Magister Educationis - MEd

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A capabilities analysis of teachers' perceptions of caps in a Cape Town low-income school community in the Western Cape Province
(University of the Western Cape, 2017) Kileo, Mercy Kansari; Maarman, Ruaan
Since the dawn of democracy, the South African government has set up different measures to improve education in schools, inter alia the provision of funding, resources, feeding schemes and the introduction and amendment to different curricula. The current education policy, the Curriculum and Assessment Policy Statement (CAPS), was adopted in 2012 following three other consecutive education policies that had not delivered to the desired standard in terms of educational outcome. This study focuses on the perceptions of teachers in terms of their freedom to pursue the aims of CAPS in low-income school communities. The teachers' perceptions and freedoms were explored and analyzed using the Capabilities Approach (CA) authored by Amartya Sen which forefronts the capabilities (the ability to achieve) and the functionings (real achievements). Teachers' perceptions were therefore explored and analyzed in terms of freedoms and unfreedoms they enjoy and face in the process of transferring the knowledge to learners. The thesis studied and analyzed the capabilities and perceptions of teachers in terms of their real freedoms through the deconstruction of their experiences.
A reflective study on factors that influenced the matric results in physical sciences in four secondary schools in a district in the Eastern Cape
(University of the Western Cape, 2017) Ndokwana, Vusumzi Wilfred; Hartley, Shaheed
This is a reflective study of the factors that influenced the performance of learners in Physical Sciences National Senior Certificate examinations in four secondary schools in a district in Eastern Cape. The study considered factors that influenced the matric results for a period of five years in a district in the Eastern Cape (from 2010 to 2015) National Senior Certificate results. The study was conducted to identify the indicators that could positively influence physical sciences results after many years of underperformance in the subject. This study was underpinned by the theory of reflective practice. As part of an intervention strategy, learners completed an intensive programme of teaching during school hours, extra classes, practical work and assessment. The four school principals were purposively selected for interviews. Four Physical Sciences educators from the four senior secondary schools and 12 post-grade 12 learners from each senior secondary school were all interviewed. Post-grade 12 learners were randomly selected for interviews. The researcher used a reflective journal as a method of examining the reflections by the respondents. Teachers reflected on their teachings to improve their practices that make science learning more meaningful to both learners and teachers The findings indicate that extra classes provided sufficient time to complete the syllabus, to conduct experiments and to administer practical tests. Regular assessment in theory and practical work showed the improvement in attainment of good physical sciences results in all the four participating schools. Instructional supervision from the managers also assisted in developing teacher skills. It was recommended that the DoE should use experts in teacher training and professional development activities. School management systems should play an active role in teacher support and the supervision of instructional work.
Aanslag op leesbegrip – die effektiewe gebruik van die leeshalfuur
(University of Western Cape, 2008) Cornelissen, R.C.; McMillan, W.J.
This thesis tries to answer the question of how the reading half hour could be used effectively to address literacy problems and thereby improving reading comprehension. In this thesis dominant issues surrounding the teaching of reading and the development of reading comprehension are put under the magnifying glass. A skills based approach, where the focus is on the development of mechanical skills, is contrasted with a comprehension approach in the study. The study was undertaken within a psycholinguistic approach where the primary aim is to make meaning of language and text. This framework also created the space within which literacy problems could be addressed
Access to and use of information and communication technology by students at the University of the Western Cape
(University of the Western Cape, 2005) Mkhize, Sibusiso Zolile; Ravjee, Neetha; Czerniewicz, Laura; Faculty of Education
This study investigated access to and use of Information and Communication Technology by students at the University of the Western Cape. It examined how the issues of access and use play out at the microlevel of a historically disadvantaged institution in South Africa by investigating the institutional arrangements and practices of different computer laboratories.
Access to higher education: the case of the career preparation programme at the University of the Free State
(University of the Western Cape, 2008) Rabie, Neville Errol; Thaver, Beverley; Faculty of Education
When it comes to education, the legacy of apartheid in South Africa has had major implications for the higher education system. The White population group long dominated the nrolment of students in higher education institutions, although they were, and still are, one of the minority population groups in the country. The under-preparedness of black students means that they require structures to prepare and assist them within the higher education environment. In order to assist these disadvantaged students, higher education institutions have established certain Academic Support Programmes. One such programme is the Career Preparation Programme (CPP) being offered at the University of the Free State. This study attempts to measure the success rate of the Career Preparation Programme and to time to completion of graduates.
