Assessing the implementation of environmental education school policy in Buffalo City Metro Education District South Africa
- Authors: Damoah, Benjamin
- Date: 2021-12
- Subjects: Environmental education , Environmental policy -- South Africa , Education and state -- South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21602 , vital:51703
- Description: Environmental Education (EE) is essential for addressing environmental challenges.The advantages of EE are undeniable; it might be used to address specific environmental concerns and their implications, as well as to modify behaviours that lead to environmental catastrophes.EE strengthens people's resilience to climaterelated hazards. Global environmental issues have heightened interest in educational policy outcomes and their implications for economic growth and social citizenship. It is worth noting that an effective EE policy has a significant influence on the development of learners' environmental literacy. This study assessed the implementation of environmental education school policy in the Buffalo City Metro Education District, South Africa. This study adopted the pragmatism paradigm of Mixed Method Research(MMR). Concurrent triangulation, which is a design that employs a single data collection technique in which quantitative and qualitative data gathering and analysis are carried out independently yet concurrently, was used for this study. The target population of this study involved 60,412 teachers, 1,770,289 learners in 5205 public schools, and 1 Pro-EE civil society organisation in the Eastern Cape province. This was narrowed down to over 268 public and independent schools, teachers, and principals within the enclave of the Buffalo Metropolitan education district. The study adopted stratified purposeful and simple random probability sampling. In this technique, the sampling frame of the study was divided into strata or groups (principals, teachers, learners, and CSOs) and a sample was purposefully selected from each stratum (Migiro & Magangi, 2011). The stratified purposeful random sampling techniques draw data from 10 principals, 175 teachers, 1500 learners, and 1 CSO. Structured questionnaire; Implementation of EE Policy Questionnaire (IEEPQ) whose reliability co-efficient value using Cronbach Alpha was 0.74, semi-structured interview and documents were the instruments used to collect data for this study. The data were analysed using descriptive statistics of percentage, mean, and standard deviation for the quantitative data while the thematic approach of sorting, coding, transcribing, and categorization was used for the qualitative data. The study revealed the following. When asked whether teachers had studied environmental education in tertiary institutions as part of their professional training, the majority of the teachers'respondents, 108, representing 61.7percent, disagreed with this view. On the flip side, a handful of teachers 67, (38.3percent) agreed with the view of having had some sort of EE knowledge during their professional training as teachers. With regards to the view that learners learn environmental issues through other subjects, most of the learner respondents, 1316 representing 87.7percent, agreed with this view. On the contrary, a minority of the respondents 184 (12,3percent) had a dissenting opinion. This indicates that most learners in school learn about environmental concerns through other traditional subjects. The study established that EE content is manifest in teachers' and learners' textbooks, teaching methods, and co-curricular activities. However, the study identified lapses in how teachers and learners integrate EE into their day-to-day practices. Therefore, the implementation of the EE policy seems to be an exercise in futility. The absence of a policy guideline document has made teachers and school administrators incapacitated in the implementation of EE school policy. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2021-12
- Authors: Damoah, Benjamin
- Date: 2021-12
- Subjects: Environmental education , Environmental policy -- South Africa , Education and state -- South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21602 , vital:51703
- Description: Environmental Education (EE) is essential for addressing environmental challenges.The advantages of EE are undeniable; it might be used to address specific environmental concerns and their implications, as well as to modify behaviours that lead to environmental catastrophes.EE strengthens people's resilience to climaterelated hazards. Global environmental issues have heightened interest in educational policy outcomes and their implications for economic growth and social citizenship. It is worth noting that an effective EE policy has a significant influence on the development of learners' environmental literacy. This study assessed the implementation of environmental education school policy in the Buffalo City Metro Education District, South Africa. This study adopted the pragmatism paradigm of Mixed Method Research(MMR). Concurrent triangulation, which is a design that employs a single data collection technique in which quantitative and qualitative data gathering and analysis are carried out independently yet concurrently, was used for this study. The target population of this study involved 60,412 teachers, 1,770,289 learners in 5205 public schools, and 1 Pro-EE civil society organisation in the Eastern Cape province. This was narrowed down to over 268 public and independent schools, teachers, and principals within the enclave of the Buffalo Metropolitan education district. The study adopted stratified purposeful and simple random probability sampling. In this technique, the sampling frame of the study was divided into strata or groups (principals, teachers, learners, and CSOs) and a sample was purposefully selected from each stratum (Migiro & Magangi, 2011). The stratified purposeful random sampling techniques draw data from 10 principals, 175 teachers, 1500 learners, and 1 CSO. Structured questionnaire; Implementation of EE Policy Questionnaire (IEEPQ) whose reliability co-efficient value using Cronbach Alpha was 0.74, semi-structured interview and documents were the instruments used to collect data for this study. The data