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Creating and maintaining a culture of teaching and learning in rural primary schools in LimpopoMehlape, Malekutu Johannes 11 1900 (has links)
Rural primary schools have got an immense role to play regarding the educational foundation for
the subsequent phases of schooling. In ensuring that an extremely solid foundation is laid. the
creation and maintenance of a positive culture of teaching and learning becomes extremely very
important in this category of schools. It is the primary task of the primary school principal to
ensure that quality teaching and learning is taking place in her/his school. I Iowever, in ensuring
that a positive culture of teaching and learning becomes a reality in their schools, principals
cannot work in isolation but, in collaboration with other potential stakeholders. A variety of
factors like good management on the part of principals to good commitment and involvement on
the part of other stakeholders like educators, learners, parents. community, business people and
the government. lead to teaching and learning of a very high and acceptable standard. The
purpose of this research project was to investigate how principals of rural primary schools create
and maintain a culture of teaching and learning. The outcomes of this investigation could assist
rural primary school principals in their attempts towards ensuring a positive culture of teaching
and learning. The outcomes could also assist other stakeholders as to how best can they assist
rural primary school principals in making schools centers for a positive culture of teaching and
learning. The methodology of research for this investigation is quantitative. The questionnaire
was used as a tool for empirical data collection. This research project has revealed several
mechanisms that arc utilized by rural primary school principals in creating and maintain a culture
ofteaching and learning. It also emerged from thi s study that in creating and maintaining COLT
in schools, rural primary school principals encounter some problems that need the undivided
attention of every education stakeholder. / Educational Leadership and Management / M. Ed. (Education Management)
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Recognition of prior learning for designated employees at the workplace : a case study of Eskom Distribution employees in the Northern Region, South AfricaMakeketa, Mary-Jane Selokela 06 1900 (has links)
The present study examines whether recognition of prior learning (RPL) is being implemented in the workplace, its effectiveness and impact on improving the lives of the previously disadvantaged groups and its contribution towards enhancing a culture of lifelong learning in South Africa. The main aim of this research is to explore the implementation of RPL and the extent of its effectiveness in the workplace, with particular focus on Northern Region of the Eskom Distribution. This was hoped to be addressed through the following objectives: The first objective was to determine the extent to which Eskom employees are aware of the RPL practices and to ascertain the level of awareness among employees. The second objective was to explore the current trends and practices on RPL at the workplace. The third objective was to determine and identify if there are any gaps. The last objective was to suggest ways that can be used to strengthen the RPL practice in the workplace. To this end, a questionnaire was administered to a randomly selected sample of 242 employees. In addition, interviews were conducted with three purposively selected (information rich) participants. The findings reveal that Eskom has policies and guidelines on RPL and a clearly stipulated purpose which is in line with the National Qualifications Framework (NQF), however, the current RPL policies and procedures have not been piloted within the Northern Region, the information has not yet reached everyone in the business, and employees’ level of awareness is still low. Findings also reveal that RPL does exist in Distribution and efforts to implement it are visible/traceable. A number of milestones and achievements are noted in the business as a whole as well as in the region, although a lot still needs to be done to ensure full and effective implementation. The last finding shows that there are a number of gaps and challenges impeding the success of RPL. These range from capacity building to quality assurance. On the basis of the findings, a number of recommendations to strengthen the RPL practice in the workplace are proposed and suggested. / Psychology of Education / M. Ed. (Psychology of Education)
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The influence of the learner profile on recognition of prior learning (RPL) assessmentSnyman, Maria 06 1900 (has links)
The recognition of prior learning (RPL) is an assessment process through which experience
gained outside academic contexts is recognised. The purpose of the research was to
determine the influence the learner profile has on RPL assessment. To realise the purpose,
the learner profile was described and consequently learning outcomes formulated for a
portfolio workshop. The method which the study followed was a qualitative interpretative
approach. The research comprised a literature study about adult learning theories that
served as a theoretical framework for the study, as well as an overview of RPL assessment,
followed by an empirical study. The empirical research component followed a multiple data
collection method. The personal life stories of the research participants were analysed in
order to compile a learner profile. The role the workshop played was determined from a
learner perspective by means of an open questionnaire for participants. It included a
collection of workshop photographs. Finally, the reflection of a group of RPL learners about
their personal learning experiences was analysed.
The research found that the learner profile included distinctive personal traits, such as
motivation, task orientation, a sense of responsibility and an orientation towards the future.
The nature of the learner profile as well as of informal learning gained within diverse learning
contexts require directed preparation for assessment. The learners regarded the portfolio
workshop as a sustainable learning process and as a transformational learning experience.
