Philosophiae Doctor - PhD (Education)

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https://hdl.handle.net/10566/15753

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Browsing by Author "Maarman, Rouaan"

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    A capability analysis of the National Development Plan (NDP) in terms of learners’ mathematics performances in primary schools in South Africa: Lessons from African successes
    (University of the Western Cape, 2024) Soga, Mncedisi Help; Maarman, Rouaan
    Even though the study is not a comparative study some of its content reviews the South African primary schools’ mathematics learners’ capabilities towards their mathematics performances in comparison with other African equivalents in mathematics performances. It is evident according to the Trends in International Mathematics and Science Studies (TIMSS 2015) (Reddy et al., 2016:3) that some African and international learners have improved mathematics achievements and outperform South African learners in mathematics and therefore this study seeks to bring a strategy that might address these mathematics learners’ freedoms and functionings. The study forefronts primary school mathematics learners’ performances because that is where a good foundation of mathematics should be laid or start while simultaneously looking at mathematics learners’ successes and improvements without considering the quintile to which the school belongs. The study looks at possible inferences which hinder South African mathematics learners from performing to the desired levels of performance despite the country’s historical background and the coronavirus (COVID-19). According to the South African Schools’ Act (DoE, 1996) about the right to education, as one of the fundamental human rights, the study reviews the National Development Plan (NDP) (National Planning Commission, 2011) by seeking to address its relevance, potential and enabling nature in terms of mathematics learning in the South African primary schools.
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    Investigating the nexus of leadership styles and teaching for learning in five secondary schools in the Zambezi region of Namibia
    (University of the Western Cape, 2023) Maemeko, Eugene Litaba; Maarman, Rouaan
    Five secondary schools were selected from the Zambezi (then Caprivi) Region. It is situated in the north-eastern part of the country and is one of Namibia's eight educational regions. For the past 33 years, previously disadvantaged schools in the Zambezi region were upgraded. However, learning performance measured by examination results leaves much to be desired (Simasiku, Kasanda & Smit, 2015). Prior to Namibia's independence, enrolment levels were low in schools. Namibians were mostly enrolled for local and vocational jobs (Katjavivi, 2016). As such, education was aimed at preparing Namibians for menial positions. At the time, the Germans and the South African government needed this. However, according to the Ministry of Education (1993), there was an exception for a few individuals who became messengers, and clerks including other roles in the administrative system. This study investigated the nexus of leadership styles and teaching for learning in five secondary schools in the Zambezi region of Namibia. A qualitative approach was employed to provide rich data for deeper insight (McMillan & Schumacher, 2001) into the nexus of leadership styles and teaching for learning. This includes improving learners’ academic performance in the five secondary schools. The study employed a multiple case study method. A case study approach allowed for deeper insight into the leadership style of school principals in enhancing positive job performance by teachers and good academic performances by learners in the five schools (Leedy & Ormrod, 2010). Five secondary schools were selected, as this provided an accurate representation of the secondary schools to avoid the generalization of the findings (Christensen & Johnson, 2008). Convenient sampling was used which is a non-probability sampling technique.