Magister Philosophiae - MPhil

Permanent URI for this collection

https://hdl.handle.net/10566/15697

Browse

Now showing 1 - 20 of 55

Accessing academic literacy: Perceptions of learning in English 101 at the University of the Western Cape
(University of Western Cape, 1996) Jaffer, Kayzuran; Hibbert, Liesel
This dissertation explores the apparent mismatch between the expectations of first year students in the English department at the University of the Western Cape, and those who teach them. By exploring the perceptions of some of the students, lecturers and tutors in the department, I investigate how meaning within the discipline of English studies is negotiated and to what extent the learning experiences in the department contribute to the facilitation of "epistemological access" (Morrow, 1993). An important aspect of meaning negotiation is the redefining and rethinking of concepts such as "academic literacy" and "critical literacy
Adult learners, access and higher education: learning as meaning-making and negotiation in context
(University of the Western Cape, 1997) McMillan, Janice Mary Ellison; McMillan, Janice Mary Ellison
This study focuses on the learning experiences of adult learners entering higher education for the first time. Based in the Department of Adult Education and Extra-Mural Studies at the University of Cape Town, it analyses the experiences of successful adult learners on the first year (1995) of a formal Certificate Programme in Adult Education, Training and Development. The study concludes that the ways in which contexts and learning relate is complex. We need to understand that it is at the intersection of the individual and the social that meaning is made and negotiated in learning. This understanding, it is argued, is crucial to better understand the relationship between access, learning and success - within but also across contexts. The implications of this are raised tentatively by looking at alternative approaches to curriculum development and teaching-learning processes.
An analyse of work team learning processes of second year University mathematical students in Rwanda when dealing with a mathematical modelling problem
(University of the Western Cape, 2001) Gahamanyi, Marcel; Julie, Cyril
In our daily lives, we always have to tackle various problems in order to survive. The outcome of our effort is then our daily bread. Surely all of us are concerned. We solve some of these problems through research in different fields. Mathematics, in which the current study is embedded, is one of these fields. This study focuses particularly on mathematical modelling. Solving day-to-day real problems has become almost an obsession. Mathematical modelling is not only a way of solving some of these daily real-life problems, but it is also a way of demonstrating how mathematics can be applied in this way. The present research is concerned with the learning processes in mathematical modelling. It shows how students have been more creative in mathematics. At the same time it challenges the activity system in terms of learning mathematical modelling.
An analyse of work team learning processes of second year University mathematics students in Rwanda when dealing with a mathematical modelling problem
(University of the Western Cape, 2001) Gahamanyi, Marcel; Julie, Cyril
In our daily lives, we always have to tackle various problems in order to survive. The outcome of our effort is then our daily bread. Surely all of us are concerned. We solve some of these problems through research in different fields. Mathematics, in which the current study is embedded, is one of these fields. This study focuses particularly on mathematical modelling. Solving day-to-day real problems has become almost an obsession. Mathematical modelling is not only a way of solving some of these daily real-life problems, but it is also a way of demonstrating how mathematics can be applied in this way. The present research is concerned with the learning processes in mathematical modelling. It shows how students have been more creative in mathematics. At the same time it challenges the activity system in terms of learning mathematical modelling.
An analysis of the Eritrean grade 9 biology textbook
(University of the Western Cape, 2000) Suleiman, Ali; Joenker, Lewis
Teachers during various seminars, workshops, and departmental meetings continuously complained about the inadequacy of the grade 9 biology textbook used in the Eritrean secondary schools. Among others, the teacher's concern has provided a necessary stimulus for embarking on this research which sought to determine the role, quality, readability, and relevance of the Eritrean grade 9 biology textbook, based on the teachers' and students' perceptions. Interviews, questionnaires, Cloze test, and Word Difficulty Indexes were used to collect the data. The interviews and questionnaires provided information on how the textbook was being used by both teachers and students. In addition, they provide information about the quality of the textbook and its relevance to the daily life experiences of the students. Moreover, the Cloze test and Word Difficulty Index provided information on the readability of the textbook. The finding of this study reveals that both teachers and students use the textbook as the major source of information. Also, the factors that determine the quality of the textbook were found to be poor except the physical features and organization. With respect to relevance, very limited attempts were made to link biology to the daily life experiences of the students. The Cloze test results and Word Difficulty Index shows that the students clearly experience difficulty in understanding what they have read. In conclusion, this study makes some recommendations to writers on how to improve the quality of the textbook. The results obtained Finally areas suggested warranting further investigation in this study are by no means exhaustive.
An analysis of the Eritrean grade 9 biology textbook
(University of the Western Cape, 2000) Abdella, Ali Suleman; Jonker, Lewis
