Academic literature on the topic 'Inclusive education (Secondary) – South Africa'
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Journal articles on the topic "Inclusive education (Secondary) – South Africa"
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Makoelle, Tsediso Michael, and Valeriya Burmistrova. "Funding inclusive education for equity and social justice in South African schools." South African Journal of Education 40, no. 4 (2020): 1–9. http://dx.doi.org/10.15700/saje.v40n4a2037.
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The implementation of inclusive education in South African schools has resulted in more demands being placed on them to make provision for the inclusion of learners with special educational needs in mainstream classrooms. This has brought about substantial changes regarding school financing in order to cater for a diverse learner population. This generic qualitative study conducted through interviews with 9 secondary school principals from formerly disadvantaged and advantaged schools, as well as policy document analysis, investigated the current school financing practices for inclusive education in schools aimed at attaining equity and social justice. During this study data were analysed using inductive content analysis. The findings of the study suggest that although provision has been made in terms of the National Norms and Standards for School Funding policy, schools, especially those in previously disadvantaged communities, are not adequately and suitably resourced to implement inclusive education fully.
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Lemon, A. "Shifting geographies of social inclusion and exclusion: Secondary education in Pietermaritzburg, South Africa." African Affairs 104, no. 414 (2005): 69–96. http://dx.doi.org/10.1093/afraf/adi002.
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Tandlich, Roman, Nosiphiwe P. Ngqwala, Aileen Boshoff, et al. "Challenges and Curriculum Transformation in the Higher Education Sector in South Africa: A Case Study in WASH to Improve the Training of Pharmacists." Acta Educationis Generalis 8, no. 1 (2018): 3–32. http://dx.doi.org/10.2478/atd-2018-0001.
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AbstractIntroduction: South Africa is a member state of the “BRICS” bloc (BRICS2017.org, 2017) and the G20 group of the 20 nations/economic blocs, which between them account for the majority of the world’s trade and economic activity. It faces many developmental challenges which are mirrored in its higher education sector. In this article, the authors seek to provide an overview of the challenges that South African higher education faces in the achievement of the developmental goals of the country. The focus of this paper is a case study in WASH (water, sanitation and hygiene) to improve context-specific responses that trains pharmacists on knowledge and skills.Methods: The study was performed as a combination of calculations and a literature review to obtain the background or current status of the higher education sector and developmental planning in South Africa. For this, data were extracted from the Statistics South Africa reports, relevant professional articles on South African higher education sector and results of postgraduate research. Workshop results which were obtained as a collaboration between a public and a private higher education institution and results of postgraduate research were used as the paradigm for transformation and decolonisation of the curriculum for a professional degree in South Africa.Results and discussion: Challenges exist in the South African tertiary education sector and the graduation rate currently stands at 65.1% of the target set by the National Development Plan. Around 58.1% of all students do not complete their university/post-secondary education, which could provide a partial explanation for the skills shortage in South Africa. Decolonisation and transformation of the tertiary education curriculum are major topics in the discourse on higher education in South Africa. The authors propose that one way to achieve this would be inclusion of research results and group activities in the area of water, sanitation and hygiene as a topic for possible and partial transformation of the Bachelor of Pharmacy curriculum.Conclusions: The current article summarises some of topics and challenges that drive the current discourse, developmental and curriculum debate in higher education in South Africa. Student access and through put at tertiary institutions need to be improved and the curriculum needs to be transformed.
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Oluwatayo, Isaac B. "Electronic Banking Services in Nigeria: Some Determinants and Opportunities for Households' Financial Inclusion." Journal of Economics and Behavioral Studies 9, no. 4(J) (2017): 38–48. http://dx.doi.org/10.22610/jebs.v9i4(j).1820.
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Economic transactions in many of the countries in Africa are still largely cash-based and many of these transactions are costly, inefficient, time consuming and sometimes risky because of the security situation in most countries in the continent. In fact, finality of payment is not always guaranteed because of potential counterfeits and the lack of financial discipline when cheques or other paper-based means of payment are used. The introduction of electronic banking services into the Nigerian banking sector has brought some respite considering the number of people now using electronic platforms such as the Automated Teller Machines (ATM), mobile phones, internet and bank websites instead of the conventional over the counter method used by most people. The result presented in here is based on secondary data consisting of 6002 respondents collected by The Financial Inclusion Insights Program, InterMedia. A descriptive analysis of data showed that the North-central (35%) and South-west (33%) geopolitical zones of the country had the highest as over one-third of the residents harnessed internet as the platform for their banking services. Meanwhile on the determinants of using electronic banking services, the result of the tobit model employed revealed age, gender, education status, and ownership of mobile phones as positive enablers and poverty status, distance to banking services and marital status as hiccups to using electronic banking services. The study therefore recommends welfare enhancement through provision of infrastructural facilities to ease access banking services, Also capacity building of respondents through education should be intensified since most of the people using these electronic platforms are those with a minimum of secondary education.
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Oluwatayo, Isaac B. "Electronic Banking Services in Nigeria: Some Determinants and Opportunities for Households’ Financial Inclusion." Journal of Economics and Behavioral Studies 9, no. 4 (2017): 38. http://dx.doi.org/10.22610/jebs.v9i4.1820.
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Economic transactions in many of the countries in Africa are still largely cash-based and many of these transactions are costly, inefficient, time consuming and sometimes risky because of the security situation in most countries in the continent. In fact, finality of payment is not always guaranteed because of potential counterfeits and the lack of financial discipline when cheques or other paper-based means of payment are used. The introduction of electronic banking services into the Nigerian banking sector has brought some respite considering the number of people now using electronic platforms such as the Automated Teller Machines (ATM), mobile phones, internet and bank websites instead of the conventional over the counter method used by most people. The result presented in here is based on secondary data consisting of 6002 respondents collected by The Financial Inclusion Insights Program, InterMedia. A descriptive analysis of data showed that the North-central (35%) and South-west (33%) geopolitical zones of the country had the highest as over one-third of the residents harnessed internet as the platform for their banking services. Meanwhile on the determinants of using electronic banking services, the result of the tobit model employed revealed age, gender, education status, and ownership of mobile phones as positive enablers and poverty status, distance to banking services and marital status as hiccups to using electronic banking services. The study therefore recommends welfare enhancement through provision of infrastructural facilities to ease access banking services, Also capacity building of respondents through education should be intensified since most of the people using these electronic platforms are those with a minimum of secondary education.
