Department of Education

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The Teaching and Learning of Xhosa as a Foreign Language in South African Schools and Universities with Special Reference to Efforts being made to Speak, Read and Write the Language
(University of Fort Hare, 1975-11) Gebeda, Zamuxolo, Chamberlain
Our native tongue enables us to communicate with others who use the same system of language. Nevertheless as soon as we go beyond this group, we find ourselves in need of another language. Distances are contracting. with amazing rapidity, and the nations are coming more and more into contact with each other. Inevitably, the absolute inter-dependence of all civilizations and all cultures is merely the subject of philosophical speculation or religious meditation by the few of its simplicity bears upon everybody.
Teaching and learning of Xhosa as a foreign language in South African schools and universities :with special reference to efforts being made to speak, read, and write the language.
(University of Fort Hare, 1975-11) Gebeda, Zamuxolo Chamberlain
An Analytical Study of the Development of Higher Education for the Bantu of the Republic of South Africa
(University of Fort Hare, 1977) Katiya, Ntsikelelo
The idea of a university is nowadays so familiar and taken for granted that people rarely bother to ask the meaning of the term or even the origin of the thing itself. Yet the significant role that universities have played in the past to bring about marked developments and progress in many countries the world over, and the part these institutions are required to play in the advancement of the so called under-developed countries necessitates our close scrutiny of them.
The Xhosa Philosophy of Life and the educational system of the Ciskei: An attempted reconciliation
(University of Fort Hare, 1980-12) Feketa, Thamsanqa D
Education is today a subject of general interest. A glance at the table of contents of most current newspapers and magazines reflects articles by educators, laymen, teachers and parents, each with some claim to authority, for there is a modicum of the educator in all adult people. Education is viewed as a scapegoat on the one hand and as a panacea on the other; as the only hope for a better future or as the reason for our present moral decline, as a reflection of social ills, or as a mould of Society. Education is described as meaning all things to all people so much so hat one begins to wonder .if the different writers could possibly be talking about one and the same thing (Bowye, 1970: 20).
The Application of Education Management Principles in Ciskei Secondary Schools and Possible Consequences
(University of Fort Hare, 1991-11) Khumalo, Nene Enoch Michael
The aim of this study was to obtain some information regarding the application or non application of educational management principles in Ciskei Secondary Schools and the possible effect the application or non application of these principles has on the quality of teacher and pupil performance. The study was born out of concern for the lack of efficient administration in many secondary schools in Ciskei as reflected in the annual panel inspection reports of 1984 to 1988.
The Methods of Teaching Xhosa as a First Language in Standard 10 in Transkei
(University of Fort Hare, 1991-11) Makasi, Cordellia Noha-Abyssiania
The principal purpose of the study was to identify problems encountered in the teaching of Xhosa as a first language at the matriculation level in the senior secondary schools. During the investigation, it became evident that suitable ways of improving matriculation results in Xhosa and discovering the attitudes of teachers of Xhosa towards the subject, had to be examined. In order to place the whole scenario in clear perspective, certain background information had to be gathered, viz, the qualification of teachers responsible for the teaching of Xhosa together with statistics relating to examination results in Xhosa in Std 10 during the period 1984-1988. The instrument for the research method were questionnaires to teachers, principals, students and parents. In order to emerge with as accurate information as possible in conducting this research, various factors that might inhibit the teaching of Xhosa and the attitude of students and teachers were taken into consideration.
The Relevance of Teaching Practice Programmes with Special Reference to Teacher Training College in the Transkei and Their Target Schools
(University of Fort Hare, 1991-12) Mdledle, Blanche Nomatemba
One aspect that urged me to undertake this study is the Taylor Commission Report (1979) which specifically points out some areas which need specific attention in education in(1979) which specifically points out some areas specific attention in education in Transkei. Amongst the aspects mentioned in the report is the need to improve the teaching material used by both the colleges and the target schools. ’ ‘My involvement as a teacher and supervisor in one of the Teacher Training Colleges of Education in Transkei, particularly in the field and sphere of teaching practice programmes has prompted me to undertake research in this field. Experience and exposure to salient problems in this field, have been a motivational factor in probing deeper into the problems encountered by teachers in various Colleges of Education.
Community and school ,South Africa, High school principals, School management ,and organization, Ciskei, Teacher-principal relationships, Teachers and community.
