Department of Comparative Education

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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".
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 Education
This 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.
Action researching the interaction between teaching, learning, language and assessment at The University of Namibia
(University of the Western Cape, 2005) Otaala, Laura Ariko; Herman, Harold; Faculty of Education
The purpose of this study was to investigate the views of students and lecturers at the University of Namibia about teaching and learning. The study specifically determined the views of students and lectures in relation to language, teaching, learning and assessment as well as what we might learn from analysis of these views to assist in improving teaching, learning and assessment.
African Renaissance in health education: developing an integrative programme of Unani-Tibb training for health care professionals in Southern Africa
(University of the Western Cape, 2004) Bhikha, Rashid Ahmed Hassen; Lazarus, Sandy; Meerkotter, Dirk; NULL; Faculty of Education
The present healthcare system in South Africa suffers from a number of serious deficiencies. Whilst orthodox bio-medicine is well established in most first world countries, its total introduction and implementation into all communities within South Africa faces many obstacles. The cost of diagnostic techniques, investigative procedures and pharmaceutical products, the availability of competent medical staff in the non-urban areas, and the lack of acceptance of the philosophy and practice of orthodox bio-medicine in rural regions are but some of the factors which conspire against the general application of this orthodox medical paradigm. Another problem confronting healthcare and medical practice in South Africa, particularly at this stage of our historical development, is the absolute focus on orthodox bio-medicine, often to the detriment of other medical paradigms that also have advantages to offer. Can the integration of another medical paradigm, such as Unani-Tibb, enhance the practice of orthodox bio-medicine in this country?The aim of the thesis was to investigate the possibility of integrating Unani-Tibb with orthodox biomedicine (also termed conventional, Western or allopathic medicine) and assess its potential for improving delivery of an effective, affordable and appropriate healthcare system in South Africa.The research questions which the thesis seeks to answer is whether this integration is possible and whether the delivery of healthcare to the South African population can be enhanced. Changes in the provision of medical education are necessary, and occupy a pivotal role in allowing for this integration. Unani-Tibb is a traditional medical system practiced extensively on the Indian sub-continent and in other parts of the world. At present, however, it is minimally practiced in South Africa. Its primary principle is the energetic promotion of health maintenance behaviour and the prevention of disease, through effective application of dietotherapy, pharmacotherapy and other interventions, as well as the empowerment of the patient towards adopting behavioural changes and lifestyle adaptations. One positive aspect of Unani-Tibb is that it has many features in common with both orthodox biomedicine and African Traditional medicine. These commonalities should allow for greater acceptance by orthodox healthcare professionals, as well as the general population. The first part of the study involved the research and conceptualisation required for the production of a series of customized training modules which introduced the theory and practice of Unani-Tibb. A twelve month part-time training programme based on these modules was subsequently conducted with a number of healthcare professionals presently in active practice and with a background of orthodox medical or nursing healthcare. This outcomes-based training programme included a number of specifically designed training activities, such as case studies, practical exercises and assignments. Appropriate evaluations and assessments were pursued in order to measure performance outcomes and attitudes. Questionnaires for assessing the motivation and satisfaction of the participants were also completed. The second part of the study was in the form of a pilot participant research project, in which the participants applied the information from the integrative programme to a number of chronically ill patients who had previously been treated with standard orthodox bio-medical procedures. The parameters derived for clinical efficacy, cost-benefit and improvement in Quality of Life from Unani-Tibb treatment were then compared to equivalent results obtained by orthodox bio-medicine. In all parameters inspected, the integrative training programme compared favourably to orthodox bio-medical practice. Not only was there an improved clinical efficacy, but the cost-benefit was shown to be superior in most indices measured. The Quality of Life comparison, which assessed the patient and total health status, subjective behaviour and attitude, generally favoured the integrative training programme. The thesis serves to suggest that the integration of Unani-Tibb into orthodox bio-medical training in South Africa is a distinct possibility, and could ultimately allow for treatment which is clinically acceptable, cost-effective and which provides an improved Quality of Life for the population as a whole. I suggest that this pilot study be repeated more extensively, thereby allowing for a more confident and objective assessment.
Alternative assessment strategies within a context-based science teaching and learning approach in secondary schools in Swaziland
(University of the Western Cape, 2007) Kelly, Victoria Louise; Meerkotter, Dirk; Holtman, Lorna; Mikalsen, Øyvind; Faculty of Education
The aim of this study was to use a case study approach to explore and describe how students and teachers perceived performance assessment and context-based assessment models that were used within a real world context teaching and learning approach. The topics Electricity and Air and Living Things formed the science knowledge base for the study. Four junior secondary school science teachers and their students in four schools participated. Participants; experiences of the assessment models were achieved through teachers administering and scoring performance assessment tasks and context-based unit tests to their students. Perceptions were obtained through questionnaires and interviews from students. Interviews and informal discussions were used to elicit teachers; perceptions. Observations during the administration of performance assessment tasks were also used for triangulation.
