published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

This thesis looks at language as the medium of all our ideas and sentiments. The thesis represents a position statement regarding the development of isiZulu as an academic language. The field of Economics is used to merely illustrate and support the points that are being made in this work. It is argued that each language is viewed as the means of expression of the cultural heritage of its people, and it remains a reflection of cultural groups who speak that particular language. It is a fact that indigenous African Languages have been, for obvious reasons, blatantly understudied during the apartheid years in South Africa (Rudwick 2004). Languages have market value and the desirability of English as the most important global language today has an effect in most Black learners in South Africa. The study examined the development of indigenous African languages, isiZulu in particular, in Zululand University where ninety percent of students and lecturers are isiZulu first language speakers, and came to a conclusion that there is an urgent need for Black South African students to learn academic subjects through their mother tongues. This would help them in thorough understanding and interpretation of analytic text presented in a foreign language such as English. The study advocates that isiZulu, which is the mother-tongue of many students at the University of Zululand, should be a language for upward mobility to these students, but as the situation stands, isiZulu becomes a neglected or marginalised language since it is not the normal medium of instruction and it is not used for effective communication in their education system.

This thesis looks at language as the medium of all our ideas and sentiments. The thesis represents a position statement regarding the development of isiZulu as an academic language. The field of Economics is used to merely illustrate and support the points that are being made in this work. It is argued that each language is viewed as the means of expression of the cultural heritage of its people, and it remains a reflection of cultural groups who speak that particular language. It is a fact that indigenous African Languages have been, for obvious reasons, blatantly understudied during the apartheid years in South Africa (Rudwick 2004). Languages have market value and the desirability of English as the most important global language today has an effect in most Black learners in South Africa. The study examined the development of indigenous African languages, isiZulu in particular, in Zululand University where ninety percent of students and lecturers are isiZulu first language speakers, and came to a conclusion that there is an urgent need for Black South African students to learn academic subjects through their mother tongues. This would help them in thorough understanding and interpretation of analytic text presented in a foreign language such as English. The study advocates that isiZulu, which is the mother-tongue of many students at the University of Zululand, should be a language for upward mobility to these students, but as the situation stands, isiZulu becomes a neglected or marginalised language since it is not the normal medium of instruction and it is not used for effective communication in their education system.

Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2010. / AFRIKAANSE OPSOMMING: Transformatoriese verandering in onderwysstelsels wêreldwyd word gekenmerk deur 'n nuwe benadering ten opsigte van assessering. Hierdie soort assessering wat bekend staan as assessering-vir-leer behoort deurlopend, diagnosties en ontwikkelend van aard te wees. Dit is assessering wat nie net gemik is op 'n finale oordeel nie, maar wat ten doel het om leer en ontwikkeling met behulp van assessering by leerders te bevorder. Assessering-vir-leer maak dus 'n onlosmaaklike deel van die onderrig- en leerproses uit en gebeur nie slegs aan die einde van die leerproses nie. Hierdie navorsing is gebed in die volgende navorsingsvraag: Tot watter mate word assessering-vir-leer in die Ekonomiese en Bestuurswetenskappeleerarea in die Intermediêre Fase gebruik om leerdervordering te begelei en te ondersteun? Die mate waartoe die beginsels vir assessering-vir-leer in die onderrigpraktyk van onderwysers geïntegreer word om Intermediêre Faseleerders in die leerarea Ekonomiese en Bestuurswetenskappe (EBW) in 'n landelike skool te ondersteun is dus ondersoek. 'n Kwalitatiewe navorsingsontwerp binne die interpretatiewe navorsingsparadigma is gebruik om data te genereer ten einde die navorsingsvraag te beantwoord. Onderwysers en leerders is in die studie as respondente gebruik. Die navorsingsresultate het getoon dat onderwysers nog vasgevang is in praktyke van assessering-van-leer wat fokus op die insameling van punte eerder as op die gebruik van assesseringsinligting ten einde verdere leer by leerders te bevorder. Waar daar wel tekens van assessering-vir-leer in die praktyk van onderrig-en-leer by onderwysers plaasvind, is dit toevallig en nie intensioneel nie. Voortvloeiend uit die bevindinge word aangevoer dat, met die nodige ondersteuning, onderwysers beginsels vir assessering-vir-leer in hul klaskamerpraktyk kan integreer ten einde meer effektiewe onderrig en leer in die betrokke skool te bevorder. / ENGLISH ABSTRACT: Transformational change in teaching systems worldwide is characterised by a new approach regarding assessment. This type of assessment, known as assessment for learning, should be continuous, diagnostic and developmental by nature. This is assessment that does not only focus in a final judgement, but which aims to promote learning and development by means of assessment in learners. Assessment-for-learning therefore forms an integral part of the teaching and learning process and does not only happen at the end of the learning process. This research is embedded in the following research question: To which extent is assessment-for-learning used in the Economic and Management Sciences learning area in the Intermediate Phase to guide and support learner progress? The extent to which the principles for assessment-for-learning are integrated in the teaching practice of teachers to support Intermediate Phase learners in the learning area Economic and Management sciences (EMS) in a rural school was therefore researched. A qualitative research design within the interpretative research paradigm was used to generate data in order to answer the research question. Teachers and learners were used as respondents in the study. The research results showed that teachers are still caught up in practices of assessment of learning which focus on the collection of marks rather than on the use of assessment information in order to promote further learning in learners. Where there are signs that assessment for learning indeed takes place in the practice of teaching and learning by teachers, it is incidental and not intentional. Based on the results, it can be said that, with the necessary support, teachers may be able to integrate principles for assessment for learning into their classroom practice so as to promote more effective teaching and learning in the school concerned.