(University of Fort Hare, 1992-01) Ackowuah, John Kwasi
The aim of this study is to investigate the functions and responsibilities of a secondary school principal with respect to community relations. The relevant literature regarding principal-community relations has been reviewed. The questionnaire and interview methods as well as observations and discussions were employed in this research. A pilot study was used in preparation for the questionnaire and interview items for the research project. Systematic sampling technique was utilized to select the samples of the respective populations for the questionnaires and the interviews. The questionnaires were administered to 25 principals of 25 secondary schools selected. The interviews, too, were administered to school committee members, pupils, teachers and nonteaching personnel of the 25 schools selected. All the nine (9) assistant directors (AD’s) and the AD in charge of the management division of Ciskei Department of Education and Culture, too, were interviewed to enable the author to tap their wealth of knowledge and experience. To achieve optimum returns, the researcher, inter alia, made use of assistants to administer the questionnaires and the interviews. The study has revealed, inter alia, that the school and the community are interdependent, partners in and co-responsible for the chi1dren’s education; that the principal is the main link between his school and the community; that his inspired leadership is a prerequisite for healthy school - community relations; and that he has to carry his internal publics - the school committee, pupils, teachers and non-teaching staff - along with him if he is to competently perform his community relations role. Some of the major recommendations are: firstly, the school’s climate should be characterized by mutual confidence, trust, respect and recognition; secondly, the school committee (the governing body) should be enlarged to include representatives of staff and pupils; thirdly, non-statutory bodies, like parent teacher student association (PTSAS), citizen advisory committees and alumni associations should be established, as necessary; fourthly, schools must have community relations policies and programmes; and lastly, principals must know the socio-economic and geo-political characteristics of their communities through surveys and other formal and informal contacts with parents and other community members.
The Impact of Low Impact Aerobic Dance on the Health-Related Fitness and Self-Concept of Female Students
(University of Fort Hare, 1993-11-30) Walter, Cherly Michelle
The purpose of the study was to examine the effects of low-impact aerobic dance on the health-related fitness and self-concept of female students at the University of Fort Hare. Thirty-seven subjects, aged 19 to 24 years, participated in a low-impact aerobic dance programme three times per week for 10 consecutive weeks. Each session was approximately 50 minutes long and the subjects exercised at 70-85 % of their age predicted maximum heart rate.
Developing a Normative Theory of Religion Education Based Upon the Interface Between African Traditional Religions and Christianity and a Policy Option for Teaching Religion in Eastern Cape Province Schools
(University of Fort Hare, 1995-04) Williams, Gillian Grace
Research submitted by Kili in 1988 and by Mxekezo in 1991 for their respective degrees in Master of Education identified problems relating to the teaching of Religious Education in the area then known as Ciskei. I have sought to give a critical evaluation of their studies and then to collate the problems they identified. I then note the conditions existing in the Eastern Cape region in the nineteenth century and how they were affected by colonialism and the advent of missionaries. I compare the expectation of the Xhosa and the Europeans and the resulting conflicts, particularly in the religious realm. I thus seek to show that the roots of many of the current problems in the teaching of Religious Education are to be found in history.
Learning and Understanding of the Physical Science L Concepts of Force Work and Energy at the Standard Seven Level
(University of Fort Hare, 1997-12) Nela, Mwezeni James
This study has been investigating why Black students seem to be experiencing difficulties in acquiring the accepted scientific Understanding of the Physical Science concepts of force, work and energy. The instruments used to collect the empirical data for the study were student questionnaires, student interviews, lesson observations and analysis of the textbooks that are recommended for the Standard 7 level. The study was conducted in 12 schools selected randomly from schools in the King William's Town area. The sample consisted of urban, semi-urban and rural schools. Focus was on the Standard 7 students, their teachers and the textbooks recommended for the level. The analysis of the student questionnaire and interviews revealed that students showed incorrect understandings of the Physical Science concepts of force, work and energy. Some of the teachers have also been found to have an l inappropriate scientific understanding of the Physical Science concepts concerned.
Talking About Science: A Discourse Analysis of Women's Voices
(University of Fort Hare, 1998-11) Tholanah, Dorcus
Gender differences, especially in science-related fields form the focus of much current research. The purpose of this study was to investigate problems faced by black, female South African students as they pursue science subjects, as well as identifying possible solutions to these problems.
The Effects of The Quality Schools Projects on Learner Performence and Environment
(University of Fort Hare, 1998-11) Sibindi, Nkululeko
The South African Education system has been beset by problems emanating from the Apartheid system of government. As a result, programmes to improve the quality of schooling are being introduced at national, provincial and regional level. One such programme is the Quality Schools Project (QSP). The success of the application of the QSP, although initially at primary school level, has ramifications on the totality of improvement on all of South Africa's schools. The research carried out by the study in the line with the need to transform the education system, looks at literature on school effectiveness and the concepts of whole-school development. Quality pointers and identified in the study indicators are identified in the study , in turn, used in framing a rating schedule, one of the instruments for collecting data.
The Relationship between Mathematics Anxiety, Attitudes and Performance of "0"-Level Mathematics Students in the Midlands Province (Zimbabwe).
