For an education system to function effectively it is important that its planning functions are executed effectively and efficiently. Among others this implies that the system must know what the teacher supply and demand is and how it will change in time. If the teacher supply and demand is known it could result in sound intervention strategies being developed and implemented. Education planners will be able to plan for the number of bursaries to be awarded and in which subject fields; it will be known how many foreign teachers to employ and for which subjects. This is the basic rationale that underpins this study. This study explored the problem of teacher demand and supply in the Further Education and Training (FET) phase (Grades 10 to 12) in South Africa and offers a critical analysis of strategies adopted by Provincial Education Departments in an endeavour to diminish the demand for teachers, specifically for Mathematics and Science, in rural and poor schools. Initially the study involved a secondary data analysis to extrapolate the demand and supply of teachers in Mathematics and Science over the next ten years. The first key finding of the study was that the data needed for such an analysis does not exist in any reliable form that would facilitate the development of such a projection. What the study had to rely on was anecdotal evidence that suggests that a shortage of Mathematics and Science teachers does exist and that posts are often filled by unqualified and under-qualified staff. In the second phase of the research in which the study explored the effectiveness of strategies developed to address the shortage of Mathematics and Science teachers, a qualitative research approach was adopted within a descriptive interpretive design. The views and opinions of human resource managers responsible for post provisioning in schools were explored through in-depth interviews to understand the types of strategy adopted by the provinces, their potential to alleviate the problem of Mathematics and Science teacher shortage in Grades 10 to 12, their success, challenges and factors internal to the Department of Education that may deter Provincial Education Departments from achieving their objectives. The findings revealed that Provincial Education Departments (PEDs) do take heed of strategies developed by the national Department of Basic Education (DBE). However implementation is far removed from the original intention and no significant impact results. Although the reasons are not always obvious from this study, a few important aspects did emerge. First, the strategy developed may not be popular with a particular province - employing foreign teachers is a case in point. Secondly, focusing on just a number of schools to improve their results (e.g. as with the Dinaledi schools) may meet with resistance from educators and teachers’ unions. Thirdly, creating bursaries for initial teacher education in certain key areas can only be successful if the number of teachers in need is known. Finally, even the best strategies are doomed if post provisioning and appointment of staff are dealt with by different stakeholders. Based on the findings, it is recommended that both the DBE and PEDs ensure that quality education management information is collected and maintained. Information that is reliable and accurate will inform planning and key decisions to ensure that the supply of teachers is based on a specific need. As such, deficiencies in skills that are in short supply such as Science and Mathematics can be averted and better opportunities can be created for new teacher graduates. While an improved performance of learners in these subjects is requisite for related study fields at universities, the Dinaledi schools must be adequately supported and such a model applied to other schools. The employment of foreign teachers on short-term contracts does not create stability in schools, therefore, their employment must be standardised. Significantly, retention in rural and poor schools is