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Educational Studies / D.Ed. (History of Education)

Research has been conducted in the genesis and development of formal education in the Eastern Moutse area within the context of formal education in South African schools. Various methods such as historical method, phenomenological method, metabletic method, comparative method, exemplaristic method, descriptive method and evaluation method have been followed whereby the development, over the years, of education in the area under review, was revealed. The authenticity of formal education as it evolved was evaluated by the use of Essence Structure Model (ESM). An attempt has been made to describe the education-essence-structure in its multifaceted complexity. These education-aim-essences have been used since time immemorial. It appeared that of all the essences, religiousness has the highest value. Other essences which are of equal status are: the ethical, the aesthetic, the economic, language and other essences of the ESM. In order for authentic education to take place, all the education aim structure essences must be accorded a rightful place in the education of a child towards adulthood. Throughout history, cultural groups have over and under-emphasised different essences in their efforts to educate the child towards adulthood. This effort was informed by a particular life-view or a philosophy oflife which was upheld by people of different cultural backgrounds. The need to restructure the curriculum in the Eastern Moutse area in such a way that it caters for a balanced recognition of all essences of the ESM has been discussed. Overemphasis of some essences at the expense of the others leads to an inauthentic way of existence. The aim of this research has been to conduct a historical survey and evaluation of formal education in the Eastern Moutse area as it evolved over the years from the missionary era until in the 1990s. / Educational Studies / M. Ed. (History of Education)

Orientador: Ângela Fátima Soligo / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T19:53:37Z (GMT). No. of bitstreams: 1 Bonilha_TamyrisProenca_M.pdf: 2013109 bytes, checksum: 51dcb380bb69f8955ce10e0f2bb40700 (MD5) Previous issue date: 2012 / Resumo: Este estudo tem por objetivo analisar dados estatísticos educacionais acerca da trajetória do sujeito negro, na educação básica, de modo a identificar as regiões do Brasil que apresentam os maiores índices de exclusão escolar, e relacioná-los ao contexto político e social, a fim de identificar possíveis mecanismos que influenciam o sucesso e o fracasso escolar destes sujeitos. Foram utilizados para coleta de dados algumas fontes oficiais de pesquisa, tais como: IBGE (Instituto Brasileiro de Geografia e Estatística); INEP (Instituto Nacional de Estudos e Pesquisa) ; DIEESE (Departamento Intersindical de Estatística e Estudos Socioeconômicos), bem como outras fontes de natureza teórica que fundamentaram as discussões e análise dos dados. A partir da análise dos dados, constatou-se: disparidade entre o número de alunos pretos e alunos pardos, em todos os níveis de ensino, situação esta, compreendida na lógica do ideal de branqueamento; os anos finais do Ensino Fundamental e o Ensino Médio representam os níveis de ensino com exclusão escolar do aluno negro. A exclusão do negro é um problema nacional, não estando circunscrita a uma região específica, isto é, o aluno negro sofre as consequências da discriminação racial em todas as regiões do país, e em todos os níveis de ensino. Esta pesquisa é de grande relevância acadêmica e social, na medida em que revela as fragilidades e deficiências existentes nos dados do Censo Escolar, e ressalta a urgência na melhora das estratégias de coleta dos dados, bem como a necessidade de maior acompanhamento e conscientização sobre sua importância para a sociedade. / Abstract: This study aims to analyze statistical data about the black person educational history in basic education. It is intended to relate and to question the School Census data, identifying the Brazilian regions with the greater reduction in the black student's proportion over the education levels, in order to relate them to social and political context and to identify mechanisms that influence scholar success or failure of these subjects. It was used for data collection some official sources, such as: IBGE (Brazilian Institute of Geography and Statistics); INEP (National Institute of Studies and Research); DIEESE (Department of Statistics and Socioeconomic Studies), as well as other theoretical sources to substantiate data discussions and analysis. From the data analysis, we identified: disparity between the number of black students and brown students at all levels of education, a situation, understood into the bleaching ideal logic; the highest proportion of black students are concentrated in children education, specifically in pre-school; the elementary school final years and high school levels of education represent the smallest proportion of black students, that is, as the passage of years in elementary school, black students gradually disappear from the educational statistics and, therefore, the school. The exclusion of black person is a national problem, not being limited to a specific region, that is, black students suffer the consequences of racial discrimination in every region of the country, and in every level of education. This research reveals the weaknesses and deficiencies in the school census data, and highlights the urgency in improving data collection strategies, as well as the need for increased monitoring and awareness of their importance to society. / Mestrado / Psicologia Educacional / Mestre em Educação

