The purpose of this study was to investigate the challenges that are met by the teachers in selected secondary level special schools, catering for physically impaired learners in South Africa, when they teach Environmental Education. The study was qualitative in nature. In order to meet the qualities of a qualitative research, a multiple case study design was employed in this research study. The data was collected from four special schools, two from Gauteng Province and the other two from the Eastern Cape Province. The sample consisted of 5 Grade 10 teachers, teaching Life Sciences from these 4 schools. Data was collected through interviews, document analysis and learners’ books. The interviews were analysed through the phenomenological approach by Giorgi (1975). The study revealed that most of the teachers in the study did not have the relevant educational qualification to teach environmental education nor do they have adequate training in the subject, for the workshops were conducted for only three days. The study also revealed that even though the teachers welcomed the integration of environmental education into the school curricula, they experienced challenges in teaching the subject, which included curriculum related, learner related, teacher related, policy related, administration related and office based related. The study also revealed that teachers’ knowledge of EE was superficial and that they only taught in and about environmental education, they did not teach for environmental education which is the main goal of environmental education. The results also showed that the teachers were unable to translate the policies of inclusive education and by implication, they could not adapt the mainstream curriculum for special needs learners, as expected from teachers in special schools. It was also found out that the teachers lack knowledge of the philosophy that underpins the CAPS curriculum, which is social constructivism. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The general aim of this thesis is to illuminate the process of learning as it occurs in formal and informal contexts. The study focuses on South African scholars attending school in rural areas where the contrast between learning in formal and informal learning contexts is more pronounced than that in urban areas. The research draws on rural scholars' local knowledge of formal and informal learning contexts in order to gain a rich insight into how cognition is situated in different learning contexts. This is accomplished through investigating the structure of the respective learning tasks, the mediators involved, the task objectives and the means for achieving these objectives in the different learning contexts. The thesis draws on a socio-cultural approach to the study of cognitive development to probe the activity of learning in a formal and informal learning context. Through the use of a context sensitive methodological methods especially Participatory Rural Appraisal (PRA) tools and techniques, it was possible to illuminate tacit local knowledge structures and to get participants to actively explicate their understandings related to learning in different contexts The research results illustrate the assertion that the activity of learning is fundamentally situated in the learning context from which it arises. Learning is framed by the community of practice which structures affordances for situated learning, through mediation, within zones of proximal development. Learning in a formal context such as the school is often abstract, rule-based, standardised and theory related. Learners also find it difficult to reflect on the learning tasks and the mediational means used in a formal learning context. In contrast, the learning which takes place in an informal setting is often practical, individualised, flexible and environment based. This learning is structured around everyday activities and is dynamically defined and supported. In a situation where a learner is exposed to dislocated learning contexts, the essential goal of educational initiatives is to bridge the gap between the two. This can be achieved through mediators creating effective zones of proximal development which facilitate the individuals adaptation between learning contexts. Exposing rural scholars' local knowledge of learning in formal and informal contexts allows for a fuller understanding of the cognitive development structured within formal and informal communities of practice. It is this understanding that is necessary to address the situation where learning contexts, drawing on different knowledge bases find ways of thinking, prove challenging and/or conflicting to the scholar.

Pupils in the Republic of South Africa in the T.B.V.C. States (Transkei, Bophuthatswana, Venda and Ciskei) are expected to commence study in all school subjects, except the first language (Xhosa, Tswana, Venda etc.) and the third language (Afrikaans), through the medium of English at the Std 3 level. English thus is the official medium of instruction for the greater part of the pupil's school experience. All examinations in all subjects (except those mentioned above) are set and answered through the medium of English. School textbooks from Std 3 upwards, in all subjects, are written in English. It is fairly safe to assert, therefore, that English should be the language life of the Higher Primary and Secondary School classroom. In 1953 a UNESCO report of proceedings of a conference held in 1951 maintained that the best medium for teaching a pupil was that of the mother-tongue. The report pleaded for mother-tongue instruction to be extended to as late a stage as possible in a pupil's school life (UNESCO 1953). While such a plea may be grounded on sound psychological and pedagogical reasoning, it is often ignored because of the realities existing within the educational system. The R.S.A. and the T.B.V.C. states are a case in point for as I have already mentioned, examinations, textbooks, and for that matter tertiary education at the post-matriculation level, all employ English as instructional medium. Pragmatism carries the day and the black pupil is compelled to use English. Other factors applicable to the South African context are the existence of many different ethnic groups, each with its own language, and the fact that a shortage of qualified and experienced teachers in many subjects and different levels within the schools has meant that often teachers whose first language is English are involved in teaching pupils from these various language groups

Inclusion is successful when all stakeholders in the education system accept the challenge to work together and to do their fair share of educating all children. Although the teacher has been placed at the heart of the system as a key person in shaping inclusion, the district office (Department of Education), schools, teachers and parents must engage in collaborative team-driven decision making that is focused on interventions designed to enhance social outcomes for learners. The aim of this study was to assess the implementation of the inclusion policy for learners with special education needs. This study made use a mixed method research approach which engaged both qualitative and quantitative research methodologies. A total of twenty primary school teachers filled a questionnaire that had three parts: (i) Teacher demographics, (ii) Instructional modifications and (iii) Teaching strategies. Interviews, documents and observations were also used to collect data. Data was analysed by statistical and non-statistical procedures. Results showed that the inclusion policy is being implemented in schools. However, there are challenges that are being faced. For one, teachers have not received adequate training with regards to inclusive education. Staff development workshops to try and address this challenge are minimal, there is not enough collaboration being demonstrated by the different stakeholders with regards to support and monitoring the implementation process. The study recommends that all teachers and other personnel in the school receive adequate training. Also, the need for support must be met. Further studies could consider attitudes to inclusive education and the relationship between learner success and teacher preparedness in inclusive educational models.

Department of Curriculum Studies and Education Management / DEd (Curriculum Studies) / Also availabe in print

Department of Curriculum Studies and Education Management / MEd

MGS / Institute for Gender and Youth Studies

Although access to South African universities has increased, academic persistence among undergraduate students remains low. Three cross-sectional studies were conducted to investigate the underlying psychosocial and social identity factors that influence academic persistence among undergraduate students at a South African university. Studies 1, 2, and 3 demonstrated that academic adjustment, academic motivation and identification with the academic department are prominent factors in predicting academic persistence. Studies 1 and 2 supported the hypothesis that students who highly identified with the university/academic department were more likely to adjust to the university environment and to be academically motivated and academically persistent. Study 3 confirmed that students who highly identified with the academic department were more likely to adjust to the university environment and to persist academically. The studies also revealed that the relationship between identification with the university/academic department and academic persistence via academic adjustment and academic motivation was conditional on whether students were from historically underrepresented or overrepresented racial groups (Studies 1 and 2) and whether students were first-generation or continuing-generation students (Study 3). These results underscore the importance of psychosocial and social identity factors on academic persistence among undergraduate students. / Psychology / D. Phil (Psychology)

Educational Studies / DED (DIDACTICS)

The study of music has long been seen as élitist in South African education, a ‘talent’ subject rather than an academic one. The country’s political history has played a significant role in this perception. Under the apartheid government, education in the arts was considered appropriate only for gifted, mostly white, students and a grossly inequitable distribution of resources placed the study of music beyond the reach of most students. The ANC government has declared educational reform a priority, but faces enormous challenges in redressing inequities of the past. This study examines the relevance and academic rigour of music curricula past and present, in the light of political influences; and the challenges that face schools and education departments in sustaining growth and development of music as an academic subject, accessible to all at senior secondary school level. / Music / M. Mus.