Magister Educationis - MEd

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Grade 12 learner achievement in Business Studies in working-class communities in two schools in the Western Cape, South Africa
(Univesity of the Western Cape, 2025) Gordon, Cherylleen Enid; Smith, Juliana
The researcher was concerned about the underachievement of Grade 12 learners in Business Studies, particularly, in schools in working-class communities in the Western Cape. The research was presented as a case study of the learners and the teachers to learn more about factors that possibly contributed to the lack of success in Business Studies in the 12th grade. According to the National Senior Certificate results, the Education District categorised schools into groups. It was clear that many schools from the ex-House of Representatives, ex-House of Delegates and Department of Education and Training (DET) were at the bottom half with reference to the results and should receive high-priority intervention from the district level. Learners from new Western Cape Education Department (WCED) schools in specific areas also underperformed in the subject. The study sought to identify the reasons for this underperformance and made recommendations to ensure improved performance. The objectives of this investigation were, therefore, to define performance and underperformance, to determine the effect of learners’ socio-economic circumstances on their ability to succeed, and to investigate how changes in the curriculum influenced the knowledge and methodology of the Business Studies teacher. Conceptually, the study drew on understanding the term underperformance or underachievement. A review of the literature included the historiography of curriculum changes in the Business Studies curriculum over the past twenty years and the extent to which teachers were prepared for these changes. Other factors considered in the teaching and learning process were the relationship between socio-economic circumstances and academic achievement and the availability of quality learning spaces that are conducive to academic success. In this regard, the researcher reviewed similar studies in the literature. The research focused primarily on the learners’ and teachers’ perceptions of why learners underperform in Grade 12 Business Studies. To be able to make meaning of the phenomenon of underperformance, a qualitative research methodology was used in association with an interpretive approach. The instrumental case study (Stake, 2005:445), as a qualitative research design, was used to enable the researcher to facilitate understanding of the problem of underachievement of high school learners in Grade 12 Business Studies.
A case study of the role of senior education officers in supporting teachers’ professional development in Northern Namibia
(Univesity of the Western Cape, 2024) Imalwa, Secilia Ngaike; Smith, Juliana
Education policies are very important in guiding teaching and learning in any country. One of such policies is that of using advisory teachers to support teachers’ professional development (TPD) in Namibia. However, not all policies are implemented as originally intended. This study aimed to investigate the role of Senior Education Officers (SEOs) in supporting teachers’ professional development in selected public schools in Northern Namibia. The objectives of the study were to: explore the Senior Education Officers (SEOs) policy document and their implementation in support of teacher professional development; investigate the nature of teachers’ professional development support Senior Education Officers (SEOs) provide to school teachers; understand teacher experiences of the nature of professional development support they get from Senior Education Officers (SEOs); identify challenges experienced by teachers on professional development support toward achieving best practice in their jobs; and identify recommendations by teachers to improve the levels of professional development they receive. The conceptual framework informing this study is drawn from Namibian policy imperatives related to the role of SEOs in relation to the professional development of teachers. It also drew on the key concepts related to teacher professional development identified in related literature. This conceptual framework thus illustrates the policy - practice gap used to guide and inform my study. The research is located within an interpretive paradigm using a qualitative research approach and a case study design. Eleven participants were purposively selected from two public-run schools within the Oshakati circuit to partake in the study, comprising six teachers, two Head of Department (HODs), and three Senior Education Officers (SEOs), responsible for Agriculture, Biology, and Physical Science. A pilot study was conducted before the main research study. The data collection took place through document analysis and semi-structured individual interviews. The data was interpreted using thematic data analysis. Ethical considerations of informed consent, trustworthiness, respect for human dignity and confidentiality were adhered to.
