Faculty of Education

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http://hdl.handle.net/20.500.11837/224

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The academic experiences of faculty of education postgraduate students who have dropped out of a higher education institution in Eastern Cape Province
(University of Fort Hare, 2012) Mdyogolo, Winkie;
The purpose of this study was to explore academic learning experiences of students who have dropped out of postgraduate studies in a Higher Education Institution in Eastern Cape. The study employed phenomenological approach using unstructured in-depth interviews to collect data from participants who have dropped out of Masters Programme in HEI in Eastern Cape. Four participants participated in this study. A lot of themes emerged from what the participants reported and similar experiences were noted as well as different experiences. Central to what this study ascertained is the relationship between the supervisor and supervisee. From the findings of the study it can be ascertained that for any postgraduate student to succeed in his/her studies he / she needs a positive relationship with the supervisor who will play a role of guide, mentor, supporter and a friend. However, the academic preparedness of the students in terms of academic reading and writing, computer literacy and determination to be an independent researcher is also key. Whilst this study provides insight to what the students have experienced academically its findings cannot be generalised because the experiences are those of individuals.
Accessing learner support services in a distance education context at Unisa adult basic education department
(University of Fort Hare, 2013) Arko-Achemfuor, Akwasi
This study investigated the access to learner support services by Unisa‟s ABET students in the Department of Adult Education in one of the rural provinces in South Africa. Specifically, a survey using questionnaire and focus group interview was carried out to determine the access gaps in to the learner support services by Unisa‟s adult students. A literature study preceded the empirical study to fully comprehend the theoretical and conceptual underpinnings of the role of learner support in bridging the transactional distance between students on the one hand and the institution on the other hand. In the empirical study phase, a questionnaire was administered to 150 ABET Students in one province in South Africa through the stratified sampling technique and one focus group interview comprising 10 students who access support services at one of the regional offices to assess the importance they attach to the support services that are offered at the regional centres and the extent to which they are able to access them. The focus group interview comprised questions on the students‟ understanding of learner support services and their experiences in accessing them. Moore‟s theory of transactional distance was used as the theoretical base for the study. Out of a total of the 150 questionnaires that were distributed, 117 were the usable representing 78.0% response rate. One of the conclusions drawn from this study is that, although Unisa has most of the learner support services in place but for various reasons, a lot of the students are not able to access the support services as expected as the needs gap for almost all the support services were high. The chi-square tests found significant differences (p is less than 0.05) between the students on the extent to which they are able to access the support services. An integrated learner support framework was suggested for Unisa and other distance providing institutions to address the access gaps adult students‟ encounter in their studies.
Achievement of ‘assessment of learning’ and ‘assessment for learning’ in physical science and mathematics continuous assessment (CASS) practices in two East London district high schools in the Eastern Cape
(University of Fort Hare, 2013) Cobbinah, Charles
It has been argued that assessing learner performance is considered to be one of the most important things a teacher can do to promote learners’ learning. The Mathematics and Physical Science guidelines on assessment make a distinction between ‘assessment of learning’ and ‘assessment for learning’. Both processes are seen to be complementary aspects of continuous assessment (CASS) practices which constitute 25% of the final year learner’s mark in the National Senior Certificate. How teachers understand these processes and how they achieve them during their CASS practices were the focus of the study. This was a qualitative study in which two senior secondary schools in the East London District in the Eastern Cape participated. The respondents were four grade 12 Physical Science and Mathematics teachers and two heads of department (HoDs). Data were collected through semi-structured interviews and document analysis. There were five main findings. First, it was found that CASS assessment practices were skewed towards fulfilling accountability requirements of the Department of Education. Teachers focused on the Programme of Assessment (PoA) tasks and ignored other forms of assessment. Second, it appeared the use of the term ‘informal’ in the Department policy documents with regard to ‘assessment for learning’ encouraged teachers to treat informal assessment tasks as unimportant, not to be marked and recorded. In some cases assessment tasks were used to ‘occupy’ learners when teachers did not feel like teaching, so that learners would not be idle and disruptive in class. Third, some teachers did not set their own assessment tasks; they took previous papers and did cut and paste. Such a practice seemed to preclude assessment tasks that are tailor-made for particular learners. This practice also may undermine the alignment of learning outcomes and assessment standards. Fourth, moderation of CASS tasks was sometimes ignored and in other times done not strictly according to guidelines. These findings cast doubt on the validity and reliability of CASS marks. Finally, in most assessment for learning tasks, learners were not given feedback by teachers. This appears to undermine one of the most fundamental uses of assessment, which is feedback on performance that guides learning. It can be concluded that the CASS assessment practices did not reflect a balance between ‘assessment of learning’ and ‘assessment for learning’. This state of affairs seemed to be encouraged by the fact that district departmental support systems were too technicist and appeared to encourage teachers to do assessment to fulfil accountability purposes rather than for learners’ learning. It is recommended that research on assessment practices based on probability sampling for which results can be generalised to the target population should be carried out. It is further recommended that courses on assessment should be run for teachers in order to renew and/or give them assessment skills that will enable them to achieve a balance between assessment for learning and assessment of learning.
