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Developing a framework for the effective structuring and implementation of entrepreneurship education in Consumer StudiesDu Toit, Adri 06 1900 (has links)
Entrepreneurship education can contribute beneficially to learners’ schooling and should be structured and implemented (within programmes or curricula) to facilitate these benefits. In the South African secondary school curriculum, only Consumer Studies includes significant entrepreneurship education. Despite this potential of Consumer Studies, entrepreneurship education benefits do not always reach learners, due to underprepared teachers and the ineffective implementation of the curriculum. The study aimed to explore how and to what extent entrepreneurship education is embedded in the
intended and enacted curriculum for Consumer Studies, with the purpose of proposing a framework to provide guidance to teachers for the effective structuring and implementation of entrepreneurship education in Consumer Studies. A multi-phase sequential exploratory and descriptive mixed-methods research design, rooted in constructivism, was used. Document analysis, an online survey and focus group interviews were used for data collection. Initially, entrepreneurship education in the overall South African secondary school curriculum was explored. Subsequently, entrepreneurship education in the Consumer Studies curriculum was focused on,
investigating (a) the potential value it contributes to the subject, (b) the extent to which the curriculum is structured to support trepreneurship education, and (c) how teachers implement it in practice. Phase 3 identified best practice for entrepreneurship education internationally, which was compared to the findings from the previous two phases. Based on the previous findings, a framework for the effective structuring and implementation of entrepreneurship education in Consumer Studies, was ultimately proposed. It was apparent from the findings that entrepreneurship education only appears infrequently,
unstructured and in isolated subjects in South Africa. Furthermore, even though Consumer Studies has great potential to contribute value to learners’ lives and is well structured to support constructivist entrepreneurship education, it transpired that this potential does not always reach learners, owing to the ineffective structuring and
implementation of the curriculum. This study revealed the dearth of well-structured entrepreneurship education as part of the South African secondary school curriculum, with the exception of Consumer Studies. We anticipate that the framework will enhance teachers’ implementation of entrepreneurship education in Consumer Studies, which should augment the benefits thereof for learners. / Summary in English, Xhosa and Zulu / Thuto ya bogwebi e ka tshwaela ka tsela e e mosola mo go ithuteng ga morutwana mme e tshwanetse go rulaganngwa le go diragadiwa (mo mananeong gongwe kharikhulamo) go gokaganya dipoelo tseno. Mo kharikhulamong ya dikolo tsa sekontari tsa Aforikaborwa, ke fela Dithuto tsa Badirisi tse di akaretsang thuto e e botlhokwa ya bogwebi. Le fa go ntse go na le bokgoni jono mo Dithutong tsa Badirisi, dipoelo tsa thuto ya bogwebi ga di fitlhelele barutwana ka gale ka ntlha ya barutabana ba ba sa ipaakanyang mo go lekaneng le tiragatso e e seng mosola ya kharikhulamo. Maikaelelo a thutopatlisiso e ne e le go sekaseka gore thuto ya bogwebi e tseneletse go le kana kang le gone jang mo kharikhulamong e e lebeletsweng le e e fetisitsweng ya Dithuto tsa Badirisi, ka maikaelelo a go tshitshinya letlhomeso la go tlamela barutabana ka kaedi ya go rulaganya le go diragatsa thuto ya bogwebi mo Dithutong tsa Badirisi ka tsela e e mosola. Go dirisitswe mokgwa wa patlisiso wa magatomantsi le o o kopaneng mme o theilwe mo go lebeleleng maitemogelo. Go dirisitswe tshekatsheko ya dikwalo,