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Engelbrecht, Petra. "Inclusive education: Developments and challenges in South Africa." PROSPECTS 49, no. 3-4 (2020): 219–32. http://dx.doi.org/10.1007/s11125-020-09499-6.
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Donohue, Dana, and Juan Bornman. "The challenges of realising inclusive education in South Africa." South African Journal of Education 34, no. 2 (2014): 1–14. http://dx.doi.org/10.15700/201412071114.
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Hooijer, Elizabeth Lynne, Dr Martyn Van der Merwe, and Dr Jean Fourie. "Symbolic Representations as Teachers Reflect on Inclusive Education in South Africa." African Journal of Teacher Education 10, no. 1 (2021): 127–52. http://dx.doi.org/10.21083/ajote.v10i1.6549.
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The inclusive education movement generated many changes in the education system worldwide, resulting in teachers needing to change their practice and beliefs and implement inclusive teaching strategies to accommodate a more diverse learner population. Numerous professional development courses were conducted in South Africa, however the expected change in attitude and practice proved difficult to achieve for many. Even after attending such courses, teachers found it challenging to establish inclusive learning environments, believing they did not have the necessary skills and resources to teach learners with divergent learning needs. This study explored the pivotal role of teachers and their personal perspectives of themselves as inclusive practitioners in South Africa after attending a professional development course on inclusive education strategies. A qualitative, interpretative research design was utilised whereby visual symbols alongside written reflections were analysed to identify changes in teachers’ knowledge, beliefs and practice. Findings revealed that teachers’ knowledge had increased, their attitudes towards learners with diverse needs was more positive, they felt more confident in their own abilities and more equipped for the task. Critical reflection emerged as an essential skill for teachers to be able to question their beliefs and rethink their practice but that this skill needed to be actively taught and encouraged in order to change prevailing perceptions of diversity and improve teaching practice.
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Kemp, Arina, Iliana Skrebneva, and Deirdré Krüger. "Supporting Deaf Learners in Inclusive Education Settings in South Africa." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 11, no. 1 (2011): 21–32. http://dx.doi.org/10.18848/1447-9532/cgp/v11i01/38961.
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Oswald, Marietjie, and Erika Rabie. "Rethinking gifted education in South Africa." Gifted Education International 33, no. 3 (2016): 273–85. http://dx.doi.org/10.1177/0261429416642285.
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In this article, we report the findings of a qualitative, collective case study exploring the academic experiences of six grade 11 gifted students in two schools in diverse socio-economic communities in rural Western South Africa. Gifted students represent an important component of a nation’s intellectual capital. They possess the qualities needed to find innovative solutions for many scientific and social challenges. Despite inclusive education policy initiatives aimed at ensuring quality education for all, the extant research indicates that gifted students from all socio-economic levels and cultures are neglected in South African classrooms. In this study, the voices of the students themselves were analysed. Whilst they are on the receiving end of education policy and teaching initiatives, their contributions are seldom sought. Our data collection methods included multiple measures and six in-depth individual semi-structured interviews as well as a focus group interview with all the subjects. The informal findings showed that academically gifted students from both affluent and disadvantaged backgrounds face similar challenges. They often feel neglected and academically under-stimulated. Recommendations were made to address their needs more appropriately.
Dissertations / Theses on the topic "Inclusive education (Secondary) – South Africa"
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Makoelle, Tsediso Michael. "Exploring teaching practices that are effective in promoting inclusion in South African secondary schools." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html.
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Prior to the advent of the new democratic political dispensation in 1994, South African education had laboured under racially motivated discriminatory practices of active exclusion of the majority of learners. The authoritarian system located educational problems in the perceived deficiencies of the learner rather than in the repressive, top-down, non-participative, unreflective and uninclusive practices of the prevailing educational orthodoxy of the time. After 1994, the broader reconceptualisation of South African education sought to redress the imbalances of the past by creating equal opportunities for all learners, irrespective of race or creed. However, the difficult conundrum was how such a complex systemic change could be driven by teachers who had not only been trained in a heavily segregated educational system but formed part of it. Therefore, the aim of the thesis was to determine how teachers conceptualised inclusive teaching, explore the teaching practices that were believed to be effective in promoting inclusion in the South African secondary classrooms, and determine how they could be developed. The two-dimensional research study firstly took the form of a qualitative collaborative action research project conducted with a team of fifteen teachers at a single South African secondary school. The project was non-positivistic, critical, emancipatory and allowed the participants jointly to define the constructs of inclusive education, inclusive teaching and inclusive class; to identify practices of inclusion through observation; to adopt other practices in their classes; to determine the effect of such practices on inclusive teaching and learning; and finally to draw conclusions about the specific practices that were clearly effective in the context of their school. Secondly, an inductive analytical framework was used by the researcher to determine the theoretical contribution the study would make to the notion of developing inclusive teaching practices and determining the way this could be achieved within the South African school context. Data were collected through a series of meetings, participant observations, focus-group interviews, and one-on-one semi-structured interviews during the action-research stages of planning, action and reflection. Limitations were the teacher-researchers' lack of experience in conducting research and the limited time the research team had to complete the research tasks. The findings indicate that, at the time of the research, the conceptualisations of inclusive teaching and inclusive pedagogy were varied and continued to be influenced by the former special-needs education system. Moreover, the findings show that, while the inclusive practices identified by the teachers in this study are popular in the international literature, they need to be contextualised in and made relevant to the South African situation. However, it is clear that the teachers' experience of participating in the action-research process had raised their awareness of the importance of inclusive teaching, promoted a sense of emancipation, and held out the prospect of successful and possibly lasting change. These findings clearly imply that the reconceptualisation of inclusive pedagogy should always take place within a specific context, and that South African teachers in particular should form communities of inquiry to reflect on and develop their inclusive practices. The study has captured the essence of inclusion within the South African school context and has identified areas that need further research, for example the impact of different cultural beliefs on both teachers and learners in relation to inclusion. In conclusion, the study has demonstrated the unique contribution of action research in promoting continuous reflection, revision and intervention as indispensable procedures in the process of improving inclusive teaching and learning.
