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An exploration of the perceptions of disadvantaged context learners' career development interventions by using: " A guide for schools into higher education" as a vehicle.Buthelezi, Thabile 23 March 2009 (has links)
Career development interventions have been lacking within disadvantaged contexts in South
Africa. This is attributed to the country’s political history under the apartheid system. The
predominant career interventions have been standardised on the English and Afrikaans
populations, which are not necessarily applicable to the black population, a previously
disadvantaged population. This study explored learners’ perceptions of career development
interventions, career challenges and career needs within their contexts by using a career
intervention vehicle, subject-career information guide titled, “A Guide for Schools into Higher
Education”. The study was qualitative in nature and it conducted semi-structured interviews with
12 learners from a school within the disadvantaged context. The research interviews were
analysed using the thematic content analysis. The findings of the study revealed that these
learners had fairly different experiences of career guidance interventions within their contexts.
The study indicated that the main career challenges faced by the learners were mainly externally
based within their context. Thus, they needed career intervention resources to address the
challenges. The findings of the study indicated that learners have benefited from A Guide for
Schools into Higher Education as an intervention resource within their context. The study
subsequently recommended that frequent career interventions be more available within schools
and people perceived as role models within such contexts would need to be mobilized as career
influencers. Furthermore it was recommended that learners within disadvantaged contexts would
need to be taught skills towards the building of internal factors to facilitate them to own their
career development.
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Access to higher education: The case of the Career Preparation Programme at the University of the Free State.Rabie, Neville Errol. January 2008 (has links)
<p>When it comes to education, the legacy of apartheid in South Africa has had major implications for the higher education system. The White population group long dominated the nrolment of students in higher education institutions, although they were, and still are, one of the minority population groups in the country. The under-preparedness of black students means that they require structures to prepare and assist them within the higher education environment. In order to assist these disadvantaged students, higher education institutions have established certain Academic Support Programmes. One such programme is the Career Preparation Programme (CPP) being offered at the University of the Free State. This study attempts to measure the success rate of the Career Preparation Programme and to time to completion of graduates.</p>
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Access to higher education: The case of the Career Preparation Programme at the University of the Free State.Rabie, Neville Errol. January 2008 (has links)
<p>When it comes to education, the legacy of apartheid in South Africa has had major implications for the higher education system. The White population group long dominated the nrolment of students in higher education institutions, although they were, and still are, one of the minority population groups in the country. The under-preparedness of black students means that they require structures to prepare and assist them within the higher education environment. In order to assist these disadvantaged students, higher education institutions have established certain Academic Support Programmes. One such programme is the Career Preparation Programme (CPP) being offered at the University of the Free State. This study attempts to measure the success rate of the Career Preparation Programme and to time to completion of graduates.</p>
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Access to higher education: the case of the career preparation programme at the University of the Free StateRabie, Neville Errol January 2008 (has links)
Magister Educationis - MEd / When it comes to education, the legacy of apartheid in South Africa has had major implications for the higher education system. The White population group long dominated the nrolment of students in higher education institutions, although they were, and still are, one of the minority population groups in the country. The under-preparedness of black students means that they require structures to prepare and assist them within the higher education environment. In order to assist these disadvantaged students, higher education institutions have established certain Academic Support Programmes. One such programme is the Career Preparation Programme (CPP) being offered at the University of the Free State. This study attempts to measure the success rate of the Career Preparation Programme and to time to completion of graduates. / South Africa
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The modes of thinking and learning of educationally disadvantaged learnersRosa, Cecelia Mary 30 November 2004 (has links)
The aim of this investigation was to determine the modes of thinking and learning of South African disadvantaged learners as well as to discover whether the teaching methods used by their teachers, encourage diverse cognitive skills and learning styles amongst learners.
A survey of existing literature on this subject identifies a number of theories that indicate that learners come to school with diverse modes of thinking and learning.
Furthermore, existing literature, indicate that educationally disadvantaged learners tend towards a Field Dependent, socially orientated mode of cognitive processing and a largely visual and kinaesthetic mode of sensory processing information.
Research also reveals that teaching methods and teacher expectation of learner potential play a vital role in the academic achievement of disadvantaged learners. Teachers tend to have lower expectations of the academic potential of disadvantaged learners. Moreover, teachers tend to favour teaching methods that meet the needs of learners who use Field Independent cognitive and Auditory sensory processing.
Another aspect acknowledged in existing literature that influences the academic achievement of disadvantaged learners is the role of family and the community. Disadvantaged learners generally do not have the support and security of a stable home and are frequently exposed to violence and an educationally impoverished environment. Parents and guardians tend to be less involved in the education of their children.
