To see the other types of publications on this topic, follow the link: Educational accountability – South Africa – Johannesburg.
Dissertations / Theses on the topic 'Educational accountability – South Africa – Johannesburg'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Educational accountability – South Africa – Johannesburg.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Gumbo, Edwell. "Factors that influence a performance culture in a selected school in Johannesburg East district." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/4900.
Full textAbstract:
A country’s competitive advantage is linked to its educational outcomes. South Africa, as a developing country wants to shift from being a resource based economy to being a knowledge based economy. To enable such a shift, schools must be able to graduate learners who are adequately prepared for the demands of institutions of higher learning. Schools, therefore, must become centres of excellence and a culture of performance must be prevalent in schools. The National Development Plan as outlined by the National Planning Commission (2011) identified education as one of the pillars from which South Africa’s economy will be driven. However, recent studies have rated South Africa’s education system as one of the worst among middle income economies and sometimes even worse than many low-income African economies. To bridge that gap, there is a need to drive schools to be centres of excellence. This study sought to identify factors that influence a performance culture in schools. In order to achieve this objective, literature was scanned and five factors that influence a performance culture were identified (organisational school climate, teacher attitude, school managerial processes, organisational school value and organisational school structure). These factors were initially identified and used by Marcoulides and Heck (1993) in a corporate organisation and later adopted for testing in a school setting by Gomez, Marcoulides and Heck (2012). A school in Johannesburg East district was sampled through convenience sampling and data was collected through a questionnaire which was administered to the principal, teachers and staff, school governing board members, parents and alumni of the school. The total sample was 120 and a total of 94 questionnaires were returned giving a response rate of 78 percent. Descriptive statistical techniques were performed to establish the mean and standard deviation of perceptions among the respondents. Inferential statistical techniques were used to measure and ascertain reliability through Cronbach’s alpha, comparisons of responses through t-testing and ANOVA, association through correlation and hypotheses were tested through multiple regression analysis. All the variables were found to be valid and reliable. Furthermore, statistical results revealed that in the sampled school, even though all the five factors had an association among each other, only organisational school culture and organisational school value had an association to the dependent variable, performance culture. Organisational school value, however, was found to be the only variable of great influence to performance culture at the sampled school. The ideologies and activities that represent the values, therefore, influence the performance culture of a school.
2
Hayman, Jeremy. "A case study of the modern orthodox and ultra orthodox sectors of Johannesburg Jewry with special reference to their educational institutions." Master's thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/15887.
Full textAbstract:
Bibliography: pages 346-384.The study aims to portray the way of life and culture of the Modern Orthodox and Ultra Orthodox sectors of Johannesburg Jewry. It strives to show how this is translated into educational systems, and examines the attitudes and values of pupils at Johannesburg Jewish religiously orientated schools both towards their own education, as well as towards elements of Jewish and secular culture. An overview of Johannesburg Jewry is presented, and Jewish educational systems in Johannesburg are outlined. Although much of the study is descriptive and ethnographic, the focal point is the statistical analysis and discussion of the responses to a questionnaire which was administered to 159 pupils of four religiously orientated high schools. An overriding conclusion is that the samples exhibit a common pride in their Jewish heritage. The general level of religious practice and belief of the pupils of each school corresponds with that subgroup of Johannesburg Jewry with which the school is aligned. Thus the Ultra Orthodox are more comprehensive in religious practice than the Modern Orthodox. The level of religious practice of the pupils often exceeds that of their parents. This implies that the schools are, in certain cases, operating contra parentem.
3
Herman, Chaya. "Prophets and Profits. A case study of the restructuring of Jewish community schools in Johannesburg - South Africa." Thesis, Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-08302004-150558/.
Full text
4
Sikiti, Siyabonga. "Integrated quality management system for improving performance of selected schools in the King Williams Town Education District." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021028.
Full textAbstract:
In order for the democratic government in South Africa to eradicate segregatio. It was necessary to introduce new policies with school teachers being expected to be agents of change. Teachers have a big role to play in the transformation of the country. This research investigated Integrated Quality management Systems (IQMS) for improving performance of selected schools in the King Williams Town Education District. Three schools were selected in the King Williams Town District . The aim of this research was to examine the implementation of IQMS in the selected schools. The introduction of IQMS by the Department of Education in 2003, did not help the schools in the King Williams Town district improve their performance. IQMS is a government policy. The intention of public policy is to solve a problem. The findings of this study indicates that in the selected schools the problem of poor performance was not solved by the introduction of IQMS. Scholars have written extensively on performance appraisal. Different writers agree that the main purpose of appraisal is to improve performance. The Constitution (1996) and policies provide a strong foundation for the effective implementation of IQMS and public administration provides a good support for the effective implementation of IQMS. Additionally, legislation and subsequent policies give guidelines of how to implement the system successfully. In this study, questionnaires were given to 15 educators to investigate how schools understand and implement the IQMS. Qualitative analysis was undertaken to interpret the responses from the educators. Themes were formulated based on the responses received. Findings were generalised from the responses received. The research discovered that educators do implement IQMS, but they do not see it as a mechanism of improving performance. Teachers demonstrated an inadequate understanding of IQMS.
5
Kruger, Sandra Carolina. "The use of rubrics in the assessment of social sciences (history) in the get band in transformational outcomes-based education." Thesis, Cape Peninsula University of Technology, 2007. http://hdl.handle.net/20.500.11838/1910.
Full textAbstract:
Thesis (MTech (Education))--Cape Peninsula University of Technology, Cape Town, 2007With the advent of implementing transformational outcomes-based education in South African schools, educators have had to adopt a standards-based assessment approach. Rubrics as an assessment scoring tool have been acclaimed as one of the most effective assessment tools with which standards-based assessment can be implemented and managed. This study explores the ways in which educators manage assessment in their classrooms whilst promoting the basic tenets of transformational outcomes-based education. The demand is on competencies that illustrate the ability to think and perform critically. Bloom's Taxonomy of the Cognitive Domain is put forward as an instrument to use in designing and using rubrics in order to achieve the desired learning outcomes. Effecting change is not an easy process and this study investigates the challenges educators are facing in implementing this aspect of educational reform.
6
Keble, Jo-Anne. "An investigation into the low pass rate in science and mathematics in selected schools in the northern areas, Port Elizabeth." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/1658.
Full textAbstract:
Mathematics and science are key areas of knowledge and competence for the development of an individual, and the social and economic development of South Africa in a globalising world. Since 1994, the new democratic government in South Africa has emphasised the centrality of mathematics and science as part of the human development strategy for South Africa. Performance in this area is one of the indicators of the health of the South African educational system. It makes an important contribution to the economy and has been a contributor to inequalities of access and income. The twenty-first century is characterised by exponential growth and rapid change, which will be mainly based on information technology. The major asset in any successful country as its inventiveness in science and technology, rather than its abundance of labour or its natural resources. Therefore, it is important that school education should prepare the youth in scientific and technological fields to cope with, and contribute to, the well-being of their country.athematics and science are key areas of knowledge and competence for the development of an individual, and the social and economic development of South Africa in a globalising world. Since 1994, the new democratic government in South Africa has emphasised the centrality of mathematics and science as part of the human development strategy for South Africa. Performance in this area is one of the indicators of the health of the South African educational system. It makes an important contribution to the economy and has been a contributor to inequalities of access and income. The twenty-first century is characterised by exponential growth and rapid change, which will be mainly based on information technology. The major asset in any successful country as its inventiveness in science and technology, rather than its abundance of labour or its natural resources. Therefore, it is important that school education should prepare the youth in scientific and technological fields to cope with, and contribute to, the well-being of their country.
7
Masehela, Langutani Meriam. "An exploration into the conditions enabling and constraining the implementation of quality assurance in higher education: the case of a small comprehensive university in South Africa." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1020312.
Full textAbstract:
At an international level, demands for accountability in respect of the quality of teaching and learning in higher education are increasing. This is also the case in South Africa. The response to these demands has taken the form of the introduction of quality assurance systems to higher education. In South Africa, a formal national external quality assurance was introduced to the higher education system in 2001 as a result of the establishment of the Higher Education Quality Committee. The Higher Education Quality Committee is a standing committee of the South African Council on Higher Education. Like other quality assurance agencies across the world, the Higher Education Quality Committee has the responsibility for i) auditing institutions of higher education and ii) accrediting learning programmes. The first cycle of institutional audits ran from 2004 until 2011. As quality assurance was introduced to the higher education system and the first cycle of institutional audits began, universities in South Africa developed policies and procedures intended to assure quality in three areas of their core functioning: research, teaching and learning and community engagement. The University of Venda, which is the focus of the study on which this thesis is based, was no exception. As a practitioner in the Centre for Higher Education Teaching and Learning at The University of Venda, it was my observation that the policies and procedures intended to assure quality in teaching and learning were not always implemented by academic staff members. This was in spite of poor student performance data which raised questions about the quality of the teaching and learning processes in place. The study underpinning this thesis was designed to explore this phenomenon. More specifically, it aimed to identify the conditions enabling and constraining the implementation of policies and procedures in two Schools in the University: the School of Health Sciences and the School of Human and Social Sciences. In order to explore these conditions, I adopted Roy Bhaskar’s Critical Realism as an under-labouring philosophy for the study. Critical realism posits a view of reality comprising three strata, none of which can be reducible to the other. The first of these strata is termed the level of the Empirical and consists of the experiences and observations which become apparent to us through the senses. The second layer, the Actual, consists of events from which these experiences and observations emerge. Underpinning both of these layers is a further layer, the Real, which is not accessible by empirical means and which consists of structures and mechanisms which generate both events at the level of the Actual and experiences and observation at the level of the Empirical. The design of my study sought to reach this deepest layer of reality to identify these mechanisms. Bhaskar’s critical realism is philosophy which needs to be operationalized using substantive, or explanatory, theory. For this purpose, I drew on Margaret Archer’s social realism. The design on my study drew on case study methodology and involved in-depth interviews with members of the two Schools which each formed cases within the more overarching case of the University itself. In addition to these interviews, I analysed a range of institutional documents related to the assurance of quality in teaching and learning. The exploration of enabling and constraining conditions at the level of the Real allow me to make a series of recommendations in the final Chapter of my thesis intended to enhance the quality assurance system introduced to the University.
8
Du, Preez Petro. "Facilitating human rights values across outcomes-based education and Waldorf education curricula." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50351.
Full textAbstract:
Thesis (MEd)--University of Stellenbosch, 2005.ENGLISH ABSTRACT: The facilitation of human rights values might be considered a means to rethink and redefine values education in South Africa. This study aimed at determining how human rights values were addressed in the context of independent Waldorf Education and government initiated outcomes-based education in South Africa, and how educators facilitated these values in various circumstances. In exploring the philosophies, theories and practices of these education models against the background of paradigmatic and post-paradigmatic philosophies in support of the socially constructive curriculum theory, important notions were highlighted that have preceded, and might follow, the facilitation of human rights values. The epistemologies, ontologies and methodologies of the emancipatory paradigm and postparadigmatic framework appeared to provide appropriate philosophical departure points regarding the facilitation of human rights values. This study anticipated the theoretical clarification of the concept human rights values and included a discussion on the importance of these values in various school contexts. Values identified from the Manifesto on Values, Education and Democracy (2001), that were also present in the Curriculum: Waldorf Schools in South Africa (1995), were discussed as possible human rights values. Empirical research was conducted to explore how human rights values were attended to in good practice scenarios in order to provide insight into the questions posed regarding the facilitation of human rights values. Through systematic ethnographic observations and semi-structured interviews it appeared that in both school contexts human rights values were more frequently addressed in incidental situations than in formal curriculum contents. This is interesting seeing that the outcomes-based education model has a number of documents to guide the facilitation of human rights values within formal curriculum contents, whereas the Waldorf approach has no such supportive documents. One might question the value and influence of numerous documents if basic knowledge that is required for the meaningful interpretation of such documents is not communicated from the outset. Moreover, it became evident that since Waldorf educators are adequately trained in Anthroposophy, the philosophy to which Waldorf schools adhere, they deal with curriculum matters such as socially constructing a curriculum more effectively. The training of outcomes-based education educators can be questioned regarding the philosophy, theory and methodology of outcomes-based education in view of the hasty implementation of this new model for government schools. As a result of this hurried process, educators of outcomes-based education are experiencing numerous uncertainties when they have to manage curriculum matters such as socially constructing a curriculum. Recommendations and related examples were provided after the completion of the study. This included, among others, the notions of dialogically facilitating human rights values to promote learners' understanding of their rights, and the rights of others; to transform incidental facilitation of human rights values into worthwhile teaching-learning experiences; to use human resources - including learners - to convey human rights values; and to focus educators' training (both in-service and pre-service) toward the inclusion of human rights values and promoting an understanding of socially constructing a curriculum. The study was concluded with the remark that human rights values might be an appropriate means to redefine values education, provided that the facilitation of human rights values are based on suitable theoretical and philosophical premises; and that those held responsible to facilitate such values are assisted in this task.
