Spelling suggestions: "subject:"educationization inn south africa."" "subject:"educationization inn south affrica.""
761 |
An evaluation of the roles of CHE and the SETAs in the accreditation of NQF Level 5 learning programmesNxumalo, Edmund Linduyise 03 1900 (has links)
Thesis (MPA (School of Public Management and Planning))--University of Stellenbosch, 2009. / The Further Education and Training (FET) and Higher Education and Training (HET)
bands in South Africa are characterised by major challenges resulting in the high rate of
unemployment in the country despite the promulgation of a plethora of transformative
pieces of legislation post-1994. These challenges include failure by post-matric
applicants to meet minimum university requirements for admission; unemployed
graduates; and tension within the higher education and Training (HET) band among
various quality assurance bodies and explicit mutual doubt about each other’s capacity
to perform quality assurance of HE learning programmes. In an endeavour to find
solutions to these problems, the researcher contemplated whether the cause could not
be the current system of quality assurance in South Africa. This perception has
dominated the current discourse on quality assurance, which has warranted a need for
research in this area to find concrete answers to the current problems, as well as
potential solutions.
In this study, the Council on Higher Education (CHE) and Sector Education and Training
Authorities (SETAs) are used as units of analysis to determine the veracity of the
arguments pervading the current quality assurance discourse that there are uneven
levels for quality and different and presumably inconsistent varying capacities for quality
assurance in the current education system.
The objective of the study was to test the veracity of this hypothesis for the purposes of
making recommendations informed by concrete and scientific empirical data.
The major findings of this study are that the South African Qualification Authority (SAQA)
policy, requiring CHE and the Higher Education Quality Committee (HEQC) to coordinate
the entire HET band, has not been implemented as envisaged. The degrees of
quality assurance and capacity for quality assurance in South Africa vary dramatically
between the SETAs and CHE and also among the SETAs when compared with one
another, and there is a lack of consistency and co-ordination at National Qualification
Framework (NQF) Level 5. Furthermore, the current legislative framework underpinning
the SETAs and CHE is fundamentally contradictory.
On the basis of these findings it is recommended that the current quality assurance and
accreditation system be overhauled by bringing about one council responsible for the
quality assurance and accreditation of all workplace and vocationally orientated learning
programmes in line with international best practices. CHE should concentrate on
learning programmes that are academically orientated. Lastly, the current legislative
framework governing the operations of SETAs and CHE should be amended.
|
762 |
A curriculum framework for an introductory programme in the national diploma: Engineering at the Vaal University of TechnologySutherland, G. 12 1900 (has links)
Thesis (PhD (Curriculum Studies))-- University of Stellenbosch, 2009 / ENGLISH ABSTRACT: The aim of this study was to develop a curriculum framework for engineering
introduction programmes offered at a higher education institution, using a case study
design.
The South African government is attempting to redress the social inequalities which
prevailed in the education sector during the apartheid era. One of their efforts has
involved the widening of access to diverse groups in society in order to increase
participation within the higher education sector. However, many students attempting
their higher education studies are academically under prepared. This is mainly due
to insufficient life skills, communication skills, numeric skills and literacy skills. The
lack of these skills has inspired various international and national higher education
institutions to develop academic programmes aimed at bridging the gap that exists
between secondary schooling and higher education. Introduction programmes for
prospective engineering students have to ensure high-quality curriculum
development procedures in order to secure these students’ academic success
throughout their engineering studies. This, in turn, leads to quality graduates and
addresses the huge shortage experienced by the industry.
An overview of the contextual and conceptual views on curriculum development is
given against the backdrop of the current higher education legislation in South Africa.
The overview regarding curriculum development links the introduction programme
curriculum to generic learning outcomes specifically set at the National Qualification
Framework Level 4. It suggests the application of continuous assessments, in line
with outcomes-based education criteria, together with quality assurance in order to fit
the Higher Education Quality Committee and the Engineering Council of South
Africa’s accreditation criteria applicable to higher education institutions.
During the design and methodological stages, it was established, by means of a
theoretical investigation, that the first phase of this study determines whether
students that successfully completed the introduction programme perform
academically better than students entering the diploma programmes directly. The
theoretical investigation also established that the second phase of this study
determines if the diploma students dropped out of the programme for reasons other
than academic performance.
A triangulation approach was used to increase the validity of the empirical part of the
study and to enhance the rigorous use of both quantitative and qualitative data. The
study results shed light on the need for introduction programmes. In addition, it
proposed a curriculum framework for improved engineering introduction programmes
at the Vaal University of Technology. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om kurrikulumraamwerk vir
oorbruggingsprogram vir ingenieurswese-studente in hoër onderwys te ontwikkel.
Die kurrikulumraamwerk is ontwikkel deur middel van gevallestudie wat die
implementering van oorbruggingskursusse in die ingenieurswese indringend
ondersoek het.
Die huidige Suid-Afrikaanse regering poog om die sosio-politieke wanbalanse as
nalatenskap van apartheid, uit te wis. Dit word gedoen deur middel van inisiatiewe
waarin onder meer hoër onderwys prominente vennoot is wat aan diverse
samelewing gelyke geleenthede bied. Die huidige, meer toeganklike bedeling in hoër
onderwys in Suid-Afrika het groot toename van studente uit histories agtergeblewe
gemeenskappe tot gevolg gehad. Die meeste studente wat in hierdie konteks die
hoëronderwyssektor betree, blyk in groot mate onvoorbereid te wees vir hoër
onderwys vanweë hul gebrek aan lewens-, kommunikasie-, numeriese en
taalvaardighede. Hierdie tendens kom ook op internasionale vlak voor. Dit het
inisiatiewe ten opsigte van akademiese ontwikkeling op nasionale sowel as
internasionale vlak genoodsaak. Die doel van akademiese ontwikkeling is primêr om
die gaping tussen die skool en hoër onderwys te oorbrug.
