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 case study investigating family-school partnerships in a ‘high-performing’ primary school serving ‘low-income’ urban households in the Western Cape.
(Univeristy of the Western Cape, 2024) Petersen, Paul Sebastian; Du Plooy, Lucinda
This case study investigated family-school partnerships in a ‘high-performing’ primary school serving ‘low’ urban households in the Western Cape by exploring the nature and consequences of family-school partnerships and how it relates to learner achievement. It addressed the broader problem relating to the lack of family-school partnerships, particularly in relation to learner performance and the practices that positively impact this within the South African context. The thesis addressed the following main question: How do family-school partnerships in a ‘high-performing’ primary school serving ‘low’ income urban households influence academic outcomes? The theory used to underpin the study both theoretically and methodologically is Epstein’s theory of Overlapping Spheres of Influence (Epstein, 1986; 1992; Epstein et al., 2002), with a particular focus on the six types of family-school involvement. Methodologically, this qualitative interpretative single case study made use of structured interviews and document sources to explore this fairly under-researched area. The unit of analysis is family-school partnerships at a primary school that serves ‘low’ urban income households in the Western Cape, which comprised three embedded cases, namely, the school principal, two teachers and two parents.
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 critical exploration of Pan-African ecofeminist popular education within WoMin’s feminist schools
(Taylor&Francis, 2025) Hargreaves, Samantha; Walters, Shirley; Khan, Leila
WoMin African Alliance (WoMin) has hosted six Feminist Schools since 2016 in which a Pan-African ecofeminist popular education approach has evolved. The participants are women in communities of resistance against extractive projects in West, East, and Southern Africa. Given the limited research on ecofeminist popular education in Africa, an exploratory case study method is used to examine the praxis of the emergent curriculum. Most participants have limited levels of formal schooling; therefore, we probe how we build an understanding of complex theoretical ideas while simultaneously honouring the centrality of women’s embodied knowledge. We describe various participatory, inventive pedagogical practices which place women’s experiences at the centre while elucidating abstract concepts. The facilitator’s ability to weave theory from the stories while ‘on her feet’ is crucial. The case deepens the argument that experience is a source of knowledge and provides rich evidence to support it.
A critique of how the foundation phase curriculum policy document, CAPS, addresses the literacy needs of young learners in South Africa
(University of the Western Cape, 2025) Petersen, Marlene Stephanie
Years of study and experience of teaching in schools in Bahrain, England and Hong Kong, and particularly in South Africa, have led me to question the quality of curricula and how these may affect the development of learners and the quality of their lives. While engaging with the Curriculum and Assessment Policy Statement (CAPS) document in Grades 2 and 3 in an urban school in Cape Town, South Africa, from April 2018 to December 2019, some key issues of concern were highlighted, which I hope to address through this study. The CAPS document does not promote learners’ literacy development. Insufficient opportunities are provided for learners to rehearse, practice, refine, develop and extend their literacy skills and knowledge. There are many reasons for this. In addition, the amount of content packed into each week, term, and year is excessive, which provides little time for exploratory problem solving on the part of learners. Little thought was given to how language is used to engage learners. The above observations have led me to want to explore early childhood literacy development practices in South Africa and elsewhere. The research question driving this study is: How does the Foundation Phase National Curriculum Assessment Policy Statement (CAPS) address young learners’ literacy development in a culturally and economically diverse South Africa? The educationist Hyun (1998) states that teachers enter the learning environment with their own sociocultural backgrounds. To respond appropriately to the diverse sociocultural needs of their learners, it is incumbent on them to transcend their own sociocultural contexts “since these would be more responsible and relevant to the diverse young child’s growth and optimal learning experiences” (Hyun, 1998, p. 1). Inherent in this understanding is the ability of teachers to identify individual learners’ differing needs and make sense of developmentally and culturally appropriate practice. Effective teachers adapt curricula to the diverse needs of learners. Palaiologou (2016) emphasises the three-way relationship between teacher, learner and parent. It is, in my experience, a mutually beneficial relationship that allows the expertise of each to ultimately enhance the development and potential of the learner in the early years’ educational setting.
