Добірка наукової літератури з теми "Teachers, Foreign – South Africa – Case studies"

AbstractThis article forms part of an ongoing study of money as a cultural signifier in western missionary praxis. The focus here is foreign funding of Catholic mission in Africa. It presents a case study of a particular donor agency, given the pseudonym, "funding the mission," and its role in financing Catholic mission projects in South Africa between 1979 and 1997. This period was one of tremendous social change in South Africa during which the Catholic Church spent a large amount of time and effort in reviewing its own praxis culminating in the launch of a pastoral plan in 1989. The article begins by reviewing "funding the mission's" own vision of its missionary role emphasizing its funding criteria. Then there is an analytical presentation of the funding data. This looks at the amounts donated, the categories of projects funded and the identity of the applicants. Identity is first considered in terms of Catholic criteria: dioceses, religious congregations, lay people and ecumenical groups and then as social criteria: foreign, South African and racial identity. The article then proceeds to a missiological reflection in terms of the meaning of money in ecclesial praxis and then its cultural role in society and the church. In this section the missiological category of inculturation provides the hermeneutic key both from the cultural perspective of the donors and that of the recipients. Finally there is a reflection on the notion of sharing within the church and whether sharing from the richer nations is helping or hindering the process of inculturation within African local churches. It includes some suggestions for a more effective response.

Abstract Over the past 30 years, scholars have criticized the propensity of the international media to reproduce damaging and racist stereotypes about Africa. How do foreign correspondents, who are key actors in the production of Africa's media image, position themselves in relation to this criticism? Based on 35 interviews conducted with correspondents in Kenya and South Africa between 2013 and 2017, I find that many correspondents recognize the negative contributions of the news industry to representational Othering, thereby agreeing with the general tenets of the criticism. This paper is an in-depth exploration of this phenomenon, which I call postcolonial reflexivity. I outline the features of this postcolonial reflexivity, discuss its impact on journalistic practices, and explore the reasons for its prevalence among correspondents. Overall, the research contributes to bridging the gap between the textual orientation of postcolonial studies and the inclination for analyzing production practices in journalism studies.

The study reported in this article responds to the need for empirical studies that provide evidence of positive change in education at the micro-level of the classroom – an important component of the complex education environment in South Africa. This article describes teachers’ and principals’ reports of micro-level changes that occurred during a professional development programme for foundation phase teachers at a South African university. An overview of the principles underpinning the programme design and implementation is given, followed by a description of the qualitative research design and grounded theory methodology used to research changes in the practices of teachers participating in the programme. The study provides evidence of changes in the classroom and professional practice of the teachers, aligned with changes in academic practice and children’s learning in the classroom. We argue that the programme’s strong orientation to practice, its focus on teachers’ understanding of children, and the model of teacher professional development that is located in reflexive practice together may have facilitated positive changes in the teachers’ practices.

This study attempted to understand how a group of black youth in South Africa who experienced poverty achieved academic success and demonstrated a resilient trajectory. Through a qualitative research design that included ethnographic interviewing, case studies and observation, an insider's perspective was gained. This method was chosen for its ability to generate rich descriptive accounts and use multiple data sources. The results of this study indicated that this group of black students who achieved academic success in South Africa was high achieving, had strong initiative and motivation, was goal orientated and experienced the self as having agency. The atmosphere in the family, usually characterised by strong support also influenced a resilient response. Relationships with teachers, role models and supportive community members were viewed as protective factors. The findings of this research are helpful for educators; in the formulation of child and family policy, and for future comparative studies.

The question about what art and craft from Black individuals in South Africa should look like as well as how and for what purposes it could be created was of prominent importance within the contact zone of educational institutions from the 1930s onwards. Art teachers of mostly European origin established provisional art educational venues for African students first, within the curricula of mission schools and then as workshops and art schools in their own right. They transferred modernistic concepts from Europe into the South African context, yet were also confronted with divergent expectations of their students and the overarching policy of Bantu Education that was launched in 1953. A closer look at selected case studies reveals complex and ambivalent theoretical approaches that were negotiated and discussed in the seemingly autonomous context of art schools and workshops. The teachers’ attitudes seemed to oscillate between the search for an ‘authentic’ African idiom and the claim to partake in global archives or in the making of an art history that was imagined as universally applicable. Art educational institutions perceived as transcultural contact zones exemplify a genesis of modern art from South Africa that was formed by mutually influencing perspectives apart from the restrictions for and the re-tribalisation of Black people imposed by the apartheid regime.

