Item Human Development and Learning: EDF 125, Supplementary Examinations January 2019(University of Fort Hare, 2019-01) Tyilo, P.N.; Skhephe, M.Item Implementing inclusive education policy in selected mainstream primary schools of Chris Hani West Education District(University of Fort Hare, 2024-05) Zini, Neliswa Ester; Tyilo, P.N.Inclusive Education as a vehicle for quality education is gaining global momentum. Central to Inclusive Education is equitable access to education, which accommodates learner diversity, including those learners who experience learning difficulties and who experience exclusion when having to attend the same schools with their peers. In response to this gap, most African countries, such as South Africa introduced Inclusive Education policies. The policy was spearheaded by the Department of Education to support learners who experience learning barriers and for them to be accommodated in the mainstream provision. This transformation affected teaching and learning, as teachers had to adopt pedagogies and diverse assessment strategies that accommodate all learners in their classes. However, despite the effort made to accommodate all learners in the mainstream, there seem to be challenges as some children remain out of the school system. Hence, this study aimed to examine the implementation of the Inclusive Education Policy in selected mainstream primary schools. The theory of implementation by Rogan and Grayson was adopted for this study as it builds on the strengths of different educational stakeholders, such as teachers, parents, learners and district officials. The theory looks at what constitutes good practice, monitoring systems, resources and support, provided by outside agencies to facilitate innovation in schools. The study adopted an interpretive paradigm and qualitative approach. The data from the 12 purposively selected research participants was collected through semi-structured interviews. The results revealed that teachers do not understand Education White Paper 6 and are not clear about what it entails. The inadequate visitation of schools and an absence of school-based training workshops by the DBST raised another concern among participants. In addition, limited classroom-based monitoring and follow-up support challenge the effective implementation of inclusive education. Inadequate training of teachers, non-involvement of parents, and scarcity of resources, which includes human and physical resources, worsen the situation. This study recommends that teachers receive adequate training on implementing Inclusive Education at the school and district levels. Provision of adequate physical and human resources for DBSTs and the teachers to perform their various tasks needs to be prioritized. The study further recommends strengthened collaboration of all stakeholders to support each other in implementing Inclusive Education in mainstream classrooms.Item Life Orientation Method: MGE 411/ MLO 414/ MMO 411, Degree Examinations June 2023(University of Fort Hare, 2023-06) Tyilo, P.N.; Koch, R.Item Life Skills for Educators: EDF 312, Degree Examinations June 2023(University of Fort Hare, 2023-06) Zazini, B.; Tyilo, P.N.Item Life Skills for Educators: LSE 312, Degree Examinations June 2023(University of Fort Hare, 2023-06) Zazini, B.; Tyilo, P.N.Item The role of leadership in improving teaching and learning in selected high schools in Enoch Mgijima Local Municipality(University of Fort Hare, 2024-04) Agyeman, Nana Yaw Brenya; Tanga, M.; Tyilo, P.N.The leadership roles in various fields have been a significant concern throughout the past century due to their profound impact on driving social and economic growth across different sectors. In education, effective school leadership role is regarded as indispensable for guiding schools in the right direction and nurturing a supportive teaching and learning environment, ultimately leading to positive outcomes. This study employed a qualitative approach to explore the intricate dynamics of school leadership's role in improving teaching and learning. Utilising an interpretive paradigm, the research delved into the behaviours and perspectives of the participants. Employing a phenomenal case study design was used to focus on school leadership roles in improving teaching and learning in four high schools situated within the Enoch Mgijima Local Municipality. The selection of these schools was aligned with the objectives of the study. The study population included all schools, teachers and the teaching staff in schools under the Enoch Mgijima Municipality. The study sample consisted of four principals, four school management teams, four heads of departments, and four educators from the selected schools. The purposive sampling technique was employed, allowing for the inclusion of relevant participants and ensuring a broad perspective. Data collection methods included interviews, focus group discussions, and document reviews. Through these approaches, the study uncovered the role of school leaders and a variety of leadership styles used to influence teaching and learning. The study's findings show that effective leadership styles in leadership roles fostered a conducive environment for teaching and learning. The study revealed that among the challenges that affect school leadership roles are the nonattendance of school and class by both teachers and students and an inadequate supply of learning resources for effective teaching and learning. The study also found that using effective school leadership role frameworks and models like transformational, transactional and instructional leadership frameworks can contribute to enhancing school leadership roles in improving teaching and learning in schools. Consequently, the study concluded that understanding the context of the school and adopting a leadership style that is democratic, shared responsibilities, and participatory can get stakeholders of the school to be committed to driving improved teaching and learning. As a result, the study recommends that school leaders adopt transformational, transactional and instructional leadership frameworks used in this study as a guide. Especially as these frameworks contain all the essential ingredients, making the role of school leaders in improving teaching and learning more effective.