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Exploring the use of a dialogical argumentation instructional model to an assessment for learning tool when teaching natural science and technology in foundation phase
(2024) February, Florence
Assessment for learning forms an integral part of the teaching and learning process and it can support teachers to identify learners’ prior knowledge and address learners’ alternative conceptions. This study was conducted within mixed methods (QUAL-quan) paradigm and adopted case study methods. The data was collected from foundation phase teachers in the form of individual interviews, pre- and post-questionnaires, classroom observations and artefacts to explain the nature and extent to which foundation phase teachers elicit learners’ prior knowledge and address their alternative conceptions when implementing Dialogical Argumentation Instructional Model (DAIMAL) to facilitate the teaching and learning of the foundation phase Life Skills Curriculum and Assessment Policy Statement (CAPS). It further sought to explain the perceptions, which foundation phase beginner teachers hold, about assessment for learning and argumentation as a teaching methodology. Social constructivist theory provided the over-arching theoretical framework that guided this study. The data collected was analyzed using the Toulmin Argumentation Pattern, Contiguity Argumentation Theory, and Social Constructivist Theory. Toulmin’s Argumentation Patterns (TAP) provided a basis for analysing and describing teachers’ interview responses. In addition, this study utilized Third-Generation Cultural-Historical Activity Theory (CHAT) as a methodological lens to identify the tensions and contradictions when teachers are implementing DAIMAL. The key findings emanating from this study shows that the teachers have conflicting perceptions about assessment for learning due to the pressures of the external assessments. The findings indicated that in the event where teachers embrace DAIMAL to support their assessment for learning practices that the argumentation spaces within DAIMAL allowed teachers to implement assessment for learning strategies and supported them to elicit learners’ prior knowledge and address their alternative conceptions. CHAT highlighted the contextual- and systemic factors that influenced the way teachers responded to professional development interventions. The implementation of DAIMAL was constrained by the contradictions and tensions identified in the activity systems. Finally, the study offers strategies to policy makers, curriculum designers, and education planners on the need to integrate assessment for learning in natural science to enhance the quality of teaching and learning and at the same time improve learners’ performance, and to encourage more learners to follow science careers.
The role of learning communities in addressing primary school dropout: an exploratory study of a learning community in a low-income primary school in cape town,south africa.
(University of the Western Cape, 2025) Sithole,Nomakolwa
This research responds to an identified concern in the literature that primary school dropout may be a relatively understudied phenomenon requiring due attention. Accordingly, this research undertaking explored the present role of learning communities in addressing voluntary withdrawal or dropout in a low-income primary school educational context in post-apartheid South Africa. This research is important especially in a country where, for the majority of South African learners, educational inequality continues to prevail across postapartheid educational landscapes. Within an interpretive paradigm, and as a qualitative case study, the underpinnings of Epstein’s model pertaining to school, home and community partnerships have been explored to broadly guide this research undertaking, and participant perception was invited through semi-structured interviews. Key findings draw attention to possible collaborative solutions to the unrelenting problem of voluntary learner withdrawal in low- income primary school educational contexts. Most notably, key findings suggest that the formation of educational communities comprising educators, parents and caregivers, and the learners themselves potentially has a high social and educational value towards the success of learners. Findings also draw attention to the value of an extended educational community in which district officials and community organizations, for example, could contribute towards authentic lifelong learning strategies towards educator and learner success.
An agentic approach to investigating barriers to access and participation on the pathways of mature adult students in namibia
(University of the Western Cape, 2024) Bassonn, Browin
Various shifts in the educational landscape of Namibia have made educational access and participation, particularly for mature adult students aiming to enter the teaching profession, difficult. While research on this phenomenon in Namibia is limited, the purpose of the current study is to investigate the barriers to access and participation for mature adult students aiming to live their lifelong dream of becoming teachers. As a result, this study is also necessary, as it can provide valuable knowledge regarding the teaching profession in Namibia which has experienced a crisis over the past few years. Using a qualitative research approach and an interpretivist framework, I aimed to answer the main research question: “What are the barriers to access and participation among mature adult students at a Higher Education Institution in Namibia?” I used structure and agency as a theoretical framework, highlighting how the students use their agency to approach the barriers they face on their learning pathways. The study shows how mature adult students demonstrated agentic capacities in the face of hardship, which allowed them to overcome both situational and institutional barriers to access and participation in teacher education. Recommendations are made around these barriers to support teacher education in the hope of solving some of the challenges facing this profession in Namibia
The Zondo Commission and the crisis of accountability in South Africa’s state-owned enterprises. The case of Eskom and state capture.
(University of the Western Cape, 2025) Skweyiya, Lukholo Deon
The 2016 State of Capture Report published by the former Public Protector Thuli Madonsela catalysed the establishment of the Zondo Commission. The Zondo Commission investigated allegations of state capture involving several South African state-owned enterprises (SOEs). The focus of this study was specifically on the Electricity Supply Commission (Eskom). The importance of this study stems from the reality that Eskom is one of the biggest SOEs in South Africa. Its apparent vulnerability casts a looming shadow over the future of quality, affordable energy supply. Eskom’s monopoly over energy supply in South Africa means its failure or malfunction has wider consequences for the public. The Public Protector's report highlighted incidents of bribery, fraud and corruption and also noted the severe lack of accountability and conflicts of interest involving several public officials in SOEs. These issues compounded the growing concern that anti-corruption measures had eroded and South Africa's SOEs were “captured”. This culminated in what was known as the Zondo Commission, which investigated allegations of state capture by putting several public officials under the microscope of public proceedings. Eskom was one of the SOEs subject to heavy criticism for its wasteful expenditure, questionable relationships, leadership failures and poor service delivery. This research sought to gain a deeper understanding of the effectiveness of the Zondo Commission inquiry of Eskom and the strength of accountability mechanisms.
An exploration of the link between migration and food security in Zimbabwean female migrants in Cape Town, South Africa
(University of the Western Cape, 2024) Kanyayi, Joseph Kudakwashe
Migration and food security are intricately connected, especially in developing countries where socioeconomic instability compels individuals to pursue livelihoods outside their national boundaries. Migration, frequently a survival strategy, is essential for food security for both migrants and their family in their nation of origin. In recent years, there has been a growing discussion on the topic of migration in relation to food security in a development context. Nevertheless, less emphasis has been directed on the nexus between migration and food security concerning women (a vulnerable group), despite their role as primary carers responsible for household food preparation and distribution in numerous families. The ongoing discourse on remittances mostly focuses on their economic contribution to the recipient nations, while neglecting their contribution to household food security and livelihoods. This study examines the relationship between migration and food security among Zimbabwean female migrants in Cape Town, South Africa, within the framework of an enduring socioeconomic crisis in Zimbabwe. The study investigates the factors driving migration among Zimbabwean women, their migration in relation to food security, the food security status of these migrant women, and the essential role of remittances in sustaining the households left behind. It adopts a mixed methods approach and is based on two major theoretical frameworks: the new economics of labour migration (NELM) and the livelihoods approach. The research findings indicate that food insecurity is a significant factor influencing migration. Majority of the women left Zimbabwe escaping hunger and economic adversity.