This paper sought to shed light on dividend policy within the gold mining industry in South Africa. Several cause-and-effect variables of dividend policy are discussed, in order to lay down the theoretical framework for the research. These are size, managerial ownership and foreign ownership. To meet the objectives of the study, data from seven mining companies listed on the Johannesburg Stock Exchange (JSE) was analysed for a 5 year (2008-2012) period. As found in earlier studies, there is a positive correlation (r = 0.59) between the dividend policy and the size of the organisation. This was expected as no cashflow is available for distribution during the early stages of exploration, hence no dividends are paid. As the organisation grows and profit increases, there is free cashflow which can be distributed to shareholders. Managerial ownership negatively correlates with dividend pay-out (r = -0.53). Contrary, a weak correlation was observed between foreign ownership and dividend pay-out.

In Africa, Science education curricula have been instrumental in promoting Western worldviews as being universal. An educational transformation and decolonisation of the school curriculum is required. A focus on an African worldview and an integration of the local context and community-based information is necessary for survival, i.e., Indigenous Knowledge System (IKS). While IKS is enshrined in the schooling curriculum, Educators experience challenges with implementing it, because the pedagogical strategies have not been clearly described. An in-depth qualitative study was conducted with the Indigenous Knowledge (IK) holders of the Zulu cultural group and Senior High School (SHS) Science teachers to explore how IK on environmental sustainability could be taught in South African science classrooms. The research employed an interpretivist, multi-site ethnographic, qualitative approach, and naturalistic research style. In-depth interviews were used to generate data from the purposively selected community persons. The thematically analysed findings were used to develop a culturally specific pedagogical model on how to teach IK in science classrooms: touring cultural places; demystifying indigenous practices and perception; utilizing indigenous pedagogies; teaching wisdom behind indigenous practices etc. The research recommends that future studies be conducted on applying the model in different geographical and cultural schooling contexts. Keywords: context sensitive curricula, pedagogical strategies, South African curriculum, Western worldview

This study explored teachers’ views on the influence that entrepreneurship education has on Business Studies learners’ career choices in Gauteng, South Africa. A qualitative case study approach was employed with a sample size of five Business Studies teachers from three selected public secondary schools in Gauteng East District, using purposive and convenience sampling methods to select participants for this study. Semi-structured in-depth face-to-face interviews were employed to collect required data for this study. Data were analysed using Atlas.ti which is a Computer Aided Qualitative Data Analysis Software (CAQDAS) program. The findings from this study affirmed that Business Studies influences the career choices of learners to become entrepreneurs. Strengthened by the knowledge, skills and experience acquired from entrepreneurship as a segment in Business Studies, the study recommended that the Department of Basic Education (DBE) should provide the necessary encouragement to Business Studies learners as it is implemented with other subjects by assigning it an elevated status in the curriculum.

This study lays bare the inconsistencies in the United States of America’s Foreign Policy, and how it contributed to the longevity of apartheid in South Africa. Michael Mandelbaum opined that America’s foreign policy post-Cold War era drifted from containment to transformation.1 America became involved with transferring their democracy and constitutional order to the countries they entangled with in running those countries’ internal governance. Instead of war, America preached and practiced proper, organized governance. Thus, America’s foreign policy to Europe and Asia post-Cold War was all about democracy and protection of fundamental human rights. However, the role of America’s Foreign Policy in Africa took a turn in Africa, with Congo in 1960, Ghana in 1966 and Nigeria with their successive military regimes. This study intends to make sense of it all.

