>Magister Scientiae - MSc / This study sought to identify the bottlenecks in the promotion of Zimbabwean Traditional Medicines (ZTMs) towards improving the national healthcare delivery system. The indigenous medicines lost value and recognition to the Conventional Western Medicines introduced by the British colonialist since 1871 and is still dominating the national healthcare delivery system. There are growing challenges to ensure accessibility of affordable drugs especially for primary healthcare. The World Health Organization (WHO) and United Nations (UN) is in support of re-engaging indigenous medical interventions to achieve the Millennium development goals. Indigenous Traditional Medicine Knowledge-Based Systems (ITMKS) form the basis of the main source of health care for about 80% of the population in the developing countries. The implementation of the Zimbabwe Traditional Medicines Policy (ZTMP) has been at a stand-still since inception in 2007. The research used mixed methods involving qualitative and quantitative approaches. Data was collected through desk and field research. Questionnaires and focus group discussions were used to record perceptions and attitudes of key informants. The stakeholders included Traditional Health Practitioners (THPs), Medical Doctors, Pharmacists, Medical Research Council of Zimbabwe (MRCZ) staff, Medicines Control Authority of Zimbabwe (MCAZ), Traditional Medical Practitioner’s Council (TMPC), Zimbabwe National Traditional Healers Association (Zinatha), Ministry of Health and Childcare, WHO, Higher Education Institutions (UZ School of Pharmacy staff and students), Christian Groups, NGOs and Prostate Cancer Patients in Harare CBD. The stakeholders sampling framework was obtained from the list of registered practitioners. The stakeholder mapping involved selection of 5 key informants from each focus group obtained through random selection. The Snowball sampling technique was used to follow the closest 5 key informants in each focus group. The key findings established that 80% of respondents agreed to the integration of ZTM. The major bottlenecks were lack of modern dosage forms and standardization to determine quality, safety and efficacy of the ZTM. The study suggests that in order to fast track the integration process, a bottom up implementation strategy providing ZTM advocacy, capacity building in the institutionalization and training of ZTMPs, pharmacists and CMP need to be engaged for a favorable and quick buy-in. The study also recommends further analysis of the Indigenous Knowledge Systems (IKS) areas of specialization in pharmaceutical practice in order to improve treatment outcomes.

PhD (African Studies) / Department of African Studies / Inwi nwana, ni tou vha khundavhalai! (you child, you defeated your guide!). When a child behaved disrespectful to society, and is ill mannered, in Tshivenda, he/she would be referred to as Khundavhalai. Khundavhalai is made out of two Tshivenda words (Khunda + Vhalai which could be equalled to defeating + guides), meaning the one who defeated those who should guide him/her. The system and process of guiding could be equaled to u laya. Nwana is a child. The purpose of this study was to reflect on the Afro-centric practices of u laya nwana- guiding a child with particular reference to the Vhavenḓa culture. The decision to conduct this study was influenced by concerning incidences of behavior that could be associated with khundavhalai. The question was how did vhalai convey ndayo (The content and processes of u laya)? Bearing in mind a lack of documentation on these practices, I envisaged that the reflections would provide insights about how Vhavenda people guided children, with the hope that what was good could be blended with contemporary practices. The study employed a qualitative reflective paradigm. In-depth interviews were conducted with six elderly people who were key informants, to establish how u laya ṅwana was practised in the olden days. Olden days referred to a period before the 1980s. Key informants were asked to reflect on the processes and content of u laya ṅwana, and to identify positive practices that could be applied in the revival process of u laya vhana. Findings showed that u laya nwana was done throughout a child’s development, using different forms, such as songs, folklore, games, proverbs within a family context and communally through initiation schools(ngoma). There was a strong collaborative system between the families, traditional leadership, and key community figures who had the trust of the families and the royal household to run initiation schools. Participants were concerned that these practices have since vanished. A few that still exist are not without challenges. I got an opportunity to visit and observe at least two of those schools. The programme to revive ndayo was suggested, which encourages adaptive processes and collaborative effort between traditional initiation schools, families, communities, schools, churches, and relevant government departments. / NRF