were analysed using descriptive statistics of percentage, mean, and standard deviation for the quantitative data while the thematic approach of sorting, coding, transcribing, and categorization was used for the qualitative data. The study revealed the following. When asked whether teachers had studied environmental education in tertiary institutions as part of their professional training, the majority of the teachers'respondents, 108, representing 61.7percent, disagreed with this view. On the flip side, a handful of teachers 67, (38.3percent) agreed with the view of having had some sort of EE knowledge during their professional training as teachers. With regards to the view that learners learn environmental issues through other subjects, most of the learner respondents, 1316 representing 87.7percent, agreed with this view. On the contrary, a minority of the respondents 184 (12,3percent) had a dissenting opinion. This indicates that most learners in school learn about environmental concerns through other traditional subjects. The study established that EE content is manifest in teachers' and learners' textbooks, teaching methods, and co-curricular activities. However, the study identified lapses in how teachers and learners integrate EE into their day-to-day practices. Therefore, the implementation of the EE policy seems to be an exercise in futility. The absence of a policy guideline document has made teachers and school administrators incapacitated in the implementation of EE school policy. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2021-12
Digital colonialism: South Africa’s education transformation in the shadow of Silicon Valley
- Authors: Kwet, Michael
- Date: 2019
- Subjects: Operation Phakisa Education (South Africa) , Educational technology -- South Africa , Internet in education -- South Africa , Educational sociology -- South Africa , Technological innovations -- South Africa , Technological literacy -- South Africa , Education and state -- South Africa , Open source software -- South Africa , Electronic surveillance -- Social aspects -- South Africa , Privacy, Right of -- South Africa , Business and education -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/93767 , vital:30936
- Description: This dissertation investigates the social implications of technology choices for the emerging education transformation of the South African basic education sector. In October 2015, then President Jacob Zuma launched Operation Phakisa Education (OPE), an initiative designed behind closed doors to fast-track digital education into all South African public schools. This study identifies and analyses policy choices and perspectives regarding the technology considered and deployed for the national education rollout. It documents the OPE proposal, and examines how e-education policy choices relate to humanitarian objectives. Theoretically, this study draws upon libertarian socialist theory (anarchism) to examine the sociology of education technology policy. Using anarchist theory, it assesses the perspective, aims, and choices of e-education policy at the national level. It also draws on the Free Software philosophy for society as articulated by Richard Stallman and Eben Moglen. Finally, it compares classic colonialism with global power in the digital era, and posits a theory of digital colonialism. Synthesizing anarchism and the Free Software philosophy into a single theoretical framework – placed into the context of colonial relations – it is the first work to apply anarchist sociological theory to education technology policy, and the first doctoral study on digital colonialism. For its methodology, this dissertation utilizes two qualitative methods: document analysis and semi-structured interviews. Interview subjects include high-level e-education policymakers and administrators in government, key stakeholders, and experts at the intersection of technology innovation and human rights. These methods were used to both identify and interrogate e-education policy as it relates to the humanitarian objectives of education policy at the national level. The findings demonstrate that South African education policy is beholden to largely United States-based corporations and models for e-education. The study found that the types of technologies for consideration in education are rooted in surveillance capitalism, which is spreading across the world. It contends that current e-education policy choices will entrench the power and exploitation of US state-corporate power in South African education, economy, and society. It argues that an alternative set of choices, People’s Technology for People’s Power, is consistent with the spirit of South African technology policy, and should be chosen for South African schools in order to counter the power of foreign power and resist surveillance capitalism. This dissertation is the first publication to document and analyze what the new government education policy is about and how it relates to equality and human rights. It argues that present South African e-education policy constitutes a new form of digitally-driven technocratic neoliberalism which ultimately favors ruling class interests in the United States and South Africa. It also argues that OPE violates South Africa’s Free and Open Source policy and the spirit of democracy outlined in the Phakisa methodology and the Batho Pele principles. This study found that OPE replicates the latest trends in e-education implementation popular in Silicon Valley. Tech multinationals are providing both the products and models for use in South Africa. The dissertation concludes that US technological and conceptual dominance in South African education constitutes digital colonialism. It emphasizes the need for public inclusion in the policy process, and proposes alternative policies and technologies for e-education based on the idea of People’s Technology for People’s Power. It also argues that current scholarship on education technology neglects the political and sociological importance of People’s Technology to education, economy, and society, as well as the global significance of Big Tech dominance vis-a-vis digital colonialism, and that subsequent literature would be enriched by addressing these issues.
