Faculty of Education

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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 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 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.
An assessment of the implementation of teacher performance appraisal system in Zimbabwe: a study of 12 selected primary schools in Bulawayo Metropolitan Province
(University of Fort Hare, 2012) Mathwasa, Joyce
The massive campaign by Zimbabwe to educate all children was achieved through the “education for all” policy. When quantity had been achieved more focus was on quality issues. The quality concerns coincided with market-based developments which compelled Zimbabwe to adopt change reforms such as the teacher performance appraisal, one of which focused on quality teaching strategies that would enhance learners’ quality academic achievement. Nevertheless since its inception in 1996 and subsequent implementation in 2000, teachers through their unions have challenged the use of the appraisal which quantifies the teacher’s work, alleging their work cannot be atomized into separate elements to be measured, weighed and then ticked off. The contention highlighted above prompted the need for a research to be carried out which sought to assess: How is the performance appraisal system being implemented in the primary schools? A mixed methods design which is located in the postpositivist paradigm which produced in-depth, detailed, rich data from personal perspectives and experiences that resulted in realistic understanding, interpreted through the social and cultural context of the respondent’s lives. Educators resisted the imported system alleging it was imposed on them without adaptation to local environment. Lack of pilot-testing of the system, lack of proper training and lack of a meaningful reward system perverted the system to a mere ritual that frustrated implementers who found it difficult to use it in their daily work.
Assessment of the implementation of the decentralisation of education functions at primary schools in Chegutu education district of Zimbabwe: a case study
(University of Fort Hare, 2010) Samkange, Welligton
This study sought to assess the implementation of the decentralisation of education functions at primary schools in the Chegutu education district of Zimbabwe. The study covered six purposively selected primary schools. The focus was on two government schools, two local authority schools and two church related schools. It further focused on members of the School Development Committees (SDCs) and School Development Associations (SDAs). These were the school heads, two senior teachers per school, two parent governors, and one education officer. The study adopted the qualitative research methodology and the interpretivist paradigm. It further adopted the case study design. For data collection, in-depth face- to-face interviews, non-participant observations and document analysis were used. The data was qualitatively analyzed based on themes. The study showed that whilst the legislation had contributed to high participation in infrastructural development, and moderate participation in financial management at schools, the extent of the same participation was determined by „street-level bureaucrats’ such as school heads. The areas of least to non-involvement of the school committees were recruitment and management of staff, school policy, curricular and supervision of staff. The study noted that the legislation gave parents through the committees pseudo ownership of schools resulting in the Ministry of Education and Responsible Authorities abandoning their responsibilities. As such, the decentralization of education functions has been characterized by problems inherent in both the legislation itself and implementation praxis which have compromised education standards and quality. The study found out that there was no absolute decentralization in the six schools, but centralized decentralization characterized by the need for committees to seek approval on key issues such as fees and levies. The study recommended that the Ministry of Education should do away with the dual system that created two separate statutory instruments. The study did not find any justifiable reason for the two, as in practice it was observed that the SDCs and SDAs performed the same duties and functions in the schools. The study proposes a tripartite model of shared responsibilities involving government, responsible authorities and school communities. There is need for proper monitoring and oversight, otherwise implementation of decentralization of education functions remains a façade which is meant to mean what it was never intended to mean in the first place.
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 (OBE) 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. The new Further Education and Training History Subject Statement has dealt with these challenges and produced manageable subject content (Bertram, 2006).
An assessment of the training provided to school governing bodies by the department of education in Fort Beaufort district: a case study of 3 schools
(University of Fort Hare, 2014) Dyantyi, Bathini Jackson
This study assesses the training provided to the school governing bodies by the Department of Education in the Fort Beaufort District of the Eastern Cape Province. The study focuses on three schools and the Fort Beaufort District of Education. The researcher used a qualitative approach in the study. Interviews were conducted with the principals, educator governors, parent governors, learner governors as well as two facilitators from the Fort Beaufort District of Education. The findings suggest that the training provided to the school governing bodies in the Fort Beaufort District does not empower them (SGBs) adequately to perform their roles and responsibilities. There are a number of factors such as illiteracy, low level of education, language used during the training, lack of mentoring and monitoring and inappropriate training methods that contribute to the inadequacy of the training of school governing body members. It is therefore important to train school governing bodies properly so as to enable them to perform their roles and responsibilities as required by the South African School Act, Act 84 of 1996.