This study provides a critical interrogation of the perceptions held by the undergraduate Philosophy of Education students at an open and distance learning institution, towards African philosophy. The study is premised on famed Kenyan philosopher, Odera Henry Oruka‟s classification of African philosophy into four trends: ethno-philosophy, philosophic sagacity, nationalist-ideological philosophy and professional philosophy. These trends confirm that African philosophy is more than traditions, culture or ubuntu, and more complex than the students make it to be. The study makes a link between the students‟ flawed perceptions of African philosophy with their lack of critical thinking skills. The study has attempted to answer questions such as why students have flawed perceptions of African philosophy; how critical thinking assists in changing their perceptions of African philosophy, and what role can the education system play in equipping students with critical thinking skills. The study‟s findings show that undergraduate Philosophy of Education students conflate African philosophy with African people‟s traditions and cultures, and with ubuntu. Students perceive that African philosophy lacks reason and rationality - key elements of critical thinking. The study‟s findings show that students lack critical thinking skills. The study notes that the way students are taught makes a large contribution to their perceptions and lack of critical thinking skills. The study makes the following recommendations. Firstly, to deal with the problem of students‟ conflations, the study recommends the introduction of the principles of African philosophy, namely, ubuntu, communalism and indigenous knowledge systems (IKS) in the school curriculum, and to emphasise these principles in the curricula of higher education institutions. Secondly, the study recommends the introduction of philosophy for children (P4C) in schools. It is envisaged that P4C will assist learners to acquire critical thinking skills at an early stage of learning. Thirdly, the study recommends the teaching of critical thinking skills at universities. Finally, the study recommends that in- service training be made an integral part of teachers‟ and lecturers‟ professional training, to bring them up-to-date with new ideas and methods of teaching. / Educational Studies / D. Ed. (Philosophy of Education)

Magister Educationis - MEd / This study investigated 1) the conceptions on capacitors held by a group teachers in the Western Cape; 2) the effect of a dialogical argumentation instructional model on the teachers’ conceptions on the capacitor; and 3) the teachers’ perceptions on the implementation of this instructional model. The theoretical framework of the study was based on Toulmin’s Argumentation Pattern (TAP) and Ogunniyi’s Contiguity Argumentation Theory (CAT). The objective was to retrain science teachers in their awareness and understanding of the Nature of Science and Indigenous Knowledge Systems thereby enhancing their ability and efficacy in integrating science and Indigenous Knowledge Systems. The study involved workshop activities that included the teachers’ Reflective Diary, interview sessions, and video-taped lesson observations. The study adopted a Case Study approach and the data was analysed both quantitatively and qualitatively. The findings of the study showed that: 1) the teachers held varying conceptions of the capacitor; 2) the teachers’ conceptions of the capacitor improved after being exposed to the Dialogical Argumentation Instructional Model and 3) the teachers were dominantly in favour of the Dialogical Argumentation Instruction Model as a teaching method to be introduced at schools. The implications of the findings for school science and pedagogy were highlighted for closer observation.