The role the workshop played was multidimensional, as it served as preparation for
compiling the portfolio. It also empowered and prepared the learner on a personal level for
the context of tertiary education. Based on the research findings, the recommendations for an RPL approach should include
the following: Firstly, the learner‟s voice should be afforded recognition. Secondly,
preparation for assessment is essential. Thirdly, the preparation should follow an approach
of assessment as a sustainable learning process. Finally, the learning outcomes for the
portfolio workshop make a contribution to support the learners in bridging the learning
contexts of informal learning and academic learning.
The research makes a valuable contribution, as the empirical research shows that the
holistic learner profile guides the approach to assessment. The mission of RPL to bring
about transformation will only become a reality if a learner-centred approach recognises and
empowers the learner on a personal and academic level. / Die Erkenning van Vorige Leer (EVL) is 'n assesseringsproses waardeur ervaring wat buite
akademiese kontekste verwerf is, erken word. Die doel met die navorsing was om die
invloed van die leerderprofiel op EVL-assessering te bepaal. Om die doel te bereik, is die
leerderprofiel beskryf en voortvloeiend daaruit leeruitkomste vir 'n portefeuljewerkswinkel
saamgestel. Die metode wat die studie gevolg het, was 'n kwalitatiewe interpretiewe
benadering. Die navorsing bestaan uit 'n literatuurstudie oor volwasse leerteorieë wat as
teoretiese raamwerk vir die studie gedien het, asook 'n oorsig oor EVL-assessering, gevolg
deur 'n empiriese studie. Die empiriese navorsingskomponent het 'n meervoudige
dataversamelingsmetode gevolg. Die navorsingsdeelnemers se persoonlike lewensverhale
is geanaliseer om sodoende 'n leerderprofiel saam te stel. Die rol van die werkswinkel is
vanuit 'n leerdersperspektief bepaal deur middel van 'n ope-vraelys aan deelnemers, wat 'n
versameling werkswinkel-foto's ingesluit het. Laastens is die reflektering van 'n groepie
EVL-leerders oor hulle persoonlike leerervaringe ge-analiseer.
Die navorsing het bevind dat die leerderprofiel onderskeidende persoonlike kenmerke, soos
motivering, taakgerigtheid, 'n verantwoodelikheidsin en 'n toekomsgerigtheid insluit. Die
aard van die leerderprofiel, asook die aard van informele leer verwerf binne diverse
leerkontekste vereis gerigte voorbereiding tot assessering. Die leerders het die portefeuljewerkswinkel
as 'n volhoubare leerproses en as transformasionele leerervaring beskou. Die
rol van die werkswinkel is meervoudig, aangesien dit dien as voorbereiding tot die saamstel
van die portefeulje, asook die leerder op persoonlike vlak bemagtig en voorberei vir die
konteks van tersiêre onderrig. Die aanbevelings tot 'n EVL-benadering behoort, op grond van die navorsingsbevindinge,
die volgende in te sluit. Eerstens moet erkenning aan die stem van die leerder gegee word,
tweedens is voorbereiding tot assessering noodsaaklik en derdens behoort die
voorbereiding 'n benadering van assessering as 'n volhoubare leerposes te volg. Laastens
lewer die leeruitkomste vir die portefeuljewerkswinkel 'n praktykgerigte bydrae om die
leerder te ondersteun om die leerkontekste van informele leer en akademiese leer te
oorbrug. Die navorsing lewer 'n waardevolle bydrae aangesien die empiriese navorsing toon
dat die holistiese leerderprofiel die benadering tot assessering rig. Die missie van EVL om transformasie te weeg te bring, sal slegs 'n realiteit word indien 'n leerdergesentreerde
benadering die leerder op persoonlike en op akademiese vlak erken en bemagtig. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
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Multilingual/multicultural aspects of visual literacy and interpretation in multimodal educational communication.Kirsten, Monica January 2004 (has links)
The aim of this thesis was to investigate the use of visual images in print texts produced for language teaching and learning. It tested the manner in which learners from different cultural contexts relate to selected visual images in language textbooks prepared for use in secondary schools. More specifically it aimed to gain clarity on how certain visual elements, relevant to the illustration of people, contribute to encouraging students to access their learning material. The research aimed to gain insight into the way in which visuals can be bridges or barriers to reading and thus also to learning in learner-centred language education in a multilingual/multicultural South African context.
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The nursing student's experiences of PBL at North West UniversityRakhudu, Mahlasela Annah 11 1900 (has links)
A qualitative exploratory, descriptive and contextual research design was used to conduct a study. In-depth individual phenomenological interviews with students purposively selected were conducted. Data saturation was reached after interviewing eight students. The following categories emerged: the participants experienced problem-based learning (PBL) as challenging, problematic group collaboration and cohesion, PBL as a good strategy.