- Full Text:
- Date Issued: 2019
- Authors: Kwet, Michael
- Date: 2019
- Subjects: Operation Phakisa Education (South Africa) , Educational technology -- South Africa , Internet in education -- South Africa , Educational sociology -- South Africa , Technological innovations -- South Africa , Technological literacy -- South Africa , Education and state -- South Africa , Open source software -- South Africa , Electronic surveillance -- Social aspects -- South Africa , Privacy, Right of -- South Africa , Business and education -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/93767 , vital:30936
- Description: This dissertation investigates the social implications of technology choices for the emerging education transformation of the South African basic education sector. In October 2015, then President Jacob Zuma launched Operation Phakisa Education (OPE), an initiative designed behind closed doors to fast-track digital education into all South African public schools. This study identifies and analyses policy choices and perspectives regarding the technology considered and deployed for the national education rollout. It documents the OPE proposal, and examines how e-education policy choices relate to humanitarian objectives. Theoretically, this study draws upon libertarian socialist theory (anarchism) to examine the sociology of education technology policy. Using anarchist theory, it assesses the perspective, aims, and choices of e-education policy at the national level. It also draws on the Free Software philosophy for society as articulated by Richard Stallman and Eben Moglen. Finally, it compares classic colonialism with global power in the digital era, and posits a theory of digital colonialism. Synthesizing anarchism and the Free Software philosophy into a single theoretical framework – placed into the context of colonial relations – it is the first work to apply anarchist sociological theory to education technology policy, and the first doctoral study on digital colonialism. For its methodology, this dissertation utilizes two qualitative methods: document analysis and semi-structured interviews. Interview subjects include high-level e-education policymakers and administrators in government, key stakeholders, and experts at the intersection of technology innovation and human rights. These methods were used to both identify and interrogate e-education policy as it relates to the humanitarian objectives of education policy at the national level. The findings demonstrate that South African education policy is beholden to largely United States-based corporations and models for e-education. The study found that the types of technologies for consideration in education are rooted in surveillance capitalism, which is spreading across the world. It contends that current e-education policy choices will entrench the power and exploitation of US state-corporate power in South African education, economy, and society. It argues that an alternative set of choices, People’s Technology for People’s Power, is consistent with the spirit of South African technology policy, and should be chosen for South African schools in order to counter the power of foreign power and resist surveillance capitalism. This dissertation is the first publication to document and analyze what the new government education policy is about and how it relates to equality and human rights. It argues that present South African e-education policy constitutes a new form of digitally-driven technocratic neoliberalism which ultimately favors ruling class interests in the United States and South Africa. It also argues that OPE violates South Africa’s Free and Open Source policy and the spirit of democracy outlined in the Phakisa methodology and the Batho Pele principles. This study found that OPE replicates the latest trends in e-education implementation popular in Silicon Valley. Tech multinationals are providing both the products and models for use in South Africa. The dissertation concludes that US technological and conceptual dominance in South African education constitutes digital colonialism. It emphasizes the need for public inclusion in the policy process, and proposes alternative policies and technologies for e-education based on the idea of People’s Technology for People’s Power. It also argues that current scholarship on education technology neglects the political and sociological importance of People’s Technology to education, economy, and society, as well as the global significance of Big Tech dominance vis-a-vis digital colonialism, and that subsequent literature would be enriched by addressing these issues.