a problem since they struggle to attract quality teachers; for that reason teacher incentives are indispensable. Making a declaration for unqualified and under-qualified teachers to acquire professional teaching qualifications and subsequently discontinue such appointments, will raise the standard of teaching and learning in schools. Rather, databases of unemployed qualified teachers could be maintained and such information made accessible to school principals. In the absence of reliable data that can indicate teacher qualification and specialisation versus subject taught, the extent to which Mathematics and Science are taught by unqualified and under-qualified teachers as well as out-of-specialisation teaching, is not known. However, poor pass rates in these subjects at the exit point of the schooling system (Grade 12) attest to the lack of appropriately skilled teacher workforce. Therefore, if Mathematics and Science specialisation is required, then strategies being implemented by the DBE and PEDs must have a clear purpose to address this shortage. / Thesis (PhD)--University of Pretoria, 2014. / lk2014 / Education Management and Policy Studies / PhD / Unrestricted

Abstract in English, Xhosa and Venda / Open educational resources (OER) is a new innovation coined to bridge the educational divide by way of providing free quality learning resources. Consequently, this study explored the perception of the faculty members of the Namibian open and distance learning institutions on the use of OER as a pedagogical approach. This study was prompted by the presumption that if ODL institutions adopt open educational resources to replace costly textbooks, an increased number of the Namibian population could access education in the equitable manner. The study focused on faculty members from the three public ODL institutions in Namibia, namely, the Namibian College of Open Learning (NAMCOL), University of Namibia (UNAM)-Centre for Open, Distance and eLearning (CODeL) and Namibian University of Science and Technology (NUST)-Centre of Open and Lifelong Learning (COLL). The following integrated theories were adopted to underpin this study: Transformative Learning Theory, Heutagogy Learning Theory, Cognitive Learning Theory and Social Learning Theory, Constructivism Learning Theory, Connectivism Theory and the Diffusion of Innovations Theory. The theories were compared to the findings to assess their applicability. This is a qualitative case underpinned by an interpretivist paradigm. Data were collected through interviews, non-participant observations and document analysis, and analysed through the inductive approach. The results of this study showed inconsistency between the perception of the faculty members and the use of OER within the ODL institutions in Namibia. Although the faculty members displayed positive attitudes towards the use of OER, very little has been achieved in the use of OER within the institutions for the benefit of the Namibian ODL students. The study identified challenges that impede the adoption of OER at institutional level, such as lack of institutional policies, lack of awareness, technological factors, as well as management support. The study further crafted strategies to address challenges, including the OER design based on the Diffusion of Innovation Model. The study advanced recommendations for consideration by the institutions and the faculty members as well as suggestions for future research. The knowledge contribution made by this PhD is the proposed OER design for adoption by the ODL institutions to facilitate the use of OER by faculty members. / Ubuchule bokufunda ekuthiwa yiOpen Educational Resources (OER) licebo elitsha lokunikezela simahla ngemithombo yokufunda esemgangathweni, nelenzelwe ukukhawulelana nobunzima bokushiyashiyana emfundweni. Esi sifundo siphonononge indlela abacinga ngayo abahlohli bamaziko emfundo aseNamibia avulekileyo nafundisa abafundi bekude (iiODL), ngokusetyenziswa kweOER njengendlela yokufundisa. Esi sifundo sisuswe