This research sought to ascertain whether differences exist in the levels of student-faculty interactions between students taught by part-time and full-time faculty. Differences in the interactions of students with faculty were examined for four types of content (a) course-related, (b) intellectual, (c) career planning, and (d) informal socializing; for both in-class and out-of-class.

This study compared two groups of college home economics and science students in order to establish whether or not previous experience influences ability. One group received high school education in the two areas and the other did not.

Thesis (MEd)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: In this thesis I investigate whether the South African government’s Growth and Development Frameworks (GDFs) are aligned with the learning outcomes of the Further Education and Training (FET) Economics curriculum as presented through the National Curriculum Statement (NCS). Central to the GDFs is the cultivation of social justice, more specifically the eradication of inequalities and the establishment of employment opportunities for all the country’s citizens. Also, the government hopes to achieve social justice through the cultivation of democratic relations amongst people that will hopefully contribute towards economic development in society, more specifically local economic development (LED). Similarly, the four learning outcomes, namely macroeconomics, microeconomics, economic pursuit and contemporary economic issues, emphasise the importance of people contributing towards social justice in their communities. The learning outcomes hope to achieve this by inculcating in learners an affinity for democratic action and the acquisition of economics skills, values, knowledge and attitudes that can engender LED. Consequently, the learning outcomes can be said to be aligned with the GDFs on the basis that the common theme that seems to drive both aspects is social justice through democratic action and economic development. Finally, the alignment between the GDFs and learning outcomes has the effect that teaching and learning will and should be more deliberative, engaging and ‘free’ – a matter of people exercising their capabilities towards the attainment of human freedoms such as equality, solidarity and the exercise of their rights. / AFRIKAANSE OPSOMMING: In hierdie tesis ondersoek ek of daar ‘n verbintenis is tussen die Suid-Afrikaanse regering se Groei en Ontwikkelingsraamwerke (GOR’e) en die leeruitkomste van die Verdere Onderwys en Opleiding (VOO) Ekonomie-kurrikulum soos wat dit in die Nationale Kurrikulumverklaring (NKV) voorgestel word. Sentraal tot die GOR’e is die kultivering van sosiale geregtigheid, meer spesifiek die verwydering van ongelykhede en die skepping van werksgeleenthede vir alle landsburgers. Die regering beoog juis om sosiale geregtigheid te verwesenlik deur die kultivering van demokratiese verhoudinge tussen mense wat hopelik ‘n bydrae kan lewer tot ekonomiese onwikkeling in die samelewing, veral plaaslike ekonomiese onwikkeling (PEO). Terselfdertyd word daar deur die vier leeruitkomstes, naamlik makroekonomie, mikroekonomie, ekonomiese vooruitgang en huidige ekonomiese aangeleenthede, die belangrikheid van mense se bydraes tot sosiale geregtigheid in hulle gemeenskappe beklemtoon. Die leeruitkomstes hoop om laasgenoemde te bereik deurdat in leerders ‘n aangetrokkenheid tot demokratiese aksie en Ekonomie-vaardighede, -waardes, -kennis en -houdings gekweek word wat PEO kan bevorder. Gevolglik kan voorgehou word dat die leeruitkomste met die GOR’e vereenselwig kan word op grond van die gemeenskaplike tema van sosiale geregtigheid deur demokratiese aksie en ekonomiese ontwikkeling wat blykbaar beide aspekte dryf. Laastens, die verwantskap tussen die GOR’e en leeruitkomste het die effek dat onderrig en leer meer beraadslagend, interkatief en ‘vry’ behoort te wees – ‘n geval van mense wat hulle vaardighede uitoefen om menslike vryhede soos gelykheid, solidariteit en die uitoefening van hulle regte te bekom.