tshekatsheko ya mo inthaneteng mmogo le dipotsolotso tsa ditlhopha tse di rileng go kokoanya data. Kwa tshimologong go ne ga sekasekiwa thuto ya bogwebi mo kharikhulamong ya dikolo tsa sekontari tsa Aforikaborwa ka kakaretso. Morago ga moo, go ne ga lebelelwa thuto ya bogwebi mo kharikhulamong ya Dithuto tsa Badirisi, go sekasekiwa (a) boleng jwa bokgoni jo e bo tshwaelang mo serutweng, (b) gore kharikhulamo e rulagantswe go tshegetsa thuto ya bogwebi go fitlha fa kae, le (c) ka moo barutabana ba e diragatsang ka gona. Legato la 3 le supile ditiragatso tse di gaisang tsa thuto ya bogwebi boditšhabatšhaba, tse di neng tsa bapisiwa le diphitlhelelo go tswa kwa magatong a mabedi a a fetileng. Go ikaegilwe ka phitlhelelo tse di fetileng, go ne ga felelediwa go tshitshintswe letlhomeso la go rulaganya le go diragatsa thuto ya bogwebi ka bokgoni mo Dithutong tsa Badirisi. Go ne go bonala go tswa mo diphitlhelelong gore thuto ya bogwebi e tlhagelela fale le fale, e sa rulagana mme gape e le mo dirutweng tsele le tsele mo Aforikaborwa. Mo godimo ga moo, le fa Dithuto tsa Badirisi di na le bokgoni jo bogolo jwa go oketsa boleng mo matshelong a barutwana mme di rulagane sentle go ka tshegetsa thuto ya bogwebi e e ikaegang ka maitemogelo, go tlhageletse gore ga se gantsi bokgoni jono bo fitlhelelang barutwana, ka ntlha ya thulaganyo le
tiragatso e e seng mosola ya kharikhulamo. Thutopatlisiso eno e senotse tlhaelo ya thuto ya bogwebi e e rulaganeng sentle jaaka karolo ya kharikhulamo ya dikolo tsa sekontari tsa Aforikaborwa, kwa ntle fela ga Dithuto tsa Badirisi. Re solofela gore letlhomeso le tlaa tokafatsa tiragatso ya barutabana ya thuto ya bogwebi mo Dithutong tsa Badirisi, tse di tshwanetseng go oketsa mesola mo barutwaneng. / Imfundo yezamabhizinisi (intrepreneurship education) ingalekelela kakhulu impela, ihlomulise umfundi emfundweni yakhe, futhi kumele ihleleke futhi iqaliswe (ngaphakathi ezinhlelweni zokufunda noma amakharikhulamu) ngendlela ezohlinzeka umfundi ngale mihlomulo. Kwikharikhulamu yezikole zamabanga aphezulu (amasekhondari)
zaseNingizimu Afrika, yisiFundo Sezabathengi (Consumer Studies) kuphela esiqukethe ingxenye enkundlwana impela yemfundo yezamabhizinisi. Nakuba isiFundo Sezabathengi sihlinzeka ngalolu sizo, imfundo yezamabhizinisi ayivamisile ukufinyelela kubafundi, ngenxa yothisha abangavuthiwe kahle noma abangazilungiselele
ngokwanele, kanye nokuqaliswa nokuqhutshwa kwekharikhulamu ngendlela engagculisi neze futhi engakhiqizi izithelo ezinhle. Lolu cwaningo kuhloswe ngalo ukuhlola nokuhlaziya ukuthi imfundo yezamabhizinisi ifakwe kanjani futhi kangakanani kwikharikhulamu ehlosiwe futhi esiphasisiwe yesiFundo Sezabathengi, ngenhloso
yokwenza isiphakamiso sohlaka oluzolekelela futhi lube ngumhlahlandlela wothisha ekuhleleni kahle nokuqhuba imfundo yezamabhizinisi esiFundweni Sezabathengi. Kulolu cwaningo kwasetshenziswa idizayini yocwaningo ehlolayo ezigaba-ziningi