kukucingela ukuba xa amaziko emfundo avulekileyo nafundisa abafundi bekude enokusebenzisa izixhobo zokufunda ezivulekileyo endaweni yokusebenzisa iincwadi ezibiza imali eninzi, linganda inani labantu abanokuxhamla imfundo ngokulinganayo. Esi sifundo sigxininise kubahlohli bamaziko amathathu kawonkewonke, angawemfundo evulekileyo nafundisa abafundi bekude eNamibia, angala - iNamibian College of Open Learning (NAMCOL), iUniversity of Namibia (UNAM) - Centre for Open, Distance and eLearning (CODeL) kunye neNamibian University of Science and Technology (NUST) - Centre of Open and Lifelong Learning (COLL). Kusetyenziswe ezi ngcingane zihlangeneyo zilandelayo njengezisekelo zokukhokela esi sifundo: Ingcingane Yokufunda Okuhambelana Nenguqu (Transformative Learning Theory), Ingcingane Yokufunda Ngokuziqhuba Komfundi (Heutagogy Learning Theory), Ingcingane Yokufunda Ngokuqiqa Neyemfundo Esekelwe Kwezentlalo (Cognitive Learning Theory and Social Learning Theory), Ingcingane Yokufunda Ngokuzakhela Ukuqonda (Constructivism Learning Theory), Ingcingane Yokufunda Ngoncedo Lobuchwepheshe (Connectivism Theory) kwakunye nengcingane Yokufunda Ngokunwenwa Kobuchule (Diffusion of Innovations Theory). Ezi ngcingane ziye zathelekiswa nokufunyanisisweyo ngenjongo yokukhangela ukuba zingasebenziseka kusini na. Kusetyenziswe indlela yophando ngokuzathuza nokutolika izimvo ezahlukeneyo. Iinkcukacha zolwazi okanye idatha yaqokelelwa ngokuqhuba udliwano ndlebe nabathatha inxaxheba, ukuqwalasela abangathathi nxaxheba nokuphengulula imibhalo ukuze kudalwe ingcingane entsha. Iziphumo zesi sifundo zivelise ukungahambelani phakathi kwengcinga yabahlohli nokusetyenziswa kweOER kumaziko emfundo avulekileyo nafundisa abafundi bekude eNamibia. Nangona abahlohli bebonakalisa uthakazelelo ngokusebenzisa iOER, kuncinci kakhulu okwenziweyo malunga nokusebenzisa iOER kumaziko emfundo ekuncedeni abafundi baseNamibia kumaziko avulekileyo nafundisa abafundi bekude. Esi sifundo sichonge imingeni ethibaza ukusetyenziswa kweOER kumaziko emfundo, mingeni leyo ifana nokungabikho kwemigaqo nkqubo, ukungabikho lwazi, imiba yobuchwepheshe kwakunye nentswela nkxaso yabalawuli. Kuqwetywe amacebo obuchule okulwa nemingeni, macebo lawo aquka ukuqulunqwa kweOER esekelwe kwingcingane Yokunwenwa Kobuchule. Kunikwe iingcebiso nezimvo ezinokuqwalaselwa ngamaziko emfundo nabahlohli ngophando olusenokulandela olu. Igalelo lolu phando luyilo olucetywayo lweOER olunokwamkelwa ngamaziko emfundo avulekileyo nafundisa abafundi bekude ukuze kukhuthazwe ukusetyenziswa kweOER ngabahlohli. / Zwiko zwa nnyi na nnyi zwa pfunzo (OER) ndi vhubveledzi vhuswa ha u ḓisa khethekanyo ya pfunzo nga u ṋetshedza wo vhofholowa zwiko zwa u guda zwa ndeme. Ngudo heyi yo wanulusa mbonalo ya miraḓo ine ya funza yunivesithi kana magudedzini a Namibia ya zwiimiswa zwa pfunzo yo vulelwaho nnyi na nnyi ya u guda u kule (ODL) nga ha u shumisa OER sa nḓila ya pfunzo. Ngudo heyi yo ṱuṱuwedzwa nga u humbulela ha uri arali zwiimiswa zwa ODL zwo ṱanganedza OER u thivha bugu dza u gudisa dzine dza ḓura, tshivhalo tshi re nṱha tsha vhathu vha Namibia vha nga swikelela pfunzo nga nḓila i linganaho. Ngudo yo sedza kha u bva kha zwiimiswa zwa nnyi na nnyi zwa ODL zwa Namibia, zwine madzina azwo avha Gudedzi ḽa Namibia ḽa u Guda ha Nnyi na nnyi (NAMCOL), Yunivesithi ya Namibia (UNAM) – Senthara ya Nnyi na nnyi, u Guda u kule na nga Lubuvhisia (CODeL) na Yunivesithi ya Saintsi na Thekhinoḽodzhi ya Namibia (NUST) Senthara ya nnyi na nnyi ya u Guda ha Tshoṱhe (COLL). Thyeori dzo ṱanganelaho dzi tevhelaho dzo shumiswa u tikedza ngudo iyi: thyeori ya u guda ine vhagudiswa vha ṱalutshedza na u tshenzhela zwipfi zwavho, thyeori ya u ta u guda ha iwe muṋe, thyeori ya u guda ya kuhumbulele na thyeori ya u guda ya matshilisano, thyeori ine ya dzhiela nṱha nḓivho na kupfesesele kwa vhagudiswa kha tshenzhemo yavho phanḓa ha musi vha sa athu u ya tshikoloni, thyeori ya u pfesesa u guda nga didzhithala na thyeori ine ya ṱalutshedza phimo ya mihumbulo miswa na kuphaḓalele kwa