AFRIKAANSE OPSOMMING: Die fasilitering van menseregte-waardes kan beskou word as 'n wyse om waarde-opvoeding in Suid-Afrika opnuut te deurdink en te herdefinieer. Hierdie studie het ten doel gehad om vas te stel hoe menseregte-waardes in onafhanklike Waldorf Onderwys en staatsgeïnisieerde uitkomsgebaseerde onderwyskontekste in Suid-Afrika aangespreek word, en ook hoe dit in die praktyk gefasiliteer word. Die verkenning van teorieë, filosofieë en praktyke aangaande die twee opvoedingsrnodelle teen die agtergrond van paradigmatiese en post-paradigmatiese filosofieë, ter ondersteuning van kurrikulumteorie, het kardinale aspekte wat die fasilitering voorafgegaan het, en moontlik tot gevolg kan hê, uitgelig. die sosiaal-konstruktiewe van menseregte-waardes Dit kom voor asof die epistemologieë, ontologieë en metodologieë onderliggend aan die emansipatoriese paradigma en die post-paradigmatiese raamwerk 'n genoegsame filosofiese aanvangspunt bied met betrekking tot die fasilitering van menseregte-waardes. In die studie is die konsep menseregte-waardes konseptueel-teoreties verklaar. Dit het ook 'n bespreking oor die belangrikheid van hierdie waardes in verskeie skoolkontekste ingesluit. Waardes geïdentifiseer uit die Onderwysrnanifes oor Waardes en Demokrasie in die Onderwys (Manifesto on Values, Education and Democracy, 2001) wat ook sigbaar was in die Waldorf-kurrikulumdokument (Curriculum: Waldorf Schools in South Africa, 1995), is bespreek as moontlike menseregte-waardes. Empiriese navorsing is onderneem om die wyse waarop menseregte-waardes in goeie praktyk-scenarios aangespreek word te verken ten einde nuwe insig te verkry rakende die fasilitering van menseregte-waardes. Deur die sistematies-etnografiese waarnemings en semi-gestruktureerde onderhoude het dit voorgekom dat menseregte-waardes in beide skoolkontekste meestal in toevallige situasies aangespreek word, eerder as deel van formele kurrikuluminhoude. Dit is interessant, gegewe die feit dat die uitkomsgebaseerde opvoedingsmodel heelwat dokumente beskikbaar gestel het om die fasilitering van menseregte-waardes te rig, terwyl die Waldorf-benadering geen ondersteunende dokumentasie in dié verband bied nie. Mens kan tereg vra wat die waarde en invloed van sulke dokumente is as basiese kennis, wat nodig is om hierdie dokumente betekenisvol te interpreteer, nie eerste oorgedra word nie. Dit het ook gelyk asof Waldorf-onderwysers beter met kurrikulumverwante sake, soos die sosiale konstruering van 'n kurrikulum, omgaan weens hul goeie opleiding betreffende Antroposofie, die filosofie wat Waldorf-onderwys onderlê. Opvoeders in uitkomsgebaseerde onderwys se opleiding in die teorie, filosofie en metodologie van die onderwysmodel, wat beïnvloed is deur die haastige implementering van die nuwe model in staatskole, kan bevraagteken word. Laasgenoemde aspek blyk onsekerhede te veroorsaak wanneer hierdie onderwysers kurrikulumverwante sake, soos die sosiale konstruering van 'n kurrikulum, moet hanteer. Ná afloop van die studie is sekere aanbevelings en verwante voorbeelde gegee. Dit het onder meer die volgende ingesluit: dat dialoog na 'n wenslike fasiliteringstrategie lyk in die bevordering van leerders se begrip van hul regte, asook dié van andere; dat situasies waartydens menseregte-waardes toevallig aangespreek word omskep kan word in waardevolle onderrig-Ieerervaringe; dat menslike hulpbronne - insluitende leerders - gebruik kan word om menseregte-waardes oor te dra; en dat onderwysersopleiding (beide indiens en voordiens ) op die insluiting van menseregte-waardes en die bevordering van begrip vir die sosiale konstruering van 'n kurrikulum moet fokus. Die studie is afgesluit met die opmerking dat menseregte-waardes tot die herdefiniëring van waarde-opvoeding mag bydra, gegewe dat dit op gepaste teoretiese en filosofiese begrondinge gebaseer is, en dat diegene wat verantwoordelik gehou word vir die fasilitering van sulke waardes, die nodige ondersteuning in dié verband sal kry.
9
Mabasa, Layane Thomas. "A responsive evaluation approach in evaluating the safe schools and the child-friendly schools programmes in the Limpopo province." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80061.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2013.ENGLISH ABSTRACT: This study focuses on the use of a responsive evaluation approach in evaluating programme implementation: Safe Schools and the Child Friendly Schools Programmes. A case study design was adopted for use in the study. That was done by using Robert Stake’s responsive approach but modified to include: Stakeholder audience identification, consultation and issues exploration; Stakeholder concerns and issues analysis; Identification of evaluative standards and criteria; Designing and implementation of evaluation methodology; Data analysis and validation and Reporting. The study was done in two phases. Phase 1 focused on the Safe Schools Programme involving seven schools in the Capricorn district, Limpopo province. Preliminary results from phase 1 revealed that there was no implementation of the Safe Schools Programme. In phase 2 of the study the focus was on the implementation of Child Friendly Schools Programme. It involved three schools in the Capricorn and Waterberg districts, Limpopo province. Data collection was done by using three methods which are Observation, Interview and Documents. The results indicate that there is no implementation of the safe schools programme but there is implementation of the CFS programme. Although there is no implementation of the SSP, schools have initiated strategies to deal with safety issues. On the implementation of CFS programme, schools differed greatly in their approach. The study also documents the strengths, limitations and lessons learnt from the use of responsive evaluation approach as outlined by Robert Stake. The major contribution of the study is that Responsive Evaluation approach has gone through major changes over a period of time to the extent that its latter position seems to be contradicting some of its earlier positions. Further, evaluators should be patient, flexible and have listening, writing and observation skills when using the approach.
AFRIKAANSE OPSOMMING: Die studie fokus op die gebruik van ‘n responsiewe evalueringsbenadering in die evaluering van die programimplementering van die Veilige-skole- en die Kindvriendelike skoleprogramme. ‘n Gevallestudie ontwerp, naamlik Robert Stake se responsiewe benadering, is in die studie gebruik. Die benadering is aangepas om die volgende in te sluit: Identifikasie van die belanghebbende gehoor; konsultasie en eksplorasie van aangeleenthede; Analise van belanghebbended bekommernisse en vrae; identifisering van evalueringstandaarde en –kriteria; Ontwerp en implementering van evalueringsmetodologie; Data-analise en –validering, en verslagdoening. Die studie het in twee fases plaasgevind. Fase 1 het gefokus op die Veiligeskoleprogram wat sewe skole in die Capricorndistrik, Limpopo provinsie, insluit. Voorlopige resultate van Fase 1 het gewys dat daar geen implementering van die Veilige- skoleprogram was nie. In Fase 2 van die studie was die fokus op die implementering van ‘n Kindvriendelike Skoleprogram. Dit het drie skole in die Capricorn- en Waterbergdistrikte, Limpopoprovinsie, betrek. Data-insameling is gedoen deur gebruik te maak van drie metodes, te wete: waarneming, onderhoudvoering en dokumentering. Die resultate dui daarop dat daar geen implimentering van die Veilige -skoleprogram is, maar wel implimentering van die Kindvriendelike-skole-program. Alhoewel daar geen geen implimentering van die Veilige-skoleprogram was nie, het skole strategiee inisieer om veiligheidkwessies te hanteer. Wat die implementering van die Kind-vriendelike program betref, verskil skole grootliks in hul benadering. Die studie dokumenteer ook die sterkpunte, beperkings en lesse geleer uit die gebruik van die responsiewe evalueringsbenadering soos uiteengesit deur Robert Stake. Die hoofbydrae van die studie is dat die Responsiewe Evalueringsbenadering groot veranderings oor ‘n tydperk ondergaan het tot die mate dat die mees onlangse standpunte blyk om sommige van die vorige standpunte te weerspreek. Verder behoort evalueerders geduldig en plooibaar te wees, en oor luister, skryf- en waarnemingvaardighede te beskik by die gebruik van die benadering.
10
Makuwa, Demus Kaumba. "Looking beyond educational indicators: an analysis of differences in learner results of a standardised English language comprehension test administered in Katima Mulilo and Rundu educational regions of Namibia." Thesis, University of the Western Cape, 2003. http://etd.uwc.ac.za/index.php?module=etd&.
Full textAbstract:
This thesis attempted to develop insight into why, contrary to expectation and predictions, learners in Rundu obtained better scores in a standardised English comprehension test than learners in Katima Mulilo, given that the conditions of teaching and learning were judged to be least favourable in Rundu.
11
Ridington, Morgan Thomas Jr. "A framework for the evaluation of an international graduate economic development program for nongovernmental organization leaders." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4010.
Full textAbstract:
Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: While nongovernmental organizations (NGOs) have existed for several hundred years, their recent surge was largely fueled by several key factors. Firstly, government corruption caused donor agencies to see NGOs as safer investments for their aid portfolios. Secondly, the end of the Cold War fostered growth in development in former Soviet satellite nations. Thirdly, the United Nation‘s (UN) establishment of the Millennium Development Goals galvanized the globe to address indicators critical to combating extreme poverty. Vast amounts of charitable capital combined with donors‘ increasing expectations of performance to spark serious interest in the topics of NGO efficiency, accountability and effectiveness. These topics are foundational to NGO mission accomplishment and have contributed to a global expansion of academic programs in NGO management. The examination of a forerunner of NGO management education helped address the void of scholarship concerning NGO-related academic program effectiveness. The economic development program at Eastern University (US) was created in 1984 as one of the world‘s first MBA programs designed to train entrepreneurs for service to distressed communities. The program quickly grew to over one hundred students and then foundered due to frequent personnel transition, curricular change, mission drift and a lack of investment in relational marketing and outreach. This prompted an administrative intervention in 2002. In 2007, five years into the economic development program‘s reinvention process, a qualitative evaluation determined whether all the essential elements of the program were in place and operating in accordance with the plans put forth in 2002. The knowledge generated by this research will strengthen institutions that serve NGOs and extend the abilities of NGO leaders to fulfill their missions. The following specific aims were established and achieved. Firstly, an analysis of the factors contributing to the management challenges facing the leaders of international NGOs was presented. Secondly, a qualitative evaluation of an international graduate economic development program for NGO leaders using archival analysis verified through iv interviews and focus groups assessed the effectiveness of the 2002 intervention in achieving planned objectives. Thirdly, the research also generated conclusions and recommendations on theoretical, practical and policy-related issues, particularly regarding matters of academic program leadership, curricular development, planning, evaluation, marketing and the distinctive requirements of international programs containing distance delivery components. Fourthly, the research enriched the scholarly conversation in the NGO and academic communities in substantive ways, including two presentations at international conferences and publication in a peer-reviewed journal. Theoretical, practical and policy conclusions were generated as research outcomes and included a theoretical framework for the implementation and evaluation of an international graduate economic development MBA for NGO leaders. The conclusions generated four recommendations for the host institution and others with similar missions and aspirations. The recommendations stated that these kinds of programs should: commit to the discipline of multi-year planning and evaluation, appoint well-qualified faculty to lead them, implement and resource relationship-based marketing plans that engage program alumni, and excel at delivering cross-cultural, highly accessible learning
AFRIKAANSE OPSOMMING: Nieregeringsorganisasies (NRO‘s) bestaan al vir baie honderde jare. In die onlangse verlede is die belangrikheid en groei daarvan deur verskeie faktore aangevuur. Ten eerste het skenkerorganisasies nieregeringsorganisasies toenemend begin beskou as veiliger beleggers vir hulle hulpfondse as die toenemende korrupsie van regerings. Tweedens het die einde van die Koue Oorlog die groei en ontwikkeling van vorige Sowjet- satellietstate gestimuleer. Derdens het die Verenigde Volkeorganisasie (VVO) met die daarstelling van die milleniumontwikkelingsdoelstellings die wêreld saamgesnoer in hulle pogings om armoede te beveg. Groot bedrae welsynskapitaal en die daarmee gepaardgaande hoër prestasieverwagtinge van skenkers het daartoe bygedra dat daar groter belangstelling was in die effektiwiteit, doeltreffendheid en toerekenbaarheid van nieregeringsorganisasies. Laasgenoemde drie temas is fundamenteel tot die uitlewing van nieregeringsorganisasies se missies en dit het daartoe bygedra dat daar ‘n wêreldwye toename in akademiese programme oor die leierskap en bestuur van nieregeringsorganisasies was. Navorsing oor een van die pioniers op die gebied van leierskap en bestuursopleiding vir nie-regeringsorganisasies het daartoe bygedra om hierdie leemte in die akademieskap van nie-regeringsorganisasies se programeffektiwiteit te oorbrug. Die ekonomiese ontwikkelings-program aan die Eastern University in die VSA is in 1984 as een van die wêreld se eerste MBA-programme wat ontwerp is om entrepreneurs vir dienslewering aan benadeelde gemeenskappe op te lei, in die lewe geroep. Die program was baie gewild en het vinnig gegroei en gou was daar meer as ‘n honderd ingeskrewe studente. As gevolg van verskeie faktore, waaronder gereelde personeel- en leierskapwisseling, kurrikulumwysigings, missieverskuiwing (mission drift) en onvoldoende investering in bemarking en uitreikprogramme, het die program se gewildheid afgeneem. Hierdie afname in die gewildheid van die program het inmenging/intervensie deur die universiteitsbestuur in 2002 genoodsaak. In 2007,vyf jaar nadat die universiteitsbestuur die intervensie geïnisieer het, is deur middel van ‘n kwalitatiewe evaluering vasgestel of al die noodsaaklike elemente van die program toegepas is volgens die intervensieprogram wat in 2002 geïnisieer is. Die kennis wat deur hierdie navorsing gegenereer is, sal vi universiteite en instellings wat nieregeringsorganisasies ondersteun, versterk en die leiers van nieregeringsorganisasies in staat stel om hulle missies uit te leef. Verskeie doelstellings is met die navorsing nagestreef en bereik. Eerstens is die faktore wat bydra tot die uitdagings vir die leierskap van internasionale nieregeringsorganisasies geanaliseer en aangebied. Tweedens is ‘n kwalitatiewe evaluering van ‘n internasionale nagraadse ekonomiese ontwikkelingsprogram uitgevoer. Argivale materiaal is geanaliseer en, gerugsteun deur inligting wat verkry is uit onderhoude en fokusgroepe, is die effektiwiteit van die 2002-intervensie bepaal. Derdens is teoretiese, praktiese en beleidsgevolgtrekkings en aanbevelings gegenereer. Hierdie gevolgtrekkings en aanbevelings is veral toegespits op leierskap vir akademiese programme, kurrikulumontwikkeling, beplanning, evaluering, bemarking en die eiesoortige eise wat afstandsonderrigprogramme stel. Vierdens het die navorsing die akademiese gesprek en die akademiese en nieregeringsorganisasies op verskeie betekenisvolle maniere verryk. Onder andere is twee aanbiedinge by internasionale konferensies gedoen en is ‘n artikel in ‘n eweknie-beoordeelde tydskrif gepubliseer. Teoretiese, praktiese en beleidsgevolgtrekkings is daargestel en dit sluit onder andere ‘n teoretiese raamwerk vir die implementering en evaluering van ‘n internasionale MBA- nagraadse ekonomiese ontwikkelingsprogram vir leiers van nieregeringsorganisasies in. Die gevolgtrekkings het gelei tot vier aanbevelings vir die gasheerinstelling en ander instellings met soortgelyke missies en aspirasies. Die aanbevelings sluit onder andere in dat instellings wat soortgelyke programme aanbied, hulle moet verbind tot multijaarbeplanning en -evaluering, dat hulle bekwame akademici as leiers moet aanstel, dat hulle brongebaseerde bemarkingsplanne moet implementeer en dat hulle akademiese personeel moet aanstel wat besonder goed toegerus is in die aanbieding van kruiskulturele toeganklike leerprogramme.