Teachers, during various seminars, workshops and departmental meetings, continuously complained about the inadequacy of the grade 9 biology textbook used in the Eritrean secondary schools. Among others, the teachers concerns has provided a necessary stimulus for embarking on this research which sought to determine the role, quality readability and relevance of the Eritrean grade 9 biology textbook, based on the teachers' and students' perceptions. Interviews, questionnaires, Cloze test and Word Difficulty Index were used to collect the data. The interview and questionnaires provided information on how the textbook was being used by both teachers and students. In addition they provided information about quality of the textbook and its relevance to the daily life experiences of the students. Moreover, Cloze test and Word Difficulty Index provided information on the readability of the textbook. The finding of this study reveals that both teachers and students use the textbook as the major source of information. Also, the factors that determine quality of the textbook were found to be poor except the physical features and organisation. With respect to relevance, very limited attempts were made to link biology to the daily life experiences of the students. The Cloze test and Word Difficulty Index show that the students clearly experience difficulty in understanding what they have read. In conclusion, this study makes some recommendation to writers on how to improve the quality of the textbook. The results obtained in this study are by no means exhaustive. Finally, areas warranting further investigation are suggested.
An analysis of the Eritrean grade 9 biology textbook
(University of the Western Cape, 2000) Suleiman, Ali; Joenker, Lewis
Teachers during various seminars, workshops, and departmental meetings continuously complained about the inadequacy of the grade 9 biology textbook used in the Eritrean secondary schools. Among others, the teacher's concern has provided a necessary stimulus for embarking on this research which sought to determine the role, quality, readability, and relevance of the Eritrean grade 9 biology textbook, based on the teachers' and students' perceptions. Interviews, questionnaires, the Cloze test, and Word Difficulty Index were used to collect the data. The interviews and questionnaires provided information on how the textbook was being used by both teachers and students. In addition, they provide information about the quality of the textbook and its relevance to the daily life experiences of the students. The finding of this study reveals that both teachers and students use the textbook as the major source of information. Also, the factors that determine the quality of the textbook were found to be poor except for the physical features and organization. With respect to relevance, very limited attempts were made to link biology to the daily life experiences of the students. The Cloze test results and Word Difficulty Index show that the students clearly experience difficulty in understanding what they have read. In conclusion, this study makes some recommendations to writers on how to improve the quality of the textbook. Moreover, the Cloze test and Word Difficulty Index provided information on the readability of the textbook. results obtained Finally areas suggested. in this study are by no means exhaustive. warranting further investigation is suggested.
An analysis of work team learning processes of second year university mathematical students in Rwanda when dealing with a mathematical modelling problem interpretation, discussion and recommendations
(University of the Western Cape, 2001) Gahamanyi, Marcel; Julie, Cyril
In our daily lives, we always have to tackle various problems in order to survive. The outcome of our effort is then our daily bread. Surely all of us are concerned. We solve some of these problems through research in different fields. Mathematics, in which the current study is embedded, is one of these fields. This study focuses particularly on mathematical modelling. Solving day-to-day real problems has become almost an obsession. Mathematical modelling is not only a way of solving some of these daily real-life problems, but it is also a way of demonstrating how mathematics can be applied in this way. The present research is concerned with the learning processes in mathematical modelling. It shows how students have been more creative in mathematics. At the same time it challenges the activity system in terms of learning mathematical modelling.
An approach to implementing meaningful Communicative language activity material in Arabic for use at Primary School Level. A case study at Cravenby Secondary School.
(University of the Western Cape, 1995) Ismail, Reedwaan; Katz, Ed
The Arabic language is a means by which the culture, beliefs and myths of Arabic speaking communities in the world can be understood. The ability to communicate, read and write in the Arabic language, can be used to research, read and write about the customs, traditions, folklore, habits, poetry, music, history and literature of the people where Arabic is considered the mother tongue The Constitution of the Republic of South Africa (act 200 of 1993) states that 11 every person shall have the right to use the language and to participate in the cultural life of his or her choice" (p 16 (31)). The Constitution further states that " no person shall be unfairly discriminated against, directly or indirectly, and, without derogating from the The existence, respect and promotion of the Arabic language has been enshrined in the South African Constitution. Arabic is recognised as a language used by communities in South Africa even though it is mainly used for religious and ceremonial functions at this point in time. In 1993 I started teaching at Cravenby Secondary School, (Sub. A to Std. 10). During that year I did not teach the Arabic language. I, however, enquired from teachers regarding their teaching approach of the Arabic language. I also questioned the pupils about their opinion towards the language and the approach used by teachers. The overwhelming response by the pupils was that they had to learn the meaning of words in isolation and out of context.