ezilandelanayo kanye nedizayini yocwaningo esebenzisa izindlela ezixubile ezichazayo, ezigxile ku-constructivism. Ukuhlaziywa kwemibhalo, ucwaningokuhlola (isaveyi) lweinthanethi kanye nezimposamibuzo (interviews) ezigxile emaqenjini athile,
kwasetshenziselwa ukuqoqa idatha. Ekuqaleni, kwahlolwa futhi kwahlaziywa imfundo yezamabhizinisi kwikharikhulamu yonkana yezikole zamabanga aphezulu zaseNingizimu Afrika. Emva kwalokho, kwagxilwa kwimfundo yezamabhizinisi esiFundweni
Sezabathengi, kuphenywa (a) ubugugu nokubaluleka kwemfundo yezamabhizinisi kulesi sifundo, (b) izinga lokuhleleka kwekharikhulamu ukuze ikwazi ukweseka imfundo yezamabhizinisi, kanye (c) nokuthi othisha bangayiqalisa futhi bayiqhube kanjani ngokoqobo futhi ngendlela ephathekayo imfundo yezamabhizinisi. Isigaba 3 sahlonza
inkambiso yemfundo yezamabhizinizi ephuma phambili emhlabeni wonke jikelele, eyaqhathaniswa nalokho okwatholwa ezigabeni ezimbili ezedlule. Ngokususela kulokho okwatholwa ezigabeni ezedlule, kwahlongozwa uhlaka lokuhlelwa nokuqaliswa kahle kwemfundo yezamabhizinisi esiFundweni Sezabathengi. Uma kubhekwa izinto
ezatholakala ocwaningweni, kwabonakala ngokucacile ukuthi imfundo yezamabhizinisi yayithe gqwa gqwa laphaya nalaphaya, futhi itholakala ngendlela engahlelekile, ezifundweni ezithile, ezimbalwa eNingizimu Afrika. Ngaphezu kwalokho, nakuba isiFundo Sezabathengi singaba nomthelela omuhle kakhulu ezimpilweni zabafundi futhi sikulungele noma sihleleke kahle ukuze sikwazi ukweseka i-constructivist
entrepreneurship education, kwahlaluka ukuthi lo mthelela omuhle awuvamisile nezeukufinyelela kubafundi, ngenxa yokungahlelwa kahle kanye nokungaqaliswa ngendlela efanele kwekharikhulamu. Lolu cwaningo lwabonisa ukuntuleka kwemfundo yezamabhizinisi ehleleke kahle, njengengxenye yekharikhulamu yezikole zamabanga aphezulu zaseNingizimu Afrika, ngaphandle kwesiFundo Sezabathengi. Sibheke ukuthi lolu hlaka lwenze ngcono ukuqaliswa nokuqhutshwa kwemfundo yezamabhizinisi ngaphansi kwesiFundo Sezabathengi, futhi lokho kuyokhulisa imihlomulo yemfundo yezamabhizinisi kubafundi. / Curriculum and Instructional Studies / D. Phil. (Curriculum Development)
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Factors influencing ICT implementation in inclusive primary schools in Manzini region, Eswatini / Timbangela letinemtselela ekufezekiseni kusetjentiswa kwelwatiso nekuchumana ngetebuchwepheshe etikolweni temabanga laphansi letifundza wonkhe wonkhe letisesigodzini sakaManzini, Eswatini / Dintlha tse di susumetsang tsenyotirisong ya ict kwa dikolong tsa poraemari tse di akaretsang kwa kgaolong ya Manzini, Eswatini / Izimbangela ezinomthelela ekwethulweni kwezobuchwepheshe okubandakanya izikole zamabanga aphansi kusifunda saseManzini, EswatiniSimelane, Thembekile Innocentia 15 December 2020 (has links)
As rapid technological development constantly drives and reshapes the economy, it is vital for
learners and teachers to be highly proficient in the use of Information and Communication
Technology (ICT). The data collected revealed that the barriers to ICT integration can be
viewed as deprivation to both teachers and learners, especially those with diverse disabilities
and learning difficulties. ICT implementation is therefore more than just change driven by
technology. It is an opportunity to assist everyone, including people from all income groups,
policy-makers and leaders to support converging technologies to create a more inclusive and
humane future.