- Full Text:
- Date Issued: 2019
Teachers’ engagement with learners in inclusive foundation phase classrooms: a case study analysis
- Authors: Skae, Vera Astrid
- Date: 2019
- Subjects: Early childhood education -- South Africa -- Eastern Cape -- Case studies , Education and state -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92705 , vital:30722
- Description: Since 2001, South African teachers have been attempting to practise inclusive education in classrooms in ordinary, public schools. Previous research has shown the many challenges South African teachers face in our current educational environment. Strong arguments, however, have been made for more research to be done on actual teacher engagement with learners in our ordinary, public school classrooms, and the extent to which classroom practices are inclusive (Engelbrecht, Nel, Nel & Tlale, 2015, p. 3). This study sought to do an in-depth critical analysis of three foundation phase teachers and their engagement with learners in their classrooms at an Eastern Cape school. The aim was to examine how inclusive education was being enacted by the teacher with learners in real classroom settings, with particular attention paid to ways in which learners experience barriers to learning. A micro-level analysis was conducted in a single unit case study and using a qualitative research approach in an interpretive paradigm. Questionnaires, observations, and semi-structured interviews were conducted in an attempt to gather in-depth data. It was heartening to observe the extent to which inclusive education and practices were being enacted at the school and in the classrooms, and instructive in providing examples of what can work in the South African context. Key findings of this study include the generation of a framework for analysing inclusive classroom practice at the micro level. Criteria were identified as indicators of inclusive education of learners including those experiencing barriers to learning in the classroom. This study builds on and extends what has been developed at the macro and micro level of inclusive education in schools and in the classroom. It found that a number of challenges remain for enabling the implementation of an inclusive education. At the macro level, these include the provision of clear directives for implementation of inclusive education by the appropriate authorities; the provision of well-structured professional teacher training and development programmes in inclusive classroom practices, as well as in barriers to learning and how to address them; and the provision of funding for school and classroom infrastructure and resources. At the micro level, these include the successful implementation by teachers of inclusive classroom practices and the provision of the necessary support for learners experiencing barriers to learning in their classrooms, including expert personnel, resources, and assistive devices.
- Full Text:
- Date Issued: 2019
- Authors: Skae, Vera Astrid
- Date: 2019
- Subjects: Early childhood education -- South Africa -- Eastern Cape -- Case studies , Education and state -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92705 , vital:30722
- Description: Since 2001, South African teachers have been attempting to practise inclusive education in classrooms in ordinary, public schools. Previous research has shown the many challenges South African teachers face in our current educational environment. Strong arguments, however, have been made for more research to be done on actual teacher engagement with learners in our ordinary, public school classrooms, and the extent to which classroom practices are inclusive (Engelbrecht, Nel, Nel & Tlale, 2015, p. 3). This study sought to do an in-depth critical analysis of three foundation phase teachers and their engagement with learners in their classrooms at an Eastern Cape school. The aim was to examine how inclusive education was being enacted by the teacher with learners in real classroom settings, with particular attention paid to ways in which learners experience barriers to learning. A micro-level analysis was conducted in a single unit case study and using a qualitative research approach in an interpretive paradigm. Questionnaires, observations, and semi-structured interviews were conducted in an attempt to gather in-depth data. It was heartening to observe the extent to which inclusive education and practices were being enacted at the school and in the classrooms, and instructive in providing examples of what can work in the South African context. Key findings of this study include the generation of a framework for analysing inclusive classroom practice at the micro level. Criteria were identified as indicators of inclusive education of learners including those experiencing barriers to learning in the classroom. This study builds on and extends what has been developed at the macro and micro level of inclusive education in schools and in the classroom. It found that a number of challenges remain for enabling the implementation of an inclusive education. At the macro level, these include the provision of clear directives for implementation of inclusive education by the appropriate authorities; the provision of well-structured professional teacher training and development programmes in inclusive classroom practices, as well as in barriers to learning and how to address them; and the provision of funding for school and classroom infrastructure and resources. At the micro level, these include the successful implementation by teachers of inclusive classroom practices and the provision of the necessary support for learners experiencing barriers to learning in their classrooms, including expert personnel, resources, and assistive devices.