Impak van klasonderrig en spesialis-onderrig op graad 7 leerders se vordering in die leerarea, ekonomiese en bestuurswetenskappe
(University of the Western Cape, 2001) Hendricks, Colin; Smith, Juliana
Die huidige debatvoering aangaande die twee onderrigpraktyke (klasonderrig en vak/spesialis-onderrig) op prirnere skool is een wat sterk argumente stimuleer, beide vir of teen 'n spesifieke onderrigpraktyk. Inteendeel, dit hoef nie beide te wees nie, maar faktore so os die oneweredige verspreiding van hulpbronne, oorvol klaskamers en flnansiele probleme bepaal dikwels wat moontlik is of wat nie moontlik is nie, veral in vorige benadeelde skole. Die situasie waarin die skole hulle tans bevind, veroorsaak dat verskillende benaderings t.o.v. onderrig en leer toegepas word en gevolglik word die leerders verskillend voorberei wat beteken dat slegs 'n sekere groep leerders goed opgewasse is vir leerinhoud op sekondere skool. Hierdie knelpunte is die besorgdheid van die ondersoek daarom is 'n impak-studie gedoen van die verskillende onderrigpraktyke op graad 7 leerders se voorbereiding vir die sekondere skool. Besondere aandag word gegee aan onderrig en leer in Ekonomiese en Bestuurswetenskappe (EBW) omdat dit'n relatiewe nuwe leerarea is en baie opvoeders nie oor die nodige vakkennis beskik om dit aan te bied nie. Terselfdertyd word 'n alternatiewe onderrig- en leerstrategie ondersoek om vas te stel in hoe 'n mate dit opvoeders sal ondersteun om effektief te onderrig en leerders sal help om betekenisvol te leer.
The role of code-switching in Grade 6 mathematics teaching and learning
(University of the Western Cape, 2013) Ndunduzela, Vuyelwa. G.; Nomlomo, Vuyokazi
Code switching is a common practice in many classrooms where the learners' home language is not used as the Language of Leaming and Teaching (LoLT). This study investigates the role of code-switching in Grade 6 mathematics teaching and learning in one primary school in the Western Cape. The study focused on Grade 6 mathematics as recent systemic evaluation results reveal that many South African learners perform poorly in mathematics at national and provincial levels. Specifically, the study looked into circumstances or conditions under which code switching occurs in the Grade 6 mathematics classroom in order to gain an insight into how code switching enhances or hinders learners' understanding of mathematics concepts where English (First Additional Language) is used as the main medium of instruction. It involved two Grade 6 teachers (the Head of the Intermediate Phase, and one Grade 6 mathematics teacher) and learners who were home language speakers of isiXhosa in order to get their views on the role of code switching in mathematics teaching and learning. This study followed a qualitative research design and methods to collect data from the participants. Data were collected by means of classroom observations, interviews, a group questionnaire and focus group discussions in order to make sense of code switching practices in Grade 6 mathematics teaching and learning. Following a constructivist theoretical framework, the findings of this study show that whilst code switching is a valuable linguistic and cognitive resource in facilitating better communication and understanding of mathematics subject content, it can also be a barrier to learners' understanding of mathematics concepts if it is not properly and systematically used for scaffolding and mediation purposes.
A lifeskills programme for twelve male grade six learners
(University of the Western Cape, 2001) Jacobs, Roger Mark; Green, Lena
A lifeskills intervention programme, drawing on cognitive-behaviour theory, was carried out with 12 grade six boys who displayed aggressive and disruptive behaviour. The aim of the programme was to improve the behaviour of these selected boys. All of the participants were between 10 and 13 years old who came from average or low-income households in the "Coloured" community of a small town in the Western Cape. Aggressive behaviour was defined as being physical (hitting, kicking or destroying of property) or verbal (yelling, swearing and temper outburst). Disruptive behaviour was defined as walking around in the classroom disturbing other learners, speaking out of tum in the classroom and disobedience. The author administered the intervention programme for one hour twice a week for three weeks. Assertiveness, problem solving, learning of social skills and anger control formed the basis of the programme. An analytical-empirical approach was followed in a repeated measures two-group design. The experimental school and the control school both serve the same community. The grade six educators and the principals of the two schools did the selection. Three measures were used to obtain the data for the research and at-test was calculated manually to analyse the data. An observation schedule, the Aggression Observation Schedule was devised by the author. Two independent observers observed the behaviour of participants for one hour. The other two measures used were a modified 22-item version of the Conners Teacher Rating Scale and standardised self-report questionnaire, the Aggression Scale.