The challenges experienced included: unfamiliarity with the strategy, inadequate resources in the library, inaccessible computer laboratories because of limited space and operational hours, time pressures and overload. Clinical learning is not given adequate attention and some professional nurses in the clinical areas are not supportive to the university students as compared to college students. Positive conclusions about PBL include that students need the strategy as it promoted critical thinking, improved communication and presentation skills, helped teamwork and learning from others. / Health Studies / M.A. (Health studies)
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The relationship between adult learner self-directedness and employability attributes : an open distance learning perspectiveBotha, Jo-Anne 03 July 2014 (has links)
This study investigated the relationship between the self-directedness (as measured by the Adult Learner Self-Directedness Scale) and employability attributes (as measured by the Student Employablity Attributes Scale) of adult learners enrolled at a South African distance learning higher education institution. Correlational and inferential statistical analyses were carried out in order to realise the research objective. A stratified random sample of 1 102 mainly black and female participants participated in the study. The research indicated self-directedness to be a significant positive predictor of employability attributes and also revealed significant differences between the gender, race and age groups regarding these variables. Recommendations are suggested for use by university lecturers and human resource development professionals. / Human Resource Management / M. Comm. (Human Resource Management)
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The impact of socio-cultural factors on blended learning in the development of academic literacy in a tertiary vocational contextGutteridge, Robert Geoffrey January 2009 (has links)
Dissertation submitted in fulfilment of the requirements for the Degree in Master of Technology: Education, Durban University of Technology, 2009. / This study investigated key factors impacting on blended learning delivery with particular focus on socio-cultural and human-computer-interface issues, in the hope that the outcome of this enquiry might contribute positively towards the empowerment of learners and facilitators alike. The study involved a group of first year students enrolled in a Communications Skills Course offered by the (then) Department of English and Communication at the Durban University of Technology. The PRINTS Project, a webquest around which the course activities were based, provided an example of a blended delivery course in practice. While the teaching paradigm used in the course was constructivist, the research orientation employed in this project was critical realist. Critical realism focuses on transformation through praxis and also lends itself to modelling, which provides a way to understand the factors at play within a social system. In the preliminary stages of the research, an exploratory empirical (i.e. applied) model of blended learning delivery was formulated from a theoretical model of course delivery in order to assess which factors in blended learning were systemic and which were variables. The investigation then sought to uncover key factors impacting on the blended delivery system, utilising both quantitative and qualitative methodologies. The findings were analysed in terms of the empirical model to gain an understanding of any factors that might be seen to either enhance or inhibit learning in blended delivery mode. The result was that certain core issues in blended learning and teaching could be clarified, including the use, advantages and disadvantages of information and communication technologies (ICTs) in a learning environment. The notion of the digital divide could also be reconceptualised, and the relationship between literacy (be it academic, professional or social), power and culture could be further elucidated, drawing specific attention to the South African educational environment. The notion of
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culture and its relevance in a blended delivery environment was also further clarified, since the findings of this research project suggested how and why certain key socio-cultural factors might impact, as both enhancers and inhibitors, on the blended learning delivery system.
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The analysis of knowledge construction in community based service-learning programmes for basic nursing education at two selected nursing schools in South Africa.Mthembu, Sindisiwe Zamandosi. January 2011 (has links)
Community based service-learning is one of the fastest growing reforms in higher education, especially in the field of health care. The increased interest in this phenomenon is based on the demands by government and society that higher education institutions should be more responsive to the needs of the community. Literature, however, reflects that service learning lacks a sound theoretical base to guide teaching and learning due to limited research in this area. This study was, therefore, aimed at exploring the phenomenon knowledge construction in basic nursing programmes in selected South African nursing schools with the intention to generate a middle range theory that may be used to guide the process of knowledge construction in community-based service-learning programmes. This study adopted a qualitative approach and a grounded theory research design
by Strauss and Corbin. Two university-based schools of nursing were purposively selected to participate in the study. There were a total number of 16 participants. The collection of data was intensified by the use of multiple sources of data (participant observation, documents analysis and in-depth structured interviews). The data analysis process entailed three phases; open, axial and selective coding. The results of the study revealed that the phenomenon “knowledge construction” is conceptualised as having specific core characteristics, which include the use of authentic health-related problems, academic coaching through scaffolding,
academic discourse-dialogue and communities of learners. The findings showed that there are a number of antecedent conditions and contextual circumstances contributing to how knowledge is constructed in a community based service learning programme. The process of knowledge construction emerged as cyclical in nature, with students, facilitators and community members having specific roles to play in the process. A number of intervening variables were identified that had an influence on the expected outcomes on knowledge construction in community based
service learning programmes. These findings led to the generation of a
conceptual model. Knowledge construction according to this model takes place in an environment which is characterised by interactive learning, collaborative learning, actively learning and inquiry-based learning through continuous reflective learning processes. The main concepts in this conceptual model include concrete learning experiences, continuous reflection, problem posing, problem analysis, knowledge deconstruction and knowledge generation, knowledge verification, knowledge generation, testing of generated knowledge and evaluation of generated knowledge. The sub-concepts include learning through senses, an initial situation, health-related triggers, social interaction, reflection-in action,
reflection-on action, hypotheses generation, conceptualisation of learning
experiences, information validation and community interventions.
