Magister Educationis - MEd (Comparative Education)
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Item ABET programmes at community learning centres in the Western Cape(University of the Western Cape, 2006) Larney, Redewan; Kallaway, Peter; Omar, Rahmat; Faculty of EducationThe 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".Item Access to higher education: to break the vicious cycle of working class schools producing working class citizens(University of the Western Cape, 2007) Johnson, Dominic Denver.; Ravjee, N; Faculty of EducationThis study investigated why learners from low socio-economic communities such as Delft, a township in the Cape Flats, fail to achieve matriculation exemption and do not meet the criteria for tertiary education admission. Using a case study approach, the research sheds light on why this is happening in one school (School X) in Delft. It was found that the crucial factors to be both internal and external to the school.Item An analysis of learners’ ways of working in high stakes mathematics examinations: quadratic equations and inequalities(2012) Godden, Hebrew J.; Julie, C.; Mbekwa, MondeEvery year there is a national outcry by educationists in South Africa relating to the poor performance of grade 12 mathematics learners. This is an unsatisfactory state of affairs in a country where mathematics is seen as playing a pivotal role in the preparation of students in disciplines for careers in science and technology. Interventions by the Department of Basic Education as well as by provincial education departments do not seem to be successful in stemming the tide in the decline of standards in the mathematical performance of learners. It is this which has motivated this study.The aim of this study was to identify the types of errors committed by students in their responses to question one of Paper 1 in the final Grade 12 mathematics examinations of 2010. By reviewing the work done by different authors, an analytical framework was compiled that was used to identify and to label errors in the written responses of learners. This study has adopted a documentary analysis approach and has selected a representative sample of examination scripts of Western Cape students who wrote the first paper of the grade 12 mathematics examination in 2010. The result shows that during the analysis of 1959 scripts (the sample taken from different educational departments and districts), 4163 errors were identified. These errors have been identified based on the above-mentioned analytical framework. Comparisons were labeled according to the different types of errors, across the different ex- department schools and per districts. If the percentage is calculated based on the number of scripts analyzed, the number of errors varies from 12% careless errors to 40% calculation errors. It was also noticed that the number of errors found in the urban districts was higher than all of the errors found in the different rural districts. In return, in the urban districts, the numbers of errors found were evenly distributed over the four districts. When the different ex-department schools were compared, the numbers of application and procedural errors were significantly higher in the DET schools(Department of Education and Training, which consists of mostly black disadvantaged learners) than all the other schools. The rest of the errors were evenly distributed over all the exdepartment schools. The inability of learners solving inequality equations stood out as a major concern.Item An analysis of the concept participation in South African education policy texts from 1980-1996(University of the Western Cape, 2002) Harley, Z; Kruss, GlendaThis mini thesis traces the concept 'participation' in South African education policy texts from 1980-1996. Bowe, Ball and Gold's (1992) conceptualization of the policy process guides the analysis in terms of the context of influence, the context of text production and the context of practice. In exploring the context of influence, the analysis focuses on the political, economic, social and ideological forces which have influenced the concept 'participation' in education policy texts in South Africa in three distinct periods, 1980-1990, 1990-1994 and 1994-1996. In exploring the context of text production, the way in which the concept 'participation' is framed in the education policy texts which emerged in South Africa in each of the three distinct periods is analysed. It becomes apparent at this level of analysis that the concept 'participation' has a variety of meanings to the different policy actors due to their different ideologies and political histories. These range from the notion "community participation", "parental participation" and "parental community participation". In terms of the context of practice, analysis is confined to the 1980-1990 period. Since People's Education was symbolic policy, the way in which it was implemented outside and in opposition to the apartheid state, is discussed. In conclusion, the way in which 'participation' is framed in education policy texts post 1994 in South Africa represents a convergence of ideological positions. The education policies reflect both social democratic