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Academic literature on the topic 'Articulation (Education) – South Africa – Grahamstown'
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Journal articles on the topic "Articulation (Education) – South Africa – Grahamstown"
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Trisk, Janet, and Luke Pato. "Theological Education and Anglican Identity in South Africa." Journal of Anglican Studies 6, no. 1 (June 2008): 59–67. http://dx.doi.org/10.1177/1740355308091387.
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ABSTRACTTheological education should take full account of the context in which it operates and authors share a commitment to a broadly defined liberation theology which takes the experience of the poor as its starting point. Focus is on the College of the Transfiguration in Grahamstown, a city with an unemployment rate of over 50 percent. The College supports not only theological education but also integrates ministerial and spiritual formation. The political context of South Africa has influenced the shape of theology even though students come from many other places. The contextualization thrust of the theology is shaped by a commitment to Outcomes Based Education. Anglican studies curriculum is shaped by this method and aims for a capacity to describe such things as Anglican identity, polity and beliefs. This is carried out in the absence of any sustained robust discourse on Anglican identity in the Anglican Communion.
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Jonker, E., and M. Saayman. "Socio-demographic analysis of Festival Entrepreneurs in South Africa." Southern African Journal of Entrepreneurship and Small Business Management 3, no. 1 (December 31, 2010): 1. http://dx.doi.org/10.4102/sajesbm.v3i1.19.
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<p>The purpose of this article is to examine the socio-demographic differences between entrepreneurs at National Arts festivals in South Africa. Language, and specifically Afrikaans, English and African languages, was used as the dependent variable. The Klein Karoo National Arts Festival (KKNK) in Oudtshoorn and the Grahamstown National Arts Festival (GNAF) are the two largest arts festivals in South Africa. The research was conducted by means of a questionnaire survey (N=500). The data from KKNK and GNAF were combined and factor analyses were applied to determine the role and attributes of entrepreneurs. Cross-tabulation analyses were used to illustrate the comparison of language with socio-demographical variables (marital status, qualification, province, family business, personal attributes, business premises and resourcefulness) and the role and attributes of entrepreneurs. In addition, the association of language with independent variables was examined by means of one-way ANOVA for the three language groups. Findings suggest that there are significant differences in festival entrepreneurs from different cultures (languages), especially in terms of socio-demographic variables such as marital status, education, province, business and personal attributes (resourcefulness).</p><p><strong>Keywords and phrases:</strong> Klein Karoo National Arts Festival, Grahamstown National Arts Festival, festival entrepreneur, factor analysis, cross-tabulation analysis, ANOVA, entrepreneurs, language</p>
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DENIS, PHILIPPE. "The Beginnings of Anglican Theological Education in South Africa, 1848–1963." Journal of Ecclesiastical History 63, no. 3 (June 20, 2012): 516–33. http://dx.doi.org/10.1017/s0022046910002988.
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Various attempts at establishing Anglican theological education were made after the arrival in 1848 of Robert Gray, the first bishop of Cape Town, but it was not until 1876 that the first theological school opened in Bloemfontein. As late as 1883 half of the Anglican priests in South Africa had never attended a theological college. The system of theological education which developed afterwards became increasingly segregated. It also became more centralised, in a different manner for each race. A central theological college for white ordinands was established in Grahamstown in 1898 while seven diocesan theological colleges were opened for blacks during the same period. These were reduced to two in the 1930s, St Peter's College in Johannesburg and St Bede's in Umtata. The former became one of the constituent colleges of the Federal Theological Seminary in Alice, Eastern Cape, in 1963.
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COHEN, ALAN. "Mary Elizabeth Barber: South Africa's first lady natural historian." Archives of Natural History 27, no. 2 (June 2000): 187–208. http://dx.doi.org/10.3366/anh.2000.27.2.187.
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An account of the life of a nineteenth century South African frontiers-woman who, without any formal education, made a name for herself as a plant collector and natural historian. Born in England, she emigrated as a child of 2 years of age with her family as one of the British settlers to the Grahamstown area in 1820. From the age of 20 she corresponded with several eminent English biologists, and had scientific papers on botany and entomology published in a number of journals. She was later involved in the early discoveries of diamonds and gold in South Africa. One of her sons was amongst the first to see and paint the Victoria Falls after their discovery by Livingstone. With her younger brother James Henry Bowker she collected and sent back a large number of plants, many of them previously unknown, to the herbarium of Trinity College, Dublin, and the Royal Botanic Gardens, Kew. She collaborated with her older brother Thomas Holden Bowker in building up one of the earliest collections of stone-age implements in South Africa, some of which are now in the British Museum.
