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A model for effective curriculum implementation in accredited private higher education institutions in BotswanaRudhumbu, Norman 05 December 2018 (has links)
The purpose of the study was to propose a model (framework) for effective implementation of curricula in accredited Private Higher Education Institutions (PHEIs) operating in a highly regulated higher education environment in Botswana. The study used a mixed methods research approach that employed concurrent triangulation design. A structured questionnaire and a semi-structured interview guide were used to collect data on the views of both 306 lecturers and 12 academic middle managers (AMMs) respectively, on how the curriculum is implemented in the accredited PHEIs. Data analysis was done using statistical tables, Analysis of Variance (ANOVA), Mann Whitney U-Test, regression analysis, correlation analysis and structural equation modelling (SEM).
Results of the study showed that characteristics of the external environment, lecturer, institution as well as characteristics and conception of the curriculum were all statistically, significantly and positively related to effective curriculum implementation in accredited PHEIs and hence acted as predictors of effective curriculum implementation in these institutions. The study also showed that factors in the above predictor variables which included heavy workloads, lack of training on pedagogical issues, limited opportunities for staff development in some of the PHEIs, limited teaching resources as well as a highly regulated higher education environment were major challenges affecting effective curriculum implementation in the PHEIS. It emerged from the study that a 1% improvement on each of the predictor variables could lead to improvements in the way curriculum is currently implemented in these institutions. Based on these results, a framework was proposed for enhancing curriculum implementation in accredited PHEIs. / Inhloso yalolu cwaningo kwabe kuwukuthuthukisa imodeli yokuqaliswa kwekharikhulamu ngempumelelo eziKhungweni Zemfundo Ephakeme Zangasese ezigunyaziwe (ama-PHEI) eziqhuba umsebenzi wazo ngaphansi kwesimo semfundo ephakeme esilawulwa kakhulu. Lolu cwaningo lwasebenzisa indlela yokucwaninga exubile ngokulandela i-concurrent triangulation design. Ucwaningo lwasebenzisa i-structured questionnaire kanye ne-semi-structured interview guide ukuqoqa idatha mayelana nemibono yabafundisi basenyuvesi abangama-306 kanye nabaphathi bezikhungo zemfundo ephakeme abasezikhundleni zokuphatha ezimaphakathi (ama-AMM) abayi-12, ngokulandelana, mayelana nendlela okuqaliswa ngayo ikharikhulamu kuma-PHEI agunyaziwe. Ukuhlaziywa kwedatha kwenziwa ngokusebenzisa amathebula ezibalo, i-Analysis of Variance (ANOVA), i-Mann Whitney U-Test, i-regression analysis, i-correlation analysis kanye ne-structural equation modelling (SEM).
Imiphumela yocwaningo yabonisa ukuthi izici zobunjalo besimo sangaphandle, izici zomfundisi, izici zesikhungo kanye nezici eziphathelene nekharikhulamu kanye nomsuka womqondo wokusungulwa kwayo, konke kwabe kukhombisa ukuhlobana okucacile futhi obuboniswa nayizibalo phakathi kwalokhu nokuqaliswa kwekharikhulamu ngempumelelo kuma-PHEI agunyaziwe futhi ngalokho-ke lokhu kwasebenza njengezibikezeli zokuqaliswa kwekharikhulamu ngempumelelo kulezi zikhungo.
Ucwaningo lwabonisa nokuthi ezinye izimo, ngaphezu kwezibikezeli, ezibandakanya umsebenzi omningi ngokweqile okumele wenziwe ngumfundisi ngamunye, ukuntuleka kokuqeqeshwa mayelana nezindaba eziphathelene nokufundisa, amathuba ayingcosana kakhulu okuthuthukiswa kwabasebenzi kwezinye zalezi zikhungo ezingama-PHEI, izinsizakufundisa eziyingcosana kanye nesimo semfundo ephakeme esilawulwa kakhulu, kwabe kuyizinselelo ezinkulu ezinomthelela ekuqalisweni kwekharikhulamu ngempumelelo ezikhungweni ezingama-PHEI. Kwahlaluka ocwaningweni ukuthi ukuphuculwa kwesimo nge-1% esibikezelweni ngasinye kungaholela ekutheni ibe ngcono indlela okusetshenziswa ngayo ikharikhulamu kulezi zikhungo. Ngokususela kule miphumela, kwathuthukiswa imodeli yokwenza ngcono ukuqaliswa kwekharikhulamu kuma-PHEI agunyaziwe. / Die doel van die studie was om ʼn model (raamwerk) voor te stel vir doeltreffende kurrikulumimplementering in geakkrediteerde private hoëronderwysinstellings (PHEIs) wat in ʼn hoogs gereguleerde hoëronderwysomgewing funksioneer. ʼn Gemengdemetode-navorsingsbenadering is gevolg, met gebruik van gelyktydige-triangulasie-ontwerp. ʼn Gestruktureerde vraelys en ʼn halfgestruktureerde onderhoudsgids is gebruik om data in te samel oor die sienings van 306 dosente en 12 akademiese middelbestuurders (AMMs) onderskeidelik, oor hoe die kurrikulum geïmplementeer word in die geakkrediteerde PHEIs. Data is ontleed met behulp van statistiese tabelle, Analise van Variansie (ANOVA), die Mann Whitney U-Test, regressieontleding, korrelasieontleding en strukturele vergelykingsmodellering (SEM).
