Дисертації з теми "Teachers, Foreign – South Africa – Case studies"
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1
Ojewale, Olugbenga Samson Mr. "America’s Inconsistent Foreign Policy to Africa; a Case Study of Apartheid South Africa." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3439.
Анотація:
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.
2
Hwengwere, Eldinah. "Foreign reference products in the registration of generic medicines in South Africa a case study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003240.
Анотація:
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.
3
Pekeur, Juanita. "Foreign direct investment and political risks in South Africa and Nigeria : a comparative analysis." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53430.
Анотація:
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.
4
Heaton, Pamela Jane. "A narrative study of teachers' life stories and their work identity." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002498.
Анотація:
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.
5
Magwaza, Mayibuye Matthew. "South Africa and Japan - a bureaucratic policy analysis." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85570.
Анотація:
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.
6
De, Vries Heleen. "Professional development in environmental education : case studies in primary schools." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50429.
Анотація:
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.
7
Wilmot, Pamela Dianne. "Teachers as recontextualisers: a case study analysis of outcomes-based assessment policy implementation in two South African schools." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1003677.
Анотація:
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.
8
Hoffmann, Patricia Anne. "Reviewing the use of environmental audits for environmental learning in school contexts: a case study of environmental auditing processes within a professional development course." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003630.
Анотація:
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.
9
Ramabulana, Ronald Thifulufhelwi. "Bantu education: the black teacher's lived experience of conflict." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1002548.
Анотація:
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.
10
Arnold, Alvin Mark. "Die impak van die uitkomsgebaseerde onderwys-assesseringsbeleid op die werkslading van onderwysers." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/2738.
Анотація:
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.
11
Haingura, Rudolph. "Enhancing learner centred education through the eco-schools framework: case studies of eco-schools practice in South Africa and Namibia." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003391.
Анотація:
Since the early 1990’s both South Africa and Namibia have been engaged in educational reform processes to address the discriminatory impacts and orientations of education under Bantu Education which were implemented in both countries prior to independence (Namibia in 1990, and South Africa in 1994). A feature of both educational reform processes is the underpinning theory of learning which draws on social constructivism, and which is articulated as learner centred education. This approach to teaching and learning infuses both policy frameworks. Another common feature is the introduction of environmental education into the formal education systems of both countries, a process which has been championed by development assistance, and which has been supported by programmes such as the Eco-Schools programme which is an international environmental education initiative started after the Rio Earth Summit in 1992, and implemented in a number of countries, including South Africa. The programme has also been piloted in some schools in Namibia. To date no research has been done on the way in which the Eco-Schools framework (its practices, organizing principles, evaluation processes etc.) enhance learner centred education. This study therefore aimed to investigate and understand how the Eco-Schools framework can enhance learner centred education. The study was conducted in 2007 in three Eco-Schools in Namibia and four Eco-Schools in South Africa in the context of the broader national programmes of implementing learner centred education policies, and environmental education histories. The study used a case study methodology, using observation, interviews, and document analysis as the main methods for data generation. The analytical process followed two stages: the first involved an inductive analysis using categories which were organized into a series of analytical memos. The second phase of data analysis involved recontextualising the data drawing on theory and contextual insights to provide insights that address the research question, using analytical statements. The main findings of the study are that the Eco-Schools framework provides numerous opportunities to enhance learner centred education, through contextualization of learning, through strengthening school-community interactions, and through enabling active involvement of learners in decision making and a range of contextually meaningful Eco-Schools practices. The study also showed that the Eco-Schools framework allows for empowerment of learners in relation to diverse needs, and also allows for learner initiated contributions, although this aspect was not well developed in the schools that were included in this study. The study also found that the benefits of Eco-Schools in terms of enhancing learner centred education were limited to only a few learners who were involved in club activities or who were being taught by enthusiastic teachers who were participating in the Eco-Schools programme. The study showed that these benefits can be more widely shared if more teachers were to get involved, and if the Eco-Schools programme were better understood in relation to the curriculum requirements of various subjects and learning areas, and if the Eco-Schools practices could be more successfully integrated across the curriculum. The study also showed that various forms of support were required for implementing the Eco-Schools programme, most notably the support of the Principal, and the Department of Education. The study also identified that parents and other stakeholders in the school were supportive of the Eco-Schools programme since it was perceived to have relevance to learning, as well as the community. The results broadly confirmed that the implementation of Eco-Schools using a whole school, values based and active learning approach promotes a school culture which enhances learner centred education more broadly across the school. The study also found that the Eco-Schools programme added a new dimension to existing discourses on learner centred education, which could be described as a community linked or situated approach to learner centred education.
12
James, Sally Jane. "Teachers’ experiences of change : a case study analysis of a school-based intervention in rural Kwazulu-Natal." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013118.
Анотація:
The research presented in this thesis is a case study analysis of the school-based intervention initiated by the David Rattray Foundation [DRF]. David Rattray, a South African historian well known for his contribution to the 1879-1896 Anglo-Zulu War heritage, was murdered in January 2007. In response to his untimely death, the DRF was established by family and friends with the hope of improving education within the Umzinyathi rural municipal district of KwaZulu-Natal. This study consisted of three phases: Phase I (May-December 2011); Phase II (January-December 2012), and Phase III (December 2012-October 2013). During Phase I, the focus was on describing the broader context in which the case is located. It resulted in a narrative account of the emergence of the DRF as a non-governmental organisation [NGO] working towards change within the local rural school community. During Phase II the focus shifted from the broader socio-political and economic context to the human dimension which included teachers, principals, volunteer workers and a district official working in the schools. During Phase II the approach to change adopted by the DRF was critically analysed in relation to models of change described in the literature. Teachers’ experiences of change were also examined. Phase III was a synthesis of the findings from the first two research phases. By drawing on systems and complexity theory perspectives, insights were gained enabling a deep understanding of the DRF’s school-based intervention as a whole. This research is a qualitative study that seeks to understand individual teachers’ experiences and participation in a process of change that reaches beyond the individual and his/her immediate context. The adoption of a realist ontology (Maxwell, 2012) and application of an explanatory heuristic based on the critical realist philosophy of Bhaskar (1979, 1980, 2011) enabled the layered analysis and in-depth interpretation that characterises the study. The findings of the study reveal a complex and ongoing process of change within a rural school context. The results illuminate the efficacy of a collaborative partnership between civil society (the DRF), the local community, under the leadership of a tribal authority, and the local government (KwaZulu-Natal Provincial Department of Education). It also reveals how teachers within this particular context do not have a strong voice in the change process and hence participate only superficially in the school-based intervention. It is probable that the constraining mechanisms revealed through this research are not exclusive to this particular case study, but are common across the South African rural school context. The main contention of this thesis is that these mechanisms need further interrogation in order to enable further change and permit the active participation of teachers in the process.While the study illuminates many of the tensions and problems faced by the schools and the community in which they are located, it also highlights the achievements and selfless attitude of many people working towards change and improvement within the schools. This case study thus provides an example to all South Africans of what can be achieved with commitment and effort.
13
Van, der Wolk Karen Anne. "The development of an effective multi-media distance education programme for in-service teachers." Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/16135.
Анотація:
Bibliography: pages 136-142.This dissertation is a report of my work in schools in the Eastern Cape while assisting the Primary Education project (PREP) to develop a resource pack for in-service education. In-service education has received much attention in recent years in South Africa. Both the state sector and non-government organisations have provided various in-service interventions in an attempt to improve both the qualifications of teachers and the results of pupils in schools. However, the dismal state of education in ex-DET schools bears witness to the fact that such interventions have by and large been ineffectual. This study shows how one project developed and trialled parts of a distance learning in-service course in conjunction with junior primary farm school teachers. The need for innovative and creative models of distance education is explored and our understanding of the nature of distance learning is detailed. The study goes on to include an analysis of the political economy of farm schools. It also details the constraints acting upon teachers in such schools and shows how these impacted on the study. The research procedures and methods of data collection are outlined and a framework for analysing the data is developed and justified. The actual data generated during the study is then measured against this framework in order to gauge its effectiveness as an in-service intervention. Finally, I draw conclusions and make certain recommendations based on the evidence presented. Whilst these recommendations are tentative, they may have relevance in terms of future in-service education policies and procedures.
14
Manyuchi, Albert Edgar. "Foreign direct investment and transfer of environmentally sound technologies : case studies in the energy sectors of Angola and South Africa." Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/57201.
Анотація:
Foreign direct investment (FDI) has been found a very important channel through which international
technology transfer takes place, especially in the context of developed and emerging countries. But very
little is known on transfer of environmentally sound technologies (ESTs) through FDI in the context of
Africa. This policy-science study that brings empirical evidence, conceptual clarity and interdisciplinary
approaches to African policymakers and practitioners deals with this crucial issue. The main aim of this
study is to explore whether FDI can be used to transfer ESTs. It examines the inflow of FDI into Angola s
energy sector and the outflow of direct investments from South Africa s energy sector. It employs a
conceptual framework that links government-imposed regulations and agencies, as well as international
regimes, to govern the flow of FDI. It specifically analyses how two African countries use national
regulations, agencies and international relations to influence FDI for the purposes of the transfer of ESTs.
In the case of Angola, it looks at FDI inflows and the transfer of ESTs into the energy sector; while in the
case of South Africa, the focus is on the transfer of ESTs out of the sector to other African countries, in
particular Uganda.
The study produces two main findings. First, Angola uses its national legal and policy framework and
institutions to regulate FDI flows for the purposes of acquiring ESTs in the energy sector. It specifically
does so through employing structural power to invoke sovereignty principles and implementing these
through particular institutions, as well as effectively interacting with international regimes. Second, South
African does not purposely promote transfer of ESTs through outward FDI to other African countries,
such as Uganda. One of the key conclusions of the study is that host countries (recipients) of FDI can
invoke sovereignty principles enshrined in various national policy and legal frameworks, and deploy
international relations to attract FDI-carrying ESTs. The two key recommendations from this study are as
follows. First, African policymakers and practitioners should shun a reductionist approach to FDI and
start viewing FDI as a multidimensional bundle of resources that can contribute in a multifaceted manner
to sustainable development. Second, further policy-science researches that generate empirical evidence
for African policymakers and practitioners engaged in international negotiations and programmes on FDI
and technology transfer as well as sustainable development should be encouraged.Thesis (DPhil)--University of Pretoria, 2016.
tm2016
Political Sciences
DPhil
Unrestricted
15
Claude, Marianne. "A case study of a series of process writing workshops for teachers of English as a second language." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003314.
Анотація:
The case study, which is described in this thesis, is concerned with two aspects of second language teaching and learning, namely process writing and 'teacher development'. Ten Zulu speaking, English second language teachers in Durban, Natal, participated in a series of process writing workshops. Before the workshops, they were given opportunities to reflect, in interviews, upon their own past and present writing practices. After the workshops there were follow-up interviews to elicit their further understanding of what is involved in writing. The workshop materials were compiled and written by the researcher. The aims of the research project were, in summary, the following: to let the teachers, who are teachers of writing in their classrooms, become participating writers themselves; to make the process writing workshops be a reflective activity through which the participants would develop as teachers. The entire case study is positioned within critical theory, as a philosophical framework, in which the teachers' reflections upon their writing experiences is seen as emancipatory practice. The research project was small scale and predominantly qualitative. A narrative, 'explanation-building' analysis of the entire findings forms the major part of the thesis. The writing workshops gave the teachers in this study occasion to experience process writing; furthermore they were enabled to reflect in detail on their experiences. It is suggested that teacher training colleges and in-service courses incorporate the 'writing workshops for teachers ' concept, as an activity for growth and development. Further research may take the form of long term action research into how teachers who have attended such workshops implement the insights they have gained in their classrooms.
16
Chikunda, Charles. "Exploring and expanding capabilities, sustainability and gender justice in science teacher education : case studies in Zimbabwe and South Africa." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006026.
