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Managing inclusive education in the classroom with reference to the Nkangala region in MpumalangaMpya, Gladness Nwacoye 30 November 2007 (has links)
In 2006 South Africans celebrated the twelfth anniversary of a democratic South African. A paradigm shift in education was a prerequisite and the government introduced an inclusive education system.
The aim of this investigation was to make a contribution to the understanding of educational needs of learners who experience barriers to learning and to provide guidelines on how to support them. This research will however attempt to examine how educators manage inclusion in the classroom, their competencies and the strategies they need to be competent inclusive teachers.
The data is based on focused group interviews, observation and document analysis. The researcher selected Maloka primary school as the research site. The subjects that were chosen were 2 Grade 5 classrooms and 6 educators. The main themes identified in the interviews were among others availability of resources, strategies need and problems encountered in teaching inclusive classes.
The conclusion reached is that inclusive education is here to stay so the
Department of Education and all other stakeholders should join hands and make it work. / Educational Studies / M. Ed. (Education Management)
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Rol van die onderwyser in die intermediere fase as assesseerder in 'n veranderende onderrig-leer omgewingBron, Woutje Anneke 11 1900 (has links)
Text in Afrikaans / This qualitative study is aimed at analyzing teachers’ experiences of their role as
assessors according to the assessment framework stated in the National
Curriculum Statement 2002. A literature study was done. Subsequently, data was
collected from interviews with eleven teachers from nine schools. All the
respondents teach in the intermediate phase. The schools concerned are situated
in the Tshwane Metropolitan area. Interviews were semi-structured. A holistic
picture was focused on during the analyses of the interview texts. Data was
organized according to four themes. The results of the analyses show that the
teachers involved are dedicated to teaching. However, uncertainty as to the exact
requirements of policy documents is prevalent. Help, support and training is asked for. / Teacher Education / M.Ed. (Spesialisering in Kurrikulumstudies)
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Teaching and learning methods in inclusive classrooms in the foundation phaseMotitswe, Jacomina Mokgadi Christine January 2012 (has links)
The South African government introduced Full-service schools to provide quality education to all learners through flexibility to meet the full range of learning needs. Full-service schools are institutions that strive to transform themselves, proactively addressing the barriers to learning and increasing participation of the learners and educators in the teaching and learning process. This can be achieved by enhancing the flexibility of teaching and learning methods used. This study therefore focused on the teaching and learning methods used in inclusive classrooms to accommodate diversity. This was a case study that was conducted at Mphuphuthe Full-service school at Ledig, situated in the Bojanala Region in the North West Province. A qualitative approach and purposive sampling was used. The triangulation of data collection methods using three data collection instruments, namely focus group interview, observation and document analysis was used. The results showed that teaching and learning is flexible, making use of differentiated methods such as multilevel teaching; songs and rhymes; storytelling using pictures, puppets and big books. Dramatisation was used in instances where learners acted out the stories they were told. Cooperative learning was used for problem solving activities and projects so that learners could work together. Differentiation in terms of lesson planning, activities and assessment standards was used to accommodate all the learners. Based on the findings, recommendations were made for effective teaching and learning in inclusive classrooms in the Foundation Phase. / Inclusive Education / M. Ed.(Inclusive Education)
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The role of the emotional father-son relationship in the self-concept formation of adolescent boys in secondary schoolsPitsoane, Enid Manyaku January 1900 (has links)
The study investigated adolescent boys who experienced behavioural problems at school and the possible causes for these phenomena. It was evident that the adolescent boys who experienced behavioural problems were found to lack emotional connections with others due to their fathers’ absence and lack of positive attachment. A total of 403 adolescent boys from various schools in the Tshwane districts were used in the sample group. This quantitative study employed the use of a quantitative questionnaire as a means of data collection that included qualitative open-ended question as a method to enrich the quantitative data and obtain insight into the life world functioning and experience of the participants. The primary aim of the research study was to determine the emotional relationship between fathers and sons within the sample group. Secondly, the study sought to investigate how this emotional relationship affects the adolescent boy’s self-concept, resilience and motivational aspects in his daily functioning. The approach to quantitative data analysis was by means of descriptive statistical analysis. The findings revealed that emotionally absent fathers indeed impact negatively on the adolescent boys’ resilience and motivational aspects of their functioning and that a father’s absence has a significant influence on the behaviours of adolescent boys in relation to motivation and resilience. However, the research results also revealed that an emotionally absent father does not significantly affect the self–concept of an adolescent boy. Finally, an intervention programme was developed to assist and guide fathers and adolescent boys to improve their relationship with one another. / Psychology of Education / D. Ed. (Psychology of Education)
