Browsing by Author "Arendse, Agnetha"

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    The grade 11 life orientation curriculum: towards preparation for active citizenship in a democratic South Africa
    (University of the Western Cape, 2014) Arendse, Agnetha; Smith, Juliana; Small, Rosalie
    The general aim of this study was to explore the extent to which the Grade 11 LO curriculum prepares learners for active citizenship in a democratic South Africa. The main research question that the study addresses is: To what extent does the Grade 11 LO curriculum prepare learners for active citizenship in a democratic South Africa? The main objective of the study is to explore the extent to which the Grade 11 LO curriculum prepares learners for active citizenship in a democracy in the South African context. Even though democratic structures and participation forms a small component of the broader topic of active citizenship in the Grade 11 LO curriculum, the study examines the public participation initiatives of Parliament, as a democratic structure with the intention to increase active citizenship in a democratic South Africa. The theoretical framework of this study considers Paulo Freire's educational theory in the context of critical theory and models of public participation in preparation for active citizenship. As such, the literature was used in order to come to an understanding of concepts relating to active citizenship in a democracy, the concepts, namely, "education for "public participation‟, "citizenship‟, "democracy‟, "inclusivity‟ and "human rights‟. The study adopted a mainly qualitative research approach to explore the extent to which the Grade 11 LO curriculum prepares learners for active citizenship in a democracy. In order to gain an in-depth understanding of learners' perceptions, a case study method was employed and data collection techniques included questionnaires and focus group interviews. The sample in this study comprised 461 Grade 12 learners, who completed the Grade 11 LO curriculum during 2012, and seven LO educators from five selected schools in Metro South Education District in the Western Cape. Even though the total number of participating educators was seven, four completed the questionnaires and four participated in the focus group interviews. The data collection process encompassed three phases. Phase one included a literature review and document study. Phase two included the administration of questionnaires and phase three included the facilitation of focus group interviews. Thematic and document analyses were applied in order to undertake a detailed examination of documents and interviews.
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    Investigating the challenges facing Itinerant Learning Support Educators (ilse) in the context of inclusive education in the Metro South Education District
    (University of the Western Cape, 2010) Arendse, Agnetha; Stofile, Sindiswa; Dept. of Comparative Education; Faculty of Education
    The study aims to understand the challenges facing the Itinerant Learning Support Educators in an Inclusive Education framework. At the onset of the study there were very limited research studies and literature available on the challenges facing Itinerant Learning Support Educators hence literature in the study drew on the development and history of Special Education towards a global shift with regard to Inclusive Education policy development. As such the literature was utilized to understand how global phenomena and policies in developed countries impact on local policy transformation and contexts. The study followed a qualitative research approach to explore the challenges facing Itinerant Learning Support Educators in performing their functions. To gain an in depth understanding of their perceptions a case study method was followed and data collection techniques included focus group interviews. The sample in this study comprised of 14 Itinerant Learning Support Educators. The data was analyzed using a thematic approach. The findings of this study highlighted that despite a shift towards Inclusive Education in South Africa, Itinerant Learning Support Educators found themselves challenged by a range of contextual issues that impacted on the effective delivery of inclusive principles and practices. The study recommends that the Department of Education should take cognisance of these challenges, review the job description of Itinerant Learning Support Educators and put clear guidelines and support structures in place to support them in functioning optimally within an Inclusive Education paradigm.
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    The role of Parliament in promoting active citizenship in relation to the Grade 11 Life Orientation in the South African curriculum
    (AOSIS, 2019) Arendse, Agnetha; Smith, Juliana
    The Parliament of the Republic of South Africa plays a pivotal role in promoting active citizenship to ensure the deepening of democracy. This article, as based on the study by Arendse, explored the extent to which Parliament as a key participatory institution promotes active citizenship in relation to the Grade 11 Life Orientation (LO) curriculum in South Africa. A qualitative, interpretive approach was employed. However, data were gathered through the crystallisation approach using different methods of gathering data such as document study, questionnaires and focus group interviews, which involved 461 Grade 12 LO learners who had completed the Grade 11 LO curriculum during 2012 and seven LO educators. The findings suggest that there is: (1) lack of exposure, knowledge and understanding about Parliament; (2) lack of public education programmes and initiatives about Parliament; and (3) limited information about Parliament in the LO curriculum.