12
Le, Roux Moses Jakobus. "Principals and their possible power to influence quality education." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20015.
Full textAbstract:
Thesis (MEd)--Stellenbosch University, 2012.ENGLISH ABSTRACT: The National Department of Basic Education is aware that it is not succeeding in providing quality education for all school children. At present the performance of grade 3 and grade 6 learners, in both international and local assessment, is a matter for great concern. The results suggest that most learners lack basic literacy and numeracy skills. Learners’ performance in the National Senior Certificate Examinations is also far from what it should be. The way in which schools are managed largely determines the quality of education learners receive. As the managers of schools, therefore, principals are held responsible for the poor performance of learners during these annual systemic evaluations. The study aimed to investigate whether the school principals are aware of their powers and whether they perceive themselves as able to use their power to influence school practices positively and thus promote quality education. The study indicates that principals rely on a combination of positional and personal power sources to promote quality education. The study also indicates that principals are aware of their power but have a limited understanding of the concept of power. They also seem to lack the knowledge and understanding to exercise these powers effectively. Although they seem able to exercise considerable power in different situations, principals are reluctant to use their power. It seems that various external and internal factors influence their ability to use their power effectively.
AFRIKAANSE OPSOMMING: Geen Afrikaanse opsomming
13
Dladla, Jacob Mshado Japie. "The public accountability of secondary schools in the Johannesburg North District." Diss., 2013. http://hdl.handle.net/10500/9492.
Full textAbstract:
This study was undertaken with the purpose of analysing the public accountability system of
secondary schools in the Johannesburg North District. It also tested the relationship between
the accountability system and the effectiveness and efficiency of secondary schools. Over and
above principals, learners and parents, the study also utilised numerous published literature to
analyse the current accountability system.
The findings of the empirical study revealed that there were disparities between the literature
review and the current accountability system. Three major findings were made by this study.
Firstly, there is a lack of synergy between internal and external accountability systems.
Secondly, there are different accountability systems used by different secondary schools in the
same District and lastly grade twelve results are used to measure the effectiveness and
efficiency of secondary schools in the chosen District.
In conclusion, proposals which may assist in improving the current accountability system
were made.Public Administration and Management
M. Tech. (Public Management)
14
Ntsele, Cynthia Nonhlanhla. "Accountability and transparency in managing school finances at primary schools in Johannesburg South." Diss., 2014. http://hdl.handle.net/10500/19041.
Full textAbstract:
The management of school finances is one of the major responsibilities facing principals and School Governing Bodies (SGBs) since the implementation of the South African Schools Act (SASA) in 1996. Schools and their governing bodies have broad financial responsibilities, including managing funding from the respective provincial department, setting and managing school fees, preparing the school’s budget as well as raising additional funds to augment the school budget.
As democratically elected structures, School Governing Bodies stand to account to various stakeholders for public funds they manage. The South African Schools Act of 1996 provides guidelines on how schools should manage their finances - roles and responsibilities of individuals entrusted with school funds are also outlined.
This study was undertaken to determine the extent of accountability and transparency practised by some Johannesburg South primary schools in managing school finances. A comprehensive literature study was explored, encompassing different aspects or components of financial school management such as budgeting, financial organisation as well as financial control and reporting.
This study employed a qualitative research methodological approach. In order to establish the issue of accountability and transparency in managing school finances, semi-structured interviews were conducted to principals, SGB members, finance officers and finance committee members of various selected schools. Data were qualitatively analysed and findings from the study objects revealed that some schools lack accountability and transparency in managing their finances - SGBs experience major challenges in executing their financial responsibilities. Results further delineated that insufficient training of SGB members, overlapping responsibilities and dysfunctionality of finance committees are some underlying factors that hinder schools from managing their finances efficiently, effectively and economically.Educational Leadership and Management
M. Ed. (Education Management)
15
Ntsele, Cynthia Nonhlanhla. "Accountability and transparency in managing school finances at primary schools in Johannesbug South." Diss., 2014. http://hdl.handle.net/10500/19041.
Full textAbstract:
The management of school finances is one of the major responsibilities facing principals and School Governing Bodies (SGBs) since the implementation of the South African Schools Act (SASA) in 1996. Schools and their governing bodies have broad financial responsibilities, including managing funding from the respective provincial department, setting and managing school fees, preparing the school’s budget as well as raising additional funds to augment the school budget.
As democratically elected structures, School Governing Bodies stand to account to various stakeholders for public funds they manage. The South African Schools Act of 1996 provides guidelines on how schools should manage their finances - roles and responsibilities of individuals entrusted with school funds are also outlined.
This study was undertaken to determine the extent of accountability and transparency practised by some Johannesburg South primary schools in managing school finances. A comprehensive literature study was explored, encompassing different aspects or components of financial school management such as budgeting, financial organisation as well as financial control and reporting.
This study employed a qualitative research methodological approach. In order to establish the issue of accountability and transparency in managing school finances, semi-structured interviews were conducted to principals, SGB members, finance officers and finance committee members of various selected schools. Data were qualitatively analysed and findings from the study objects revealed that some schools lack accountability and transparency in managing their finances - SGBs experience major challenges in executing their financial responsibilities. Results further delineated that insufficient training of SGB members, overlapping responsibilities and dysfunctionality of finance committees are some underlying factors that hinder schools from managing their finances efficiently, effectively and economically.Educational Leadership and Management
M. Ed. (Education Management)
16
Bango, Oyindiye Mosi. "Exploring senior phase Natural Science teachers’ classroom practices : a focus on planet earth and beyond strand." Diss., 2017. http://hdl.handle.net/10500/26862.
Full textAbstract:
This research builds on and contributes to work in Natural Science teacher education and practice. The study places particular attention on the teacher’s role in the science classroom through gaining more understanding on their classroom practices. A qualitative approach was employed. Data was collected from three grade 7 Natural Science teachers using observation and interview schedules. Analysis of the data then followed using the Classroom Practice Diagnostic Framework. The findings thereafter included inadequate teachers’ teacher knowledge. The teachers’ instructional strategies where not varied enough and centred on teacher lecture and the demonstration method. Finally, authoritative discourse was very prominent as well as system accountability. Recommendations were then given ranging from use of teaching methods that encourage an active and critical approach to learning, to improving classroom discourse by avoiding authoritative discourse. The implications of the research include better understanding of how teachers link their science knowledge to how they teach it, and better science application by the teachers and learners in South Africa.Science and Technology Education
M. Ed. (With specialisation in Natural Science Education)
17
Mbunge, Thandekile. "Oversight and accountability in the City of Johannesburg." Thesis, 2016. http://hdl.handle.net/10539/20816.
Full textAbstract:
A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Masters of Management in the field of Public PolicyThis study investigates oversight and accountability in the City of Johannesburg. The study explores the City of Johannesburg’s new governance model as implemented after the 2006 local government elections. The study is premised on establishing an understanding of the issues that the City of Johannesburg is grappling with since rolling out its oversight and accountability model as adopted by its Council in 2006. The Constitution of South Africa (1996) vests both the executive and legislative authority in the Municipal Council. This is in contrast to other spheres of government, namely National and Provincial, whereby there are specific chapters on what the Executive, the Parliament and Provincial Legislatures powers are. The study begins by discussing the cases of separation of powers in local government in the United Kingdom and the City of Johannesburg governance model and the rationale behind implementing such a model. The study then makes an analysis of the legislative framework in South Africa that gives expression to oversight and accountability in government broadly. The study discusses its research methodology and the rationale for such a methodology in investigating issues that the City of Johannesburg is faced with in implementing its oversight and accountability model. In this case study the researcher explores the functionality of the model. In doing so, the researcher then proposes ways of ensuring that the oversight and accountability could be more effective and whether there are any legislative impediments, and then propose to national law makers what needs to be done as informed by the research conducted
18
Pappas, Anastasia. "Feed.u.cation: propagating urban spaces through an educational food facility." Thesis, 2016. http://hdl.handle.net/10539/22967.
Full textAbstract:
Thesis (M.Arch. (Professional))--University of the Witwatersrand, Johannesburg, Faculty of Engineering and the Built Environment, 2016Globalisation is a considerable catalyst for the state of the world today, and so it is evident through industrialisation, modernism and capitalism that the power and spatiality of food has shifted. Food has always brought people together as it is an universal language that is understood by everyone. However food no longer exists as this valued product of necessity but has now become a product of consumerism. Large corporations control our food industry which has lead to an economic food crisis where our basic needs have become too expensive. This is a consequence of increased population, demands, immoral farming methods and greed. Not only is it affecting our economies but our natural resources. Food production systems need to change along with our attitude towards the environment. In an age of technology, branding and mass production, people have become disconnected from nature, regarding the food we eat and where it comes from. In South Africa, this has resulted in increased food insecurity, obesity, malnutrition and health risks. The necessity of honest, healthy and nutritious clean-living has been lost. So how can we overcome this pressure before we collapse as a society and as a planet? The quality of food affects our daily productivity, well-being and psyche, our primal need. How can architecture instigate a change for the free food philosophy? How can it challenge profit margins in the food system through urban contexts by re-establishing our connection with nature? Investigating the journey through the history of farming, politics and food, I will observe the gradual change in the food industry from the farmer to corporation to consumer, exposing the cultural power plays, which can be reconsidered through architecture. This thesis proposes an holistic approach towards propagating parks and public spaces through food education in an urban context. It concentrates on re-igniting the relationship between man and nature through small-scale agriculture using small-scale architecture: ‘agritechture’. Establishing its roots in Joubert Park, Park Station Precinct, Johannesburg, the strategy unfolds biophilia characteristics observing the intricacy of Persian architecture and soil structures stimulated by modular systems, grid proportions and layering. The prairie ecosystem becomes a precedent study for heterotopian architecture rooting itself as homogeneity. Creating catalytic nodes of urban renewal, it unifies communities while defending its territory, similar to the original African settlement, ‘the Kraal’.