The purpose of this article (see Annexure A)1 is to review curriculum within the Department of Economics (Unisa). The article is intended for submission to the International Review of Economics Education (IREE) with the guidelines contained in Annexure F. Unisa is the largest open and distance, e-learning institution in Africa and as such requires reliable and applicable curriculum to cater in the needs of the continent and the rest of the world. The curriculum review also entails an evaluation of undergraduate and post graduate programmes offered by the Department of Economics. It is a mixed methods study, in that qualitative interviews inform and confirm the results of a quantitative survey done amongst alumni, students, faculty and industry on the degree offering within the Department. The world of work and workplace as such will change as part of the fourth industrial revolution. Improving the graduateness and employability of students has become crucial in line with Unisa’s motto of “Define tomorrow”. The main findings show that creative and critical writing and numerical skills in line with pluralism in Economics and pedagogy are key and at the forefront of any change that needs to occur. Further, re-thinking pedagogy will require a coordinated effort within the Department of Economics with revising all Micro- and Macroeconomics modules at the different levels of the BCom (Economics). This will also entail an overall strategy for assessment on the different levels to improve writing skills of the students. Implementing Calculus and Linear Algebra at first year level and Statistics up to third year level should bring the department in line with local and international universities. This has become clear within the Department and includes the two-stream qualification route, with revised Economics and new Applied Economics route. This curriculum review can inform other similar exercises, which makes South Africa the emerging market of future generations. / Die doel van hierdie artikel is om die kurrikula in die Departement Ekonomie (Unisa) te hersien. Unisa is die grootste oop- en afstandsleerinstelling in Afrika en verlang as sodanig betroubare en toepaslike kurrikula om aan die kontinent en die res van die wêreld se behoeftes te voorsien. Die kurrikulumhersiening behels ook 'n evaluering van voorgraadse en nagraadse programme wat die Departement Ekonomie aanbied. Die studie het gemengde metodes gebruik. Kwalitatiewe onderhoude het die resultate van 'n kwantitatiewe opname onder alumni, studente, fakulteitslede en die industrie oor dit wat die departement aanbied, belig en bevestig. Die wêreld van werk en die werkplek sal verander as deel van die Vierde Industriële Rewolusie. Dit het noodsaaklik geword om studente se graadwaardigheid en indiensneembaarheid te verbeter, ooreenkomstig met Unisa se slagspreuk van "Definieer die toekoms". Die hoofbevindinge wys dat kreatiewe en kritiese skryf- en numeriese vaardighede ooreenkomstig pluralisme in Ekonomie, noodsaaklik en aan die voorpunt van enige veranderinge is wat moet plaasvind. Verder, om pedagogie weer te bedink sal 'n gesamentlike poging binne die Departement Ekonomie behels om alle mikro- en makro-ekonomiese modules op die verskillende vlakke van die BCom (Ekonomie) te hersien. Dit sal ook 'n algehele strategie vir die assessering op die verskillende vlakke behels om studente se skryfvaardighede te bevorder. Deur Calculus en Lineêre Algebra op eerstejaarsvlak aan te bied en Statistiek tot op derdejaarsvlak, sal die departement in lyn met plaaslike en internasionale universiteite bring. Dit sluit die tweestroomkwalifikasies in met hersiende Ekonomie en nuwe Toegepaste Ekonomie roete. Hierdie artikel belig ander kurrikulumhersienings van verskeie vakgebiede plaaslik en internasionaal, wat Suid-Afrika die ontluikende mark vir toekomstige generasies maak. / Sepheo sa sengolwa sena ke le lekola-botjha dikharikhulamo tsa Lefapha la Dithuto tsa Moruo (Unisa). Unisa ke setsi se seholo ka ho fetisisa tsa thuto ya elektroniki se butsweng hape e le sa thuto ka ngollano, mme ka mokgwa oo, se hloka ho ba le kharikhulamo e tshepehang hape e amehang hore e kgotsofatse ditlhoko tsa kontinente le lefatshe ka bophara. Tekolo-botjha ya kharikhulamo e boetse e ne e kenyeletsa mananeo a pele ho grata le a kamora grata a fanwang ke Lefapha la Dithuto tsa Moruo. E ne e le boithuto ba mekgwa e fapaneng moo teng dinthavu tsa mokgwa wa boleng di tsebisetseng le ho netefatsa diphetho tsa boithuto ba mokgwa wa mongata hara ba neng ba kena sekolo moo, baithuti, lekala le indasteri mabapi le digrata tse fanwang kahare ho lefapha. Lefatshe la mosebetsi le sebaka sa mosebetsi di tla fetoha jwalo ka karolo ya Phetoho e Kgolo ya Bone ya Indasteri. Ho ntlafatsa boemo ba ho fumana grata le bokgoni ba ho fumana mosebetsi ha batjha ho se ho le bohlokwahadi ho latela lepetjo la Unisa la “Hlalosa bokamoso”. Diphetho tsa sehlooho di bontsha hore bongodi ba boiqapedi le boinahano le ditsebo tsa dipalo ho latela puso-pedi ho thuto ya tsa Moruo di bohlokwa mme di eme kapele ho phetoho efe kapa efe e hlokang ho etsahala. Ho feta moo, ho nahanisisa mokgwa wa thuto ho tla kenyelletsa maikutlo a hlophisitsweng kahare ho Lefapha la Thuto ya tsa Moruo ho ntjhafatsa dithuto tsohle tsa micro- le macro-economics maemong a fapaneng a BCom (Economics). Sena se boetse se tla kenyelletsa moralo o akaretsang wa tekanyo maemong a fapaneng ho ntlafatsa ditsebo tsa bongodi tsa baithuti. Ho tsebisa dithuto tsa Calculus le Linear Algebra boemong ba selemo sa pele sa dithuto le ho tsebisa thuto ya Statistics ho fihla ho boemo ba boraro ho ka tlisa lefapha maemong a tshwanang le a diyunivesithi tsa lehae le tsa matjhaba. Sena se kenyelletsa mangolo a karolo tse pedi le Dithuto tsa Moruo (le Applied Economics). Sengolwa sena se rerile ho tsebisa ditekolo tse ding tsa kharikhulamo ka mekgahlelo e fapaneng kahare ho naha le matjhabeng, e leng ho etsa Afrika Borwa e be setsi se hlahellang ka mahetla sa mebaraka bakeng sa maloko a nako e tlang. / Educational Studies / M. Ed. (Open and Distance Learning)

