No description available.

The notion of a curriculum that is relevant, aligned and properly implemented has prevailed in Swaziland as indicated by the change from a content-led curriculum to a skills-driven one. The process of curriculum alignment as being the cornerstone of educational relevance and development has prevailed since the country’s independence. In the 21stCentury, the process culminated in the development and implementation of the Swaziland General Certificate of Secondary Education curriculum at senior secondary school level. This thesis traces the process of ensuring that the SGCSE curriculum is aligned in local contexts through descriptive analyses of the critical post-implementation developments of eight schools in the Shiselweni region. The perceptions of language heads of departments (HoDs) in underprivileged settings are described. Established constructs for the curriculum to be aligned in the contexts are reviewed and local language department heads’ perceptions on curriculum alignment are analysed. The strengths and shortfalls of their attempts in aligning the curriculum in their contexts of implementation are highlighted. Recommendations for future development are then suggested. The purpose of the study was to describe the perceptions on policy change and curriculum alignment of language department heads from underprivileged schools in Swaziland. An examination of their documents showed that the HoDs applauded curriculum alignment. After interviews, it was revealed that the HoDs viewed alignment of the curriculum in the local context to be a strategy of ensuring that the curriculum was successful in the context of implementation. Language department heads in the schools believed that the government had a major role to play in ensuring institutional commitment towards the directives that the government itself was issuing, before the school principals could do anything. The HoDs also believed that there was a need for administrative support in the form of support from the principals of the schools, followed therein by a fundamental need for cross-departmental cooperation and support from the community within which the schools are located. Departmental teamwork was also considered essential for success. It was therefore concluded that aligning the curriculum was extremely frustrating in that while the HoDs were aware of the local needs of students, it was also clear that local curriculum decision-making could not take place effectively without external support from the governing body, the Ministry of Education. It was recommended that the Ministry of Education should deal directly with the HoDs with regard to issues relating to curriculum interpretation and implementation. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

CONTEXTE : Dans les 10 dernières années, l’insécurité alimentaire a augmenté au Québec mettant ses habitants à risque d’apports inadéquats et de problèmes de santé. Une initiative menée à Hochelaga-Maisonneuve visait à sensibiliser de jeunes adultes du secteur à l’impact que peuvent avoir leurs décisions de consommation sur l’offre alimentaire locale. OBJECTIFS : Décrire l’alimentation des participants au projet Hochelaga’Table, leurs perceptions du « bien manger », des obstacles et des solutions à l’insécurité alimentaire. MÉTHODOLOGIE : À l’été et à l’automne 2014, l’organisation Alternatives, œuvrant notamment pour la réduction des inégalités sociales au Québec, a planifié des ateliers de participation citoyenne impliquant 46 jeunes adultes de 18 à 30 ans fréquentant des organismes d’aide à Hochelaga-Maisonneuve. Par une combinaison d’outils d’animation créatifs, des données qualitatives ont été recueillies abordant la qualité de l’alimentation, les perceptions, barrières et solutions pour bonifier le système alimentaire du quartier. L’analyse des résultats allie les méthodes déductive et inductive. RÉSULTATS : L’analyse des données qualitatives colligées révèle une parenté avec le profil de l’insécurité alimentaire. Les aliments les plus fréquents dans l’alimentation des participants sont transformés ou ultra-transformés, tels que définis par NOVA. Leur perception du « bien manger » insiste sur la qualité des aliments, le plaisir et la commensalité. Les participants citent des obstacles économiques et individuels (manque de motivation, de temps, de compétences alimentaires). La solidarité, la variété des origines ethniques des aliments et le respect de la dignité émergent de leurs propositions de solutions. CONCLUSION : Le riche savoir expérientiel des jeunes adultes d’Hochelaga-Maisonneuve a permis d’identifier des solutions à l’insécurité alimentaire qui répondent à leurs besoins spécifiques. / CONTEXT: Over the past 10 years, food insecurity has increased in Quebec, jeopardizing both the nutritional intakes and health potential of its citizens. An initiative launched in Hochelaga-Maisonneuve aimed at raising young adult’s awareness of the impact of their food choices on the local supply by harnessing the participant’s creativity and commitment. OBJECTIVES: To explore young adult’s eating patterns and habits, their perception of “eating well”, their challenges, and their visions of solutions to food insecurity in the neighbourhood. METHODOLOGY: During summer and fall of 2014, 46 adults aged 18 to 30 years old took part in a series of three creative and empowering workshops designed to reflect on the solutions they value to enhance the food security in Hochelaga-Maisonneuve, Montreal. Using a combination of innovative technics such as dot democracy and citizen participation oriented focus groups, the non-for-profit organisation Alternatives, dedicated to reducing social inequalities in the Province of Quebec, collected qualitative data on their food consumption, perception of “eating well”, barriers to overcome, and proposed solutions. Data analysis followed both deductive and inductive methods. RESULTS: The qualitative data collected highlights the resemblance between the participant’s food patterns and those observed in food insecure populations. Processed and ultra-processed foods, as defined by NOVA, appeared the most frequently in their diet. Quality of food, pleasure and commensality are central to the participant’s definition of “eating well”. Financial and individual challenges (lack of motivation, time, knowledge) are identified as barriers to “eating well”. The solutions they envision to alleviate food insecurity locally highlight notions of solidarity, variety of foods from different origins, and dignity. CONCLUSION: Tapping into the rich experiential knowledge of young adults in Hochelaga- Maisonneuve, solutions to food insecurity, tailored to their specific needs, emerged.