(University of Fort Hare, 1998-11-20) Silvanos, Chirume
The purpose of this study— was to investigate the effects of mathematics anxiety and attitudes on "O"-Ievel students’ mathematics achievement, and to tap the "O" Ievel mathematics teachers‘ and students’ views and suggestions about what steps to take to improve performance in mathematics. The sample consisted of 17 teachers and 340 students in the Midlands province of Zimbabwe. The students wrote a mathematics achievement test and filled in an anxiety- and attitude-measuring questionnaire whilst the teachers filled in an attitude toward-mathematics questionnaire. Open-ended questions were also included to supplement the quantitative data. Correlational and regression analyses were done using the computer package SPSS. lt was found that Student Attitude (StdAtt) and Student Anxiety (StdAnx) had statistically significant correlations with Student Achievement (StdAch)‚ respectively positive and negative (r>O.5 numerically). Teacher Attitude (TrAtt) had a small but significant positive correlation with Student Achievement (StdAch)‚ These results were consistent with previous research findings cited in the Literature Review but they did not fully match the Yerkes-Dodson Iaw as had been hypothesized. Suggestions offered by the respondents in the open-ended A sections of the questionnaires, as well as their implications on curriculum development in mathematics are presented in this study.
Barriers to Black Female Teachers Aspiring to Principals' Posts in High Schools in the Uitenhage District of the Eastern Cape
(University of Fort Hare, 2001-02) Mayana, Sibongile
Female education managers are still in the minority, despite the many changes in education in recent years. It is against this background that the researcher found it imperative to investigate the factors that have a bearing on the under- representation of Black females in principals' posts in high schools in the Uitenhage district of the Eastern Cape Province. On the basis of the perceptions held by educators, findings of research studies, the researcher's practical experiences and the little South African literature that exist, the research question crystallizes as follows: Why are women under- represented in principals' posts? The purpose of this investigation was to gain an insight into the barriers that lead to the under -representation of females in principals' posts in high schools. The review of literature provided a focus as the framework on which this study is based. Ethnographic interviews that were recorded were conducted with six key informants. The Lickert scale of checking teacher attitudes towards commonly held perceptions was used to supplement the interviews.
Towards a Value Based Education System in South Africa: A Philosophical Study in Applied Ethics
(University of Fort Hare, 2001-03) Spotose, Thozama
This research was based on the current education system in South Africa. It was experienced that the current education system in South Africa was faced with many problems the least of which is the lack of discipline among the learners and sometimes among the educators. Apart from the curriculum being unsuitable in certain aspects, the entire education system had been seen to be lacking a moral approach, particularly in both teaching and learning. These problems have contributed to the absence of the culture of learning and falling standards in several schools.
An Assessment of the Implications of Including Learning in School Governing Bodies: " A Case Studying of 4 High Schools in the Grahamstown District , Eastern Cape Province"
(University of Fort Hare, 2001-04) Nkwinti, Fundiwe Sylvia Noxolo
The purpose of this research was to assess the implications of including learners in School Governing Bodies. The promulgation of the South African Schools Act (1996) introduced a new model of school governance that had for the first time, learner participants. One of the objectives of this new innovation was to foster 'tolerance, rationale discussi9n and collective decision making' (Hunter Commission Report 1996: 15). It was hoped that this would bring about the required rehabilitation of schools (Education White Paper I 1995:68). The introduction of the stakeholder participation paradigm in decision making was a radical shift from the norm. It became critical to examine its implications for both the system and especially, learners, who have never been exposed to school governance. One had to establish whether learners were making any meaningful contribution to these School Governing Bodies. The research also endeavoured to explore the 'fit' between policy imperatives and the actual practice on the ground.
Factors Affecting the Provision of Quality Primary Schooling in Zimbabwe: A Case Sstudy of Mberengwa West District Schools
(University of Fort Hare, 2002-11) Shava, George Nervious
A lot has been said and written about the declining quality of primary education in rural schools. Many· studies on education systems in Zimbabwe show the urgent need for the country to increase the internal efficiency of the primary education system, which is the foundation of children's future learning acquisition. It was the concern of this study to establish factors leading to the declining quality of primary education in one educational cluster.
Gender Equity in Secondary School Managemet in Kadoma District in Zimbabwe
(University of Fort Hare, 2002-11) Sibanda, Modeni Mudzamba
Attempts to explain women's lack of achievement in education management, suggests that both socio-cultural and organizational barriers, keep women from advancing to management positions in education. Women's career progress is particularly impeded-by socio-cultural impediments, especially those involving marriage, childcare and domestic responsibilities.
Assessment of Education Policy in the New South Africa
(University of Fort Hare, 2003) Salatial, Chikwema
Since the inception of democracy in 1994, there has been a concerted effort to redress the inequalities of the chequered past in South Africa under the banner of transformation. Transformation can be defined as a process whereby the form, shape or nature of something is completely changed or altered (Makgoba, 1998:p.58). In the White Paper on Transformation of the Public Service, transformation is regarded as a dynamic, focused and relatively short term on going process designed to fundamentally reshape, to change the way in which the primary function of an institution is utilised (White Paper on Transformation of Pubic Service, 1995:p.11). From the foregoing definitions and in the South African context, there is an indication that transformation is a process involving change and reorientation to reconstruct and develop all spheres of public life so as to establish enabling conditions for a flourishing democracy in South Africa (Enslin and Pendlebury, 1998). The relative short term nature gives us the grounds to evaluate transformation in South African education eight years after apartheid.

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