Oorbruggingskursusse moet van hoë gehalte wees om sodoende te kan verseker
dat voornemende studente vir hoër onderwys, en vir die doel van hierdie studie meer
spesifiek ingenieurstudente, van groter akademiese sukses verseker kan wees. Die
suksesvolle implementering van oorbruggingskursusse vir ingenieurswese-studente
behoort in groot mate tot beter gehalte gegradueerde te lei en bydrae te lewer
tot die vraag na ingenieurswese-studente vir die nywerheidswêreld.
Kontekstuele en konsepsuele beskouings ten opsigte van kurrikulumontwikkeling in
die hoër onderwys in Suid-Afrika word deur generiese leeruitkomste bepaal. Hierdie
uitkomste is op vlak 4 van die land se Nasionale Kwalifikasieraamwerk vasgepen. Dit
het ook tot gevolg dat alle programme volgens amptelike Departement van
Onderwys-dokumente aan deurlopende assessering onderwerp moet word, dat die
gehalte van die kursus onderworpe is aan die gehalteversekeringskriteria van die
vi
Hoëronderwys se Gehaltekomitee (‘HEQC’) en dat dit moet voldoen aan die
vereistes van die Ingenieursraad van Suid-Afrika.
Teoretiese raamwerk is tydens die ontwerp- en metodiekstadium van die studie
daargestel. Die doel van hierdie eerste fase van die studie was om te bepaal of
diplomastudente wat die oorbruggingskursusse suksesvol voltooi het, akademies
beter gepresteer het as daardie studente wat nie die oorbruggingskursus gevolg het
nie. Die tweede studiefase het bepaal of die diplomastudente hul studies vir redes
gestaak het wat moontlik nie met akademiese sukses verband hou nie.
Die navorsing het van triangulasie gebruik gemaak, ten einde die doeltreffende
gebruik van sowel kwantitatiewe as kwalitatiewe data te verhoog. Die resultate van
die studie werp lig op en onderstreep die behoefte aan oorbruggingskursusse. Die
navorsing beveel kurrikulumraamwerk aan vir die ontwerp van verbeterde
oorbruggingskursusse in die ingenieurswese aan die Vaal Universiteit van
Tegnologie.
|
763 |
Acquiring academic literacy : a case of first-year extended degree programme students at Stellenbosch UniversityVan Schalkwyk, Susan C. 03 1900 (has links)
Thesis (PhD (Curriculum Studies))--Stellenbosch University, 2008. / In this study the experiences of a group of first-year Extended Degree Programme (EDP) students were explored in order to obtain insight into their acquisition of academic literacy. The study was undertaken against the backdrop of a higher education sector that is facing an increasing influx of first-year students on the one hand, and poor retention rates on the other. In South Africa, where the opening up of access to higher education for all citizens has become a political imperative, the need to address the undesirable dropout rate is self-evident.
Students’ poor performance at university is often linked to their under-preparedness for higher education studies, and an important aspect of such under-preparedness is their academic literacy. In this context academic literacy is seen as knowing how to speak and act within a particular discourse, and the reading and writing that occur within the discipline as tools through which to facilitate learning. While some students acquire academic literacy by virtue of their participation in the discourse community of the relevant discipline, this is not always so for students who are less prepared for higher education studies.
In response to the disconcerting retention rates, higher education institutions have implemented academic support programmes to address the needs of students who enter university with poor school results. One such intervention at Stellenbosch University is the Extended Degree Programme in the Faculty of Arts and Social Sciences, which makes provision for students to extend their first academic year over two years. Since 2006 EDP students have also been required to register for an academic literacy module and it is this group that comprises the focus of this study.
Using a case study design, this qualitative, interpretive inquiry was characterized by multiple data collection methods. In this way qualitative data that pointed to the perceptions of the students and some of the lecturers who taught the EDP classes were generated via semi-structured interviews, focus group interviews, observation and content analysis. In addition, descriptive quantitative data was collected and this further contributed to generating the rich, in-depth data that characterize case study research.
The analysis of the data was undertaken according to a three-tiered approach, in which the results of the empirical inquiry were first analysed per data source and then themes and trends across all the data sources were identified. Ultimately, these findings were interpreted according to an explanatory framework. The study highlights a number of important issues, key of which is that providing an academic literacy module for under-prepared students can facilitate the acquisition of academic literacy, particularly when such provision seeks to support the different discipline-based mainstream modules. Another important finding of the study emphasizes the extent to which institutional factors, such as increased student numbers, have placed pressure on university infrastructure and human resources. The impact of this situation filters down to the first-year classroom and negatively influences student learning. Finally, the results of the study question prevailing notions about under-prepared students as all of the students in the study, irrespective of their backgrounds and levels of sophistication, attested to the significant challenges that entry into the academic community posed for them.
The findings of this study, while specific to the context in which it was undertaken, contribute to the growing body of knowledge in the field of academic development within higher education and the role of academic literacy in student learning.
|
764 |
An evaluation of a Learning Support Model in Primary Schools in the West Coast/Winelands AreaDreyer, Lorna M. 12 1900 (has links)
Thesis (PhD (Educational Psychology))--Stellenbosch University, 2008. / Research indicates that the success of inclusive education lies within the provision of adequate
support for learners who experience barriers to learning in mainstream schools as well as in the
changing roles of teachers and support services staff. In South Africa, the provincial Western Cape
Education Department (WCED) responded to the implementation of inclusive education by
introducing a learning support model that was designed to systemically deal with barriers to
learning in some primary schools in the province.
