Browsing by Author "Hendricks, Natheem"

Now showing 1 - 9 of 9
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    ABET and development in the Northern Cape province: Assessing impacts of CACE courses, 1996-1999
    (Centre for Continuing and Adult Education (CACE), University of the Western Cape, 2001) Kerfoot, Caroline; Geidt, Jonathan; Alexander, Lucy; Dayile, Nomvuyo; Groener, Zelda; Hendricks, Natheem; Walters, Shirley
    This study presents the results of an investigation into the impact of CACE courses for adult educators, trainers and development practitioners. The report describes how the courses affected the training practices and lives of past students. Case studies document and analyse the problems and successes of implementing capacity-building ABET training in the Northern Cape.
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    Assessment practices of adult educators in Mamelodi Adult Learning Centers
    (University of the Western Cape, 2008) Mongalo, Lucky; Hendricks, Natheem; Faculty of Education
    This study explores the assessment practices of adult educators in Mamelodi Adult Learning Centers using a qualitative methodology. The study recognizes that assessment is an important activity within the education and training enterprise since it can be used to improve the quality of teaching as well as improve and support the learning process. The study sets out to investigate how Mamelodi adult educators conceptualize assessment; the skills levels of these educators; the nature of support and training these educators received to enhance their assessment practices; the different assessment methods employed by the adult educators to assess learners; and the educational validity and efficacy of these practices.
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    The challenges facing adult educators in reducing illiteracy among adults above twenty years of age: an Eastern Cape case study
    (University of the Western Cape, 2008) Ndlovu, Mpumelelo; Hendricks, Natheem; NULL; Faculty of Education
    This study analyses the challenges faced by adult educators in reducing illiteracy among adult above twenty years of age in the Eastern Cape. The focal point is on ascertaining why there is an increase in the percentage of illiteracy in the province despite a slight decrease in other provinces. Most importantly is the determination of the significant role played by adult educators. A qualitative approach is employed to pursue the aims of the study. Data is collected using semi-structured interviews. The study has shown that lack of monitoring and supervision by ABET administrators, lack of resources for skills development and language of instruction, all contribute to the increase in illiteracy rate in the Province. For administrators of adult learning programmes it is suggested that they become more familiar with operations at Adult Learning Centres and provide training including technical where appropriate. Designers of curriculum should select curriculum resources appropriate to adult learners. Providers of direct support to adult learners should ensure that training is provided on an ongoing basis. This training should focus on teaching methods and learning approaches (pedagogy) as well as the effective use of ABET learning and teaching guides.
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    Global student migration patterns reflect and strengthen the hegemony of English as a global lingua franca: A case study of Chinese students at three tertiary institutions in Cape Town in the period 2002-2004
    (University of the Western Cape, 2005) Pandit, Goolam Hoosain; Hendricks, Natheem; Faculty of Education
    The objective of this research paper was to examine how, through the prism of student migration patterns, the domination of the English language is extended and entrenched. Using the example of Chinese students in South Africa, the paper explored some of the reasons that underpin South Africa's growing appeal as an international study destination. The research specifically focused on the period between 2002 and 2004 which witnessed Chinese students arriving in unprecedented numbers to pursue higher education in a post-apartheid South Africa.
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    Informal and non-formal learning amongst teachers in relation to the management of classroom discipline at a primary school
    (University of the Western Cape, 2011) Damonse, Selwyn; Hendricks, Natheem; NULL; Faculty of Education
    South Africa has undergone major transformation after the election of the first democratic government in 1994. The acceptance of a humane constitution as well as equal rights for all its citizens necessitated the banning of corporal punishment in all schools under the South African Schools Act 84 of 1996. Accordingly, this change in the education policy as well as a change in society regarding equal rights for all citizens required teachers to adjust and improve their practices related to classroom management and discipline. The abolition of corporal punishment in 1996 (South African Schools Act 84 of 1996) can thus be regarded as such a changed aspect which required teachers to find alternative ways of keeping discipline in schools. It is expected from teachers to manage learning in classrooms, while at the same time practise and promote a critical, committed and ethical attitude towards the development of a sense of respect and responsibility amongst learners. It is with this in mind that one should remember that classroom locations and environments are complex as well as dynamic. Learners can now use their rights in a court of law while at the same time become more unruly, disruptive and at times even violent. Teachers on the other hand are left with limited alternative procedures or guidelines to manage unruly learners. As such, teachers now rely on their own informal learning in order to deal with such learners since alternatives to manage ill-disciplined learners are not included in formative teacher training courses. This study therefore concerns itself with the way teachers acquire classroom management skills in the absence of corporal punishment and learn how to deal with behavioural problems in order to carry on with day-to-day classroom activities. This is essentially viewed as informal learning. Because of the absence of much-needed training and support from educational authorities, teachers adjust and improve their practice, relying on hands-on experience in classrooms since they only incidentally receive opportunities to engage in ongoing formal professional development. This study explores the nature and content of informal/incidental as well as nonformal (courses not leading to formal accreditation) teachers learning related to managing classroom discipline in the absence of corporal punishment and investigates how skills, to manage classroom discipline, impact on the learning and teaching enterprise. A qualitative approach within the interpretive paradigm was followed throughout this study. Unstructured interviews were used to gather data which resulted in the gaining of rich detailed descriptions of participants responses to acquiring classroom management skills. This qualitative investigation included a literature review that explored and analysed different perspectives on the learning process. This study confirms that teachers acquire classroom management and discipline skills through workplace learning, initiated by themselves as well as collaboratively through interaction with colleagues and learners. Learning within the workplace was possible due to the opportunities they were afforded within the working context they found themselves in.