thekhinoḽodzhi. Thyeori dzo vhambedzwa na mawanwa u gaganya u tea hadzo. Heyi ndi ngudo ya khwaḽithethivi yo khwaṱhisedzwaho nga tshiedziso tsha saintsi ya matshilisano. Data yo kuvhanganyiwa nga kha inthaviwu, u sedza hu si na u dzhenelela na u saukanya maṅwalo, na u saukanya nga kuitele kwa u humbula. Mvelelo dza ngudo heyi dzo sumbedza u sa vha na thevhekano ya zwithu vhukati ha kuvhonele kwa miraḓo ine ya funza yunivesithi kana magudedzini na u shumiswa ha OER kha zwiimiswa zwa ODL ngei Namibia. Naho miraḓo ine ya funza yunivesithi kana magudedzini yo sumbedza vhuvha ha vhuḓi kha u shumiswa ha OER, ho swikelelwa zwiṱuku kha u shumiswa ha OER kha zwiimiswa hu tshi itelwa u vhuelwa ha matshudeni a ODL a Namibia. Ngudo yo topola khaedu dze dza thithisa u ṱanganedzwa ha OER kha ḽeveḽe ya tshiimiswa, u fana na ṱhahelelo ya mbekanyamaitele dza tshiimiswa, ṱhahelelo ya tsivhudzo, zwiṱuṱuwedzi zwa thekhinoḽodzhi, na thikhedzo ya ndangulo. Zwiṱirathedzhi zwo bveledzwa u amba nga ha khaedu, hu tshi katelwa na nyolo ya OER zwo ḓi sendeka nga muanḓadzo wa nḓisedzo ya tshiedziso tsha vhubveledzi. Themendelo dza u dzhiela nṱha nga zwiimiswa na nga miraḓo ine ya funza yunivesithi kana magudedzini na khumbudzo kha ṱhoḓisiso dza tshifhingani tshiḓaho zwo itwa. U shela mulenzhe ha nḓivho ho itwaho nga ngudo iyi ndi u kumedza nyolo ya OER uri i ṱanganedzwe nga zwiimiswa zwa ODL u thusa u shumiswa ha OER nga miraḓo ine ya funza yunivesithi kana magudedzini. / Curriculum and Instructional Studies / D. Ed. (Curriculum and Instructional studies)

The study analysed the management constraints in the distribution of qualified mathematics and science teachers in a post-1994 education system of South Africa. The study was qualitative and 14 participants were purposively sampled and semi-structured interviews were used to collect data from the identified participants. The interview transcripts were constantly compared and analysed and the data was classified into three main categories of management constraints and patterns: beliefs, experiences on management constraints and strategies for the elimination of management constraints. Turning vision into practice (TVP) framework was used to explain the relationship between its seven pillars of managing teacher recruitment and the links in the development, adoption, implementation, monitoring and evaluation of a teacher deployment system, focusing on mathematics and science. Findings of this study suggest that the current hybrid post establishment model is generic and focuses more on cost curtailment than on the supply of qualified mathematics and science teachers. The shortcomings of the model are exacerbated by the transgressions of the Employment of Educators Act. Contrary to the Employment of Educators Act, entry-level vacancies are not advertised in the province. In addition, the appointment and service conditions of qualified teachers are differential. While teachers from government bursary schemes are appointed immediately on permanent status and without probation, other qualified and long-serving mathematics and science teachers remain on temporary status for almost two years and without fringe benefits. The differential treatment leads to job insecurity and facilitates the exit of these qualified mathematics and science teachers from the profession. Moreover, schools horde and use qualified mathematics and science teachers in subjects they are not qualified to teach. It is recommended that through the suggested TVP framework, the current teacher recruitment and deployment strategies be revisited regularly to ensure effectiveness of teacher usage in mathematics and science. It is further recommended that school principals and other educational leaders should be provided with personnel management skills to ensure maximum effective recruitment and deployment of qualified mathematics and science teachers, particularly to the impoverished schools. / Educational Management and Leadership / D. Ed. (Education Management)