La présente thèse se base sur les principes de la théorisation ancrée (Strauss & Corbin, 1998) afin de répondre au manque de documentation concernant les stratégies adoptées par des « agents intermédiaires » pour promouvoir l’utilisation des connaissances issues de la recherche auprès des intervenants en éducation. Le terme « agent intermédiaire » réfère aux personnes qui sont positionnées à l’interface entre les producteurs et les utilisateurs des connaissances scientifiques et qui encouragent et soutiennent les intervenants scolaires dans l’application des connaissances scientifiques dans leur pratique. L’étude s’inscrit dans le cadre d’un projet du ministère de l’Éducation, du Loisir et du Sport du Québec visant à améliorer la réussite scolaire des élèves du secondaire provenant de milieux défavorisés. Des agents intermédiaires de différents niveaux du système éducatif ayant obtenu le mandat de transférer des connaissances issues de la recherche auprès des intervenants scolaires dans les écoles visées par le projet ont été sollicités pour participer à l’étude. Une stratégie d’échantillonnage de type « boule-de-neige » (Biernacki & Waldorf, 1981; Patton, 1990) a été employée afin d’identifier les personnes reconnues par leurs pairs pour la qualité du soutien offert aux intervenants scolaires quant à l’utilisation de la recherche dans leur pratique. Seize entrevues semi-structurées ont été réalisées. L’analyse des données permet de proposer un modèle d’intervention en transfert de connaissances composé de 32 stratégies d’influence, regroupées en 6 composantes d’intervention, soit : relationnelle, cognitive, politique, facilitatrice, évaluative, de même que de soutien et de suivi continu. Les résultats suggèrent que les stratégies d’ordre relationnelle, cognitive et politique sont interdépendantes et permettent d’établir un climat favorable dans lequel les agents peuvent exercer une plus grande influence sur l’appropriation du processus de l’utilisation des connaissances des intervenants scolaire. Ils montrent en outre que la composante de soutien et de suivi continu est importante pour maintenir les changements quant à l’utilisation de la recherche dans la pratique chez les intervenants scolaires. Les implications théoriques qui découlent du modèle, ainsi que les explications des mécanismes impliqués dans les différentes composantes, sont mises en perspective tant avec la documentation scientifique en transfert de connaissances dans les secteurs de la santé et de l’éducation, qu’avec les travaux provenant de disciplines connexes (notamment la psychologie). Enfin, des pistes d’action pour la pratique sont proposées. / The present thesis was based on Grounded Theory (Strauss & Corbin, 1998) principles in order to address the lack of documented strategies implemented by “intermediate agents” to promote school practitioners’ use of research-based evidence. The term “intermediate agent” refers to the individuals who are positioned at the interface between scientific knowledge producers and users, and who encourage and support users’ uptake of research-based evidence in their practice. The study is part of the Quebec Ministry of Education, Recreation and Sports’ project aimed at improving success rates of secondary school students in underprivileged areas. Those solicited to participate in the study were intermediate agents from different levels of the educational system who had obtained the mandate to transfer research-based evidence to practitioners in schools targeted by the project. Snowball sampling (Biernacki & Waldorf, 1981; Patton, 1990) was used to identify individuals who were recognized by their peers for the quality of the support they offered to school practitioners in applying research. Sixteen semi-structured interviews were conducted. Analysis of the data yielded an intervention model coined Knowledge Transfer Intervention Theory, composed of 32 strategies of influence that were categorized into 6 intervention components: Relational, Cognitive, Political, Facilitative, Evaluative, as well as Continuous Support and Follow-up. The findings suggest that strategies embedded in the Relational, Cognitive, and Political components are interdependent and aim to establish a favourable climate, allowing agents to exercise a greater influence towards potential users’ ownership of the knowledge utilization process. Moreover, the Continuous Support and Follow-up component is key to sustaining changes in school practitioners’ use of research. Theoretical implications linked to the model, along with underlying explanations of the mechanisms involved in the different components are compared with the literature in knowledge transfer in the sectors of both health and education. Reports from related disciplines (notably in psychology) are also exposed. Finally, recommendations for practice are proposed.