M.Ed. / Globalisation is a worldwide phenomenon it poses enormous challenges in the new world of work of which schools are not exceptions. As a result of globalisation the world has become small, interconnected and interdependent. The researcher argues that the interconnectedness and interdependence of the world poses a number of immeasurable challenges for South African township schools today. Therefore, a new paradigm in viewing education is eminently important to improve the South African township schools. This study focuses on reconceptualising classroom-management practices using global education trends in South African township schools. Furthermore, it presents evidence and arguments that it is significant for township schools to contribute to the creation of learning communities by offering a sound body of knowledge that enhances learners capacity and high performance. A single case study was used to explore the concept of thinking globally and acting locally whilst rethinking classroom management in township schools. The study was conducted at J.E Malepe Secondary School situated in a township called Tsakane. Data was collected through focus-group interview, observation and document analysis. A qualitative research method was employed with 6 educators as respondents for the focusgroup interview. Lincoln and Guba's (1985) model of trustworthiness of qualitative research was employed for validity and reliability of the study. The analysis in this study was carried out according to the following framework: comparing units applicable to each category; integrating categories and their properties; delimiting the construction; and using an independent coder. The following themes emerged from the analysis: the influence of globalisation on education; traditional approach versus transformational approach to classroom management practices; learnercentredness; knowledge implementation; resistance to change; and life-long learning. Findings suggested that globalisation has significant implications in managing classrooms in South African township schools; and that global .education is a critical aspect in effective classroom management. In general, this study found it is imperative that all learners be equipped with requisite skills to survive in the global village.

D.Ed. (Education) / Please refer to full text to view abstract

M.Ed. (Educational Management) / As a result of the accelerated industrialization which is taking place, organised industry as well as the educational authorities involved, became more aware of the need to have schools where pupils/students could receive technical oriented education (Department of Education and Training, 1981:4). Scientific and technical literacy is increasingly necessary in our society, but the number of pupils who graduate from high school with only the most rudimentary notions of science and technology portends trouble in the decades ahead. This has several implications, inter alia: People in a wide range of non-scientific and nonengineering occupations and professions must have a greater understanding of technology than ever before. Yet, the educational system does not always provide such an understanding. Pupils who take no more mathematics and science after their ninth year in school have effectively eliminated the possibility of science or engineering as a career. The pool from which the future engineering personnel can be drawn is therefore in danger of becoming smaller. Education is t.he route by which upward mobility has been achieved by disadvantaged groups. Increased emphasis must be given to aiding those who have been excluded from careers in science and engineering...

D. Ed. (Multiculturalism and Education) / This research will look at specific problem areas specifically pertaining to life skills which hamper the disadvantaged pupil in his development in the formal and non-formal educational sector of the school. with these identified factors, I aim to develop an acceptable information base for staff who have no in-service training as to how to assist, handle and participate with the sudden influx of disadvantaged pupils. This study is therefore aimed at gaining information to assist the teacher as well as the pupil. Reasons for the non-performance and thus the high failure rate, will also be noted in this study. One of the aims is to use pupil feedback extensively for the required information. My final aim is to illicit future research in this direction, thus assisting all parties.

M.Ed. (Media Science) / The influence of technology on our everyday lives and the increasing control that technology exerts over nature and people make mandatory the competencies of our society to evaluate and make- decisions about new technological discoveries. In this regard it is of importance to keep in mind what Toffler (1970:428) attempts to put in its right perspective by saying: "We cannot and must not turn off the switch of technological progress. Only romantic fools babble about returning to a state of nature. A state of nature is one in which infants shrivel and die for lack of elementary medical care, in which, as Hobbes reminded us, the typical life is poor, nasty, brutish and short. To turn our back on technology would be not only stupid but immoral."...

M.Ed. (Subject Didactics) / It is a well known fact that half the people of the world are completely illiterate and only about a third are functionally literate. Chapman and Czerniewska (1978:65) support this statement by saying the United states of America needs to be looked at. It is one of the world's most developed countries and yet more than two per cent of persons older than fourteen have not yet attained functional literacy. This factor illustrates the tremendous education work that still lies ahead of the school and other institutions of learning. South Africa, like many other countries of the world, suffers the same consequences in experiencing educational turmoil, "extending from the classroom to the work-place. One of the major reasons singled out was the implementation of the Bantu Education Act of 1953 (Act 47/1953). The ideology thereof being not to educate a Bantu on the same level as a white man. As a result there was no relationship in curriculum content pertaining to classroom and work-place. In view of this, Black education has become a centre of concern for most race groups in this country because of educational, social and economical repercussions. This factor is well demonstrated in the report of the main commission of the Human Sciences Research Council on the investigation into education (1981 :108). It has shown the need to provide an educational system which will enable all members of the different population groups to acquire the skills of basic literacy. This will pose a long term problem for the State, as far as its economy is concerned.