This study explores neoliberalism and its influence on the undergraduate Economics curricula at selected South African Higher Education Institutions (HEIs). Neoliberalism is a theory embracing political economic practices that propose that human well-being can be advanced by liberating individuals, entrepreneurial freedom and skills within an institutional framework, characterised by strong private property rights, free markets and free trade. However, little is known about the influence of neoliberalism on undergraduate Economics programmes. Researchers either criticise neoliberalism or they reserve some components of neoliberalism and concentrate on those per se. Research has revealed that, students exposed to neoliberalism have a desire for life-long learning and are in need of the following skills: analytical, social, entrepreneurial, accountability and employability skills. To survive in this forever-changing environment graduates need to be equipped with flexible skills so that they will be employable and remain employed. Neoliberalism is still accepted as the only possible economic and social order that is available to us. This is in agreement with the opinions of seasoned rulers such as Margaret Thatcher who maintains there is no alternative to neoliberalism. In support neoliberalists argue that global capitalism is promoted, because welfare states are costly, overburdened, inefficient, and incapable of eliminating poverty and are overly oriented to cash entitlements rather than empowering citizens.The importance of curriculum research and the development of the neoliberal theory motivated the researcher to undertake this study. A qualitative multiple case study design was utilised, because it is useful when not much is known about the phenomenon and when in-depth study is needed. Triangulation of data collection tools was employed in this study for validity and reliability of data. The researcher made use of document analysis and structured interviews. The data collected reveal that neoliberalism is attached to politics and that it is a higher stage of capitalism. However, there is a strong sentiment that neoliberalism has good development policies, but these policies should not be implemented as if they are one-size-fits-all. The study findings also reveal that inequality should not be blamed on neoliberalism, as the shift now should be towards how to deal with inequality and also the effects of technology, as technology is replacing human labour at an alarming rate. Pertinent aspects like cultural, environmental and religious issues should be included in the tertiary curricula. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)