MT2017
19
Zisanhi, Daniel. "Towards quality science education through quality assurance in Johannesburg South district : South Africa." Thesis, 2018. http://hdl.handle.net/10500/24469.
Full textAbstract:
This study examined the nature of quality assurance frameworks in science education and the factors negatively affecting the quality of science education in the Johannesburg South district. The study explored the quality assurance practices, challenges that impede the attainment of quality science education in schools and the impact of quality assurance on the quality of science education. The Integrated Quality Management System, which encompasses whole-school evaluation, is the main policy used in secondary schools’ quality assurance system.
A mixed methodology design was used in the research. The data collected was both qualitative and quantitative and was obtained from both primary and secondary sources. The qualitative data provided research opportunities which extended the type of information collected. It implied an interpretive or subjective approach with the focus being on how the respondents experienced and understood the quality assurance processes. Concurrent triangulation designs or convergent parallel design was used in order to develop a complete understanding of the research problem by obtaining different but complementary data for validation purposes and enhancing triangulation. Quantitative and qualitative data was collected at the same time and the findings were integrated in order to understand deeper the quality assurance mechanisms applied in science education. The use of multiple perspectives, theories and research methods resulted in rich information being gathered for analysis.
The study revealed that quality assurance practices, ranging from Integrated Quality Management System, Whole-school Evaluation and Assessment Quality Assurance among others, had a positive influence on the quality of science education. The results indicated that quality assurance policies and mechanisms present were followed by schools and the district support helped to improve the quality of science education. The presence of quality assurance policies and mechanisms had a positive bearing on the quality of science education. The lack of infrastructural resources, non-availability of laboratory technicians, science educator work overload, parents’ non-involvement in academic support, poor learner subject selection criteria and non-rigorous quality assurance follow-up mechanisms were the main factors hindering the quality of science education.Educational Studies
D. Phil. (Education)
20
Mia, Feroza. "Female leaders navigating challenges in selected disadvantaged schools in Johannesburg North District." Thesis, 2014. http://hdl.handle.net/10210/12250.
Full textAbstract:
M.Ed. (Educational Management)The focus of this study is to investigate strategies employed by females in school leadership in disadvantaged communities in South Africa. Disadvantaged communities in the South African context have arisen from a patriarchal and prejudicial system that was structured according to race, class and gender. Currently, many South African educational institutions bear the residue of this prejudicial system. This research will explore how female leaders in four disadvantaged primary schools in the Johannesburg North District navigate through the challenges of leading in a disadvantaged as well as patriarchal context. A specific emphasis has been placed upon feminist literature and debates in the context of female leaders. Discourse analysis is utilised to interpret the experiences of the female leaders. Analysis of recorded data on challenges facing females in school leadership in disadvantaged communities revealed themes on stereotyping of women, collaboration and liaison with stakeholders, leadership traits of women, the social stigma associated with schools in disadvantaged communities, women and emotional intelligence, women and conflict resolution. Themes on balance between family and school, opposing gender discrimination, networking with stakeholders, overcoming stereotypes emanated from the strategies employed by females in school leadership to overcome barriers in disadvantaged communities. The study reveals that in spite of significant gains since the implementation of favourable legislation on gender equity, women in school leadership continue to experience challenges within schools, from the community and in their personal lives. Stereotyping prevails especially in communities where patriarchal systems dominate. The research concludes with suggestions and recommendations for future research.
21
Mathebula, Freddy Masingita. "Evaluating the effectiveness of leadership in schools west of Johannesburg." Thesis, 2012. http://hdl.handle.net/10210/6595.
Full textAbstract:
M.Ed.This is a qualitative research that explored the effectiveness of leadership of four schools in West of Johannesburg. The perception and contribution of all role players in these institutions were explored. The study interrogated the topic through the use of focus group interviews; personal interviews and through observations. This study was necessitated by the changes that are taking place in educational institutions and the outside forces that are putting pressure on educational institutions to change. The researcher argues that the ensuing change is received and perceived differently by individuals and groups within and outside these institutions. This investigation is important because it reminds and helps managers of their responsibilities as professional educators and as executive officers of schools.
22
Love, Dorian Aden Sean. "Any tool works if you are using the language: the role of knowledge in ICT integration in a Johannesburg private school." Thesis, 2016. http://hdl.handle.net/10539/22614.
Full textAbstract:
A research report submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements of the degree of Master of Education by combination of coursework and research.
Johannesburg 2016Increasingly teachers are expected to integrate ICTs into their teaching practice. Recent studies have focused on the role played by teachers’ technological pedagogical content knowledge in explaining how they exploit the affordances offered by the new digital technologies, and yet the pace of integration has been far slower than expected. Education is founded on the business of knowledge, and yet there is a knowledge blindness in educational research. This study tries to discern what effect subject specialization and knowledge has on teacher’s adoption of ICTs into their pedagogical practice, using the framework of Legitimation Code Theory, in particular semantic waves. Seeing ICT practices as affording both knower and knowledge practices, and as affording gravitation or levitation allows us to start to unpack further how the forms knowledge takes influences decisions around ICT adoption.
MT2017
23
Nundulall, Reetha. "Mentorship as a strategy to improve research output at tertiary institutions : case study of University of Johannesburg." Thesis, 2010. http://hdl.handle.net/10321/609.
Full textAbstract:
Submitted in fulfilment of the requirements for the Master of Technology: Public Management, Durban University of Technology, 2010.Research production is increasingly becoming a focal point in higher education transformation. Merging of higher educational institutions has produced various challenges ranging from changing the focus from purely teaching functions to both research and teaching. While novice researchers (i.e. those that are training to become researchers) are expected to develop capacity by engaging in research through various means, the aim of capacity development is to enable young researchers (i.e. those who are developing a profile as researchers) to publish in high impact publications which attracts funding in the form of subsidy from the Department of Higher Education and Training (DoHET). The manners in which tertiary educational institutions promote research output through capacity development initiatives are important from the perspective of attracting funding. The researcher undertook this study to explore mentorship as a means to increase research output at a merged tertiary institution. A case study using a mixed method approach was adopted. The literature reviewed indicated that mentorship was popular in many fields but there is a paucity of data evident on mentorship as a means to increase research output for researchers. The researcher obtained views and perceptions from academic staff members from sample faculties with regards to an implementation of a formal research mentorship program (REMP). Semi-structured interviews with the deans of four sample faculties and analyses of institutional documentation was also undertaken to ascertain institutional and faculty support and development for research. The findings of this study are useful not only to the case study institution, but to all HE institutions, especially merged institutions and the public management sector.
24
Ndayeni, Javier. "The impact of development planning on learner achievement: a case study of four Johannesburg East District primary schools." Thesis, 2016. http://hdl.handle.net/10539/22619.
Full textAbstract:
A research report submitted to the school of education, University of the Witwatersrand, Johannesburg in partial satisfaction of the requirements for the degree of Master of Education
Johannesburg, September, 2016School development planning (SDP) is a major driving force to achieve improvements in the quality of teaching and learning, and participation of stakeholders in school management. This study discusses research findings on the planning practices in primary schools based on the perceptions and experiences of principals of the impact of development planning towards improving learner achievement in Johannesburg District East in Gauteng, South Africa. A qualitative methods approach involving survey and case study was utilized to address research questions. This study identifies principals’ leadership, networking and teamwork amongst stakeholders, and improvements in teaching and learning as some of the benefits of SDP. This is premised on the fact that SDP is a highly technical process that requires skills and know-how to be executed successfully. However, the implementation of development planning is limited by inadequate Department of Education support, resources and continuous professional development of principals. It is argued that SDP is fraught with numerous challenges that require an approach that focuses on its, that is, school improvement and management of planned change. The findings will assist the district to design strategies to improve management schools through SDP.
MT2017
25
Henning, Elizabeth. "The standard six English classroom at an urban multicultural school : an ethnographic enquiry." Thesis, 2014. http://hdl.handle.net/10210/10579.
Full textAbstract:
D. Ed. (Education)In this study two main educational issues are examined, namely language instruction and learning as well as classroom culture. The problems were not strictly formulated as research questions at the outset, but evolved partly during the pilot study and the fieldwork stage. The fragile character of South African education in this time of major transformation and socio-educational reconstruction, was the main impetus for this research. It was decided to focus on one educational micro-organism in order to try and sense if there were some noteworthy issues which could be reflected for generalization or subsequent research purposes. It was argued that the ecological and temporal validity of an extended emic study would reveal aspects of language Pedagogy, contextualized in a single classroom culture, which could potentially be of benefit to the wider educational community. The study was undertaken with the aim of giving a thick ethnographic description of classroom life, concentrating on linguistic factors. Two standard six English classes were observed for six months each, the one following upon the other. The same teacher taught the two comparable classes in which one major pattern emerged during the observation, namely the limited Cognitive, Academic Language proficiency (CALP) of most pupils.The choice of site was motivated by the fact that newly desegregated schools could perhaps benefit from a description (and interpretation) of English classroom life at an open school which has been functioning successfully for a number of years. During the pilot study it was presupposed that linguistic phenomena surfacing in a contemporary language classroom would be supported by the theory of Communicative Language Teaching (CLT) , which 'is theoretically based on the theory of language acquisition and especially Second Language Acquisition (SLA) and which is the dominant second language teaching theory of the day. It became clear during the pilot study that a baseline of CLT would serve a valid purpose in that the theory could be applied and, to a limited degree, even assessed at this single site, but that the data' which would be forthcoming would be spread somewhat wider than the theory of CLT. Nevertheless, it was decided to broadly limit the theory pertaining to language didactics to CLT and SLA, as the interpretation of data would possibly reflect sufficiently strongly in the theoretical framework in these two domains. In addition to a framework from theory in Linguistics, a construction of the theory of Multicultural Education was also included. The main tenets of Multicultural Education, the most important one being equality of educational opportunity, were then woven into the theoretical unit referred to as "language classroom at an urban multicultural school". This unit included a brief foray into roleplay as language teaching tool. The third part of the theoretical scaffold consisted of an exploration of qualitative research methodology, specifically ethnography. As this study is to some degree also a study in qualitative methodology which is not widely used in some research milieus in South Africa, it is regarded as an important part of the theoretical framework.
26
Ngum, Yvette. "Engaging adolescents on teenage pregnancy prevention using process drama : a case study of grade 11 pupils at Supreme Educational College in Johannesburg, South Africa." Thesis, 2013. http://hdl.handle.net/10539/12450.
Full textAbstract:
Teenage pregnancy in South Africa, especially amongst teenage learners has become a
national crisis with an estimated average of 5000 girls between the ages of 12 and 19
falling pregnant in one school year (Headlines Africa, 2012). This study focused on how
process drama was applied with adolescent learners at Supreme Educational College in
Johannesburg, to investigate the causes and consequences of teenage pregnancy. Process
drama requires participants to create and assume roles, identify and explore images and
stories drawn from fictional worlds that relate to the participants’ own personal experiences.
Through process drama workshops, teenagers were able to engage with challenging
situations as a way of acquiring new knowledge about teenage pregnancy. Three major
themes emerged as contributing factors to teenage pregnancy, namely, parental negligence
and abuse, negative peer pressure and poverty. The learner’s engagement within the
dramatic process was enhanced by means of dialogue, negotiation and reflection with the
teacher adopting the role of facilitator and co-participant. The fictional world created by the
drama enabled the learners to relate and identify with problematic aspects of teenage
pregnancy. The study concludes that process drama offers an aesthetic space for
teenagers to develop a deeper understanding of themselves in relation to their lived
experiences. The study recommends process drama as a powerful interactive medium that
needs to be implemented in schools to grapple with intractable issues such as teenage
pregnancy.
27
Gerassi, Joseph. "Exploring the impact of the Flipped Learning Model (FLM) on educators' teaching practices at a private school in Johannesburg." Thesis, 2016. http://hdl.handle.net/10539/22622.
Full textAbstract:
Master of Education (MEd)
Research Report
University of the Witwatersrand
Johannesburg, 2016This study investigates the impact of the Flipped Learning Model (FLM) on the teaching practices of four educators in a private school in Johannesburg. It investigates the pedagogic processes and experiences of these educators’ respective attempts to shift from their standard educator-centered methodologies to the FLM’s highly collaborative and blended methodology. In so doing, the study exposes the educators’ resistance to the primary assumptions of constructivist epistemologically informed pedagogies. It also demonstrates the extent to which epistemological assumptions underpinning the ‘official curriculum’ are imbued within the dominant pedagogic discourse and aligned with educators’ beliefs and professional identities. The study exposes the necessity for transformations in educators’ traditional thinking, epistemological assumptions, perceptions, attitudes and roles to occur before any substantial attempts to introduce the FLM in ‘classrooms’ are made. Furthermore, the FLM takes for granted the ease of embedding technology in the teaching/learning process. This study exposes the relationship between a lack of technological familiarity/ know-how and the strength of resistance to ‘flipping the classroom’. South African educators work in an environment that promotes very strong boundaries between: classroom/home; educator/learner; and schoolwork/homework. Flipping, weakening or altering these, challenges educators’ strongly held notions of what it means to be a professional educator. It is within this context that Bernstein’s work with respect to the development of such seminal concepts as ‘pedagogic device’, ‘classification’ and ‘framing’ provided the language of description and analytical basis for this research study.