Die prosesbenadering tot skryf in die kurrikulum van die sekondêre skool: Rasionaal en invoer
(Universiteit van Wes-Kaapland, 1991) Kiewitz, Fred John
erdie verhandeling bestaan uit twee hoofdele. In die eerste hoofdeel word die prosesbenadering tot skryfonderrig as demokratiseringsmetode onder die loep geneem. Daar word geargumenteer dat dié benadering 'n teenvoeter kan wees vir die teenswoordige meer gevestigde metode van skryfonderrig, waarin die onderwyser as die bron van kennis en die kind as die ontvanger daarvan beskou word. Hierna word die prosesbenadering van skryfonderrig gemeet aan Scutendijk (1989) se model van demokratiese onderwys. In dié verhandeling word bevind dat die benadering uitstekend beantwoord aan sentrale temas van demokratisering, soos sosiale geregtigheid, gelykheid op grond van geslag, kultuur, taal, ouderdom en etnisiteit, groepsamewerking, respektering van menseverskille, kritiese ontleding, leerlinginspraak in klasbesluite, ens. Die verhandeling wys dat die prosesbenadering daarin kan slaag om 'n nuwe klaskamer- en skoolkultuur daar te stel, wat uiteindelik kan lei tot die bemagtiging van leerlinge, onderwysers, en selfs die prinsipaal. As onderrigmetode is die benadering wesenlik gemeenskapsgefundeer. Benewens die demokratiserende aard van die prosesbenadering, lig die verhandeling verskeie voordele vir leerlinge sowel as onderwysers uit. Daar is die samewerking en selfwerksaamheid van die leerlinge, die groepsbesprekings, die kommunikatiewe betrokkenheid van die leerlinge en die skakeling en interaksie tussen leerlinge en die onderwyser. Daar ontstaans m.a.w. 'n positiewe verandering in die verhouding tussen onderwyser en leerlinge, onderwyser en kollegas, onderwyser en skooladministrasie. Voorts konsentreer die verhandeling op die inskakeling van die rekenaar in die prosesbenadering van skryfonderrig, en word verskeie voordele hiervan uitgelig. In die tweede hoofdeel van die verhandeling word die rol van die skoolhoof by die invoer van die prosesbenadering tot skryfonderrig in die sekondêre skool behandel. Daar word betoog dat die struikelblokke by invoer glad nie onoorbrugbaar is nie. Die skoolhoof sal noodwendig die eienskappe van vernuwingsagent moet toon, en die beginsels van demokrasie moet nastreef. As voorsitters in skole het skoolhoofde 'n belangrike rol te speel en sal dit in 'n groot mate van hulle leierskap en bestuurskwaliteite afhang of die invoer van die prosesbenadering tot skryfonderrig sal slaag.
Critical Pedagogy and literacy teaching in Grade 4 classrooms
(University of the Western Cape, 2025) Carelse, Anthea Jeanette
This study investigated the use of critical pedagogy in literacy teaching in the Grade 4 classrooms of two Quintile 1-4 schools on the Cape Flats, in the Western Cape. Its purpose was to provide Grade 4 teachers in disadvantaged schools on the Cape Flats with an opportunity to share their experiences of teaching literacy. The research approach is qualitative and used a case study of two randomly sampled Quintile 1-4 schools. The exploration sought to determine the extent to which literacy teachers employ critical pedagogy, and how the socioeconomic backgrounds of the learners influence literacy achievement. To frame the exploration, the study entails an overview of critical theory, critical pedagogy, literacy teaching and the social and political landscape on the Cape Flats in South Africa. The study employed critical literacy theory as the theoretical framework, in conjunction with Freire’s (1970) theory of practice. Thus, this study is underpinned by Freire’s (1970) Critical Pedagogy as well as the Sociocultural Theory of Bronfenbrenner (1979). These theories offer complementary perspectives on how individuals develop and learn within their environments, particularly in educational settings.