- Full Text:
- Date Issued: 2019
Examining learners' and teachers' perceptions of the relationship between school infrastructure and learners' performance in Fort Beaufort Education District, Eastern Cape Province, South Africa
- Ajibade, Benedicta Aremevbemi
- Authors: Ajibade, Benedicta Aremevbemi
- Date: 2012-12
- Subjects: School facilities , Education and state -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/24695 , vital:63526
- Description: This study examined learners’ and teachers’ perceptions of the relationship between school infrastructure and learners’ performance in Fort Beaufort Education District, Eastern Cape. The study arose from a concern that, despite South African Government’s commitment to funding the renovation of some old and dilapidated school buildings and constructing new ones so that there would be an improvement in both teaching and learning in affected secondary schools. Regrettably, most school buildings remain in deplorable conditions. There has been poor learner performance at all levels of the secondary education system in some rural areas of the Eastern Cape Province. Learners’ performance in the Province’s high schools has been described as the worst in the country. From the literature, it appears that no thorough and conclusive studies looking into the issues relating to school buildings and learners’ performance as perceived by learners and teachers in South Africa have been conducted. Hence, the researcher was motivated to examine the relationship between school buildings and learners’ performance. The study was placed within the post-positivism paradigm and used a mixed method research design that incorporated concurrent procedures in the collection, analysis and interpretation of the data. Likert-scale questionnaires were used to collect quantitative data while qualitative data were collected through interviews and observations. A total of 240 learners completed the questionnaire. The researcher conducted 48 brief interviews (36 with teachers and 12 with school principals) from 12 selected secondary schools. Furthermore, the researcher made observations to assess the state of the buildings. At school level, the study revealed that most of the school buildings were in deplorable condition. The teaching and learning environment also compounded the problem of poor learners’ performance. Learners’ motivation/morale, health and safety were not guaranteed in most of the schools, and teachers’ expressed difficulty in performing their job effectively. Large classes, lack of teaching and learning resources, and limited infrastructure were some of the factors hindering teaching and learning at school level. Results obtained from the study showed that the principals and teachers perceived strong links between the condition of their school buildings and learners’ performance. About half of the learners perceived some link between the condition of their schools and their academic performance. The study observed that the majority of school buildings were old and in very bad conditions with few under renovation from the Correctional service department. The study also showed that most schools lack recreational facilities, do not have electricity, laboratories, library and water. Most of the educators are unhappy about their work environment and are not motivated. The study has put forth recommendations for educational planners and for policies regarding the funding norms. Furthermore, based on the findings of the study, there is need for collaborative effort among educational stakeholders to ensure adequate and appropriated delivery of school infrastructure specifically school building that will translate into improved teaching practice at school level and better learners’ performance. , Thesis (MEd) -- Faculty of Education, 2012
- Full Text:
- Date Issued: 2012-12
- Authors: Ajibade, Benedicta Aremevbemi
- Date: 2012-12
- Subjects: School facilities , Education and state -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/24695 , vital:63526
- Description: This study examined learners’ and teachers’ perceptions of the relationship between school infrastructure and learners’ performance in Fort Beaufort Education District, Eastern Cape. The study arose from a concern that, despite South African Government’s commitment to funding the renovation of some old and dilapidated school buildings and constructing new ones so that there would be an improvement in both teaching and learning in affected secondary schools. Regrettably, most school buildings remain in deplorable conditions. There has been poor learner performance at all levels of the secondary education system in some rural areas of the Eastern Cape Province. Learners’ performance in the Province’s high schools has been described as the worst in the country. From the literature, it appears that no thorough and conclusive studies looking into the issues relating to school buildings and learners’ performance as perceived by learners and teachers in South Africa have been conducted. Hence, the researcher was motivated to