Philosophiae Doctor - PhD / The U.S. has a problem: it is not effectively utilizing all the bright young minds available to its science & engineering workforce. In 2012 the President’s Council of Advisors on Science and Technology (PCAST) reported that a million more STEM professionals in the U.S. workforce were needed over the next decade. PCAST reported that the situation is far worse for underrepresented students, who make up 70% of undergraduate students but only 45% of the STEM degrees. Recent reports suggest women in science and engineering have made small gains, while historically underrepresented ethnic groups (Blacks, Hispanics, American Indians) continue to be significantly underrepresented. The lack of diversity in the U.S. workforce is not reflected in the USA population nor is it reflected in the undergraduate student population. As the U.S. aspires to retain a leadership role in research and development in an increasingly diverse and globally interconnected society, this disparity is unsustainable. What if having more culturally interesting, more culturally responsive STEM classes is a way of increasing the diversity of the science and engineering workforce in the U.S.? This study focuses on a topic that has been generally overlooked by the STEM educational community, but one that is directly relevant to student engagement and learning outcomes: the role of culture as a variable in student learning. This study examines how different pedagogical approaches shape student outcomes in Astronomy 101 courses. In a comparative study two different pedagogical approaches were analyzed using both quantitative and qualitative methods in a semiexperimental nonequivalent group research design. The theories of culturally responsive pedagogy (CRP), active learning theory in STEM, and Indigenous knowledge systems (IKS) ground this approach. The findings of this study show important gains for all students. Underrepresented minority students (URM) in the course with increased culturally responsive pedagogy were exceptionally engaged and learning gains soared. By measure of the concept inventory, the URM students in the course with increased culturally responsive pedagogy outperformed all other students in the study. As the U.S. will have a non-white majority by the year 2045 and diversity in STEM faculty lags there is a need for tangible, evidence-based, culture-based curriculum and pedagogy. There is a problem and based on the evidence found in this study, there is a way to fix it. / The U.S. has a problem: it is not effectively utilizing all the bright young minds available to its science & engineering workforce. In 2012 the President’s Council of Advisors on Science and Technology (PCAST) reported that a million more STEM professionals in the U.S. workforce were needed over the next decade. PCAST reported that the situation is far worse for underrepresented students, who make up 70% of undergraduate students but only 45% of the STEM degrees. Recent reports suggest women in science and engineering have made small gains, while historically underrepresented ethnic groups (Blacks, Hispanics, American Indians) continue to be significantly underrepresented. The lack of diversity in the U.S. workforce is not reflected in the USA population nor is it reflected in the undergraduate student population. As the U.S. aspires to retain a leadership role in research and development in an increasingly diverse and globally interconnected society, this disparity is unsustainable. What if having more culturally interesting, more culturally responsive STEM classes is a way of increasing the diversity of the science and engineering workforce in the U.S.? This study focuses on a topic that has been generally overlooked by the STEM educational community, but one that is directly relevant to student engagement and learning outcomes: the role of culture as a variable in student learning. This study examines how different pedagogical approaches shape student outcomes in Astronomy 101 courses. In a comparative study two different pedagogical approaches were analyzed using both quantitative and qualitative methods in a semiexperimental nonequivalent group research design. The theories of culturally responsive pedagogy (CRP), active learning theory in STEM, and Indigenous knowledge systems (IKS) ground this approach. The findings of this study show important gains for all students. Underrepresented minority students (URM) in the course with increased culturally responsive pedagogy were exceptionally engaged and learning gains soared. By measure of the concept inventory, the URM students in the course with increased culturally responsive pedagogy outperformed all other students in the study. As the U.S. will have a non-white majority by the year 2045 and diversity in STEM faculty lags there is a need for tangible, evidence-based, culture-based curriculum and pedagogy. There is a problem and based on the evidence found in this study, there is a way to fix it.

This study provides a critical interrogation of the perceptions held by the undergraduate Philosophy of Education students at an open and distance learning institution, towards African philosophy. The study is premised on famed Kenyan philosopher, Odera Henry Oruka‟s classification of African philosophy into four trends: ethno-philosophy, philosophic sagacity, nationalist-ideological philosophy and professional philosophy. These trends confirm that African philosophy is more than traditions, culture or ubuntu, and more complex than the students make it to be. The study makes a link between the students‟ flawed perceptions of African philosophy with their lack of critical thinking skills. The study has attempted to answer questions such as why students have flawed perceptions of African philosophy; how critical thinking assists in changing their perceptions of African philosophy, and what role can the education system play in equipping students with critical thinking skills. The study‟s findings show that undergraduate Philosophy of Education students conflate African philosophy with African people‟s traditions and cultures, and with ubuntu. Students perceive that African philosophy lacks reason and rationality - key elements of critical thinking. The study‟s findings show that students lack critical thinking skills. The study notes that the way students are taught makes a large contribution to their perceptions and lack of critical thinking skills. The study makes the following recommendations. Firstly, to deal with the problem of students‟ conflations, the study recommends the introduction of the principles of African philosophy, namely, ubuntu, communalism and indigenous knowledge systems (IKS) in the school curriculum, and to emphasise these principles in the curricula of higher education institutions. Secondly, the study recommends the introduction of philosophy for children (P4C) in schools. It is envisaged that P4C will assist learners to acquire critical thinking skills at an early stage of learning. Thirdly, the study recommends the teaching of critical thinking skills at universities. Finally, the study recommends that in- service training be made an integral part of teachers‟ and lecturers‟ professional training, to bring them up-to-date with new ideas and methods of teaching. / Educational Studies / D. Ed. (Philosophy of Education)