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.
A case study of the applicability and relevance of a business risk management framework in a higher education quality management
(University of Fort Hare, 2010) Bayaga, Anass
Recent local and international concerns by stakeholders for quality in for-profit (such as business firms) and not-for profit institutions (such as universities) are demanding greater oversight of the key risks they face. One regulatory reform, particularly King III Report in South Africa, now significantly requires the expansion of public and private policies relating to effective institutional governance. This reform is geared towards assuming specific risk management responsibilities with respect to responding and ensuring that institutional quality is preserved and enhanced. One response to this growing reform is the emergence of a new paradigm, which is known as institutional risk management (IRM), designed to increase quality, create awareness, identify, mitigate, monitor and report the portfolio of risks facing an institution. In view of the above reform, the study explores the applicability and relevance of an institutional risk management framework for enhancing higher education institutions‟ (HEIs) quality management framework (QMF). This IRM framework forms the lens through which this study explores its relevance and applicability in an HEI context. It was conducted in a historically black South African University. The study employed a mixed research design using both questionnaires (64 respondents) and interviews to elicit the state of the institution‟s risk analysts‟ experiences. During the one and half months of data collection, the process sought to address research questions three and four. The data analyses involved both descriptive and inferencial statistical techniques including other mathematical methods. Meanwhile, literature addressed questions one two and five. One of the findings was that IRM could be used to improve an organisation‟s performance and enhance QMF in an HEI. This framework would include; risk awareness; systematic risk identification and prioritisation; risk mitigation; risk monitoring and reporting; risk planning and operation; and systematic risk measure in an institution. In addition, the research found that the „case-institution‟ in the study had not developed and documented institutional risk management policy and procedures for the use of all staff –thus lacking a close link between institutional risk policies/procedures and its strategic objectives. In addition, the University does well in all the five IRM processes, but, on risk identification, it is relatively weak compared to the rest, thus in both upside and downside risk. Furthermore, although, there are several IRM models that form all IRM framework used in for-profit institutions (banks) as literature revealed, such were not found in the University under study. Another finding also noted that risks in a dynamic institution such as a University could be measured and predicted to enhance quality through risk management models such as the Nicholas risk management model, Bayesian analysis and other statistical measures. In view of the above findings, the study recommends firstly that IRM framework be applied to a non-profit institution such as an HEI. Secondly, although, there were several models that form IRM framework which is used in the for-profit institutions as literature revealed, such (models that form IRM framework) were not found in the University; hence, it is recommended IRM framework be adopted in a South African University context. Thirdly, although Nicholas and Bayesian risk analysis models, which form part of IRM framework, were used to measure and predict risks, these did not incorporate one factor - the rate of change of risk factor with respect to time. Consequently, it is recommended that periodic surveys be conducted on the IRM variables to see how change occurs over time, while suggesting that management set targets for both upside and downside indicators of risk management. Hence, for future research, it is recommended that a particular technique is used to measure and predict risks with the consideration of rate of change of risks (i.e. time and dynamic nature).
A case study of the educational experiences of four teenage mothers in two high schools in the Buffalo City Metropole
(University of Fort Hare, 2012) Adams, Hermie E.
