Theses and Dissertations
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Item Seasonal Wind Data(University if Fort Hare, 1991) Republic of CiskeiSeasonal wind data. Published in the Republic of Ciskei in 1991.Item Building a reading culture among Grade 12 learners in an English First Additional Language classroom: The case of one High School in King William's Town Education District(University if Fort Hare, 2017-04-06) Kepe, Mzukisi HowardResearch in applied linguistics and reading research show a strong correlation between reading proficiency, language competence and academic success at all ages. In light of this, the problem of the learners' poor reading skills in primary schools is usually carried over into secondary schools. This is factored in as many learners have limited vocabulary and tend to misunderstand what they hear and read. As a result, they inadvertently (unintentionally) enter higher education institutions struggling to cope academically (Foncha, 2014). In the same breadth, attention given to reading may improve reading skill, during which language competence may also improve. Paradoxically, students who experience difficulties in reading are retarded in acquiring knowledge and succeeding academically. In this regard, the relationship between reading, language acquisition and academic performance cannot be overstated. In view of this, students' weak reading levels have serious implications.Item External quality assurance in Higher Education as a tool towards continuous improvement: A case study of two faculties of education in South Africa(University if Fort Hare, 2013-01) Van Der Waly,Maria MagdalenaThis study explored external quality assurance in South African Higher Education as a tool towards continuous improvement. The Higher Education Quality Committee (HEQC) undertook external reviews of Teacher Education qualifications in faculties of education in South African universities. The process involved HEQC as an external body, through a consultative process with stakeholders, generated criteria and minimum standards to be used in the evaluation process. These criteria and minimum standards were used by faculties of education to carry out self-evaluation of their programmes.Item Learners' perceptions of mathematical literacy in the further education and training (FET) band in three selected high schools(University of Fort Hare, 2013-04-18) Mbatsha, ZonkeThis study investigated perceptions of Mathematical Literacy of learners in three Further Education and Training schools. The study was conducted as a qualitative case study in three high schools in Mdantsane in the East London District in the Eastern Cape Province. A constructivist perspective has been used in the study to explore learners' perceptions of ML. The data were collected through interviews, focus group interviews and document analysis. Individual semi-structured interviews were conducted with three participants in each school and focus group interviews were conducted with six learners in each school. Research methodology and research design were selected for this study. The study employed a qualitative case study approach.Item Implementation of the natural science curriculum in selected rural junior secondary schools in the Cofimvaba District(University of Fort Hare, 2015-05) Mtsi, NomxolisiThe purpose of the study was to explore how Natural Science (NS) curriculum was implemented in selected rural junior secondary schools in one education district in the Eastern Cape Province of South Africa. Four sub-research questions were set to gather insights on the implementation of the NS curriculum from school principals, NS educators and NS learners in the Cofimvaba education district. A case study design located in the intepretivist paradigm was employed. A qualitative approach was followed in an attempt to seek in-depth understanding of the issue from the point of view of participants. Three conveniently selected rural junior secondary schools participated in the study. Purposive sampling was used to select one school principal, one science teacher and six learners in each of the three selected rural schools. Data were collected using individual interviews with teachers and principals, focus group interviews with learners and observation of science lessons. To analyse data, qualitative content analysis method shall be used. Audio- taped interviews were transcribed and data were coded, sorted and categorised to ensure thematic analysis. The study found that there were challenges related to teacher preparedness in the teaching of NS.Item Teachers' experiences of the implementation of the mathematics curriculum and assessment policy statement at the further education and training (FET) phase: Case study(University of Fort Hare, 2016-03-23) Dube, Ntombekhaya VivianSouth Africa is amongst many countries that experience curriculum problems. The Curriculum and Assessment Policy Statement (CAPS) represents a shift from the traditional way of teaching and learning to a more interactive approach. In this new way of teaching, teachers seem to be lost and apply teaching in the way that suits them. Teachers are required to implement curriculum changes and become re-skilled through qualification interventions, but it is questionable whether the challenges that the teachers themselves perceive as