examine the relationship between school buildings and learners’ performance. The study was placed within the post-positivism paradigm and used a mixed method research design that incorporated concurrent procedures in the collection, analysis and interpretation of the data. Likert-scale questionnaires were used to collect quantitative data while qualitative data were collected through interviews and observations. A total of 240 learners completed the questionnaire. The researcher conducted 48 brief interviews (36 with teachers and 12 with school principals) from 12 selected secondary schools. Furthermore, the researcher made observations to assess the state of the buildings. At school level, the study revealed that most of the school buildings were in deplorable condition. The teaching and learning environment also compounded the problem of poor learners’ performance. Learners’ motivation/morale, health and safety were not guaranteed in most of the schools, and teachers’ expressed difficulty in performing their job effectively. Large classes, lack of teaching and learning resources, and limited infrastructure were some of the factors hindering teaching and learning at school level. Results obtained from the study showed that the principals and teachers perceived strong links between the condition of their school buildings and learners’ performance. About half of the learners perceived some link between the condition of their schools and their academic performance. The study observed that the majority of school buildings were old and in very bad conditions with few under renovation from the Correctional service department. The study also showed that most schools lack recreational facilities, do not have electricity, laboratories, library and water. Most of the educators are unhappy about their work environment and are not motivated. The study has put forth recommendations for educational planners and for policies regarding the funding norms. Furthermore, based on the findings of the study, there is need for collaborative effort among educational stakeholders to ensure adequate and appropriated delivery of school infrastructure specifically school building that will translate into improved teaching practice at school level and better learners’ performance. , Thesis (MEd) -- Faculty of Education, 2012
- Full Text:
- Date Issued: 2012-12
The implementation of inclusion policy for learners with special education needs: a case study of four primary schools in the Grahamstown District
- Authors: Shadaya, Girlie
- Date: 2012
- Subjects: Education and state -- South Africa , Inclusive education -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Education, Primary -- South Africa -- Eastern Cape , Children with disabilities -- Education -- South Africa -- Eastern Cape , Special education -- South Africa -- Eastern Cape , Grahamstown (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16183 , http://hdl.handle.net/10353/d1006239 , Education and state -- South Africa , Inclusive education -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Education, Primary -- South Africa -- Eastern Cape , Children with disabilities -- Education -- South Africa -- Eastern Cape , Special education -- South Africa -- Eastern Cape , Grahamstown (South Africa)
- Description: Inclusion is successful when all stakeholders in the education system accept the challenge to work together and to do their fair share of educating all children. Although the teacher has been placed at the heart of the system as a key person in shaping inclusion, the district office (Department of Education), schools, teachers and parents must engage in collaborative team-driven decision making that is focused on interventions designed to enhance social outcomes for learners. The aim of this study was to assess the implementation of the inclusion policy for learners with special education needs. This study made use a mixed method research approach which engaged both qualitative and quantitative research methodologies. A total of twenty primary school teachers filled a questionnaire that had three parts: (i) Teacher demographics, (ii) Instructional modifications and (iii) Teaching strategies. Interviews, documents and observations were also used to collect data. Data was analysed by statistical and non-statistical procedures. Results showed that the inclusion policy is being implemented in schools. However, there are challenges that are being faced. For one, teachers have not received adequate training with regards to inclusive education. Staff development workshops to try and address this challenge are minimal, there is not enough collaboration being demonstrated by the different stakeholders with regards to support and monitoring the implementation process. The study recommends that all teachers and other personnel in the school receive adequate training. Also, the need for support must be met. Further studies could consider attitudes to inclusive education and the relationship between learner success and teacher preparedness in inclusive educational models.