Amakrwala experiences as learners in a Buffalo City secondary school: implications for school leadership and management
(University of Fort Hare, 2013) Duka-Ntshweni, Nomonde
‘Ulwaluko’ (the male initiation custom) has been practised for generations by many cultures in South Africa and in Africa as a whole. AmaXhosa are amongst the population groups in South Africa within whom this custom has survived pre colonially and through the colonial and apartheid eras up to the current democracy. While this custom was reserved for older, mature and senior boys in the past, there is evidence that nowadays immature and junior boys as young as 12 years are taken to the initiation school. This study sought to understand how these newly graduated initiated men (amakrwala) cope with their multifaceted identities, as learners in a secondary school and as adults in the community. The study also seeks to explore a leadership style that can be sensitive to the needs of ‘amakrwala’ at school. This is a qualitative study which used interpretivism as the research paradigm. Phenomenology is the research design and phenomenological interviews were used as the data gathering tools. The findings reveal that there are tensions that exist between modernity and tradition in socialising amakrwala. The school represents the modern space and the home and community are the traditional spaces. In the formal school environment there is minimal or no recognition of the new identity of the ‘amakrwala’. At school ‘amakrwala’ are seen as learners. Their identity and status remain unchanged from what they were before they went to the initiation school. However, in the community and at home, they are elevated from a childhood to an adult status and their identities are thus re-shaped.
An assessment of curriculum management practices of an academically well performing school and an academically poorly performing school in the Butterwort district of the Eastern Cape Province
(University of Fort Hare, 2011-01) Ntshwanti, Zandisile Christopher
School performance has been the focus of concern around the world. In South Africa schools are ranked according to the Matric results they produce in the annual league of tables. Why some schools perform well and others poorly, when measured by the learner performance criteria, is a question that has preoccupied researchers in the fields of school effectiveness and school improvement for a long time. Whereas the former research field has developed a model that seeks to explain how schooling input and processes interact to produce learning outcomes, the latter has focused on the process, the black box, of schooling
An assessment of the implementation of physical education syllabus in Namibian Primary Phase,Namibia
(University of Fort Hare, 2009-11) Taukeni, Simon
The quality of Physical Education (PE) in the national curriculum has been of great concern in Namibian primary schools since the country's independence in 1990. This study reports on the implementation of PE syllabus in the Lower Primary Phase in the Oshakati circuit of the Oshana region in Namibia. The study adopted a mixed methods approach and used questionnaires, face to face interviews, focus group interviews and document analysis to collect the data.
An assessment of the implementation of technical vocational education of Khami District Secondary Schools in the Bulawayo Metropolital Province in Zimbabwe.
(University of Fort Hare, 2012) Mpofu, Mabhena
This study attempted to identify realistic strategies that are accepted by those in the Jua Kali sector of Kenya's informal economy. The strategies were seen as being relevant, practical and achievable in integrating the sector, or some parts of it, in the formal economy. Special attention was given to export potential as the driving force in socio-economic development. Since Jua Kali enterprises are widely spread throughout an area covering all the more heavily populated regions of Kenya, including many small villages as well as major towns, a comprehensive, nationwide study was out of the question. For this reason, the study was limited to the following areas with known and readily accessible concentrations of Jua Kali entrepreneurs. This included key suburbs of Nairobi and key regional towns like Machakos, Athi River and Mlolongo. The objectives of the study were to establish the problems faced by the informal sector in Kenya, to find out how such problems have affected the relevant artisans, to investigate if the artisans were aware of those problems and what they were doing if anything, to solve the problems they encountered. Finally, the study sought to establish what the other stakeholders were doing to improve the informal sector.
An assessment of the implementation of the national curriculum statement in the history curriculum in Grade 11 in the Fort Beaufort District of Education
(University of Fort Hare, 2011) Zingela, Nombulelo Constance
This study assessed the implementation of the National Curriculum Statement (NCS) in the History curriculum in the Fort Beaufort District of Education in Grade 11. The study arose as a result of the dawn of the democracy, in South Africa in 1994 which necessitated innovations in the education sector. An educational approach known as the Outcomes Based Education (QBE) was introduced in 1998. As such many changes were eventually made in the History classroom (Schoeman & Manyane, 2002). History in a school curriculum is often understandably used by the government education authorities to present and promote a particular world view. History curriculum documents in South Africa have long been under fire for being content-heavy.