The study analysed the management constraints in the distribution of qualified mathematics and science teachers in a post-1994 education system of South Africa. The study was qualitative and 14 participants were purposively sampled and semi-structured interviews were used to collect data from the identified participants. The interview transcripts were constantly compared and analysed and the data was classified into three main categories of management constraints and patterns: beliefs, experiences on management constraints and strategies for the elimination of management constraints. Turning vision into practice (TVP) framework was used to explain the relationship between its seven pillars of managing teacher recruitment and the links in the development, adoption, implementation, monitoring and evaluation of a teacher deployment system, focusing on mathematics and science. Findings of this study suggest that the current hybrid post establishment model is generic and focuses more on cost curtailment than on the supply of qualified mathematics and science teachers. The shortcomings of the model are exacerbated by the transgressions of the Employment of Educators Act. Contrary to the Employment of Educators Act, entry-level vacancies are not advertised in the province. In addition, the appointment and service conditions of qualified teachers are differential. While teachers from government bursary schemes are appointed immediately on permanent status and without probation, other qualified and long-serving mathematics and science teachers remain on temporary status for almost two years and without fringe benefits. The differential treatment leads to job insecurity and facilitates the exit of these qualified mathematics and science teachers from the profession. Moreover, schools horde and use qualified mathematics and science teachers in subjects they are not qualified to teach. It is recommended that through the suggested TVP framework, the current teacher recruitment and deployment strategies be revisited regularly to ensure effectiveness of teacher usage in mathematics and science. It is further recommended that school principals and other educational leaders should be provided with personnel management skills to ensure maximum effective recruitment and deployment of qualified mathematics and science teachers, particularly to the impoverished schools. / Educational Leadership and Management / D. Ed. (Education Management)

Summaries in English, Zulu, Venda and Ndebele / The objective of this study was to investigate the use of Information and Communication Technology (ICT) in the teaching and learning of learners experiencing barriers to learning in ordinary primary school classrooms in Ekurhuleni North district in Gauteng Province. The study sought to establish the role and use of ICT and how it enhances teaching and learning of learners experiencing barriers to learning. Data were collected using in-depth interviews and non-participant observation and this allowed the researcher to ask open-ended questions and also to observe participants using ICT. Six teachers from three primary schools in Ekurhuleni North district were used and purposive sampling was used to select these participants. Thematic content analysis was used to analyse data. The study revealed that ICT increases learners’ motivation and concentration span, helps learners to participate effectively, assists in the grasping of concepts and minimises barriers to learning. The study recommends that teachers should be trained on the use of ICT and it should also be incorporated as an important pedagogical method to facilitate teaching and learning of learners experiencing barriers to learning. / Inhloso yalolu cwaningo ukuphenya ukusetshenziswa kobuchwepheshe bezolwazi kanye nezokuxhumana (ICT) ohlelweni lokufunda nokufundisa abafundi abahlangabezana nezihibhe zokufunda emagunjini okufundela sikoleni esejwayelekile sebanga eliphansi esifundeni sase-Ekurhuleni North district in Gauteng Province. Ucwaningo lufuna ukuthola indima kanye