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Konghot, Edwina. "An explorative study of inclusive education at mainstream secondary schools for learners with special needs." University of the Western Cape, 2012. http://hdl.handle.net/11394/5105.
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Magister Artium (Social Work) - MA(SW)<br>During apartheid, black learners with disabilities experienced difficulties accessing education. At this time very few special schools existed and admissions were limited, as they were restricted according to certain segregation criteria. In 2001, the Education White Paper 6 was published, demarcating that South African education should shift into the international trend of inclusion. Inclusion, relating to mainstream schools, encourages the schools to review their structures, approaches to teaching, student grouping and promote schools to meet the diverse needs of all students. Research indicated that inclusive education has been promoted in primary schools. However, there is limited research regarding inclusive education in secondary schools in South Africa. The purpose of this study was to explore the implementation of inclusive education in secondary schools for learners with special needs. The research study used an exploratory qualitative methodology with an interpretivist approach. Participants included the principal, teachers and learners from a secondary school which has an inclusive approach. Purposive sampling was used to identify participants. There were 12 participants who partook in the study and data was collected through a focus group discussion and individual interviews. The focus group consisted of 6 non-disabled learners who participated in the study. Data were analysed through the use of thematic analysis. The results suggest that learners with special needs should be taught in this mainstream secondary school. Teachers and non-disabled learners accept learners with special needs in their classroom and at their school. However, there are a number of barriers such as access, awareness, lack of training, that hinder the full participation of teachers when assisting learners with special needs.
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Loebenstein, Harriet. "Support for learners with intellectual disabilities in the transition to secondary schools." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1090.
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Mphunngoa, Molatoli Ezekiel. "Perception of some secondary school educators towards inclusive education in Maokeng." Thesis, Bloemfontein : Central University of Technology, Free State, 2008. http://hdl.handle.net/11462/115.
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Thesis (M. Ed.) - Central University of Technology, Free State, 2008<br>The purpose of this study is to investigate the perceptions of secondary school educators towards inclusive education in Maokeng.”Inclusive education defined as schools, centres of learning and educational systems that ensure that all children learn and participate” (Van Rooyen & De Beer, 2006). Two secondary schools were chosen for this study, with eight respondents who are mainstream educators. There were four male educators and four female educators in the sample.
The qualitative methodology, in particular Textual Orientation Discourse Analysis (TODA), was used as the tool to obtain information from the respondents. The respondents, as educators at secondary schools, were selected according to their level of education, experience at work, their age and the way that they perceive inclusive education in secondary schools.
The main finding shows that there are educators who favour inclusive education and there are those who are not in favour of inclusive education. Some contributing factors for not being in favour were reported as, lack of information regarding inclusive education, the time factor, lack of resources, inadequate knowledge and skills of educators, need for training, lack of teacher support, efficiency of the support teacher, disruptive and unchallenged learners and their impact on schools.
Given the above findings and conclusion, the study recommends that educators should be sufficiently supported by well informed para-professionals, in order to make inclusive education a success. Resources should be well distributed to various institutions where inclusive education is going to be instituted. Government experts should work in collaboration with experts from the university with regard to the attainment of skills, in order to improve the work of educators at schools, particularly those who work with disabled learners. At school level, specialized educators and those who are able to identify learners with problems should be hired. The number of educators needs to increase, in order to reduce large numbers of learners in each class, which will enable educators to reach each learner.
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Rabie, Erika Henrihet. "The lived experiences of Grade 11 learners considered academically gifted." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85711.
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Thesis (MEd(Psych))-- Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: Gifted children represent an important component of a nation's intellectual capital, with the resources to find innovative solutions to scientific and social challenges. Since the advent of democracy in South Africa in 1994, limited attention has been paid to gifted education as a research focus. To ensure quality education for all learners, current educational policy supports inclusive education. However, there is a gap between the policies which have been developed and their implementation at grassroots level in the school and classroom. In particular, several recent South African studies on gifted education suggest that gifted learners are at the end of the queue for educational provision.
In this qualitative and collective instrumental case study, framed within an interpretive paradigm, I set out to explore the lived experiences of academically gifted Grade 11 learners. I wanted to gain an insight into how it felt to be gifted, and how their experiences played out in the various systems in their respective contexts. A further aim was to assess their specific academic support needs, in order to make a contribution to designing quality education for this particular group.
The expression of giftedness is viewed as dependent on the interactions of the child with his or her environment, so Bronfenbrenner's bio-ecological model was taken as the theoretical framework for the study. I chose a descriptive multiple case study design, using purposive sampling to select six participants, three from each of two schools in sharply contrasting socio-economic backgrounds in a large rural town. I used three methods of data collection, semi-structured individual interviews, a semi-structured focus group interview, and collages. Qualitative content analysis was used for both phases of data analysis, within-case analysis and cross-case analysis.