Authority in Schooling in post 1990 South Africa
(University of the Western Cape, 1998) Kennedy, Vanessa Natasha; Kennedy, Vanessa Natasha
I contextualise my argument in favour of a retrieval of authority in schooling by means of a brief discussion of each of the following : (l) schooling in chaos, (2) reasons for the erosion of teacher authority due to the broader political picture, (3) democratisation of schooling as a specific reason for the erosion of teacher authority, (4) arguments contra democratisation of schooling, (5) on the nature of authority and (6) freedom and authority - an introduction to the argument presented in this mini thesis. There is a widespread understanding that schooling in South Africa is in chaos. Discussions about the schooling crisis a.re commonplace. And, schooling does appear to be in crisis. There are many concerns that need to be addressed. There is the problem of insufficient finding for education. There is the uncertainty that teachers suffer in their jobs. There is also the problem of the "lost generation", students who missed great chunks of schooling while the African National Congress (ANC) was pursuing its ideal of making the country ungovernable during the 1980's. I will return to this issue shortly. That much of our schooling is in chaos can be gauged from the absence of almost any form of order and discipline in far too many of our schools. This absence of order and discipline might be attributed, at least in part, to the collapse of teacher authority. How did this collapse of authority happen? In our recent past we had the National Party government almost at war with students even in the streets of our city centres. During the 1980s police and the army were so visible that we come to expect their presence just about everywhere. Armoured vehicles constantly prowled our townships in a display of brute military power. This was in response to escalating resistance to the government of the day. Resistance had to escalate when dealing with a brutal and violent state. Eventually resistance of a particular kind reached schools. Class boycotts were common for much of the 1980s. Students, who were now involved in all kinds of resistance from mass rallies, to mass meetings, to consumer boycotts, were learning to ask questions regarding the legitimacy of the state. The net result was that students changed. They were not just becoming politically aware, they were also coming to see their own power as a destructive political force. Students had become key players in the resistance movement in the county.
Can the view of persons and society that is presupposed by Higgs's account of fundamental pedagogics be compatible with a concept of demographic education?
(University of the Western Cape, 1993) Jerome Albert, Slamat; Morrow, Wally; Bak, Nelleke
Yes, the view of persons and society that is presupposed.by Higgs's account of Fundamental Pedagogics can be compatible with a concept of democratic education. However, I shall argue that this is a charitable rather than a certain answer. I shall firstly examine Carol Gould's thesis that every social and political theory presupposes, explicitly or tacitly, a social ontology. I critically reinterpret her conceptual tool of social ontology as a presupposed view of persons and society, but retain some positive aspects of her argument. Secondly, I provide an analytical summary and critical discussion of three recent articles by Professor PhiI Higgs on the nature and task of Fundamental Pedagogics (FP). Consequently, I apply the conceptual tool of a presupposed view of persons and society to Higgs's account of FP. The following steps of my argument are the development of an account of democratic education that is linked to agency, authority, reciprocity and participation and the interpretation of the view of persons and society (VOPS) that underpins it. In the concluding chapter Higgs's account of FP, together with its constitutive VOPS, is measured against eight criteria provided by the account of democratic education and its matching VOPS. My conclusion is that the VOPs that is presupposed by Higgs's account of FP can charitably said to be compatible with the concept of democratic education developed in Chapter Five, given some adjustments, clarifications and elucidations. Finally, I consider some objections that Higgs might raise against the argument of this mini thesis, and briefly respond to these.
Changes in power and authority relations in South African schooling since l976
(University of the Western Cape, 1990) Williams, B.K; Williams, Brian. Kenneth
This mini-thesis examines the changed perceptions in the concepts of power and authority in south African schooling. In chapter 1 it is argued that relationships in South African schooling have traditionally been based on hierarchical structures and that because of increased learner-activity and learner-participation the leadership role of the teacher has repeatedly been challenged. Chapter 5 critically analyzes their interpretations and it also argued that these interpretations reflect changed perceptions of power and authority in schooling. chapter 5 argues for a concept of democracy which is based on participant attitudes. In chapter 7 an analysis is made of the compatibility of a concept of participatory democracy with relationships in schooling and it is argued that for south African schooling to be viable, it is necessary to introduce participatory democracy into that sphere. Chapter I discusses the concept of power by analyzing the manipulation of interests through social forces and institutional practices. I argue that because of its manipulative nature, South African schooling is based on power relationships and that this kind of schooling is not in the rear interests of the learner. In chapter 9 a necessary connection is made between rights and authority. It is argued that there has been a loss of legitimate authority in South African schooling because of the fact that the right of the teacher to hold authority is under democratically based.