Анотація:
The focus of this study was to explore and expand capabilities, sustainability and gender justice in Science, Mathematics and Technical subjects (SMTs) in teacher education curriculum practices as a process of Education for Sustainable Development in two case studies in Zimbabwe and South Africa. The study begins by discussing gender and science education discourse, locating it within Education for Sustainable Development discourse. Through this nexus, the study was able to explore gender and sustainability responsiveness of the curriculum practices of teacher educators in Science, Mathematics and Technical subjects; scrutinise underlying mechanisms that affect (promote or constrain) gender and sustainability responsive curriculum practices; and understand if and how teacher education curriculum practices consider the functionings and capabilities of females in relation to increased socio-ecological risk in a Southern African context. Influenced by a curriculum transformation commitment, an expansive learning phase was conducted to promote gender and sustainability responsive pedagogies in teacher education curriculum practices. As shown in the study, the expansive learning processes resulted in (re)conceptualising the curriculum practices (object), analysis of contradictions and developing new ways of doing work. Drawing from the sensitising concepts of dialectics, reflexivity and agency, the study worked with the three theoretical approaches of Cultural Historical Activity Theory (CHAT), feminist theory and capabilities theory. The capability and feminist lenses were used in the exploration of gender and sustainability responsiveness in science teacher education curriculum practices. CHAT, through its associated methodology of Developmental Work Research, offered the opportunity for researcher and participants in this study to come together to question and analyse curriculum practices and model new ways of doing work. Case study research was used in two case studies of teacher education curriculum practices in Science, Mathematics and Technical subjects, one in Zimbabwe and one in South Africa. Each case study is constituted with a networked activity system. The study used in-depth and focus group interviews and document analysis to explore gender and sustainability responsiveness in curriculum practices and to generate mirror data. Inductive and abductive modes of inference, and Critical Discourse Analysis were used to analyse data. This data was then used in Change Laboratory Workshops, where double stimulation and focus group discussions contributed to the expansive learning process. Findings from the exploration phase of the study revealed that most teacher educators in the two case studies had some basic levels of gender sensitivity, meaning that they had ability to perceive existing gender inequalities as it applies only to gender disaggregated data especially when it comes to enrolment and retention. However, there was no institutionalised pedagogic device in place in both case studies aimed at equipping future teachers with knowledge, skills, attitudes and values to promote aspects of capabilities (well-being achievement, wellbeing freedom, agency achievement and agency freedom) for girls in Science, Mathematics and Technical subjects. Science, Mathematics and Technical subjects teacher educators' curriculum practices were gender neutral, but in a gendered environment. This was a pedagogical tension that was visible in both case studies. On the other hand, socio-ecological issues, in cases where they were incorporated into the curriculum, were incorporated in a gender blind or gender neutral manner. Social ecological concerns such as climate change were treated as if they were not gendered both in their impact and in their mitigation and adaptation. It emerged that causal mechanisms shaping this situation were of a socio-political nature: there exist cultural differences between students and teacher educators; patriarchal ideology and hegemony; as well as other interfering binaries such as race and class. Other curriculum related constraints, though embedded in the socio-cultural-political nexus, include: rigid and content heavy curriculum, coupled with students who come into the system with inadequate content knowledge; and philosophy informing pedagogy namely scientism, with associated instrumentalist and functionalist tenets. All these led to contradictions between pedagogical practices with those expected by the Education for Sustainable Development framework. The study contributes in-depth insight into science teacher education curriculum development. By locating the study at the nexus of gender and Science, Mathematics and Technical subjects within the Education for Sustainable Development discourse, using the ontological lenses of feminist and capabilities, it was possible to interrogate aspects of quality and relevance of the science teacher education curriculum. The study also provides insight into participatory research and learning processes especially within the context of policy and curriculum development. It provides empirical evidence of mobilising reflexivity amongst both policy makers and policy implementers towards building human agency in policy translation for a curriculum transformation that is critical for responding to contemporary socio-ecological risks.Microsoft� Word 2010
Adobe Acrobat 9.54 Paper Capture Plug-in
17
Reddy, Christopher Paul Samuel. "Teacher responses to education policy reforms : case studies of in-service processes in the Western Cape Province of South Africa." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52477.
Анотація:
Dissertation (PhD)--University of Stellenbosch, 2001ENGLISH ABSTRACT: In South Africa the transformation process in education has placed tremendous pressure on teachers, redefining roles, functions and imposing new levels of accountability on education professionals. This thesis is based on research examining teachers' experiences of and responses to the recent policy changes and their implications for teachers' work at primary school level. The research captures a small selection of the diverse views and reflections of teachers in case studies of in-service teacher education processes set against the backdrop of major educational changes driven by structural and policy changes in a changing socio-political context. The participants in the research project consisted of a selection serving (working) teachers who attended in-service teacher education programmes voluntarily. The interpretations of events reflect my own perspectives and are informed by both the participants in the research and the specific period in which the research took place. Data produced suggests that while the initial legislative changes took place fairly quickly, the implementation of more systemic, structural, curricular and administrative changes posed a greater challenge. Hastily introduced changes related to practice about which teachers were not consulted resulted in professional uncertainty being induced and teachers experiencing confusion, anxiety and doubts about their competence. Large numbers in classes, poor resources, micropolitical issues at schools, were mentioned as contextual constraints affecting implementation of changes as prescribed in policies. Small pockets of compliance with and support for change initiatives were however also evident in the responses. I contend that the overwhelmingly resistant responses of teachers in the case studies conducted are related to contextual constraints and the decontextualised, externally developed policies and externally imposed changes that ignore teachers' experience (as teacher and personal), beliefs, values and local contexts and broader social contexts. Further I posit that planning of change processes needs to involve teachers at all levels including policy development and in-service activities so that teachers are not only informed of changes but are part of the change process.
AFRIKAANSE OPSOMMING: Die transformasieproses van die onderwys in Suid-Afrika het geweldige druk op onderwysers geplaas omdat hulle rolle en funksies hergedefinieer is en nuwe vlakke van verantwoordelikheid op onderwyskundiges geplaas is. Die navorsing waaroor in hierdie tesis gerapporteer word, is gebaseer op onderwysers se ervarings van en reaksies op die onlangse veranderinge in beleidsdokumente. Die imp likasies vir die werk van onderwysers in die primêre skool word ook betrek. Die navorsing hanteer gevallestudies waarin 'n klein gedeelte aangespreek word van die diverse sienings en refleksies van onderwysers wat deelgeneem het aan indiensopleiding met die oog op die implementering van Kurrikulum 2005. Dit word gestel teen die agtergrond van die grootskaalse onderwysveranderinge as uitvloeisel van die strukturele en politieke veranderinge in 'n veranderende sosio-politieke konteks. Die deelnemers aan die navorsingsprojek was 'n seleksie diensdoende onderwysers wat die programme op 'n vrywillige basis bygewoon het. Alhoewel hulle reaksies as uitgangspunt vir die interpreasie van die resultate gebruik is, reflekteer die interpretasie my eie perspektiewe, gegrond op sowel die ervarings van die deelnemers aan die navorsingsproses as die tydperk waartydens die navorsing plaasgevind het. Die data wat geproduseer is, sugureer dat, in teenstelling met die relatief vinnige veranderinge van die aanvanklike wetgewing, die implementering van die meer sistematiese, strukturele, kurrikurêle en administratiewe veranderings 'n groter uitdaging gebied het. Veranderinge in verband met die onderwyspraktyk, wat baie vinnig ingebring is sonder om die onderwysers daaroor te raadpleeg, het tot professionele onsekerheid gelei, aangevul met verwardheid, vrees en twyfeloor hulle bekwaamheid. Groot klasse, gebrekkige hulpbronne, mikro-politiese sake by die skole, is genoem as kontekstuele beperkings wat die implementering van die voorgeskrewe beleidsveranderinge beïnvloed het. Slegs'n klein groepie onderwysers het die beleidsveranderinge aanvaar of ondersteun. Ek voer aan dat die oorweldigende aantal negatiewe response van onderwysers verband hou met kontekstuele beperkings en die gedekontekstualiseerde, eksternontwikkelde beleidsdokumente. Die veranderinge wat ekstern afgedwing is en wat onderwysers se waardes en plaaslike kontekste geïgnoreer het, speel volgens my ook 'n belangrike rol. Verder stel ek dit dat onderwysers op alle vlakke by die beplanning van veranderingsprosesse betrek moet word. Daarby word beleidsontwikkeling en aktiwiteite rondom indiensopleiding ingesluit sodat onderwysers nie slegs ingelig word nie, maar ook deel vorm van die proses.
18
Walker, Melanie. "Reflective practitioners : a case study in facilitating teacher development in four African primary schools in Cape Town." Doctoral thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/14248.
Анотація:
Bibliography: leaves 486-504.The thesis is an action research study of the work of a university-based facilitator and a total of 34 teachers from four african primary schools in Cape Town between 1987 and 1989. The study is premised on the argument that teachers are important in developing quality schooling, and that teachers should be active producers of pedagogical knowledge, shaping the curriculum through their engagement in a process of reflection-on-practice. It examines a relatively under-researched area in action research studies - namely the role of the facilitator in the process of educational change. The reflective practitioners of the thesis title are both the university-based facilitator conducting 'second-order' action research into her own educational of practice, and the teachers Both levels of the 'first order' reflective practice which the facilitator tried to encourage reflection shape and are shaped as facilitator and teachers explore together the limits and possibilities of curriculum development. The second order research thus: informs the facilitator's action with teachers; generates practical knowledge for INSET; contributes to knowledge of staff development processes; contributes to the general literature on action research; and also provides a comparative dimension for those working in developing countries. The study outlines the historical and political context shaping educational work in schools between 1987 and 1989, including an account of the nature of intellectual production at african teachers' colleges. It highlights two key dilemmas in the facilitator's practice the dilemma of democratic vs directive practice, and the dilemma of only reforming the form and content of the curriculum vs the transformation of teaching. The study found that a recessive role for the facilitator was not appropriate where bantu education has severely limited teachers' exposure to alternative ideas of teaching and learning. The tension was for the facilitator to learn how to share expertise within a participatory framework in which teachers would take responsibility for their own learning. The study explains how teachers changed, or failed to change, in the areas of new methods, new materials and changing pedagogical assumptions - and the influence of the facilitator's interventions in all this. The limits of technical knowledge divorced from critical thinking, and the limits of emancipatory knowledge without technical skills are revealed in the work of both the facilitator and the teachers. A more nuanced reading of the reform-transformation dilemma, arising from the concrete experience of participants in this study, is suggested. Action research is evaluated as a project of possibility, both for teachers and for teacher-educators to research their own practice in pre- and in-service work. Based on the findings generated by this study, suggestions are made for democratic and reflective forms of INSET for teachers, as a contribution to the reconstruction of education in a democratic South Africa.
19
Du, Randt Marlise. "The representation and participation of provinces in international relations in South Africa, case study : Western Cape Province." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6707.
Анотація:
Thesis (MA)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: With globalization the world has become a much smaller place and there has been an increase in the types of actors that take part in international relations. Even though foreign policy is normally the domain of the national government, sub-national governments have also started to make their mark in the international arena. The study of the role that sub-national governments play in the international arena, as well as how they are represented nationally has been narrowed down to South Africa and one of its nine provinces, namely the Western Cape Province. The thesis looks at how the provinces in South Africa are able to play a role internationally and what powers they are given by the Constitution. In South Africa provinces are allowed to sign Twinning agreements; although these agreements are not legally binding in terms of International Law. For this thesis I use a ‘case study’ design to focus the study, the case study for this thesis is the Western Cape Province. In terms of the research methodology for data collection, I conducted interviews with Minister Ivan Meyer who is the Minister responsible for international relation in this province. I also interviewed Mr. Roderick Thyssen who is part of the Directorate of International Relations which forms part of the Office of the Premier. Further primary data used in this study includes government documents, speeches, documentation on the agreements signed by the Western Cape Province, and the Constitution of South Africa. Secondary sources include books, journal articles and internet sources. The study uses the theory of micro-diplomacy to show the “awareness of universal interdependence.” Micro-diplomacy is not, however, a new concept but since interdependence across different levels of government has become increasingly more prevalent it has developed into an important phenomenon, requiring study. The concept implies that international relations are no longer the sole domain of national government, but that international relations and agreements are entered into on the provincial level as well, where provincial governments have taken responsibility for the “well-being of their respective territorial communities and for their own political survival in them” (Duchacek, 1984:15). The thesis found that even though the constitution of South Africa does not specifically give provinces the right to enter into international relations it also has not been clearly defined, which means there is room for interpretation. The Western Cape Province is a very active province in the international arena and market themselves in order to get more investments in the province for more funding to make it possible to deliver services more effectively. Provinces however are encountering obstacles such as, not being financially empowered, as well as lacking some important resources. Opportunities are however given in the form of support by institutions, such as the National Council of Provinces (NCOP), Consultative Forum of International Relations (CFIR), Ministers and Members of the Executive Council (MinMecs) and the President’s Coordinating Council (PCC), created to represent the provinces where they can express their specific needs and where they can also coordinate with the national sphere of government. There has been a realisation by the national government that they are no more the only actors internationally and they have started encouraging provinces to promote themselves.