Investigating English communication challenges experienced by African students at a technical and vocational education and training (TVET) college in KwaZulu-Natal
(University of the Western Cape, 2025) Zungu, Nkosingiphile Innocentia Zama
South African higher education institutions are characterised by linguistic diversity, with students coming from a wide range of language backgrounds. However, within these institutions, English remains the dominant language of instruction for all students, even though many students use English exclusively within the confines of the institutional context. Therefore, this creates significant challenges for students when communicating in English, particularly as English serves as the global language of communication, and many students come from backgrounds and schooling experiences that offered limited exposure to English. Hence, this study focuses on the challenges experienced by Black non-English speakers when they reach higher education institutions, which are Technical and Vocational Education and Training (TVET) Colleges, and the medium of instruction is English. The study investigates challenges these students face in communicating in English, examines how English was taught in high school and identifies strategies that can support improved communication at the higher education level. Bruner’s Instruction Theory frames the study, highlighting how mediated learning can enhance students’ ability to transform and transfer what they are learning. This study employed a qualitative research approach, making use of classroom observations, focus group discussions, and questionnaires for the collection of data to determine factors contributing to students experiencing communication challenges when it comes to the English language. Participants included the first and final year English students at a TVET college in KwaZulu-Natal and observed the teaching strategies used to teach English communication and the language barriers students encounter when speaking. Findings assisted in addressing the English language barrier problems that students experience at their entry level at the College. The following recommendations are made: Adequate teaching and learning contact sessions for English, a proper and well-monitored intervention programme for students who have an English language barrier, a revised TVET College minimum entry requirements system that caters for all students and introduce more English programmes like a book reading club, poetry sessions, and debates.
Literacy activists' experiences and challenges in extensive reading programmes with children in South Africa
(University of the Western Cape, 2026) Wyngaardt, Tamaryn L
The present study focuses on investigating the experiences of literacy activists and the benefits of extensive reading in a child’s reading development. The main aim of the study was to assess the impact of extensive reading programmes carried out by literacy activists had on children’s reading progress. The main question of this study focused on the experiences and challenges of literacy activists as well as their implications for the extensive reading programmes. The theoretical underpinning of the study includes the narrative theory to focus on individual experiences. The study gathered data by employing a qualitative research approach. Exploratory research was used through a case study research design, and a narrative research design to gather as well as analyse the personal experiences of the literacy activists. The sampling method that was employed was purposive sampling, involving individuals with relevant experience in extensive reading programmes. The data collection of the study primarily involved semi-structured as well as open-ended interviews. These interviews were transcribed for analysis using thematic analysis. The key findings emphasised the necessity of early exposure to reading, the pivotal roles family and community support play, and the impact of home and school environments on an individual’s literacy development. The insights of the literacy activists showed the multifaceted nature of extensive reading programmes. This includes having access to engaging materials, culturally relevant material, as well as being actively engaged with the content being read. In addition, the study indicated key benefits for children who participated in these programmes, such as academic motivation, receiving holistic learning experiences, receiving individual attention, as well as a sustained impact beyond the programme’s duration. All in all, the study’s findings underscore the necessity of literacy initiatives as a means of fostering a lifelong passion for reading among children in South Africa. The study suggests several recommendations for improvement, such as incorporating a diversity of reading materials reflecting the cultural diversity of South Africa, ensuring library access in communities and schools, involving parents in the reading process, establishing reading incentives, fostering community partnerships, incorporating multimodal approaches to reading, implementing a targeted assessment strategy as well, and incorporating cross-cocurricular integration. Further studies could opt towards investigating the long-term effects that extensive reading programmes will have on the academic performances and lifelong reading habits of learners. Moreover, investigating parental involvement could add insights into best practices for improving literacy outcomes. Understanding how these initiatives impact children from various socio-economic backgrounds, as well as various language abilities.