nokusetshenziswa kobuchwepheshe be-ICT kanye nokuthi lokhu kuluqinisa kanjani uhlelo lokufunda nokufundisa kubafundi abahlangabezana nezihibhe zokufunda. Idatha yaqoqwa ngokusebenzisa izinhlolovo ezijulile kanye nokubukisisa izenzo zabadlalindima, okuyinto evumele umcwaningi ukuba abuze imibuzo evulekile futhi abukisise nendlela abadlalindima abasebenzisa ngayo ubuchwepheshe be-ICT. Uhlelo lwesampuli enenhloso (Purposive sampling) yasetshenziswa ukukhetha othisha ababengabadlalindima, abayisithupha abaphuma kwizikole ezintathu zamabanga aphansi esifundeni sase-Ekurhuleni North district. Uhlelo lokuhlaziya indikimba (Thematic content analysis) lwasetshenziswa ukuhlaziya idatha. Ucwaningo luye lwaveza ukuthi ubuchwepheshe be-ICT lwengeze ugqozi kanye nokugxila komqondo wabafundi esifundweni, ukubasiza ukuba bazibandakanye ngempumelelo, basize ekubambeni ngengqondo amagama futhi banciphise izihibhe zokufunda. Ucwaningo luncoma ukuthi othisha baqeqeshelwe amakhono okusebenzisa ubuchwepheshe be-ICT, okuyiyona ndlela engathathwa njengesemqoka ohlelweni lokufundisa nokufunda kwabafundi abahlangabezana nezihibhe zokufunda. / Tshipikwa tsha ngudo iyi ho vha u todisisa u shumiswa ha thekhinolodzhi ya mafhungo na vhudavhidzani (ICT) kha u funza na u gudisa vhagudiswa vhane vha tshenzhela zwithivheli zwa ngudo kha kilasirumu dzo doweleaho dza zwikolo zwa phuraimari ngei vhubvaduvha ha tshitiriki tsha Ekurhuleni Vunduni la Gauteng. Thodisiso yo toda u bveledza mishumo na u shumiswa ha ICT na uri zwo khwinisa hani u guda na u funzwa ha vhagudiswa vhane vha tshenzhela zwithivheli zwa u ngudo. Data yo kuvhanganyiwa nga kha inthaviwu dzo tandavhuwaho, saizwi zwi tshi tendela vhadzheneleli u tandavhudza phindulo dzavho na u sedza hu si na u dzhenelela, u tendela mutodisisi u vhudzisa mbudziso dzine wa ṋetshedza phindulo wo vhofholowa na u sedza vhadzheneleli hu tshi khou shumiswa ICT. Ho shumiswa tsumbonanguludzwa dzo sedzaho kha vhukoni u nanga vhadededzi vha rathi u bva kha zwikolo zwiraru zwa phuraimari Vhubvaduvha ha tshitiriki tsha Ekurhuleni sa vhadzheneleli. Ho shumiswa ngona ine ya fulufhelwa ya u saukanya data. Thodisiso yo wanulusa uri ICT i engedza thuthuwedzo ya vhagudiswa na u futelela, na u vha thusa u dzhenelela nga mafulufulu, u vha thusa kha u fara mitalukanyo na u fhungudza zwithivheli kha u guda. Ngudo yo themendela uri vhadededzi vha gudiswe u shumisa ICT, ine ya nga tanganyiswa sa ngona ya ndeme ya pfunzo u konisa u guda na u funzwa ha vhagudiswa vhane vha tshenzhela zwithivheli zwa u guda. / Umnqopho werhubhululweli kuphenya ukusetjenziswa kwethekinoloji yezelwazi kanye nezokuthintana ekufundiseni nekufundeni kwabafundi abahlangabezana neenqabo ekufundeni esikolweni nje esijayelekileko ngeenkumbeni zesikolo sebanga eliphasi endaweni ye-Ekurhuleni North district esifundeni se-Gauteng Province. Irhubhululo lifuna ukwazi indima ye-ICT kanye nokusetjenziswa kwe-ICT nangendlela ithekinoloji iqinisa ngayo ihlelo lokufunda nokufundisa abafundi abahlangabezana neenqabo zokufunda. Idatha ibuthelelwe ngokusebenzisa iinhlolombono ezidephileko kanye nokuqalisisa izenzo zabadlalindima, okuyinto evumele umrhubhululi ukobana abuze imibuzo evulekileko kanye nokuqalisisa abadlalindima abasebenzisa i-ICT. Ihlelo lesampula eneHloso (Purposive sampling) lisetjenzisiwe ukukhetha abotitjhere abasithandathu, bakhethwa eenkolweni ezintathu zamabanga aphasi esiphandeni se-Ekurhuleni North district njengabadlalindima. Ihlelo lokutsenga uMnyombo (Thematic content analysis) lisetjenzisiwe ukuhlathulula idatha. Irhubhululo liveze ukuthi i-ICT ingezelela ummoya wokukhuthazeka kanye nommoya wokuqalisisa ngokomkhumbulo, kubasiza ukobana badlale indima ngepumelelo, basize ekubambeni amagama begodu baphungule iinqabo zokufunda. Irhubhululo lincoma bona abotitjhere babandulwe ekusebenziseni i-ICT, okulihlelo begodu elifanele lithathwe njengendlela eqakathekileko lokufundisa ukusiza ukufundisa nokufunda kwabafundi abahlangabezana neenqabo zokufunda. / Inclusive Education / M. Ed. (Inclusive Education)