Magister Educationis - MEd

Permanent URI for this collectionhttps://hdl.handle.net/10566/15395

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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.
The effect of an argumentation-based instruction on grade twelve learners’ understanding of genetics in two schools in the Western Cape
(University of the Western Cape, 2024) Nxele, Elizabeth Ursula
The clamour in the country about the poor performance of learners in Life sciences and physical science is a great concern about the general performance of learners in science and their overall level of scientific literacy. This problem has been attributed to different facets of learning which include the amendment of curriculum over years. But my question is, can the curriculum amendment succeed without effective teaching approaches? This pivotal question formed the central concern for this investigation. This study seeks to explore the problems of genetics learning and to identify possible ways forward. Genetics is often thought of as a subject or a topic in Life Sciences (previously called Biology) that is difficult to learn and understand, especially for learners. The study is exploring the difficulties in genetics that learners are experiencing and the nature of the difficulties, with possible explanations for the difficulties observed. Many would undoubtedly acknowledge that genetics is an important subject to learn today where its applications are ubiquitous and even the cause of many debates. However, due to the nature of the subject matter, the way learning processes occur and, possibly, the way it is being taught, the understanding of genetics ideas of most learners is thought to be very poor and full of confusion and alternative views. Thus, the overall aim of this study is to explore learning difficulties and problems in genetics and then to develop and test ways by which the situation might be improved and remedied. This study involved and examined two cohorts of grade twelve learners’ conceptions of genetics using a Dialogical Argumentation Instructional Model (DAIM) as well as the Traditional Lecture Method (TLM). The study involved 60 learners selected from two public schools in Cape Town. Using a quasi-experimental design, the study examined the two groups from different schools (30 learners in each). It exposed one group to the Traditional Lecture Method (TLM) and the other group to a Dialogical Argumentation Instructional Model (DAIM) which was based on two argumentation frameworks – Toulmin’s Argumentation Pattern (TAP) and Contiguity rgumentation Theory (CAT). This research study investigated the concepts of genetics that grade twelve learners hold about Genetic terminology, Dihybrid crossings, Pedigree diagrams and Indigenous knowledge. The study lasted for six weeks during which data was collected via a Genetic Achievement Test (GAT) which in turn consisted of components such as a Cloze Test (CT); Genetic crossing Questionnaire (GCQ); and Genetic Indigenous Knowledge Case Studies (GIKCS). In addition, other activities such as group work, debates and discussions, Classroom observation, and Semi-Structured Interviews were conducted to obtain as far as possible, a holistic picture of the learners’ scientific and indigenous conceptions of genetics and related concepts.
Exploring secondary school teacher’s perceptions about the post-apartheid history curriculum changes: lessons from two high schools in Cape Town
(University of the Western Cape, 2024) Mathekga, Emma
The implementation of democracy in South Africa necessitated a radical transformation in education. The history curriculum has long been at the centre of the debate about the nature of education in South Africa. The school subject itself, however, has been deemed to be in a dismal state with the official reason being, among other factors, the overemphasis of the socalled traditional approach in the teaching of History in the past. In fact, after the democratic transition, the History subject was gradually judged as lacking in utilitarian purpose, and by 1997, was deemed irrelevant and meaningless. There have been four curriculum changes since the introduction of democracy in South Africa in 1994 and from being deemed irrelevant, the subject is now, in the 2020s, being considered as one that might become a compulsory subject for all high school students. Yet the scholarly research undertaken to understand the implementation of History as a school subject remains largely neglected. This study therefore explores the secondary school teachers’ perceptions about the post-apartheid history curriculum changes in two high schools. This thesis argues that there is a need to enhance our understanding of how this subject is taught in the classroom-for looking beyond the literature and official narratives of history education, and trying to understand what happens to history teachers, in history classrooms.
The contribution of literacy education in raising the standard of living: a case study of two Namibian informal settlements
(University of the Western Cape, 2024) Mutenda, Nicholette
The Ministry of Education Arts and Culture in Namibia has historically invested resources into adult literacy education to ensure the realization of both national and international undertakings. However, despite such efforts, scores of Namibian citizens are still in need of a literacy education that would make an improved standard of living possible. This research explores participants’ perceptions of the role of adult literacy in improving standards of living. Within a qualitative paradigm, this study uses a socio-cultural approach to explore the views of selected literacy educators who teach in two informal settlements as well as groups of informal settlement residents who have participated in literacy programmes. The findings of this research undertaking may contribute towards insights into how certain kinds of literacy work could usefully address and support internationally recognized sustainable development goals such as inclusivity, quality education and lifelong learning, which are aimed at contributing towards the best possible improved living conditions particular for literacy learners living in informal settlements.
