Faculty of Education

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https://hdl.handle.net/10566/23

Research conducted in the Faculty of Education reflects the following areas of interest: education policy research, curriculum research, professional teacher education, adult education, science teaching, maths education, and the history of education in South Africa.

Electronic theses and dissertations are available in the Electronic Theses and Dissertations Repository.

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21st Century competencies in technical and vocational education and training: rhetoric and reality in the wake of a pandemic
(University of KZN, 2021) Papier, Joy
There is general agreement about the need for vocational education and training to embrace so-called modern technologies in gearing up to deliver to young people a broad range of what have become known as 21st century competencies, of which digital literacy, self-directed learning, and adaptive learning are but three. Recent Technical and Vocational Education and Training (TVET) policies in South Africa incorporate the language of future competencies that ought to be acquired by college students through their curricula and delivered by lecturers with appropriate professional training. But in April 2020, confronted by the global COVID-19 pandemic and an immediate hard lockdown, TVET colleges went into crisis mode to try to meet a government demand that no student be left behind. While blended and remote methodologies had been employed to some extent in a few college programmes, the pandemic suddenly launched all lecturers into technology dependent teaching and learning. This article is based on a survey of conveniently selected public TVET college lecturers early in the lockdown who were under enormous pressure to continue the academic programme remotely. The snapshot I obtained was one of anxiety and consternation, but also of deep concern for students and their wellbeing under inordinately difficult conditions. Their conflicting priorities while they tried to balance remote teaching responsibilities and personal needs were illustrative of Maslow’s well-known theorisation of humans and their hierarchy of needs. The limited research I conducted for this article was exploratory at a time in the pandemic when there were more questions than answers in every sphere of social interaction. My findings, therefore, do not seek to be definitive and there was full understanding that the education and training landscape was dynamic and shifting. However, what can be shared here is a moment in time to appreciate the experiences of a critical component of the TVET college sector under emergency conditions, and the distance they would have had to traverse towards official exhortations to leave no student behind. Keywords:
21st Century competencies in Technical and Vocational Education and Training: Rhetoric and reality in the wake of a pandemic
(SAGE Publications, 2021) Papier, Joy
There is general agreement about the need for vocational education and training to embrace so-called modern technologies in gearing up to deliver to young people a broad range of what have become known as 21st century competencies, of which digital literacy, self-directed learning, and adaptive learning are but three. Recent Technical and Vocational Education and Training (TVET) policies in South Africa incorporate the language of future competencies that ought to be acquired by college students through their curricula and delivered by lecturers with appropriate professional training. But in April 2020, confronted by the global COVID-19 pandemic and an immediate hard lockdown, TVET colleges went into crisis mode to try to meet a government demand that no student be left behind. While blended and remote methodologies had been employed to some extent in a few college programmes, the pandemic suddenly launched all lecturers into technology dependent teaching and learning. This article is based on a survey of conveniently selected public TVET college lecturers early in the lockdown who were under enormous pressure to continue the academic programme remotely. The snapshot I obtained was one of anxiety and consternation, but also of deep concern for students and their wellbeing under inordinately difficult conditions. Their conflicting priorities while they tried to balance remote teaching responsibilities and personal needs were illustrative of Maslow’s well-known theorisation of humans and their hierarchy of needs.
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 capability analysis of the National Development Plan (NDP) in terms of learners’ mathematics performances in primary schools in South Africa: Lessons from African successes
(University of the Western Cape, 2024) Soga, Mncedisi Help; Maarman, Rouaan