The purpose of this study was to evaluate the learning support model that was introduced in some
primary schools in the Western Cape with specific reference to schools within the West
Coast/Winelands district. The evaluation was located in a comprehensive mixed methods research
design, which focused on the evaluation of both process and outcomes of the learning support
model.
The evaluation was done sequentially in three phases: Phase one consisted of a comprehensive
literature review. Phase two focused on both quantitative and qualitative data collection and
analysis (through questionnaires containing both closed- and open-ended questions). The focus in
Phase three was on follow up semi-structured focus group interviews.
The participants were drawn from all primary schools situated within the boundaries of the West
Coast/Winelands district and where the services of a learning support teacher (full-time or itinerant)
were available. While learning support teachers were selected through purposive sampling,
mainstream teachers were systematically selected. The four primary schools and learning support
teachers that participated in the focus group interviews were systematically selected.
Findings indicate that the current learning support model used in the West Coast/Winelands area
does not provide effective learning support to all learners experiencing barriers to learning in
mainstream primary schools. Constraints that contribute to this situation can be identified on all
levels of the education system including the macro and micro systems. By mapping the findings
from the data against the literature review, the researcher recommends that the provision of learning
support should be addressed systemically from within a whole-school approach, taking into account
local contextual factors impacting on the school.
In conclusion a model for the improvement of learning support service delivery within a wholeschool
approach is provided.
|
765 |
South African higher education institutions as learning organisations : a leadership process modelVan der Westhuizen, André Jeánne January 2002 (has links)
Thesis (PhD)--Stellenbosch University, 2002. / ENGLISH ABSTRACT:Reform is one of the most controversial elements in higher education and has therefore
attracted much attention from within the academic community and from outside. The
present higher education scene is characterised by demands for transformation and
change, not only in South Africa but in Africa and the developed countries as well. The
pressures and demands for change come from outside the field of higher education as
well as from within. Some countries have been involved in the process of change and
transformation for a period of over thirty years, while others have just embarked on the
route or still have to start the change process.
The post-apartheid era has marked an era of profound change for South African higher
education institutions with concomitant legislation to ensure the change process. If
effective and successful transformation of higher education institutions and systems can
take place in South Africa with new models of transformation and the effective
integration of cultures and openness to change at all institutional levels, these models
could be instructive not only to Africa but also to the rest of the world and to academic
life universally. However, the demands for change worldwide indicates not only
towards new legislation but also towards flexible approaches and new forms of
institutional structures and leadership to accommodate the significant, rapid and
fundamental changes taking place in higher education and the realisation that
institutions of the future will be different from those of the past and the present.
In this study the influence of organisational models are used to establish a conceptual
framework towards the development of learning organisations. The study reflects on
how these new types of organisations will influence higher education institutions as
organisations. It also considers what will be expected of higher education institutions to
become learning organisations. Learning organisations have special qualities and higher
education institutions or teaching institutions do not automatically qualify as learning
organisations. The promise of the new millennium provides the higher educationcommunity with the opportunity to take stock of their position and to find out if they
possess the necessary skills and have the enabling structures to accommodate a new
world. Becoming a learning organisation involves more than a paradigm shift for higher
education institutions. It requires a revolution, a quantum leap towards individual
recognition and growth, leadership development and empowerment and institutional
learning. The Academic 'Process Leadership' Super structure provides the space,
structure and process for higher education organisations to re-organise and re-create
itself to fit the demands of a new world.
An analysis of leadership, leadership development and institutional change in higher
education institutions brought to the fore that these institutions have not been effective
in providing programmes that develop leaders because they simply do not know what is
necessary for effective leadership development. Institutions do not have an in-depth
understanding of leadership and they have not enculturated leadership development as a
core aspect and activity in higher education institutions. There is grave concern
regarding the development of 'soft' people skills. The qualitative research investigation
into the process of change towards learning organisations in higher education
institutions indicate that there are profound problems in the areas of leadership,
leadership development, people management and satisfaction, knowledge management
and learning dynamics. These areas form the core aspects within the new structures, that
of learning organisations.
The insights gained from the process analysis of five higher education institutions
indicate that the implementation of the academic leadership model as described in the
study will provide individual leaders with the necessary leadership skills to fulfill their
roles in the recreated empowered institutions. This process of leadership development,
as indicated in the study, could enable institutions to become learning organisations. / AFRIKAANSE OPSOMMING:Die huidige konteks van hoer onderwys dui daarop dat verandering een van die
belangrikste, maar ook mees kontroversiele aspekte aangaande die studieveld is. Die
hoeronderwysomgewing asook hoeronderwysinstellings verkeer onder geweldige druk
van beide binne en buite die akademiese gemeenskap om te verander.
'n Analise van die huidige stand van sake en konteks van hoeronderwysinstellings dui
daarop dat verandering nie net in Suid-Afrika 'n faktor is en baie aandag geniet nie,
maar dat Afrika sowel as die ontwikkelde lande ook onder geweldige druk verkeer om
te transformeer. Sommige lande is al vir meer as dertig jaar betrokke by die proses van
verandering. Dit wil egter voorkom dat sommige van die ander lande Of nog glad nie
begin het nie 6f pas begin het met die proses van verandering en transformasie.