AFRIKAANSE OPSOMMING: Met globalisering het die wêreld baie kleiner geword en was daar 'n toename in die tipes akteurs wat deelneem aan internasionale betrekkinge. Alhoewel buitelandse beleid normaalweg binne die domein van die nasionale regering val, het sub-nasionale regerings ook begin deel neem in die internasionale arena. Die bestudering van sub-nasionale regerings se rol in internasionale betrekkinge, as ook hoe hulle op nasionale vlak verteenwoordig word, is vereenvoudig na die voorbeeld van Suid-Afrika en een van die land se nege provinsies, naamlik die Wes-Kaap Provinsie. Die studie kyk na hoe die provinsies in Suid-Afrika 'n rol speel op internasionale vlak en watter magte aan die provinsies gegee word deur die Grondwet. In Suid-Afrika word provinsies toegelaat om “Twinning” ooreenkomste te onderteken. Hierdie ooreenkomste is egter nie wettiglik bindend in terme van Internasionale Wetgewing nie. Vir hierdie tesis gebruik ek 'n gevalle studie om die studie te fokus. Die gevalle studie vir hierdie tesis gebruik die Wes-Kaap Provinsie as die fokus. In terme van die navorsingsmetodologie vir die insameling van data, het ek onderhoude gevoer met Minister Ivan Meyer. Minister Meyer is verantwoordelik vir die hantering van internasionale verhoudings in die provinsie. Ek het ook 'n onderhoud gevoer met Mnr. Roderick Thyssen, wat deel is van die Direktoraat van Internasionale Verhoudings wat deel uit maak van die Kantoor van die Premier. Verdere primêre data wat gebruik word vir die studie, sluit regeringsdokumente, toesprake, dokumentasie oor die ooreenkomste wat geteken is deur die Wes-Kaap Provinsie en die Grondwet van Suid- Afrika in. Sekondêre bronne sluit boeke, joernaal artikels en internet bronne in. Mikro-diplomasie teorie word gebruik om te wys dat daar 'n bewustheid is van universele interafhanklikheid. Die konsep van Mikro-diplomasie is nie nuut nie, maar aangesien die interafhanklikheid tussen die verskillende regeringsvlakke besig is om toe te neem vereis dit verdere studie. Die konsep dui daarop dat die internasionale verhoudings nie net hanteer word deur die nasionale regering nie, maar dat internasionale betrekkinge en ooreenkomste ook op provinsiale vlak geteken word deur provinsiale regerings wat verantwoordelikheid geneem het vir die welstand van hulle gemeenskappe en politieke oorlewing (Duchacek,1984:15). Die tesis het gevind dat alhoewel die Grondwet van Suid-Afrika nie spesifieke regte gee aan provinsies wat internasionale verhoudings betref nie, is dit ook nie duidelik uitgelê en gestipuleer in die Grondwet nie, wat dit oop los vir interpretasie. Die Wes-Kaap Provinsie is baie aktief in die internasionale arena en bemark die provinsie op 'n internasionale vlak met die oog om buitelandse belegging te lok na die provinsie om dienslewering te verbeter. Provinsies ondervind struikelblokke soos geen finansiële bemagtiging en die ontbreking van belangrike hulpbronne. Daar is egter bystand geleenthede wat deur instellings soos die Nasionale Raad van Provinsies, Konsulterende Forum vir Internasionale Verhoudings, Ministers en Lede van die Uitvoerende Raad en die President se Koördinerende Raad gegee word, dit is die doel van die instellings om provinsies te verteenwoordig en waar provinsies hulle behoeftes kan voorlê en skakel met die nasionale sfere van regering. Daar is 'n duidelike besef by die nasionale vlakke van regering, dat hulle nie meer alleen deel neem op die internasionale verhoog nie en dus moedig hulle provinsies aan hom hulself te bemark.
20
Dharsey, Zorina. "Implementing a resource based inset programme : a case study of natural science teachers /." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/418.
21
Ellman, Basil. "The experiences of teachers in including learners with intellectual disabilities." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50152.
Анотація:
Thesis (MEd)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: In South Africa,' including learners with disabilities has been a concern in education since 1994. With children with disabilities, including intellectual disabilities, being increasingly included in mainstream schools, consideration needs to be given to the experiences of teachers in inclusive classrooms. Since an understanding of teachers' experiences can lead to the development of support strategies, this study sets out to explore teachers' experiences. The research design of this research is qualitative in nature and the unit of analysis is an inclusive school in the Western Cape. Data are collected through semistructured interviews, field notes and a review of school records. Interviews are held with three teachers, the school principal, the governing body chairperson (parent) and four learners. The data are analyzed using aspects of the constant comparative analysis. Three main themes, namely school factors, the learner with an intellectual disability and the role of the teachers emerge. Findings indicate that the learner with an intellectual disability can be effectively included if the school community (teachers, parents and learners) is informed and thoroughly prepared. There must also be a willingness on the part of all the role players to make a success of the inclusive process. An analysis of the experiences of teachers in this study indicates that the demands put on teachers and learners alike are challenging and that teachers need support regarding in-service training on specific strategies for successfully including learners with intellectual disabilities. An effective and collaborative support system can also provide teachers with the necessary support to approach inclusive education in a positive manner.
AFRIKAANSE OPSOMMING: Die insluiting van leerders met leergestremdhede is sedert 1994 'n brandpunt in die onderwys in Suid-Afrika. Aangesien kinders met gestremdhede, waaronder ook intellektuele gestremdhede, al hoe meer in hoofstroomskole ingesluit word, moet aandag geskenk word aan die ervarings van onderwysers in sulke inklusiewe klaskamers. Hierdie studie poog om die relevante ervarings van onderwysers te ontgin, aangesien 'n analise van sulke onderwyserservarings kan lei tot die ontwikkeling van ondersteuningstrategieë. Die navorsingsontwerp van hierdie studie is kwalitatief van aard, en die analiseeenheid is 'n inklusiewe skool in die Weskaap. Data is versamel deur middel van semi-gestruktureerde onderhoude, veldnotas en 'n oorsig van skoolrekords. Onderhoude is gevoer met drie onderwysers, die skoolhoof, die voorsitter van die beheerliggaam ('n ouer), asook vier leerders. Die data is geanaliseer deur aspekte van die 'constant comparative analysis' te gebruik. Drie temas, nl. skoolfaktore, die leerder met intellektuele gestremdhede, en die rol van die onderwysers, kom duidelik na vore. Die bevindinge bewys dat 'n leerder met intellektuele gestremdhede effektief ingesluit kan word in 'n hoofstroomskool, indien die skoolgemeenskap (onderwysers, ouers en leerders) ingelig en deeglik voorberei word. AI die rolspelers moet ook 'n gewilligheid openbaar om die inklusiewe proses suksesvol te maak. Die analise van die ervarings van onderwysers wat in hierdie studie gebruik is, maak dit duidelik dat die eise wat aan beide onderwysers en leerders gestel word, formidabel is; en dat onderwysers ondersteuning nodig het wat betref indiens-opleiding m.b.t. spesifieke strategieë vir die suksesvolle insluiting van leerders met intellektuele gestremdhede. 'n Effektiewe en onderling-ondersteunende sisteem kan ook die onderwyser van die nodige
22
Spies, Hannalie Lehome. "Teachers' readiness to support children with Asperger's syndrome within mainstream schools." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80203.
Анотація:
Thesis (MEdPsych)--Stellenbosch University, 2013.Bibliography
ENGLISH ABSTRACT: In White Paper 6 (Special Needs Education: Building an Inclusive Education and Training System), a framework was provided to establish an inclusive education and training system in South Africa. This development followed trends similar to those in other countries. The inclusive approach emerged as a key international policy at the World Conference on Special Needs Education in Salamanca, in 1994 in Spain. One of the implications of an inclusive education (IE) policy is the provision of appropriate educational opportunities for all learners, including those with disabilities, in the general education class. Therefore school policies that support this educational environment, and that provide administrative assistance, appropriate materials and resources, as well as qualified teachers, are needed. Literature states that teachers all over the world experience difficulties on different levels of IE. High school teachers, for instance, experience unique challenges and difficulties with the implementation of inclusive principles. Asperger's syndrome (AS), the focus of this study, is one of the disorders directly affected by an inclusive policy. The number of learners diagnosed with autism spectrum disorders (ASD), as well as the number attending mainstream education, has grown worldwide. The characteristics of AS lead to challenges with learning behaviour and socialisation, and cause significant difficulties for classroom teachers, who need to maintain a learning environment that is conducive to learning by all learners. Although there is an increasing flow of information available relating to support, accommodations, methods and information, this does not ensure that educators will be aware of and effectively use these sources. Since teachers are the main team players in the successful implementation of IE, this study aimed to investigate exactly how ready they are to implement IE practices, especially with regard to supporting children diagnosed with AS. The theoretical framework on which this study was based was Bronfenbrenner's bioecological model. This study's research methodology can be described as basic qualitative research embedded within an interpretive paradigm. Purposive sampling was used to select participants from three different schools in the Western Cape Province in South Africa. Three methods of data collection were employed, namely reflective questions, as well as semi-structured individual and focus group interviews. Thematic analysis was used to analyse the data. With Bronfenbrenner's bioecological model as the backdrop, the research findings indicate that the readiness of the participating teachers for IE, and therefore by implication their readiness to include learners with AS in the mainstream classes, is compromised. The findings indicate that this lack of readiness comprises factors on macro-, meso-, exo- and micro-system levels. These systems do not appear to be ready for IE, and therefore, although there is willingness to learn among the teachers in this study, it seems as though they are not ready for the inclusion of learners diagnosed with AS in their classes. Support needs to be aimed at increasing teachers' understanding of the philosophical principles of IE in general, but also increasing their knowledge of AS and providing them with practical suggestions regarding best practises relating to the inclusion of learners with AS in their mainstream classes. Since teachers seem not to be specialists in the support of learners with barriers to learning, professionals who will be able to support them in this regard need to be employed in the schools.
