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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
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Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 211 to 220 of 228 (0.143 seconds)Spelling suggestions: "subject:"educationization anda statessouth africa"" "subject:"educationization anda statessouth affrica""
| 211 |
An analytical perspective on language learning in adult basic education and training programmesVaccarino, Franco Angelo 01 1900 (has links)
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)
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| 212 |
'n Ontwikkelingsperspektief van vakleerlingskappe in Suid-Afrika : implikasies vir die onderwysstelsel / A developmental perspective of apprenticeships in South Africa : implications for the education systemVon Landsberg, John Lodewyk 11 1900 (has links)
Text in Afrikaans / Hierdie navorsing getiteld 'n Ontwikkelingsperspektief van vakleerlingskappe in Suid-Afrika: implikasies vir die onderwysstelsel ondersoek die wortels van die vakleerlingskap
stelsel sedert antieke tye, deur die koloniale tydperk in Suid-Afrika, die "armblankevraagstuk"1922-1960, voor-demokrasie 1950-1980, 1980-1993 en post-demokrasie
1994-2014. Die studie konsentreer op die kronologiese verloop van gebeure wat gelei
het tot die formalisering van die vakleerlingskapstelsel in Suid-Afrika in 1922 asook die
evolusie tot in sy huidige vorm. Spesifieke aandag is geskenk aan wetgewing, beide
provinsiaal en nasionaal, wat bygedra het tot die vorming van die stelsels.
Die vakleerlingskapstelsel van Amerika is ook ondersoek vanaf sy wortels tot die
huidige era met al sy vorme van tegniese beroepsonderwys asook vakleerlingopleiding.
Daar is gekyk na al die verskillende Amerikaanse kolleges en tegniese skoolstelsel.
‘n Vergelykende studie tussen Amerika en Suid-Afrika se vakleerlingskapstelsel is
gemaak met spesifieke aanbevelings vir die Suid-Afrikaanse stelsel. / This research, entitled A developmental perspective of apprenticeships in South Africa:
Implications for the education system, examined the origins of the apprenticeship
system from its roots in pre-history, through colonial time in South Africa, the "armblanke-vraagstuk" 1922-1960, pre-democracy 1950-1980, 1980-1993 and postdemocracy
1994-2014. This study concentrated on chronicling the events leading to the
establishment of formalized apprenticeship training in South Africa in 1922 and its
evolution to its present form. Particular attention was paid to the legislation, both
provincial and national, that provided for the establishment of the present system.
The apprenticeship system of the USA was also examined from its roots up to the
present time in all its forms of technical, vocational and artisan training. Looking at the
different college systems and technical training schools of the USA.
Comparisons between USA and South Africa‘s apprenticeship systems was made with
specific recommendations for South Africa‘s system. / Educational Foundations / M. Ed. (Vergelykende Opvoedkunde)
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| 213 |
Constructing and transforming the curriculum for higher education : a South African case studyDirk, Wayne Peter 07 1900 (has links)
This study explores the various processes that constructed and transformed the undergraduate curriculum in a Faculty of Education at a South African university. It attempts to delve beneath the representation of post-apartheid curriculum change as a linear process. The thesis argues that scholars should attempt to unravel how the curriculum performs the task of social transformation at the site of the university by empirically investigating how the relationship between structure and action links with the ideals of post-apartheid higher education policy. Theoretically, this study posits that the deficit in the local literature on the use of the structure/agency relationship as a heuristic device for examining institutional change should be addressed with the relational sociology of Pierre Bourdieu. / Sociology / D. Phil. (Sociology)
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| 214 |
Indoctrination to indifference? : perceptions of South African secondary school history education, with special reference to Mpumalanga, 1960–2012Black, David Alexander 01 1900 (has links)
It is generally agreed that during the apartheid era secondary school History education was perceived as either an indispensible aid toward furthering the National Party’s social and political programme of separate development by some sections of the South African community or as an insidious form of indoctrination by other sections of the community. One of the contentions of this thesis is that this form of apology or indoctrination was less successful than is generally believed. The white English and Afrikaans-speaking sections of the community, although practising very different cultures shared many perceptions, including the perception that secondary school History education was less important than was the study of other subjects. The result was that at least since the 1960s, History was a subject in decline at most South African white secondary schools. History education enjoyed a mixed reception on the part of black secondary school educators during the apartheid era although the majority of black secondary school educators and learners, particularly after the 1976 Soweto Uprising, rejected the subject as a gross misrepresentation of historical record. The demise of History as a secondary school subject during the post-apartheid era is well documented. The case is made that this is due to factors such as poor teaching and the tendency by school administrations to marginalise the subject. My own 2008 and 2012 research indicates that while many South African adults display a negative attitude toward secondary school History education, secondary school learners have a far more positive outlook. The finding of this thesis is that the future for History education in South Africa is not as bleak as many imagine it appears to be. / History / D. Litt. et Phil. (History)
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| 215 |
The development of a culture of learning among the black people of South Africa, 1652-1998Mahuma, Swetsy Maria 01 1900 (has links)
This disseration addresses a historical-education analysis of events that contributed to the deterioration of a culture of learning from 1652-1998 among Black South Africans. Black education was purported to be inferior and unjust.