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Paterson, Andrew. "Articulation of Industrial R&D with Higher Education in the Telecommunications Sector in South Africa." Industry and Higher Education 19, no. 2 (April 2005): 179–88. http://dx.doi.org/10.5367/0000000053729851.
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This article shows how and why particular higher education-industry research and development networks articulate with the South African telecommunications sector. The range of competing and complementary data telecommunications technologies available in the South African market provide varying opportunities for enterprises to engage in R&D. Two case studies based in the South African telecommunications industry examine R&D interaction between industry and higher education institutions which have nascent rather than developed R&D capacity and which are dependent on industry initiatives. The analysis suggests that the origin of a particular industry-higher education R&D network is contingent on the growth trajectory of the industrial sector in which it is located and on the maturation of research capacity in the higher education sector with which it is linked.
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Mantashe, Lunga, and Vuyisile Nkonki. "Structural Enablements and Constraints of Articulation between Colleges and a Comprehensive University in Eastern Cape, South Africa." International Journal of Educational Organization and Leadership 27, no. 1 (2020): 1–12. http://dx.doi.org/10.18848/2329-1656/cgp/v27i01/1-12.
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Okeyo, Ida, and Ros Dowse. "Community care worker perceptions of their roles in tuberculosis care and their information needs." Health SA Gesondheid 21 (October 11, 2016): 245–52. http://dx.doi.org/10.4102/hsag.v21i0.962.
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Background: Community care workers (CCWs) inhabit a central role in the management of tuberculosis (TB) patients in South Africa. CCWs attend training courses, but training is not standardised at either the national or provincial level.Objective: To explore perceptions of CCWs of their role in TB care and TB information needs.Methods: CCWs working with TB patients were recruited from Grahamstown Hospice and local primary healthcare clinics in Grahamstown. Focus group discussions and semistructured interviews were conducted with 14 CCWs using a question guide. Data were thematically analysed.Results: Three themes emerged from data analysis. Firstly, altruism was identified as the major motivational factor, with a desire to help others often stimulated by previously caring for sick relatives. Some CCWs had experienced being patients needing care, which motivated them to become involved in offering patient care. Secondly, CCWs reported great fulfilment and pride in their work as they believed they made a meaningful impact on patients' lives and in the surrounding community, and were respected for this contribution. Thirdly, most identified a need for further training and access to additional information about TB, particularly MDR- and XDR-TB, in order to reinforce both their own knowledge and to educate patients about drug-resistant TB.Conclusion: CCWs were motivated and proud of their contribution to TB patient management and the education they provided to patients and to lay community members.Ongoing training was identified as a need, along with access to quality information materials to improve their knowledge and facilitate patient counselling.
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Henningsen, Marjorie Ann. "Making sense of experience in preschool: Children’s encounters with numeracy and literacy through inquiry." South African Journal of Childhood Education 3, no. 2 (December 30, 2013): 15. http://dx.doi.org/10.4102/sajce.v3i2.39.
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<br />Opening up space for authentic inquiry in preschool can influence the extent to which children can make use of their growing mathematical and linguistic understandings to make sense of themselves and the world around them. Authentic inquiry here refers to investigation that arises naturally from the interests and questions of the children as they experience the learning environment. Three authentic examples are presented from the work of four- to five-year-old children in the domains of mathematics and literacy development to illustrate how the two domains need to be viewed as intertwined at the preschool level. Reflections are also offered on the role of the learning environment, the role of curriculum and the role of teachers and other adults in the learning process. This manuscript is based on a plenary address given in Grahamstown, South Africa at the SARAECE Research and Development week: “Strengthening Foundation Phase Education” conference at Rhodes University in September 2012.
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Settler, Federico. "Curating Violence: Reflecting on Race and Religion in Campaigns for Decolonizing the University in South Africa." Religions 10, no. 5 (May 8, 2019): 310. http://dx.doi.org/10.3390/rel10050310.