MT2017
28
Vergie, Claude. "The impact of democracy on leadership and management styles in primary schools in the city of Johannesburg : a case study in the Gauteng Porvince of South Africa." Thesis, 2014.
Find full textAbstract:
This study explored the impact of democracy on the leadership and management styles in two previously coloured primary schools in Johannesburg, Gauteng Province of South Africa. The report uses a case study as well as an interactive qualitative analysis research methodology. It explores how principals and educators use post-apartheid legislation policies and practices to address complex challenges in order to effect change. I argue that despite tensions between coloured and black educators, change is evident. The people learn to work together, respect each other and forge ahead. These challenges brought about by desegregation contribute to shaping a future non-racial, non-sexist South Africa. We see how mentalities of superiority and inferiority play itself out and how one group exercises its hegemony over another sometimes reflecting the social constructs of society during apartheid.
The findings reveal that the Constitution of South Africa (1996) and the South African Schools Act (SASA) (1996) are not used sufficiently and substantively to influence change. Discretion and common sense are often used to resolve problems and to find each other. Desegregation and integration create a space where tolerance, acceptance and forgiveness have been able to be practiced in different ways. The leaders have worked with their staff, students and communities to make headway on the path from the received apartheid past to a brighter more integrated future.” While schools discuss embracing the ten fundamental values of the Constitution of South Africa, living up to them continues to remain a challenge in practice.
29
Khomo, Thabo Garth. "The use of information and communication technology by mathematics and physical science teachers at secondary schools." Diss., 2018. http://hdl.handle.net/10500/25000.
Full textAbstract:
Information and communication technology (ICT) advances have dramatically changed teaching and learning processes. This study investigates the use of ICT in teaching and learning with the objective of establishing whether teachers are utilising the skills acquired through the Sci-Bono Discovery Centre training. The study sample comprised of 30 secondary school teachers who were trained in 2012 and who were teaching mathematics and/or physical science. The participating teachers were from schools that fell within the Johannesburg North and Johannesburg East regions of the Gauteng Department of Education (GDE).
An overall understanding of reviewed literature on the use of ICT in teaching and learning contributed to the preparation of the research survey questionnaire and interview questions. A research survey design using a multi-methods approach allowed both questionnaires and interviews. The questionnaires were analysed using a simple descriptive data analysis technique. The interviews were conducted with 12 of the initial 30 participants over a period of two weeks in a one-on-one setting. The recorded interviews were transcribed and analysed using a thematic content analysis technique. The results of both quantitative and qualitative analysis are presented using charts and tables.
The research findings identified issues such as the need for teachers to maintain a positive attitude towards the use of ICT in teaching, and for schools to create a conducive teaching environment for effective use of ICT in the classroom, including the availability of computer resources. The study provides recommendations including the provision of ICT coordinators at schools, and the provision of an ongoing teacher ICT training programme.School of Computing
M. Tech. (Information Technology)
30
Middleton, Susan. ""Something generally happens" mapping young people's experiences of Constitution Hill." Thesis, 2016. http://hdl.handle.net/10539/20774.
Full textAbstract:
A research report submitted to the School of the Arts,
Faculty of the Humanities
University of the Witwatersrand, Johannesburg
in fulfilment of the requirements for the degree
Masters of Arts
August 2015South African heritage sites are places that have the potential to support curriculum learning outcomes, and visits to heritage sites are sometimes included in the school timetable. Learning in museums is difficult to quantify, but it has been suggested that “something generally [does] happen” during visits to cultural sites (Hooper-Greenhill 2007:47). The focus of this research report is Constitution Hill, which is a prominent feature in the heritage landscape of Johannesburg that focuses on the atrocities, and the injustices of the past, while strengthening understanding of democracy and human rights. This research report evaluates the experiences of learners from the Further Education and Training (FET) Phase visiting Constitution Hill and participating in the Saturday Workshops run by Constitution Hill Education Project and attempts to identify what is the ‘something’ that ‘generally happens’. The data was obtained through semi-structured, open-ended interviews with learners, educators and programme co-ordinators. The data was analysed using the Generic Learning Outcomes Model, an evaluation tool developed in the United Kingdom. The research report proposes, despite the best efforts of schools and educators, many learners, regardless of socio economic background, struggle with making connections between South African history and their own daily realities and that this may influence the value they place on their democratic rights. However, the dynamic interaction with Constitution Hill, provided by the Constitution Hill Education Project, resulted in shifts in attitudes and perspectives suggesting that the ‘something’ that happens is positive and potentially far reaching. This research report also reflects on the interpretive strategies that characterise the engagement at Constitution Hill.
31
Joubert, Adri. "Enkele aspekte van die geldigheidsbepaling van 'n leer- en studiestrategievraelys by eerstejaarstudente." Thesis, 2014. http://hdl.handle.net/10210/11564.
Full textAbstract:
M. Ed. (Educational Psychology)The aim of this study is to investigate some aspects of the validity of the LASSI as a gauge of the learning strategies of first year students, specifically those at the Rand Afrikaans Univeristy. This study consists of two parts. Firstly, a literature survey to provide an educational and psychological framework and to indicate the cohesion between learning strategies and related concepts, as well as to demonstrate the important role of validity pertaining to valid measurement of the learning strategies of a student. Secondly an empirical, statistical and quantitative evaluation was used to depict the content and construct validity as important priorities in the design or the LASSI as a gauge of the learning strategies of the students mentioned.
32
Singh, Sharita. "The impact of distributed leadership practices on the functioning of primary schools in Johannesburg South." Diss., 2014. http://hdl.handle.net/10500/18740.
Full textAbstract:
In this study, the researcher explored the prevalence of distributed leadership practices in schools in Johannesburg South in order to illustrate how the principals in effective schools collaborated with different members of staff to ensure the school’s success. To this end, a literature study was undertaken on relevant theories and on the results of previous research on the issue. The study explored literature from local and international perspectives on distributed leadership to understand how this form of leadership impacted the functioning of primary schools in Johannesburg South.
This was followed by an empirical investigation using judgemental and purposive sampling methods to select participants. A mixed methods research design was employed to elicit both quantitative and qualitative data from a single, structured questionnaire. Participants included 86 respondents from 9 primary schools. Throughout the research study, ethical considerations like keeping confidentiality of information provided and anonymity of research participants were upheld. Data analysis involved a mix of quantitative data analysis and content analysis. Based on the findings, recommendations were made to the GDE and school principals on support needed by teachers if distributed leadership is to ensure school effectiveness.
The study found that distributed leadership not only motivated teachers, but compelled them to recognise their own strengths and weaknesses, and contribute to school leadership by taking on roles that interest them. Schools in Johannesburg South have created a culture in which distributed leadership tends to flourish. Distributed leadership ensures that a myriad of well-developed teachers exist at all ranks of the school, who have the capacity to fill vacant positions when a need arises to ensure the smooth functioning of schools.Educational Management and Leadership
M. Ed. (Education Management)
33
Kapundu, Anny Kalingwishi. "A critical evaluation of the roles and strategies of civil society organisations in development : a case study of Planact in Johannesburg." Diss., 2017. http://hdl.handle.net/10500/23561.
Full textAbstract:
The rise of civil society organisations in South Africa is crucial to development as it contributes to the bridging of the communication gap between civil society and local government organisations and municipalities and promotes access to resources. The contribution of civil society organisations to development has been widely acknowledged as they are involved in service delivery, advocacy, innovation and poverty reduction initiatives. In spite of the development work done by civil society organisations in developing countries, they still face challenges in promoting development as poverty, inequality and unemployment persist. This research focused on the social capital approach as a strategy for the development of local communities in South Africa. The social capital approach involves increasing social stability and enhancement of development issues. Social capital relies on the basic idea that “it is not what you know but who you know”. Social capital refers mostly to social cohesion, which makes a community more committed to better living conditions for all. People in communities have the capacity to improve the quality of their lives with the support of all sectors, civil society, the state and the market by letting the people in communities get involved in all the stages of the programmes because they know better from living in those communities.
Civil society organisations can meaningfully add value to economic and social development in any third world country through their work. The government, the market and civil society can complement each other and add value to the development of the country. This study employed a qualitative research design. It used in-depth interviews, direct observation and focus-group interviews to collect data, which was later transcribed and analysed thematically. The main focus of this study was to critically evaluate the roles and strategies of civil society organisations in the development of South African communities, using Planact as a case study. The specific objectives were to: 1) To explore the role Planact plays in development in Johannesburg; 2) To evaluate how Planact uses social capital as a strategy in promoting development if at all; 3) To explore the challenges of civil society organisations, particularly that of Planact in the development process of poor communities and 4) To make possible recommendations in the light of the roles and strategies of civil societies identified in analysing Planact ‘s strategy in development process for the poor.
This study found that as a civil society organisation Planact is acting as a voice for the voiceless through its advocacy programme. It contributes to policy making, good governance and accountability. In addition, Planact promotes participation and assists in education and training. Planact uses different strategies to promote development in the community, such as mentoring, promoting integrated human settlement, using technology in networking, encouraging participation, community economic development and social organisation. Furthermore, the organisation uses forums, awareness campaigns and empowerment as strategies to promote development in the community. However, the study found that the organisation faces challenges because of limited funding. The community also encounters certain challenges as they engage with the organisation, for example, lack of accountability, unresponsiveness and inaccessibility. It was noted that civil society organisations should adopt a higher priority in development planning and practice and should allow the participation of poor people in the development process.Development Studies
M.A. (S.S.)
34
Tshirangwana, Nobeli Munyadziwa. "An investigation into the management of grade 3 mathematics curriculum : a transformational leadership approach." Diss., 2013. http://hdl.handle.net/10500/13820.
Full textAbstract:
The purpose of this study was to undertake an investigation into the investigation into the management of Grade 3 mathematics curriculum in a Transformational leadership Approach in Johannesburg East public school which is in D9 District of the Gauteng Department of Education.
The role of the Leader in the school is to make sure the educative function us carried out to the desired level. Curriculum management referred to the provision of effective leadership and supervision by HOD's and other education managers of the activities of teaching staff in a school in order to maximize the effectiveness and efficiency with which the curriculum is delivered. The managers must ensure that quality teaching and learning is being provided and it is the responsibility of all education managers.
A qualitative approach was undertaken to enable the researcher to explore the experiences, feelings and perceptions of the educators, Heads of department (HODs) and Deputy Principals to have a wider and richer assortment of current, valid and relevant data of how management of Grade 3 Mathematics in curriculum in Transformational Leadership approach. The quality of teaching in schools strongly influences levels of pupil motivation and achievement, Fullan (2001). The managers in schools has been consistently alluded to as the most significant factor in the success and quality of the school’s improvement process (Petersen, 2001: 159)
The data collected for the research was analysed by using qualitative techniques and the findings showed that through the responses from the educators, Heads of Department, Principals showed that not enough support was given by the Department, workshops presented were not enough and educators , HOD and Deputy Principals were unable to implement as required. Educators felt that they did not receive proper and enough support from the SMT as the SMT was not fully equipped to support them.
The HOD and Deputies responded that they felt limited in taking part in the Grade 3 mathematics curriculum transformational approach as educators were confined to a classroom management style of thinking. The deputy principal, the heads of department and subjects heads in primary schools as formal leaders, all have crucial responsibilities in assist the principal in meeting the school’s instructional goals.Educational Leadership and Management
M. Ed. (Education Management)
35
Chabuda, Ngoni Dzashe. "Stakeholder instrument to complement the components of integrated reports for value creation, acountability and transparency." Thesis, 2019. http://hdl.handle.net/10500/25986.
Full textAbstract:
Abstracts in English, Zulu and AfrikaansThe stakeholder instrument (SI) is a conceptual framework developed to complement integrated reports for value creation, transparency and accountability. It is a tool developed specifically for stakeholders to have an understanding of the integrated reports and assist them in making informed decisions. Currently, integrated reports fail to provide meaningful insights into organisations’ performance and its strategy focus, thus making it difficult for stakeholders to understand the contents of the integrated reports. The research illuminated pertinent variables synonymous with value creation. The study involved analysis of data from 42 companies trading on the Johannesburg Stock Exchange and administration of 80 questionnaires on randomly selected respondents. Significant and positive correlations between value creation and the attributes namely integrated reports; corporate governance and financial measures were established. Contributions: The results of the empirical study provide significant perceptions into the process of stakeholder value creation. The study established the significance of complementing the integrated reports in creating stakeholder value. The study, further, authenticated the stakeholder instrument as a distinct antecedent of value creation. The study further illuminated the attributes that matter to the stakeholders and assist with effective decision-making and value creation.