Access, barriers to participation and success amongst mature adult students at a Technical and Vocational Education and Training (TVET) college in the Western Cape
(University of the Western Cape, 2021) Larke, Sylvia Phillipine; Groener, Zelda
Insights into the experiences of students at TVET colleges can inform policies and practices. This paper focuses on an investigation into students’ experiences of access, and barriers to participation, and success at a TVET college in the Western Cape. I mainly used the theories by Margaret Archer (2003), Anthony Giddens (1979; 1984), Albert Bandura (1989; 2001; 2006), Steven Hitlin and Glen H. Elder (2006), Kjell Rubenson and Richard Desjardins (2009), and K. Patricia Cross (1981) related to structure and agency to analyse my data. Data was collected from interviews with the exit level students at a TVET college who are registered for a National Certificate (Vocational) programme. The evidence of this qualitative research revealed that students experience several institutional, dispositional and situational barriers, but find ways of overcoming these in order to complete their studies successfully. Findings show that elements of ‘agency’ such as ‘intentionality’ ‘forethought’ and self-reflectiveness are prevalent in the ways that students overcome barriers. The findings further revealed that the majority of participants accessed vocational education at a TVET college to improve their lives with the desire and intention to study further. This study generally suggests that intentionality and resilience, amongst other factors, are important elements of agency and are used to explain and interpret the positive relationship between agency, barriers to participation and success.
An activity -based approach towards developing critical thinking in the Geography classroom
(University of the Western Cape, 1990) Pym, June; van den Berg, Owen; Desai, Zubeida
This thesis deals with an attempt to employ the research methodology of action research to focus on classroom strategies involving a range of resources, including indigenously generated ones, as a way of enhancing critical understanding and thinking. This necessarily also involves an examination of what critical thinking might be. Each of these areas of concern arose from an initial concern about the need for the creation and effective use of indigenous resources to maximise Senior Secondary students ability to relate to Geography curriculum content and to interrogate it for its own assumptions. By using a systematic action research methodology of planning, action, observation and reflection, I realised that I needed to be more focused and thorough regarding my understanding of critical thinking, and that I needed to extend my understanding of resources that can enhance accessibility and the problematizing of material. My readings and reflection in critical thinking made me realise not only the complex and contested nature of critical thinking, but also that in order to move toward critical thinking my emphasis would need to be on adopting a critical pedagogy. The type of process, rather than a particular paradigm, needed to be the emphasis. The focus needed to be on how knowledge is produced, internalised, and disorganised. I thus attempted to highlight aspects that need to be included in an activity-based approach that may facilitate a critical pedagogy. with this shift of emphasis my second project acknowledged that indigenous materials are only one way of enhancing accessibility to the students worLd and the South African socio-political context. I then explored more fully styles and strategies of problematizing the course work to contribute toward an eventual changing of student consciousness. Out of the many elements that had emerged in the second project, I chose to examine the strategy of conflict as a resource, to engage students in the underlying issues rather than to accept the syllabus content at face value. A deeper and far more nuanced understanding of the different dimensions of conflict arose and therefore the potential use of conflict in a transformative educational context. Finally, the thesis highlights and reflects upon the value of action research approach towards deepening ones understanding classroom processes and the issues that arise.
The admission policies of ex-model C primary schools in Cape Town during 1998
(University of the Western Cape, 1998) Denyssen, Shuaib; Sayed, Yusuf
ln the past all black learners were excluded from ex-Model C schools by Apartheid laws. ln the context of transformation, the South African Schools Act (1996) aims to equalize opportunities for learners from all racial and social class backgrounds. ln spite of the popular trend to gloss over racial and class differences and rather celebrate freedom, opportunity, equality and black empowerment after the first democratic elections of 1994, the social context remains characterized by Apartheid remnants such as geographically separate living areas according to race and social class. The result is that in spite of claims that thousands of black learners are in fact presently enrolled at ex-Model C schools, hundreds of thousands of working-class black children remain excluded. ln order to aid the process of transformation towards equal schooling opportunities, it is necessary to have an understanding of how national schooling policy is implemented at school level. This study therefore collects the views and understandings of selected ex-Model C school principals about their admission policies using qualitative methods. From the admission trends implied in this study, suggestions and recommendations are made which may aid the democratization of school governance.