An analysis of learners’ ways of working in high stakes mathematics examinations: quadratic equations and inequalities
(2012) Godden, Hebrew J.; Julie, C.; Mbekwa, Monde
Every 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.
An analysis of the concept participation in South African education policy texts from 1980-1996
(University of the Western Cape, 2002) Harley, Z; Kruss, Glenda
This 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.
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 Education
The 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.
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.
A capability analysis of education policies in quintile 1 schools in the Frances Baard district of the Northern Cape Province
(University of the Western Cape, 2014) Barnett, Emma Priscilla; Maarman, Ruaan
This study examined the three education poverty alleviation policies in relation to learners’ capabilities and was grounded in the Capability Approach as a conceptual framework pioneered by the economist and philosopher, Amartya Sen. The study posits the view that the policies investigated and evaluated are essential in terms of contributing to the well-being of learners, particularly those living in poverty, as well as offering opportunities for every child, irrespective of social and/or economic background. The theoretical framework which conceptualise the dimensions of poverty, re-imagines the South African case. A local investigation was undertaken to understand the poverty dynamics in the Quintile 1 schools in the Frances Baard District of the Northern Cape Province. The empirical research was done using a mixed methodology within the pragmatic paradigm. The investigations were based on and informed by the policies and the components of the Capability Approach. An investigation into the extent and processes of the implementation of these policies, and their impact on poverty alleviation in the schools, was considered necessary in order to provide information on the successes and limitations encountered in the implementation processes. A framework is proposed including capabilities for the effective implementation of the educational poverty alleviation policies namely autonomy, knowledge and accountability.
A capability analysis of performance in quintile-1 schools in Cape Town
(University of the Western Cape, 2015) Nwati, Munje Paul; Maarman, Ruaan
Learner underperformance, especially in poor school communities has been an issue of contestation since 1994, and remains a major challenge in South Africa. Learner performance in this category of schools continues to plummet amidst government efforts to reallocate resources, and adjust policies to meet the needs of these schools, as well as efforts made by researchers to identify the causes of underperformance. The variances in performance exhibited by schools within this category, often within the same community, and with shared features indicate the need for further exploration of the phenomenon. This study examined three Quintile-1 (Q-1) schools within a particular informal settlement in Cape Town using the Capability Approach (CA) pioneered by the economist and philosopher, Amartya Sen as a conceptual framework to understand the nature of learner performance. An investigation was undertaken in the three Q-1 schools using a qualitative research paradigm. The investigation was underpinned by the constructs of the CA which include; Freedoms, Unfreedoms, Capabilities, Conversion, and Functionings. These components were used in the investigation to understand the nature of learner performance in the schools, and how each of these constructs influenced the gap between available resources and learner performance. This approach was guided by the assumption that these schools accumulate a similar amount of resources, face similar challenges and have learners from similar backgrounds. The investigation revealed that capability limitations and unfreedoms interplay to limit learner abilities to learn and perform. As such, a framework is proposed for understanding learner performance in a Q-1 school community via the capability sets of Amartya Sen. The findings of the study reveal that learner capabilities, as well as their abilities to perform, were limited by existing unfreedoms present in the school community where role players are challenged to convert resources into valued functionings. Notable was the fact that learner backgrounds and circumstances contributed to unfreedoms experienced in the classrooms. The findings also reveal that efforts made through the reallocation of resources are under pressure, because of the plethora of factors at play in the community, the school and the Department of Basic Education. The study emphasizes the usefulness of the CA in educational spaces, considering its importance in the understanding of significant variables that are often neglected in performance discourses, with a focus on the explication of capability sets.
A case for mother tongue education?
(University of the Western Cape, 2012) Desai, Zubeida Khatoom; Meerkotter, Dirk; Ridge, Stanley; Faculty of Education
The question as to which language should be used as a medium of instruction in schools in multilingual societies is a controversial one. In South Africa, the question is often posed in binary terms: Should the medium of instruction be a familiar local language such as Xhosa or a language of wider communication like English? This study is an attempt to answer the above question. The study profiled the writing abilities of Grade 4 and Grade 7 pupils at Themba Primary, a school located in Khayelitsha in the Western Cape, in both their mother tongue, Xhosa, and in English, their official medium of instruction at school since Grade 4. Three written tasks, which consisted of a narrative piece of writing, a reading comprehension exercise, and an expository piece of writing, were administered to the pupils in English and Xhosa. The purpose of the exercise was to examine some of the implications for educational language policy of the differences in performance in the two languages. All the tasks were authentic, in that they were based on aspects of the pupils' curriculum and written in the formal academic language pupils were expected to be exposed to in their respective grades. All the tasks were graded systematically under controlled conditions.