Community adult education: empowering women, leadership and social action
(University of the Western Cape, 2006) Paulsen, Desiree; Groener, Zelda; Faculty of Education
This thesis explored the relationship between community adult education and social action. The study investigated how LEAD (Leadership Education for Action and Development), a non-governmental organisation based in the Western Cape, has empowered women to assume leadership and take social action in their communities.
A critical analysis of decentralization in Zimbabwe: focus on the position and role of a Provincial Governor
(University of the Western Cape, 2010) Chigwata, Tinashe; de Visser, Jaap; School of Government; Faculty of Arts
Provincial governors constituted an important part of the decentralization package unveiled in Zimbabwe in 1984 and 1985. The President appoints provincial governors among other duties, to coordinate development planning and implementation at the provincial level. This paper seeks to examine the appointment and role of a provincial governor and in that way establish the extent to which such appointment and role hinder or enhance representative and participatory democracy, accountability, devolution and empowerment, as ideals of decentralization. This contribution examines provincial governance in Zimbabwe as part of the local government system.
A critical comparison of the role of education In the struggle for political, power within christian national education' volkskole' (1900-1910) and' people' s/ Education for people's power (1985-1989)
(University of the Western Cape, 1993) Damonse, R; Leodollf, S
This minithesis is concerned with the nature of resistance education in South Africa. During the 1985-1989 period in South Africa , the notion of People's Education for People's Power enjoyed prominence on the national agenda of both the ruling Nationa.list government , the liberation forces opposing the status quo , and civil society in general. Resistance education , ds reflected in the People's Education for People's Power initiative , raised many issues and questions as to the nature of education in South Africa. It focused renewed attention on the nature of Apartheid Education , strategies and tactics to challenge the Apartheid State on the educational terrain , and also what kind of educational principles should form the basis of educational reconstruction in the post-Apartheid era
A critical discussion of music education as an aspect of aesthetic education with special reference to general music education at Secondary Schools
(University of the Western Cape, 1990) Carolus, Mario Cornelius; Morrow, W
This thesis is concerned with discussing music education as an aspect of aesthetic education, with special reference to the general music (Class music) curriculum at the secondary schools. Class music, or general music education, is being neglected at secondary schools in South Africa. A strong need for reform is necessary to revitalize the neglected state of class music in schools. Chapter One explains and discusses what is meant by the concept of aesthetic education and its relationship with the arts and especially music education. Chapter Two critically analyses and discusses music as aesthetic education as laid down by Charles Leonhard and Robert House. The soundness of their view comes under severe scrutiny, by the highlighting of contrasting viewpoints. Present criteria operant in music education are critically viewed and the soundness of these criteria as theory are evaluated. Chapter Three discusses Popular music and Classical music in aesthetic education. While the merits of these types of music are of importance, they culminate in a view which propagates the peaceful coexistence of both Popular and Classical music as an aim in aesthetic education. Chapter Four is a critical discussion of the general music education curricula in South Africa. This discussion is based mainly on the C LAS P - model, that is , Composition, Literature, Audition, Skills, and Performance. Chapter Five makes some recommendations towards a music curriculum for the general school music curriculum, based on the C.L.A.S.P - model, and aesthetic principles.
A critical evaluation of the accounting curriculum in the Asmara commercial College, Eritrea
(University of Western Cape, 2001) Fessehazion, Biniam Kahsu; Smith, Juliana M
This study deals with the evaluation research conducted to evaluate the Accounting curriculum of Asmara Commercial College (ACC), Eritrea. The purpose of the Accounting programme in this college is to train middle level skilled manpower to satisfy the dire shortages of Accounting personnel in the country. Accounting education in Eritrea seems to lag behind the rest of the world, particularly in curriculum administration and development aspects of the discipline.
A critical evaluation of the accounting curriculum in the Asmara commercial college, Eritrea
(University of Western Cape, 2002) Fessehazion, Biniam Kahsu; Smith., Juliana M.