Exploring the lived experiences of primary school departmental heads in relation to the implementation of two policy directives
(University of the Western Cape, 2025) Maarman, Yolanda
The South African education system has a history of disproportions due to apartheid that affected the quality of education. The Department of Basic Education (DBE) had the task of unifying the different educational departments; therefore, new educational policies were drafted and implemented to regulate these policies. While many scholars have written extensively on educational policies, a gap appears in the literature regarding the lived experience of Departmental Heads (DHs) within the framework of the Personnel Administrative Measures (PAM) and the South African Council for Educators' Professional Teaching Standards (PTS). Furthermore, it aims to highlight the tensions and contradictions between the two documents and investigate the influence of policy on DHs as they fulfil their roles and responsibilities. This study aimed to explore the lived experiences of primary school DHs in relation to the implementation of PAM and the South African Council for Educators’ PTS. It focused on the lived experiences of DHs in primary schools, investigating how they understood and experienced the tensions and contradictions between the implementation of policy and practice, informing their roles. This study employed a qualitative research approach, informed by an interpretivist paradigm. The research design was based on a qualitative research design, namely phenomenology. A purposive sample of ten DHs in five Western Cape primary schools was used. Data collection methods included semi-structured individual interviews, observational field notes, and documentary evidence. Qualitative data analysis methods were employed based on the descriptive phenomenological analysis approach of Husserl and the interpretive phenomenological approach of Heidegger. The key findings revealed a widening policy-practice gap, influenced by intrinsic and extrinsic factors as well as contextual challenges encountered by DHs in schools. The recommendations of this study emphasise the need for more substantial alignment between current policy directives and the practical realities faced by DHs. Central to this is a call for policy review considerations that address the widening policy–practice gap, ensuring that directives are responsive to the lived challenges of schools. The study further recommends strategies to enhance the connection between theory and practice, including structured induction and mentoring programmes, reducing administrative overload, and creating collaborative platforms that support adaptive rather than compliance-driven approaches. These recommendations aim not only to strengthen practice but also to reposition DHs as effective instructional leaders capable of dwelling authentically in their roles and contributing meaningfully to the educational landscape
Exploring the pedagogical experiences of Natural Sciences and Technology teachers’ integration of ICTS in classroom practice at an under-resourced primary school
(University of the Western Cape, 2025) Mbatyazwa, Mxolisi
The South African National Department of Basic Education (SANDBE) emphasises the importance of Information Communication Technology (ICT) in the classroom and teachers play a fundamental role in this curricular integration. The use of ICTs in schools is a much-encouraged pedagogical necessity in the education fraternity. However, there are barriers in achieving this especially in under-resourced schools. The Department of Basic Education (DBE) and Provincial Education Departments (PED) play their role to support teachers and equip them in this new digital age. The primary aim of this study is to analyse the experiences of in-service teachers in an under-resourced primary school on how they adapt and use their pedagogical skills for the integration of ICTs in teaching the Natural Sciences and Technology (NST) subject. To gather a holistic interpretation, this research explored the experiences of full-time educators who teach Natural Sciences and Technology in the intermediate phase (Grades 4-6), and the researcher used a qualitative methodological approach for the study. The data gathered was through five participants teaching various grades in the intermediate phase. The data collection methods used were, semi-structured individual interviews and classroom observations to capture each teacher’s individual perception of how they have encountered the integration of ICTs in their daily pedagogical practice, alongside a document analysis of various South African educational policies that guide and act as a referential framework for the integration of technology in South African schools and teacher administrative documents. The study drew on the theoretical frameworks of Pierre Bourdieu’s concepts of field, habitus, and capital. This theory guided the thorough analysis in the exploration of teachers’ experiences in the integration of ICTs into their content delivery and pedagogical practices in Natural Sciences and Technology. This study informs the need for a rapid re-examination of the resource allocation frameworks to accommodate underresourced schools in the Gauteng province, the professional development necessary in which teachers in such under-resourced schools can continue the process of teaching and learning even in unprecedented pandemics and beyond. Furthermore, it recommends closing the digital gap between national and provincial governments together with district offices in provinces.