The findings showed that gifted learners from both affluent and disadvantaged backgrounds faced similar challenges in developing their potential. They often felt neglected and academically under-stimulated. They identified specific deficiencies in both their schools and communities which needed to be addressed to ensure optimal learning opportunities. Despite the similarity of their experiences, the learners from the school in the disadvantaged community had to combat greater challenges than those from an affluent background.<br>AFRIKAANSE OPSOMMING: Begaafde kinders verteenwoordig 'n baie belankrike komponent van 'n nasie se intellektuele kapitaal. Hulle beskik oor innerlike bronne om innoverende oplossings vir wetenskaplike asook sosiale uitdagings te bied. Vanaf die aanvang van demokrasie in 1994 in Suid-Afrika, is beperkte aandag aan begaafdekindonderwys as navorsingsfokus gegee. Die huidige onderwysbeleid ondersteun inklusiewe onderwys om sodoende kwaliteit onderrig aan alle leerders te verseker. Daar blyk egter 'n gaping te wees tussen beleidsontwikkeling en die inplementering daarvan op grondvlak, in skole en klaskamers. Verskeie onlangse Suid-Afrikaanse studies oor begaafdekindonderwys dui in die besonder daarop dat begaafde leerders agter in die ry staan as dit kom by voldoende onderwysvoorsiening.
In hierdie kwalitatiewe, kollektiewe en instrumentele gevallestudie, ingebed binne die raamwerk van 'n interpretatiewe paradigma, het ek my beywer om die beleefde ervaringe van akademies begaafde Graad 11 leerders te ondersoek. Ek wou insig bekom oor hoe hulle, hulle eie begaafdheid ervaar, asook hoe dit uitspeel in die verskillende sisteme binne hulle onderskeie kontekste. 'n Verdere doelwit van hierdie studie was ook om spesifiek hulle akademiese ondersteuningsbehoeftes te evalueer ten einde sodoende 'n bydrae te lewer ten opsigte van die ontwerp van kwaliteit onderrig vir hierdie spesifieke groep.
Die interaksies tussen die kind en sy of haar omgewing speel 'n belangrike rol in die uitdrukking van begaafdheid. Om hierdie rede is Bronfenbrenner se bio-ekologiese model as teoretiese raamwerk vir hierdie studie aangewend. Ek het 'n beskrywende, veelvuldige gevallestudie-ontwerp gekies en doelmatigheid-steekproefneming aangewend om die ses deelnemers, drie van twee skole in sterk kontrasterende sosio-ekonomiese agtergronde in 'n groot plattelandse dorp, te selekteer. Ek het drie metodes, naamlik semi-gestruktureerde individuele onderhoude, 'n semi-gestruktureerde fokusgroep-onderhoud asook collages, ingespan om data in te samel. Kwalitatiewe inhoudsanalise is gebruik vir beide data-analisefases, naamlik binne-geval-analise en kruis-geval-analise.
Die bevindinge het getoon dat begaafde leerders van beide welvarende en benadeelde agtergronde soortgelyke uitdagings ten opsigte van die ontwikkeling van hul potensiaal in die gesig staar. Hulle het dikwels verwaarloos en akademies onder-gestimuleer, gevoel. Hulle het spesifieke leemtes in beide hulle skole en gemeenskappe geïdentifiseer wat aangespreek moet word om optimale leergeleenthede te verseker. Ten spyte van die ooreenkomste in hul ervarings, moes die leerders van die skool in die agtergeblewe gemeenskap groter uitdagings die hoof bied as die leerders van die meer gegoede agtergrond.
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Bam, June. "The development of a new history curriculum for the secondary level in South Africa : considerations related to the possible inclusion of themes drawn from Unity Movement history." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/12747.
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Bibliography: leaves 128-145.<br>This thesis focuses on the recognition of alternative content and perspectives provided in popular history traditions as a "necessary condition" for the development of a new history for secondary school in South Africa. In arguing for this recognition, research on the Unity Movement historical and dialectical materialist historiographical tradition and its potential for the pedagogical process is used as illustration. Aspects discussed as the context for such an argument include (a) the nature of history and popular history (as a world phenomenon), (b) the nature and objectives of history education, (c) the legacy of Apartheid history education and (d) guidelines for the development of a new history curriculum based on Curriculum Development Theory and pedagogical principles of the New History Movement. The thesis concludes that recognition of the historiographical tradition of the Unity Movement is a necessary condition for the development of a new school history for South Africa based on its "legitimacy" regarding its version of history as embracing the experiences, traditions and values of the majority of people in South Africa. Furthermore, it is also a tradition which provides the children of this majority a place (not only in the history of Southern Africa), but (more importantly) in the history of the world. This recognition would have far-reaching implications for a new history for schools. These are: revision of the present content of the secondary syllabus, the re-interpretation of themes currently considered as representing "major" processes in historical formation in both Southern African and World History, and the inclusion of more "relevant" and "popular" themes. It is argued that the facilitation of a more "legitimate" and "popular" history curriculum will be realised in South Africa if cognisance is taken of both this popular historiographical tradition and crucial aspects of the pedagogical principles of the New History Movement.
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Williams, Evelyn Elizabeth. "Inclusive education : a model for in-service teachers." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/643.