Recommendations were categorised into education and training of academic staff, application of the model and further research with regard to quality assurance in CBSL programmes as well as the use of other research designs for similar studies. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2011.
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Multilingual/multicultural aspects of visual literacy and interpretation in multimodal educational communication.Kirsten, Monica January 2004 (has links)
The aim of this thesis was to investigate the use of visual images in print texts produced for language teaching and learning. It tested the manner in which learners from different cultural contexts relate to selected visual images in language textbooks prepared for use in secondary schools. More specifically it aimed to gain clarity on how certain visual elements, relevant to the illustration of people, contribute to encouraging students to access their learning material. The research aimed to gain insight into the way in which visuals can be bridges or barriers to reading and thus also to learning in learner-centred language education in a multilingual/multicultural South African context.
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Communities of practice as a national skills development strategyVan Eeden, Quinton 03 1900 (has links)
Thesis (MPhil)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: The South African society and economy are characterised by a duality - one is highly
developed and able to participate in the global KnowledgeEconomy; the other, largely focused
on subsistence with no access to the "infostructure" and opportunities of the Information Age.
At the root of this duality is the disparity in skills between the developed and developing
sectors of our society. Whileskills development is required in the developingsector along with
other measures to address the "digital divide", skills retention through the transfer and
sharing of knowledgeis required in the developed sector where various factors are causing a
flight of skills from South Africa. These disparate objectives further exacerbate the unequal
distribution of skills, knowledge, opportunities, and income and increase the chasm between
"the two economies", negating any participation by South Africa in the global Knowledge
Economy.
Communities of Practice, as a proven and mature knowledge management strategy, is
proposed as an appropriate method whereby skills development and knowledge transfer can
take place in South African organisations and it is proposed that the National Skills
DevelopmentStrategy recognises communities of practice as a core element.
Individual and organisational learning in terms of skills development and knowledge transfer
as well as the nature, support, structure, and value of communities of practice are
conceptualised and described to provide a broad understanding of and illustrate the
contribution that that communities could make to South Africa's ability to participate in the
KnowledgeEconomyand closing the divide between our "twoeconomies". / AFRIKAANSE OPSOMMING: KENNISGEMEENSKAPPE AS 'N NASIONALE VAARDIGHElDS
ONTWIKKELING STRATEGIE
Die Suid Afrikaanse samelewing en ekonomie word gekenmerk deur 'n dualiteit - een sektor is
hoogs ontwikkel en neem deel aan die globale Kennis Ekonomie; die ander is hoofsaaklik
gefokus op oorlewing met geen toegang tot die inligting infrastruktuur van die Inligtings Era
nie. Die ongelykheid in vaardighede tussen die ontwikkelde en ontwikkelende gemeenskappe
is die kern van die genoemde dualisme. Die ontwikkelende sektor benodig dat die vaardighede
van die breë samelewing ontwikkel word ten einde hulle in staat te stel om deel te neem aan
die kennis samelewing. Aan die ander kant is daar 'n behoefte by die ontwikkelde sektor om
bestaande kennis oor te dra en te deel ten einde die aaneenlopende verlies aan kennis en
vaardighede te bekamp.
Kennisgemeenskappe as 'n bewese kennisbestuur strategie, word voorgestel as 'n gepaste
metode waardeur die ontwikkeling van vaardighede en die oordrag van kennis kan plaasvind
binne Suid Afrikaanse organisasies en dit word aanbeveel dat kennisgemeenskappe erken
word as 'n kern element van die Nasionale Vaardigheids Ontwikkeling Strategie.
Individuele en organisatoriese kennis inname/bestuur in terme van vaardigheidsontwikkeling
en kennis oordrag asook die aard, struktuur, ondersteuning en waarde van
kennisgemeenskappe word bespreek. Dit word gedoen ten einde 'n breë begrip daar te stel van
die aard en inhoud van, en die bydrae wat kennisgemeenskappe kan maak tot Suid Afrika se
deelname aan die Kennis Ekonomie te illustreer. Dit word gestel dat kennisgemeenskappe
kan bydra om die dispariteit tussen die twee ekonomieë in Suid Afrika aan te spreek.
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