Introduction: Due to the increase in healthcare costs, generic medicines have been adopted for used in both developed and developing countries. When a generic or ‘multisource interchangeable medicine’ is to be registered, studies that prove that the generic is equivalent to the Innovator Product (IP) are used. The generic medicine is required to prove that it will mirror the IP in terms of safety, quality and efficacy and, in South Africa, the Medicines Control Council (MCC) ensures that generic medicines meet these requirements. Generic medicines may be registered using bioequivalence data obtained from comparison with a domestic reference product (usually the local innovator product) or in certain cases, a foreign reference product (FRP). The bioequivalence data can either be from in vivo or in vitro studies. The MCC guidelines require that for modified release preparations, in vivo bioequivalence studies are done for approval of registration; the exception being if a proportionally higher dose has already been registered. No information is currently given to prescribers and dispensers or to the public about whether a generic product was registered against a foreign or domestic reference product. Aims and Objectives: 1.) To determine the number of generic medicines in a predetermined sample registered using a FRP as comparator and to document the transparency of pharmaceutical companies when approached to disclose information regarding the registration of these products. 2.) To describe and document the use of the Promotion of Access to Information Act (Act 2 of 2000) [PAIA] from the perspective of a ‘layperson’ in the context of medicines’ regulation, in both private and public bodies. Methods: 20 modified release and Biopharmaceutics Classification System (BCS) class IV products were selected from the ‘generics dictionary’ – a commercial publication – and letters were sent to the manufacturers of the products requesting information about the tests done to prove equivalence and whether they were performed against a domestic or foreign reference product. The same information was also requested from the MCC. The requests were all made using the Promotion of Access to Information Act (PAIA). Results: Nine companies were represented by the 20 products chosen. Information was obtained about thirteen products. Ten of these products were registered using FRPs. Four products were registered based only on comparative dissolution studies. Four companies provided the requested information, two companies responded by refusing the requests and three did not respond at all. The MCC refused the request for information even after an internal appeal was lodged. Conclusions: The Promotion of Access to information Act was unsuccessful in obtaining information from the public body, and partly successful in obtaining it from the private bodies. While the title of the Act seems to indicate that the Act can be used to obtain information as such, it only provides for access to specified records. The MCC and the pharmaceutical companies involved in the study were under no obligation to provide the information as the request had not complied with PAIA requirements. The use of FRPs for registration is a reality in the pharmaceutical industry in South Africa. Neither the public nor healthcare professionals who prescribe medicines or who are involved in dispensing generic medicines as substitutes are aware of whether or not a FRP has been used to register a generic. Interchangeability cannot necessarily be guaranteed if the reference product was not proven equivalent to the local innovator product. It is debatable as to whether or not this information would be of any particular benefit to members of the public. Prescribers may choose to write ‘no substitution’ on their prescriptions if they were unconvinced that an FRP is acceptable. This could have consequences for healthcare costs. Dispensers are the most vulnerable in South Africa as they are obliged by law to substitute generic medicines when innovator medicines have been prescribed. Dispensers’ views on the acceptability of the use of FRPs can be seen as irrelevant. In the end, as this study demonstrates, the only option in the present situation is to rely entirely on the MCC’s rigour in assessing applications for registration of generic medicines.