- Full Text:
- Date Issued: 2012
- Authors: Shadaya, Girlie
- Date: 2012
- Subjects: Education and state -- South Africa , Inclusive education -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Education, Primary -- South Africa -- Eastern Cape , Children with disabilities -- Education -- South Africa -- Eastern Cape , Special education -- South Africa -- Eastern Cape , Grahamstown (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16183 , http://hdl.handle.net/10353/d1006239 , Education and state -- South Africa , Inclusive education -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Education, Primary -- South Africa -- Eastern Cape , Children with disabilities -- Education -- South Africa -- Eastern Cape , Special education -- South Africa -- Eastern Cape , Grahamstown (South Africa)
- Description: Inclusion is successful when all stakeholders in the education system accept the challenge to work together and to do their fair share of educating all children. Although the teacher has been placed at the heart of the system as a key person in shaping inclusion, the district office (Department of Education), schools, teachers and parents must engage in collaborative team-driven decision making that is focused on interventions designed to enhance social outcomes for learners. The aim of this study was to assess the implementation of the inclusion policy for learners with special education needs. This study made use a mixed method research approach which engaged both qualitative and quantitative research methodologies. A total of twenty primary school teachers filled a questionnaire that had three parts: (i) Teacher demographics, (ii) Instructional modifications and (iii) Teaching strategies. Interviews, documents and observations were also used to collect data. Data was analysed by statistical and non-statistical procedures. Results showed that the inclusion policy is being implemented in schools. However, there are challenges that are being faced. For one, teachers have not received adequate training with regards to inclusive education. Staff development workshops to try and address this challenge are minimal, there is not enough collaboration being demonstrated by the different stakeholders with regards to support and monitoring the implementation process. The study recommends that all teachers and other personnel in the school receive adequate training. Also, the need for support must be met. Further studies could consider attitudes to inclusive education and the relationship between learner success and teacher preparedness in inclusive educational models.
- Full Text:
- Date Issued: 2012
A critical perspective of national norms and standards of school funding in Eastern Cape East London District
- Authors: Mamatu, Ntombizonke Lydia
- Date: 2009
- Subjects: Education and state -- South Africa , Education -- South Africa -- Finance , School management and organization -- South Africa -- Eastern Cape , Public schools -- South Africa -- Eastern Cape , Poverty -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Soc Sc (Dev)
- Identifier: vital:11413 , http://hdl.handle.net/10353/303 , Education and state -- South Africa , Education -- South Africa -- Finance , School management and organization -- South Africa -- Eastern Cape , Public schools -- South Africa -- Eastern Cape , Poverty -- South Africa -- Eastern Cape
- Description: Education policies remain a contested terrain in both the social and political environments. They are not neutral instruments and are used both to maintain the existing social order and also to promote varying kinds of change or mobility. The South African Schools Act, 1996 (Act 84 of 1996) hereafter SASA, which is the source of all policies that regulate school issues in South Africa promotes democratic methods of school governing and education provisioning that favours the previously disadvantaged groups. The NNSSF is one of the policies of SASA that makes schooling accessible to the poor through school fee exemptions while attempting to close the gap between the rich and the poor through differentiated school funding created according to researched poverty levels and standardized target lists. This has been designed to fulfil one of the essential human rights of man- education that has been entrenched in the Bill of Rights of the Republic of South Africa Constitution, 1996 (Act 108 of 1996) hereafter, Constitution. Thus, the study’s objective is to evaluate the implementation of the NNSSF policy in public schools focussing on school fee exemptions. The extent to which poor parents and learners are given school fee exemptions as they are supposed to according to the policy will be indicators of whether the NNSSF is justly or unjustly implemented in public schools. Learners are the recipients of the right to education. Parents are given the responsibility to fund the education of their children. However, for poor parents to fulfil that they need advice and assistance from the teachers and SGBs to be able to access the school fee exemptions while they have a right to just administrative action and to human dignity in dealing with them. SGBs and teachers have to create a favourable environment for the just implementation of the NNSSF by advising and xiii assisting deserving parents and learners to access school fee exemptions so that the right to education is fulfilled. The duty of in loco parentis and acting in the best interest of the child enforce teachers to do everything possible to ensure that learners access education. EDOs are supposed to guide, monitor and supervise the implementation of the policy while legal bodies should assist parents and learners to demand their right when it is violated through litigation. The study used the method of survey which is quantitative and interviews which are qualitative. Questionnaires and interview schedules were tools used to collect data that was analysed through statistical methods and represented in the form of tables and pie-charts. Various significant findings were made that had a bearing on the implementation of the NNSSF policy in public schools, most important to note is that some learners who have the right to education are aware of this right but do not know how to ensure that it is not violated. Parents are not given the opportunity to decide whether school fees should be charged in their schools. Above that they are not given the advice they need to be able to access school fee exemptions. Some teachers think that by advising and assisting learners and parents they will be buying cheap popularity- showing ignorance. EDOs do not know how schools implement the NNSSF, they are not involved in anyway. Thus the study views the implementation of NNSSF policy in public schools as unjust and recommends that SGBs and teachers need to be educated, guided and monitored by the EDOs on the policy and its implementation. They in turn will have to educate parents and learners so that they are able to access school fee exemptions thereby receiving education – their right.