Investigating stakeholder perceptions of out-of-field English and Geography teaching in selected secondary schools in the Western Cape
(University of the Western Cape, 2024) Ampo, Joshwin
This study sought to investigate an aspect of the phenomenon of out-of-field teaching (OOFT), a largely obscured aspect of the schooling system affecting teacher identity as well as learner attainment. Out-of-field (OOF) teachers are those assigned to teach subjects for which they are not certified. This typically occurs when teacher supply does not match the demand for certain subjects. A key concern is that OOFT affects the quality of teaching and learning. It is especially novice OOF teachers who may lack the necessary Pedagogical Content Knowledge (PCK). OOFT may also affect the well-being and professional identity of the teachers concerned. The present study focused on OOF teachers of English and Geography in selected secondary schools in the Western Cape. English is the predominant language of teaching in South African schools. As a language subject, it therefore occupies a prominent position in the Curriculum and Assessment Policy Statement (CAPS) curriculum. English teachers are required to be competent and confident users of English and to have the necessary content and skills to teach and assess all aspects of English. Similarly, Geography teachers are required to be competent in areas of the curriculum, including specialised areas such as map reading, analysis, and interpretation. This thesis draws on Sen’s Capability Approach (CA) and related theories of teacher self-efficacy and well-being. It employs a qualitative methodology within the interpretivist research paradigm to focus on the lived experiences of OOF teachers of English and Geography in selected secondary schools in the Western Cape, as well as the perceptions of selected school subject heads and departmental subject advisors. Semi-structured individual interviews were used to generate the data. The findings highlight the impact of especially out-of-subject teaching on the lives of those most directly involved, the teachers.
A capability analysis of teacher professional development and professional teaching standards for Grade 12 History teaching in four districts in the Western Cape
(University of the Western Cape, 2025) Tobin, Bridget
This study examined the impact of Teacher Professional Development (TPD) and Professional Teaching Standards (PTS) on enhancing the quality of Grade 12 History teaching and improving learner achievement in selected districts of the Western Cape, South Africa. Against a backdrop of persistent educational inequality and inconsistent History results, the research aimed to evaluate how context-responsive TPD initiatives, aligned with PTS frameworks, could support teacher growth and address learner needs. Guided by Amartya Sen’s Capability Approach and Etienne Wenger’s theory of Communities of Practice, the study positioned teachers as active agents capable of transforming classroom practice through shared inquiry and thoughtful engagement in professional learning. A qualitative research design was employed, involving semi-structured interviews with 12 history teachers and four curriculum advisors from both urban and rural education districts. The findings revealed that well-supported TPD interventions, particularly those embedded in professional learning communities (PLCs), contributed to increased teacher confidence, content knowledge, and the development of learner-specific teaching strategies. Rural teachers identified a lack of resources and sustained mentorship as barriers, while urban teachers highlighted the need for continued subject-specific development. Participants unanimously supported the integration of PTS as a tool for reflective practice and professional accountability. The study proposed a sustainable, teacher-centred support model that integrated TPD, PLCs, and PTS to foster teacher agency and improve historical thinking in classrooms. It contributed to current debates on professional development by offering practical recommendations for policy and practice in the South African context. It advocated for a shift from compliance based training to capability-driven teacher development that is responsive to both professional standards and the lived realities of educators.
Investigating teachers’ views to enhance parental academic support in poor school communities in the COVID-19 lockdown context in the Western Cape
(Univeristy of the Western Cape, 2025) Hermanus, Inge
The Lockdown schooling of the last two years shifted the educational discourse towards the role of parents in assisting learners at home with academic work. Schools across the globe expected parents to perform new academic support roles while learners were not in school, and the lack of a proper national program left parents unsatisfied with this important task. This study investigated how teachers understand the roles of parents in supporting learners with their academic programmes in poor school communities. These communities face different challenges and unique challenges. The purpose of the study is to investigate what the framework for parental academic support should look like and whether South Africa should move in the direction of a national academic support programme for parents to guide learners with academic work at home. The capability approach of Amartya Sen was used to focus on the freedoms and unfreedoms of teachers and parents in terms of academic support of learners at home. This study explores the education system, the progress thereof the role of parental academic support programmes, and teachers' views thereof. This study, therefore, encompasses theoretical and conceptual frameworks such as the Capability approach, whilst engaging analysis through a qualitative approach. A qualitative study guided the investigation in selected poor school communities in the Western Cape. Data was collected through semi structured interviews and focus group interviews. Confidentiality and ethical considerations were implemented to develop this research. This research identifies distance learning as a progressive way of teaching, which, during COVID-19 or lockdown schooling was the reality for teachers in the Western Cape and globally.