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It is clear that the concept of inclusive education implies that learners experiencing barriers to learning should, wherever possible and with suitable support, be educated with others in a regular school setting and through a regular curriculum. It is assumed that suitable facilities, resources and assistance, where needed, will be available. An adaptable curriculum that accommodates the specific learners who experience barriers to learning is also essential for inclusive education. The focus on providing equal educational opportunities for learners experiencing barriers to learning means that the traditional roles and responsibilities in education will inevitably change. Teachers have to modify their views of themselves, their teaching methods and the roles that they have to play during the implementation of inclusive education. Teachers will have to be adequately trained to effectively and confidently provide appropriate education to learners experiencing barriers to learning. The primary goal of the study is to explore the experiences, perceptions and needs of teachers regarding inclusive education. The secondary goal is to develop a training model to equip in -service teachers better for inclusive education. The research process was structured by the application of a qualitative research approach within a theory generative design, utilising five steps of theory generation in order to reach the objectives of the study. The qualitative approach was selected, as it is exploratory in nature. Founded in this exploratory research, a central concept was identified, with the aim of developing a model to assist teachers in implementing inclusive education. ABSTRACT (xvii) The research was conducted in two phases. The first section of the research comprised an exploration of the experiences, perceptions and needs of teachers regarding inclusive education. It embraced several decisions relating to data collection and analysis processes, such as defining the population and selecting the sample procedure and the data collection method, namely personal interviews with teachers, in order to determine their experiences, perceptions and needs. Concepts in the transcripts were categorised into themes and sub-themes and were verified by a literature review. A central concept was identified ( of the theory-generative research design) that can be further analysed in the second section of the research. The second section of the research was based on the findings of the research and the work of Chinn and Kramer (1995) in order to develop a training model to assist teachers in implementing inclusive education. The following additional steps of model design were employed: - Step Two : Concept definition and classification - Step Three : Construction of relationship statement - Step Four : Description and evaluation of the model - Step Five : Model operationalisation After data analysis was completed, the research established that the participating teachers were not in favour of inclusive education and therefore perceived it negatively. They also viewed themselves as not suitably equipped to work in inclusive settings. They were also discontented and experienced an intense feeling of incompetence. The researcher identified the in teachers as the central concept, which served as the foundation of the design of a model for teachers with regard to inclusive education. The essential criteria of the concept were identified and linked to each other by means of relationship statements. The model was described and evaluated according to the five criteria of clarity; simplicity; generality; accessibility; and significance, as proposed by Step One revitalisation of competence Chinn and Kramer (1995). The researcher also reflected on the limitations inherent to this research study and presented guidelines and recommendations for the operationalisation of the model in practice, to guide future research and in-service training programmes.
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September, Sean Christian. "Educator training and support for inclusive education." Thesis, University of Zululand, 2008. http://hdl.handle.net/10530/1144.
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When the implementation of inclusive education was announced by government, it did not come without shared concerns by many parents, educators, lecturers, specialists and learners about the future of the educational system in South Africa. Research needs to be done in order to address these concerns.
The present study aims to address some of those concerns as well as to investigate what is provided to mainstream educators in terms of training, support and skills in three schools in the Cape Winelands district of the Western Cape Education Department. These educators have all previously received training in inclusive education. The researcher embarked research to establish whether the educators believed the training and support they received was effective.
Previous studies, local as well as abroad, indicate the importance of effective training and support for mainstream educators when it comes to the successful implementation of inclusive education.
Aspects the researcher attempted to highlight are pre-service and in-service training of educators.
A closer look is taken at classroom support, collaboration among all parties involved and peer support in order to get a clear understanding of what is needed, with special reference to the issue of support.
The researcher also took a closer look at the types of skills that are required for the successful implementation of inclusive education-Data was collected through the administration of a questionnaire. The main findings revealed that the majority of educators believe that the training, support and skills they received from the Western Cape Education Department were effective.
These results were interesting, given the fact that most educators, both locally and abroad, still raise concerns about training and support.
Some key focus areas the researcher identified for the successful implementation of inclusive education are the integration of pre-service and in-service training programmes, parental involvement and collaboration between special and mainstream schools.
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Motala, Rashid Ahmed. "Attitudes of Department of Education District officials towards inclusive education." Thesis, University of Zululand, 2010. http://hdl.handle.net/10530/1089.
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Submitted in partial fulfilment of the requirements for the Master of Educational Psychology at the University of Zululand, South Africa, 2010.<br>This study focuses on a vital component of the transformation process on the
South African educational landscape - district based Department of Education
officials. This descriptive research project had three aims. Firstly; the study
determined the nature of the attitudes of Department of Education officials based
at the Pinetown District towards the inclusion of learners with learning difficulties
at mainstream primary schools. Secondly, the study examined the impact of nine
selected demographic characteristics of district based officials on their attitudes
towards inclusion. Lastly, the study determined the degree of concern that district
based Department of Education officials experienced towards 10 selected factors
(eg. large classes, training of educators, curriculum adaptation, extra pay for
teachers, time for teacher planning) in the implementation of inclusive education
at mainstream primary schools.
The research instrument employed in the study was a questionnaire, which was
administered to all eligible Pinetown District based officials. Ultimately, 62
respondents were recognized as the members of the sample in the study.
Quantitative data was analysed using both descriptive and parametric statistics.
Qualitative data was content analysed to discern emerging themes.
The results of the study indicated that Pinetown District based Department of
Education officials generally hold positive attitudes towards the inclusion of
learners with learning difficulties at mainstream primary schools. In addition the
study found that the following five demographic characteristics are significant
predictors of Department of Education district officials positive attitudes towards
the inclusion of learners with learning difficulties at mainstream primary schools -
training in special/inclusive education, contact with people with disabilities,
experience in teaching learners with disabilities, knowledge of White Paper 6
(Department of Education, 2001) and the workstation of the officials. Lastly, the
study concluded that district based Department of Education officials were very
concerned that the 10 factors (eg. teacher workloads, provision of a support
teacher, availability of resources, support of school management teams and the
impact of included learner on the performance on the non-disabled learners)
collectively could impede the successful implementation of inclusive education at
South African schools.
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Campher, Elsie J. "Educational change : a support programme for educators in an inclusive school setting." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53402.
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Thesis (PhD)--University of Stellenbosch, 2003.<br>ENGLISH ABSTRACT: In the movement towards inclusive education, demands that quality education for all present
challenges for educator support to facilitate educational change in South Africa. The
proposed link between effective educational transformation and understanding and
managing change stimulated the researcher's desire to develop an in-service education and
training programme for educators within the concept of whole school development. Such a
programme could ensure the simultaneous development of competence of the individual and
the school as an organisation.
The first phase of this study comprised the development of a particular in-service educator
support programme aimed at addressing the identified needs of a specific target group of
educators to facilitate educational transformation within an inclusive setting. The primary
focus of the study was the development of educator competencies that would help educators
cope with educational change by means of the establishment of school-based support
teams. The content was based on a comprehensive overview of the literature on individual
and institutional development as well as change. This was synthesized into four modules
(Module one: change, transition, reviewing and clarifying vision and mission; Module two:
leadership, teamwork and support; Module three; organisational change, the learning
organisation and organisational culture; Module four: application).
