Browsing by Author "Kallaway, Peter"

Now showing 1 - 6 of 6
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    ABET programmes at community learning centres in the Western Cape
    (University of the Western Cape, 2006) Larney, Redewan; Kallaway, Peter; Omar, Rahmat; Faculty of Education
    The problem that gave rise to this study was to determine how Adult Basic Education and Training (ABET) was implemented in the Western Cape and to find answers to the question of "what exactly is the nature of the relationship between adult education and training".
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    Analysis of the relationship between teacher characteristics and learner performance in english reading in Namibia
    (University of the Western Cape, 2001) Katali, Henry Isak Amalovu; Kallaway, Peter
    This mini thesis investigates the relationship between teacher characteristics and learner performance in English reading in Namibia. The level of performance in national examinations is often linked to the level of English proficiency of learners. To address my research questions about the impact of selected teacher characteristics on learner performance in English reading in Namibia, I used descriptive, correlation, and regression analyses in my inquiry. These analyses allow me to measure the multivariate relationship of more than one independent variable to one dependent variable. The leaners studies were a sample of Grade 6 learners and their teachers who were in schools in Namibia in 1995. Measures of the learners were age, gender, number of books in the home, parent education, repetition etc. Measures of the teacher characteristics were age, gender, qualifications and experience. The results of the study show that teacher characteristics have an influence, negative or positive, on learner performance. However, teacher training came out to be a strong influential variable to learner performance in English language reading in Namibia.
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    The contestation, ambiguities and dilemmas of curriculum development at the Solomon Mahlangu Freedom College, 1978-1992
    (University of the Western Cape, 2011) Govender, Rajuvelu; Kallaway, Peter; Faculty of Education
    The main problem being investigated is why there were such divergent views on the appropriate curriculum for ANC education-in-exile from within the ANC, and in the light of this contestation, what happened in reality to curriculum practice at the institutions. The arguments for Academic, Political and Polytechnic Education are contextualized in the curriculum debates of the times, that is, the 20th century international policy discourse, the African curriculum debates and Apartheid Education in South Africa. This study examines how Academic Education, despite the sharp debates, was institutionalised at the SOMAFCO High School. It also analyses the arguments for and various notions of Political and Polytechnic Education as well as what happened to these in practice at the school. The SOMAFCO Primary School went through three phases of curriculum development. The school opened in 1980 under a ‘caretaker’ staff and without a structured curriculum. During the second phase 1980-1982 a progressive curriculum was developed by Barbara and Terry Bell. After the Bells resigned in 1982, a conventional academic curriculum was implemented by Dennis September, the new principal.
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    Foreign students: the Lesotho students' reasons, learning and social experiences in the Western Cape, South Africa
    (University of the Western Cape, 2000) Kuili, Anna Malihlano; Paterson, Andrew; Kallaway, Peter; Faculty of Education
    The aim of this study was to find out the academic and social experience of Lesotho students who studied at institutions of higher in the Western Cape between 1990-1997.
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    A history of the Ottery School of Industries in Cape Town: issues of race, welfare and social order in the period 1937 to 1968
    (University of the Western Cape, 2001) Badroodien, Azeem; Kallaway, Peter; NULL; Faculty of Education
    The primary task of this thesis is to explain the establishment of the 'correctional institution', the Ottery School of Industrues, in Cape Town in 1948 and the programmes of rehabilitation, correctional and vocational training and residential care that the institution developed in the period until 1968. This explanation is located in the wider context of debates about welfare and penal policy in South africa. The overall purpose is to show how modernist discourses in relation to social welfare, delinquency and education came to South Africa and was mediated through a racial lens unique to this country. In doing so the thesis uses a broad range of material and levels from the ethnographic to the documentary and historical. The work seeks to locate itself at the intersection of the fields of education, history, welfare, penalty and race in South Africa.
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    Welfare and education in British colonial Africa, 1918–1945
    (Springer, 2020) Kallaway, Peter
    The relevance of historical research for an explanation of the roots of contemporary educational policy and its relationship to notions of equity, democracy and development has been sadly neglected in recent years. This means that policy makers have forfeited the advantages of reflecting on the traditions and experience of past endeavors and examining them critically for potential understandings of present and future policy making. The aim of this paper was to direct the attention of researchers to the complexities and multifaceted nature of educational policy development in inter-war era (1918–1945), with specific reference to British colonial Africa and South Africa. It will also hopefully provide a set of elementary tools for all of those interested in educational policy-making strategies that seek to promote meaningful social, economic and political change in an age of uncertainty.