Die tydperk na 1994 en die oorgang na 'n nuwe demokratiese regenng m Suid-
Afrika was ook die begin van dramatiese verandering in die Suid-Afrikaanse
hoeronderwysomgewing. Die kwessie van verandering is nie net in sekere nasionale
beleidsdokumente aangespreek nie, maar ook in meegaande wetgewing. Indien
Suid-Afrikaanse hoeronderwysinstellings in staat sou wees om nuwe modelle te
kan akkommodeer en te kan verwesenlik terwyl hulle besig is met die transformasieen
veranderingsproses, kan hierdie modelle van nut en van waarde wees, nie net
vir Afrika nie, maar ook vir die ontwikkelde wereld en die internasionale
hoeronderwysgemeenskap.
Nuwe strukture en modelle kan ongelukkig nie net deur wetgewing daargestel word nie.
Instellings sal toeganklik moet wees vir moontlike nuwe vorms van leierskap,
leierskapsontwikkeling en die konsep van veranderde strukture om sodoende te kan
aanpas by die eise van 'n voortdurend veranderende wereld en die geweldige impak wat
verandering op hoeronderwysinstellings het. Hoeronderwysinstellings sal moet besef
dat instansies wat op die toekoms gerig word nie kan vashou aan ou uitgediendemodelle nie. Toekomsgerigte modelle verskil van die huidige vorms, sowel as die van
die verlede.
Die invloed van organisasiemodelle op hoeronderwysinstellings verskaf konseptuele
verwysingsraamwerke vir die ontwikkeling van nuwe begrippe en konsepte.
Die konsepte help om rigting aan te dui en te bepaal wat van instansies verwag
word om sodoende te kan verander na lerende organisasies. Dit is belangrik om
kennis te neem dat lerende organisasies spesifieke eienskappe het en dat
hoeronderwysinstellings nie sonder meer gereken en geklassifiseer kan word as lerende
organisasies nie. Hierdie nuwe vorm van organisasiestruktuur sal 'n fundamentele
invloed he op institusionele prosesse asook op die manier waarop instellings in die
toekoms bedryf sal word. In die nuwe millennium sal hierdie paradigmaskuif die
geleentheid aan hoeronderwysinstellings voorsien om nie net revolusioner te verander
nie maar ook om 'n kwantumsprong te maak na die belangrike mens- en
leervaardighede. Hierdie vaardighede is nie net noodsaaklik vir die ontwikkeling om 'n
lerende organisasie te word nie, dit maak ook die kern uit van hierdie nuwe
organlsaSles.
Die proses van akademiese leierskap en leierskapsontwikkeling, soos wat voorgestel
word in die model van die Akademiese Leierskapsproses Superstruktuur sal aan
instellings die geleentheid bied om die noodsaaklike leierskapsvaardighede te
ontwikkel. Dit sal ook die kreatiewe en innoverende omgewing skep wat dit vir hierdie
soort organisasie strukture moontlik sal maak om nuut te kan ontwikkel en sodoende in
staat sal stel om te kan herorganiseer binne 'n konteks van groter aanpasbaarheid.
Hierdie kwalitatiewe studie en navorsingsanalise ten opsigte van leierskap,
leierskapsontwikkeling en die proses van verandering en transformasie het aangedui dat
hoeronderwysinstellings in Suid-Afrika nie effektief ontwikkel ten einde lerende
organisasies te word nie. Die ondersoek dui daarop dat instellings nie die onderliggende
elemente van die begrip "leierskap" verstaan nie. Leierskap en leierskapsontwikkeling
maak tans nie deel uit van die huidige institusionele kultuur nie.
|
766 |
Teacher development for religious and cultural diversity in citizenship education : a community of practice approachFerguson, Rene 03 1900 (has links)
Thesis (PhD)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: This research focuses on teacher-learning for religious and cultural diversity. The background to the
study is associated with curriculum reforms in South Africa since democratization in 1994 and the
growing interest globally in the integration of Citizenship education and Religion education. In South
Africa, the new national curricula after 1994 introduced Life Orientation as a learning area / subject
which includes Citizenship education with Religion education as key focus areas. The outcomes
associated with these focus areas require school-based learners to demonstrate knowledge of
diversity, co-operative and communicative forms of democracy and commitment to the values
espoused in The Constitution. The question that arises in relation to the professional development of
teachers in this regard, concerns whether teachers have the professional knowledge base to ensure
that their learners acquire the knowledge and skills to enable them to participate as competent
citizens in a pluralist democracy. Consequently the large-scale transmissionist approaches to teacher
development that have dominated INSET programmes have been critiqued in this study for being
inadequate for learning the complexities associated with diversity, citizenship and democracy. This
study has hence advocated for teacher-learning through participation in communities of practice
which arguably provide appropriate learning conditions in which dialogue and critical reflection
characterise the interaction between teachers. On the grounds that South Africa’s social-political
history enforced the segregation of racial groups and privileged Christianity above other religions or
beliefs, a further argument is related to how this history has influenced teachers’ frames of reference
and whether teachers’ frames of reference continue to influence how Citizenship education is
approached in the classroom. Hence, the theoretical framework for this study has been formulated to
address the issue of teacher-learning for Citizenship education and Religion education (Citizenship
education/Religion education) and the extent to which the frames of reference of teachers influence
their approaches to democracy, values, citizenship and diversity. To this end two learning theory
perspectives have been explored, viz. Mezirow’s transformative learning theory (1991, 2000) and
communities of practice, as conceptualised by Wenger (1998, 2006b). The efficacy of the
communities of practice concept for teacher-learning for diversity was investigated against a
transformative learning theory background, using a mixed methods approach. A cross-sectional
survey was conducted amongst 60 secondary schools in the Gauteng province, followed by a phase
of participatory action research (PAR) with three teachers over a period of approximately eight
months. The survey questionnaire was designed to determine the perspectives of a sample of Life
Orientation teachers towards learning and teaching religious and cultural diversity in Life Orientation.