AFRIKAANSE OPSOMMING: In Witskrif 6 (Spesiale Onderwysbehoeftes: Die Vestiging van 'n Inklusiewe Onderwys- en Opleidingstelsel) is 'n raamwerk verskaf vir die vestiging van 'n inklusiewe onderwys- en opleidingstelsel in Suid-Afrika. Hierdie ontwikkeling het gevolg op soortgelyke tendense in ander lande. Die inklusiewe benadering het na vore getree as 'n sleutel internasionale beleid by die Wêreldkongres oor Spesiale Onderwysbehoeftes wat in 1994 in Salamanca, Spanje gehou is. Een van die aspekte wat fundamenteel is tot die beleid van inklusiewe onderwys (IO) is die verskaffing van gepaste opvoedkundige geleenthede aan alle leerders, insluitend dié met gestremdhede, in die algemene klaskamer. Skoolbeleide wat hierdie opvoedkundige omgewing ondersteun, en wat administratiewe bystand, gepaste materiale en hulpbronne, sowel as gekwalifiseerde onderwysers verskaf, word benodig. Volgens die literatuur ervaar onderwysers die wêreld oor probleme op verskillende vlakke van IO. Hoërskoolonderwysers, byvoorbeeld, ervaar unieke uitdagings en probleme met die implementering van inklusiewe beginsels. Asperger se sindroom (AS), die fokus van hierdie studie, is een van die stoornisse wat direk deur 'n inklusiewe beleid geraak word. Die aantal leerders wat met outismespektrumstoornisse (ASS) gediagnoseer word, sowel as die aantal wat hoofstroomonderrig ontvang, neem wêreldwyd toe. Die kenmerke van AS lei tot uitdagings in leergedrag en sosialisering, en veroorsaak aansienlike probleme vir klasonderwysers, wat 'n leeromgewing moet kan onderhou waarin alle leerders die vermoë het om te leer. Hoewel daar 'n toenemende vloei van inligting is wat verband hou met ondersteuning, tegemoetkomings, metodes en inligting, verseker dit egter nie dat opvoeders bewus sal wees van hierdie bronne nie en hulle doeltreffend sal gebruik nie. Aangesien onderwysers die vernaamste spanlede is in die suksesvolle implementering van IO, was die doelwit van hierdie studie om ondersoek in te stel na presies hoé gereed hulle is om IO-praktyke te implementeer, veral met betrekking tot ondersteuning aan kinders wat met AS gediagnoseer is. Die teoretiese raamwerk waarop hierdie studie geskoei is, is Bronfenbrenner se bio-ekologiese model. Die navorsingsmetodologie vir hierdie studie kan beskryf word as basiese kwalitatiewe navorsing ingebed in 'n interpretatiewe paradigma. Doelgerigte steekproefneming is gebruik om deelnemers in drie verskillende skole in die Wes-Kaap provinsie in Suid-Afrika te selekteer. Drie dataversamelingsmetodes is gebruik, naamlik reflektiewe vrae, asook halfgestruktureerde individuele en fokusgroeponderhoude. Tematiese analise is gebruik om die data te analiseer. Met Bronfenbrenner se bio-ekologiese model as agtergrond kon die navorsingsbevindings wys dat die gereedheid van die deelnemende onderwysers in hierdie studie vir IO, en by implikasie dus hulle gereedheid om leerders met AS in hoofstroomklasse in te sluit, onvoldoende is. Die bevindinge dui aan dat hierdie tekort aan gereedheid faktore op makro-, meso-, ekso- en mikro-sistemiese vlakke omvat. Hierdie stelsels blyk nie gereed vir IO te wees nie en hoewel daar 'n bereidheid is om te leer by die onderwysers in hierdie studie, is hulle nie gereed om leerders wat met AS gediagnoseer is, in hulle klasse in te sluit nie. Ondersteuning moet daarop gerig wees om die onderwysers se begrip van die filosofiese beginsels onderliggend aan IO in die algemeen te verhoog, sowel as hulle kennis van AS, en om hulle praktiese voorstelle te gee m.b.t. beste praktyk in verband met die insluiting van leerders met AS in hulle hoofstroomklasse. Aangesien dit voorkom asof onderwysers nie spesialiste is in die ondersteuning van leerders met struikelblokke tot leer nie, moet professionele persone wat hulle in hierdie opsig kan help, deur die skole aangestel word.
23
Franse, Ricardo. "The response of an original equipment manufacturer to the Motor Industry Development Programme : a case study /." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/303/.
24
Le, Grange Lesly L. L. "Pedagogical practices in a higher education context : case studies in environmental and science education." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/19380.
Анотація:
Thesis (PhD) -- Stellenbosch University, 2001.Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: My study investigates opportunities that may currently be available to enable the transformation of post-apartheid teacher education. I examine two case studies of my own professional practice. The first case study involves in-service education work that I performed with teachers in a local community, Grassy Park. The second case study represents work I performed with students in a pre-service education programme at the University of Stellenbosch. My study aims to: • Critically examine the implications of social issues, particularly environmental issues, for pedagogical practices generally and for South African pedagogical work in particular. • Critically review the changing socio-historical determinants of pedagogical practices in South African teacher education. • Investigate changing pedagogical practices by describing and reflecting on work done in my own professional contexts as a science/environmental teacher educator at a historically Afrikaner university. With respect to teacher education, Pendlebury (1998) argues that we are seeing shifts in public space, evaluative space, pedagogical space and institutional space from insulated space (hidden from public scrutiny) to a more porous space. In this study I am concerned with pedagogical space that, in Pendlebury's (1998:345) terms determines 'who may learn (or teach), how and what they learn (or teach), when and for how long and where'. I use these categories of Pendlebury (1998:345) together with Turnbull's (1997) perspectives on knowledge production as conceptual tools to frame my analyses of the cases. Although a significant part of my study focuses on classroom practices, I take pedagogy to have a much broader meaning that incorporates in Hernandez's (1997:11) terms 'all spaces in which knowledge is produced and identities are formed'. This research report offers a brief insight into the complexities of change at the micro-level of classroom practices. But, importantly also contextualises these micro-level pedagogical practices within broader socio-historical determinants and provides praxiological comments on postapartheid education policies. The research also initiates an investigation into the social organisation of trust in post-apartheid South Africa.
AFRIKAANSE OPSOMMING: In hierdie studie ondersoek ek die geleenthede vir die transformasie van onderwyseropleiding in die post-apartheidsera. Ek bespreek twee gevallestudies uit my eie professionele praktyk. Die eerste gevallestudie handel oor die indiensopleiding van onderwysers in Grassy Park, 'n plaaslike gemeenskap. Die tweede gevallestudie handel oor die werk wat ek met studente in 'n voorgraadse onderrigprogram aan die Universiteit van Stellenbosch gedoen het. Die studie het die volgende ten doel: • 'n Kritiese ondersoek na die uitwerking van sosiale aspekte, met die klem op omgewingsaangeleenthede, op opvoedkundige praktyke in die algemeen en op die Suid- Afrikaanse opvoedkundige praktyk in die besonder. • 'n Kritiese oorsig oor die sosio-historiese veranderinge wat deeI vorm van die opleiding van Suid-Afrikaanse onderwysers. • 'n Ondersoek na veranderende opvoedkundige praktyke aan die hand van 'n beskrywing van en refleksie op my eie professionele werk as dosent in die wetenskap/omgewingsopvoeding aan 'n historiese Afrikaanse universiteit. Ten opsigte van onderwyseropleiding beweer Pendlebury (1998) dat verskuiwings in die publieke ruimte, evaluerende ruimte, pedagogiese ruimte en institusionele ruimte, plaasvind van 'n afgesonderde ruimte (verberg vir publieke waarnemimg/evaluasie) na 'n meer deursigtige ruimte. In hierdie studie fokus ek op die pedagogiese ruimte wat, volgens Pendlebury (1998:345), bepaal 'who may learn (or teach), how and what they learn (or teach), when and for how long and where'. Ek gebruik Pendlebury (1998: 345) se kategoriee saam met Turnbull (1997) se perspektiewe oor kennisproduksie as konseptuele raamwerk vir my analise van die twee gevallestudies. Alhoewel 'n beduidende gedeelte van my studie op klaskamerpraktyke fokus, moet die term pedagogie(k) volgens my 'n veel breer betekenis verband gesien word om ook Hernandez (1997: 11) se 'all spaces in which knowledge is produced and identities are formed' intesluit. Hierdie navorsingsverslag lig die komplekse aard van transformasie op die mikro-vlak van klaskamerpraktyke toe. Van groot belang is ook die kontekstualisering van opvoedkundige praktyke op mikro-vlak binne die breer sosio-historiese veranderlikes en lewer praktykverwante kommentaar op die opvoedkundige beleid van die post-apartheidsera. Die navorsing dien ook as vertrekpunt om sosiale vertroue in die post-apartheids-Suid-Afrika te ondersoek.
25
Davies, Jean-Marie. "Classroom teachers' attitudes towards the mainstreaming of children with special educational needs : a small scale survey." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/17451.
Анотація:
Includes bibliography.The primary aim of this study was to investigate the attitudes of primary school teachers in ordinary classrooms towards learners with low to medium special educational needs, and to discover under what conditions, if any, they would be willing to accommodate these learners in their classrooms. It was hypothesized that teachers are not willing to accept these students without considerable support. The secondary aim of the study was to explore individual teachers' reservations about mainstreaming and methods by which these concerns could be overcome. A research design and methodology incorporating both a quantitative and a qualitative dimension was used. The sample consisted of 113 teachers drawn from six primary schools in the broader Cape Town area. Two schools were included from each of the three ex-Education Departments. A questionnaire based on the Classroom Integration Inventory (Paul, Turnbull and Cruikshank, 1977) was developed and administered to the teachers. This provided the data for the primary investigation. The data for the secondary investigation was collected by means of semi-structured interviews which were conducted with the respondents who were least willing to accept learners with special educational needs. Contrary to the literature, the quantitative results of this study indicated that primary school teachers generally had positive attitudes towards mainstreaming learners with special educational needs. The qualitative analysis outcomes revealed that class size, a lack of skills, and the additional time and work which would be involved, were the most prominent concerns. Suggestions offered to overcome these reservations included decreased class sizes and in-service training. These findings were similar to those in the literature. This investigation was considered to be important as a policy of progressive mainstreaming is a currently debated proposal for the South African education crisis. The support of the ordinary classroom teachers would be vital for such educational reform to succeed. Although the quantitative results indicated a favourable response to mainstreaming, the data were gathered by means of questionnaires depicting a hypothetical situation, and some teachers may have supplied "politically correct" responses. Thus it was recommended that this finding be supported by further investigation.
26
Songqwaru, Nonyameko Zintle. "Supporting environment and sustainability knowledge in the grade 10 life sciences curriculum and assessment policy context : a case study of the Fundisa for Change teacher education and development programme pilot project." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006842.
Анотація:
In the context of yet another curriculum revision in South Africa, this study investigates how teachers can be supported to meet the environmental discourse requirements as outlined in the revised curriculum in the Life Sciences. The study takes place in the context of a National Case Study which has resulted in a development of a national network, curriculum framework and resources for teacher education, with specific focus on the integration of environment and sustainability in the South African teacher education system. The study intends to provide insights into what constitutes adequate professional support and assistance to teachers that enables them to understand and work with the environment and sustainability content knowledge requirements of the Life Sciences Curriculum and Assessment Policy Statement (CAPS). The study seeks to inform future curriculum implementation decisions and teacher education programmes. The study is designed as a qualitative case study inquiry that has used open-ended, individual and focus group interviews, direct field observation and document analysis to generate data. The study revealed that: * Teachers developed confidence from an in-depth analysis of the CAPS curriculum. * Teachers have content gaps in environment and sustainability knowledge and these can be addressed through professional development that emphasises rich subject knowledge. * Teachers are not familiar with teaching methods that can be used to teach environmental and sustainability content knowledge. * Teachers struggle to see the relationship between teaching and assessing. * Teachers do not have enough and adequate resources for teaching and learning. * Training given to teachers should be interactive to enable them to recontextualise training received in their work places. * Teacher training should go beyond content knowledge that teachers have to teach, but should also consider how teachers can teach and assess that knowledge. * It is important to have a strong framing for selection and sequencing of content knowledge and a relatively weak framing for pacing and hierarchical rules in teacher training workshops. * Professional development has the potential to lead to whole school development. The study recommends that: ** Recontextualisation should be grounded on interpreting the policy requirements ** Teacher pre- and in-service training should focus on developing teachers’ understanding of the foundational knowledge in the Life Sciences ** The links between Life Sciences pedagogy and environmental pedagogy should be made explicit. ** Good quality resources should be provided for teachers and they should be supported to use these appropriately. ** Teachers’ academic literacy needs to be developed. Further recommendations: * Further studies should be conducted that would look at how teachers can be supported to work with environment and sustainability content knowledge within other subjects or other content areas of Life Sciences. This could provide some insights in terms of looking at the patterns, similarities or differences between different cases. It would be valuable to trace the teachers who participated in this pilot to observe how they recontextualise the training in their classroom practices. There is no point in attending a course or training if it will not impact one’s practice. Some insights into classroom practices were gained through reflective interviews from the teachers who had taught the biodiversity content, but this was not observed in practice.
27
Mabuza, Linda Tengetile. "The influence of organisational culture on a high commitment work system and organisational commitment : the case of a Chinese multinational corporation in South Africa." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017768.