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During 2015 and 2016, staff and students at university campuses across South Africa embarked on two campaigns for decolonizing higher education, but the efforts were met with various forms of violent repression and rationalization of violence by state and private security services. In the face of the securatization of university campuses countrywide, ordinary mediums of teaching and learning proved inadequate for helping students reflect on their social reality, and similarly, public gatherings for socio-political deliberation and commentary became irregular because of the policing and surveillance of student protest action. By reflecting on the curation of three memorials and performances about seemingly racialized violence in this context, this article interrogates the meaning and the relation to the aesthetic, as well as the commentary on the context within which it is produced. Drawing on the work of Mbembe, Fanon, and Spivak as theoretical interlocutors with respect to how I understand violence, this article reflects on how three interdisciplinary curatorial events raise pedagogical challenges and opportunities for critical reflection in a context of repression. It was precisely through this interdisciplinary effort that the black body, violence, and context aligned to produce a public pedagogy on physical and representational violence. The three curatorial moments allowed for meaningful reflection on violence, resistance, religion, and the racialized self that not only drew attention to the artifacts and the performances but deliberately opened possibilities for a kind of public classroom where the discussion, articulation, and critique of violence is possible and productive.
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Macallan, Brian. "The Openseminary Methodology: Practical Theology as Personal, Local and Transformative." Religions 12, no. 8 (August 17, 2021): 652. http://dx.doi.org/10.3390/rel12080652.
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Theological education continues to be subject to rapid social and technological change, which is further exacerbated by the recent global pandemic. Practical theology as a discipline continues to grow, being well placed methodologically to engage with diverse contexts and these global realities. The task for theological education is whether it can meet these challenges and be part of the transformation required. Openseminary as a methodology and program was developed in the early 2000s by Wynand De Kock to enable students to both learn practical theology as a methodology, as well as reflect theologically in their own context. Over the last two decades, it has run in South Africa, at Tabor College in Australia, as well as Palmer Seminary in the United States. In what follows, the methodology and program are explored in terms of their genesis, history, and current articulation. It is argued that it is a practical theological methodology well suited to the personal, local, and transformative goals of theological education today.
Dissertations / Theses on the topic "Articulation (Education) – South Africa – Grahamstown"
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Tanyanyiwa, Precious. "A sociological analysis of the provision of extended studies as a means of addressing transformation at a historically white university." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1012655.
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Foundation provisioning has a long history in South Africa, and is central to the transformation agenda, particularly the broadening of successful participation in higher education (HE). As access initiatives underpinned by various conceptualisations, foundation programmes evolved from peripheral, to semi-integrated and finally fully integrated curricular models in the form of current Extended Studies Programmes (ESPs). Underpinning the provision of Extended Studies is the acknowledgment that students who enter institutions are essentially ill equipped to cope with the demands of higher education studies, “leaving institutions themselves free of the responsibility of student failure” (Akoojee & Nkomo, 2007:391). This under-preparedness has been attributed to the ‘articulation gap’ between secondary and higher education, which in turn contributes to low retention and graduation rates (CHE, 2013:17). Situated within an overarching commitment to access and success, the Extended Studies Programme attempts to systematically address the ‘articulation gap’. This study evaluated the extent to which the Rhodes University Humanities Extended Studies Programme is achieving its objectives from a transformation perspective, specifically the broadening of successful participation in higher education. The majority of previous works on the evaluation of foundation programmes focused on measurable dimensions of student access and success – that is retention and graduation rates. This thesis considered both the measurable outcomes of the programme as well as the actual teaching and learning process. Given the shifts that have taken place in foundation provisioning, the evaluation of the current model of foundation provisioning necessitated their location in history. Therefore, the evaluation of the Rhodes University Humanities Extended Studies Programme was undertaken in view of the shifts, achievements, challenges and critics of its predecessor programmes. Specifically, the following dimensions were considered in the evaluation of the programme: i) assumptions underpinning the design and purpose of the programme, ii) teaching and learning practices in the programme, iii) student and staff perceptions of the programme, iv) students’ experiences of the programme, v) the validity of the programme in the broader institution, and vi) the measurable outcomes of the programme − that is retention and graduation rates of students enrolled in the programme. The triangulation of qualitative data collection techniques provided access into the different layers of institutional relations, processes and structures, which not only affect teaching and learning in the programme, but also determine students’ engagement with different academic and social aspects of the broader university. The theoretical insights of Pierre Bourdieu and Amartya Sen were integrated in order to provide analytical tools for both understanding the causes of inequalities in higher education, and evaluating institutional processes and structures that perpetuate or transform inequalities. Whilst Bourdieu’s social reproduction thesis exposed the ways in which social structures shape educational processes and outcomes, Sen’s capability approach provided tools for evaluating both institutional arrangements and individual capabilities – that is, the freedom to achieve desired educational outcomes (Sen, 1992:48).