In the second phase an evaluation research design was used to conduct a comprehensive
evaluation of the programme in order to make judgements (from an accountability
perspective) to facilitate programme improvement (from a development perspective) and to
generate knowledge (from the perspective of academic value). The programme was
presented in ten sessions of three hours each over a period of seven months during and
after which qualitative and quantitative data was obtained and combined to ensure higher
quality data for the identification of outcomes. An interpretive version of content analysis was
applied for the identification of patterns from which subcategories, categories and a main
theme was constructed.
The programme succeeded in achieving the primary objective of facilitating the
establishment of school-based support teams: 95% of the schools that participated in the
programme established school-based support teams. It also contributed to the development
of personal and professional competency in educators that helped them cope with
educational change. Participants experienced significant positive changes in their own
thinking and perceptions regarding inclusive education, educational change, support and
teamwork. They understood why they needed to change, and developed a better
understanding of how to deal with the effects of change. From the patterns identified, the
sub-categories of personal, professional and school development were constructed. Change emerged as the overarching main theme. Embedded within this were the roles of the
facilitator and of transformative learning.
The research flndinqs confirmed that the problem was appropriately conceptualised and that
the design of the programme adequately addressed the needs of the participants.
Respondents reported that they were more knowledgeable and skilful, and that they had
experienced positive changes in their attitudes. These personal changes contributed to
better educational service delivery and improved schools.
This study demonstrated that educators can be given the support they need to cope with
educational change through an in-service support programme which is needs driven and
which focuses simultaneously on individual and organisational development.<br>AFRIKAANSE OPSOMMING: Eise vir kwaliteit opvoeding in die beweging na inklusiewe opvoeding stel uitdagings aan
opvoederondersteuning om opvoedingsveranderinge in Suid-Afrika te fasiliteer. Die
voorgestelde skakel tussen effektiewe opvoedingstransformasie en die verstaan en bestuur
van verandering het by dié navorser die begeerte aangewakker om 'n indiensopvoeding- en
-opleidingsprogram vir opvoeders te ontwikkel binne die konsep van heelskoolontwikkeling.
So 'n program sou die gelyktydige ontwikkeling van die individu se bevoegdheid en van die
skool as organisasie kon verseker.
Die eerste fase van die studie het die ontwikkeling van 'n spesifieke indiensondersteuningsprogram
vir opvoeders behels wat daarop gemik is om die geïdentifiseerde
behoeftes van 'n spesifieke teikengroep opvoeders aan te spreek om
opvoedingstransformasie binne 'n inklusiewe omgewing te fasiliteer. Die primêre fokus van
die studie was die ontwikkeling van opvoedersbevoegdhede wat opvoeders sou help om
opvoedkundige veranderinge te hanteer deur middel van die vestiging van skoolgebaseerde
ondersteuningspanne. Die inhoud is gebaseer op 'n omvattende oorsig van die literatuur oor
individuele en institusionele ontwikkeling. Dit is byeengebring in vier modules (Module een:
verandering, oorgang, hersiening en verduideliking van visie en missie; Module twee:
leierskap, spanwerk en ondersteuning; Module drie: organisatoriese verandering, die
leerorganisasie en organisatoriese kultuur; Module vier: aanwending).
In die tweede fase is 'n evalueringsnavorsingsontwerp gebruik om 'n omvattende evaluering
van die program uit te voer met die doelom oordele te vel (vanuit 'n rekenskapgewende
perspektief) om programverbetering te fasiliteer (vanuit 'n ontwikkelingsperspektief) en om
kennnis te genereer (vanuit die perspektief van akademiese waarde). Die program is in tien
sessies van drie uur elk oor 'n periode van sewe maande aangebied. Gedurende en na
hierdie periode is kwantitatiewe en kwalitatiewe data verkry en gekombineer om data van
hoër gehalte vir die identifisering van uitkomste te verseker. 'n Interpretatiewe weergawe van
inhoudsanalise is aangewend om patrone te identifiseer waaruit subkategorieë, kategorieë
en 'n hooftema saamgestel is.
Die program het daarin geslaag om die hoofdoel te bereik, naamlik om die totstandbring van
skoolgebaseerde ondersteuningspanne te fasiliteer: 95% van die skole wat aan die program
deelgeneem het, het skoolgebaseerde ondersteuningspanne begin. Die program het ook
bygedra tot die ontwikkeling van persoonlike en professionele bekwaamheid in opvoeders
wat hulle gehelp het om opvoedkundige verandering te hanteer. Deelnemers het
beduidende positiewe veranderinge in hul eie denke en persepsies ondervind rakende
inklusiewe opvoeding, opvoedkundige verandering, ondersteuning en spanwerk. Hulle het verstaan waarom hulle moes verander, en het 'n beter begrip ontwikkel ten opsigte van die
hantering van die uitwerking van verandering. Uit die geïdentifiseerde patrone is
subkategorieë van persoonlike, professionele en skoolontwikkeling saamgestel. Verandering
het as die oorkoepelende hooftema te voorskyn gekom. Ingebed hierin was die rolle van die
fasiliteerder en van transformatiewe leer.
Die navorsingsbevindinge bevestig dat die probleem op toepaslike wyse gekonseptualiseer
is en dat die ontwerp van die program die deelnemers se behoeftes op gepaste wyse
aangespreek het. Respondente het gerapporteer dat hulle oor meer kennis beskik en
vaardiger is en dat hulle positiewe veranderinge in hul houdinge ervaar het. Hierdie
persoonlike veranderinge het bygedra tot beter opvoedkundige dienslewering en verbeterde
skole.
Hierdie studie het aangetoon dat opvoeders die nodige ondersteuning kan kry om
opvoedkundige verandering te kan hanteer deur middel van 'n indiensondersteuningsprogram
wat behoeftegedrewe is en wat terselfdertyd fokus op individuele en
organisatoriese ontwikkeling.
Books on the topic "Inclusive education (Secondary) – South Africa"
1
Verwey, C. T. Primary and secondary education in South Africa: Data, policy issues, indicators, and scenarios. Development Bank of Southern Africa, 1993.