Thesis (MA)--University of Stellenbosch, 2003.
ENGLISH ABSTRACT: Instability in foreign political and social systems, changing power structures in international relations, and growing demands by host countries for a greater control over the operations of multinational enterprises (MNEs) have all led to the necessity of an improved way in which to determine foreign investment opportunities. Not surprisingly therefore, political risk assessment has become one of the fastest growing fields of study. Being concerned with the identification, analysis, management, and reduction of socio-political risks for foreign investors. The focus of this study is that of political risk analysis and the way in which it impacts on investor perception and consequently determines levels of foreign direct investment received by a particular country. Numerous definitions for the term "political risk" exist. Consequently, no specific definition is regarded as being completely correct since consensus still needs to be reached. One of the definitions used within this study is that political risk analysis is the analysis of the possibility that factors caused or influenced by governmental political decisions or other unforeseen events in a country will affect business climates in such a way that investors will lose money or not make as much profit as they expected when the initial decision to invest was made. These factors can be of internal (from inside the host country) or external origin, and can pose macro or micro risks. Foreign Direct Investment in brief is an investment involving a long-term relationship and reflecting a lasting interest and control of a resident entity in one economy in an enterprise resident in an economy other than that of the foreign direct investor. This study is a comparative between South Africa and Nigeria. South Africa and Nigeria share many similarities, they are both resource based, African countries. They are both fairly recent democracies, although some may contest the status of Nigeria as being a democracy. They are also both heterogeneous states, both consisting of various ethnic groups. Nigeria offers investors a low-cost labour pool, abundant natural resources, and a large domestic market. However, Nigeria suffers from an inadequate and poorly maintained infrastructure, confusing and inconsistent regulations, endemic corruption, and a lack of confidence in the rule of law. Despite all of this, Nigeria alone accounts for a quarter of FDI flows to Africa. In comparison, South Africa's FDI potential has not been fully exploited. This study will discuss the possible reasons why this is the case. The labour market in both countries and the challenges they face are discussed in depth within this study. Due to the fact that aside from investment, the economic growth within a country is dependent on a variety of factors, the backbone of which is the labour market. In determining levels of risk within both South Africa and Nigeria, this study made use of a political risk model. Although the intention has been to be as accurate and as thorough as possible, it should be noted that as yet, no generalised systematic method of conducting political risk assessment exists. Results, although extensively substantiated, remains the interpretation of the researcher and as such remains open to debate.
AFRIKAANSE OPSOMMING: Onstabiliteit in buitelandse politieke en sosiale stelsels, veranderende mag strukture in internasionale betrekkinge, en die groeiende behoeftes van gasheer lande om meer beheer uit te oefen oor die funksioneering van buitelandse maatskappye het alles gelei na die noodsaaklikheid van 'n beter manier om buitelandse investering te bepaal. Dus is dit nie verbasend dat politieke risiko analise deesdae een van die vinnigste ontwikkelende onderwerpe is wat bestudeer word nie. Politieke risiko analise is belangrik vir die identifikasie, analise, bestuur en vermindering van sosio-politieke risiko vir buitelandse investering. Hierdie studie fokus op die impak wat politieke risiko' analise het met betrekking tot belegger waarneming en hoe dit dan ook moontlik die bedrag van buitelandse investering wat 'n land ontvang, kan bepaal. Daar is verskeie definisies wat die term "politieke risiko" beskryf en gevolglik moet konsensus nog bereik word oor 'n "korrekte" een. Een van die definisies wat in hierdie studie gebruik word is dat politieke risiko die analise is van die moontlikheid dat sekere faktore wat veroorsaak is of wat beïnvloed is deur die regering se politieke besluite, asook ander onvoorspelbare gebeurtenise in 'n land wat die investerings klimaat so kan beïnvloed dat die buitelandse beleggers moontlik geld kan verloor of miskien nie die verwagte winste behaal wat hulle aanvanklik gereken het, sou behaal nie. Hierdie faktore kan of intern (binne die gasheer land) of ekstern van aard wees en kan dus makro of mikro risiko behels. Direkte buitelandse investering in 'n land is 'n belegging wat In lang termyn verhouding insluit en dit reflekteer ook 'n blywende belangstelling en beheer van 'n buitelandse maatskappy in 'n gasheer land in. Hierdie studie is 'n vergelykende studie tussen Suid-Afrika en Nigerië. Suid-Afrika en Nigerië deel baie ooreenkomste. Beide lande is ryk aan natuurlike bronne en beide is nog "jong" demokratiese lande. Sommige mense stem nie saam dat Nigerië wel aan al die vereistes van 'n demokrasie voldoen nie. Suid-Afrika en Nigerië is ook heterogene state wat uit verskeie etniese groepe bestaan. Nigerië bied vir die buitelandse belegger billike arbeid, oorvloedige natuurlike bronne, asook In groot binnelandse mark. Ten spyte hiervan, moet dit ook in ag geneem word dat Nigerië onder onvoldoende en In swak instandhouding van infrastruktuur, wispelturige regulasies, korrupsie en ook In swak regsisteem ly. Ten spyte van al hierdie faktore, ontvang Nigerië In kwart van alle buitelandse investering in Afrika. Suid-Afrika se buitelandse investerings potensiaal in vergelyking met ander lande moet nog ontwikkel word. Hierdie studie sal die moontlike redes vir Suid Afrika se oneksploiteerbare buitelandse investerings potensiaal bespreek. Die arbeidsmark en die uitdagings wat gestel word het In groot invloed op buitelandse investering. Hierdie studie het ten doelom beide lande se arbeidsmark te bespreek en te vergelyk met betrekking tot buitelandse investering. Om die moontlike risiko in altwee lande te bepaal, maak hierdie studie gebruik van In politieke risiko analise model. Die navorser het gepoog om so deeglik en akkuraat as moontlik te wees. Dit moet ook in ag geneem word dat daar nog geen veralgemeende metode van politieke risiko analise ontwikkel is nie.

Media coverage of the poor state of this country's education system has described public images of the teaching profession which provide a context for the research described in this paper. The research is concerned with how and to what extent work identity is reflected in the life stories of five female teachers from a rural village in the Eastern Cape. A social constructionist approach is taken to the meaning and construction of identity, and the paper describes the process of a narrative method of analyzing and interpreting the stories. An initial analysis reveals that the participants had few career options and little choice of career. Further analysis is concerned with interpreting how the teachers create coherence in their stories around this lack of choice as well as within the larger social and historical context. Simultaneously there is an interpretation of the participants' work identity. The teachers create coherence in their narratives around their families and their socioeconomic or cultural circumstances, but make no explicit reference to the political context of their work choices, which were made in the context of the restraints of the Apartheid era. From each teacher's story an understanding of their unique work identity emerges. These alternative understandings provide a contrast to the images constructed by the media.

