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National Atlas of India
(Ministry of Education and Science Research in Calcutta, 1957) Ntional Atlas Organisation of the Government of India
The National Atlas of India Preliminary edition was prepared by the National Atlas Organization and published by the Ministry of Education and Scientific Research in Calcutta. It includes a variety of maps and data covering different aspects of India's geography, economy, and resources. The atlas is available in both Hindi and English, making it accessible to a wide audience. It is a valuable resource for understanding the country's physical and human geography, as well as its economic and cultural landscape.
An assessment of parental involvement and participation in the governnance of Maganise J.S.S. in Libode Mega District: A Case study.
(University of Fort Hare, 2009) Skweyiya, Mirriam Nongwekazi
Before the attainment of democracy in South Africa, formal education was regarded only as the responsibility of the formally trained educators (Hartshorne, 1999). Parental involvement and participation was very limited and in some areas, especially in the black areas, it was non-existent. However through the enactment of the South African School's Act (SASA) no 84 of 1996 a change was observed in the education system of the country. In terms of section 16 (1) of the SASA (1996), parents are provided for to become equal partners in the governance of schools. The Act stipulates that School Governing Bodies (SGB's) should be formed and provided with skills and knowledge that would enable the SGB's to share joint responsibility of school governance with the school management team. Researchers like Clase et al. (2007) have however posited that after the SASA law was passed in 1996, studies that looked at how SGB's, School Management Teams and Department of Education in South Africa work together, have reported tensions between these three organs.
Classroom management strategies employed by postgraduate certificate in Education Foundation Phase tranee teachers during teaching practice.
(University of Fort Hare, 2016) Mudziwapasi, Lilymore
It is well documented that novice teachers have a problem with classroom management (CM) when they become professional teachers. This study explored classroom management strategies that Postgraduate Certificate in Education Foundation Phase (PGCE) trainee teachers employ during teaching practice at one University in the Eastern Cape Province of South Africa. This study used a qualitative research methodology. Semi-structured interviews and document analysis were used as the methods for data collection. Participants consisted of eight PGCE Foundation Phase trainee teachers. Content analysis was used to analyse data. The study revealed that, firstly, the trainee teachers used different strategies for different
classroom scenarios. Secondly, they were not always confident regarding the CM strategy that they were using. There was a lot of trial and error regarding the strategies as the trainee teachers were not always sure what strategy to apply. The classroom management strategies of these trainee teachers seemed to be biased towards three broad groups of classroom management strategies: firstly, and specifically, preventative strategies - these strategies include preventing the misbehaviour of the learners before such misbehaviour occurs.
The study explored the views of parents and educators on the use of mother tongue as the medium of instruction in Grade 4. This was with the view to providing answers to the three research questions; namely: the advantages of mother tongue instruction, challenges on the introduction and implementation of mother tongue and strategies to promote mother tongue as the medium of instruction in Grade 4. The study employed a case study design, comprising Grade 4 classes in four public primary schools in the East London Education District. Purposeful sampling was employed to select four Grade 4 class teachers (one per school), four Heads of Department and four parents. Semi-structured interviews, observation and documents were used in collecting data which was analysed. Findings revealed that parents and educators perceived mother tongue instruction as good in terms of improved learner performance, improved parent involvement in homework activities, preservation of culture and heritage, and improved teaching practices. However, lack of resources and specialized teacher training and the status of English as an international language of communication were viewed as major barriers for the implementation of mother tongue as the medium of instruction. The need for policy change in respect of the language for teaching and learning in Grade 4 is recommended.
(University of Fort Hare, 2016-01) Sakati, Phelisa Prudence
The study explored the views of parents and educators on the use of mother tongue as the medium of instruction in Grade 4. This was with the view to providing answers to the three research questions; namely: the advantages of mother tongue instruction, challenges on the introduction and implementation of mother tongue and strategies to promote mother tongue as the medium of instruction in Grade 4. The study employed a case study design, comprising Grade 4 classes in four public primary schools in the East London Education District. Purposeful sampling was employed to select four Grade 4 class teachers (one per school), four Heads of Department and four parents. Semi-structured interviews, observation and documents were used in collecting data which was analysed. Findings revealed that parents and educators perceived mother tongue instruction as good in terms of improved learner performance, improved parent involvement in homework activities, preservation of culture and heritage, and improved teaching practices. However, lack of resources and specialized teacher training and the status of English as an international language of communication were viewed as major barriers for the implementation of mother tongue as the medium of instruction. The need for policy change in respect of the language for teaching and learning in Grade 4 is recommended.
Management of school finances by school governing bodies in rural schools: A case of four primary schools in the Butterworth Education District.
(University of Fort Hare, 2017-01) Mdingi, Khayalethu Chris
The implementation of the South African Schools Act in 1996 was the first attempt to involve parents in the governance of schools. This decentralization initiative within the school context serves as a mechanism to strengthen the decision making authority of SGBs. Thus, financial management is a crucial governance function of the SGB. The aim of this study was to explore the management of finances by SGBs in selected rural schools in the Butterworth Education District in the Eastern Cape Province. A qualitative study was conducted using a series of in-depth semistructured interviews with parent-governors, principals and teachers. The study employed purposive sampling to select four rural primary schools. The sample comprised four principals, four parent SGB members and four teacher SGB members.