The previous government spent less on Black education and applied stringent measures to solve problems besetting Black education. Dissatisfaction among Blacks led to rioting that unsettled the culture of learning, especially during 1970-1990.
It was only during the 1990's that the Nationalist government under F.W. de Klerk, acknowledged the legitimacy of the demands by Blacks for an equitable and just education. After Nelson Mandela had been elected as the first Black president of South Africa, a single education system was formed. Control and administration of education was assigned to the nine newly established provinces. The provinces adopted the motto : Re a soma - We are working in our schools, for the development of a culture of learning, especially in Black communities. / Educational Studies / M.Ed.(History of Education)
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| 216 |
Constructing and transforming the curriculum for higher education : a South African case studyDirk, Wayne Peter 07 1900 (has links)
This study explores the various processes that constructed and transformed the undergraduate curriculum in a Faculty of Education at a South African university. It attempts to delve beneath the representation of post-apartheid curriculum change as a linear process. The thesis argues that scholars should attempt to unravel how the curriculum performs the task of social transformation at the site of the university by empirically investigating how the relationship between structure and action links with the ideals of post-apartheid higher education policy. Theoretically, this study posits that the deficit in the local literature on the use of the structure/agency relationship as a heuristic device for examining institutional change should be addressed with the relational sociology of Pierre Bourdieu. / Sociology / D. Phil. (Sociology)
|
| 217 |
An analytical perspective on language learning in adult basic education and training programmesVaccarino, Franco Angelo 01 1900 (has links)
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)
|
| 218 |
'n Ontwikkelingsperspektief van vakleerlingskappe in Suid-Afrika : implikasies vir die onderwysstelsel / A developmental perspective of apprenticeships in South Africa : implications for the education systemVon Landsberg, John Lodewyk 11 1900 (has links)
Text in Afrikaans / Hierdie navorsing getiteld 'n Ontwikkelingsperspektief van vakleerlingskappe in Suid-Afrika: implikasies vir die onderwysstelsel ondersoek die wortels van die vakleerlingskap
stelsel sedert antieke tye, deur die koloniale tydperk in Suid-Afrika, die "armblankevraagstuk"1922-1960, voor-demokrasie 1950-1980, 1980-1993 en post-demokrasie
1994-2014. Die studie konsentreer op die kronologiese verloop van gebeure wat gelei
het tot die formalisering van die vakleerlingskapstelsel in Suid-Afrika in 1922 asook die
evolusie tot in sy huidige vorm. Spesifieke aandag is geskenk aan wetgewing, beide
provinsiaal en nasionaal, wat bygedra het tot die vorming van die stelsels.
Die vakleerlingskapstelsel van Amerika is ook ondersoek vanaf sy wortels tot die
huidige era met al sy vorme van tegniese beroepsonderwys asook vakleerlingopleiding.
Daar is gekyk na al die verskillende Amerikaanse kolleges en tegniese skoolstelsel.
‘n Vergelykende studie tussen Amerika en Suid-Afrika se vakleerlingskapstelsel is
gemaak met spesifieke aanbevelings vir die Suid-Afrikaanse stelsel. / This research, entitled A developmental perspective of apprenticeships in South Africa:
Implications for the education system, examined the origins of the apprenticeship
system from its roots in pre-history, through colonial time in South Africa, the "armblanke-vraagstuk" 1922-1960, pre-democracy 1950-1980, 1980-1993 and postdemocracy
1994-2014. This study concentrated on chronicling the events leading to the
establishment of formalized apprenticeship training in South Africa in 1922 and its
evolution to its present form. Particular attention was paid to the legislation, both
provincial and national, that provided for the establishment of the present system.
The apprenticeship system of the USA was also examined from its roots up to the
present time in all its forms of technical, vocational and artisan training. Looking at the
different college systems and technical training schools of the USA.