principles and the legacy of the reforming apartheid ideology.Item An analysis of the nature of parental involvement in school governance(University of the Western Cape, 2000) Qonde, Gwebinkundla Felix; Kruss, G; Dept. of Comparative Education; Faculty of EducationThe study is in response to the recently enacted South African Schools Act No. 84 of 1996 (SASA), which sees the legislated inclusion of parents in school governing bodies. The Act promotes four distinct representative participants or stakeholders. These include parents, who constitute the majority, educators, learners and non-teaching staff. There is an indication that the SASA has tensions, ambiguities and contradictions which could allow either "consumer market" or "citizen equity" visions to prevail in practical terms. However, I argue that the SASA in practice is becoming dominated by the consumer vision that has a danger of creating unfair competition amongst schools and perpetuating the already existing inequalities in our society. In this mini-thesis, I attempt to investigate the nature of parental involvement in school governance in practice. I focus on their responsibilities in relation to policy matters as enshrined in the SASA, their commitment to executing their functions. The aim is to determine their capacity to fulfil their responsibilities with respect to their powers and functions.Item 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, PeterThis 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.Item A comparison between the contexts learners in grades 8, 9 and 10 prefer for mathematical literacy(University of the Western Cape, 2006) Barnes, Mogamat Shaheed; Julie, Cyril; Faculty of EducationThe use of contexts in school mathematics is receiving much attention both nationally and internationally. This as well as the scarcity of research focusing on the topic stimulated me to research the contexts preferred by learners of mathematics. The large-scale project is called the Relevance of School Mathematics Education (ROSME) project. The current study essentially deals with that section of the larger project which investigates the issues and situations that learners in grades eight, nine and ten would prefer to deal with in mathematics. Broadly, this study focuses on the contexts preferred by grade 8, 9 and 10 learners as a domain in which to embed school mathematics.Item A comparison between the contexts learners in Grades 8, 9 and 10 prefer for mathematical literacy and gender(University of the Western Cape, 2008) Cornelissen, Belinda M.; Julie, Cyril; Mbekwa, Monde; Faculty of EducationFor many years, there have been calls for the mathematics curriculum in South African schools to be made more meaningful and relevant to young people's everyday lives. Despite efforts to address this issue, there is a widespread perception wihtin the mathematics education community that much remains to be seen. Broadly, this study focused on the contexts preferred by grade 8 , 9 and 10 learners as a domain in which to embed mathematics. The particular focus was on whether gender played a role in the preferences expressed by these learners for contexts.Item Context preferences of teachers in South Africa and South Korea for mathematics in schools(University of the Western Cape, 2007) Van Schalkwyk, Gregory Peter.; Julie, C; Faculty of EducationThe study was located within the project : Relevance of school mathematics Education (ROSME) of the Department of Dicactics at the University of the Western Cape. The research was undertaken in the belief that mathematics enables creative and logical reasoning about contextualised problems in the realm of the physical and social world as well as in the discipline mathematics itself. This research attempted to investigate the contextual issues that teachers have to deal with in mathematics education.Item The Contribution of Higher Education to Regional Socioeconomic Development : The University of Buea, Cameroon, as a Growth Pole(University of the Western Cape, 2010) Fongwa, Neba Samuel; Cloete, Nico; Ouma, Gerald Wangenge; Faculty of EducationThis research investigates how higher education institutions contribute to regional development, using the University of Buea in the Fako region as a case study. Policy documents reviewed and interviews with major stakeholders in the region, present a significant 'delink' or disjuncture between university policy and regional development efforts. This, from the policy perspective, has been strongly attributed to the national rather than to the regional mandate around which the university was established. However, data from the economic and social indicators investigated, reveal that the University of Buea by its very presence has been a significant agent in the development of the municipality.Item Decentralized health care services delivery in selected districts in Uganda(University of the Western Cape, 2005) Mayanja, Rehema; Meerkotter, Dirk; Holtman, Lorna; Oluka, Silas; Faculty of EducationDecentralization of health services in Uganda, driven by the structural adjustment programme of the World Bank, was embraced by government as a means to change the health institutional structure and process