Empirical research has confirmed the importance of supervision and support to subordinates in improving the quality of performance. This study investigated the nature of supervision and support provided at previously marginalised school-based Grade classes of the Gauteng North District, at Gauteng Province in South Africa. To meet this objective qualitative research design was used. The subjects of the study were all purposefully selected practitioners, Head of Departments and school principals. Data was collected through observations, documents analysis and semi structured interviews (individual and focus group). The total of 33 purposefully selected participants took part in the research. Participants were selected according to the socio-economic status of their schools. It included schools from rural, semi-rural, semi urban and farm areas. To analyse the information collected, responses were grouped into categories as they appear in the practitioners’ observation template and ATLAS ti. software themes for individual and focus group interviews. The findings showed that the nature of supervision and support provided in Grade classes compromised the quality of teaching. Practitioners were also very vocal about the absence of support they get with regard to classroom practices from the School Management Team (SMT). The Head of Departments also mentioned lack of knowledge of Grade R practices, work overload and limited time as challenges that inhibit them to provide the needed support. Their concerns were also confirmed by the findings of the conducted classroom observations. The mistakes and omissions made by practitioners when carrying out Grade R daily routine activities indicated a lack of proper guidance and support. It was also confirmed during practitioners’ interviews that, practitioners worked on their own without any classroom support or guidance. The problems noted were exacerbated by the lack of professional qualification of practitioners. This study made recommendations and proposed a functional model of supervision and support that could address the challenges of poor supervision and support at Grade R classes. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The notion of a curriculum that is relevant, aligned and properly implemented has prevailed in Swaziland as indicated by the change from a content-led curriculum to a skills-driven one. The process of curriculum alignment as being the cornerstone of educational relevance and development has prevailed since the country’s independence. In the 21stCentury, the process culminated in the development and implementation of the Swaziland General Certificate of Secondary Education curriculum at senior secondary school level. This thesis traces the process of ensuring that the SGCSE curriculum is aligned in local contexts through descriptive analyses of the critical post-implementation developments of eight schools in the Shiselweni region. The perceptions of language heads of departments (HoDs) in underprivileged settings are described. Established constructs for the curriculum to be aligned in the contexts are reviewed and local language department heads’ perceptions on curriculum alignment are analysed. The strengths and shortfalls of their attempts in aligning the curriculum in their contexts of implementation are highlighted. Recommendations for future development are then suggested. The purpose of the study was to describe the perceptions on policy change and curriculum alignment of language department heads from underprivileged schools in Swaziland. An examination of their documents showed that the HoDs applauded curriculum alignment. After interviews, it was revealed that the HoDs viewed alignment of the curriculum in the local context to be a strategy of ensuring that the curriculum was successful in the context of implementation. Language department heads in the schools believed that the government had a major role to play in ensuring institutional commitment towards the directives that the government itself was issuing, before the school principals could do anything. The HoDs also believed that there was a need for administrative support in the form of support from the principals of the schools, followed therein by a fundamental need for cross-departmental cooperation and support from the community within which the schools are located. Departmental teamwork was also considered essential for success. It was therefore concluded that aligning the curriculum was extremely frustrating in that while the HoDs were aware of the local needs of students, it was also clear that local curriculum decision-making could not take place effectively without external support from the governing body, the Ministry of Education. It was recommended that the Ministry of Education should deal directly with the HoDs with regard to issues relating to curriculum interpretation and implementation. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Homelessness is an increasing social challenge both locally and globally. Social problems associated with street homelessness and services provided to homeless people by social workers are well documented in South Africa. Little is known though concerning the collaborative role of social workers and homeless people in addressing street homelessness. This study explored the role of social workers in promoting social justice through a collaborative purpose amongst the homeless people in addressing street homelessness. A qualitative, explorative, descriptive, and contextual study was undertaken with 14 homeless participants aged 21 to 63, and eight social work participants aged 25 to 38. This study was informed by an amalgamation of two theories, indicating the collaboration theory and the structural theory. Data were collected through semi-structured interviews, analysed by following Tesch’s eight steps (Creswell, 2009:186). The data was collected and verified, employing the Lincoln and Guba’s model of trustworthiness. The ethical considerations adhered throughout this study are informed consent, confidentiality and anonymity, management of information and debriefing. The major findings identified first, poverty and unemployment as major homelessness causes. Second, deprived, or non-existing family support, family or marital breakdown, substance use, migration of individuals from rural or foreign countries to city centres, as major contributing factors towards homelessness. Third, homeless people are more vulnerable to personal harm than the housed population. Fourth, the society and derogatory labels, such as crazy, nyaopes, and criminals are often used to describe these individuals. Finally, homelessness places homeless people at substantial risk of elevated mental health conditions. Implications for social work and recommendations for future research are presented. / Social Work / M.A. (Social Work)

The study focuses on the experiences of learners who live in child-headed households at Osizweni Township. Through a qualitative inquiry I sampled five households purposively. Data was collected using interviews and questionnaires. These categories emerged after data analysis: needs of learners, psychological experiences, relationships with social support systems and the role change from childhood to adulthood. The findings revealed that children experienced extreme financial constraints after the death of parents resulting in inadequate basic and educational needs. These children were traumatized and left emotionally vulnerable, living in fear and isolation constantly. Relatives did not offer any support to these children but support from the school, community and siblings was evident. These children made huge adjustments assuming parental responsibilities and this affected their academic performance. It is recommended that more study is required on the development of a Community Support Centre to educate learners and parents on how to support these children. / Psychology of Education / M. Ed. (Psychology of Education)

Cotutelle: Fasal Kanouté / Le projet, de prime abord de nature très personnelle de ma thèse, a pris naissance en 2014, lorsque je me suis impliquée en tant que parent d’un quartier défavorisé dans un projet d’école alternative publique québécoise. Je me suis ensuite questionnée sur ce que disait la science au sujet de ces écoles. Celles-ci se rapprocheraient davantage que les écoles dites régulières d’une collaboration basée sur des relations plus étroites et une communication bidirectionnelle (Bouchard, 1998; Larivée, 2013; RÉPAQ, 2013), une pratique favorisant la réussite scolaire et éducative (Deslandes, 2009; Epstein, 1995; Gonzalez DeHass, 2005; Ho Sui-Chu & Willms, 1996; Sheldon, 2003). C’est pourquoi j’ai cherché à décrire les relations École-Famille-Communauté (ÉFC) dans le cadre de l’étude de cas ethnographique du volet alternatif d’une école régulière primaire publique en milieu défavorisé, fréquentée par mon enfant. C’est ainsi que j’ai pu documenter mon vécu en tant que parent et celui des différentes catégories d’acteurs pour mieux comprendre les formes de collaboration présentes, les types d’implication expérimentés et les raisons motivant les acteurs à collaborer et à s’impliquer en lien avec la scolarité des enfants. Pour y arriver, 78 personnes, soit 15 membres du personnel, 58 parents et cinq membres de la communauté ont répondu à des questionnaires, ont participé à sept groupes de discussion et ont été présentes à 76 séances d’observation entre le 7 juin 2018 et le 30 avril 2019. Parallèlement, j’ai documenté mon propre vécu de parent-chercheuse dans un journal de bord. Une analyse de ces données recueillies m’a permis de mettre en évidence que, de manière générale, les principales relations s’articulent entre l’école et la famille et, plus rarement, avec la communauté. Il appert que les relations ÉFC prennent, par ailleurs, du temps à se construire. Toutefois, lorsque les acteurs prennent soin de se l’accorder, cela peut conduire à développer une confiance mutuelle, favorisant la collaboration et l’implication. Ce faisant, les résultats démontrent qu’ils accèdent à des formes de collaboration très engageantes (Larivée, 2013) comme de la coopération, voire du partenariat et de la cogestion, et que l’implication est particulièrement marquée à l’intérieur des classes. Cela contraste avec ce qui est plus généralement observé dans les écoles québécoises (Bouchard, 1998; Claes et Comeau, 1996; Deslandes, 1999; Duval et Dumoulin, 2022; Lacroix, 2018; Larivée et al., 2006, 2019; Nanhou et al., 2013). Ainsi, il est possible de penser que le fait qu’il s’agisse d’une école publique alternative québécoise favorise ces formes de collaboration plus