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Grade 12 learner achievement in Business Studies in working-class communities in two schools in the Western Cape, South Africa
(Univesity of the Western Cape, 2025) Gordon, Cherylleen Enid; Smith, Juliana
The researcher was concerned about the underachievement of Grade 12 learners in Business Studies, particularly, in schools in working-class communities in the Western Cape. The research was presented as a case study of the learners and the teachers to learn more about factors that possibly contributed to the lack of success in Business Studies in the 12th grade. According to the National Senior Certificate results, the Education District categorised schools into groups. It was clear that many schools from the ex-House of Representatives, ex-House of Delegates and Department of Education and Training (DET) were at the bottom half with reference to the results and should receive high-priority intervention from the district level. Learners from new Western Cape Education Department (WCED) schools in specific areas also underperformed in the subject. The study sought to identify the reasons for this underperformance and made recommendations to ensure improved performance. The objectives of this investigation were, therefore, to define performance and underperformance, to determine the effect of learners’ socio-economic circumstances on their ability to succeed, and to investigate how changes in the curriculum influenced the knowledge and methodology of the Business Studies teacher. Conceptually, the study drew on understanding the term underperformance or underachievement. A review of the literature included the historiography of curriculum changes in the Business Studies curriculum over the past twenty years and the extent to which teachers were prepared for these changes. Other factors considered in the teaching and learning process were the relationship between socio-economic circumstances and academic achievement and the availability of quality learning spaces that are conducive to academic success. In this regard, the researcher reviewed similar studies in the literature. The research focused primarily on the learners’ and teachers’ perceptions of why learners underperform in Grade 12 Business Studies. To be able to make meaning of the phenomenon of underperformance, a qualitative research methodology was used in association with an interpretive approach. The instrumental case study (Stake, 2005:445), as a qualitative research design, was used to enable the researcher to facilitate understanding of the problem of underachievement of high school learners in Grade 12 Business Studies.
The use of ICT by intermediate phase mathematics educators: exploring the development of ICT competence of in-service mathematics teachers
(Univesity of the Western Cape, 2024) Willemse, Gershom; Pietersen-Hendricks, Nadia Mariaan
This study explores how Mathematics educators enhance their competence in effectively integrating Information Communication Technology (ICT) through professional development. Constructivist theory sees professional development as a chance for educators to construct knowledge from individual experiences. This involves refining mental representations and integrating new information into existing schemas. The study's objective is to collect data on educators' experiences in improving their ICT integration skills. The aim is to equip current and future educators with effective tools, ideas and practices for integrating ICT within the classroom. The research focuses on the experiences of intermediate phase (grade 4-6) mathematics educators in the Western Cape, South Africa, as they enhance their ability to use ICT as a teaching tool. The Western Cape Education Department (WCED) has taken steps to incorporate ICT into the curriculum, providing educator training, resources, smart classrooms and an online program called Green Shoots Maths. Green Shoots is aligned with the South African curriculum (CAPS) and is available to learners and educators in the Western Cape, with a primary focus on improving math skills. However, it is important to explore the factors that facilitate or hinder the development of competencies and skills in integrating ICT into mathematics teaching, as well as how educators can be supported in this endeavour. This study will utilise semi-structured interviews to gather qualitative data, offering insights into enhancing ICT skills and competencies as tools to support mathematics teaching.
A case study of the role of senior education officers in supporting teachers’ professional development in Northern Namibia
(Univesity of the Western Cape, 2024) Imalwa, Secilia Ngaike; Smith, Juliana
Education policies are very important in guiding teaching and learning in any country. One of such policies is that of using advisory teachers to support teachers’ professional development (TPD) in Namibia. However, not all policies are implemented as originally intended. This study aimed to investigate the role of Senior Education Officers (SEOs) in supporting teachers’ professional development in selected public schools in Northern Namibia. The objectives of the study were to: explore the Senior Education Officers (SEOs) policy document and their implementation in support of teacher professional development; investigate the nature of teachers’ professional development support Senior Education Officers (SEOs) provide to school teachers; understand teacher experiences of the nature of professional development support they get from Senior Education Officers (SEOs); identify challenges experienced by teachers on professional development support toward achieving best practice in their jobs; and identify recommendations by teachers to improve the levels of professional development they receive. The conceptual framework informing this study is drawn from Namibian policy imperatives related to the role of SEOs in relation to the professional development of teachers. It also drew on the key concepts related to teacher professional development identified in related literature. This conceptual framework thus illustrates the policy - practice gap used to guide and inform my study. The research is located within an interpretive paradigm using a qualitative research approach and a case study design. Eleven participants were purposively selected from two public-run schools within the Oshakati circuit to partake in the study, comprising six teachers, two Head of Department (HODs), and three Senior Education Officers (SEOs), responsible for Agriculture, Biology, and Physical Science. A pilot study was conducted before the main research study. The data collection took place through document analysis and semi-structured individual interviews. The data was interpreted using thematic data analysis. Ethical considerations of informed consent, trustworthiness, respect for human dignity and confidentiality were adhered to.
Quality assurance in African higher education: a bibliometric mapping of research, policy and practices
(Univesity of the Western Cape, 2025) João, Luís Manuel; Langa, Patrício V
This study provides a comprehensive analysis of quality assurance (QA) research in African higher education by examining its evolution, key themes, methodologies, and challenges. Using a systematic literature review and bibliometric analysis of scholarly articles from Scopus, Web of Science (WoS), Google Scholar, and African Journals Online (AJOLs), the study explores QA research trends from 1999 to 2019, focusing on both policy and practice. The analysis reveals a significant increase in publications and citations from 1999 to 2019, underscoring the growing attention being paid to QA in the region. The findings reveal regional disparities in research output, stakeholder engagement, and citation impact, highlighting the need for equitable opportunities and enhanced collaboration. Additionally, the study identifies the role of financial support and policy harmonization in improving QA standards across the continent. Based on these insights, the study recommends areas for future research, including longitudinal studies to extend bibliometric analyses beyond 2019 and comparative studies between African and non-African higher education systems to identify best practices. Further research should also explore stakeholder engagement, particularly the roles of governments, QA agencies, institutions, students, and employers in shaping QA frameworks. Given the rise of digital transformation, technological integration—such as artificial intelligence and data analytics—should be assessed for its potential to enhance QA processes. Moreover, regional collaboration through initiatives like the Pan-African Quality Assurance and Accreditation Framework requires deeper analysis to evaluate its effectiveness in policy harmonization. Finally, future research should address disparities in capacity building and funding while ensuring that QA frameworks promote equity and inclusivity, especially for marginalized institutions and communities. By addressing these areas, this study contributes to a more effective, globally competitive, and inclusive QA system in African higher education.
The impact of cancer therapy on the oral-health-related-quality-of-life of paediatric cancer survivors
(University of the Western Cape, 2024) Rampersad, Nashna; Smit, Dirk; Mohamed, Nadia
Background: Whilst childhood cancers account for 1–10% of all diagnosed cancers globally, the majority of cases are in low- and middle-income countries, where survival rates remain low. While survival rates have improved, paediatric cancer survivors often experience longterm oral health complications from cancer treatments. However, the impact of these complications on the oral-health-related quality of life (OHRQoL) of paediatric cancer survivors in South Africa reamains understudied, restricting the ability of healthcare providers to develop contextually appropriate long-term follow-up dental care protocols for survivors. Aim and Objectives: This study aimed to determine the OHRQoL experienced among paediatric cancer survivors who completed cancer therapy.