Teenage pregnancy is a worldwide phenomenon. World Health Organisation (2009) reports that teenage mothers between the ages of 15-19 years account for 11% of births recorded worldwide. In South Africa it has been estimated that teenagers aged 17-19 account for 93% of all teenage pregnancies. A large proportion of these adolescents return to school after giving birth. Research has shown that there is a great deal of controversy about not only pre-marital sex, but also concerning whether teenage mothers should be allowed back in school at all. The aim of this study was to gain some insights into the lived experiences of teenage mothers in schools with particular reference to how they cope with school work and the responsibilities of motherhood. A case study of four teenage mothers who returned to school after giving birth was carried out. In-depth phenomenological interviewing designed to elicit the voices of the selected adolescents was done. There were five main findings. First, all four teenagers were minors, under the age of 18 when they gave birth. Two of them were even under the statutory age of consent. Second, upon return to school, teenage mothers experienced stigmatisation from peers and teachers and this forced them to continually negotiate their dual identities as mothers and learners. Third, teenage mothers experienced psychological emotions of stress; low self-esteem; shame and depression. Fourth, they also had sociological experiences in the form of material, financial and social support from family and friends. In some cases they experienced rejection from peers and abandonment by boyfriends who had made them pregnant. Some educators discriminated against and ridiculed teenage mothers. Fifth, teenage mothers reorganised their lives after childbirth and established routines that enabled them to cope with the demands of school work and the responsibilities of motherhood. The study concludes that, although viewed with scepticism by sections of the community and some educators, and given that some pregnancies are a result of abuse and unequal power relations between men and women in society, the policy of allowing teenage mothers back to school after giving birth gives them another chance to re-focus their lives. It is recommended that the voices of teenage mothers who return to school after childbirth should be taken into account to inform any planning for future policies on teenage pregnancy by schools and the state. It is further recommended that all educators should also be trained to be able to assist the teenage mothers instead of alienating them. There should also be counselling services available for the teenage mothers to enable them to deal with psychological and sociological problems they might encounter. For further research, students from different backgrounds should be the target of similar research. Another area of research should focus on academic performance of teenage mothers who return to school after giving birth. Lastly, there should be research that seeks to link what is taught in the Life Orientation curriculum and voices of teenage mothers.
A case study of the experiences of former street children as learners: implications for teaching and learning
(University of Fort Hare, 2013) Boyana, Nokwenzeka
In this study the main focus is on the experiences of former street children as learners. The main emphasis of this study is the manner in which such experiences influence these children’s learning towards constructing new identities. By examining the experiences of former street children in a school environment, namely a teaching and learning environment, this study will contribute towards the literature by providing focused and relevant information pertaining to the way former street children experience learning. By focusing on these particular learners from the street, the study attempts to explore and build an insightful knowledge in terms of understanding how former street children perceive learning in relation to their present personal and past life on the streets. Through this study the researcher will hopefully be able to determine how former street children feel, experience and relate to teaching and learning within a school context. Data collection for this study included the researcher’s observations and face-to-face unstructured in-depth phenomenological interviews with learners who are formerly from the streets. Among others, the study found that these particular learners have low self- esteem, a low opinion of themselves, and lack of self- confidence. The study also revealed that some of these learners are struggling academically and would appreciate it if academic was parallel with vocational skills so as to equip them for the world of work. It also transpired that learners who have relationships with those who have not been to the streets changed their lives for the better by learning from their peers but those who have relationships with other former street children at this school continue to engage in deviant behaviour, for many schooling has helped them to reclaim their childhood identity.