Thesis (MA)-- Stellenbosch University, 2013.
ENGLISH ABSTRACT: This study applies a modified bureaucratic policy process model to analyse contemporary South African – Japanese relations, particularly in regards to a proposed Economic Partnership Agreement, and the experiences of Japanese agencies within South Africa. South Africa and Japan are major trade partners, and the Japanese government has a significant presence in the African aid scene via the Tokyo International Conference on African Development (TICAD), and through the works of the Japan International Cooperation Agency (JICA). South African – Japanese relations have been documented in a modest but respectable fashion by a range of researchers, including Alden, Skidmore and Osada. The bureaucratic policy process model has been used in an array of studies on international relations and decision making, notably by Graham Allison. However, it has not been previously applied to South African – Japanese relations. As a result, there is a dearth of information on how bureaucratic dynamics affect Japanese – South African relations. In response to this, a modified bureaucratic policy process model is used to analyse contemporary South African – Japanese governmental relations. A literature review of primary and secondary sources is undertaken, consisting of a historical review of South African – Japanese relations. Following this, a brief overview of contemporary literature on South African – Japanese relations is performed. This includes both secondary sources and primary sources relating to government bureaucracies current priorities and strategies. Material on TICAD is included in this section. Interviews with government officials from both the Japanese and South African governments are carried out using a modified snowball sampling system. The interviews provide insights into the different bureaucratic organization’s priorities and programmes, as well as their relationships with other organizations. From this data, two emergent themes are addressed: the failure of a contemplated Free Trade Agreement / Economic Partnership Agreement and the way in which Japanese agencies, particularly JICA, operate within the South Africa context. It is found that the FTA failed due to welfare concerns from the South African Department of Trade and Industry, as well as greater complications relating to trade agreements in general. These greater complications stem from the involvement of regional bodies such as the South African Customs Union. Japanese agencies are found to be constrained within South Africa by a lack of resources as well as by the independent and somewhat sceptical attitude of South African government agencies towards Japanese aid efforts. It is proposed that the relevance of extra national bureaucracies to the decision making process surrounding the FTA has implications for deploying the bureaucratic policy process model, which has generally only considered national bureaucracies in discussing how decisions are made. It is further suggested that South African trade deals are complicated by the country’s location within the South African Customs Union and the South African Development Community, and the consequent need to consult and negotiate with third parties who are likely to be impacted by such deals. Finally, it is suggested that because both South Africa and Japan face significant, but different economic challenges, they should prioritise improving their economic relations.
AFRIKAANSE OPSOMMING: Hierdie studie het ’n aangepaste burokratiese beleidsprosesmodel gebruik om die hedendaagse betrekkinge tussen Suid-Afrika en Japan te ontleed, veral wat betref ’n voorgestelde ekonomiese vennootskapsooreenkoms tussen die twee lande en die ervarings van Japannese agentskappe in Suid-Afrika. Suid-Afrika en Japan is groot handelsvennote, en die Japannese regering handhaaf ’n beduidende teenwoordigheid op die Afrika-hulptoneel deur middel van die Tokiose Internasionale Konferensie oor Afrika-ontwikkeling (TICAD) en die werk van die Japannese Internasionale Samewerkingsagentskap (JICA). Verskeie navorsers, waaronder Alden, Skidmore en Osada, het die betrekkinge tussen Suid-Afrika en Japan al op beskeie dog aansienlike wyse beskryf. Die burokratiese beleidsprosesmodel is al in ’n rits studies oor internasionale betrekkinge en besluitneming gebruik, in die besonder deur Graham Allison. Tog is dit nog nooit voorheen op betrekkinge tussen Suid-Afrika en Japan toegepas nie. Dus bestaan daar weinig inligting oor hoe burokratiese dinamiek die betrekkinge tussen hierdie twee lande raak. In antwoord hierop is ’n aangepaste burokratiese beleidsprosesmodel dus gebruik om die hedendaagse staatsbetrekkinge tussen Suid-Afrika en Japan te ontleed. Eerstens is ’n literatuuroorsig van primêre en sekondêre bronne onderneem wat uit ’n historiese oorsig van betrekkinge tussen Suid-Afrika en Japan bestaan het. Daarná is ’n oorsig van kontemporêre literatuur oor die verhoudinge tussen die twee lande onderneem. Dít het sowel sekondêre as primêre bronne met betrekking tot die huidige prioriteite en strategieë van staatsburokrasieë ingesluit. Hierdie afdeling sluit ook materiaal oor TICAD in. Onderhoude met staatsamptenare van die Japannese sowel as die Suid-Afrikaanse regerings is met behulp van ’n aangepaste stelsel van sneeubalsteekproefneming gevoer. Die onderhoude bied insig in die verskillende burokratiese organisasies se prioriteite en programme, sowel as hul verhoudings met ander organisasies. Twee temas wat uit hierdie data na vore gekom het, is vervolgens bespreek: die mislukking van ’n beoogde vryehandel-/ekonomiese vennootskapsooreenkoms, en die funksionering van Japannese agentskappe, veral JICA, in die Suid-Afrikaanse konteks. Daar word bevind dat die vryehandelsooreenkoms misluk het weens welsynsbesware van die Suid-Afrikaanse Departement van Handel en Nywerheid, sowel as groter komplikasies met betrekking tot handelsooreenkomste in die algemeen. Hierdie groter komplikasies hou verband met die betrokkenheid van streeksliggame soos die Suider-Afrikaanse Doeane-unie. Voorts blyk Japannese agentskappe in Suid-Afrika aan bande gelê te word deur ’n gebrek aan hulpbronne, sowel as Suid-Afrikaanse staatsagentskappe se onafhanklike en effens skeptiese houding jeens Japannese hulppogings. Die studie doen aan die hand dat die relevansie van bykomende nasionale burokrasieë in die besluitnemingsproses oor die vryehandelsooreenkoms bepaalde implikasies inhou vir die gebruik van die burokratiese beleidsprosesmodel, wat meestal slegs rekening hou met enkele nasionale burokrasieë se rol in besluitneming. Voorts blyk dit dat Suid-Afrikaanse handelstransaksies bemoeilik word deur die land se lidmaatskap van die Suider-Afrikaanse Doeane-unie en die Suider-Afrikaanse Ontwikkelingsgemeenskap, en die gevolglike behoefte om oorleg te pleeg met derde partye wat waarskynlik deur sulke transaksies geraak sal word. Laastens word aangevoer dat aangesien Suid-Afrika en Japan met beduidende dog verskillende ekonomiese uitdagings te kampe het, die verbetering van ekonomiese betrekkinge tussen die twee lande nou voorrang behoort te geniet.