The findings were used to inform the action research process which in turn drew attention to the
significance of the community of practice concept for assisting teachers to generate content
knowledge for Citizenship education/Religion education from an inclusive and constructivist
perspective. The findings of the survey questionnaire indicated that the majority of the teachers in the
sample were not opposed to including religious diversity in their Life Orientation classes despite not
having backgrounds in Religious Studies or meaningful in-service training. The PAR findings indicate
the value of engagement by teachers in a community of practice for creating and acquiring
appropriate content knowledge and for critical reflection on the meaning and application of democratic
and personal values for Citizenship education/Religion education. / AFRIKAANSE OPSOMMING: Hierdie navorsingsprojek fokus op onderwyser-leer ter bevordering van religieuse en kulturele
diversiteit. Die agtergrond van hierdie studie is enersyds kurrikulumhervorming in Suid-Afrika sedert
demokratisering in 1994 en andersyds die groeiende, wêreldwye belangstelling in die integrasie van
Burgerskapopvoeding (Citizenship Education) en Religieuse-onderrig (Religion Education).
Lewensoriëntering as ‘n leerarea/vak wat Burgerskapopvoeding en Religieuse-onderrig as primêre
fokus insluit, is na 1994 as deel van die nuwe nasionale kurrikulum in Suid-Afrika bekendgestel. Die
leeruitkomste van hierdie fokus vereis dat leerders kennis moet demonstreer rakende: diversiteit,
samewerkende- en kommunikatiewe vorms van demokrasie en die verbintenis tot die waardes soos in
die Grondwet vervat. Die vraag word gestel of die professionele ontwikkeling van onderwysers die
nodige professionele kennisbasis bied wat kan verseker dat leerders wel kennis en vaardighede
verwerf wat hulle in staat sal stel om bevoegde burgers te wees om aan ‘n pluralistiese demokrasie
deel te neem. In hierdie studie word die transmissionistiese benaderings (transmissionist approaches)
wat die indiensonderwysersopleiding (INSET) gedomineer het, krities ondersoek en bevraagteken ook
hierdie benadering vir die onderrig-leer van kompleksiteite soos diversiteit, burgerskap en demokrasie.
In hierdie studie word onderwyser-leer by wyse van deelname aan “gemeenskappe van praktyk”
(communities of practice) onderskryf hoofsaaklik weens die moontlikhede wat hierdie benadering bied
om gepaste leeromstandighede te skep waar onderwysers se interaksie deur dialoog en kritiese
refleksie en terugskouing gekenmerk word. In die lig van Suid-Afrika se sosio-politiese geskiedenis
waartydens die segregasie van rassegroepe afgedwing is en Christendom bo ander religieë of
geloofsoortuigings bevoorreg was, word kritiese argumente gevoer rondom die invloed van hierdie
geskiedenis op onderwysers se verwysingsraamwerke en hoe hierdie betrokke verwysingsraamwerke
onderwysers se benadering tot Burgerskapopvoeding beïnvloed het. In die teoretiese raamwerk van
hierdie studie word die grondliggende kwessies en diskoerse van onderwyser-leer vir
Burgerskapopvoeding en Religieuse-onderrig (Burgerskapopvoeding/ Religieuse-onderrig) ondersoek
asook die mate waarop die verwysingsraamwerke van onderwysers hulle onderrigbenaderinge tot
demokrasie, waardes, burgerskap en diversiteit beïnvloed het. Die twee leerteorieë en perspektiewe
van Mezirow se Transformatiewe Leerteorie (1991, 2000) en “gemeenskappe van praktyk”, soos deur
Wenger (1998, 2006b) gekonseptualiseer is, word as vertrekpunte geneem. Die effektiwiteit van die
konsep “gemeenskappe van praktyk” vir onderwys-leer in belang van diversiteit, word ondersoek teen
die agtergrond van ‘n transformatiewe leerteorie deur gebruik te maak van ‘n gemengde-metodesbenadering
(mixed methods approach). ‘n Deursnee-opname is aan 60 sekondêre skole in die
Gauteng provinsie gedoen, gevolg deur ‘n fase van Deelnemende-Aksienavorsing met drie
onderwysers oor ‘n tydperk van ongeveer agt maande. Die vraelys vir die opname is sodanig ontwerp
dat ‘n steekproef Lewensoriënteringonderwysers se perspektiewe van onderrig-leer van religieuse en
kulturele diversiteit in Lewensoriëntering bepaal kon word. Hierdie bevindinge is vir die
aksienavorsingsfase gebruik wat die aandag gefokus het op die belangrikheid van “gemeenskappe
van praktyk” as ‘n konsep wat onderwysers kan help om inhoudskennis vir
Burgerskapopvoeding/Religieuse-onderrig vanuit ‘n inklusiewe en konstruktiewe benadering te
genereer. Die bevindinge van die vraelysopname toon dat die meerderheid van die onderwysers, wat
deel was van die steekproef, nie gekant is teen die insluiting van religieuse diversiteit in
Lewensoriënteringsklasse nie ten spyte van die feit dat hulle geen agtergrond in Religieuse-onderrig
of enige ander betekenisvolle indiensopleiding ontvang het nie. Die bevindings van die Deelnemende–
Aksienavorsingsproses bewys die waarde van onderwyserbetrokkenheid in “gemeenskappe van
praktyk” om inhoudskennis te verwerf en krities na te dink oor die betekenis en toepassings van
demokratiese en persoonlike waardes vir Burgerskapopvoeding/Religieuse-onderrig.
|
767 |
An evaluation of the influence of an HIV/AIDS peer education programme at a higher education institution in the Western CapeVember, Hilda Frances 03 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: South Africa is now in its eighteenth year of democracy. However, a major problem that we are
facing is the scourge of the HIV/AIDS pandemic throughout Africa, with the most seriously
affected areas being in Sub-Saharan Africa. Despite a National Strategic Plan (NSP) for
HIV/AIDS, government authorities have been unable to stem the tide of daily HIV infections
amongst all people.