Ithuluzi lababambiqhaza wuhlaka olwenzelwe ukweseka nokuthasisela phezu kwemibiko edidiyelwe ukuze kuthuthukiswe ukuhlomula nokubhekelelwa kahle kwababambiqhaza (value creation), ukusebenza ngokusobala kanye nokuphendula. Leli yithuluzi elenzelwe ukuqinisekisa ukuthi ababambiqhaza bayayiqonda imibiko edidiyelwe (integrated reports) futhi libalekelele ukuthi bathathe izinqumo eziphusile emva kokuhlonyiswa ngalo lonke ulwazi olungaba wusizo kubona. Njengamanje, imibiko edidiyelwe iyahluleka ukuhlinzeka ngolwazi olubonisa ukuqonda okujulile ukusebenza kwezinhlangano kanye namaqhingasu ezigxile kuwona izinhlangano, futhi-ke lokho kwenza kube nzima kubabambiqhaza ukuqonda ulwazi oluqukethwe yimibiko edidiyelwe. Ucwaningo lwahlonza ama-variable afanelekile ahlobene kakhulu nokuhlomula nokubhekelelwa kahle kwababambiqhaza. Ucwaningo lwabandakanya ukuhlaziywa kwedatha eyaqoqwa ezinkampanini ezingama-42 ezihweba ku-Johannesburg Stock Exchange futhi kwakhishwa amaphepha-mibuzo angama-80 anikezwa ababambiqhaza abaqokwa ngaphandle kokulandela indlela ethile ehlelekile (randomly), ukuze bawaphendule. Ucwaningo lwaveza ukuba khona kobudlelwano obunohlonze phakathi kokuhlomula nokubhekelelwa kahle kwababambiqhaza kanye nezicibunjalo zenkampani, okusho, imibiko edidiyelwe, ukuphathwa nokulawulwa kahle kwenkampani kanye nezinyathelo eziphathelene nezimali. Ulwazi olusemqoka olwakhiqizwa wucwaningo: Imiphumela yocwaningo oluphathekayo futhi olusekelwe phezu kwezinto ezibonakalayo (empirical study) ihlinzeka ngolwazi olunohlonze oluzolekelela ekuqondeni inqubo yokuhlonyuliswa nokubhekelelwa kahle kwababambiqhaza. Ucwaningo lwabonisa ukubaluleka kokweseka kanye nokuthasisela phezu kwemibiko edidiyelwe enqubweni yokuhlonyuliswa nokubhekelelwa kahle kwababambiqhaza. Ithuluzi lababambiqhaza laqinisekiswa futhi njengethuluzi elicacile eliwusizo olukhulu ekuhlonzweni kobudlelwano obuphathelene nokuhlonyuliswa nokubhekelelwa kahle kwababambiqhaza. Futhi ngaphezu kwalokho ucwaningo lwahlonza izicibunjalo ezibonwa ngababambiqhaza njengezibalulekile futhi ezilekelelayo ekuthathweni kwezinqumo ngobunyoninco kanye nasekuhlonyulisweni nokubhekelelwa kwababambiqhaza ngendlela efanele.
Die belanghebberinstrument is 'n konseptuele raamwerk wat ontwikkel is om geïntegreerde verslae vir waardeskepping, deursigtigheid en aanspreeklikheid te komplementeer. Dit is 'n instrument wat spesifiek ontwikkel is sodat belanghebbers die geïntegreerde verslae kan verstaan en om hulle te help om ingeligte besluite te maak. Tans bied geïntegreerde verslae nie betekenisvolle insig in organisasies se prestasie en hulle strategiefokus nie wat dit dus moeilik maak vir belanghebbers om die inhoud van geïntegreerde verslae te verstaan. Die navorsing identifiseer toepaslike veranderlikes wat sinoniem is met waardeskepping. Die studie het ontleding behels van die data van 42 maatskappye wat op die Johannesburg Aandelebeurs sake doen en die administrasie van 80 vraelyste aan respondente wat ewekansig geselekteer is. Beduidende en positiewe korrelasies tussen waardeskepping en die attribute, naamlik geïntegreerde verslae, korporatiewe beheer en finansiële maatstawwe, is geskep. Bydraes: Die resultate van die empiriese studie verskaf beduidende persepsies van die proses van belanghebberwaardeskepping. Die studie het die belang van die geïntegreerde verslae om belanghebberwaarde te skep, daargestel. Die egtheid van die belanghebberinstrument is ook as 'n kennelike antesedent van waardeskepping bewys. Die studie het ook die attribute geïdentifiseer wat vir belanghebbers saak maak en wat help met effektiewe besluitneming en waardeskepping.
Graduate School of Business Leadership
D.B.L.
36
Zvakawapano, Wendy Paidamoyo. "Exploring the experiences of adolescent migrants in South Africa through applied drama and theatre: A case study of Supreme Educational College, (Johannesburg)." Thesis, 2014. http://hdl.handle.net/10539/15022.
Full textAbstract:
This study explored adolescent migrants’ experiences in South Africa through the use of applied drama and theatre strategies. The sample size included a group of 20, Grade 10 participants from Supreme Educational College who are between the ages of 15 and 16 years. The group of participants was made up of South African, Zimbabwean and Zambian nationals. The research used the metaphor of the story of the seal girl, which is an adaptation of the Irish folktale, The Seal Wife. Image Theatre was used together with the story as a way of gaining entry into the personal experiences of adolescent migrants. Through this form of enhanced image theatre, the intention was to create safe distance which was critical in the exploration and reflection of the adolescent migrants’ experiences of the South African diaspora. Augusto Boal’s theatre of the oppressed was used as the theoretical lens guiding this study. Reference was also made to Postcolonial theory which helped me to understand how the adolescent migrants construct their identities, as well as how they can understand them as fluid and not static. The study was carried out through performance ethnography as the methodological approach to the study. Performance ethnography was critical to this study because it provided a body-centred approach to investigation which privileged the body as an archive for participants’ deeply personal experiences.
37
Buma, Anastasia Malong. "Management and leadership experiences in fostering a culture of teaching and learning in ethnically diverse schools in Johannesburg North District." Thesis, 2012. http://hdl.handle.net/10210/8199.
Full textAbstract:
M.Ed.Since 1994, South African schools are increasingly becoming more diverse due to the implementation of new legislation to foster democratization in schools. Many schools whose communities were until 1994 defined along racial lines are increasingly becoming mixed in terms of learner, staff and parent bodies. Other external factors such as the increasing movement of people across the globe as a consequence of increasing globalization may also be contributing to the apparently growing diversity at schools. Such increasing diversity could pose challenges regarding fostering a culture of teaching and learning at these mixed schools. Therefore, school management and leadership, need to have the skills, knowledge and appropriate attitudes that are required in order to ensure that the culture of teaching and learning is advanced in ethnically diverse school. Considering her experience as a teacher at both private and public schools in South Africa over the last ten years, the researcher has observed significant changes in learner population across many schools with resulting implication to teaching and learning. These changes have placed tremendous demands on school principals and teachers who have to deal with the challenges such as, culture mismatch between student-student and student-teacher interaction, social tension and antagonism, communication problems, misinterpretation of values and behaviors that thus influence the process of teaching and learning. Hence, the researcher opted to do an investigation into how school leadership and management in ethnically diverse schools will advance opportunities that encourage a culture of teaching and learning. In order to do the investigation, the researcher firstly employed an extensive literature review to explore how the leadership and management of ethnically diverse schools advance opportunities that cultivate a culture of teaching and learning. The research design and methodology employed involved a mixed method approach consisting of quantitative as well as qualitatative methodologies. During the first phase of the empirical study, the researcher carried out the quantitative method of data collection where a set of questionnaires were filled in by the principal and the HoDs of the selected schools. In order to validate the findings of the quantitative survey, the researcher employed in-depth individual interviews with the teachers and students of the selected schools. Through qualitative analysis of the data, the research findings confirm that the diverse culture of schools in Johannesburg North includes characteristics of both traditional and liberal multicultural education. Also, societies are becoming more complex in terms of social, economic and political needs. Therefore, the implication of the findings are that, in addition to teaching the basic skills of reading, writing and math, school leadership and management should advance a culture of teaching and learning that will involve social justice issues where students will learn to become reflective, moral, caring and active citizens as is inherent in liberal multicultural education. Finally, the researcher recommends that regular survey on different aspects should be carried out in ethnically diverse schools in order to get such schools to open up to the demands of liberal multicultural education.
38
Engelbrecht, Maria Magdalena. "Die betroubaarheid en norme van die meting van leerstrategieë by eerstejaarstudente." Thesis, 2014. http://hdl.handle.net/10210/10864.
Full text
39
Ginsburg, Carren. "Residential mobility in greater Johannesburg: patterns, associations and educational outcomes amongst children in the birth to twenty cohort." Thesis, 2011. http://hdl.handle.net/10539/10842.
Full textAbstract:
The United Nations has projected that Africa’s urban population will expand from fourth
largest to becoming the second largest of the world’s regions by the year 2050. Patterns
of migration and urbanisation have therefore been highlighted as significant focus areas
for research and policy. Movement has the potential to result in improved living conditions
and well-being, but may also reinforce inequalities and conditions of vulnerability. These
consequences may pose particular risks in the case of children, and understanding the
patterns, drivers and outcomes associated with child mobility is therefore critical.
South Africa provides an important setting in which to explore child movements. The shift
within the country from politically controlled migration to movement based on choice has
resulted in high levels of mobility both to and within urban areas. Children have been
shown to participate in such movements either independently or in conjunction with
connected adults. However, there is currently little knowledge of the patterns and
consequences of child residential mobility in South Africa, particularly within the urban
environment. This PhD thesis attempts to address this research gap.
Data from Birth to Twenty, a cohort of South African urban children living in Greater
Johannesburg, was used to investigate three central research questions concerning
residential mobility of cohort children over a 14 year period. Specifically, the thesis aimed
to determine the frequencies and patterns of residential mobility observed over the first 14 years of the children’s lives, to examine the associations with mobility of children over a set of domains relating to the child, the child’s primary caregiver, and the child’s
household and to assess the relationships between residential and school mobility and a set of educational outcomes. Routine data collected over the course of the Birth to Twenty study was supplemented
with data from a Residential Move Questionnaire, administered to children’s primary
caregivers in order to validate and provide additional information concerning the children’s
residential movements over the time frame. The research objectives were achieved
through the use of cross-sectional and longitudinal analysis techniques applied to these
data. In particular, multilevel event-history analysis was used to model the children’s
residential movements over time.
Of the 3273 children enrolled into the cohort in 1990, two thirds of the children (64%) had
moved home at least once by the time they reached 15 years of age. Nonetheless, a third
of the children had never moved, indicating stability or a lack of opportunity for movement
amongst this urban child population. Mobility was found to be more likely amongst
children whose primary caregivers had no formal education and who lived in households
with fewer assets and less access to services, suggesting that residential movement
within this group of children was more common in the context of disadvantage. Extending
these findings to an exploration of children’s educational outcomes revealed some
unexpected results. The analyses provided evidence of a positive association between
changes in residence and numeracy and literacy scores, and school mobility was found to
be associated with grade repetition, however, a negligible relationship was found between
residential mobility and school progression.
In conclusion, mobility is associated with opportunities for some children in the cohort and
challenges or hardships for others. However, even in the instance of movement
connected to disadvantage, changes of residence did not prejudice children in terms of
the educational outcomes investigated. This is suggestive of children’s possible resilience
and adaptability in the face of change and highlights the potential for mobility to influence
children’s lives positively. The findings concerning the relationship between mobility and
child well-being run counter to trends observed in high-income countries and on that basis, the need for further research into dynamics associated with child mobility in other
low- and middle-income country settings is highlighted. There is justification for monitoring child mobility in South Africa; mobility trends provide a valuable indicator of children’s
living situations as well as the spatial and social changes occurring in the country more
broadly. Keywords: residential mobility; internal migration; urban children; South Africa; eventhistory
models; school progression; numeracy and literacy; school mobility
40
Pillay, Thirumurthie Shunmugham. "Student enrolment planning in public higher education : a South African case study." Thesis, 2010. http://hdl.handle.net/10321/569.