Exploring the intended and achieved outcomes of the Life Orientation curriculum: A Case study of TVET college graduates in the Western Cape
(The University of the Western Cape, 2025) Somayah Achmat
In South Africa, one of the mandatory subjects in public Technical and Vocational Education and Training (TVET) colleges offered across all the National Certificate Vocational (NCV) programmes is Life Orientation (LO), which forms part of the compulsory fundamental component of the qualification at levels 2, 3 and 4. The LO curriculum intends to support learners in addressing personal and social issues relevant to their lives as South African citizens by effectively assisting their navigation through youth and, eventually, adulthood. Policymakers expect the LO subject to impact students' lives after college, affecting their professional and social interactions. However, limited research exists regarding the translation of LO curriculum objectives into lived experiences, an interest that underpins the study presented here. Using a case study and narrative life history approach, this research investigated TVET college graduate students' impressions of the LO programme they had been exposed to. Twelve recent college graduates were recruited using snowball sampling and were interviewed about their trajectories after graduation.
The TVET Colleges: Employees Perceptions after migrating to the Department of Higher Education and Training (DHET)
(University of the Western Cape, 2024) Nkuzo Phumzile Sidney
The TVET Colleges: Employees Perceptions after migrating to the Department of Higher Education and Training (DHET) The Department of Higher Education and Training (DHET) in South Africa oversaw the conversion of Technical and Vocational Education and Training (TVET) institutions from Further Education and Training (FET) colleges to TVET colleges, denoting a dramatic change in the academic environment. In light of this shift, this thesis explores the complex ways in which TVET staff members—more especially, lecturing staff, non-lecturing staff, and college administration—have altered their attitudes and perceptions. The research revealed a comprehensive knowledge of how the migration to DHET changed attitudes and opinions among TVET employees through a combination of qualitative data acquired from surveys and semi-structured focus group interviews. The results suggest that contextual factors such as the college's rural location may have a big impact on how staff members' experiences are shaped in the post-migration period. Still, one must consider the study's shortcomings, such as its small sample size and the possibility of response bias. The study's narrow emphasis on a single college limits the results' applicability to the larger TVET industry, and the lack of quantitative data may limit the findings' reach. A mixed method approach has been used in the research to accommodate the wide range of viewpoints and approaches required for thorough analysis and comprehension. The study population comprised management professionals, support workers, and lecturing staff from a TVET College in the Western Cape. The demographic of the study was primarily African and Coloured, with a small percentage of Whites individuals. There was a notable variation in the age range; most of the population was between 45 and 65 years old, while a lesser number was between 25 and 40 years old. The Western Cape region's rural TVET College was the main subject of this study. In order to particularly target people who worked for the Department of Higher Education and Training (DHET) before and after the merger of FET Colleges into TVET Colleges, the researcher used purposive sampling techniques. With its insights that can guide policy formation, strategic planning, and decision-making in the TVET sector, this research adds significantly to the body of knowledge already in existence. It also acts as a guide for upcoming research projects, especially when it comes to tackling the many opportunities and difficulties brought about by TVET institutions' transition in the constantly changing South African education system. Finally, this thesis illuminates the intricacies of change in this vital area of South African education by providing a thorough examination of the attitudes and views of TVET staff following a significant upheaval within the TVET institution.
An investigation into the cognitive skills required by pupils to master concept formation in the field of homeostasis, an aspect of human physiology
(University of the Western Cape, 1991) Fryddie, Fozea
Pupils experience various problems when trying to solve problems in biology, particularly on higher grade. this problem was profound in the area of homeostasis, an aspect of human physiology. During this investigation a number of pupils, the pioneer group, were screened for cognitive deficiencies. major cornmon deficiencies were identified as impulsivity, the use two or more sources of information simultaneously, spatial and temporal orientation. a second phase, the essence of this investigation, sought ways in which to teach pupils the cognitive skills to facilitate their concept formation in the area of homeostasis. since the subjects displaying these cognitive deficiencies were already in their final year of high school a method was sought which would benefit them in the short term. simultaneously a way had to be found to teach these skills so that it could be of use to pupils on a long term basis.