Анотація:
Chinese presence in Africa has been rapidly increasing in the past few years and has been speculated to be mainly due to China seeking Africa’s political alliance and access to Africa’s natural resources and growing consumer markets. The growing presence of Chinese organisations in Africa, however, has not been without its challenges. In particular, Chinese multinational corporations (MNCs) in search of consumer markets in Africa have been cited as facing human resource (HR) challenges which may affect their organisational performance. In this regard, literature on human resource management has already established the important role of organisational culture, HR practices and organisational commitment in enabling organisations to achieve superior organisational performance. Given the fact that there is currently little research knowledge of Chinese presence in Africa at the organisational level, this research aimed to contribute empirical knowledge to the growing body of research in this area. Specifically, the main purpose of this research was to examine how the organisational culture of a Chinese MNC’s South African subsidiary has shaped the nature of its high commitment work system (HCWS) and to assess the consequences thereof on organisational commitment. In alignment with the phenomenological paradigm, the research applied a descriptive and explanatory case study methodology in order to generate rich, qualitative data which was required for in-depth descriptions and to uncover the underlying interactions of the researched phenomena at the subsidiary. The selected case for the research was, therefore, a Chinese MNC operating in the personal computer (PC) industry, which had expanded its operations to South Africa in order to reach Africa’s growing consumer markets. In particular, the South African subsidiary served as a PC sales and distribution organisation for the Chinese MNC. There were about 40 employees at the subsidiary who were all South African employees. Semi-structured, in-depth interviews were conducted with twelve employees from different job functions and across different job levels. Data collection was guided by the theoretical frameworks by Cameron and Freeman (1991) for organisational culture and Xiao and Bjorkman (2006) for the HCWS and organisational commitment. The data collected from interviews was then analysed through a qualitative, content analysis process. The findings of the research thus pointed to the market culture as the dominant organisational culture type at the South African subsidiary of the Chinese MNC; characteristics of the adhocracy and clan cultures were also discovered. The externally oriented market culture was found to be the most relevant for the high performance and market leadership aspirations of the subsidiary. The market culture also appears to be the most appropriate organisational culture that would enable the subsidiary to deal with the competitive nature of the PC industry. Furthermore, it was found that certain cultural values emphasised by the Confucian and Ubuntu value systems could have had a part to play in the formation of the subsidiary’s organisational culture. The market culture was also found to have had the greatest influence in shaping the primarily performance oriented HCWS practices. Of the investigated HR practices at the subsidiary, all were found to be consistent with HCWS practices, with the exception of ownership practices and the performance appraisal system. Finally, although there were generally high levels of organisational commitment reported at the subsidiary, other job and organisational context factors besides the HCWS practices were found to be the major contributors to those feelings of organisational commitment. By investigating the organisational culture, HCWS and organisational commitment of a Chinese MNC in South Africa, this research has added to the body of knowledge concerning the growing presence of Chinese organisations in Africa. Based on the empirical findings of this study, several recommendations have been made in an attempt to assist the Chinese MNC manage the organisational commitment of its South African employees towards superior organisational performance.
28
Habiyakare, Evariste. "A long way to the rainbow country : understanding the foreign market expansion process of Finnish corporations into the Republic of South Africa between 1990 and 2005 /." Åbo : Åbo Akademis förlag, 2009. http://urn.fi/URN:ISBN:978-951-765-472-2.
29
Thwala, Sipho Moses. "Analysis of management constraints in the distribution of qualified mathematics and science teachers in a post-1994 education system of South Africa : a case study of senior secondary schools in the Mpumalanga Province." Thesis, 2014. http://hdl.handle.net/10500/18606.
Анотація:
The study analysed the management constraints in the distribution of qualified mathematics and science teachers in a post-1994 education system of South Africa. The study was qualitative and 14 participants were purposively sampled and semi-structured interviews were used to collect data from the identified participants. The interview transcripts were constantly compared and analysed and the data was classified into three main categories of management constraints and patterns: beliefs, experiences on management constraints and strategies for the elimination of management constraints. Turning vision into practice (TVP) framework was used to explain the relationship between its seven pillars of managing teacher recruitment and the links in the development, adoption, implementation, monitoring and evaluation of a teacher deployment system, focusing on mathematics and science. Findings of this study suggest that the current hybrid post establishment model is generic and focuses more on cost curtailment than on the supply of qualified mathematics and science teachers. The shortcomings of the model are exacerbated by the transgressions of the Employment of Educators Act. Contrary to the Employment of Educators Act, entry-level vacancies are not advertised in the province. In addition, the appointment and service conditions of qualified teachers are differential. While teachers from government bursary schemes are appointed immediately on permanent status and without probation, other qualified and long-serving mathematics and science teachers remain on temporary status for almost two years and without fringe benefits. The differential treatment leads to job insecurity and facilitates the exit of these qualified mathematics and science teachers from the profession. Moreover, schools horde and use qualified mathematics and science teachers in subjects they are not qualified to teach. It is recommended that through the suggested TVP framework, the current teacher recruitment and deployment strategies be revisited regularly to ensure effectiveness of teacher usage in mathematics and science. It is further recommended that school principals and other educational leaders should be provided with personnel management skills to ensure maximum effective recruitment and deployment of qualified mathematics and science teachers, particularly to the impoverished schools.Educational Management and Leadership
D. Ed. (Education Management)
30
Mhlanga, Moleen. "Exploring the impact of wellbeing and adjustment at a South African higher education institution." Diss., 2021. http://hdl.handle.net/10500/27513.
Анотація:
This study explored the lived experiences of foreign academics’ wellbeing and adjustment and the impact thereof on their job performance in a South African higher education (HE) institution. The qualitative interpretive study reviewed the literature on wellbeing, adjustment and job performance. It explored the impact of wellbeing and adjustment factors on performance, both personally and professionally. The job demands-resources (JD-R) model was applied in the study to demonstrate that when job resources are high, employee wellbeing, adjustment and job performance is enhanced. Purposive sampling was used to draw a sample of five foreign academics who were employed at the HE institution for more than one year and originated from different countries. Online video calling was used to gather data from the participants using semi-structured interviews. Content analysis was used to create themes and sub-themes from which the study findings were derived and conclusions, as well as recommendations, were made. The study revealed that the wellbeing and adjustment of foreign academics have a significant impact on their job performance. Recommendations were made to the HR managers, I/O psychologists, foreign academics as well as line managers on how to improve the wellbeing and adjustment of foreign academics at the HE institution.Centre for Industrial and Organisational Psychology
M. Comm. ((Industrial and Organisational Psychology)
M. Comm. (Industrial and Organisational Psychology)
31
Seligmann, Judy. "Rural teachers' learning of English in a distance education programme." Thesis, 2012. http://hdl.handle.net/10210/7274.
Анотація:
M.Ed.This dissertation sets out to examine the feasibility of teaching English to rural black teachers by distance education. It argues that the retraining of teachers is central to the reconstruction program of the ANC government and that English, as medium of instruction in most schools, is an area of weakness that needs to be addressed. It claims that failure to tackle this language issue creatively will contribute to the continued failure to achieve educational goals in South Africa. While it recognises the inability of formal institutions to cope with the enormous task of teacher retraining programmes, it seriously questions the effectiveness of teaching communicative competence by distance education. It claims that distance education does not achieve parity with conventional provision either in quality, quantity or status. It therefore sets out to find some of the 'missing links' to successful language learning and teaching in existing distance systems and to offer suggestions and recommendations for future consideration. A critical discussion of the literature on distance education, learning theories and adult second language learning, provides the context in which the training of black teachers is situated. The theoretical debates highlight the deficiencies in many of our existing language programmes and illustrate the need to implement the concept of mediated learning in the development of distance language study courses. The dissertation proposes the thesis that autonomous learning, which is central to the concept of both open and distance systems, conflicts with the general characteristics of black teachers who are products of the Bantu Education system. It emphasises the need to recognise these barriers to learning and advises the creation of a distance learning context in South Africa which exhibits a greater 'continuity of concern' (Sewart,1978) by providing for a two-way dialogue through both tutor-learner and learner-learner interaction. The dissertation therefore deals with two prime concerns: the need to equip underqualified black teachers with communicative competence in English, which will facilitate learning in the classroom and the difficulty of teaching a skills based course at a distance (see also fig. 1 on p.1).
32
Vaccarino, Franco Angelo. "An analytical perspective on language learning in adult basic education and training programmes." Thesis, 1999. http://hdl.handle.net/10500/16238.
Анотація:
The Directorate of Adult Education and Training of the national Department of Education
views Adult Basic Education and Training (ABET) not merely as literacy, but as the general
conceptual foundation towards lifelong learning and development. This includes knowledge,
skills, and attitudes which are needed for social, economic and political participation and
transformation. These skills will assist learners in becoming more active participants in their
communities, their workplaces and contribute towards the development of South Africa.
This study aims to examine whether ABET programmes prepare learners to acquire the
language which is needed to achieve this objective. It falls within one of the eight learning
areas defined by the National Qualifications Framework (NQF), namely the language,
literacy and communication learning area. In order to research the effectiveness of learning
within this area, it is important to analyse the interaction which takes place within a
classroom; the type of questions both educators and learners ask; the type of errors learners
make in the classroom; and how the educators treat these errors. What is also of paramount
importance is whether the language skills learnt in the classroom are transferred to outside
the classroom.
To examme this, various authors' views on classroom interaction; questions; errors;
treatment of errors; and evaluating the effectiveness of learning are presented. Instruments
were designed to analyse these aspects within an ABET programme, and include:
• the framework used to undertake the classroom interaction analysis,
• the instrument used to explore the type of questions educators and learners ask in
the classroom,
• how an error analysis is used to identify typical learners' errors which occur
frequently,
• the methodology used to uncover how educators treat their learners' errors, and
• the various stakeholders' questionnaires which were used to ascertain the
effectiveness of learning at an ABET Centre.
The research findings are presented and interpreted in order to provide recommendations for
the development of language learning and teaching within the ABET field. The findings also
gave rise to recommendations for classroom practices for ABET educators, and particularly
the need for educator training and development. Recommendations for curriculum designers
of ABET materials are also presented.Educational Studies
D. Ed. (Philosophy of Education)
33
Sibisi, Maria Magdalene. "The use of English as the language of learning and teaching to grade 1 isiZulu-speaking learners." Diss., 2019. http://hdl.handle.net/10500/25961.
Анотація:
The decision by some public primary schools situated in the King Cetshwayo District, in KwaZulu Natal, South Africa, to use English as language of learning and teaching (LoLT) in teaching isiZulu-speaking learners in Grade 1 classrooms, is a matter of concern. English is not the learners’ home language and the practice is also against the policy of the Department of Basic Education. In considering the recommendation by the South African Constitution, Acts and language policies of the country, it is expected to see all Foundation Phase (Grade R-3) learners being taught in their home language.
The aim of this study was to explore the use of English as LoLT in teaching Grade 1 isiZulu-speaking learners. The interpretivist/constructivist paradigm underpinned the study as did the Language Acquisition Theory proposed by Skinner and Teacher Efficacy Theory by Bandura. This study adopted a qualitative multiple-case study as it aimed to explore the use of English as the LoLT in teaching Grade 1 isiZulu-speaking learners. One-on-one, semi-structured interviews, observations and document analysis were used as data collection instruments. A purposive sampling of six Grade 1 teachers from three public primary schools was employed. Thematic data analysis method was used to analyse collected data. Data collected were analysed, categorised into codes and themes were identified.