A decolonial perspective on english language teacher education
(University of the Western Cape, 2024) Naketsana, Molopetsane
This study interrogates the English language teaching (ELT) curricula and explores the necessity for a decolonial imperative in teacher training. The study has been conceived with the aim of disrupting settled knowledges. It explores strategies by which to decolonise ELT curricula and to ascertain the relevancy of the curriculum within South African higher education institutions. In particular, there is a focus on emancipatory teaching approaches in language education. Semi-structured in-depth interviews with English language lecturers and students in the Bachelor of Education (BEd) Programme inform the analysis of this study. By using document analysis to provide vigorous case description, the data for this qualitative research is systematically triangulated. The study draws on three theoretical perspectives: critical pedagogy, critical theory and decolonial theories. This theoretical framing allows for perspectives by which to rethink the language curriculum in teacher education institutions, and it provides strategies for a transformative teaching pedagogy. The findings attest to the need in teacher training for language curricula that are guided by critical pedagogy. The findings also reveal that an alignment between the reality of the school context and teacher training is lacking. The study advocates the advancement of a decolonial approach in teacher education curricula by conscious agents of critical and radical education. Recommendations include the need for teacher training institutions which promote discussion that addresses language curriculum practice. Such dialogue would best be underpinned by critical pedagogy and education. In promoting the acknowledgement, development and exposure of all knowledges critically, students may learn to balance the western and African voice in knowledge construction. Thus, reflective practice should form part of teacher training as this will encourage students to engage with their formative pedagogical knowledge and experience
A newly qualified teacher’s competency in handling diversity: an auto-ethnography
(University of the Western Cape, 2024) Rukundo, Adeline
Although the topic of diversity has gained global popularity, there are various studies indicating that teacher competency in managing learner diversity is an area that requires improvement and additional research. This thesis explores a newly qualified teacher’s competency in handling diversity in a South African context. The study deploys a qualitative research approach and auto-ethnographic methodology to gain a deeper understanding of newly qualified teachers’ competencies in dealing with diversity. A newly qualified teacher’s personal experience and knowledge of diversity within the context of education has been triangulated against the existing literature of diversity to affirm the validity of the data. The study finds that even though diversity is covered in teacher training institutions, newly qualified teachers remain unprepared for the challenges with diversity that they will encounter in their classrooms. In addition, preservice teachers have limited exposure to the wide spectrum of diversity among learners. The teacher training curriculum as well as teacher practice programmes do not provide pre-service teachers with sufficient knowledge of diversity studies, experience, and exposure. This study is useful for teacher training institutions, education policy makers, teachers, and academics in gaining insights and perspectives of pre-service and newly qualified teachers where diversity is concerned.
A phenomenological exploration of transformational leadership practices of selected programme managers at a TVET college in the Western Cape province
(University of the Western Cape, 2025) Felix, Merchalene
As individuals working together, employees share a common humanity and interact within shared workspaces. In today’s fast-paced and demanding work environment, the success of organisations and the well-being of employees are highly dependent on the development of a supportive and collaborative work environment. Leaders in organisations have a responsibility to cultivate and sustain a culture of collaboration and support that fosters success. True leadership is not just about control, but about inspiring others and fostering a collaborative atmosphere where everyone feels empowered to achieve greatness. However, creating such an environment can be challenging in practice. This study explored the transformational leadership practices employed by a selected group of Programme Managers in a Technical Vocational Education and Training (TVET) College, specifically to understand how these practices contribute to the development of a supportive and collaborative work environment. Theoretically, this study draws on the work of David Rock’s Status, Certainty, Autonomy, Relatedness, Fairness (SCARF) model of engagement, integrating it with Edmund Husserl’s ‘lifeworld’ theory and Martin Heidegger’s notion of Dasein. The study followed a qualitative research approach, specifically applying a phenomenological research design to investigate the transformational leadership practices of selected Programme Managers. To answer the main research question, “What do the lived experiences of selected Programme Managers at a TVET college reveal about transformational leadership practices?”, five research participants were purposively selected. The data were collected through semi-structured interviews and field notes. The data were analysed using Heidegger’s interpretive phenomenology, integrated with David Rock’s SCARF model of engagement. By exploring the lived experiences of selected Programme Managers, this study identifies the underlying factors that contribute to successful transformational leadership practices in fostering a supportive and collaborative work environment. The findings reveal that three of the Programme Managers incorporate transformational leadership practices and elements of the SCARF model, creating a supportive and collaborative work environment. A noteworthy observation is that all three have participated in leadership training, including a neuroscience-based leadership course, and have since been promoted to Head of Department. The fourth participant relies heavily on her years of experience; however, she demonstrates some core elements of transformational leadership. The fifth participant appears to struggle with leadership, likely due to a combination of inexperience, limited knowledge, a lack of confidence, and a language barrier. This participant has since resigned from the role. Additionally, the study highlights a strong link between each participant’s upbringing and their leadership style, indicating that early life experiences significantly influence their transformational leadership.