Adult learning and social reconciliation: a case study of an academic programme at a Western Cape Higher Education Institution
(University of the Western Cape, 2012) Van Reenen-Le Roux, Valdi; Groener, Zelda
Heterogeneous school communities are becoming more apparent under local and global conditions. A school community is more diverse and similar, not only racially but also in respect of economic, cultural, national and ethnic identities. Schools would require leaders who are mindful of the need for conflict sensitivity and social reconciliation within a globalising classroom.Through the lens of critical constructivism, I investigated the extent to which a higher education institution achieved the aims of the ACE in School Leadership, a continuing professional development programme. I relied upon a qualitative research approach to gather rich descriptive data from interviews conducted with nine school leaders who had graduated from the ACE School Leadership programme. The Literature Review is based on readings regarding critical constructivism, globalisation, conflict‐sensitivity and reconciliation.I found that the programme expanded the school leaders’ basic knowledge about conflict sensitivity and social reconciliation, but not sufficiently in terms of developing a critical consciousness to deal with conflict effectively. I concluded that conflict‐sensitive schools required school leaders that produced knowledge critically through a rigorous process of engagement and reflection. The ACE School Leadership programme had limitations in the extent to which it could prepare and equip school leaders in this regard.
An investigation of the relationship between bullying and physical activity at one high school in the Western Cape
(University of the Western Cape, 2018) Chiware, Jeremiah Tendayi; Moodley, Trevor
According to Morrison (2007), bullying is considered a critical issue in the Western Cape Schools as well as in South African schools in general. This phenomenon of bullying can affect learners in schools and may lead to several problems such as low esteem, poor academic performance, depression, absenteeism and eventually dropping out of school. In addition, numerous studies in psychology have revealed that physical activity has positive effects on learners, (Ajay, 2011; Shaffer, 2002). This is because it increases self-esteem in learners, boosts confidence and builds the physical, social, emotional, moral and intellectual composition in an individual. This study will aim (1) to determine the relationship between bullying and physical activity among South African learners in one high school in the Western Cape, (2) to measure the frequency of bullying at that high school, (3) to measure the frequency of bully-victimization in the school among South African learners in that high school in the Western Cape, and (4) to establish the level of physical activity by the learners in the high school. This study used a quantitative method and a descriptive survey as research design. The participants were mostly black South African adolescent learners, aged between 14 and 20 years.
An analysis of learning barriers among deaf learners in the structured workplace component of a learnership programme
(University of the Western Cape, 2009) Van der Westhuizen, Gillian; Groener, Zelda; NULL; Faculty of Education
In this research paper, guided by Prof Z Groener, I explore the learning barriers experienced by deaf learners in the structured workplace component of a learnership programme. I focus on the learning barriers of deaf learners at work on an Information Technology learnership where the learning environment shapes and are shaped by deaf learners. Twenty deaf learners have entered during 2005 into an Information Technology: Technical Support NQF4 learnership, funded by the Information Systems (IT), Electronics and Telecommunications Technologies Sector Education Training Authority (ISETT Seta). I have determined how deaf learners are faring with work and learning in a technological environment that has experienced rapid and extensive restructuring during the past ten years. The specific difficulties which they experience during their structured workplace component of the learnerships have also been defined. I argue that when deaf learners form part of a community of practice, consisting of both deaf learners and hearing colleagues and who operate in the same area of knowledge and activity, they fare better than those who did not form part of such a community. I conclude this research paper with a link to the situated learning theory where I explain why the learner’s situation contributed to their ability to learn.
An analysis of the concept of decentralization in South African education policy after 1990
(University of the Western Cape, 1999) Chaile, Makaleng; Chaile, Makaleng
This mini-thesis traces the evolution of the South African education policy of decentralization from 1990 to 1996. The tracer study is guided by Bowe, Ball with Gold (1992)'s conceptualization of the policy process and the conceptual distinction of the policy process into the context of policy influence, the context of policy text production and the context of policy practice. In terms of the context of policy influence, I analyze how the political, social and economic forces have influenced the emergence and evolution of the education policy of decentralization in South Africa. I also analyze how forces within the context of education policy influence have shaped the representation of the discourses of decentralization, equity and redress. It becomes apparent from my analysis that the federal ideology permeating the interim constitution and the international pressures influenced the key policy actors, the democratic movement and the National Party to adopt the notion of decentralization, albeit for different rationales. While the democratic movement adopted the policy of decentralization in order to advance the objective of participatory democracy and populist localism, the NP intended to advance neo-liberal tendencies like individual liberties, competition and meritocracy. As regards the context of education policy text production, I analyze the effect of the role played by civil society, the Ministry of Education and parliament in the development and textual representation of the discourse of decentralization. Guided by Lauglo (1990)'s conceptual distinction of decentralization into delegation, deconcentration and devolution, I establish that the key policy actors similarly represented decentralization as devolution, or "the transfer or authority by law from the state and to some regional or local (or private) authority which is not directly accountable to the center"(Lauglo, 1990:30). With regard to funding, I contend that the intervention of the international consultants served to introduce the market ideology in the provision of education. In conclusion, I contend that the education policy of decentralization, through its promotion of the notion of school ownership does not only dilute the central state's resolve to redress gross historical disparities in education but it inadvertently impedes the realization of the equality of opportunity and the equality of outcome. I also argue that the ideology of the market promotes the perpetuation of historical inequalities in education.