Even though the study is not a comparative study some of its content reviews the South African primary schools’ mathematics learners’ capabilities towards their mathematics performances in comparison with other African equivalents in mathematics performances. It is evident according to the Trends in International Mathematics and Science Studies (TIMSS 2015) (Reddy et al., 2016:3) that some African and international learners have improved mathematics achievements and outperform South African learners in mathematics and therefore this study seeks to bring a strategy that might address these mathematics learners’ freedoms and functionings. The study forefronts primary school mathematics learners’ performances because that is where a good foundation of mathematics should be laid or start while simultaneously looking at mathematics learners’ successes and improvements without considering the quintile to which the school belongs. The study looks at possible inferences which hinder South African mathematics learners from performing to the desired levels of performance despite the country’s historical background and the coronavirus (COVID-19). According to the South African Schools’ Act (DoE, 1996) about the right to education, as one of the fundamental human rights, the study reviews the National Development Plan (NDP) (National Planning Commission, 2011) by seeking to address its relevance, potential and enabling nature in terms of mathematics learning in the South African primary schools.
A comparative study of the use of isiXhosa and English as media of instruction in the teaching and learning of static electricity in Physical Sciences
(University of the Western Cape, 2018) Diko, Monwabisi; Hartley, M.S.
This research focused on the use of isiXhosa and English in the teaching of static electricity in a grade 10 science class. This study took place in a rural school of the Queenstown district of the Eastern Cape. This sample for the study were learners that were coming from a background where English is less spoken compared to isiXhosa. They were learning all their school subjects in English as a second language and sometimes even a third language. With this study the researcher sought to establish how learners would achieve in static electricity - an area of the Physical sciences curriculum - when they are taught in isiXhosa compared to English as a medium of instruction. This study was motivated by the poor performance of learners in Physical Sciences. The researcher wanted to establish whether the use of a second language, English, as a medium of instruction when static electricity was taught at school has an influence on the acquisition of knowledge. The researcher took one grade 10 class of Physical Sciences that was not taught by the researcher as sample (whole population). The study found that learners who were taught in isiXhosa performed better in the study of static electricity. The study found out that engaging learners in their mother tongue enhances participation and facilitating learners' understanding of the natural phenomenon of lightning. They were contributing actively in lesson as they were allowed to interact in their mother- tongue. These leaners were able to bring forth their background and myths. This was shown by the participants' responses when they were asked about lightning strikes. They also projected their enthusiasm in their results, as they performed better than those learners who were taught in English. This study has implications for fellow science teachers who are struggling with teaching science in the English medium only as many learners fail not due to their limited knowledge but that they are unable to explain fully what they mean in the English language.
A phenomenological investigation into the lived experiences of selected high school principals focussing on the school as a learning organisation
(Universty of the Western Cape, 2024) Long, Keith William; Koopman, Karen
This study explores the lived experiences of principals carrying out their strategic leadership responsibilities in leading their schools towards becoming learning organisations. The rationale of the study is to deepen our knowledge about the lived experiences of high school principals in attempting to develop their schools into learning organisations through strategic leadership. The literature review focuses on phenomenology as well as Senge’s learning organisation. This study draws on the foundational principles of Husserl’s transcendental (descriptive) phenomenology and Heidegger’s hermeneutical (interpretive) phenomenology. These two distinctly different schools of thought in phenomenology provide insight into developing an understanding of the lived experiences of the principals. The five disciplines of Senge, namely, personal mastery, shared vision, mental models, team learning, and systems thinking provide the theoretical framework of the study. These disciplines play an important part in understanding whether a school is truly a learning organisation, or on the pathway of becoming such an organisation.
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
ABET and development in the Northern Cape province: Assessing impacts of CACE courses, 1996-1999
(Centre for Continuing and Adult Education (CACE), University of the Western Cape, 2001) Kerfoot, Caroline; Geidt, Jonathan; Alexander, Lucy; Dayile, Nomvuyo; Groener, Zelda; Hendricks, Natheem; Walters, Shirley
This study presents the results of an investigation into the impact of CACE courses for adult educators, trainers and development practitioners. The report describes how the courses affected the training practices and lives of past students. Case studies document and analyse the problems and successes of implementing capacity-building ABET training in the Northern Cape.
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 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 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.