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    Men's attitudes and responses to the Gender Equity Strategy at South African Nylon Spinner Polymer Plant (2002-2004): Implications for an education and training intervention
    (University of the Western Cape, 2005) Van der Schyff, Sedick; Hendricks, Natheem; Faculty of Education
    This study investigated the attitudes and responses of male employees to the implemention of the Gender Equity Strategy and considered the implementation for the development of a gender education and training intervention. The study investigated the initial resistance to the introduction and implementation of the Gender Equity Strategy at the Polymer Plant by male employees.
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    RPL as cognitive praxis in linking higher education, the African Renaissance and lifelong learning
    (Taylor & Francis, 2003) Hendricks, Natheem; Volbrecht, Terry
    This article argues that one can use the Recognition of Prior Learning (RPL) to conceptualise the project of bridging the articulation gap between further and higher education in South Africa by framing the cognitive praxis of this project simultaneously within Africa Renaissance and within a progressive global project of lifelong learning. The article then suggests that RPL requires recognising both the complementarity and the contestation or disjunction between different modes of learning and knowledge production. In a postmodern period of intensified globalisation that inevitably shapes what is possible in lifelong learning and the Africa Renaissance, it may be useful to frame "bridging the gap" with a broader notion of "mediating difference". The article uses the experiences of introducing RPL at the University of the Western Cape to illustrate the general argument.
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    Social movement learning, student protest and higher education: An exploration of #FeesMustFall at UWC
    (University of the Western Cape, 2020) Mdepa, Anele Arnold; Hendricks, Natheem
    This study examines student activism and student protests that occurred at South African higher education institutions (HEIs) during the academic years 2015 and 2016. These protests were inspired by multiple grievances experienced by students at HEIs, which included protesting against the maintenance and celebration of imperial symbols at universities as well as the unaffordability of academic and residence fees. These protests were different to previous student protests in that student discontentment and protests were popularised and advocated through social media under Twitter hashtags such as #RhodesMustFall (RMF) and #FeesMustFall (FMF).
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    Social movement learning: COSATU shop stewards constructing knowledge through social activism
    (University of the Western Cape, 2024) Jaftha, Michelle Theresa; Hendricks, Natheem
    This study sought to investigate how shop stewards within Cosatu Western Cape construct knowledge through social activism. The study employed a qualitative research design, using a multiple case study method, where shop stewards and activists were invited to offer their narrative accounts of what type of knowledge is constructed in Cosatu as a social movement. Secondly, the study investigated how shop stewards construct knowledge within this movement and what shop stewards’ lived experiences are while constructing this knowledge. Purposive sampling was used to select participants for this study and thematic analysis was performed to interpret the collected data. Working through a social constructivist paradigm lens, that used Community of Practice as its theoretical framework revealed interesting outcomes within this study. These results highlighted important insights into how shop stewards understand the importance of their role within this social movement and why they prefer to construct knowledge in and through Cosatu. It also highlighted the types of learning that occur and how this learning is absorbed through lived experiences. The most significant outcome of this study was that knowledge construction by shop stewards does indeed take place on various levels and in different settings within Cosatu. Shop stewards within this federation indeed view Cosatu as a social movement due to the varied issues that they address within the labour, political, health and education sectors. It is within this social movement space that shop stewards feel a sense of belonging and nurturing when it comes to learning within this social movement. The results of this study may inform, among other possibilities, the modification of the existing educational programmes provided by Cosatu and the formal recognition of shop stewards' roles and responsibilities within this learning space: To invest in further research, collaborating and exchanging knowledge across social movements while investing in a formalised mentorship programme provided by veteran shop stewards.