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2
Education Policy Unit (Bellville, South Africa). Draft policy proposals for the reconstruction and transformation of post-secondary education in South Africa. The Unit, 1994.
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3
D, Jansen Jonathan, ed. Diversity High: Class, color, culture, and character in a South African high school. University Press of America, 2008.
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4
Vandeyar, Saloshna. Diversity High: Class, color, culture, and character in a South African high school. University Press of America, 2008.
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5
Finnegan, William. Crossing the line: A year in the land of apartheid. Harper & Row, 1986.
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Finnegan, William. Crossing the line: A year in the land of apartheid. Harper & Row, 1986.
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Finnegan, William. Crossing the line: A year in the land of apartheid. University of California Press, 1994.
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8
Finnegan, William. Crossing the line: A year in the land of apartheid. Persea Books, 2006.
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9
(Editor), Lena Green, Sigamoney Naicker (Editor), Levi Engelbrecht (Editor), and Petra Engelbrecht (Editor), eds. Inclusive Education in Action in South Africa. Van Schaik Publishers, 1999.
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10
Inclusive Education: An African Perspective. Oxford University Press, South Africa, 2017.
Find full textBook chapters on the topic "Inclusive education (Secondary) – South Africa"
1
Themane, Mahlapahlapana J. "Creating Rights-Based and Inclusive Schools in South Africa." In Inclusive Education in African Contexts. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-803-7_3.
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Makhalemele, Thabo, and Lloyd D. N. Tlale. "Managing inclusive schools in South African schools." In School Leadership for Democratic Education in South Africa. Routledge, 2021. http://dx.doi.org/10.4324/9781003121367-10.
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Donohue, Dana, and Juan Bornman. "The challenges of realising inclusive education in South Africa." In Learning and Teaching Around The World. Routledge, 2018. http://dx.doi.org/10.4324/9780429491498-15.
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Tlale, Lloyd D. N. "Managing and leading multiculturalism and multilingualism in an inclusive school environment." In School Leadership for Democratic Education in South Africa. Routledge, 2021. http://dx.doi.org/10.4324/9781003121367-8.
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Singal, Nidhi, and Nithi Muthukrishna. "Reflexive Re-storying of Inclusive Education: Evidence from India and South Africa." In Disability in the Global South. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42488-0_13.
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Dube, Carolina. "The Uptake of Education for Sustainable Development in Geography Curricula in South African Secondary Schools." In Schooling for Sustainable Development in Africa. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45989-9_7.
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Materechera, Ellen Kakhuta. "Sustainable Development Through the Lens of Partnerships for Inclusive Education in Africa: A Case Study from North West Province, South Africa." In Sustainable Development in Africa. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74693-3_14.
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Beckmann, Johan, Elmene Bray, and Simeon Maile. "Aspects of Equality and Special Needs Education4 in South Africa: Reflections on Education White Paper 6 of the South African Department of Education: Special Needs Education — Building an Inclusive Education and Training System (July 2001)." In Special Education. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3050-1_9.
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Meda, Lawrence. "Inclusion and Marginalization of Learners in Secondary Education (South Africa)." In Bloomsbury Education and Childhood Studies. Bloomsbury Publishing, 2020. http://dx.doi.org/10.5040/9781350996502.0007.
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Gcelu, Ntombizandile, and Fumane P. Khanare. "Developing Inclusive, Collaborative Initiatives in Curriculum Delivery." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7168-2.ch005.
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While teaching and learning are underway, the world is still grappling with the COVID-19 pandemic and its impact on educational systems, particularly curriculum delivery across the globe, on both developing and developed countries. As a result, collaboration and partnerships with primary, secondary schools, and higher education institutions are more vital than ever. Unfortunately, many schools have yet to show real leadership when it comes to this. This chapter foregrounds the school management team voices to depict collaborative initiatives and ways to improve curriculum delivery in a rural context of two secondary schools in Free State, South Africa during the crisis. In so doing, the chapter considers collaborative initiatives that are inclusive and provide much-needed practical information for curriculum delivery and sustainable leadership.
Conference papers on the topic "Inclusive education (Secondary) – South Africa"
1
Mahlo, Dikeledi. "GRADE R TEACHERS’ VIEWS ON THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN RURAL SCHOOLS OF LIMPOPO PROVINCE, SOUTH AFRICA." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0427.
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Gezani, Baloyi. "Session 12: Inclusive Education | The Importance of Learner Support for Distance Students in E-learning Mode in South Africa." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0052.
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Chisango, Grasia, and Carol Lesame. "EXPLORING ACCESSIBILITY TO INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) AT DISADVANTAGED SECONDARY SCHOOLS IN GAUTENG PROVINCE- SOUTH AFRICA." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0178.
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Abatan, Omotayo Kayode, and Manoj Maharaj. "Session 3: Inclusive Education | Comparative Framings of the Impact of Mobile Telecommunication Services on Students’ Life in South Africa and Nigeria." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0016.
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Matselane, Nomshado, and Alfred Makura. "THE WELL-BEING OF GIRLS WHO ARE SEXUALLY HARASSED IN SECONDARY SCHOOLS OF THABO MOFUTSANYANA DISTRICT IN THE FREE STATE PROVINCE IN SOUTH AFRICA." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1296.
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Mantshiyane, Nomvuyo Joyce, Wendy Setlalentoa, and Pule Phindane. "ATTITUDES OF GRADE ONE EDUCATORS TOWARDS THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN CLASSROOMS AT BOTSHABELO SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end081.