Access, barriers to participation and success among adult students at a Technical, Vocational, Education and Training (TVET) College in the Western Cape, South Africa: Keeping the dream alive
(University of Western Cape, 2019) Andrews, Priscilla; Groener, Zelda
The Department of Higher Education and Training (DHET) in the White Paper for Post-School Education and Training outlines access, participation and barriers as critical issues in post-school education (DHET, 2013). The main aim of this research paper was to investigate the relationships between access, barriers to participation and success among adult students registered for the National Accredited Technical Diploma (NATED) specialisation in Early Childhood Development (ECD) at a TVET College in the Western Cape. Although I concentrated on the interplay between the adult students’ experiences related to access, participation and barriers, my primary interest relates to how and why adult students succeed despite the barriers that they encounter.
Access, barriers to participation and success among mature students at a University in the Western Cape
(University of Western Cape, 2021) Williams, Gillian; Groener, Zelda
This research study is informed by the White Paper for Post-School Education and Training (2013) in which the Department of Higher Education and Training (DHET) sets out its focus and priorities concerning higher education and training. The main purpose of this study is to find out how mature students participate despite the barriers that they experience while participating in post-school education and to offer an opportunity to achieve greater clarity about the way that the students who exercised agency overcame the barriers that they faced and in turn, achieved success.
Access, barriers to participation and success amongst adult students in an undergraduate academic programme at a University in the Western Cape
(University of Western Cape, 2020) Stevens, Howard; Groener, Zelda
The choice of topic for the research paper was influenced by my experiences of attending university as an adult student and contemporary policy developments. In its White Paper for Post School Education (2013) the Department of Higher Education and Training (DHET) expresses intentions to expand access to post-school education for all people of all ages, including adults. The research paper focuses on the relationships between access, barriers to participation and success related to adult students who attended a university.
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.
Access, participation and barriers to adult learning at a TVET College in the Western Cape
(University of Western Cape, 2021) Hector, Natascha; Groener, Zelda
This paper focuses on an investigation into adult students, experiences related to access, barriers to participation and success at a TVET college in the Western Cape. Through recognition of prior learning (RPL) many adult students have gained access to TVET colleges to obtain a qualification as educare practitioners. Many educare practitioners have worked in the ECD field for many years without a qualification. RPL provides an opportunity for these practitioners to upskill themselves and more importantly uplift themselves, giving them hope for a better future. The RPL offers adult students hope of advancement amidst challenging circumstances experienced in the past, thereby changing the tide in the latter years of their lives.
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
Action research in the graphics classroom: reflections of educational change initiatives in two schools
(University of the Western Cape, 1990) Cowan, Gillian Margaret; du Plooy, Lucinda
This thesis is an account of my experiences as a Graphics teacher using critical action research to examine my educational practice while working with standard nine students in two white high schools in Cape Town. The subject that I taught, since it was predominantly a "practical" one, was primarily for students who were often labelled, not only by teachers but by the students themselves, as academically "weak" or "stupid" as well as "delinquent". While my initial intention was to try to improve my own educational practice and, as a consequence be better able to help my students, it became apparent that I could not begin to understand the emerging issues in isolation from the context in which the research was undertaken. Issues, which at first seemed relatively simple, became increasingly complex as the research cycles proceeded. Three particular issues are further discussed: i) The problems of qualitative research, particularly those of data collection and narrative language; The value of "thick" description as opposed to the surface representations of positivistic research modes justifies the difficulty of following the qualitative research method. ii) The ways in which the curriculum and school organisation can perpetuate social inequalities and injustices, which may be further reinforced by student resistance; my experience of my project students strongly suggested that for whatever other reasons they were doing so badly at school, it certainly was not because they were academically "weak" or "stupid". iii) The value that critical action research has as a form of praxis or critical pedagogy. By closing the gap between theory and practice, it has enabled me to come to understand better the ideological nature of organised education and the consequences thereof.

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