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.
Assessing the pre-service secondary school science teacher education programme at the University of Asmara, Eritrea
(University of the Western Cape, 2023) Tesfagabir, Ghebrehiwet Mehari
The central concern of this study is to evaluate the Science Education Unit (SEU) of the faculty of Education at Asmara University. The main aim of the SEU is not only to produce enough teachers for the nation, but also to produce science teachers who are competent in classroom instruction. This study compares the intended objectives with the attained objectives of the SEU with the stakeholders' perceptions of the programme. The reason for assessing the SEU programme was to determine quality of the programme in terms of its effort, effectiveness, impact and relevance in training science teachers. The pre-service teachers' training is expected to equip the secondary school science teachers with adequate content-knowledge and pedagogical skills for their future career, i.e. problem solving, decision-making and value judgment. The government has described the educational system of the country for the last ten years as a waste of meager resources because it does not produce employable youngsters. This study was therefore undertaken to provide empirical basis for decision-making regarding the authenticity of such claims.
Exploring the challenges encountered by foundation phase teachers when addressing learner discipline on the Cape Flats in the Western Cape
(University of the Western Cape, 2024) Wakefield, Dawood
This study aimed to investigate the challenges that Foundation Phase teachers face in dealing with learner discipline in a challenging school context on the Cape Flats of South Africa. The legacy of apartheid continues to impact the quality of teaching and learning as the communities experience dismal violence, poverty, substance abuse and gang activity and have little regard for schools, teachers, or education. Theoretically, my study is underpinned by Albert Bandura’s (1977a) Social Learning Theory (SLT), which suggests that human behaviour is learnt observationally through modelling. This theory is based on the idea that we learn from our interactions with others in a social context. The study follows a qualitative interpretive case study design to explore the various challenges from a teacher’s perspective in dealing with learner discipline in a primary school in the Western Cape. Data was collected through semi-structured interviews, focus group interviews and document sources within the Foundation Phase of schooling (Grade R- 3).
An Investigation into the factors which impinge on the reading comprehension abilities of first year human ecology students at UWC
(University of the Western Cape, 1994) Cairncross, Anita
Background: The study deals with the reading comprehension abilities of first year Human Ecology students as they attempt to interpret commercial patterns. A commercial pattern is a retail pattern which is mass-produced in different sizes by various manufacturers and consists of pattern pieces ( from which fabric is cut) and an instruction sheet which explains how the fabric pieces shouLd be attached in the construction of a garment. People who wish to use a commercial pattern to construct agarment but who cannot properly interpret the instructions of these patterns, (even if they are able to read in the English language), will not be successful in their venture of clothing construction.
The history of the Teachers Association of South Africa and the role it played in the development of education for Indians in South Africa
(University of the Western Cape, 1986) Jack, Jonathan Rajmangal
Background: A teachers' association is essentially a society, the members of which are united by mutual interests or for a ccmnon purpose. A teachers' association performs its business in terms of what it is specifically required to do. What its specific tasks are arise out of the individual and the collective needs of its members. The needs are generally deep-seated and deep felt. When an association plays a conspicuous part in need fulfilment, it establishes for itself a role. A teachers' association is generally characterised by the role or roles it plays. A teachers' association is basically an autonanous or semiautonanous interest group which has an historical background. The historical background implies that the formation of a teachers' association was in terms of certain social and/ or econanic factors and/or political factors. It is difficult to find any well-recognised teachers' association which has not been born out of all three factors operating simultaneously. In our country the provincial teachers' associations for blacks, coloureds and whites are typical of associations that have been formed because of the socio-econanic status of and the political dispensations for their respective members. Teachers' associations in other countries have also been influenced by the above and other factors.
Teacher perceptions and practices regarding a text-based approach to English (L2) writing instruction in grade 6: A South African case study
(University of the Western Cape, 2014) Mushipe-Kosi, Thembisa; Nomlomo, V
Learners' low achievement in literacy is a national concern in South Africa, particularly among Grades 3 and 6 learners who write systemic and national assessment tests. Although the Department of Basic Education makes attempts to support teachers by conducting teacher development workshops, there is no significant improvement in literacy results. With regard to language teaching, the national Curriculum Assessment Policy Statement (CAPS) promotes the use of Communicative and Text-Based Approaches as a means of strengthening learners· language skills in a manner that they could use the language for different purposes, such as in speech and writing. The majority of learners have to develop these skills in a second language (L2) which is English, in which they have little competence as learners are taught through the medium of English second language (L2) from Grade 4 in many South African schools.

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