This study deals with the evaluation research conducted to evaluate the Accounting curriculum of Asmara Commercial College (ACC), Eritrea. The purpose of the Accounting programme in this college is to train middle level skilled manpower to satisfy the dire shortages of Accounting personnel in the country. Accounting education in Eritrea seems to lag behind the rest of the world, particularly in curriculum administration and development aspects of the discipline. The target group of the above programme was directed to the 11th grade candidates who have passed the matriculation exam. The primary goal of this training was to achieve qualified students and help them to prepare for the world of work at the end of the programme. A second goal was to assist them in their professional development as future accountants. The study therefore evaluated how successfully the Accounting curriculum helped the students to develop themselves academically and professionally. It was also aimed at providing some suggestions and recommendations to the curriculum developers and teachers of the college in particular and other interested parties to assist them in identifying different aspects of the object of evaluation questions to be addressed. The researcher used both a literature review and empirical data to achieve the desired aim. Based on the literature, the Accounting education concepts, the concepts of change and evaluation as well as the role of evaluation in relation to the Accounting curriculum had been reviewed in order to support the study with its theoretical background. In the empirical part of the study, it investigated the perceptions of the respondents concerning the current Accounting practice at ACC and its relationship with the world of work. The necessary empirical data were mainly collected by 1) interviews and 2)-document analysis. The respondents were seven: 1) the director of ACC, 2) two Accounting instructors from ACC, 3) two employers, and 4) two graduates students. A normal flow of text had been used to analyze each response given to the interview items by respondents and observation of documents.
A critical examination of the notion of participation in terms of decision-making in South African schools
(University of the Western Cape, 1995) Moodley, P; Sayed, Yusuf
Democratic participation has come into vogue in South African politics, especially education, yet the notion of participation as it relates to decision-making in the arena of school governance remains a concept lacking in clarity. This mini-thesis sets out to investigate critically, the notion of participation in terms of decision-making, with specific reference to black South African schools. Chapter One sets the context of this discussion by illustrating that democratic participation appears to be a focal point of interest amongst the various stake-holders in the arena of education, the two principal contenders being the state and the historically oppressed black community. It is illustrated that both the state as well as the oppressed community maintain that participation in decision-making is central to effective educational administration, yet there exists major conflict between them about what constitutes the notion of participation. This mini-thesis proceeds to argue that the root of this conflict between the state and the oppressed community emerges from their different understandings of the notion of participation in decision-making. Stemming from the conflict between the state and the oppressed community about what constitutes the notion of participation in decision making, Chapter Two proceeds to explore the multiple meanings of the concept. I argue that equality in the exercise and control of decision-making in the arena of school governance forms the essence of participation. Chapter Three undertakes an historical genesis of participation in decision-making of both the state as well as the oppressed community. Thereafter both the state and the oppressed community's notion of participation in decision-making is analysed and critiqued, against the backdrop of the working definition of participation established in Chapter Two. Chapter Four recaps the main trends of my argument in this mini-thesis and then proceeds to revisit the working definition of participation as established in Chapter Two. The theory of negotiation is briefly explored, as a possible option for further refining the notion of participation in decision-making in the arena of school governance. Chapter Five concludes my discussion by arguing that effective participation in decision-making is vital in establishing a democratic education system in South Africa.
A critique of the structural deterministic approach to education and the paradoxical struggles it spawned against Bantu education
(University of the Western Cape, 1998) Tom, Ntozelizwe Xolisile
The question which the mini thesis seeks to answer is:- To what extent did oppositional projects against Bantu Education advance the emancipatory process in the sphere of Education? The question has been prompted by the widely-held notion that oppositional projects against Bantu Education went a long way towards advancing the struggle for a better system of education. The line of argument which the mini thesis seeks to advance is that oppositional projects against Bantu Education, while they contained some emancipatory moments were to a large extent counter productive as they undermined the culture of learning and teaching in the schooling system. This mini thesis offers a critique of the theoretical analysis employed by the teachers, students and other civil society structures that operated in the sphere of education in South Africa in their struggle against Bantu Education. The tool of analysis employed was structural determinism postulated by Marxists like Althusser who tended to favour a deterministic explanation of events over those which provide theoretical space for human agency and deliberation. This approach gained ascendency over all other theories of analysis in the course of the struggle against Bantu Education. This mini thesis, however, does acknowledge the fact that the teachers, students and civil society structures saw through the ideological smokescreen propagated by the state through Bantu Education to give ideological sanction to oppression, but charges them with displaying impotence in generating the power to engage the dominant class in theoretical ways that were emancipatory. Although they saw through the pretences of Bantu Education they failed to stimulate a discovery of the best ways to advance the project of transformation and emancipation. Thus, by the oppositional projects they engaged in, they condemned themselves to a specific place in a system of exploitation and oppression.

Browse

Browsing by Title

Results Per Page

Sort Options