The research was designed as a case study. Face-to-face interviews were conducted, lesson
observations were undertaken and qualitative questionnaires were administered as methods of
data collection. The research population included principals and ICT teachers in the Manzini
Region. The sample was made up of two principals and 13 teachers. The data was transcribed
and presented as raw data and thereafter analysed thematically. The data collected was analysed
qualitatively.
The findings of the study were that the factors influencing ICT implementation in inclusive
primary schools in Eswatini included a lack of skills and knowledge from teachers; the lack of
teaching and learning time allocated to ICT; insufficient teaching and learning materials; a lack
of motivation and an insufficient number of teachers. Other factors included the lack of support
and collaboration from principals and the Government of Eswatini.
In view of the above factors, some recommendations were made, namely, that the Ministry of
Education should reintroduce ICT in all inclusive primary schools. The schools that offer ICT
should consider increasing the time allocated for ICT and enhance Continuous Professional
Development (CPD) for ICT teachers. They should also provide for learners with diverse
disabilities and learning difficulties a variety of teaching materials such as assistive devices to
enhance teaching and learning. / Njengaloku kutfutfuka ngekushesha kwetebuchwephesHe kuchubeka kucondzisa futsi
kwakhA kabusha nemnotfo, kumcoka kutsi bothishela nebafundzi babe nelikhono
leliphakeme lekusebentisa Lwatiso neKuchumana ngeTebuchwepheshe (i-ICT).
Ledatha legcogciwe ivete kutsi tihibe tekuhlanganisa i-ICT tingabukwa njengekuncisha
bothishela nebafundzi, ikakhulu kubafundzi labaphila nekukhubateka
lokwehlukahlukene kanye nebulukhuni ekufundzeni. Kufezekiswa kwekusetjentiswa
kwe-ICT ngako-ke kungetulu kwekutsi nje kuchutjwa ingucuko yetebuchwepheshe,
kodvwa kulitfuba lekusita wonkhe umuntfu, lokufaka ekhatsi bantfu lababuya kuwo
onkhe emacembu etemnotfo, labo lababhala tinchubomgmo nebaholi, kutsi basekele
kuhlanganiswa kwetebuchwepheshe kute kudaleke likusasa lelifaka lonkhe luntfu.
Lolucwaningo luhlelwe njengesifundvolucwaningo lwesehlakalo. Kubanjwe emainthaviyu
buso nebuso, kwentiwa sifundvo sekucaphela kanye nemaphephambuto
elizingasimo njengetindlela tekugcogca idatha. Linanibantfu lalolucwaningo lifaka
ekhatsi bothishelanhloko kanye nabothishela labafundzisa i-ICT eSigodzini sakaManzini
Eswatini. Lesamphuli yakhiwa bothishelanhloko lababili kanye nabothishela laba-13.
Ledatha yabhalwa yetfulwa njengaloko injalo ingakahlutwa kwase kutsi-ke emva
kwaloko yahlatiywa ngekwengcikitsi. Ledatha leyagcogcwa yahlatiywa
ngekwelizingasimo.
Lokutfolwe ngulesifundvolucwaningo kutsi timbangela letinemtselela ekufezekiseni
kusetjentiswa kwe-ICT etikolweni temabanga laphansi letifaka wonkhe wonkhe
Eswayini, kufaka ekhatsi kuswelakala kwemakhono nelwati kubothishela; sikhatsi
sekufundzisa nekufundza lesinganeli lesiphakelwa kufundziswa kwe-ICT; ticukatsilwati
tekufundzisa nekufundza letingakaneli; kubete umdlandla kanye nelinani lelingakaneli
labothishela. Lenye imbangela kungabikhona kwekusekelwa nekuhlanganyela lokuvela
kubothishelanhloko nakuhulumende weleSwatini.