Full textAbstract:
Submitted in fulfillment for the Degree of Doctor of Technology: Public Management, Durban University of Technology, 2010.In South Africa, the transformation of public higher education has placed much emphasis on the accountability and performance of individual institutions. Various indicators are used to assess institutional performance, as is the case internationally. Examples of such indicators include teaching and learning, research outputs, graduate employability, financial sustainability and productivity and the use of resources. This case study which is predominantly qualitative, examined: i) Performance by a selected South African University of Technology, the Durban University of Technology (DUT), in specific performance indicators as determined by policy on student enrolment planning. Student enrolment planning is an important strategy adopted by government to address a number of distortions in the higher education system which had been developed over a number of years within the ideology of apartheid. ii) The measures taken by the institution to give effect to the policy. The case study utilised multiple methods of data collection within three units of analysis. The three units of analysis of the case are: Unit of analysis One: The practices used at the DUT for marketing, student recruitment, student selection and admission to achieve the input indicators of the student enrolment plan. Unit of analysis Two: implementation strategies for meeting the output (success) indicators of the plan. Unit of analysis Three: The problem of low student retention. The original contribution made by this research study is that it provides detailed insight into the implementation of policy of student enrolment planning, using the Durban University of Technology as an example. In so doing, the researcher has identified critical areas that impact on student enrolment planning in South Africa, as well as specific weaknesses in the implementation of the policy at the DUT. A part of the study’s findings is that the DUT is well–placed to meet the performance indicators of the enrolment plan. However, the addressing of weaknesses in the areas of student selection, marketing and recruitment could improve the DUT’s ability to exert more influence over its enrolments. The study determined that the problem of low student retention is a factor that threatens the DUT’s throughput and graduation rates. Broad and specific recommendations are made for implementation, including the adoption of the organisational framework of enrolment management supported by institutional research.
41
Maritz, Diana. "Kreatiewe pedoterapie vir getraumatiseerde swart leerlinge." Thesis, 2014. http://hdl.handle.net/10210/10313.
Full textAbstract:
M.Ed. (Educational Psychology)Youth form the foundation of society, hence physical as well as emotional stability are vital to their positive development. Currently the changing political and social situation in South Africa is closely associated with unrest and violence. This results in large numbers of black youths being exposed to traumatic incidences. Research indicates that trauma and its related stress can be a causative factor in the development of emotional disturbances and in particular the post traumatic stress disorder. In our new multicultural educational environment it has come to the attention of educational psychologists at educational aid centres that large numbers of traumatised black pupils are in need of assistance. The increasing numbers of traumatised pupils have serious emotional problems, and are now experiencing scholastic problems. The intention of the study was to develop a creative pedotherapeutic programme and to apply it with the purpose of reducing post-traumatic stress symptoms in black pupils. The point of departure of the programme was based on the assumption that the child always requires education. Hence any assistance can only be meaningful in a pedotherapeutic situation. The transcultural nature of the situation was taken into account when applying the programme. Possible obstructions and difficulties were anticipated and corrected by means of creative aid techniques. The programme was applied to four black standard five pupils enrolled at a Model 0 School in Johannesburg. By means of a structured questionnaire symptoms associated with post-traumatic stress disorder, were diagnosed. The creative pedotherapeutic aid programme was then applied during nine sessions extending over a period of nine weeks. The same questionnaire was later applied to determine the extent of the reduction of the stress symptoms. The test results indicated a reduction in intensity of several symptoms as well as symptom reduction in general. It was also reported that the scholastic performances of the four pupils had increased. A higher level of cognitive and emotional functioning was observed.
42
Padayichie, Kumaree. "An investigation of children's aggression in the foundation phase : a socio-education perspective." Diss., 2012. http://hdl.handle.net/10500/8572.
Full textAbstract:
This study served to highlight the aggressive nature of learners in the Foundation Phase, namely of those who are between the ages of 5 to 6 years. The project is based on qualitative research, and the data were collected from three primary schools in the northern suburbs of Johannesburg. Interviews were conducted with two principals, three educators and three parents. Four learners were used in order to gather further information on the causes of the aggressive behaviour of learners.
Their input assisted the researcher to understand the various discipline structures within the school and also, how parents and educators manage the aggressive behaviour of learners.
The study sought to identify whether primary and secondary socialisation, and the influence of the media are related to learners behaving aggressively.
The information collected confirmed that children model the behaviour of adults and of their peers. The principals and the educators were of the opinion that positive primary socialisation is of the utmost importance, as it lays the foundation for future socialisation.Educational Studies
M. Ed. (Socio-Education)
43
Baloyi, Mzamane Convy. "Mergers in South African higher education : realization of policy intentions?" Thesis, 2015. http://hdl.handle.net/10500/20938.
Full textAbstract:
This thesis examined the 2004 SA higher education merger processes in order to determine the extent to which these mergers have achieved in the context of the broader transformation goals of the post-1994 government’s policy objectives.
Mergers have become part of the South African higher education landscape and system since their implementation in 2004. The merger process induced the reduction of higher education institutions from 36 to 23 (at least until 2012 at the time of writing this report). The merger implementation process itself was not voluntary. Some South African universities did not just willingly opt for the transformation process. It took the government a range of strategies, elaborate consultations and ‘carrot and stick’ approaches to convince some of the targeted institutions. The merger was not only limited to physical reconfiguration, but also to the systemic aspects motivated by the need to open the doors of learning and culture to all South Africans without barriers of ethnicity, race and other forms of discrimination. The ‘ivory tower’ universities had to be reigned into the national transformation project as well.
Curriculum which was mainly crafted from an epistemological-ideological premise of the supremacy of Afrikaans as a language of the government of the day and the employer of choice had to be reviewed. Admission criteria, advanced access restrictions to the majority of black students to urban and more advanced universities, also warranted scrutinyPublic Administration
Ph. D. (Public Administration)
44
Burdukova, Polina. "An analysis of the status of orchestras in South Africa." Diss., 2010. http://hdl.handle.net/2263/28254.
Full textAbstract:
Over the past few decades Classical music, as an established art form, has increasingly struggled world wide as a sustainable industry. The music preferences of the general public have been moving away from the traditional symphonic concerts, and both public and private sponsorships have been diminishing. In South Africa, orchestras moved from fully government subsidised organizations to self-sustaining companies after closure of almost all orchestras in 2000 due to new political leadership and cultural funding redirections. The South African government’s policy on Art and Culture has been completely restructured in the view of the post-apartheid government’s new priorities. The creation of a National Arts Council saw the end of separate provincial art councils and centralized the distribution of private funds. The annual ring-fenced funding for the three orchestras in three different provinces was eventually established. The Department of Arts and Culture realized that funding of all cultural institutions in the country cannot be achieved by government alone and therefore created various companies and trusts, such as National Lottery, to generate additional funding. The private sector is also being encouraged by the ministry to provide assistance and collaborate in supporting of arts and culture. The three full-time orchestras - two established post 2000 - that have persevered in the new conditions and are functioning to this day are KwaZulu-Natal Philharmonic Orchestra, Cape Philharmonic Orchestra and Johannesburg Philharmonic Orchestra. All three had to adapt to new work loads and undergo a difficult transformation into money-earning business way of conducting their day-to-day operations. New concepts for the running of an orchestra, such as budgeting, advertising, planning, audience creation, outreach education, management reconstruction and fund raising, were slowly taken up and old mentalities associated with how orchestras were previously ran were finally discarded. This dissertation describes the status quo and traces the history of South Africa’s orchestras over the past fifteen years.Dissertation (MMus)--University of Pretoria, 2010.
Music
unrestricted
45
Van, Biljon Ernst Hendrik. "A critical assessment of the metropolitan police mandate within a constitutional democratic framework : the case of Gauteng metropolitan police departments." Thesis, 2018. http://hdl.handle.net/10500/25024.
Full textAbstract:
Text in English, with summaries in English, Xhosa and ZuluThis research was directed towards investigating if the metropolitan police mandate, as it is collectively perceived by senior metropolitan police officials in Gauteng, is constructive and aligned to the notion of a democratic South Africa. Qualitative data was collected from all metropolitan police departments in Gauteng through an extensive series of semi structured interviews. By adopting a phenomenographic research approach, collected data was transcribed, analysed and hierarchically arranged into a variety of qualitatively different but intrinsically related categories of description. From these categories of description, multiple collective understandings relating to democracy in South Africa, democratic policing and the metropolitan police role emerged. Further analysis revealed that the senior metropolitan police managers collectively fosters a significantly limited understanding of democracy, predominantly based on rudimentary and general democratic principles and values. The collective understanding participants held in relation to democratic policing was also significantly rudimentary and limited, as it principally revolved around the notion of police accountability. Again, the absence of an explicit relationship between participants and South Africa’s democracy was notable. Sequentially, it emerged that participants predominantly do not understand or perceive the metropolitan police department or its mandate as is appropriate within the framework of South Africa’s constitutional democracy. The democratic features of a preventative and proactive focus, objective professionalism and individual and situational responsiveness are thus remarkably absent from these departments. Subsequently, the metropolitan police mandate, as it is collectively perceived by senior metropolitan police officials in the Gauteng Province, is neither appropriate nor constructive to a democratic South Africa.
Olu phando lwalujoliswe ekuphandeni ukuba ingaba igunya lamapolisa esixeko, njengoko libonwa njalo ngawo wonke amagosa aphezulu obupolisa besixeko eGauteng, liyakha kwaye lingqamene na nombono woMzantsi Afrika wedemokhrasi. Kwaqokelelwa iinkcukacha zolwazi lomgangatho kuwo wonke amasebe amapolisa esixeko eGauteng, oko kusenziwa ngothotho lodliwano ndlebe olunzulu nolungaqingqwanga ncam. Kwasetyenziswa indlela yophando ejonga iimeko ngobunjalo bazo, iinkcukacha zolwazi ezaqokelelwayo zahlalutywa zacwangciswa ngokwamanqwanqwa olandelelwano, zangamaqela enkcazelo aneempawu ezingafaniyo nangona zizalana. Ukususela kula maqela enkcazelo kwaqondakala iqela lezimvo eziphathelene nedemokhrasi eMzantsi Afrika, ukugcina umthetho ngokwedemokhrasi kwaze kwavela indima yamapolisa esixeko. Uhlalutyo lwaqhuba lwavelisa ukuba abaphathi bamapolisa esixeko ewonke abonakalisa ukungayiqondi kakuhle idemokhrasi, ikakhulu asekeleze iinqobo ezingacolekanga zedemokhrasi. Uluvo lwabo bonke abathathi nxaxheba xa luthelekiswa nokugcina umthetho ngokwedemokhrasi lwafumaniseka ukuba nalo alucolekanga ngaye lulwazana oluncinci, kuba lwalungqonge ingcinga yokuba amapolisa amele izenzo zawo. Ngaphezu koko, kwaqapheleka ukungabikho kobudlelwane phakathi kwabathathi nxaxheba nedemokhrasi yoMzantsi Afrika. Okulandelayo yaba kukuqaphela ukuba abathathi nxaxheba abaliqondi iSebe okanye igunya lamapolisa esixeko njengoko libekiwe kwisakhelo sedemokhrasi yoMgaqo Siseko yoMzantsi Afrika. Azikho kwaphela kula maSebe iimpawu zedemokhrasi zokuthintela nokulungiselela kungekaqhambuki bubi, ukusebenza kakuhle nokuvelela izinto macala onke kwanokukwazi ukusabela kwimeko ethile. Ngoko ke, igunya lamapolisa esixeko, njengoko libonwa njalo ngawo wonke amagosa aphezulu amapolisa esixeko kwiPhondo iGauteng, alifanelekanga kwaye aliwakhi uMzantsi Afrika wedemokhrasi.
Lolu cwaningo lwaluqondiswe ekuhloleni ukuthi isijubo samaphoyisa edolobhakazi, ngendlela esibonwa ngayo yizikhulu zasemaphoyiseni edolobhakazi eGauteng singesakhayo na nokuthi siyahambisana yini nombono weNingizimu Afrika yentando yeningi. Imininingwane yocwaningo emayelana namaqiniso yaqoqwa kuyo yonke iminyango yamaphoyisa edolobhakazi eGauteng ngokusebenzisa uchungechunge olubanzi lwezingxoxo ezihleliwe. Ngokulandela indlela yocwaningo ebheka ukuthi abantu bacabangani noma bayithola injani into ethile, imininingwane eqoqiwe yashicilelwa yaba ngumbhalo, yahlaziywa yabe seyihlelwa ngokulandelana kokukhula kwayo yaba yizinhlobonhlobo zemikhakha yencazelo engamazingahle ahlukahlukene kodwa futhi zibe zihlobene ngokwemvelo. Kule mikhakha yencazelo, kuvele ukuqonda okwahlukene kaningi eqoqweni elilodwa ngokufanayo maqondana nentando yeningi eNingizimu Afrika, ukuqapha okuhambisana nentando yeningi kanye nendima edlalwa ngamaphoyisa edolobhakazi. Olunye uhlaziyo luveze ukuthi izikhulu zasemaphoyiseni edolobhakazi, ngokuhlanganyela, zinokuqonda okunomkhawulo maqondana nentando yeningi, ikakhulukazi kokuphathelene nemigomo nezimiso ezejwayelekile zentando yeningi. Ukuqonda kweqoqo lababambiqhaza ngokuhlanganyela maqondana nokuqapha okuhambisana nentando yeningi nakho kwaba ngokwejwayeleke kakhulu futhi kwaba nomkhawulo, njengoba kwakugxile kakhulu embonweni wokuziphedulela kwamaphoyisa. Kanti okunye, ukungabi khona kobudlelwano obucacile phakathi kwababambiqhaza kanye nentando yeningi yeNingizimu Afrika nakho kwabonakala. Okwalandela lapho kwaba ngukuthi ababambiqhaza abaningi abaqondi kahle kumbe babona umnyango wamaphoyisa edolobhakazi noma isijubo sawo njengefanelekile ngokohlaka lwentando yeningi yeNingizimu Afrika elandela umthethosisekelo. Ngakho-ke, izinto ezihambisana nentando yeningi maqondana nokugxila ekuvimbeleni nasekwenzeni izinto ngaphandle kokutshelwa, ukuqeqesheka kahle ngokubheka wonke amacala kanye nokubhekana nezinto eziqondene nomuntu ngamunye noma nezimo, azitholakali kule minyango. Ngenxa yalokho, isijubo samaphoyisa edolobhakazi, ngendlela esibonwa ngayo yizikhulu zasemaphoyiseni edolobhakazi esifundazweni saseGauteng, singesingafanelekile nesingakhi eNingizimu Afrika yentando yeningi.