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Empowerment of parents in early intervention of developmental challenges of pre-school children in the Eastern Cape, South AfricaFerreira, Nathan 12 1900 (has links)
Through document analysis, one-on-one interviews with parents, and observations the
researcher aimed to explore early intervention in pre-school children with learning difficulties in Grahamstown, Eastern Cape. The researcher set out to determine whether parents were aware of the importance of early intervention in addressing learning difficulties in their children, what support existed to help parents give support to children with learning difficulties, and how support could be improved to enable parents to help their children. This study found that parents in Grahamstown, Eastern Cape needed support that would enable them to provide early intervention for their children with learning difficulties. The study also showed that parents were aware of the importance of early intervention to help their children with learning difficulties. Most parents were receiving support, but there was room for improvement in the support that they were receiving. Flowing from this, the study also found that parents needed different forms of support, e.g. emotional and financial support. Based on the findings, recommendations were made. Recommendations were aimed at improving support for parents, so they can provide successful early intervention for their pre-school children, e. g. through the creation of open channels of communication between parents and other role players, like government departments and service providers. Recommendations were also made for future research, e. g. research into ways to create open channels of communication. / Inclusive Education / M. Ed. (Inclusive Education)
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Managing teenage pregnancies at secondary schools in the Vhembe district, Limpopo provinceRamulumo, Richard Mashudu 12 1900 (has links)
Teenage pregnancy in South African schools poses a serious management and leadership
challenge. Statistics from Statistics South Africa (2008) reflect the seriousness of this problem in all provinces wherein Mpumalanga, Northern Cape, Limpopo (where this study is situated) and Eastern Cape report high levels of early pregnancy. The main objective of this study was, therefore, to explore the challenges faced by the SMTs regarding teenage pregnancies at secondary schools in the Vhembe District in Limpopo province.
A mixed methods approach was used to collect data from SMTs in schools that are located in Vhembe district. Questionnaires were distributed to the school management teams (SMTs) of different schools. In addition, qualitative data were collected through interviewing the SMTs. The study findings reflected that management of teenage pregnancy is still a problem at Vhembe District of Education despite the laws and policies that are in place. SMTs also felt that the issue of pregnant learners at schools should be left for medical experts to deal with them. The study recommends that there ought to be intervention programs including training of SMTs, SGBs and Educators regarding management of teenage pregnancy. / Educational Management and Leadership / M. Ed. (Education Management)
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Information and communication technology as a learning tool : experiences of students with blindnessNgubane-Mokiwa, Sindile Amina 06 1900 (has links)
The goal of this research was to explore how students with blindness (SwBs) use information and communication technology (ICT) for learning at the University of South Africa (UNISA). To do this the critical paradigm was used as a way of viewing the educational world. Underpinned by Transactional Distance Theory, Cultural Historical Activity Theory, Universal Design for Learning and Critical Theory, the study was qualitative and used narrative inquiry. The selection of the participants was made through purposive and snowball sampling and data collected through life stories, in-depth and telephonic interviews. The findings culminated in two major findings: 1) the use of ICT for learning; and 2) inclusive digital approaches. The first has emerging themes, for instance, (a) challenges with mathematical, scientific and accounting signs; (b) inability to access graphic learning material; (c) incompatibility of software; (d) lack of timely access to electronic learning materials; (e) high cost of ICT tools; (f) personal computers and laptops; (g) myUnisa and myLife; (h) voice recorders, Brailler, screen readers and videoconferencing; (i) electronic mail (e-mail); and (j) mobile telephones. The themes for the second major finding include: (a) authentic use of student-centred approaches; (b) inconsistency between policy and practice; (c) testing and re-testing of assessment tools; and (d) regular seeking of students‘ views and experiences. The proposed ‗Inclusive Critical use of Technology‘ (ICuT) framework was developed to and can be used as an effective guide if it is foregrounded by applicable distance learning theories and appropriate technologies. The study recommends the use of inclusive and critical approaches when integrating ICT into teaching and learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
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A conceptual analysis of transformation at three South African universities in relation to the national plan for higher educationVan Wyk, Berte 04 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: This dissertation explores the notion of (higher) education transformation in relation to
logically necessary conditions which guide the concept. These logically necessary
conditions (constitutive meanings) include: equity and redress, critical inquiry,
communicative praxis, and citizenship. I explore how instances of these logically
necessary conditions manifest in institutional plans at the universities of Cape Town,
Stellenbosch, and the Western Cape. My contention is that these institutional plans seem
to be tilted towards the exclusive implementation of performance indicator measures
which might undermine deep educational transformation. In turn, deep educational
transformation requires that logically necessary conditions be framed according to an
African philosophy of educational transformation.
