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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 HIV and AIDS vulnerabilities and support mechanisms to students. A qualitative study of Technical Vocational Education and Training Colleges at Nelson Mandela Bay Metropolitan District: A case of two TVET colleges(University of Fort Hare, 2024) Tame-Gwaxula, Sindiswa Ruby; Linake, M.A.Given the high prevalence of Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS) among students in tertiary Institutions, the study sought to investigate the availability and nature of HIV and AIDS support mechanisms in TEVT Colleges. The scope of the study was focused mainly on two TVET Colleges located in the Municipality Nelson Mandela Bay Metropolitan District (NMBMD). Thus, the study’s objectives included exploring how the unavailability of HIV and AIDS support mechanisms in Technical Vocational Education and Training (TVET) colleges leaves students vulnerable. In this phenomenological study, the researcher employed a qualitative approach, using focus group discussions and Face-to-face individual interviews to collect data. This study used Fineman’s theoretical framework as its theoretical foundation. The focus group discussion comprised eight students and the researcher conducted eight semistructured individual interviews with two Campus Managers, four TVET lecturers, two from the National Certificate Vocational (NCV) program and two from the National Accredited Technical Education Diploma (NATED), separately, one DHET representative and one from ECDoH. The data collection process started in March 2022 and will continue until May 2022. Data analysis was conducted from May 2022 until August 2022. The study's findings revealed that students in the two TVET colleges are either affected or infected by HIV and AIDS. This exacerbates the vulnerabilities that the students are already exposed to, such as financial, poverty, mental health issues, and risky sexual behaviours, amongst others. However, there were no HIV and AIDS support mechanisms available to them. The study recommended that TVET colleges strengthen their Student Support Services (SSS) to ensure HIV and AIDS support to all students. TVET Colleges' HIV and AIDS programs must go beyond campus boundaries and into the surrounding communities.TVET Colleges have a massive role to play in developing communities by creating rapport with community leaders, local health institutions and other relevant stakeholders.Item Strategies used by novice teachers to manage disruptive behaviour in the classroom(University of Fort Hare, 2023-05) Maposa, Yvonne Zola; Hackmack, K.Classroom disruptions are experienced in many schools and prevent effective teaching and learning. The principal purpose of this study was to review a range of evidence-based strategies used by grade eight novice teachers to deal with disruptive behaviour in the schools in the Buffalo City Metropolitan District. The research questions were intended to discover from the participants their understanding of disruptive behaviour, its prevalence, the strategies and techniques they use to manage learners’ disruptive behaviour and, finally, the support structures they receive from the schools that assist them in managing disruptive behaviour. Data were collected using semi-structured interviews and observations. Fifteen (15) participants from 10 schools in the Buffalo City Metropolitan District were selected for this research using the purpose sampling method. All 15 novice teachers responded and were interviewed. The results revealed that all the novice teachers in the BCM district experienced learner disruption in class. The novice teachers’ conception of disruptive behaviour was consistent with research but varied in degrees of severity. The range of strategies and techniques used by the novice teachers included verbal reprimands, removal of privileges, reporting the behaviour to the principal and reporting the incident to the learner’s parent(s) directly. An area of concern was the participants’ feedback that they did not get adequate support from their schools in dealing with these unacceptable behaviours. Consequently, teaching and learning in their classrooms continued to be disrupted, which meant the teaching and learning in the classroom were disrupted. First, it is recommended that the challenge of disruptive behaviour needs more discussion at a national level to assist novice teachers with more effective management techniques. Secondly, universities should help novice teachers with effective management techniques, which must be part of the curriculum for pre-service teachers. Finally, schools should implement a holistic school-based classroom management system to provide novice teachers with more assistance in maintaining order in their classrooms. Teachers’ inductions, mentors and assistance from the district offices can also significantly help the NTs.Item The integration of indigenous knowledge into climate change education: A case of the advanced level geography curriculum in Zimbabwe(University of Fort Hare, 2025) Machaya, Trust; Linake, M.A.The purpose of this study was to establish the integration of Indigenous Knowledge (IK) into Climate Change Education (CCE) in the Advanced Level Geography curriculum at high schools in Zimbabwe. Many countries like Canada, Namibia, South Africa including Zimbabwe have enacted policies and reformed their curricula to align with the UNESCO/ UNICEF recommendation on the integration of IK into CCE. The challenge in many countries is on how to effectively integrated IK into CCE. To explore the integration of IK into CCE, the study was informed by the by Rogan and Grayson's (2003) curriculum implementation theory. The study was located in the interpretivism paradigm, adopted a qualitative approach and a case study design. Semi-structured interviews, lesson observations, and document analysis were used to generate data. Convenient and purposeful sampling were used to select the two schools investigated; the study participants consisted of one Geography district inspector and four Advanced Level geography teachers. The study revealed that teachers integrated few types of IK into CCE during their Advanced Level Geography lessons and relied mainly on the lecturing method and formal assessment as pedagogical strategies. Findings also showed insufficient financial, material, information communication technologies, and professional development support to enhance the integration of IK into CCE at the two schools. Challenges to integrating IK into CCE included the lack of a clear policy on IK integration, inadequate pre- and in-service training for teachers in IK, teachers' poor attitude towards IK, and a lack of the necessary resources to support the integration. The study concluded that at the two schools, the current integration of IK into CCE in the Geography curriculum was incomplete and ineffective. Thus, the study recommended, promulgation of clear guidelines in the policy on IK into CCE integration. Also, that the community be involved in the provision of types of IK. The initial teacher training courses include modules on IK types, and teaching and assessment approaches that enhance the acquisition of knowledge and skills on IK and CCE. The ministry provides workshops on IK, and how to integrate it in CCE in schools. Schools must have fund raising projects to allow them to visit IK resource centres. That researchers and authors need to publish materials that can enhance this effective integration of IK into CCE.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.