Die resultate van die studie het getoon dat eienskappe van die eksterne omgewing; van die dosent; van die instelling, sowel as eienskappe en beskouings van die kurrikulum, almal positiewe, beduidende en statistiese verwantskappe met doeltreffende kurrikulumimplementering in geakkrediteerde PHEIs het, en dus as voorspellers van doeltreffende kurrikulumimplementering in hierdie instellings opgetree het. Die studie het ook getoon dat faktore in die bogenoemde voorspellerveranderlikes – insluitende aansienlike werkslas, gebrek aan opleiding oor pedagogiese kwessies, beperkte geleenthede vir personeelontwikkeling in sommige van die PHEIs, beperkte onderrighulpbronne, sowel as ʼn hoogs gereguleerde hoëronderwysomgewing – groot uitdagings was wat doeltreffende kurrikulumimplementering in die PHEIs beïnvloed het. Dit het uit die studie geblyk dat ʼn 1%-verbetering in elk van die voorspellerveranderlikes verbeteringe kan teweegbring in die manier waarop die kurrikulum in hierdie instellings geïmplementeer word. Op grond van hierdie resultate is ʼn raamwerk voorgestel om kurrikulumimplementering in geakkrediteerde PHEIs te versterk. / Curriculum and Instructional Studies / D. Ed. (Curriculum and Instructional Studies)
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Perceptions of teachers and learners towards the integration of environmental education in the classroomShabalala, Nonkanyiso Pamella 12 1900 (has links)
Abstract in English, Zulu and Afrikaans / Environmental Education (EE) has been integrated into the school curriculum for many years. According to this study, integration has to be followed by implementation, therefore the process of implementation is successful when integration has been successfully carried out. This study aimed to understand how teachers meet the curriculum needs of learners in order to implement effective teaching and learning of EE and for learners to gain adequate knowledge of EE. The methodology employed by this study was a qualitative research method and a multiple case study design. The theories employed to guide this study were social learning theory and social constructivism theory. This study employed a purposive sampling technique and three secondary schools were sampled for observations, three Natural Science (NS) teachers in grade 8 classes were sampled for interviews and 24 learners were sampled for focus groups in grade 8 NS classes. The findings of this study reveal that there is a lack of knowledge regarding caring for the environment, of which there is a contradiction between EE guidelines and policies provided by the Department of Education (DoE) and the teaching practices of teachers. Although education is perceived to be an essential tool in the conservation of nature through the development of information, aptitudes, qualities and critical thinking by the general population, it does not seem to have a large impact. In this study the aim was to understand how learners and teachers perceive the environment. This study implicates that there is an important role for other stakeholder’s involvement. Thus far, it was recommended by this study for EE curriculum to be revisited and emphasises the importance of thorough teacher training in regards to the integration. The purpose of this study was to explore how teachers and learners in three selected secondary schools in the UGU education district perceive the integration of EE in classrooms. / I- Environmental Education (EE) ihlanganiswe nekharikhulamu yesikole eminyakeni edlule. Ngokwalolu cwaningo, ukuhlanganiswa kumele kulandelwe ngokusetshenziswa, ngakho- ke, inqubo yokusebenzisa iyaphumelela lapho kuhlanganiswa kwenziwa ngempumelelo. Lolu cwaningo luhlose ukuqonda ukuthi othisha bahlangabezana kanjani nezidingo zekharikhulamu zabafundi ukuze babe nokufundisa nokufunda okusebenzayo kwe-EE nokuthi umfundi