important are taken into consideration. The purpose of the study was to investigate experiences of the teachers on the implementation of the Mathematics Curriculum and Assessment Policy Statement (CAPS) curriculum. This hermeneutic study employed an interpretive and constructivist paradigm.Item Secondary School children's experiences of bereavement: Implications for school counselling in Harare metropolitan province(University of Fort Hare, 2011) Shumba, JennyDeath and bereavement are prevalent in Zimbabwe due to HIV/AIDS and other illnesses. It is estimated that a large population of school going learners have lost one or both parents and have become orphans. The aim of the study was two-fold: to understand the bereavement experiences of orphaned learners and to examine how such experiences can inform school counselling services. A multiple case study involving 13 school children and four school counsellors from two secondary schools in Harare Metropolitan Region was conducted. Each of the 17 participants was viewed as a bounded case due to his or her individual unique experiences. An interpretive phenomenological approach was employed to collect and analyse the data. All the cases were purposively selected as they were bearers of crucial information on bereavement experiences and bereavement counselling.Item 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, MabhenaThis 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.Item 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 HarrietThis 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.Item An assessment of the implementation of physical education syllabus in Namibian Primary Phase,Namibia(University of Fort Hare, 2009-11) Taukeni, SimonThe 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.Item 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 ChristopherSchool 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 schoolingItem 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, NomzamoThis 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.Item 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 ConstanceThis 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.Item The History of Fort Hare and its Student Activists, 1933-1973(University of Fort Hare, 2001-12) Massey, DanielEach year, beginning in -1916, students brought their common experiences of growing up in South Africa to a small, tight-knit community in Alice. Over the years, students arrived at Fort Hare and began to develop a deeper understanding of how the political situation in South Africa affected their lives. As the political consciousness of student's crystallized activism ensued.Item The Effect of Changes in School Management on Learner and Educator Performance: A Case study of a Duncan Village High School in East London District, Eastern Cape(University of Fort Hare, 2005) Zondani, Thembisa OliviaA number of new education policies have introduced to enable South African in meet the increasing demands for quality education. However, it has been noted that policies do not bring about change, people do. In order for the managers in education to achieve quality education, they need to apply sound implementation strategies. This research endeavoured to explore the gap between policy imperatives and the actual practice on the ground.Item The Impact of a Professional Development Programme on Managing Classroom Practice(University of Fort Hare, 2005-01-06) Sokutu, Namhla PrudenceIn South Africa vast efforts and considerable resources continue to be spent on providing in service training for teachers to stimulate professional development and improve classroom practice. The impact of these professional development programmes on long term practice is uncertain. But there seems to be evidence that programmes based on a growth or constructivist model are more effective.Item 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 EvelynSince 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.Item 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 NomalungeloThe 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.Item Teachers Managing Change: An Evaluation of the Classroom Impact of Language Imithamo (Modules)- An Ethnographic Study(University of Fort Hare, 2005) Mafanya, Zoliswa EutriciaThis study seeks to evaluate the impact of the first two language modules called imithamo that are used to upgrade the teachers who are registered for the Bachelor of Education (Foundation and Intermediate Phases) with the University of Fort Hare. It establishes whether the modules have made any significant impact in the teaching of languages.Item The Role of the School Management Teams in Promoting a Culture of Learning and Teaching: A case of Two Senior Secondary Schools in the King William's Town District, Eastern Cape(University of Fort Hare, 2008-12) Dyan, Loyiso WilliamThe study aimed to investigate role that is being played by the School Management Teams in promoting a culture of teaching and learning in two schools in the district of King William's Town. Theoretically this study focuses on the school management teams and their role in promoting the culture of teaching and learning. Other stakeholders such as the School Governing Body, the educators as well as the learners were also included in the investigation for triangulation purposes.