An analysis of the current approach to skills development planning for human resources (HR) managers at the Nelson Mandela Metropolitan University
(2013) Govender, Loshni Sarvalogasperi; Omar, Rahmat
A qualitative research study, supplemented by a policy and contextual analysis was conducted to evaluate the skills development planning process for Human Resources managers at the NMMU. The findings of the study indicate a need for the NMMU to implement effective skills development planning practices to ensure relevant skills are developed in the Human Resources department. The findings further highlighted the need for a Human Resources strategy and model to guide the skills planning process.
An analysis of the feasibility of incorporating production activities in school Mathematics
(University of the Western Cape, 1996) Fray, Benjamina Johanna; Julie, Cyril
I taught for fourteen years, as a secondary school mathematics teacher, at schools in disadvantaged communities in South Africa. During this period pupils' attitude towards school mathematics textbooks drew my attention, as it also affects their progress at school. Textbooks are issued yet it seems, for one or the other reason, pupils very seldomly use the books. The excuses for not using the textbook made me realise that an actual problem might lie with the presentation of the textbook content. My impression is that pupils cannot take ownership of mathematics education, because the content of the textbook is far removed from their daily real life experiences. My research is about the development of mathematics concepts yielded through production activities of carpenters and seamstresses. The research is based on realistic and ethno mathematics and is underpinned by the following ideas: • The starting point should be in the real world. • Mathematics should contribute to the cultural background of the student. • The gap between knowing mathematics and using mathematics be bridged. • Conceptual mathematics, the extraction of the appropriate concept from a concrete situation, is the focal point. • Mathematics should not be separated from other sciences. Lessons on quadrilaterals and symmetry were developed and a workshop was held to test the opinions of teachers and educators. This helped to improve the presentation of the lessons.
An analysis of the governance of higher education access in malawi
(University of the Western Cape, 2013-01) Chivwara, Nita; Wangenge-Ouma, Gerald
Over the past few years researchers have been studying access reforms, as well as uncovering challenges related to systems with low participation rates; Examples of this type of work are Teferra and Altbach (2003), Maharasoa (2003) and World Bank (2008). A key factor often addressed are various reforms related to access policies, often merely descriptions of access reforms in general or the status quo of systems are given, particularly those with low participation rates or needing access reforms (Weber, 2005). The relationship between participation rates, access policies and the governance of higher education has however not yet been thoroughly examined. The purpose of this qualitative study is to present the results of an analysis carried out to investigate the research question: Is there a relationship between participation rates, access policies and the governance of higher education access in Malawi? The access-policygovernance theory whose proponents are Tapper (2005), Ball (1990), Bunting et al (2005) and Clark (1983), among others, formed the basis for a proposed framework of evaluating the governance of higher education access in Malawi. The data involved in this study are national educational policies and institutional policy. The second data set are interviews with fourteen personnel who are involved in formulation and implementation of higher education access policies and the governance of higher education, both at a national level in Malawi and institutional level at the University of Malawi. A conclusion is drawn that the policies which were utilised and the governance structure created from them generated the limited nature of access which characterises Malawi’s higher education sector. The policies belonging to the University of Malawi, for example, generated proposed growth in student numbers without drastic changes in the general governance structure of the university. Thus the University of Malawi was unable to maintain the growth that the institutional policies intended. This research is of significance to the domain of governance of access as it extends the knowledge base that currently exists in the field of higher education studies. The concept of linking participation rates, access policies and the governance of higher education is relatively under-researched in this field. It is hoped that this study has added to the understanding of this relationship by addressing the significance
Analysis of the ways of working of learners in the final grade 12 mathematical literacy examination papers: focussing on questions related to measurement
(University of Western Cape, 2012) Simons, Marius; Julie, Cyril; Mbekwa, Monde
Mathematical Literacy has a dual meaning in South Africa. On the one hand it alludes to an understanding of the role of Mathematics in the real world. On the other hand it refers to a subject that is taken by students who generally do not do well in Mathematics and who do not wish to do a pure Mathematics course, This research focuses on the identification and investigation of errors, misconceptions and alternative ways of working in the responses of students in the final grade 12 Mathematical Literacy examination. The aim was to identify the errors, misconceptions and alternative ways of working and to discuss possible reasons for these errors and misconceptions. This aim was governed by the principle that feedback to students and teachers form a vital component in the teaching and learning process. This analysis only focused questions pertaining measurement in Mathematical Literacy. An analytical framework was constructed based on common errors and misconceptions identified by various researchers’ in the field of Mathematics. This analytical framework was used to classify and analyse the errors, misconceptions and alternative ways of working in Mathematical Literacy. The analysis was done using document analysis on a randomly selected sample of Mathematical Literacy scripts taken from across all education districts in the Western Cape. Great care was taken to prevent bias and cross checking was done by peers to ensure that the categories of errors were agreed on. The results of the analysis revealed that the errors identified for Mathematics are common to those of Mathematical Literacy. The findings in this project suggest that the analysis and feedback of errors and misconceptions may help to improve teaching and learning in Mathematical Literacy.