Thesis (MEd)--University of Stellenbosch, 2005.
ENGLISH ABSTRACT: This study was contextualised in the broad process of change and transformation in education in South Africa In this study I investigate how SWAP (Schools Water Project) as a resource could possibly enable teachers to use the local environment as a means of promoting environmental learning in their classes: a professional development process for teachers. The purpose of this study is to understand and give meaning to the processes of professional development that might be made possible through using SWAP as suggestion materials for teaching about water quality issues in a local water source close to schools. This process was framed in my research question, "could an in-service process using SWAP as learning support material enable professional development in teachers working at rivers in a local environment?" It is organised as a number of delimited or bounded case studies within an interpretive paradigm. In this study the bounded systems are primary schools represented by a selection of teachers from the participating schools. The research process involved a short period of training for teachers to familiarise themselves with the resource, a supported field trip to provide an opportunity for hands on application and follow-up support visits to assist teachers with field trips and implementation of SWAP activities in their classroom practice. Data was generated at various stages and suggests that materials are an important facet of professional development and the SWAP materials proved to be a useful tool in this regard as evidenced through the development of new skills, acquisition of new knowledge and new ways of teaching. Issues that emerged were that in-service processes need to be organised over long periods of time and support is needed at school level to ensure meaningful implementation of curriculum innovations. An important insight developed is that professional development processes in schools occur in complex systems and are thus influenced by many factors that either support or hinder the process. These factors need to be recognised as impacting factors and taken into account during such processes so that they can benefit the process maximally and not hinder initiatives.
AFRIKAANSE OPSOMMING: Hierdie studie is globaal geraam binne die transformasie proses in onderwys in Suid Afrika, met die fokus op die nuutgevonde belangrikheid van omgewingsopvoeding in die hersiene Kurriulum 2005. Die studie fokus op hoe "n waterkwaliteitmoniteringstoetsstel (SWAP) moontlik kan bydra tot leerkragte se gebruik van die onmiddelike omgewing om omgewingsopvoeding in die klaskamer te bevorder; "n professionele ontwikkelingsproses vir leerkragte. Die doel van die studie is om die prosesse betrokke by die professionele ontwikkeling van leerkragte te verstaan, verklaar en daaraan betekenis te verleen. In die geval is die prosesse gekataliseer en ondersteun deur SWAP materiaal te gebruik om onderrig te gee oor waterkwaliteitknelpunte wat dalk bestaan rondom "n varswaterbron naby die skool. Hierdie proses word gestel in die navorsingsvraag: kan "n indiensopleidingsprogram wat SWAP as leerondersteuningsmateriaal aanwend bydra tot die professionele ontwikkeling van leerkragte om hulle onmiddelike omgewing as "n onderrigmiddel te gebruik? Verder, hoe verloop hierdie proses en wat verhinder of ondersteun die proses? Wat is die invloede op die leerkragte wat professionele ontwikkeling ondersteun of verhinder? Die navorsing is georganiseer in die vorm van 5 gevallestudies binne "n interpretivistiese navorsingsraamwerk. Die navorsingsproses het 'n kort werkswinkel vir leerkragte, "n uitstappie na hul naaste rivier waar hulle die toetse gedoen het en "n kritiese refleksie daarna, ingesluit. Die leerkragte is verder bygestaan deur opvolgbesoeke waar die fasiliteerder hul bygestaan het op uitstappies na die rivier en klasbesprekings. Data is gegenereer tydens verskeie stadiums van die proses en wys dat SWAP materiaal "n baie goeie ondersteuning was vir die ontwikkeling van nuwe vaardighede, die verkryging van nuwe kennis en die gebruik en ontwikkeling van nuwe strategiee in die klaskamer. Om sinvolle implementering van kurrikulum innovasies te verseker het ek gevind dat sulke professionele ontwikkelings projekte oor langer periodes geimplementeer moet word en dat gekonsentreerde ondersteuning by die skool nodig is om te verseker dat die indiensopleiding optimaalondersteun word. 'n Baie belangrike bevinding was dat die professionele ontwikkelingsproses plaas vind midde in die komplekse sisteem van 'n skool wat deur "n groot aantal faktore beinvloed word, beide ondersteunend of afbrekend. Hierdie faktore/invloede moet erken en in ag geneem word as beinvloedende faktore sodat die proses in leerkragte maksimaal kan gefasiliteer word.