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Sparrow, Marion Janet. "Aspects of musical education in Grahamstown, 1832-1950." Thesis, Rhodes University, 1986. http://hdl.handle.net/10962/d1004616.
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From Introduction: An investigation into aspects of musical education in Grahamstown cannot be isolated from the prevailing economic and social influences and must be seen within that setting. By the 1830's Grahamstown had developed from the frontier military post of 1812, to a settlement with an increasing population, aware of the importance of general education in raising standards and whose attention was concentrated in commerce, allied with agriculture, being a wool centre and a halting-place for traders conveying merchandise northwards, by ox-wagon and later also the chief centre of the ostrich industry. This development had gone on despite a succession of Frontier Wars, the last in 1878. A military presence was felt throughout the years of the nineteenth century and into the early years of the next, although from the late 1850's the chief military posts were in King William's Town and not in Grahamstown. The 1860's witnessed the important discovery of diamonds in South Africa, the first of which was identified by the famous Grahamstonian, Dr William G. Atherstone. This discovery, together with the discovery of gold to the north in the 1880's and the new railway line in that direction side-tracking Grahamstown, plus a slump in the ostrich industry, resulted in the economic decline of the town, but it then directed its energy and enterprise in another direction, education. The many small schools, which had sprung up during earlier decades, were superseded by newly established larger ones, initially for boys, but the 1870's in South Africa saw a revolution in the education of girls (similar to that of the 1850's in England), an occurrence which had an important bearing upon the founding of high schools for girls and Grahamstown was no exception in this respect. In South Africa, tertiary education for women was introduced soon after 1900 (as had occurred in England in the 1870's) and Grahamstown again kept apace. The years of the twentieth century brought about numerous advances in communication (motor cars, roads, aeroplanes, the radio and telephone), the invention of the gramophone, the appearance of "talkies" to replace silent films, the development of electricity as a source of power, great changes from peace to war, worldwide and financial stringency. In addition droughts plagued the farming community. All these influenced life in Grahamstown and education in general. The age of many scholastic institutions in Grahamstown became such, that they were receiving the sons and daughters and also grandsons and granddaughters of former pupils. This continuity played an important part in establishing traditions. Aspects of musical education during more than a century will be examined, firstly, in connection with each individual school and tertiary institution and secondly, by means of a survey. The newspapers, "Graham's Town Journal" and "Grocott's Penny Mail" - later "Grocott's Daily Mail", will be referred to as "IJournal" and "Grocott's", respectively.
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Msindo, Esteri Makotore. "The role of civil society in advancing education rights : the case of Gadra Education, Grahamstown, South Africa." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1016500.
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This thesis has identified and analysed the role of an NGO called Gadra Education in advancing education rights to the less advantaged people of Grahamstown in South Africa. Gadra Education’s role has been identified as twofold. Firstly as an educational NGO, Gadra Education’s initiatives directly impact on the lives of the less economically and socially privileged learners who, due to their previous learning environment in state schools, do not achieve academic results that ensure entry into tertiary level. Secondly its role is identified in its nature as an organisation that emerged due to the deficiencies in the state schooling system. It therefore stands de facto as a critical institution for critique of the state’s education system. The thesis concludes that without confronting the Department of Education or collaborating with it, Gadra Education offers a significant alternative approach which can potentially influence the state to improve the state schooling system. Its strategy of non-confrontation to the state, informal and non-corporatist is advantageous as an NGO that focuses on the actual provision of education. It focuses on instilling Ubuntu values of sharing and giving that are of critical significance in teaching and learning. The context of the thesis is located broadly within socio-economic rights and specifically on education rights. In South Africa where the state has not adequately met the educational obligations for the economically and socially less privileged citizens, the emergence of educational NGOs that focus on providing education to the poor is of vital importance. Although other NGOs that confront the state are important in pushing the state to deliver especially on school infrastructure, teacher deployment and other educational challenges, Gadra Education model ensures academic success for the learner. Lessons can be drawn from Gadra Education which can be potentially useful to state schools and other NGOs that seek to advance education rights to disadvantaged communities.