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 phenomenological investigation into the self-efficacy of selected campus managers at TVET colleges in the Western Cape province towards academic goal achievement
(Univeristy of the Western Cape, 2023) Ndaba, Thembelani Elvis ; Koopman, Karen
This phenomenological research aims to develop an understanding of the self-efficacy of selected campus managers in Technical Vocational Education and Training (TVET) colleges and its influence on their approach to management and decision-making, specifically in relation to improving academic outcomes. The main research question is: How does the self-efficacy of selected campus managers at TVET colleges in the Western Cape relate to their achievement of academic goals? To answer the main research question, the research involved selecting six research participants and employing a Husserlian phenomenological approach for the data construction process. To elicit rich descriptions of campus managers’ subjective experience, this study conducted in-depth semi-structured phenomenological interviews augmented with fieldnotes. The self-efficacy of campus managers was explored in the study, with a focus on factors such as personal characteristics, past experiences, social context, and vicarious experiences. The scholarly work of Edmund Husserl's 'lifeworld' theory and Martin Heidegger's notion of Dasein formed the theoretical superstructure for the data-explication frameworks. To present the findings, descriptive narratives based on Husserl's 'lifeworld theory' were crafted for each research participant. The descriptive narrative was followed by an interpretive narrative crafted by infusing Heidegger's notion of Dasein and William Glasser's Choice Theory. This was done to gain a deeper understanding of how campus managers' beliefs and choices influenced their self-efficacy and effectiveness in their roles to improve student academic results.
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.
A Research Paper submitted in partial fulfilment of the requirements for the degree of master in ducation (adult learning and global change)
(University of the Western Cape, 2025) Jenekar, Regan
This study investigated the impact of a shift in the medium of instruction from face-to-face to online learning on the identity formation of students at Technical and Vocational Education and Training (TVET) colleges. Drawing on a Foucauldian lens, the study critically analyses and problematises the shift in power relations that students and teachers encounter in online teaching and learning environments. The main themes explored in this study were the conceptions of e-learning, autonomy and challenges in e-learning, online identity in e-learning, and students’ and lecturers’ shifts of power relations. The study employed a qualitative research approach, gathering data through semi-structured interviews at a TVET college in South Africa. The investigation explored how the shift to online learning has resulted in changes in students’ identities, particularly in relation to how identity shifts due to moving to an online teaching and learning platform. The study examined how students and lecturers negotiate and resist the exercise of power in online learning environments and how their identities are shaped and reshaped in response to these power dynamics The findings of this study contribute to an understanding of the complex interplay between identity formation, power relations, and online learning in the context of TVET colleges. This research has implications for policymakers, educators, and researchers interested in understanding the multifaceted nature of student identity in the digital age. As such, the study provided insights into the challenges and opportunities that students encounter in online learning environments and suggests recommendations for educational institutions to create inclusive and empowering online learning experiences for students.