Education seems to be one of the most powerful weapons to fight this pandemic; hence it is
expected of HEIs to respond to this problem in a meaningful manner in order to stem the tide of
the HIV/AIDS pandemic on all university campuses. HEAIDS took the initiative to bring all
role players in HEIs together to devise plans for how to deal with the pandemic at HEIs.
Despite the fact that 22 out of the 23 higher education institutions surveyed by HEAIDS in 2008
were engaged in peer education training programmes, none of them monitored or evaluated
these programmes. The aim of this study is to evaluate and establish the influence of a peer
education programme amongst students at a selected HEI in the Western Cape. An evaluation
research design was employed, using a mixed methods approach to collect data. A Logic Model
was developed which assisted me with the evaluation design. I used Bandura's social cognitive
theory (SCT) to assist me with the analysis and interpretation of the data. The study attempted to
understand the key issues involved in the peer education programme, challenges faced by staff
in the implementation of these programmes, how peer educators experienced the training
programmes, as well as the experiences of other students who interacted with the peer educators.
The quantitative data revealed that more work needs to be done with regard to behaviour change
amongst peer educators. However, in this study, the qualitative data showed that peer educators
need to develop more skills to empower themselves to facilitate workshops and to enhance their
communication skills. / AFRIKAANSE OPSOMMING: Suid-Afrika is tans in sy agtiende jaar van demokrasie. Die probleem wat nog hierdie bedeling
in die gesig staar, bly nog steeds die MIV en VIGS pandemie, waarvan die grootste problem in
Sub-Sahara Afrika, is. Ten spyte van 'n omvattende nasionale plan teen MIV en VIGS kan die
owerhede nog nie hierdie aaklige pandemie stuit nie, en word mense nog op 'n daaglikse basis
daardeur geaffekteer. Opvoeding bly nog die grootste wapen waarmee hierdie pandemie beveg
kan word, daarom word dit van die opvoedkundige instansies, veral universiteite, verwag om die
voortou te neem met die bevegting van hierdie pandemie. "HEAIDS" het die inisiatief geneem
om alle rolspelers by hoër opvoedkundige instansies bymekaar te bring om sodoende planne te
beraam, hoe om te werk te gaan om die pandemie te bekamp.
Ten spyte van die feit dat 22 uit 23 hoër opvoedkundige instansies deel was van die opnames
wat in 2008 op hul kampusse, onder sekere portuurgroepe gedoen was, was geen analiese of
evaluering gedoen nie. Die doel van hierdie navorsings projek is om portuurgroep opleidings
programme te evalueer by n universiteit in die Wes-Kaap en om vas te stel wat die invloed van
hierdie programme onder sekere portuurgroepe by hierdie hoër opvoedkundige instansie, het.
Daar was van 'n evaluerings navorsing metode gebruik gemaak met gemengde maniere om die
data in te vorder. 'n Logiese model was ontwikkel wat my gehelp het met die evaluerings
ontwerp. Die Teoretiese raamwerk wat gebruik was om die data te intepreteer was Bandura se
Sosiale Kognitiewe Teorie. Die studie het gepoog om die belangrike aspekte wat betrokke is by
portuurgroep opleidings programme uit te beeld en om vas te stel watter uitdagings die
personeel ondervind het met die implimentering van die opleidings programme. Ek wou ook
vasstel hoe die portuurgroepe en die ander studente op kampus, hierdie programme ondervind
het.
Kwantitatiewe data het bewys dat meer gedoen moet word met betrekking tot die
gedragsveranderinge van portuurgroepe. Kwalitatiewe data het bewys dat daar meer opleiding nodig is vir die portuurgroepe ten opsigte
van vaardigheidsontwikkeling. Daar moet gefokus word op die ontwikkeling van kommunikasie
metodes en die fasilitering van werkswinkels.
|
768 |
First additional language teaching in selected Grade 4 - 6 classes in Western Cape urban schools : the case of AfrikaansThornhill, Christa 12 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The aim of this study was to investigate and describe the current state of Afrikaans FAL
teaching in selected Gr 4 – 6 classes in Western Cape urban schools. This was done by
presenting an overview of the literature relevant to FAL teaching and FAL curricula as well as
the results from questionnaires and semi-structured interviews with Gr 4 – 6 teachers. This
study does not offer a quick-fix solution to the problems in the Afrikaans FAL classrooms, but
the researcher believes that the findings will highlight the daily challenges Afrikaans FAL
teachers have to face and that all role players will become actively involved in improving the
state of Afrikaans FAL teaching in the Western Cape.
The relevance of this study lies in the national drive towards the promotion of multilingualism
among the general population and especially in education. Feedback from student teachers
returning from practice teaching indicated that not enough time is allocated by schools for the
instruction of Afrikaans FAL; greatly differing methodologies as well as teaching and learning
materials are being used in Afrikaans FAL classes; and learner and teacher Afrikaans
proficiency varies from class to class.