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Brandt, Ingrid Gisélle. "Models of internet connectivity for secondary schools in the Grahamstown circuit." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1006566.
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Information and Communication Technologies (ICTs) are becoming more pervasive in South African schools and are increasingly considered valuable tools in education, promoting the development of higher cognitive processes and allowing teachers and learners access to a plethora of information. This study investigates models of Internet connectivity for secondary schools in the Grahamstown Circuit. The various networking technologies currently available to South African schools, or likely to become available to South African schools in the future, are described along with the telecommunications legislation which governs their use in South Africa. Furthermore, current ICT in education projects taking place in South Africa are described together with current ICT in education policy in South Africa. This information forms the backdrop of a detailed schools survey that was conducted at all the 13 secondary schools in the Grahamstown Circuit and enriched with experimental work in the provision of metropolitan network links to selected schools, mostly via Wi-Fi. The result of the investigation is the proposal of a Grahamstown Circuit Metropolitan Education Network.
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Nqaba, Patronella Pinky. "NGOs and the depoliticisation of development : the case of GADRA education in Grahamstown." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017865.
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Non-governmental organisations (NGOs) have been criticised for depoliticising development through focusing on alleviating suffering rather than on addressing the root causes of poverty and underdevelopment. This research explores whether and how NGOs can act in ways that do not depoliticise development. The research focuses on education NGOs and in particular on the NGO GADRA education in Grahamstown, South Africa, to provide insights into ways in which politically conscious leadership of NGOs attempt to deal with the contradictions that are inherent in this field of work. This research provides a brief history of the South African Education system as a means to set a basis for the discussion of the role of education NGOs in the country. Furthermore it looks at the work that is done by GADRA education in the Grahamstown community. The thesis makes the argument that education NGOs can act in ways that do not depoliticise development because by providing access to education for people who are structurally excluded from education, they contribute to shifting power. This research found that although the leadership of GADRA Education acknowledge that they are confronted with great challenges in terms of how to bring about changes in the education system, they are hopeful that advocating for quality education will bring about the potential for the disruption of power relations as they exist between the state organs and the public.
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Whittington-Jones, Alexandra. "Inclusion and differentiation: an examination of teachers' experience and perspectives in working with difference and learner potential in grade 1 mathematics classrooms in three schools in Grahamstown." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006088.
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In South Africa, in July 2001, the National Department of Education released White Paper 6 which underpins the notion of inclusive education. It states that the needs of all children should be catered for within the South African educational framework. Subsequent guidelines from the Department (2005; 2012) also provide a strong focus on understanding individual children’s learning styles and explain the concept and application of children’s multiple intelligences. However, on closer examination, it seems that the inclusive education, as well as barriers to learning referred to in the abovementioned guidelines, are indicated to mean catering for children at the lower-ability end of the learning spectrum. This research begins to explore the notion that high potential children might require special attention, though not at the expense of those with learning impairments. An education system that provides inclusive education to children at both the lower and higher ends of the learning spectrum would be more equitable, and would give all children an equal chance of reaching their full potential. One possible strategy for accommodating the diverse needs of learners is through differentiation (Department of Education, 2005). Differentiation is a way of teaching that aims to provide stimulating and enriching learning environments to a diverse group of children within a classroom. This might be achieved by separating the class into smaller groups based on ability, or by providing children with different tasks at the same time, with the same learning objectives but at differing cognitive levels (Rogers, 2007). Vygotsky’s work on the Zone of Proximal Development (ZPD) and mediation provides a theoretical framework for proposing differentiation as a strategy. The data was gathered through an in-depth examination (using a combination of classroom observations, document analysis and teacher interviews) of mathematics teaching in Grade 1 in three schools in Grahamstown. My analysis was based on Vygotsky’s theories (the main tenets of which were the ZPD and scaffolding, as well as the role of socio-culture in learning), using Tomlinson’s (1999) differentiated instruction framework to provide structure to the study. The following themes emerged from the data: a focus on the teachers’ understandings of differentiation; the use of grouping as a superficial form of differentiation; a lack of teacher preparation and understanding in relation to task differentiation; and an underlying sense of ‘sameness’ in teachers’ understanding of their learners. In addition to the above, I did not observe evidence of real differentiation for high potential children and hope that this research contributes to extending teachers’ training (both academic and in-service) in this area, convincing teachers of the existence and importance of critical thinking abilities in our youngest learners, and initiating a move towards the drafting of Individual Education Plans for all our learners. During the period of my research I have been convinced that the use of differentiated instruction in classrooms is the way forward in educational thinking, particularly as it relates to the notion of inclusive learning. Clearly there are challenges to be addressed in terms of school timetables, curricula, teachers’ time frames and past education system inequalities such as we have here in South Africa.