Comparisons between USA and South Africa‘s apprenticeship systems was made with
specific recommendations for South Africa‘s system. / Educational Foundations / M. Ed. (Vergelykende Opvoedkunde)
|
| 219 |
Rightsizing in public schools : the experiences of educators and stakeholders of rationalisation and redeployment as policyRapeta, Seshoka Joseph 06 1900 (has links)
Rationalisation and redeployment of educators in South Africa negatively affects teaching and learning in schools. The purpose of this study was to explore the experiences of educators and stakeholders on rationalisation and redeployment as a policy. The study was conducted in schools of the Mopani district in Limpopo Province. Limpopo schools experience redeployment every year as the learner enrolment fluctuates. This increase or decrease of learner enrolment causes compulsory transfer of educators from the school with low enrolment to the school with greater enrolment.
A legal framework, social justice and transformational leadership theory underpinned this study. The study used a qualitative research framework and methodology located within the constructivist paradigm to explore the experiences of educators and stakeholders on rationalisation and redeployment as a policy. This qualitative study employed a case study design, the case being redeployment of educators. Principals, educators, secretaries of school governing bodies, union members and circuit managers were selected as stakeholders to participate in the study. Semi-structured, face-to-face interviews were conducted with principals, secretaries of governing bodies, union members and circuit managers. Two focus groups with educators, who were once redeployed, were used, one from a primary school and the other from a secondary school. Observations and document analysis were also used in this study for triangulation. Data were coded and analysed through qualitative content analysis.
The study found that rationalisation and redeployment affect the morale of educators It was also revealed that principals use the process for their personal advancement. Again, rationalisation and redeployment hinder the school performance as it takes place in the middle of the year. This study recommended that rationalisation and redeployment be done once within a three-year cycle. It was also recommended that redeployed educators should be counselled to boost their low morale. / Educational Management and Leadership / Ph. D. (Education Leadership and Management)
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| 220 |
The South African Council for Educators point system policy : implications for the professional development of teachers in GautengMunnhar, Pradhika 21 April 2021 (has links)
Abstract in English, Afrikaans and Sesotho / This work explores the continuous professional teacher development point system policy and the implications it has on the professional development of teachers. A qualitative study was undertaken in two secondary schools on the West Rand in Gauteng. Data was collected through document analysis, observations and semi-structured interviews. Results indicated that there is a mismatch between what is outlined in the policy and what the teachers are practising. It became evident that the majority of teachers in this study had limited knowledge of the policy although implementation of the policy began in 2014. It was concluded that the point system policy is not contributing effectively to the professional development of teachers in Gauteng. / Hierdie werk ondersoek die deurlopende professionele onderwyser-ontwikkelingspuntstelselbeleid en die implikasies daarvan op die professionele ontwikkeling van onderwysers. 'n Kwalitatiewe studie is onderneem in twee sekondêre skole aan die Wes-Rand in Gauteng. Data is ingesamel deur middel van dokument analise, waarnemings en semi-gestruktureerde onderhoude. Resultate het aangedui dat daar 'n wanverhouding bestaan tussen wat in die beleid uiteengesit word en wat die onderwysers praktiseer. Dit het duidelik geword dat die meerderheid onderwysers in hierdie studie beperkte kennis van die beleid gehad het, hoewel die implementering van die beleid in 2014 begin het. Daar is bevind dat die puntestelselbeleid nie effektief bydra tot die professionele ontwikkeling van onderwysers in Gauteng nie. / Mosebetsi ona o hlahloba ts'ebetso ea litsebi tsa ntswetsopele ea litsebi le liphehello tsa eona ho ntlafatso ea litsebi tsa matichere. Thuto e ntle e ile ea etsoa likolong tse peli tsa sekondari ho West Rand Gauteng. Lintlha li ile tsa bokelloa ka ho hlahloba litokomane, litlhaloso le lipuisano tse sa tšoaneng. Lipatlisiso li bontšitse hore ho na le phapang pakeng tsa se boletsoeng polelong le seo matichere a se etsang. Ho ile ha totobala hore matichere a mangata thutong ena a na le tsebo e fokolang ea leano le hoja ts'ebetsong ea pholisi e qalile ka 2014. Ho ile ha fihleloa qeto ea hore leano la tsamaiso ea motheo ha le tlatse ka katleho ho ntlafatso ea litsebi tsa matichere Gauteng. / Educational Management and Leadership / M. Ed. (Educational Leadership and Management)
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