Police Practice
D. Lit. et Phil. (Police Science)
46
Swanepoel, Sarita. "Media en die hantering van wanbegrippe in Natuur- en Skeikunde." Thesis, 2014. http://hdl.handle.net/10210/10127.
Full textAbstract:
M.Ed.Students exhibit misconceptions or deviations from universally accepted concepts. Constructivists trace these misconceptions back' to the unique conceptual frames of reference of students. Ausubel (1985:82) named prior knowledge as the single most important factor influencing learning. New teaching strategies were designed to prevent or eliminate these misconceptions. The strategies are based on guidelines postulated by researchers such as Posner and his co-workers (1982:211). Several strategies use media to motivate students or provide a more concrete base for concept formation. The side effects of the utilization of media are important to designers and users of media. An empirical investigation was launched to determine whether media could also stimulate the formation of misconceptions. The investigation indicated that two dimensional representations of atoms, molecules and ion lattices can lead to misconceptions. Greater care should be taken in the selection of illustrations for textbooks and other media. If these side effects are taken into account by media designers and teachers, media can play a major role in the prevention and elimination of misconceptions.
47
Maswuba, Mukosi Enoch. "A longitudinal study of the academic performance of teen mothers at schools in the Luvuvhu Circuit, Vhembe District, Limpopo Province." Diss., 2017. http://hdl.handle.net/11602/865.
Full textAbstract:
MEd (Educational Management)Department of Educational Management
This longitudinal research study investigated the attendance and academic performance of teen mothers enrolled at two schools in the Luvuvhu Circuit, Vhembe District, of the Limpopo Province over a period of two years, 2014 and 2015. Apart from this, it also sought out to examine factors in the school and home that influenced the schooling of teen mother learners (TMLs) and the available support that were provided to teen mothers with the aim of improving their poor performance in schools. The study used a qualitative approach and data were collected by means of school documents such as mark schedules and attendance registers and focus group interviews from a total of 40 participants from the two sampled schools. Purposive sampling was used to select 10 teen mother learners, 10 teachers and 20 other learners who were in the same school with the teen mother learners. Tables were used to present data on teen mother learners’ school performance and attendance in 2014 and 2015 in order to find out how their performance changed before, during and after pregnancy. Data from interviews was analysed using the thematic approach according to four themes. The main findings from the study were that both schools had over 20 teen mother learners, teen mother learners performance was good to fair in Tshivenda but poor in English and extremely poor in Mathematics and Science and most of them did not have marks in the last two subjects. Every month, teen mothers did not come to school for some days due to home problems such as baby being ill, taking baby to clinic for immunisation, collecting grant money and household duties. The general picture that actually emerged relationship-wise, within the school between teachers and non-mother or ordinary learners could generally be referred to as differing depending mostly on the pregnancy stages. This study revealed that teen mothers had some causes for being absent from school and for not being able to perform well at school. The factors were found both in the home and the school, such as illness during pregnancy, baby sitting and taking baby to clinic for immunisation, home duties, having to collect monthly government child grants, being ridiculed by other learners at school. With respect to support given to teen mothers by the school and the family or in the home, most teen mothers and teachers indicated in the interviews that not much was given to them. Based on little support for teen mother learners from the school and the home, the study recommended that there should be nurses and counsellors or social workers at schools, extra lessons to be organised by principals, religious leaders to be invited to pray for them and rules to be formulated by the school so that they are not ridiculed by other learners and teachers
48
Koekemoer, Leonie. "Positive peer pressure that adolescent boys experience at a single-gender high school in Gauteng." Diss., 2018. http://hdl.handle.net/10500/26247.
Full textAbstract:
The purpose of the empirical study is to determine the nature of the peer pressure that boys experience at a single-gender school.
A literature study was conducted on single-gender education as opposed to co-education as well as the phenomenon of peer pressure during adolescence and the factors that might influence peer pressure.
An empirical investigation was conducted involving 221 adolescent boys. The results showed that boys in single-gender schools experience more positive than negative peer pressure. No significant differences were found between the peer pressure of boys at a single-gender school and those at a co-educational school. Motivation and relationship with peers were identified as the two most important variables relating to peer pressure.
Guidelines for parents, teachers, and adolescents were discussed to promote positive peer pressure and to minimise negative peer pressure. These guidelines included strategies to motivate adolescents and to promote positive peer relationships.Psychology of Education
M. Ed. (Psychology of Education)
49
Baloyi, Hlengani Goldwin. "Learner performance disparities between former white and former black schools in Gauteng Province of South Africa after more than a decade of democracy." Thesis, 2011. http://hdl.handle.net/10539/9829.
Full textAbstract:
A Five-pillar conceptual framework -good social environment, focused instruction, well-trained and regularly supervised teachers, family background and language of learning and teaching- is used in this dissertation as a theoretical construct through which to make sense of persistent learner performance disparities between former white and former black schools in the South African public education system. This is a largely qualitative research project which employs a case study approach within a study area comprised of four purposive sample schools. The study is exploratory in nature in that it seeks to investigate why former white schools continue to perform better than former black schools despite massive educational changes made since 1994. I argue in this dissertation that teaching and learning processes between former white and former black schools are still fraught with huge inequalities, hence learner performance disparities. In other words, despite the investment, inputs and strategies since 1994, the education system in historically black schools is not working largely because of issues of classroom practice. A multi-method approach for data collection purposes was used in this study: testing, interviews, observations, intensive literature review and documentary analysis. Learner focus groups, maths teachers, teacher union representatives and school principals formed the backbone of research respondents in this project. The results show immense and unrelenting prevalence of inequalities and variations between former white and former black schools in terms of almost all aspects of teaching and learning processes. The essence of the results is that for the South African education system to achieve equitable learner performance across all schools, it must first achieve equity in terms of teaching and learning processes and needs.
50
Mahlambi, Sizwe Blessing. "Assessment for learning : an approach towards enhancing quality in mathematics teaching and learning in grade 6." Thesis, 2020. http://hdl.handle.net/10500/26928.
Full textAbstract:
Abstracts in English, Afrikaans and ZuluAssessment is considered as integral to the teaching and learning process of Mathematics where various types of assessment are used to develop feedback for several purposes. Research has highlighted the challenge of the dominance of summative assessment in classroom assessment practices. In recent years, world countries have been acknowledging the use of assessment for learning (AfL) to enhance the learning process and thus improve learner performance. This research explored how Mathematics teachers applied AfL in their classrooms. A theoretical framework to support AfL was presented through an overview of constructivism theory, social justice theory, connectivism theory, TPACK theory and Bloom’s Revised Taxonomy. A qualitative approach and a case study design were applied involving nine Mathematics teachers from nine primary schools. Data, collected through semi-structured interviews, non-participant observation and document analysis, were thematically analysed. The findings show a positive understanding of what AfL is and its importance to the teaching and learning of Mathematics. However, the application of AfL was found to be inconsistent with its purpose of creating an environment conducive to develop feedback that supports the learning process. Challenges that inhibit its application were found to outweigh successes experienced by teachers. Lack of theoretical understanding of the use of AfL, overcrowding, the language of learning and teaching and lack of resources emerged as some of the major challenges. Teachers pleaded for more in-service training opportunities to assist them with managing assessment for learning practices in Mathematics.
Assessering is onlosmaaklik met die onderrig en leer van wiskunde verbind. Wiskunde word op verskeie maniere geassesseer sodat terugvoering om allerlei redes verkry word. Volgens navorsing oorheers summatiewe assessering in klaskamers. In die laaste jare word assessering vir leer (AvL) wêreldwyd aangewend om die leerproses en leerders se prestasie te verbeter. In hierdie studie is nagevors hoe wiskundeonderwysers AvL in die klaskamer toepas. ʼn Teoretiese raamwerk vir AvL is opgestel uit ʼn oorsig van die konstruktivistiese teorie, die sosialegeregtigheidsteorie, die konnektivismeteorie en die TPACK-teorie en Bloom se Hersiene Taksonomie. ʼn Kwalitatiewe benadering en ʼn gevallestudie-ontwerp is gevolg in die verkenning van nege wiskundeonderwysers by nege primêre skole se assessering. Data is deur halfgestruktureerde onderhoude, waarneming sonder deelname en dokumentontledings versamel en tematies geanaliseer. Daar is bevind dat die onderwysers geweet het wat AvL is en die belang daarvan in die onderrig en leer van wiskunde besef het. Die toepassing het egter nie met die oogmerk van AvL gestrook nie. Die oogmerk is om ʼn omgewing tot stand te bring wat assessering bevorder om leer te ondersteun. Die toepassingsprobleme van AvL oorskadu die welslae wat daarmee behaal word. ʼn Gebrekkige teoretiese begrip van hoe AvL gebruik word, oorvol klaskamers, die taal van onderrig en leer, en ʼn gebrek aan hulpbronne is van die grootste uitdagings. Onderwysers bepleit indiensopleiding sodat hulle die assessering van leerpraktyke in wiskunde beter kan bestuur.
Ukuhlola kuthathwa njengento esemqoka ohlelweni lokufundisa nokufunda imethamethiksi lapho izinhlobo ezahlukahlukene zokuhlola zisetshenziswa ukwakha umbiko wakamuva ngesizathu sezinhloso ezimbalwa. Ucwaningo selukhombise inselelo yokuhamba phambili kwenhlobo yokuhlola i-summative assessment lapho kuqhutshwa umsebenzi wokuhlola emagunjini okufunda. Eminyakeni esandakwedlula, amazwe omhlaba kade amukela ukusetshenziswa kohlelo lokuhlola ukufunda (AFL) ukuqinisa uhlelo lokufunda kanti lokhu kuthuthukisa izinga lokufunda lomfundi. Lolu cwaningo beluhlola indlela uthisha wesifundo semethamethiksi ebesebenzisa uhlelo lwe-AFL emagunjini abo okufundisa. Isakhiwo sethiyori esiqonde ukuxhasa uhlelo lwe-AFL lwethuliwe ngamafuphi ngomqondo phecelezi we- -constructivism theory, social justice theory, connectivism theory, TPACK theory kanye ne-Bloom’s Revised Taxonomy. Indlela yocwaningo eyencike kwingxoxo (qualitative approach) kanye nedizayini yocwaningo lotho (case study design) zisetshenziswe kuxutshwa phakathi othisha bemethamethiksi abayisishiyagalolunye abavela ezikoleni zamabanga aphansi. Idatha iqoqwe ngokwenza inhlolovo eyakhiwe kancane, kanti kuye kwabhekisiswa imibono yalabo abangadlalindima kanye nokuhlaziywa kombhalo kuye kwahlaziywa ngokuthi kubhekwe indikimba. . Ulwazi olutholwe wucwaningo lukhombisa ukuthi uhlelo lwe-AFL kanye nokubaluleka kwalo kuzwisiseka kahle kakhulu ohlelweni lokufundisa nokufundwa kwemethamethiksi. . Yize kunjalo, ukusetshenziswa kohlelo lwe-AFL kuye kwatholakala ukuthi akuhambisani nenhloso yalo yokwakha isizinda esifanele sokwakha umbiko wakamuva oxhasa uhlelo lokufunda. Izinselelo eziqukethe ukusetshenziswa kwalo lolu hlelo ziye zatholakala ukuthi zedlula impumelelo eyenziwe ngothisha. Ukwentuleka kokuzwisisa umqondo wokusetshenziswa kohlelo lwe-AFL, inani eliphuphumayo labantwana, ulimi lokufunda nokufundisa kanye nokwentuleka kwemithombo yokufunda kuye kwavela njengezinye izinselelo. Othisha baye bacela ukunikezwa amathuba okuqeqeshwa basebenza ukuze lawo makhono abancede ukuqhuba izinhlelo zokuhlola imisebenzi yokufunda imethamethiksi.
Curriculum and Instructional Studies
D. Phil. (Education (Curriculum Studies))