A case study of practical work in a cell biology course at the Eduardo Mondlane University in Mozambique
(University of the Western Cape, 2007) Cossa, Eugenia Flora Rosa; Holtman, Lorna; Faculty of Education
This study was carried out with the assumption that practical work does contribute to the teaching and learning of cell biology at Eduardo Mondlane University in Mozambique. In this regard, the main purpose of this study was to investigate the impact of practical work in the teaching and learning of cell biology concepts, specifically focussing on cell divisions concepts. It also aimed at determining the students' perceptions of the role of practical work in the learning of cell biology. On the other hand, the study sought also to understand the lecturers' practical work teaching experiences and views regarding the cell biology practical work.
A comparative study of the development of vocational education in South Africa and China between 1948 and 1993
(University of the Western Cape, 2016) Arong, Arong; Thaver, Beverley
This study has compared and investigated the historical evolution and development of public vocational education in South Africa and China, between 1948 and 1994. The purpose of the study has been to understand and trace the relation between the internal and external socio-economic and educational factors and determine how these impacted on the development of vocational education in both countries. The main focus was on the public senior secondary-level vocational educational systems in South Africa and China, referred to as technical colleges and skilled workers schools, respectively. In setting up the study, it discovered that in the period preceding 1948 in South Africa and 1949 in China, that while there were multi-track systems in both countries, the roles and functions were different. Following this, the thesis took as the starting point two key periods, namely, 1948/9 and 1978. While 1948/1949 marked the establishment of centralised political adminstrations and nation-state processes; the year 1978 marked the start of economic liberalisation. In both instances, the thesis addressed the question how these two powers made meaning in terms of the nature of vocational education. In this respect, it investigated the ways in which the practices that unfolded were connected to the broader political economic forces in both countries. It drew mainly on primary, secondary and tertiary documentary sources to build a broad historical descriptive narrative of vocational education during this period.
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 Education
The 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.
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 Education
For 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.
A conceptual exploration of the teaching and assessment of values within the South African outcomes-based curriculum
(University of the Western Cape, 2009) Solomons, Inez Denise; Green, Lena; NULL; Faculty of Education
Both international and local authors argue strongly that state education systems have an important role to play in the development and nurturing of positive values and attitudes in learners. In some instances, as is the case in South Africa, the education system may even prescribe the values that ought to be taught in the institutions of learning. While I agree that education institutions have a responsibility to teach positive values to learners, it is my contention that it is unlikely that educators will be able to fulfil this role in any meaningful way, without an informed understanding of how to reconcile the tensions between personal and common values, the nature of values knowledge and the complexities and challenges that surround the teaching and assessment of values. This study begins to explore some of these complexities by addressing the historical events, education initiatives and policy decisions that have informed and shaped values education policies in South Africa. I conclude that while the inclusion of values in the curriculum is a commendable education initiative to root democratic values in society, it must be acknowledged that values education inevitably, has a political role to fulfil. The teaching of values knowledge cannot be limited to behaviourist approaches. Learners deserve an education that offers opportunities to them to develop into responsible, caring and morally just citizens. A central aim of values education should thus be to provide learners with opportunities and tools to construct meaning around moral concepts and positive values. I strongly believe that it is unlikely that this will occur if educators are not appropriately capacitated to provide such opportunities to their learners.
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.
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 Education
The 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.
Contexts preferred for use in mathematics by Swaziland high performing public schools' junior secondary learners
(University of the Western Cape, 2011) Ngcobo, Minenhle Sthandile Faith; Julie, Cyril M.; Mtetwa, David; Breiteig, Trygve; Torkildsen, Ole Einar; NULL; Faculty of Education
At primary school learners are excited about mathematics. This may be an indication that learning related to familiar contexts, connected to the learners’ interests, values and goals is necessary for motivation. At secondary school level learners begin to question the applicability of certain topics in the school syllabus and sometimes do not see the necessity of mathematics in their future careers. This is an indication that they are apprehensive regarding the relevance of mathematics in various contexts. However, relevance has a point of reference, what is relevant to a teacher is not necessarily relevant to the learner and what is relevant to a text book writer might not be relevant to the text book reader. As mathematics educators endeavour to encourage learners to appreciate the relevance of mathematics to everyday life, it is important to be aware of their interests. It is crucial to be informed on the subject areas they desire to know about in order to plan classroom activities that will occupy them in purposeful activity.Usually contexts for learning are chosen by adults without conferring with learners at any point. The present study investigated learners' preferences for contexts to use in learning school mathematics. Furthermore the study sought to establish motivations learners have for preferring particular contexts. The problem the study addressed was that of absence of learners' contribution in contexts used to learn mathematics. The aim was to find out the contexts learners preferred and the reasons they gave for their preferences. It is important to be aware of learners' preferences when choosing contexts to use in teaching. Preferences improve motivation and learning. Furthermore, consulting them sends a message that they matter and have an important role to play in their education.

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