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.
An investigation into learning experiences of intermediate phase learners with cognitive learning barriers in mainstream classes: A study of two pilot schools in the Eastern Cape
(University of Fort Hare, 2012-01) Spondo, Nomzamo
This study is investigating the experience of learners with cognitive learning barriers in the mainstream classrooms in the Eastern Cape. The focus was on two primary schools which were piloting inclusive education in Mdantsane. The aim of this study was to offer learners a "voice" based on their learning experience and perspective of a situation, so as to analyze the learners' situation and to provide insight into the way in which learners with cognitive learning barriers made sense of their context and the learning situation they encountered.
An Investigation into the Causes of Learner Dropouts in Two Rural Schools Fort Beaufort District, Eastern Cape Province: A case Study
(University of Fort Hare, 2007-11) Mgwangqa, Vuyiswa Evelyn
Since the attainment of independence in South Africa after the collapse of apartheid, government has undertaken significant changes in the educational context. The main goal in the National Curriculum Statement required learners to be reflected thinkers, independent, creative and resourceful; however, in contrast many learners in rural secondary schools are continuing to drop out of schools not completing grade 12. The purpose of the study is to investigate the causes of learner dropout in rural secondary schools.
An Investigation into the causes of Learner dropouts in two rural secondary schools Fort Beaufort District, Eastern Cape Province: A case study
(University of Fort Hare, 2007-11) Mgwangqa, Vuyiswa Evelyn
Since the attainment of independence in South Africa after the collapse of apartheid, government has undertaken significant changes in the educational context. The main goal in the National Curriculum Statement required learners to be reflective thinkers, independent, creative and resourceful; however, in contrast many learners in rural secondary schools are continuing to drop out of schools not completing Grade 12. The purpose of this study is to investigate the causes of learner dropout in rural secondary schools. My objective is to use these findings to determine mechanisms and accountability that should be accepted by schools and the department education to eliminate this problem.
An Investigation into the level of understanding of two-dimensional shapes among learners at the end of the Intermediate Phase in a well-resourced former Model C school in the Eastern Cape : A case study.
(University of Fort Hare, 2011-01) Selkirk, Caroline Harriet
This study investigates the geometrical understanding according to the van Hiele theory, in terms of two-dimensional shapes, that learners have at the end of the Intermediate Phase in a well-resourced former Model C school in the Eastern Cape. The research was situated in the interpretivist's paradigm and a qualitative resource methodology was adopted.
An investigation of the extent of Representative Council of Learners' (RCLs) involvement in school governance: A case study of two senior secondary schools in the Libode District, Eastern Cape Province
(University of Fort Hare, 2007-03) Makhubalo, Cynthia Nomalungelo
The study investigates the extent of the effectiveness of Representative Council of Learners' (RCLs) involvement in school governance. South African schools are in a period of transition form the old system, which existed under the apartheid government and the new one being established by the South African Schools Act (SASA) of 1996. The formulation of School Governing Bodies (SGBs) which are composed of parents, educators and learners became necessary to reverse the past educational disparities. The introduction of these SGBs is, therefore, the result of high demand for community participation in the control of schooling and the involvement of legitimate structures in school activities.
An investigation of the extent of Representative Council of Learners' (RCLs) involvement in school governance: A case study of two senior secondary schools in the Libode District, Eastern Cape Province.
(University of Fort Hare, 2007-03) Makubalo, Cynthia Nomalungelo
The study investigates the extent of the effectiveness of Representative Council of Learners' (RCLs) involvement in school governance. South African schools are in a period of transition form the old system, which existed under the apartheid government and the new one being established by the South African Schools Act (SASA) of 1996. The formulation of School Governing Bodies (SGBs) which are composed of parents, educators and learners became necessary to reverse the past educational disparities. The introduction of these SGBs is, therefore, the result of high demand for community participation in the control of schooling and the involvement of legitimate structures in school activities.