The research presented in this thesis is a case study analysis of outcomes-based assessment in Grade 9 Human and Social Sciences of Curriculum 2005 in two South African schools. The research consists of two parts: Phase One, 2002 to 2003, was a qualitative case study, interpretive in orientation and using ethnographic techniques, aimed at understanding teachers’ responses to curriculum policy and the role of a school-based intervention, located within critically reflexive practice, in supporting change. During this phase, I was a co-participant operating from an insider position. During Phase Two, 2004-2005, I withdrew from the schools and took up an outsider position in order to analyse and theorise the case study. The findings of the interpretive review revealed a fascinating process of change, with some unexpected results that I lacked the theoretical and methodological tools to process. With support from critical friends, I realised that a dynamic and social process of knowledge recontextualisation had taken place, and that the research had moved beyond its initial goals. Not wishing to compromise my integrity as a qualitative researcher, I changed direction and made use of Basil Bernstein’s theorising (1990, 1996) to arrive at a suitable vantage point for the analysis. The main contention of this thesis is that the new OBE curriculum framework offers exciting opportunities for teacher participation in curriculum processes. However, if teachers are to maximise these and become agents of change, they need to acquire the rules of recontextualisation and reposition themselves in the recontextualising field. This implies epistemological empowerment, which takes time and mediation but which can be achieved through an approach to teacher professional development located in critically reflexive practice.