delivery of health services in the country. Arising from the decentralization process, the transfer of power concerning functions from the top administrative hierachy in health service provision to lower levels, constitutes a major shift in management, philosophy, infrastructure development, communication as well as other functional roles by actors at various levels of health care. This study focused its investigation on ways and levels to which the process of decentralization of health service delivery has attained efficient and effective provision of health services. The study also examined the extent to which the shift of health service provision has influenced the role of local jurisdictions and communities. Challenges faced by local government leaders in planning and raising funds in response to decentralized health serdelivery were examined.Item Demokratisering van die gesagsverhouding: 'n aksienavorsingprojek(University of the Western Cape, 1995) Mosavel-Moos, Tougieda; Meerkotter, Dirk; Van der merwe, PrevotThis mini-thesis is about an action research project that started in my classroom in order to improve or change my teaching practice. I wanted to involve the pupils in classroom activities so as to promote pupil involvement. After my first action research project f came to realize that I have to take a critical look at my role as teacher. My role as teacher was of an authoritarian nature and f therefor had to strive towards democratic practices. In chapter one I give a brief background history of my life and how various social, economical and political factors contributed towards me becoming the authoritarian figure in the classroom. I also give a lengthy account of the orientation program (which was held over a weekend) that had a great impact on my teaching practice and the changes that I have brought about in the classroom. Consequently, gives a lengthy explanation on how the weekend unfolded. I also give a brief historical background on some of the pupils I teach. In chapter two and four I retrospectively give an account of the two action research projects that I have done with my classes. Out of both action research projects unexpected results unfolded. In chapter three I give my understanding of the concept action research and why I choose to follow the emancipatory mode for my teaching practice. I also refer to the interpretative and positivist approaches to teaching and why these were not suited for my practice. from the last chapter I give a comprehensive summary of what f have discussed and what f have learned from the action research course. Further, I refer to the role of the teacher ahead and how they can empower themselves in order to improve the situation in their respective classrooms and not wait on experts to show then the way.Item Developing academic writing at the National University of Rwanda: a case study of first year economics and management(University of the Western Cape, 2004) Kereni, Ildephonse; Kerfoot, Caroline; Faculty of EducationThis aim of this study was to investigate the extent to which writing skills offered in the one-year intensive English course and in the 75 hour course of Speaking and Writing Skills, prepare students for academic writing in the subjects which are offered through the medium of English. The study focused on first year Economics and Management.Item The development of the teacher support team in assisting teachers of learners with special educational needs in one school in Khayelitsha(University of the Western Cape, 2004) Thabana, M.; Lomofsky, Lilian; Faculty of EducationThis research study explored the process in the development of the Teacher Support Team in assisting teachers of learners with special educational needs in the mainstream classroom. This research was conducted in the context of the restructuring of the South African Education system. The Policy Document White Paper 6 (2001) states that all learners irrespective of the barriers to learning and development have a right to be educated in the ordinary school, together with their peers.Item Die Afname van Leerdergetalle by ʼn Hoërskool in ʼn Sub-ekonomiese Woonbuurt van Kaapstad(University of the Western Cape, 2006) Johnston, Michael Antony; Faculty of EducationThis research report investigated the impact of the decrease in numbers of learners at a working class high school in Cape Town. The decrease is a consequence of the early school leaving and learner migration.Item Die moomtlike spanning tussen die opvoedkundtge en die politieke verantwoordelikttede van die opvoeder(University of the Western Cape, 1995) Titus, Felicity Karen; Morrow, WallyDie motivering vir die keuse van di6 onderwerp spruit uit die spanni-ng wat daar tussen hierdie twee verantwoordel-ikhede van die onderwyser binne die formele skoolopset bestaan. Hj-erdie spanning veroorsaak onsekerhej-d by die individu, asook onmj-n, tweespalt en soms regrstreekse konfrontasie tussen kollegas. Mynsinsiens benadeel dit die opvoeding sowel as die politiek. Die idee met hierdie mini-tesis is dus om die verhoudi-ng tussen opvoeding en politiek uit te pluis, eerder as om oordeel te vel-iii of om klinkklare oplossings te bied- As vertrekpunt maak ekgebruik van