Ngekubuka letimbangela letingenhla, kwentiwe-ke letincomo letilandzelako: Litiko
Letemfundvo kufanele kutsi liphindze letfule i-ICT kuto tonkhe tikolo temabanga
laphansi letifundzisa wonkhe wonkhe, tikolo letifundzisa i-ICT kufanele kutsi tikubheke
kwengetwa kwesikhatsi sekufundzisa i-ICT kanye nekwenta ncono Kutfutfukiswa Ngalokuchubekako Kwebungcweti (i-CPD) kubothishela labafundzisa i-ICT, kantsi futsi
letikolo kufanele tinake nebafundzi labaphila nekukhubateka lokwahlukahlukene
nebulukhuni bekufundza ngekutsi banikwe ticukatsilwati tekufundzisa letahlukahlukene
njengetisetjentiswa tekusita kute kwentiwe ncono kufundzisa nekufundza. / Jaaka lebelo la tlhabololo ya thekenoloji le tswelela go tsamaisa le go bopa ikonomi sešwa, go botlhokwa gore barutwana le barutabana ba nne le bokgoni jo bo kwa godimo mo tirisong ya Thekenoloji ya Tshedimosetso le Tlhaeletsano (ICT). Data e e kokoantsweng e senotse gore dikgoreletsi tsa kgokaganyo ya ICT di ka bonwa e le tlhaelo mo barutabaneng le barutwaneng, bogolo segolo barutwana ba ba nang le bogole jo bo farologaneng le mathata a go ithuta. Ka jalo, tsenyotirisong ya ICT ga se fela diphetogo tse di tsamaisiwang ke thekenolooji; ke tšhono ya go thusa mongwe le mongwe, go akarediwa batho go tswa ka ditlhopheng tsotlhe tsa lotseno, badiradipholisi le baeteledipele, go tshegetsa dithekenoloji tse di kopanang go tlhama isago e e akaretsang e bile e le molemo.
Patlisiso e rulagantswe jaaka thutopatlisiso e e lebelelang kgetsi. Go dirilwe dipotsolotso tsa namana, go nnile le kelotlhoko ya dithuto mme go dirisitswe dipampiripotsoloto tse di lebelelang mabaka jaaka mekgwa ya go kokoanya data. Setlhophasegolo sa patlisiso se akareditse bagokgo le barutabana ba ICT kwa Kgaolong ya Manzini kwa Eswatini. Sampole e ne e dirwa ke bagokgo ba le babedi le barutabana ba le 13. Data e ne ya gatisiwa mme ya tlhagisiwa e le data e e sa fetolwang mme morago ya lokololwa go ya ka meono. Data e e kokoantsweng e lokolotswe go ya ka mabaka.
Diphitlhelelo tsa thutopatlisiso e nnile gore dintlha tse di tlhotlheletsang tsenyotirisong
ya ICT mo dikolong tsa poraemari tse di akaretsang kwa Eswatini di akaretsa tlhaelo ya
bokgoni le kitso mo ntlheng ya barutabana; nako e e sa lekanang ya go ruta le go ithuta
e e rebolelwang ICT; dimatheriale tse di sa lekanang tsa go ruta le go ithuta; tlhaelo ya
thotloetso le palo e e sa lekanang ya barutabana. Ntlha e nngwe e nnile tlhaelo ya
tshegetso le tirisanommogo go tswa mo bagokgong le puso ya Eswatini.
Ka ntlha ya dintlha tse di fa godimo, go dirilwe dikatlenegiso tse di latelang: Lefapha la
Thuto le tshwanetse go itsese sešwa ICT mo dikolong tsotlhe tsa poraemari tse di
akaretsang, dikolo tse di tlamelang ka ICT di tshwanetse go akanya ka go oketsa nako
e e rebolelwang ICT le go tokafatsa Tlhabololo e e Tswelelang pele ya Seporofešenale
(CPD) ya barutabana ba ICT, mme dikolo tseno di tshwanetse gape go akanyetsa
barutwana ba ba nang le bogole jo bo farologaneng le mathata a go ithuta ka go ba
tlamela ka dimatheriale tse di farologaneng tsa go ithuta di tshwana le didiriswa tse di
thusang go tokafatsa go ruta le go ithuta. / Njengoba intuthuko yezobuchwepheshe esheshayo iqhubeka nokugqugquzela
nokwakha kabusha umnotho, kubalulekile ukuthi abafundi nothisha babe nekhono
eliphezulu ekusebenziseni Ulwazi Lwezobuchwepheshe Kwezokuxhumana.