This case study focuses on the use of environmental audits for learning, by teachers participating in the Schools and Sustainability professional development course in Durban, South Africa. It reviews ways in which audits were choreographed and used for lessons within school contexts. It explores ways in which audits shaped meaning-making interactions and environmental learning processes. This is an interpretive case study, characterized by a moderate realist perspective. Data were generated through interviews with teachers, field observations, photographs, document analysis, and group interviews with learners. Data were analyzed using the general comparative method. The research takes place in the context of educational transformation in South Africa. Some of the challenges accompanying the shift to Outcomes Based Education seem to be associated with naïve interpretations of constructivism and a view of reality as socially constructed and relative. This seems to have influenced ways in which audits are being undertaken in school contexts. This study argues that a realist orientation to auditing may be a more useful process for engaging with the world and enhancing the way learners perceive and respond to environmental risk. Ideas about reality-congruence and the interacting processes of involvement and detachment are of central importance in understanding processes of knowledge construction and meaning making in this study. The study draws on the work of Elias (1987) and Latour (1999) to shed light on the significance of auditing processes in which a close engagement with reality, coupled with a measure of detachment, can lead to the construction of a more reality-congruent account and a more realistic assessment of the environmental issue in focus. Key findings of the study suggest that the effectiveness of environmental auditing as a pedagogical process was influenced by the teachers’ intentions, knowledge and skills, choreography of the audit, nature of the teaching and learning interactions, and ways in which teachers and learners engaged with the findings. The study recommends that auditing activities should be carefully structured and mediated by teachers to be meaningful and to enable learners to identify environmental issues, gather data, engage in critical reflection and deliberate appropriate responses for social and environmental transformation.

This work is a descriptive phenomenological study of the experience of conflict that is lived by black teachers in the Bantu Education context. Subjects are teachers from the East Rand and Eastern Cape who have high school teaching experience that ranges from 1 to 15 years. The conflict researched was defined as those situations in which the teacher faced demands or expectations from different interest groups which were incompatible or negated each other. The Subjects of this research were six teachers who were interviewed for case material. The phenomenological case study design was used. Data collection consisted of in-depth interviews while analysis followed the phenomenological method developed at Duquesne University. This was an exploratory study which identified two major forms of conflict. The first exists between the teacher's expectation of teaching and the education authorities' expectation of how and what the teacher should teach in lessons. The second form of conflict identified is that in which the teacher's allegiance to one social group or ideology is violated by the teacher's participation in a system of education that negates his/her view about the South African sociopolitical situation. In the latter case the teacher is forced to comply with commitments or demands placed on him/her which negate each other. Van den Berg's theory of plural existence was used to inform data analysis and so was the theory of cognitive change and inconsistency.

Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2005.
The aim of this paper is to obtain an indication of the impact of an outcomes-based assessment policy on the workload of six teachers of a secondary school. Since the implementation of Outcomes Based Education (OBE) there are great expectations to implement new approaches in relation to planning, instruction and assessment guidelines that teachers should follow. Despite these guidelines assessment remains a problem area because teachers are still grappling with the assessment principles of OBE. The new outcomes-based approach to assessment encourages teachers to integrate their instruction with classroom-based assessment. Teachers however do not appear to be integrating their instruction with their assessment. Teachers are blaming the lack of integration to a lack of time. This research is an attempt to assess the time teachers spend on instruction, assessment and extra mural activities. Although this is a qualitative research, it offers a quantifiable reality that is relative to the context of six selected teachers and the context in which the teachers and school is situated. Policy is not static and thus it should be continuously tested to determine whether the aim of the particular policy is practicable. Thus I am of the opinion that research of this nature can be an important mechanism for policy enactment because indicators inform policy makers about the policy. The findings of this research proposes to "put in numbers" what teachers have to say, in other words, to reflect the quantified realities of the workload of teachers.

This chapter has argued that South Africa is not xenophobic contrary to media and some scholars' opinions. It has been shown that xenophobia is not only about hatred to foreign nationals but that foreign nationals collude with national ones in forming rival groups to compete for economic gains. This dispels the theory that the country is xenophobic since hatred and fear are not easy to measure. It also offered that contrary to the theory that migration gives rise to xenophobia with movements of the people crossing borders, the real cause of migration in this case is underdevelopment that followed the occupation of the continent by the European countries. The borders they imposed were designed to divide and rule the continent, and Africa must resolve the border issue, the land issue; teach the history of the continent; and hold festivals with SADC countries to show the unity of the continent. The African Union should have a permanent agenda issue on the unity of the continent.

This chapter focuses on the training needs of teachers teaching children with autism in special schools in South Africa. It outlines the type of training, competencies, and perceptions of teachers teaching children with autism in special schools. A qualitative phenomenology multiple case study methodology was used. In-depth semi-structured interviews, observations, and field notes were conducted with eight teachers from four different schools in Gauteng Province. The study showed that the training received by teachers assisted them with a general overview of autism and how to use various strategies to teach children with autism. Evidence showed that there was a lack of additional training and monitoring of the training provided in some instances. It highlighted teachers' preferences on the sources of training with private providers being preferred over the training received by The Gauteng Department of Education due to reasons that include perceptions of expertise and training procedures.