Overall, it was found that the communities regard the schools, offering English as the LoLT in teaching Grade 1 IsiZulu-speaking learners, as the best performing schools, though the language policy was not taken into consideration and the teachers are challenged in using the target language in their teaching. It was found that five Grade 1 teachers used English in conjunction with isiZulu and only one teacher used a minimal amount of isiZulu to clarify concepts for learners to understand. It was concluded that some teachers found themselves frustrated in using English as the LoLT due to lack of proper mentoring and support from the School Management Teams (SMTs). It is recommended that the provincial Department of Education, under the leadership of the Member of the Executive Council (MEC), should review the language policy and give some clarity to ensure that schools receive guidance on how to choose the most appropriate LoLT. It is also recommended that the SMTs should provide the proper mentorship programmes, especially for teachers who are new in the school where English is used as the LoLT.Qeto ea likolo tse ling tsa mathomo tsa sechaba tse seterekeng sa King Cetshwayo, KwaZulu-Natal, Afrika Boroa, ho sebelisa Senyesemane e le puo ea ho ithuta le ho ruta (LoLT) ho ruta bana ba buang Senyesemane lihlopheng tsa 1 tsa phapusi, ke taba ea ho ameha. Senyesemane hase puo ea lehae ea liithuti ebile mokhoa ona o khahlanong le leano la Lefapha la thuto ea motheo. Ha re hlahloba khothatso ea Molao-motheo oa Afrika Boroa, Liketso le lipuo tsa puo tsa naha, ho lebeletsoe ho bona liithuti tsohle tsa thuto ea Sehlopha sa Motheo (R-3) li rutoa ka puo ea habo bona. Sepheo sa thuto ena e ne e le ho hlahloba tšebeliso ea Senyesemane joaloka LoLT ho ruta barutoana ba 1 ba buang Senyesemane. Paradigm ea li-interpretivist / constructivist e ile ea tšehetsa thuto joaloka Sephiri sa Thekiso ea Lipuo e hlalositsoeng ke Skinner le Teacher Efficacy Theory ea Bandura. Phuputso ena e ile ea amohela thuto e nang le mekhoa e metle e le hore e hlahlobe tšebeliso ea Senyesemane jwale ka leleme la ho ruta barutoana ba 1 ba buang IsiZulu. E mong le e mong ho ea ho e mong, lipuisano tse sa tšoaneng, litlhaloso le tlhahlobo ea litokomane li ile tsa sebelisoa e le lisebelisoa tsa ho bokella data. Sampula e hloekileng ea basoue ba tšeletseng ba likhaolo ho tloha likolong tse tharo tsa sechaba tsa pele e ne e sebelisoa. Tsela ea ts'ebetso e sebeliselitsoe ho hlahloba lintlha tse bokelitsoeng. Lintlha tse bokelitsoeng li ile tsa hlahlojoa, tsa aroloa ka mekhoa le lihlooho tse fumanoeng. Ka kakaretso, ho fumanoe hore sechaba se nka likolo, se fana ka Senyesemane e le leleme la ho ruta le ho ithuta lithuto tsa mphato wa pele wa barutoana ba Sezulu, e le likolo tse ntle ka ho fetisisa, le hoja polelo ea puo e sa hlokomeloe 'me basoue ba phephetsoa ho sebelisa sepheo puo ha ba ruta. Ho fumanoe hore mesuoe e mehlano ea Bakala 1 e sebelisitse Senyesemane hammoho le Senyesemane mme mosuoe a le mong feela o sebelisitse Senyesemane se fokolang ho hlakisa maikutlo a hore baithuti ba utloisise. Ho ile ha fihleloa qeto ea hore basuoe ba bang ba ile ba iphumana ba tsielehile ha ba sebelisa Senyesemane e le LoLT ka lebaka la ho hloka tataiso e viii nepahetseng le ts'ehetso ea Lihlopha tsa Tsamaiso ea Sekolo. Ho kgothaletswa hore Lefapha la Thuto la profinse, tlas'a boeta-pele ba Lekhotla la Tsamaiso (MEC), le lokela ho hlahloba leano la puo le ho fana ka ho hlaka ho netefatsa hore likolo li fumana tataiso mabapi le mokhoa oa ho khetha LoLT e nepahetseng ka ho fetisisa. Ho boetse ho kgothaletswa hore basebeletsi ba SMTs ba fane ka ts'ebetso e nepahetseng ea ho fana ka ts'ebetso, haholo-holo ho mesuoe e mecha sekolong moo Senyesemane se sebelisoang e le LoLT.
Isinqumo sezinye izikole zamabanga aphansi emphakathini wesiyingi iKing Cetshwayo, KwaZulu-Natali, eNingizimu Afrika, sokusebenzisa isiNgisi njengolimi lokufunda nokufundisa (LoLT) ekufundiseni abafundi beBanga 1 abakhuluma isiZulu, kuyindaba yokukhathazeka. IsiNgisi akulona ulimi lwasekhaya lwalaba bafundi kanti futhi lesi senzo siphambene nenqubomgomo yoMnyango Wezemfundo Eyisisekelo. Uma ubhekisisa izincomo zomthethosisekelo waseNingizimu Afrika, imithetho nezinqubomgomo zolimi lwezwe, kulindeleke ukuthi bonke abafundi bamabanga aphansi (Grade R-3) bafundiswe ngolimi lwabo lwasekhaya. Inhloso yalolu cwaningo kwakuwukuhlola ukusetshenziselwa isiNgisi njengolimi lokufunda nokufundisa (LoLT) ekufundiseni abafundi beBanga 1 abakhuluma isiZulu. I-interpretivist / constructivist paradigm yalekelela lolu cwaningo njengoba kwenza i-Language Acquisition Theory ehlongozwa u-Skinner Kanye ne-Teacher Efficacy Theory ka-Bandura. Lesi sifundo sithatha uhlelo lwe qualitative multiple-case study njengoba sihlose ukucwaninga ukusetshenziswa kwesiNgisi njengolimi lokufunda nokufundisa lapho kufundiswa abafundi beBanga 1 abakhuluma isiZulu. Izingxoxo zomuntu nomuntu kusetshenzisw imibuzo ehlelwe kahle, ukubuka lapho kufundiswa kanye nokuhlaziywa kwamabhuku kwasetshenziswa njengamathuluzi okuqoqa ulwazi. Isampula elicacile labafundisi abayisithupha beBanga 1, abavela ezikoleni ezintathu zamabanga aphansi lasetshenziswa. Indlela yokuhlaziya ulwazi ye-Thematic yasetshenziselwa ukuhlaziya ulwazi olwaqoqwa. Ulwazi olwaqoqwa lwahlaziywa, lwahlukaniswa ngamakhodi nezindikimba. Ngokujwayelekile, kwatholakala ukuthi imiphakathi ibheka izikole, ezihlinzeka isiNgisi njengolimi lokufunda nokufundisa (LoLT) ekufundiseni abafundi beBanga 1 abakhuluma IsiZulu, njengezikole ezenza kahle kakhulu, nakuba inqubomgomo yolimi ingabhekiwe futhi othisha behlangabezana nobunzima lapho besebenzisa lolu limi olukhethiwe ekufundiseni kwabo. Kwatholakala ukuthi othisha abahlanu beBanga 1 basebenzisa isiNgisi ngokuhlanganyela nesiZulu kanti uthisha oyedwa kuphela wasebenzisa isiZulu esincane kakhulu lapho ecacisa imibono ukuze abafundi baqonde. Kwatholakala ukuthi abanye othisha bazithola bexakekile lapho besebenzisa isiNgisi njengolimi lokufunda nokufundisa (LoLT) ngenxa yokungatholi ukulekelelwa okufanele kanye nokusekwa amathimba okuphatha izikole (SMTs). Kunconywa ukuthi uMnyango Wezemfundo wesifundazwe, ngaphansi kobuholi beLungu loMkhandlu oPhethe (MEC), ubuyekeze inqubomgomo yolimi, ubuye unikeze izikole inqubo ecacile ukuqinisekisa ukuthi izikole zikhetha ulimi lokufunda nokufundisa ngendlela okuyi yona yona. Kuyanconywa futhi ukuthi amathimba aphethe izikole ahlinzeke ngezinhlelo ezinhle zokulekelela othisa, ikakhulukazi othisha abasha esikoleni lapho isiNgisi sisetshenziswa khona njengolimi lokufunda nokufundisa.
Curriculum and Instructional Studies
M. Ed. (Curriculum and Instructional Studies)
34
Maja, Margaret Malewaneng. "Classroom interaction in teaching English first additional language learners in the intermediate phase." Thesis, 2015. http://hdl.handle.net/10500/20219.
Анотація:
The purpose of this study was to design components that should be included in a framework for the use of a classroom interaction approach as a strategy in teaching English as First Additional Language to enhance learners’ communicative competence in the primary schools. The previous research advocates that classroom interaction activities can provide opportunities for the facilitation of the additional language, as they encourage meaningful interaction in the target language and active learner participation. Moreover, a classroom interaction approach helps learners to construct their own learning while expressing themselves in the additional language. In the English First Additional Language (EFAL) settings, where it is an ongoing challenge to provide learners with practical learning and interactive learning opportunities, interaction activities such as discussion, storytelling, role-play, reading aloud and debate are seen as promising strategies, though there is superficial implementation of some of these activities in the Intermediate Phase EFAL classrooms.
This multiple case study investigated the nature and scope of classroom interaction in teaching EFAL to enhance learners’ communicative competence. The study explored the teachers’ understanding of classroom interaction, teachers and learners’ beliefs and attitudes and the strategies used by the teachers in teaching EFAL in the classrooms. The research was undertaken at two public primary schools, but the focus was on the Intermediate Phase at Ekurhuleni North District of Gauteng Province. It was found that most of the teachers understood the classroom interaction approach but it was not implemented in some EFAL classrooms as teachers still use the teacher-centred method while learners remain passive receivers. The study recommends that EFAL teachers should be trained to implement the classroom interaction using the interactive activities in additional language and create a conducive teaching and learning environment that permits the learners’ participation; the schools should have a parental involvement policy as a means of encouraging parents to be involved in their children’s learning; policy makers should include debate as an interactive activity in the CAPS document teaching plans in order for the teachers to fully implement it; and parents should be trained on how to assist with homework tasks and take responsibility for their children’s learning.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
35
Mkhabela, Mpumelelo Kansas. "South African foreign policy in Africa : the case of South Africa retail multinational corporations." Diss., 2013. http://hdl.handle.net/10500/13860.
Анотація:
The significant role of multinational corporations (MNCs) in the international political
economy necessitates innovative ways to study their activities and relationships with
states. This study, therefore, analyses the foreign policy of the South African
government in Africa during President Thabo Mbeki’s administration – 1999 to 2008
– juxtaposed with the corporate diplomatic strategies of selected retail MNCs. The
MNCs – Shoprite Holdings Limited, Massmart Holdings Limited, Woolworths
Holdings Limited and Pick n Pay Holdings Limited – are treated as actors.
The study uncovers the nature and extent of coalescences and divergences of
strategies between the government and the MNCs. It also finds divergences
between government’s policy pronouncements and interests. For example, the
government’s plan to craft a code of good business practice is found to be in
conflicts with its support for multilateralism. The study lays the basis for a new
model to study diplomatic strategies of firms and governments.Political Sciences
M.A. (International Politics)
36
Henha, Pauline Ngo. "An analysis of the perceptions of expatriate academics on the factors affecting their work performance." Thesis, 2009. http://hdl.handle.net/10413/7938.
Анотація:
This study examines the perceived influence of the following factors on the performance of expatriate academics: biographical profile, social and cultural adjustment, homesickness, language, organizational socialization, and satisfaction with the policies and practices of the organization with regard to salary, rewards and promotion. The study was conducted on a sample of 85 expatriate academics employees of the University of KwaZulu-Natal (South Africa). The research data were collected through a self-administered questionnaire where all answers were requested using a five point likert scale (from 'strongly disagree' to 'strongly agree‟) except for the section on the biographical profile of the participants. In other words, the research data captured the perceptions of the respondents measured on the above-mentioned scale. This means for example that every expatriate academic in the study made a self-assessment of his or her work performance. The research sample was constructed using a snowball sampling method. The results obtained from the inferential statistical analysis indicate that language is the only predictor of work performance. The frequencies and means analysis revealed that respondents are not quite satisfied with their salary and rewards. Correlation analysis also revealed the following relationships between the research variables: a correlation was found between social and cultural adjustment and homesickness; a correlation was found between social and cultural adjustment and organizational socialization; and correlation was found between satisfaction with the policies and practices of the organization with organizational socialization. The findings of this research can be useful to universities for improvement of the performance of their expatriate academics through the following research recommendations: conducting language training; providing market-related salaries to expatriate employees; and granting holiday allowances and stress management programmes to expatriate academics so as to alleviate their homesickness.Thesis (M.Com.)-University of KwaZulu-Natal, 2009.
37
Steyl, Elize. "A case study of inset for unqualified junior primary teachers." Thesis, 2014. http://hdl.handle.net/10210/11604.