A study to integrate science and indigenous knowledge for teaching and learning of electrostatics in grade 10
(University of the Western Cape, 2024) Sele, Eric Mlamli David
This research draws on the Indigenous Knowledge (IK) views of how lightning is formed. Many learners were informed by their parents that lightning is caused by witch doctors, traditional healers, or witchcraft. As these learners matured, some of them were made to understand that lightning is made by natural causes as well. According to the scientific worldview, lightning occurs through a naturally occurring electrostatic discharge when two electrically opposite charged regions in the atmosphere or ground temporarily equalise themselves causing an instantaneous release of gigajoules of energy. Lightning has killed many people all over the world including South Africa. Indigenous people have different ways of explaining lightning depending on how the elders were nurtured by their forefathers on the formation of lightning. Some traditional lightning protection methods differ from scientificallybased approaches to safeguarding communities. They differ from one environment to the other. However, there are commonalities in both methods. The study investigated if the integration of science and indigenous knowledge systems in teaching and learning electrostatics in Grade 10 could have an impact. The study also explored the role of using English as the second language in teaching and learning electrostatics in Grade 10. The study examined two groups from two different schools. A quasi-experimental design was used with an experimental group receiving the treatment and the control group which received tuition in the traditional way using textbook and expositions explanations on the chalkboard. Both groups were given the pre-test of which the experimental group received treatment after they finished writing it, but the control group did not get it. These two groups wrote a post-test which was the same as the pretest. Both groups consisted of boys and girls. The experimental group received the Dialogical Argumentation Instructional Model (DAIM).The inclusion of home language improved learners’ understanding of scientific concepts in electrostatics. Data analysis exposed that the learners had their own set of indigenous science. The study also showed that the learners appreciated the fact that their language and Indigenous background were recognised by the school. Learners in this study expressed support for merging Science and Indigenous Knowledge Systems methodologies.
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".
Academic resilience in biology amongst orphans and vulnerable children at secondary schools in the otjozondjupa education region, namibia:
(University of the Western Cape, 2025) Verner, Victoria Namene
This study explored the lived experiences of academically resilient Orphans and Vulnerable Children (OVC) in the Otjozondjupa Education Region of Namibia, with specific attention to the factors that enable them to succeed in Biology despite adverse socio-economic and emotional conditions. Grounded in Bronfenbrenner’s Bioecological Model and the Theory of Resilience, the research investigated how individual, familial, school, and community systems interact to foster academic perseverance among OVC. A qualitative research design was employed, using semi-structured interviews, classroom observations, and documentary evidence to collect data from ten Grade 12 learners identified as academically resilient. Thematic analysis guided the interpretation of findings, ensuring that emerging themes reflected both participants’ lived realities and the study’s theoretical foundations. The findings revealed that academic resilience among OVC is a dynamic, multi-layered process shaped by the interaction between personal strengths and contextual supports. Key enablers included personal motivation, a positive mindset, self-efficacy, and adaptability, which operated alongside external factors such as teacher encouragement, supportive family networks, peer collaboration, and community engagement. Access to educational resources and stable learning environments further enhanced resilience by enabling learners to sustain focus and academic performance. The study also found evidence of self-directed learning behaviours, including goal-setting, self-testing, and the strategic use of limited resources, illustrating that resilient learners actively manage their learning trajectories despite adversity. Drawing on these insights, the study developed the Resilience–Education Support Model (RESM)-a contextually grounded theoretical framework designed to explain and guide the fostering of academic resilience among OVC in Namibia and similar settings. The RESM integrates three interdependent components - Support Systems, Personal Motivation, and Access to Resources that interact dynamically across ecological levels and over time. The model emphasises that resilience is not a static trait but a developmental process shaped by continuous feedback between individuals and their environments. It further highlights the importance of emotional, academic, and material support as secondary enablers that reinforce learners’ capacity to adapt and succeed. The study concludes that effective educational responses to vulnerability must adopt a holistic, systemic approach-one that recognises the interconnection between personal agency, social relationships, and structural opportunity. The RESM thus provides both a theoretical lens and a practical framework for policymakers, educators, and community organisations to strengthen academic resilience through coordinated interventions. Ultimately, the study contributes to the growing body of African scholarship that reframes orphans and vulnerable learners not merely as recipients of support, but as active agents of transformation capable of sustained academic achievement despite adversity.

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