engageantes, du moins de la part des parents (Bouchard, 1998; Larivée, 2013). Cela parce que tous les acteurs sont invités à le faire et parce qu’ils croient que c’est leur rôle de le faire. Ce n’est toutefois pas tous les parents qui développent des relations étroites avec l’école. Par ailleurs, les données amassées laissent croire que les familles dont l’enfant fréquente le volet alternatif semblent généralement favorisées et que peu de mixité sociale y apparaît être présente, malgré le souhait de départ. En terminant, ma posture de chercheuse dans le contexte de cette recherche est sans aucun doute particulière. J’ai été toutefois soucieuse que mon double chapeau de chercheuse et de participante ne nuise pas aux relations que j’entretiens avec les différents acteurs d’une part, tout en m’assurant de conduire une recherche rigoureuse scientifiquement et de qualité d’autre part. Ce faisant, j’ai pu mettre en lumière des aspects des relations qui n'auraient pas été exposés autrement, afin de décrire avec précision les relations ÉFC au sein du volet alternatif de cette école primaire publique en milieu défavorisé. / The project of my thesis began in 2014, when I became involved as a parent in a disadvantaged neighborhood in an alternative public school project in Quebec. Those schools would be closer than regular schools to school-family-community (SFC) partnership (Bouchard, 1998; Larivée, 2013; RÉPAQ, 2013), a practice promoting academic and educational success (Deslandes, 2009; Epstein, 1995; Gonzalez DeHass, 2005; Ho Sui-Chu & Willms, 1996; Sheldon, 2003). This brought me to work on describing SFC relationships in an ethnographic case study of the alternative component in a regular public primary school in a disadvantaged area, attended by my child. This is how I documented my experience as a parent and the one experimented by different actors to understand collaboration forms and involvement types experienced and reasons to doing it. Thus, 78 people, including 15 staff members, 58 parents and five community members, answered questionnaires, participated in seven focus groups and attended 76 observation sessions between June 7 2018 and April 2019. At the same time, I documented my own experiences as parents in a logbook. An analysis in two registers highlighted that the main relationships are between school and family, and rarely involve community. This relationship takes time to build but taking that time can lead to mutual trust for better collaboration and involvement. Actors access very engaging forms of collaboration (Larivée, 2013) such as cooperation, even partnership and co-management, while involvement is particularly pronounced within classes. This contrasts with what is more generally observed in Quebec schools (Bouchard, 1998; Deslandes, 1999; Larivée, Kalubi et Terrisse, 2006; Nanhou, Desrosiers and Belleau, 2013). It's possible to think that the fact that this is a Quebec alternative public school fosters these more engaging forms of partnership (Bouchard, 1998; Larivée, 2013), because they are invited to do so, and they believe it is their role. However, not all families have close relationships with the school. The families can also be considered advantaged, while little social diversity seems to be present despite what was originally intended. In conclusion, I was careful that my dual role of researcher and parent did not alter relationships with different actors, while simultaneously conducting rigorous scientific research. In doing so, I believe I was able to highlight relationship aspects that might not otherwise have been exposed, in order to accurately describe SFC relationships within the alternative component of this public primary school in a disadvantaged area.

This study was conducted in order to assess the effectiveness of practitioner training in underprivileged early childhood settings. The quantitative study set out to test a target group of 800 Grade R children, ranging in age from five to six and a half years, in order to determine the impact that practitioner training on early intervention has on young children. A pre-test evaluated the initial level of each child‟s abilities, including physical-motor, language and speech, cognitive, play and social and emotional development. Children were placed into control and experimental groups through random selection of practitioners. The experimental group's teachers (practitioners) underwent an eight-month part-time intervention programme which focused on the importance of early intervention, the domains of development, planning, preparation and assessment as well as encouraging community awareness. The control and experimental groups continued with their normal school programmes, but the practitioners in the experimental group were developing a deeper understanding of early childhood development and activities which enhance development in children. The results indicate that the impact of effective practitioner training and enhancing a deep understanding of stimulation in young children can have positive, long-term results in children's cognitive ability, laying foundational concepts and scope for development. Vast differences were noted in the ability level of children which were stimulated, as compared with those children who were not as stimulated. / Psychology of Education / D. Ed. (Psychology of Education)