KEYWORDS: Higher education, education policy, transformation, conceptual analysis,
logically necessary conditions. / AFRIKAANSE OPSOMMING: In hierdie proefskrif word die konsep (hoër) onderwystransformasie ondersoek soos dit
logies in verhouding staan tot die voorwaardes wat die konsep rig. Hierdie logiesnoodsaaklike
voorwaardes (konstitusionele betekenisse) sluit in: gelykheid en regstelling;
kritiese ondersoek; kommunikatiewe praksis en burgerskap. Ek stelondersoek in oorlhoe
voorbeelde van hierdie logiese-noodsaaklike voorwaardes in die institusionele planne van
die universiteite Kaapstad, Stellenbosch en Wes-Kaapland manifesteer. Volgens my lyk
dit asof hierdie institusionele planne neig na die eksklusiewe implementering van
maatreëls wat optrede aandui wat in-diepte opvoedkundige transformasie mag ondermyn.
Aan die ander kant vereis in-diepte opvoedkundige transformasie dat logies-noodsaaklike
voorwaardes binne 'n Afrika filosofie van opvoedkundige transformasie vertolk moet
word.
SLEUTELBEGRIPPE: Hoër onderwys, opvoedkundige beleid, transformasie,
konseptuele analise, logies-noodsaaklike voorwaardes.
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The lived experiences of postgraduate Black students : an exploration through the South African transformation lensPalakatshela, Bongane Romeo 05 1900 (has links)
Transformation of the higher education system has come under the spotlight recently. At the core of this debate are issues pertaining to access and throughput rates at universities. Although access has improved significantly, throughput rates remain relatively low especially amongst black students (Council on Higher Education, 2017). The current study aims to explore the learning experiences and academic performance of postgraduate black students at the university of South Africa. Through a qualitative approach that included interviews, a phenomenological research design and critical race theory to gain an insiders perspective. This approach is chosen for its ability to generate rich descriptive and interpretive accounts of events based on the participant’s narratives. The findings revealed that the variation in learning experiences and academic performance was accounted for by background factors rather than student’s own intellectual or academic competencies. / Psychology / M.A. (Psychology with specialisation in Research Consultation)
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An investigation into the usability of asynchronous information techology for a virtual E-learning information sharing environment at a university in South-AfricaScholtz, Karin 03 1900 (has links)
Thesis (MA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: Institutions for tertiary education are now more than ever realising the advantages of supplying
the growing population with more effective and flexible learning environments through the
integration of technology based media. Educational institutions are faced with the challenge of
embracing technological changes within the educational domain in order to maintain their
competitive position within a global arena. The University of Stellenbosch, as many other
tertiary educational institutions, are challenged to view them as being part of an integrated
knowledge society responsible for the reproduction of knowledge as a national and global
commodity. The recent acceptance of an explicit strategy concerning educational processes
and the creation of an Electronic Campus ensured that the University of Stellenbosch would
maintain their strategic position through the development and improvement of the quality of the
central education, research and community service functions within the university.
The purpose of the research conducted within the boundaries of the University of Stellenbosch
were to enhance and improve the quality of the learning and information sharing processes
between various role players through the exploration of available communication media and the
examination of relevant concepts.
The specific objectives of the study comprise the following:
■ Objective One: Through the use of alternative subjective and objective test methods,
including observation and the use of a questionnaire to conduct an empirical study to
evaluate the usability of the various asynchronous computer based communication media,
with specific focus on course management systems, and video streaming;
■ Objective Two: Make recommendations based on the findings of the study to potential users
of the alternative media and applications in terms of the limitations and benefits;
■ Objective Three: To use the findings, together with an examination of the user needs and
applicable concepts, to make recommendations to assist in future decisions regarding the
value of the integration of these media into the creation of a high value interactive virtual
learning environment;
■ Objective Four: Given the findings, to make recommendations for future research.