athole ulwazi olwanele lwe-EE. Indlela esetshenziswe yilolu cwaningo yayiyindlela yokucwaninga eyejwayelekile, ukwakhiwa kwamacala amaningi okufundwa Kanye nemibono esetshenziselwe ukuqondisa lolu cwaningo kwakuyithiyori yokufunda ukuqondisa lolu cwaningo kwakuyithiyori yokufunda ngokuhlalisana komqondo kanye nomqondo wokuqina kwezenhlalo. Lolu cwaningo lusebenzise inqubo yokuhlampula enenhloso kwathi izikole ezintathu zenziwa amasampula ukuze kubhekwe zona, othisha abathathu be- Natural Science (NS) emabangeni e- 8 bavunyelwa ukuxoxisana nomcwaningi kwathi abafundi abangama- 24 batholakaliselwa ukugxila emakilasini e-NS ebangeni le- 8. Ukutholwa kwalolu cwaningo kuveze ukuthi kunokuntuleka kolwazi mayelana nokunakekela imvelo okukhona kuyo ukungqubuzana phakathi kwemihlahlandlela ye-EE nezinqubomgomo ezinikezwe nguMnyango Wezemfundo (DoE) nemikhuba yokufundisa yabothisha. Yize imfundo ibonwa njengethuluzi elibalulekile kulondolozo lwendalo ngokuthuthukiswa kolwazi, amandla, izimfanelo nokucabanga okubucayi kweningi labantu kodwa akubonakali kunje, ngale ndlela sakwazi ukuqonda ukuthi abafundi nothisha bayayibona imvelo. Lolu cwaningo lugcizelela ukuthi kunendima ebalulekile yokuzibandakanya kwabanye ababambiqhaza. Kuze kube manje, kuyahlongozwa yilolu cwaningo ukuthi ikharikhulamu ye-EE iphinde iphindwe futhi ukugcizelela ukubaluleka kokuqeqeshwa okuphelele kothisha madondana nokuhlanganiswa. Inhloso yalolu cwaningo bekukuthola ukuthi othisha kanye nabafundi ezikoleni ezintathu ezikhethiwe esikhungweni sezemfundo sase Ugu babona kanjani ukuhlanganiswa kwe-EE emakilasini. / Omgewingsopvoeding (EE) is jare gelede by die skoolkurrikulum geintergeer. Volgens hierdie studie moet integrasie gevolg word deur implementering, daarom is de implementeringsproses suksesvol wanneer intagrasie suksesvol uitgevoer is. Hierdie studie het ten doel om te verstaan hoe onderwysers voldoen aan die kurrikulumbehoeftes van leeders voldoen om effektiewe onderrig en leer van EE te implementeer en om leeder voldoende kennis van EE te verwerf. Die metodologie wat by hierdie studie gebruik is, was ‘n kwalitatiewe navorsingsmetode, meervoudige gevallestudie- ontwerp en die teoriee wat gebruik is om hierdie studie te lei, was sosiale leerteorie en sosiale konstruktivisme teorie. Hierdie studie het ‘n doelgerigte steekproefnemingstegniek gebruik en drie sekondere skole is gemonster vir waarnemings, drie onderwysers in Natural Science (NS) in grad 8-klasse is geneem vir onderhoude en 24 leerders is gemonster vir fokusgroepe in grad 8-klasse. Die bevindinge van hierdie studie het aan die lig gebring dat daar ‘n gebrek aan kennis is met betrekking tot die versoging van die omgewing, en daar is ‘n teenstrydigheid tussen die EE- riglyne en –beleide wat deur die Departement van Onderwys (DvO) en die onderwyspraktyke van onderwysers aangebeid word. Alhoewel onderwys beskou word as ‘n noodsaaklike instrument in die bewaring van die natuur deur die ontwikkeling van inligting, aanleg, kwaliteite en kritiese denke deur die algemene bevolking, maar dit lyk nie meer so nie, kon ons op hierdie manier vestaan hoe leerders en onderwysers sien die omgewing waar. Hierdie studie impliseer dat die betrokeenheid van ander belanghebbendes ‘n belangrike rol speel. Tot dusver is deur hierdie studie aanbeveel dat die EE-kurrikulum herbesoek moet word en dit beklemtoon die belangrikheid van deeglike onderwyseropleiding met betrekking tot die integrasie. Die doel van hierdie studie was om te ondersoek hoe onderwysers en leerders in drie geselekteerde hoerskole in the UGU-onderwysdrik die integrasie van EE in die klaskamers waarneem. / Adult Basic Education (ABET) / M. Ed. (Environmental Education)
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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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