die konseptuele raamwerke van die ideale tipes, naamlik die puris en die aktivis. Die hoop is om deur middel van hj-erdie uiterstes die potensiEle spanningr so strak as moontlikte teken. Die puris en die aktivis se hantering van neutral-iteit enverwante aspekte soos politieke betrokkenheid, ingryping enagentskap word ook aangesny. Die doel is om die konseptuele raamwerke van die puris en die aktivis ten opsigte van die verband tussen opvoeding en politiek uit te klaar. Ek sal argrumenteer dat die puris en die aktivis dj-e verhoudJ ngtussen opvoedj-ng en politiek vanuit totaal verskj-11ende konseptuele raamwerke benader. Vir die puris is daar geen verband tussen opvoeding en politiek nie. Die aktivis daarenteen, veronderstel- dat opvoedlng en politiek intern verband hou. Verder poog hierdie mini--tesis ook om te toon dat die verband tussen opvoedi-ng en politiek nie noodwendig binne die konseptuele raamwerke van die puris en die aktivis hoef te va1 nj-e. Sodoende word 'n derde opsie ingelui wat di6 verband as ondersteunend eerder as verhewe of ondergeskik beskou. Hierdie sienswyse, in teenstelling met di6 van die puris, erken rrl sekere verband tussen opvoeding en politiek. Dit verskj-l- egter van dj-e aktivis j-n di6 opsi-g dat dit ruimte laat vir politieke neutralitei en onpartydigheid binne die onderwys. Historiese MateriaLisme en demokratiese opvoeding word bespreek om sodoende te argumenteer dat daar wel persepsies van opvoeding en politiek bestaan wat i-n die praktyk versoenbaar is.Item Does ethnic diversity feature as an issue in open schools?(University of Western Cape, 1998) Makamandela, Zetu; Kruss, GlendaThere is more to the phrase "South African schools belong to all South African children". While it sounds simple and true there is more to it in the case of the schools which once excluded other race groups under the principle of apartheid rule. Opening of schools means coming together of children, teachers and parents from different socio-economic, cultural and racial backgrounds. (While my focus is on the students and student-teacher relationships what this means for the parents is no less significant) What happens then? Do these groups embrace one another regardless of their diverse background and orientation? Do teachers automatically cope with this diverse audience, do something to facilitate a supportive environment to all, or are things merely left to chance? On the other hand, if the school recognises diversity as an issue that should be treated strategically for the well-being of all those involved, what are the mechanisms in place to help both the learners and teachers cope with the new environment?Item Does ethnic diversity feature as an issue in open schools?(University of the Western Cape, 1998) Makamandela, Ntombizetu; Kruss, GlendaThere is more to the phrase "South African schools belong to all South African children". While it sounds simple and true there is more to it in the case of the schools which once excluded other race groups under the principle of apartheid rule. Opening of schools means coming together of children, teachers and parents from different socio-economic, cultural and racial backgrounds. (While my focus is on the studentstudent and student-teacher relationships what this means for the parents is no less significant) What happens then? Do these groups embrace one another regardless of their diverse background and orientation? Do teachers automatically cope with this diverse audience, do something to facilitate a supportive environment to all, or are things merely left to chance? On the other hand, if the school recognises diversity as an issue that should be treated strategically for the well being of all those involved, what are the mechanisms in place to help both the learners and teachers cope with the new environment?Item Effect of Vee-diagramming on grade 10 township learners understanding of some electrical concepts(University of the Western Cape, 2004) Ramahlape, Khalipha; Ogunniyi, Meshach B.; Faculty of EducationThis study was based on the Scientific and Technology Literacy Project study done between 1996 and 2001. It sought to determine whether Vee-diagramming could help enhance grade 10 township learners understanding of some aspects of electricity. It also sought to find out whether age and gender influenced the learners understanding of these concepts.Item Eritrean primary school teachers' perceptions of the relationship between pre-service education and the demands of the workplace(University of the Western Cape, 2001) Keflom , Tsegaye; Robinson, Maureen; Faculty of EducationThis study investigates six Eritrean primary school teacher's perceptions of their pre-service education. Six primary school teachers from three different schools in two different regions of Eritrea were interviewed. The researcher investigated whether primary school teachers found the knowledge and/or skill acquired from their pre-service courses in the Asmara Teachers' Training Institute helpful to make and use effective lesson plans, prepare and use relevant teaching aids, assess their students' performance, prepare lesson content, manage the classroom effectively, and select and use relevant teaching methods.