Анотація:
M.Phil. (Educational Linguistics)The construct of this study consists of the perceptions and experiences of unqualified junior primary teachers in an INSET project which covered the teaching of initial reading. The rationale for the study is that scientific inquiry into an organically constructed teaching programme could yield new knowledge which is rooted in a specific and complex context such as the informal settlement communities where the teachers involved in this research project teach. The research report commences with an orientation to the study in which the groundless of the design is presented and discussed. It includes a brief presentation of the researcher's presuppositions and assumptions as well as a description of the physical context of the research. Subsequently the theoretical framework is presented, consisting of theory of INSET, specifically in the South African context as well as theory of reading and the teaching of initial reading. The final part of the framework covers reading across the curriculum. The theoretical framework is presented as support structure for the construct and also to problematical the research question (problem) from complementary angles. In the following section of the report the design of the field research is discussed against the background of the paradigm of qualitative research, describing especially the case study format as mode of exploratory, descriptive research. The analysis of verbal data as major research activity is emphasized. The data of the report are then presented in the format of examples of the route from raw data, through data-in-process, the to processed and categorized data. The process of coding and categorizing is emphasized.
38
Mhlaba, Rabela Esther. "Mentoring novice natural science teachers : a case study in the Gauteng Province." Diss., 2019. http://hdl.handle.net/10500/26458.
Анотація:
The study was undertaken because of the need to understand the impact of mentoring
novice Science teachers within the Gauteng Province. The study was conducted within
the Gauteng Province, because there have been many debates and concerns on the
need to come up with ways of improving the comprehension of science in secondary
schools in the Gauteng Province. The purpose of this study therefore was to understand
the effects and impact of mentoring novice natural science teachers within the Gauteng
Province. The study therefore, utilised qualitative research approach and this was
motivated by the need to understand the perceptions and experiences of the research
participants. Furthermore, purposive sampling was utilised as the sampling method
where the novice science teachers and relevant teachers were selected to be part of the
sample. Through the use of the semi-structured interview as the data collection method,
it was discovered that mentoring of novice teachers refers to the method of empowering
new teachers to be effective in their work-related tasks to become true professionals in
the academic profession. The study concluded that there are a number of mentoring
initiatives and mechanisms utilised to assist novice teachers. Amongst these
programmes training, skills development and technical support to enhance
communication skills and manage the curriculum are underscored. The study concludes
that mentoring of novice teachers is important within the Gauteng Province for it raises
awareness, leads to expert Science teachers equipped with a wide range of skills to
achieve the best results within the classroom. It also capacitates the novice teacher on
how to handle laboratory equipment and chemicals to benefit learners. The study also
gathered that mentoring has a direct impact on novice Science teachers. It leads to the
creation of an effective and excellent teaching environment, results in higher levels of
teacher retention and improves teachers’ service delivery. It also strengthens the
emotional and psychological well-being of teachers. The study therefore, recommended
that there is need for training and development and a budget allocated towards
enhancing the mentoring of novice Science teachers.Science and Technology Education
M. Ed. (Science and Technology Education)
39
Hendrikse, Jacqueline Valerie. "Teacher education by means of internship : a case study." Diss., 2013. http://hdl.handle.net/10500/10502.
Анотація:
Teacher education through open and distance learning (ODL) and internships is not only crucial to addressing current and future needs of learners in South Africa, and Africa as a whole, it also encapsulates the possibilities of several much-needed new perspectives on these two fields.
This research is a qualitative case study drawing from the subjective views of both the mentor teachers and the student-teacher interns already immersed in the ethos and everyday workings of a functioning local private school, PS. A case study was deemed to be an appropriate research design as the researcher is based on site and was able to spend extended time investigating, exploring and observing the student-teacher interns and their mentor teachers going about their daily routine. The sample of participants chosen comprised of the student teachers already based at PS and studying through ODL together with their assigned mentor teachers.
The findings of this study reveal an expansion of the student-teacher intern’s field of involvement and participation in the school and all school related activities. The mentor teachers, as the data revealed, also benefitted in various ways and most importantly were provided with an opportunity to reflect on their personal teaching practice and philosophy.
The study examined factors that facilitated or impeded the development and professional growth of the student-teacher intern and these factors had a direct bearing on the relationship that existed between the student teacher and their class mentor teacher. The data was collated from the open-ended questionnaires, the informal discussions held and the daily observation of the intern programme in action.
The principle recommendations resulting from this study is based on the reported range of benefits to both the student teacher and the mentor teacher. The intern programme can be recognised and valued as a relevant contribution to the South African educational system as it would seem that the student teachers coming through this system feel confident, well informed and professionally ready to take on their own class of learners.Curriculum and Instructional Studies
M. Ed. (Didactics)
40
Seme, Ephraim Zakhele. "Primary school teachers’ perceptions of child sexual abuse in a Gauteng District." Diss., 2020. http://hdl.handle.net/10500/27670.
Анотація:
This study sets out to explore the perceptions of life orientation teachers of child sexual abuse (CSA) in primary schools. Teachers in this study consist of a selection of Life Orientation teachers who are normally involved in the management of CSA. Child sexual abuse is a widespread problem in schools not only in South Africa, but internationally.
The topic is relevant today because child sexual abuse has many negative, physical, emotional, psychological and educational consequences.
One of the most significant problems children face today is the threat of sexual abuse. Child sexual abuse is a global phenomenon that is regarded as one of the greatest social problems of the 21st century. Learners are at risk of sexual abuse by teachers, scholar patrollers, family members and community members. Child sexual abuse in schools is defined by the study as the unwelcome contact or non-contact sexual behaviour on a learner.
There is a perception that most victims of child sexual abuse are young children and do not report sexual abuse because they are afraid to expose their perpetrators. The study will benefit children in primary schools at informal settlements and in Gauteng East because learners will be equipped with information that child sexual abuse is against their rights and perpetrators must be reported without fear. Most child sexual abuse is not reported; detected or prosecuted hence as a priority we must identify and protect children who are being sexually abused or are at risk of sexual abuse.
My choice of qualitative approach was influenced by the work I am doing presently at school. The researcher used pseudonyms not actual names when describing schools’ names. I am working as a teacher at a Primary School in Slovo-Park, Springs, in Gauteng East, Gauteng Province.
In this study, the design and methods on perceptions of selected stakeholders on child sexual abuse are discussed. The study explains why the explorative qualitative research design and interpretative paradigm were adopted to assess the perceptions of the participants on child sexual abuse.
The researcher explains the interview technique as a data gathering tool used. In addition, the description of the ethical considerations that guided the researcher during data collection from the participants is described. The study focused on a small number of 9 Life Orientation teachers in order to provide in-depth, detailed information about perceptions of sexual abuse in schools.
In this study the researcher used Bronfenbrenner’s ecological system’s model. These systems are; (1) The Microsystem; (2) The Mesosystem; (3) Exosystem ;( 4) The Macro system; (5) Chronosystem. These interrelated contexts as well as the individual setting can therefore be used to form an understanding of the contexts and settings involved in forming the perceptions of Life Orientation teachers.
The researcher used purposive sampling to select both schools and participants. In addition, from each school three (3) Life Orientation teachers were selected making a total of 9 participants from the schools. Data was collected from 9 participants, namely 9 Life Orientation teachers selected purposefully because these teachers are mainly involved in life skills and Life Orientation and were trained in the area and they have continuous contact and knowledge of learners who may be at risk of child sexual abuse.
Findings indicate that child sexual abuse impacts negatively on the emotional health, physical health, and academic achievement of the abused learner.Educational Foundations
41
Ramlall, Preleena. "Teachers' perceptions of language diversity at multicultural primary schools in Gauteng." Diss., 2012. http://hdl.handle.net/10500/9235.
Анотація:
South Africa has eleven official languages. In this diverse context teaching is a complex issue. In the light of this statement, the aims of this study were to
• ascertain teachers’ perceptions of language diversity in multicultural primary schools in Gauteng;
• determine their views on the factors that impact on the acquisition of English as a second language; and
• make recommendations on how teachers can best be supported to teach multicultural classes.
The study adopted a quantitative approach. A questionnaire was used to gather data, which was completed by 60 teachers from three Gauteng primary schools. Significant conclusions include, that not all teachers are aware of the language policies. Most are in favour of English being taught from Grade one; believed the parents preferred their children to be educated in English, and were divided in their support of using mother tongue languages. Finally, recommendations were made, emanating from the study.Educational Studies
M. Ed. (Socio-Education)
42
Akintola, Olubunmi Omoyeni. "HIV/AIDS risk among international migrants working in the South African informal economy : case studies of Nigerian men." Thesis, 2007. http://hdl.handle.net/10413/3188.
Анотація:
In recent years, South Africa has attracted migrants from other African countries, many of whom find work in the informal sector of the economy. At the same time, African migrants elsewhere in Europe and the US have been shown to have higher rates of HIV infection than the general population. In South Africa, however, little is known about the vulnerability of international
migrants to HIV infection. This study explored HIV/AIDS risks among informal economy migrants in the broader context of migration. The objective is to explore HIV/AIDS risk among migrants and to understand how migration experiences shape vulnerability to HIV/AIDS. This is a case study of ten Nigerian migrant traders in the Church Walk flea market in Durban. Ethnographic methods such as participant observation, individual and key informant interviews, as well as informal group discussion were used to collect in-depth data on migrants' motivations for migrating, challenges faced upon arriving in South Africa and sexual risk behaviours. It was found that migrants become vulnerable to HIV/AIDS both during the process of migration and once settled in the informal economy. Migrants found it difficult to secure jobs once in South Africa. Consequently, they had to deal with disillusionment, hunger, homelessness and hopelessness. During this period of hardship, migrants indulged in risky sexual practices such as having unprotected sex with casual partners as a means of dealing with their precarious situation. Migrants also had unprotected sex with many regular and casual partners once in the flea market where, as a last resort, they had found self-employment but had no access to HIV/AIDS intervention programmes. Reasons cited for risky sexual behaviour included separation from regular partners, loneliness, sexual pressures and the lack of social sanctions, which regulated sexual behaviour in their home country. The findings show that international migrants in the informal economy are a potential high-risk group for HIV infection and could transmit HIV to local partners as well as regular partners in their home country. This study highlights the need for interventions to reach this population.Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2007.
43
Nakedi, Emily Mmamontle. "Physical science teachers' responses to curriculum challenges in South Africa - pedagogical content knowledge focused case studies." Thesis, 2014. http://hdl.handle.net/10539/15855.
Анотація:
A critical question which continues to dominate debates in the field of science education is why curriculum reform innovations do not effect change and raise the quality of inputs in most teachers’ classroom practices. In this study, I worked with two teams of teachers in two different settings constituting two case studies to try to understand how teachers handle change in complex situations, with the aim of identifying appropriate strategies which can be effective in responding to their immediate professional needs in the classroom.
A multiple case study approach was adopted, with the first case referred to as a minor case study and the second as a major case study. Within the major case study, the four participating teachers also constituted sub-cases on their own. Data were analysed using pedagogical content knowledge (PCK) as a conceptual framework and interpretive analysis grounded in hermeneutic phenomenology to show how the teachers’ knowledge base for teaching was shifting as they engaged individually and collectively on systematic-experiential cycles of reflecting on and in actions of planning for and teaching a new topic in their classrooms, as well as how their beliefs about learners and learning interfaced with their classroom practices.
Even though this study targeted the teachers’ intrinsic resources and how these can be developed and mobilized to enhance the teachers’ efforts to enact change, contextual issues emerged very strongly in the minor case study. Hence through the minor case study, I show why stabilizing the dynamics in the wider school context, should take precedence over site-based subject-specific professional development. I show how factors in the enveloping school environment can either enhance or undermine any efforts aimed at effecting changes in the subject-specific teacher classroom practices, and why school collegiality is a prerequisite.
With the major case study, I supervised the four participating teachers who undertook self- studies to learn how to teach a new topic in the science curriculum, as part of their BSc honours projects. Within this project, they explored the use of pedagogic research-based strategies and tools such as the concept representation (CoRe), structured, systematic journaling cycle and the 5Es constructivist lesson sequencing strategy to address chemical systems topics in grades 10, 11 and 12. I showed how the four teachers’ PCK, their notions, conceptions, perspectives and knowledge about the learning and teaching of science,
planning for its teaching, the act of teaching it, and the related meta-cognition affected, as they engaged with the process.