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The provision for learners with disabilities has been part of a process and the development of an inclusive education system can be traced back to the nation’s founding document, the Constitution of the Republic of South Africa 108 of 1996. Creating an inclusive education environment is about celebrating diversity among learners and creating a welcoming culture where all learners are valued and made to feel that they belong. Inclusivity is about recognising that no two children are alike, and all children can learn. Most children with barriers to learning are accommodated in ordinary schools. Frequent causes of barriers to learning include discriminatory attitudes, labelling and discouragement. The study investigated Grade one educators’ attitude towards the implementation of inclusive education at selected Botshabelo Primary Schools in the Free State Province. The study adopted an interactive qualitative approach. The population comprised educators and principals from selected primary schools in Botshabelo. A non-probability selection of participants was used to randomly select educators and principals from five schools. Data were analyzed by means of thematic analysis. The results of the study revealed that there are different factors contributing to the attitudes of Grade one educators towards the implementation of inclusive education in classrooms, amongst others, untrained educators for inclusive education; unsuitable environment for the disabled learners with learning barriers; lack of resources for inclusive education and curriculum at the level of learners with learning barriers; lack of parental involvement; and classroom overcrowding. The results revealed solutions to the negative attitudes of Grade one educators towards the implementation of inclusive education in classrooms which include training educators for inclusive education; parental involvement in learner’s education; a suitable environment for disabled learners and those with learning barriers, consideration of learner-teacher ratio; availability of suitable resources for inclusive education; and availability of inclusive curriculum. The study recommends that educators should be developed professionally by being trained about inclusive education; parents should be involved to support educators and their children; the school environment and buildings should be free from hazards; and overcrowding in classrooms should be avoided.
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Rambuda, Awelani. "LEARNERS’ PERCEPTIONS OF THEIR TEACHERS’ APPLICATION OF BASIC SCIENCE PROCESS SKILLS TO THE TEACHING OF GEOGRAPHY IN SECONDARY SCHOOLS IN THE FREE STATE PROVINCE, SOUTH AFRICA." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1764.
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A. K. Buitendag, Albertus, Frederik Gerhardus Hattingh, and Matt Hains. "Towards the Realization of the ICT Education Living Lab – The TechTeachers.co.za Success Story." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2157.
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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] This paper presents the success story of the intuitive vision of an ICT high school educator in South Africa. The growth and evolution of a Community of Practice, towards a full-fledged living lab is investigated. A grounded theory study analyses the living lab concept and highlights some of the current challenges secondary high school ICT education face within the South African educational landscape. Some of the concepts, ideas, best practices and lessons learned in the establishment and running of two web based technologies to support secondary school ICT subjects is discussed. The researchers present a motivation for the use of living labs to address some of the issues identified and highlights how the existing platforms fits into bigger design.
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Kgothule, Rantsie, June Palmer, Gregg Alexander, and Edwin De Klerk. "TRANSFORMATIVE LEADERSHIP IN MULTICULTURAL SCHOOLING CONTEXTS: A CRITICAL REFLECTION OF IN-SERVICE TEACHERS’ PRACTICES AND SCHOOL MANAGERS’ ROLES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end131.
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In exercising their power and authority, School Management Teams (SMTs) should engage in transformative leadership which commences with interrogations regarding social justice, democracy and social responsibility. According to Freire’s philosophy of education it is further expected of SMT members to support and shape the belief that autonomy is a condition arising from the responsible engagement with decision-making; that we are ‘unfinished’ in our development as human beings; and that we are responsible for the development of a critical consciousness as a necessary condition of freedom and the creation of democratic and equitable learning spaces. In a transformative leadership context, authority must inform all critical practices of pedagogical intervention and goal setting should support in-service teacher’s autonomy, self-worth and develop their potential and the level of intrinsic motivation to flourish in inclusive school settings. This paper reports on a qualitative pilot study conducted with SMT members and teachers in the Northern Cape Province of South Africa to gain their insights regarding their roles as leaders in devising mechanisms to invest in radical democratic principles and the promotion of inclusive school practices. The key findings indicate that the SMT’s role require that they interrogate their frame of reference and transform their thinking in terms of social justice in multicultural school settings and create opportunities for in-service teachers to develop professionally and use digital technology creatively to enhance teaching and learning. As a force for transformation, we conclude that transformative leadership may be a catalyst to engage school leaders and teachers in individual and combined processes of awareness of inclusive practices and action.
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Peens, Shaun. "HIGHER EDUCATION INSTITUTIONS’ NEED TO INITIATE CHANGE TO THE ACCOUNTING CURRICULUM DURING THE FOURTH INDUSTRIAL REVOLUTION (4IR)." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end032.
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In South Africa, the Further Education and Training phase (FET) in Accounting faces a major decline in learner numbers. The current format of FET Accounting serves little purpose in preparing learners for Accounting courses at tertiary level, if FET Accounting is not a precondition to Professional and Chartered Accountant courses. This study followed a qualitative research approach, from five Focus Groups at five Secondary schools in the Motheo Educational district, comprising of 16 FET Accounting Teachers to consider possible reasons for the decline of learners in FET Accounting. As result, uncertainty exists regarding the future of FET Accounting and the Accounting profession, when guidance teachers are presumably advising learners to take less suitable subjects, like Mathematical Literacy, History of Geography to enhance school reports. These findings influence the social responsibility of teachers; and it also results in many Accounting students having to spend two or more additional years at university due to their apparent lack of basic Accounting skills. Additionally, the negative perception towards FET Accounting might impact learners’ choices who might not plan a career in Accounting, thereby limiting their ability to secure any career in the financial sector. Collaborative social change is required from the Accounting profession and university alike, especially in the Fourth Industrial Revolution era, where a high degree of ethics and transparency are required.
Reports on the topic "Inclusive education (Secondary) – South Africa"
1
Robinson, Natasha Robinson, and Nick Taylor Taylor. Secondary Education in Sub-Saharan Africa Teacher Preparation Deployment and Support Case Study: South Africa. Mastercard Foundation, 2019. http://dx.doi.org/10.15868/socialsector.36823.
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Lam, David, Cally Ardington, Nicola Branson, and Murray Leibbrandt. Credit Constraints and the Racial Gap in Post-Secondary Education in South Africa. National Bureau of Economic Research, 2013. http://dx.doi.org/10.3386/w19607.
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