Samewerking in die prosaklaskamer as medium vir akademiese ontwikkeling by primêre onderwysstudente
(University of the Western Cape, 1990) Cornelissen, Georgina Caroline
In this mini-thesis I focus primarily on collaborative writing in the study of prescribed prose texts as a medium of academic development of primary school student teachers. The problem with the present approach to the teaching of prose texts, and the introduction of the prosess approach to writing as a possible solution to the problem, is briefly discussed. In Chapter 2 the deficiencies of the current approach to the teaching of prose texts are discussed in detail. To place the above in the proper perspective a critical analysis is made of the existing Teachers Diploma syllabus for Afrikaans prose setworks, with special reference to the interpretation of the syllabus, and the organisation and presentation of the teaching programme for prose texts at a specific teachers' college of education. The main shortcomings which are referred to in the study are, inter alia: the organisation of the prose setwork teaching programme, compartmentalisation of language components, limited teaching time, the implication of the single, vague teaching goal for prose "texts, lecturer-centredness, and student's inability to work independently.
Promoting educational change: reflections on a Namibian non-governmental educational organisation 1989 – 1992
(University of the Western Cape, 1999) Collett, Karen Suzette
In this dissertation I set out to reflect on and examine a case study of a Namibian nongovernmental educational organisation (NGEO),the Primary Teachers Project (PTP),from 1989to 1992 focusing on issuesof educational change and the role of NGEO'sin this process. My aim is to highlight some of the factors which helped and hindered the Primary Teachers Project playing a role in educational change. The study focuses on the following four aspects: The Primary Teachers Project'sin-service education and training (INSET)model. The relationship between the Namibian Ministry of Education and the PTP. Funding relationships and their influence on the project's development. Intemal dynamics within the Primary Teachers Project. The dissertation begins by locating the Primary Teachers Project within the broader geographical, political and educational context of Namibia. The PTP'sdevelopment between 1989 and 1992 is then described. The four focus areas above are highlighted within the case study. Topical reflections on each of these areas are integrated with relevant national and international literature on INSET,educational change and the role of NGEO's.Central learnings with regard to the PTPand its role in educational change in Namibia are raised. Some of the key factors which worked for and against this NGEO'sinfluence on educational change are highlighted. Finally, I make a number of general recommendations with regard to the role of NGEO'sin the Southern African context.
Exploring the use of tablets to improve reading in a Grade 2 Afrikaans home language classroom
(University of the Western Cape, 2023) Bergstedt, Josmorine Gushwonita
The aim of this study was to explore the use of tablets to improve reading in a Grade 2 Afrikaans Home Language classroom. I worked with the assumption that most schools in the Western Cape have integrated digital technologies such as tablets into their teaching and learning practices. However, not much is known about the effectiveness of using these devices in improving learners’ reading skills. The study is underpinned by an interpretive paradigm using a qualitative single case study research approach to make sense of the experiences of both teachers and learners in using tablets to improve reading. Semi-structured individual interviews, focus-group interviews, observations and document sources were used to collect data. The theory used to frame this study comprises the work of Koehler and Mishra’s (2006) Technological Pedagogical Content Knowledge (TPACK) and Vygotsky’s (1978) Sociocultural theory. Vygotsky’s Socio-cultural theory, and his constructs (ZPD), mediation and scaffolding were used as a conceptual lens to understand learning as a social practice. TPACK theory was used to understand how teachers and learners make meaning when actively engaging in the use of tablets in the classroom to improve reading. The results show that there is a marked difference between traditional teaching vs learning with tablets (integration of technology). It further shows a pedagogical shift happens when teachers and learners engage in the use of tablets. Furthermore, there are both benefits and challenges when using tablets to improve reading.

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