One of the evolving contributions of this thesis which served as a framework to guide the study, is the learning for teaching through participation (LTtP) model. The LTtP offers a useful framework that provides a mechanism through which the PCK of science teachers can be developed. I used this model to map three of the teachers’ individual growth patterns. It emerged that teacher growth patterns are idiosyncratic, topic-specific and shifting because teacher change is bound to time, place and person. This finding demonstrated the capacity of LTtP to serve as a useful tool for understanding and interpreting teacher learning in innovation environments.
Methodologically I show that even though the potential of the CoRe as a research, planning, meta-cognition developing tool was not fully explored, it served as a great tool to initiate and support the development of the participating teachers’ topic specific subject matter knowledge (SMK), as well as related meta-cognitive skills. Ingenuity and authenticity of PCK-focused self-studies, in capturing and addressing curriculum innovation challenges, was demonstrated by the varied levels and complexity of cognitive, meta-cognitive, affective as well as pedagogic learning the teachers were able to amass within the limited period.
KEY WORDS
Teacher learning environments, science learning and teaching, curriculum innovation, pedagogic content knowledge and metacognition
44
Tshivhase, Patrick Vhulahani. "Teachers' perceptions of environmental education integration in Grade 10 subjects in selected Thohoyandou secondary schools." Diss., 2019. http://hdl.handle.net/10500/26392.
Анотація:
The purpose of this study was to explore the extent to which grade 10 Thohoyandou secondary teachers’ integrated Environmental Education (EE) themes in Curriculum Assessment Policy Statements (CAPS) subjects and to suggest teaching approaches that can be used in the integration of EE themes. The theoretical framework was drawn from four key learning theories: place-based learning, social constructivism, outdoor experiential learning and connectivism. A qualitative research approach was employed as the researcher sought in-depth understanding of teachers’ perceptions to- wards the integration of EE themes in their subjects. The study population comprised teachers integrating EE themes in grade 10 subjects. Convenient purposive sampling was used to select five (n=5) schools and ten (n=10) teachers as participants in this single case study. Data were collected through semi-structured interviews using a re- searcher-designed interview guide, document analysis and non-participatory observation. Content analysis was used to analyse data obtained. Results indicated that all teachers in this study were qualified to teach the subject and the grades they were teaching. Qualifications ranged from a secondary teaching diploma to the Masters in Education. However, no teacher had received prior training to integrate EE themes in their subjects. Teachers possessed knowledge and could apply some of the theories foregrounding EE in their subjects. Challenges faced by teachers in integrating EE themes in their subjects were lack of resources, overcrowded classes and poor learner involvement and understanding.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
45
Pillay, Renel. "Teachers’ perspectives on addressing barriers to learning in learners in an independent mainstream high school in Gauteng province." Diss., 2019. http://hdl.handle.net/10500/26979.
Анотація:
Limited research is available on teachers’ perspectives on addressing barriers to learning in learners in low to middle-income countries, such as South Africa. The main aim of the current research was to describe teachers’ perspectives on addressing barriers to learning in learners in an independent mainstream high school in Gauteng province. The study adopted a qualitative approach and data was collected by means of interviews, document analysis, and observations with 12 teachers in the school. The results of the study indicate that there are various challenges when addressing barriers to learning in learners. Furthermore, teachers respond to the diverse needs of learners by identifying the needs of learners and differentiating the curriculum. Lastly, teachers mentioned various forms of support that could help them effectively address the barriers to learning in learners in inclusive settings. Future countrywide research should focus on teachers’ perceptions when addressing barriers to learning in independent mainstream schools in South Africa.Inclusive Education
M. Ed. (Inclusive Education)
46
Manzini, Theresa Lydia Badiktsie. "The experiences of teachers in addressing the academic wellness of juvenile offender learners." Diss., 2015. http://hdl.handle.net/10500/19198.
Анотація:
This study focuses on the experiences of teachers in addressing the academic wellness of juvenile offender learners in the Correctional Centre. The main aim was to explore and understand the experiences of teachers in addressing the academic wellness of juvenile offender learners in a Correctional Centre School. In order to achieve this aim, the researcher used Bronfenbrenner’s eco-systemic theory (1977) and the Wellness theory by Hettler (1980) as a theoretical framework. The study was conducted at one of the Correctional Centres in Gauteng Province, South Africa. Purposive sampling was used, and two Correctional School teachers were selected. The study was qualitative in nature, embedded within an interpretive paradigm and used a phenomenological approach. After ethical measures were addressed, data were collected using the semi-structured interviews (Henning, Van Rensburg & Smit, 2004). The findings revealed that teachers implemented effective teaching strategies towards the enrichment of the academic wellness of the juvenile offenders in the Correctional Centre. Teachers indicated that there are barriers to learning in the Correctional School. Level of literacy and numeracy skills are low among juvenile offender learners. Some learners are not interested in learning and they have poor educational background. However, teachers revealed from the findings that indicate that effective schooling rehabilitates and could lower recidivism. An additional theme indicated that learning and teaching support materials (LTSM) are not adequately available. Moreover, teachers need empowerment and development in the Correctional setting and to be equipped or skilled adequately on necessary knowledge to handle special school environment and its challenges. Recommendation was made that to enhance and improve juvenile offender learners’ academic wellness, ample time spent during lock-up should instead be allocated to the Correctional School, be used efficiently and effectively.Inclusive Education
M. Ed. (Inclusive Education)
47
Chidziva, Justine. "Peer observation on the pedagogical content knowledge of grade 11 novice teachers of statistics in a circuit." Diss., 2017. http://hdl.handle.net/10500/23522.
Анотація:
This study focused on the peer observation of teaching [POT] on the pedagogical content knowledge [PCK] of mathematics novice teachers in the teaching of grade 11 statistics. A case study research method was conducted on this qualitative study. Two mathematics novice teachers were purposively selected from a population of five novice teachers from a circuit in Mpumalanga Province. Data were collected using semi-structured interviews, classroom observations and document analysis. Pre-lesson and post-lesson semi-structured interviews were conducted to obtain information about each teacher’s views.
The POT process began with pre-observation meeting with the two novice teachers to discuss the modalities of the POT process and ended with the post-observation feedback meeting in which general evaluation and reflection of the process took place. Results show that the two mathematics novice teachers’ classroom management skills improved. Furthermore, findings reveal that the two novice teachers improved in the use of instructional strategies as they moved from using teacher-centred strategies like the lecture method to using learner-centred instructional strategies such as oral probing and group work, among others, in which they interacted more with learners. The novice teachers also improved in identifying learners’ misconceptions and learning difficulties. At the end of the study, the two novice teachers openly expressed that the POT process gave them the opportunity to improve in studying and teaching statistical content in depth.Mathematics Education
M. Ed. (Mathematics Education)
48
Mushoma, Tshililo. "Violent community protests and their impact on teachers : a case study of Vuwani, Limpopo Province." Diss., 2020. http://hdl.handle.net/10500/27741.
Анотація:
Abstracts in English and NyanjaViolent community protests are a common occurrence in South Africa ever since democracy. The aim of the study was to determine teachers’ views on the impact of violent community protests in a specific high school. Ineffective municipality leadership led to violent community protests which disrupted schooling activities. A qualitative design and one case study was employed in this study, and data were collected using individual interviews, observation and document analysis. Differences in ethnicity between community members and lack of service delivery were the cause of community protests. The study revealed that vandalising and burning down schools affect teachers’ ability to work. This study contributes to the body of knowledge to create safer learning environments in South African schools. Recommendations were made on how the community could work together and strengthen their relationship in protecting their schools’ assets.
U gwalaba ha vhadzulapo ho no tou vha kutshilele kwa misi fhano Africa Tshipembe u bva tshe ra wana mbofholowo. Ngudo heyi i amba nga ha toduluso ya migwalabo ino kwama vhadededzi musi vha tshikoloni. Migwalabo yone zwavhudi vhudi i kwama zwihulwanesa mbekanya mishumo ya tshikolo na uri ina masala ndo itwa asiya vhudi kha tsireledzo ya vhadededzi. Dzi tsedzuluso nga mutodisi wa dzi ngudo o nanga vha imeleli vhane vha do thusa kha unea vhutanzi nga ha thaidzo heyi. Kha vha imeleli uya nga ha dzi ngudo ho nangiwa vhatanu na muthihi. Nga u fhambana ha mirafho kha vhadzulapo, zwi sumbedza uri ndi tshinwe tsha zwiitisi kha uswa ha zwikolo zwinzhi Vuwani. U sa vha na nyandano na u sa pfana vhukati ha vha dzulapo zwi disa migwalabo ine ya thithisa vhadededzi na vhana zwikoloni. Dzi tsedzuluso dzo wana uri u fhisiwa ha zwikolo zwi shela mulenzhe ka ku shumele kwa Vha-dededzi. Ho themendeliwa uri vhadzulapo kha vha farisane, vha shume vhothe, vha vhe na vhuthihi kha u tsireledza ndaka ya tshikolo.
Educational Studies
M. Ed. (Socio-Education)
49
Motene, Rannosi Francis. "The design and development of information and communication technology instructional tools for primary school teachers." Diss., 2016. http://hdl.handle.net/10500/22999.
Анотація:
Despite attempts by the South African government in partnership with private sector to equip schools with computers, research has shown that technology integration into teaching and learning is very low. Literature revealed that professional development or capacitation of teachers as the key element in enabling them to utilise technology and integrate it in their teaching practices. The main aim of this study was to design and develop Information Communication and Technology (ICT) instructional tools which were to be used to train teachers in primary schools on how to integrate ICT into teaching and learning. Design research and Instructional design theories were employed in guiding this study. The study used the ADDIE model of Instructional design as a guiding principle in the design and development of the tools.
The study is located in the positivist paradigm of exploring reality and the methodology employed in this study was quantitative in nature. The participants were 28 teachers from three primary schools. The sample was purposely selected since the schools were awarded computers after taking part in a water management project. The quantitative data to determine the participants‟ prior knowledge, effectiveness of the solution and the teachers‟ satisfaction with the designed solution were collected by means of two questionnaires administered in two phases: pre- and post- workshop.
The results of this study revealed that capacitation of teachers have to lay the foundation for ICT integration into teaching and learning. Giving computers to schools can lead to successful integration once the teachers feel competent to use them. Furthermore, it is crucial that other intervention strategies be explored, to empower teachers. It is recommended that this study be transferred to other similar situations.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
50
Maema, Elijah Krone. "Grade three teachers' experiences of learners perceived to have ADHD in Soweto mainstream primary schools." Thesis, 2021. http://hdl.handle.net/10500/27265.
Анотація:
Attention-deficit/hyperactivity disorder (ADHD) also known as hyperkinetic disorder is a well-recognised neurodevelopmental disorder) that affects approximately 5.9% to 7.1% of children and adolescents. ADHD is one of the most common psychiatric disorders of young people, affecting primary school children. ADHD symptoms are associated with impairment in academic, behavioural, social, and emotional functioning, generally resulting in substantial difficulties in school settings. Specifically, learners with ADHD or those perceived to have it are at significantly higher risk for academic underachievement, grade retention, identification for special education services, and school drop-out. The purpose of the study was to explore grade three teachers’ experiences of learners perceived to have ADHD in Soweto mainstream primary schools with the aim of harvesting intervention strategies (if any) employed in teaching learners perceived to have ADHD. This study employed a qualitative research approach with a case study method employing semi-structured interviews, focus group and an ADHD-specific knowledge and attitudes of teachers (ASKAT) open ended questionnaire section. The findings of this study indicate that lack of training teachers on neurodevelopmental disorders such as ADHD. Further that teacher experience is characterized by feelings over being overwhelmed exacerbated by not know how to support the learners perceived to have ADHD, Stereotyping and labeling the learners; poor time management and general lack of knowledge of ADHD. They however employ various interventions from their day-to-day experience and not necessarily evidence-based intervention that they received.Psychology of Education
D. Phil (Psychology (Psychology of Education))