Philosophiae Doctor - PhD / This research study examines those aspects of Indigenous Knowledge (IK) that could be socially and culturally relevant in the Western Cape Province, South Africa, for teaching meteorological science concepts in a grade 9 Social Science (Geography) classroom using dialogical argumentation as an instructional model (DAIM). The literature reviewed in this study explains the use of argumentation as an instructional method of classroom teaching in particular dialogical argumentation, combined with IKS (Indigenous Knowledge Systems), which in this study is seen as a powerful tool both in enhancing learners’ views and positively identifying indigenous knowledge systems within their own cultures and communities, and as tool that facilitates the learning of (meteorological) literacy and science concepts. With the development of the New Curriculum Statements (NCS) and the Curriculum and Assessment Policy Statements (CAPS) for schools, the Department of Basic Education (DBE) of South Africa acknowledges a strong drive towards recognising and affirming the critical role of IK, especially with respect to science and technology education. The policy suggests that the Department of Education take steps to begin the phased integration of IK into curricula and relevant accreditation frameworks. Using a quasi-experimental research design model, the study employed both quantitative and qualitative methods (mixed-methods) to collect data in two public secondary schools in Cape Town, in the Western Cape Province, South Africa. A survey questionnaire on attitudes towards, and perceptions of high school, of a group of grade 9 learners, as well as their conceptions of weather, was administered before the main study to give the researcher baseline information and to develop pilot instruments to use in the main study. An experimental group (E-group) of learners were exposed to an intervention - the results were recorded against a control group (C-group) that were exposed to no intervention. Both the E-group and C-group were exposed to a Meteorological Literacy Test (MLT) evaluation before and after the DAIM intervention. The results from the two groups were then compared and analysed according to the two theoretical frameworks underpinning the study, namely, Toulmin’s Argumentation Pattern - TAP (Toulmin, 1958) and Contiguity Argumentation Theory - CAT (Ogunniyi, 1997). The findings of this study revealed that: Firstly, the socio-cultural background of learners has an influence on their conceptions of weather prediction and there was a significant difference between boy’s and girls’ pre-test conceptions about the existence of indigenous knowledge systems within the community they live in. For instance, from the learners’ excerpts, it emerged that the girls presented predominantly rural experiences as opposed to those of the boys which were predominantly from urban settings. Secondly, those E-group learners exposed to the DAIM intervention shifted from being predominantly equipollent to the school science to emergent stances and they found a way of connecting their IK to the school science. The DAIM model which allowed argumentation to occur amongst learners seemed to have enhanced their understanding of the relevance of IK and how its underlying scientific claims relate to that of school science. Thirdly, the argumentation-based instructional model was found to be effective to a certain extent in equipping the in-service teachers with the necessary argumentation skills that could enable them to take part in a meaningful discourse. The study drew on the personal experiences and encounters from a variety of sources. These included storytelling-and sharing, academic talks with local community members recorded during the research journey, formal round table discussion and talks at international and local conferences, conference presentations, informal interviews, indigenous chats at social event-meetings, and shared experiences at IKS training workshops as a facilitator. These encounters lead to the formulation of the research study and occurred throughout the country in various parts of the Southern African continent including: Namibia, Zimbabwe, Malawi, Botswana, Tanzania and Mozambique.

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