Empirical tests were conducted in order to examine the usability of WebCT and Microsoft
Producer as it was anticipated that the degree to which the communication media adds value
and enhances the education and information sharing process will be influenced by the usability of the specified media and the role players' perceived need for the specific media. Empirical test
were descriptive in nature and included survey research methods and usability laboratory tests
In summary, the data obtained shows that the sample population holds favourable attitudes with
regard to the usability of both Microsoft Producer and WebCT. WebCT and Microsoft Producer
holds the potential for enhancing and improving the quality of the learning and information
sharing processes between role-players within the University of Stellenbosch by providing a
useful, reliable, easy to use, consistent, compatible, learnable and likeable system. The
integration of WebCT and Microsoft Producer in the context of the University of Stellenbosch
will enable role-players to complete their educational and research activities with accuracy in a
timely competent and economical fashion. / AFRIKAANSE OPSOMMING: Instellings vir tersiere opvoeding is nou meer as ooit bewus van die onmiskenbare voordele
verbonde aan die beskikbaarstelling van meer effektiewe en buigsame leer omgewings aan ‘n
groeiende studente getalle deur die integrasie van tegnologie gebasseerde media.
Opvoedkundige instellings word toenemend uitgedaag om die geleenthede wat die
tegnologiese veranderinge in die opvoedings domein vergesel aan te gryp. Die Universiteit van
Stellenbosch word, soos vele ander tersiere instellings, uitgedaag om hulself te beskou as deel
van ‘n geintegreerde kennis gemeenskap, verantwoordelik vir die reproduksie van kennis as ‘n
nasionale en globale kommoditeit. Die onlangse aanvaarding van 'n eksplisiete strategie
aangaande opvoedkundige prosesse en die ontwikkeling van ‘n elektroniese kampus het
verseker dat die Universiteit van Stellenbosch sy strategiese posisie behou deur die
ontwikkeling en verbetering van die kwaliteit van die sentrale opvoedings, navorsings, en
gemeenskapsdiens funksies binne die Universiteit van Stellenbosch.
Die doel van die navorsing wat binne die grense van die Universiteit van Stellenbosch uitgevoer
is was om die kwaliteit van die opvoedings- en informasiedelings prosesse tussen verskeie
rolspelers te verbeter deur die verkenning van beskikbare kommunikasie media en relevante
konsepte.
Die spesifieke doelwitte van die studie kan as volg uiteengesit word:
■ Doelwit Een: Om deur die gebruik van alternatiewe subjektiewe en objektiewe toets
metodes, insluitende observasie en die gebruik van ‘n vraelys, ‘n empiriese studie uit te voer
met die oog op die evaluasie van die bruikbaarheid van verskeie asinkrone rekenaar
gebasseerde kommunikasie media, met spesifieke fokus op kursusbestuurstelsels en
videostroomingstelsels;
■ Doelwit Twee: Om aanbevelings te maak gebasseer op die bevindinge van die studie aan
potensiele gebruikers rakende die alternatiewe media en hul gebruike in terme van
tekortkominge en voordele;
■ Doelwit Drie: Om die bevindinge te gebruik in samewerking met 'n evaluasie van die
gebruikers se behoeftes en toepaslike konsepte, ten einde aanbevelings te maak wat
toekomstige besluitneming sal dryf aangaande die waarde van die integrasie van die
bogenoemde media in die ontwikkeling van ‘n hoe waarde interaktiewe skynwerklike leer
omgewing;
■ Doelwit Vier: Gegewe die bevindinge om aanbevelings te maak vir toekomstige navorsing.
Empiriese toetse is toegepas ten einde die bruikbaarheid van WebCT en Microsoft Producer te
bepaal, aangesien daar verwag is dat die graad waartoe die kommunikasie media waarde sal
toevoeg tot die opvoedkundige en informasie delings proses, beinvloed sal word deur die
bruikbaarheid van die gespesifiseerde media asook die rolspelers se behoefte vir die spesifieke
media. Die empiriese toetse kan as beskrywend geklasifiseer word en behels die gebruik van
opnames en bruikbaarheids laboratorium toetse.
Die data toon aan dat die rolspelers se houding teenoor die bruikbaarheid van Microsoft
Producer en WebCT uiters positief is. WebCT en Microsoft Producer die het die potensiaal om
die kwaliteit van opvoeding en informasie deling tussen rolspelers binne die Universiteit van
Stellenbosch te kan verbeter deur die beskikbaarstelling van ‘n bruikbare, betroubare,
gebruikers vriendelike, konsekwente, verenigbare, leerbare en aangename stelsel. Die
integrasie van WebCT en Microsoft Producer in die konteks van die Universiteit van
Stellenbosch sal rol-spelers instaat stel om hul navorsings en opleidings aktiwiteite met
akkuraatheid en bevoegdheid te voltooi.
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