An analysis of human resource management in the Department of Education, Vhembe District
(2009) Ndou, Lawrence Azwindini
The development of a country is wholly dependent on the nature and quality of the resources at its disposal. Human resources are basic to the coordination and mobilisation of all the other resources. Thus a country’s education system should be capable to produce highly skilled people capable of harnessing and making efficient, effective and economic use of the resources available. Teachers are an essential resource – the resource – to the country’s education system. Their effective management should therefore be paramount to any education district. There is an incessant outcry that the country is facing a general shortage of teachers. The shortage is more acute in subjects like Maths, Science, and Commerce. This study set out to analyse how the Department of Education, Vhembe District, is managing the situation. The researcher’s hypothesis was that the District is in dire straits as far as the supply of the above-mentioned educators is concerned. The researcher reviewed a wide range of literature in an attempt to understand the phenomena better and to obtain the right, relevant, and latest data available. Books, journals, the electronic print media, and a whole range of government sources like Acts, Regulations, White Papers, and circulars were consulted. A whole chapter was dedicated to the review of legislative framework within which human resources in education takes place. Scientific research design and methodology was employed in the data gathering process. Ethical considerations were always at the back of the researcher’s mind all the time. The researcher ensured that the findings are valid and reliable by ensuring that the population, the sample and the instruments used were carefully chosen and designed. A fairly large sample was used for this study, lending it reliable and generalizable to not only Vhembe District, but to other districts as well. The study confirmed the researcher’s worst fears: the Department of Education, Vhembe District, is facing a critical shortage of Maths, Science, and Commerce educators.
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.
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.
An assessment of the implementation of continuing professional development programmes for teachers in secondary schools in Lady Frere district, Eastern Cape
(University of Fort Hare, 2012) Mashologu, Mabel-Wendy Nombutho
This study assessed the implementation of Continuous Professional Teacher Development (CPTD) programmes for Lady Frere rural senior secondary school teachers. The interest in the study was aroused by the consistent poor Matric results in the Eastern Cape Province despite the entire efforts by Department of Education to put structures to facilitate teacher development programmes for the secondary teachers in the region. Moreover, research has found that, in spite of the development programmes that are conducted for senior secondary teachers there is no teacher change, no improved classroom practice and therefore no improved learner performance. Subsequently, it appears from literature that there has never been a study conducted to assess the implementation of CPTD programmes. Hence the researcher was motivated to assess how the CPTD programmes are implemented in the Lady Frere district of Eastern Cape with the intention of exploring better strategies to implement CPTD programmes that may result into teacher change. The nature of the research problem placed the study within the post-positivism paradigm, and used the mixed-method design. Concurrent procedures were used to collect, analyse and interpret data. The quantitative data was collected through the use of questionnaires while qualitative data were collected through interviews, observations and document analysis. With observation, it was necessary for the researcher to observe both the training programmes and the teachers in their classes after each development session organised by the facilitators in the district (three training sessions and three class visits). The fifteen rural secondary schools were involved in the study through questionnaires administered to each grade eleven teacher (one per school), cluster leaders, HoDs, principals and facilitators. Interviews were conducted with a random selection of teachers, cluster leaders, HoDs, principals and facilitators of the programmes. The head of the Curriculum Section (CES) of the district was interviewed as well.
An assessment of the implementation of learner discipline policies in four high density secondary schools in the Graff Reinet district, Eastern Cape
(University of Fort Hare, 2012) Bilatyi, Nkosana Carlon
This study assessed the implementation of learner discipline policies in the Graaff Reinet District in four township Secondary schools. The study arose as a result of the decline of learner discipline in secondary schools. This study is located in the interpretive paradigm and adopted a qualitative research approach in the collection of data. It employed triangulation to collect data and obtained valuable information on the implementation of learner discipline policies. Four township secondary schools in the Graaff Reinet District were purposively selected for the sample in this study. Semi-structured interviews, focus groups of learners and parents Data has revealed that schools were using different strategies to implement learner discipline such as Code of Conduct, Disciplinary hearing, Safety and Security Committee, Educators, Corporal Punishment, Alternative methods to Corporal Punishment and the role parents. Data revealed that there has been no success in implementing learner discipline strategies. There were a number of limitations in implementing policies to maintain learner disciplines which were identified in the study. There were inconsistencies like educators not supervising learners in detention classes, some of the educators were sabotaging the system by not putting into practice the measures and strategies which were put in place to maintain discipline and so forth. The School Management Teams did not capacitate the Representative Council of Learners so as to assist in the monitoring of discipline. The Department of Education is not supportive in the maintenance of discipline in the schools under study in Graaff Reinet District. To address disciplinary problems, the study has the following key recommendations Policies should be crafted by all stakeholders for ownership and there should be collaboration in implementation of those policies. The Code of Conduct should be issued to all learners at the school at the beginning of the year in the language of preference, with school rules. Learners should know the consequences of transgressing the Code of Conduct. SMTs should adopt different management styles so as to take action against educators who are failing the system of maintaining discipline. Educators should realise that it is their duty to maintain discipline in schools; therefore they should stop complaining about disciplinary problems. Educators should engage the Department of Education to conduct workshops in building capacity of educators to maintain learner discipline. Schools should establish partnerships with other sister Departments such as SAPS, Social Development, Correctional Services, Health to, maintain learner discipline.

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