Arabic as educational Muslim content in South African context: A pedagogical survey and evaluation with special reference to Secondary Schools
(University of the Western Cape, 1987) Medar, Abdul Samad; Van Zyl, A.E.
The aim of this study is to investigate ·and outline the importance and significance of Arabic in the South African context. The study investigates inter alia the part played by the early Muslim settlers, political exiles and the pioneers who made possible the preservation of Islamic faith and culture. This study demonstrates that the period from 1652 to date had been a period of considerable development, expansion and _enlightenment of Arabic. The study revealed inter alia that only Indian schools under the Department of Indian Affairs (now Department of Education and Culture) offered Arabic which fully satisfied the Muslim Community's demands. 1975 marks the beginning of Arabic as a language in Indian secondary schools. The Muslim pupil is given the basic grounding in the understanding of both the Quran and the Hadith. Some suggestions regarding aspects of an effective didactic approach concludes this presentation.
Assessing educational resources and support services for learners with visual impairment in the mainstream junior schools in Eritrea
(University of the Western Cape, 2003) Fitwi, Nasser Mohammed; Lomofsky, Lilian
In Eritre4 the educational resources and support services for learners with visual impairment are not adequately addressed. The department for special education needs under the MOE is disorganized, and, ill-equipped with the necessary qualified staff and material resources. Thus there is an inadequate support service, and there are not enough materials for learners as well as for their regular teachers in mainstream schools. The aim of this study was to investigate an appropriate support system for blind and partially sighted pupils and to develop relevant skills among regular teachers in the mainstream education system. This study was conducted in three Zobas (regions) of the six administrative regions of the country. The participants involved in this study include teaching staff, pupils, parents as well as authorities of the MOE. Both a literature review and empirical data were used in this study. ln the literature review section, the notion of inclusive education is conceptualized. The key barriers to the development of relevant support services for regular teachers and the major obstacles to strengthening the material resources for blind or partially sighted learners are discussed. Strategies to address barriers to learning and development which are used internationally and in developing countries with particular reference to the experience of South Africa and Zimbabwe has been discussed in detail. Qualitative research methods were employed to gain in-depth information about the teachers' and parents' attitudes towards the inclusion of blind or partially sighted learners to the mainstream schools as well as their special needs, especially with regard to material and support services in the Eritrean context. The data instruments implemented in this study are individual interviews, group interviews, class observations and document analyses. Individual interviews were conducted with regular teachers; group discussions were held with blind school teachers; and class observations were arranged for regular teachers. In addition, documents were obtained from the blind school and the Erikean National Association of the Blind (ERNAB). The data gathered through the above instruments has been coded according to patterns or themes which emerged. The themes developed have been organized into different aspects of such topics as teachers' attitudes, insufficient educational resources, barriers to adapt the curriculum, parents' attitudes and roles and financial constraints to enhance the inclusion of blind or partially-sighted pupils into the ordinary schools. In general, this study provided evidence for the need for strong support for teachers in training and for establishing resource centers, equipping learners with necessary devices, involving parents in contributing to the empowerment of their children's education, as well as a need for planning to allocate a separate budget for the inclusion of such learners.
Assessment of the need for business skills training of crafters at the greater Stellenbosch Development Trust
(University of the Western Cape, 2006) Luxande, Vuyokazi; Albertyn, Ruth M.; Dept. of Human Ecology; Faculty of Education
The study dealt with one multi-site craft based poverty alleviation programme at the Greater Stellenbosch Development Trust and aimed to assess the business skills training needs of its participants. A literature review was undertaken which mainly focused on issues such as Poverty, Unemployment, Training, Craft, Skills Development, SMMEs and Gender. It also focused on the link between the above and poverty.
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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