A theoretical framework for language teaching and learning, a literature study pertaining to
first additional language teaching nationally and internationally, and an analysis of South
African FAL curricula support the research. Constructivism, social constructivism and teacher
knowledge were identified as the underpinning theories for language teaching and learning.
The literature study provides an overview of all the major methodologies relevant to FAL
teaching and the researcher concluded that there is no single method or approach that will
ensure effective FAL teaching, but that teachers should implement an eclectic approach to
achieve the best results.
This study used a mixed methods approach to generate empirical data; 125 questionnaires,
completed by Grade 4 – 6 Afrikaans FAL teachers, provided the quantitative data. For the
qualitative strand of the study, semi-structured interviews were conducted with 17 Afrikaans
FAL teachers. The data of these interviews were used as triangulation, to confirm or
disconfirm and elaborate on the results of the questionnaires.
One of the major factors impacting negatively on the teaching and learning of Afrikaans FAL
is the negative attitude towards Afrikaans among many learners and their parents. Teachers
are not equipped with teaching strategies and techniques to manage these negative
attitudes. The results show that many teachers still follow a teacher-centred approach to teaching, which is an indication that learners are not given enough opportunities to develop
their communicative competence through interaction with others. Another factor affecting
Afrikaans FAL teaching negatively is that not all schools implement the prescriptions of the
various language policies and curricula as they should.
The study also investigated the use of appropriate and relevant learning and teaching
support materials (LTSM) in the FAL classroom. The results showed that most teachers still
mainly use the textbook as teaching resource. There is a dire need for appropriate Afrikaans
LTSM for FAL. The expectation is that, in the age of technology we find ourselves in today,
learners’ interest will be stimulated through the use of technological teaching aids. Teachers
should therefore have access to, and use, a variety of media and technological teaching aids
and be able to integrate them effectively into their language teaching.
The findings of the study revealed teachers are caught up in traditional language teaching
methods and strategies which do not contribute to the enhancement of learners’ proficiency
in the target language. The study also closely examined the different types of knowledge that
a language teacher should have. The results showed that the teachers’ knowledge of the
curriculum, language policies, language teaching and learning theories as well as
methodologies is extremely limited. Therefore a new method or approach is needed, which is
why this study recommends that the HEIs and the WCED ensure that initial teacher training
programmes and in-service training workshops are upgraded and adapted in order to
prepare the teachers adequately to implement the prescribed curriculum using appropriate
methodologies and strategies. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die huidige stand van Afrikaans Eerste Addisionele Taal
(EAT) onderrig in gekose Gr 4 – 6 klasse in Wes-Kaapse stedelike skole te ondersoek en
beskryf. Dit is gedoen by wyse van die aanbieding van ’n oorsig van die betrokke literatuur
oor EAT-onderrig en EAT-kurrikula, asook die resultate van vraelyste en semigestruktureerde
onderhoude met Gr 4 – 6-onderwysers. Hierdie studie bied nie ’n
kitsoplossing vir die probleme in die Afrikaans EAT klaskamers nie, maar die navorser glo
dat die bevindinge die uitdagings wat Afrikaans EAT-onderwysers daagliks trotseer, sal
beklemtoon en dat alle rolspelers aktief betrokke sal raak om die stand van Afrikaans EAT
onderrig in die Wes-Kaap te verbeter.
Die toepaslikheid van hierdie studie is gesetel in die nasionale klem op die bevordering van
meertaligheid onder die algemene pupliek en veral in die onderwys. Studente terugvoer na
die praktiese onderwys dui daarop dat nie genoeg tyd aan die onderrig van Afrkaans EAT in
skole bewillig word nie en dat daar ‘n groot verskeidenheid onderrigmetodes en onderrig- en
leerhulpmiddels in Afrikaans EAT-klasse aangewend word. Leerders en onderwysers se
vaardigheid in Afrikaans wissel ook van klas tot klas.
Die navorsing is ondersteun deur ‘n teoretiese raamwerk van taalonderrig en –leer, ‘n
literatuurstudie van eerste addisionele taalonderrig, nasionaal sowel as internasionaal,
asook ‘n analise van Suid-Afrikaanse EAT-kurrikula. Konstruktivisme. sosio-konstruktivisme
en onderwyser kennis is geïdentifiseer as die teoretiese begronding vir taalonderrig en –leer.
Die literatuurstudie gee ‘n oorsig van al die belangrike en relevante EAT-metodieke. Die
navorser het tot die gevolgtrekking gekom dat nie een enkele metode of benadering
effektiewe EAT-onderrig kan verseker nie, maar dat onderwysers ‘n eklektiese benadering
behoort te volg om die beste resultate te verseker.
Hierdie studie het ‘n gemengde navorsingsbenadering gevolg ten einde empiriese data te
genereer. Die kwantatiewe data is ingesamel by wyse van talle vraelyste wat deur Gr 4 – 6
Afrikaans EAT-onderwysers voltooi is. Semi-gestruktureerde onderhoude is met 17 Afrikaans
EAT-onderwysers gevoer ten einde die kwalitatiewe data in te samel. Die data van hierdie
onderhoude is gebruik as tri-angulasie om die resultate van die vraelyste te bevestig of te
weerspreek.
Een van die belangrikste faktore wat die onderrig en leer van Afrikaans EAT negatief
beïnvloed, is baie leerders en ouers se negatiewe houding teenoor Afrikaans. Onderwysers is nie toegerus met die nodige onderrigstrategieë en –tegnieke om hierdie negatiewe
houdings aan te spreek nie. Die resultate wys daarop dat baie onderwysers steeds ’n
onderwyser-gerigte benadering volg wat daartoe lei dat die leerders nie genoegsame
geleentheide kry om hulle kommunikatiewe vaardighede by wyse van interaksie met ander te
ontwikkel nie. ‘n Ander faktor wat Afrikaans EAT-onderrig negatief beïnvloed, is die feit dat
nie alle skole die voorskrifte van die verskillende taalbeleide en kurrikula implementeer soos
van hulle verwag word nie.