Catering for children with special education needs in the provision of early childhood development programme in Zimbabwe: towards a holistic and inclusive framework
(University of Fort Hare, 2016) Chinhara, Henry
The study investigated how primary schools in Chiredzi District in Zimbabwe, cater for ECD “A” and “B” children with special education needs. A mixed method design located in the pragmatism paradigm was used to carry out the study. Post-positivist is an interactive process which produced in-depth, detailed, rich data from personal perspectives and experiences that resulted in realistic understanding of phenomenon, interpreted through the social and cultural context of respondents’ lives. By adopting quantitative and qualitative approaches, the researcher was able to ensure a high level of reliability in the collected data, at the same time obtaining comprehensive information on how primary schools attaching preschool classes in Chiredzi district cater for ECD “A” and “B” children with special education needs. Purposive sampling and cluster sampling procedures were used to solicit information from ECD teachers, school heads, parents, the District Education Team, NGOs and critical government ministries through semi-structured questionnaires, face-t-face interviews, focus group discussions, observations and document analysis. The study established that, while the government carries out its mandate of providing social services to learners with special education needs, they are incapacitated due to lack of resources. The majority of schools are not providing adequate health facilities for learners with special education needs. Furthermore, most schools are not providing nutritional supplementation to vulnerable learners, situations which deprive the learners with the much needed opportunity to grow and develop to the anticipated potential. In addition, the study noted that, ECD “A” and “B” children with special education needs enrolled in classes attached to primary schools do not access Basic Education Assistance Module (BEAM) or Cash Transfers to alleviate the children that are in need. It came out that such a situation impacts on learners’ attendance and subsequently their learning outcomes. Regardless of the stipulations by international treaties on the nature of inclusive education, the study established that, the education system has not yet modified curriculum to accommodate learners with diversified forms of special education needs. The situation is made worse by the fact that, heads of schools, and teachers are not adequately trained to handle learners with special education needs in early childhood development programmes. In addition, schools face the challenge of scarcity of learning resources that support ECD learners with special education iii needs which seriously impact on the growth and development of young learners at this critical stage of their development. Regardless of the essence of continuous professional development programs, in schools whose purpose is to redress the professional gap in schools, the study found that the CPD are doing very little to transform the mind-set of teachers. The study concluded that learners with special education needs are not benefiting from the current inclusive education programme. The study recommends that following;  Stakeholders work together to promote the health and nutritional needs including other social services of ECD learners in classes attached to primary schools.  There be a national teacher in-service programme for those teachers deployed in schools, to equip them with the desired skills, and knowledge to handle learners with special education needs, especially at this critical stage of their development.  Teachers’ Colleges redesign their curriculum to address inclusive education in schools.  Teachers’ Colleges need to empower new graduates with skills and knowledge to handle children with special education needs in schools.  Policy makers to advocate for redesigning the curriculum to include children with special education needs to ensure availability of resources in inclusive schools to alleviate the challenges faced by these children.  Those policy makers should advocate for a way to ensure that all children with special education be enrolled in mainstream schools. Thus, the study proposed an alternative, holistic, and inclusive education model for schools attaching ECD “A” and “B”
Child participation in the evaluation of the school nutrition programme: a case study of eight grade 4 learners in Mqanduli village in the Eastern Cape
(University of Fort Hare, 2012) Maxengana, Nomfundiso
This study focuses on child participation in the evaluation of the school nutrition programme. It investigates the SNP exclusively from Grade 4 learners’ perspectives. The main significance of it is that many evaluations of the SNP focus on other stakeholders’ perspectives. The study intends to explore effective methodologies and tools for conducting research with children. Furthermore, this study seeks to contribute to the existing literature on the importance of children’s participation in matters concerning their lives. The study seeks to explore three research questions. Firstly, it seeks to explore how Grade 4 learners describe the purpose of the SNP. Secondly, how do the Grade 4 learners describe their day to day experiences of the SNP. Lastly, how do the Grade 4 learners describe the impact of the SNP. Through this research experience, the study hopes to illuminate recommendations to better align policy and programme design with stated intentions. The study is qualitative, and based on a case study design. The central analysis focuses on eight case studies, each representing the experience of one Grade 4 learner, within the context of two selected schools in the rural areas of Mqanduli. This study underscores the literature on school nutrition programming. Despite severe implementation shortfalls, learners still consider the nutrition programme to be an important aspect of their school day. The experience and analysis of learners in regard to the SNP was relatively consistent. Learners consistently experience the SNP as contributing to temporary hunger alleviation thus enhancing learning capacity. Furthermore, they regarded the SNP to have had positive impact towards enhancing their school attendance and punctuality, and mediation between their home and the school life. The study supports the literature that suggests that, while school nutrition programming represents one of the most promising policy tools for serving the rural poor, unless it is carefully designed to reflect the known requirements of school feeding, the results can be limited. This study further suggests that if a programme is poorly implemented, it runs the risk of undermining the intended policy aims rather than contributing towards their attainment. The study further acknowledges child participation in policy and programme decisions concerning them. The study concludes by making a number of policy and implementation suggestions that may better align policy and practice to the specific context of the rural poor in Mqanduli. While these case studies are too few to suggest generalisability of results, it is hoped that these recommendations will be studied for wider application.

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