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Maholwana-Sotashe, Nikiwe Laura. "Challenges faced by secondary school teachers in integrating ICT into the curriculum: a multiple case study in the Grahamstown Circuit." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003326.
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The integration of Information and Communication Technology (ICT) into the curriculum has become the major issue worldwide. The education system does not only pursue the integration of ICT into the curriculum because of its popularity in the market system, but because of the role it is perceived to play in the changing curriculum (encourages active construction of knowledge). According to White Paper 7 e-Education policy (2004:17) every South African learner should be able to use ICTs confidently and creatively to develop the skills and knowledge they need to achieve personal goals and to be full participants in the global community by 2013. The central role played by teachers in teaching and learning requires them to have a holistic understanding of ICT integration. Furthermore they should be able to analyse when ICT integration is appropriate according to what is expected from the learner in the teaching and learning process. Drawing on the evidence from a survey of nine secondary schools in the Grahamstown Circuit of the Eastern Cape, this study examines how teachers from three different types of secondary schools: Former Department of Education (FDET) schools, Former House of Representatives (FHOR) schools and Former Model C (FMC) schools perceive the integration of ICTs in the curriculum. The salient ideas of how teachers perceive the integration of ICTs into the curriculum emerge from what they view as benefits of using ICT and what they view as challenges of integrating ICT into the curriculum. Contrary to expectations, the degree of ICT integration within the curriculum did not correspond directly with the availability of sufficient hardware, software or Internet connectivity at the participating schools.
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Mbanjwa, Sibonelo Glenton. "The use of environmental education learning support materials in OBE the: case of the Creative Solutions to Waste project." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1003697.
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The Creative Solutions to Waste Project (CSW) is a local environmental education project, involving five Grahamstown schools, the local municipality; community members and the Rhodes University Environmental Education Unit, where I worked at the time this study was undertaken. In this research I explore the use of environmental education learning support materials (LSM) in Outcomes Based Education (OBE). I have employed a participatory action research approach informed by critical theory in this case study of the Creative Solutions to Waste project (CSW). The research focused on the ‘Waste Education’ materials and their use, developed and piloted during the pilot phase. The Waste Education materials were also used in phase one. In phase two, the research focused on the use of ‘Health and Water’ learning support materials in 4 Grahamstown schools. Research participants included educators, support team members, municipal officials, Department of Education officials, Department of Health (Eastern Cape) officials, the Health Promoting Schools committee and NGO representatives. I employed a range of data collection strategies including questionnaires, observations, field notes, semi-structured interviews, focus group interviews, workshops, reflective journal, videotapes, and photographs and documents analysis. The research process was collaboratively discussed and agreed upon by all the participants. This research indicated that the purpose influences the use of LSM. It also indicated the importance of mediation processes in the use of LSM. This study indicates that the designs of LSM and particular views of learning influence the way LSM are used. It does that by looking at how an active learning framework influenced the use of learning support materials and consequent learning processes. It also highlights the significance of paying attention to issues of language and literacy in the design of LSM, and how these factors influence the use of LSM. It also identified the tension between prescriptive and open-ended processes to professional development in supporting the use of LSM in contexts of curriculum change and transformation. This study also indicated the importance of reflexive processes to improve support process in the CSW project by demonstrating how the contributions and the roles of the support team were reflexively changed. I have reviewed the research processes in relation to the research design decisions made at the start of the project. This study lastly offers some recommendations for further research into the use of LSM, and how an understanding of LSM use may influence the development of LSM.
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Tyala, Zakunzima. "School management team members' perceptions of their roles in managing Grahamstown secondary schools." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003644.