Imininingwane eqoqiwe iveze ukuthi izithiyo ekuhlanganisweni zoLwazi
Lwezobuchwepheshe Kwezokuxhumana zingabhekwa njengokuncishwa amathiba
kothisha nabafundi, ikakhulukazi abafundi abanokukhubazeka okuhlukahlukene
nobunzima bokufunda. Ukuqaliswa koLwazi Lwezobuchwepheshe Kwezokuxhumana
kungaphezu nje koshintsho oluqhutshwa ezobuchwepheshe; kuyithuba lokusiza wonke
umuntu, kufaka phakathi abantu abavela kuyo yonke imikhakha yabaholayo, abenza
izinqubomgomo kanye nabaholi, ukusekela ubuchwepheshe obuhlanganayo ukudala
ikusasa eliyinhlanganisela futhi elinobuntu.
Ucwaningo lwakhiwe njengesifundo esiwucwaningo lwesigameko. Kwenziwa
inhlolokhono noma zingxoxo ubuso nobuso, kwenziwa ukubhekwa kwezifundo futhi
kwenziwa nemibuzo esezingeni elifanele njengezindlela zokuqoqa imininingwane.
Abantu abafakwe ocwaningweni babandakanya othishanhloko kanye nothisha boLwazi
Lwezobuchwepheshe Kwezokuxhumana esifundeni saseManzini eSwatini. Isampula
yayenziwe kothishanhloko ababili nothisha abayi-13. Idatha yabhalwa futhi yethulwa njengedatha engahlungiwe futhi ngemuva kwalokho yahlaziywa ngokulandelana.
Imininingwane eqoqiwe yahlaziywa ngokufanele.
Okutholakele kulolu cwaningo ngukuthi izinto ezinomthelela ekusebenzeni koLwazi
Lwezobuchwepheshe Kwezokuxhumana ezikoleni zamabanga aphansi ezibandakanya
bonke abantu eSwatini zibandakanya ukuntuleka kwamakhono nolwazi kothisha;
isikhathi esinganele sokufundisa nokufunda esabelwe uLwazi Lwezobuchwepheshe
Kwezokuxhumana izinto zokufundisa nokufunda ezinganele; ukungabi nogqozi kanye
nenani elinganele lothisha. Enye yezimbangela ukungabikho kokwesekwa
nokusebenzisana kothishanhloko nohulumeni wase-Eswatini.
Ngenxa yalezi zinto ezingenhla, kwenziwa izincomo ezilandelayo: uMnyango
Wezemfundo kufanele uphinde ufake uLwazi Lwezobuchwepheshe Kwezokuxhumana
kuzo zonke izikole zamabanga aphansi ezibandakanyekayo, izikole ezifundisa uLwazi
Lwezobuchwepheshe Kwezokuxhumana kufanele zicabangele ukukhulisa isikhathi
sokufundisa esabelwe uLwazi Lwezobuchwepheshe Kwezokuxhumana futhi
zithuthukise Ukuthuthukiswa Okuqhubekayo Kwezobuchwepheshe kothisha boLwazi
Lwezobuchwepheshe Kwezokuxhumana, futhi lezi zikole kufanele futhi zihlinzeke
izitshudeni ezinokukhubazeka okuhlukahlukene nobunzima bokufunda ngendlela
yezinhlobonhlobo zezinto zokufundisa ezinjengamathuluzi okusiza ukuthuthukisa
ukufundisa nokufunda. / M. Ed. (Inclusive Education)
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