Disadvantaged learners who were part of this empirical study conducted in the Ekhuruleni Metropolitan area, east of Johannesburg, South Africa, showed a more concrete approach to academic activities and revealed a tendency towards Field Dependency and a visual and kinaesthetic sensory approach to processing information. Learners preferred more frequent social interaction during academic activities.
The study also found that the teaching method most commonly used in the geographical area mentioned above, took the form of lecturing or `chalk-and-talk' and that teaching aids generally took the form of worksheets. Hence the teaching approach most used by teachers in the study, did not address the modes of thinking and learning of disadvantaged learners in the schools that participated in the empirical study and generally did not encourage deeper cognitive structures. / Educational Studies / D. Ed. (Psychology of Education)
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The modes of thinking and learning of educationally disadvantaged learnersRosa, Cecelia Mary 30 November 2004 (has links)
The aim of this investigation was to determine the modes of thinking and learning of South African disadvantaged learners as well as to discover whether the teaching methods used by their teachers, encourage diverse cognitive skills and learning styles amongst learners.
A survey of existing literature on this subject identifies a number of theories that indicate that learners come to school with diverse modes of thinking and learning.
Furthermore, existing literature, indicate that educationally disadvantaged learners tend towards a Field Dependent, socially orientated mode of cognitive processing and a largely visual and kinaesthetic mode of sensory processing information.
Research also reveals that teaching methods and teacher expectation of learner potential play a vital role in the academic achievement of disadvantaged learners. Teachers tend to have lower expectations of the academic potential of disadvantaged learners. Moreover, teachers tend to favour teaching methods that meet the needs of learners who use Field Independent cognitive and Auditory sensory processing.
Another aspect acknowledged in existing literature that influences the academic achievement of disadvantaged learners is the role of family and the community. Disadvantaged learners generally do not have the support and security of a stable home and are frequently exposed to violence and an educationally impoverished environment. Parents and guardians tend to be less involved in the education of their children.
Disadvantaged learners who were part of this empirical study conducted in the Ekhuruleni Metropolitan area, east of Johannesburg, South Africa, showed a more concrete approach to academic activities and revealed a tendency towards Field Dependency and a visual and kinaesthetic sensory approach to processing information. Learners preferred more frequent social interaction during academic activities.
The study also found that the teaching method most commonly used in the geographical area mentioned above, took the form of lecturing or `chalk-and-talk' and that teaching aids generally took the form of worksheets. Hence the teaching approach most used by teachers in the study, did not address the modes of thinking and learning of disadvantaged learners in the schools that participated in the empirical study and generally did not encourage deeper cognitive structures. / Educational Studies / D. Ed. (Psychology of Education)
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Guidelines for language teachers in assisting disadvantaged learners in the junior primary phaseJoshua, Jennifer Joy 06 1900 (has links)
The Junior primary teachers have the task of catering for the needs of pupils of varying
abilities in their charge. With the admission of culturally different groups of children (many
of them from disadvantaged communities) to schools previously accustomed to having one
cultural group, this task of catering for the needs of pupils presents a problem as teachers
are not trained to deal with disadvantaged children.
The aim of this study was to formulate scientifically sound guidelines according to which
class teachers can plan and implement language programmes for disadvantaged learners.
In order to formulate such guidelines, a theoretical investigation was undertaken on normal
language development and on the effects of disadvantagement on the scholastic and
language performance of the child. Various programmes available for disadvantaged
learners which are being implemented in other countries were evaluated.
On the basis of these findings guidelines were suggested to class teachers for planning
language programmes for disadvantaged learners. / Teacher Education / M. Ed. (Orthopedagogics)
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Guidelines for language teachers in assisting disadvantaged learners in the junior primary phaseJoshua, Jennifer Joy 06 1900 (has links)
The Junior primary teachers have the task of catering for the needs of pupils of varying
abilities in their charge. With the admission of culturally different groups of children (many
of them from disadvantaged communities) to schools previously accustomed to having one
cultural group, this task of catering for the needs of pupils presents a problem as teachers
are not trained to deal with disadvantaged children.
The aim of this study was to formulate scientifically sound guidelines according to which
class teachers can plan and implement language programmes for disadvantaged learners.
In order to formulate such guidelines, a theoretical investigation was undertaken on normal
language development and on the effects of disadvantagement on the scholastic and
language performance of the child. Various programmes available for disadvantaged
learners which are being implemented in other countries were evaluated.
On the basis of these findings guidelines were suggested to class teachers for planning
language programmes for disadvantaged learners. / Teacher Education / M. Ed. (Orthopedagogics)
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