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During the apartheid era, that is, before 1994, the education management system in South Africa was fragmented, authoritarian and top-down. Principals were expected to manage schools on their own without consulting the rest of the staff. The birth of political democracy in 1994 resulted in many changes in the education system. These changes include the creation of one national department. In line with this democratisation came the concept of school management teams (SMTs). Because of the democratic nature of this kind of a structure (SMT), it is required that educators work co-operatively and as a team. This has been problematic in some schools where the principal has traditionally felt comfortable taking decisions on his or her own without any input from relevant stakeholders. Furthermore, through the legacy of apartheid, teachers themselves have dogmatically been oriented to being the recipients of instructions and to view management as the prerogative of the principals only. The formalisation of SMTs thus brings new challenges to both principals and staff members, essentially the notion of democratic or team-management. The object of this study is to find out how the concept of democratic management is being received. This study includes all the government-aided high schools in Grahamstown (ten of them). Studying all 10 high schools - 6 from the local township, 3 ex-model C schools, and 1 from the coloured township – has produced a broad and varied picture of how SMTs are being received in Grahamstown secondary schools. The study was framed within the interpretive approach, and sought to unpack the perceptions of SMT members with regard to SMTs. An interpretive paradigm made it possible for me to gain an in-depth understanding of SMT members’ perceptions of team-management within their contexts. I used questionnaires, interviews and observation as research tools to gather data. This study has found that, although the concept of team management is well-received, there are significant obstacles to the acceptance of teamwork as an alternative form of management. Many of these may be the result of decades of disempowering governance strategies, resulting in impoverished notions of school ownership and joint responsibility. Some relate to the political nature of schools as organisations. Despite these problems, the study has confirmed that team-management is the preferred approach for a variety of reasons. Team-management usually results in enriched decision-making, the sharing of responsibilities and higher levels of support. A major systemic shortcoming highlighted by the study is the absence of meaningful training in democratic educational management.
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Clüver, Frances Rose Mannix. "Negotiating sexuality in Grahamstown East: young black women's experiences of relationships in the context of HIV risk." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002460.
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Adolescent sexual health has been identified as a significant health and development problem facing South Africa. Limited amounts of research on sexual interactions have been undertaken, with information on adolescents’ romantic relationships being particularly scarce. Qualitative research needs to foster an understanding of the dynamics of sexual interactions in specific settings, and with emphasis in the past on cognitive health psychology models, very little is thus known about how adolescents negotiate and make sense of their sexual experiences. This highlights the need to investigate the complexities of human sexuality in a contextual manner. In response, this study explores the lived experiences of four young black women as they negotiate their agency and sexuality in a local context. By way of in-depth qualitative interviews, which were analysed for recurrent themes using interpretative phenomenological analysis, this project examines the participants’ experiences regarding sex, relationships, communication, sexual health care, as well as HIV and pregnancy prevention. The results reveal that communication about sexuality in the participants’ homes was limited if not absent altogether. When seeking sexual health care, they found clinic nurses to be judgemental and rude. Regarding sexuality and HIV education, the participants stressed the need for outside educators to teach in more practical ways to increase efficacy. In their dating relationships, most participants revealed their boyfriends had a great deal of influence over their sexual initiation. Unwanted pregnancy surfaced as a greater fear than HIV in their accounts due to pressure to finish their education and attain well-paying jobs in the future. The participants felt unable to stop their boyfriends’ infidelity and had limited agency when facing sexual demands. Their accounts revealed that they negotiate their agency in an atmosphere of coercion and the threat of rape. However, areas of agency included their consistent condom use even when facing pressure to have unprotected sex, and their active accessing of sexual health services for hormonal contraception. These insights serve to better inform sexual and reproductive health education and intervention programmes for young women. Moreover, educators, researchers and programme developers alike may gain useful insights from the personalised accounts derived from this study.
Books on the topic "Articulation (Education) – South Africa – Grahamstown"
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Cory Library for Historical Research. Alexander Kerr Collection: Methodist Church of Southern Africa archives. Grahamstown: Rhodes University, Core Library for Historical Research, 1994.
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Cory Library for Historical Research. St Aidan's College archives ; W.H.D. Deacon papers ; Small collections and individual documents. Grahamstown [South Africa]: Rhodes University, 1992.
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