Hierdie studie het ook die gebruik van gepaste en relevante onderrig- en
leerondersteuningsmateriaal in die EAT-klaskamer ondersoek. Die resultate het daarop
gedui dat die meeste onderwysers nog steeds die handboek as belangrikste
onderrighulpmiddel gebruik. Daar bestaan ‘n geweldige behoefte na gepaste Afrikaanse
onderrig- en leermateriaal vir EAT. In die tegnologiese era waarin ons ons bevind, bestaan
die verwagting dat leerders se belangstelling gestimuleer sal word deur die gebruik van
tegnologiese onderrigmateriaal. Onderwysers behoort dus toegang te hê tot en ‘n wye
verskeidenheid media en tegnologiese onderrigmateriaal te kan gebruik en in staat wees om
dit suksesvol te integreer in hulle taalonderrig.
Die bevindinge van hierdie studie het gewys dat onderwysers vasgevang is in tradisionele
taalonderrigmetodes en –strategieë wat nie bydra tot die ontwikkeling van die leerders se
vaardigheid in die teikentaal nie. Die verskillende soorte kennis waaroor ‘n taalonderwyser
behoort te beskik is ook onder die vergrootglas geplaas. Die resultate het getoon dat die
onderwysers se kennis van die kurrikulum, taalbeleid, taalonderrig en –leerteorieë en
metodieke uiters beperk is. Daar is dus ‘n behoefte aan ‘n nuwe metode of benadering en
daarom beveel hierdie studie aan dat onderwyseropleidingsprogramme en
indiensopleidingswerkswinkels opgegradeer en aangepas word deur die
Hoëronderwysinstellings en die WKOD om te verseker dat onderwysers voldoende voorberei
word om gepaste metodieke en strategieë toe te pas in die implementering van die
voorgeskrewe kurrikula.
|
769 |
Educators, praxis and hope : a philosophical analysis of post-apartheid teacher education policyBotman, Beryl Verna 12 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This dissertation argues that teacher education and development policy lacks an explicit philosophy of education and a responding pedagogy that would promote transformation. Through a conceptual analysis of teacher education and development, the study points to a deficit in philosophical underpinning that calls for an inquiry into ontology − ways of being, and epistemology − ways of knowing to contribute to critical citizenship. I contend that it is in a Freirean philosophy of education and a pedagogy of hope that teacher education praxis establishes the notion of a teacher as an unfinished being. This dissertation contends that for this to become established practice, the authority of educators, teachers and learners, and their status as subjects of their own learning and teaching, have to become part of the reflexive praxis. A pedagogy of hope constitutes the unleashing of the emancipatory potential of a teacher as an agent of democratic change, authority and reflectiveness. In line with the National Development Plan and the Vision for 2030, and in order to make an impact on society, I suggest an agenda for mass-based dialogue for the re-orientation of current teacher education policy. / AFRIKAANSE OPSOMMING: Hierdie proefskrif argumenteer dat beleid ten opsigte van onderwyseropleiding en -ontwikkeling nie eksplisiete opvoedingsfilosofie en ‘n ooreenstemmende pedagogie wat transformasie voorstaan, openbaar nie. ̓n Konseptuele analise van onderwyseropleiding en -ontwikkeling wys op die afwesigheid van ̓n filosofiese onderbou, wat vereis dat ’n ondersoek van ontologie, as wyses van wees of bestaan, en epistemologie, as wyses van weet of met kennis omgaan, tot kritiese burgerskap kan bydra. Ek gaan van die veronderstelling uit dat dit in ̓n opvoedingsfilosofie en ̓ isn pedagogie van hoop, soos deur Freire voorgestel, dat onderwyserpraksis die idee kan vestig van ̓n onderwyser as “onklare/onvoltooide wese”. Die proefskrif gaan verder van die veronderstelling uit dat om hierdie idee as praktyk te vestig, die outoriteit van die opvoeders, onderwysers en leerders en hulle status as onderwerpe van hulle eie leer en onderrig, deel moet word van hul refleksiewe praktyk. ̓n Pedagogie van hoop behels die ontketening van die emansipatoriese potensiaal van die onderwyser as agent vir demokratiese verandering, outoriteit en reflektiwiteit. In ooreenstemming met die Nasionale Ontwikkelingsplan en die Visie vir 2030, stel ek voor dat om ̓n impak op die samelewing te kan maak, ons ̓n agenda vir massagebaseerde dialoog ter bevordering van die reoriëntering van huidige onderwysopleidingsbeleid moet onderneem.
|
770 |
Foundation phase educators' perception of curriculum 2005 in the Nzhelele West circuitRaselabe, Matodzi Johannah 03 1900 (has links)
Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2006. / This study is centered on the perception of Foundation Phase educators in the Nzhelele West Circuit in the province of Limpopo of Curriculum 2005. The implementation of Curriculum 2005 created much uncertainty among these teachers. The study took the form of a survey of published and unpublished sources, questionnaires, interviews and observations. Respondents were made up of stakeholders affected by the introduction of the new curriculum.
Recommendations have been made about how the new curriculum should have been planned, developed and implemented to make foundation phase educators feel confident and able to help in the interpretation and implementation of the curriculum so as to help achieve the developmental goals of the South African Education System.
|
Page generated in 0.1164 seconds