- Full Text:
- Date Issued: 2009
- Authors: Mamatu, Ntombizonke Lydia
- Date: 2009
- Subjects: Education and state -- South Africa , Education -- South Africa -- Finance , School management and organization -- South Africa -- Eastern Cape , Public schools -- South Africa -- Eastern Cape , Poverty -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Soc Sc (Dev)
- Identifier: vital:11413 , http://hdl.handle.net/10353/303 , Education and state -- South Africa , Education -- South Africa -- Finance , School management and organization -- South Africa -- Eastern Cape , Public schools -- South Africa -- Eastern Cape , Poverty -- South Africa -- Eastern Cape
- Description: Education policies remain a contested terrain in both the social and political environments. They are not neutral instruments and are used both to maintain the existing social order and also to promote varying kinds of change or mobility. The South African Schools Act, 1996 (Act 84 of 1996) hereafter SASA, which is the source of all policies that regulate school issues in South Africa promotes democratic methods of school governing and education provisioning that favours the previously disadvantaged groups. The NNSSF is one of the policies of SASA that makes schooling accessible to the poor through school fee exemptions while attempting to close the gap between the rich and the poor through differentiated school funding created according to researched poverty levels and standardized target lists. This has been designed to fulfil one of the essential human rights of man- education that has been entrenched in the Bill of Rights of the Republic of South Africa Constitution, 1996 (Act 108 of 1996) hereafter, Constitution. Thus, the study’s objective is to evaluate the implementation of the NNSSF policy in public schools focussing on school fee exemptions. The extent to which poor parents and learners are given school fee exemptions as they are supposed to according to the policy will be indicators of whether the NNSSF is justly or unjustly implemented in public schools. Learners are the recipients of the right to education. Parents are given the responsibility to fund the education of their children. However, for poor parents to fulfil that they need advice and assistance from the teachers and SGBs to be able to access the school fee exemptions while they have a right to just administrative action and to human dignity in dealing with them. SGBs and teachers have to create a favourable environment for the just implementation of the NNSSF by advising and xiii assisting deserving parents and learners to access school fee exemptions so that the right to education is fulfilled. The duty of in loco parentis and acting in the best interest of the child enforce teachers to do everything possible to ensure that learners access education. EDOs are supposed to guide, monitor and supervise the implementation of the policy while legal bodies should assist parents and learners to demand their right when it is violated through litigation. The study used the method of survey which is quantitative and interviews which are qualitative. Questionnaires and interview schedules were tools used to collect data that was analysed through statistical methods and represented in the form of tables and pie-charts. Various significant findings were made that had a bearing on the implementation of the NNSSF policy in public schools, most important to note is that some learners who have the right to education are aware of this right but do not know how to ensure that it is not violated. Parents are not given the opportunity to decide whether school fees should be charged in their schools. Above that they are not given the advice they need to be able to access school fee exemptions. Some teachers think that by advising and assisting learners and parents they will be buying cheap popularity- showing ignorance. EDOs do not know how schools implement the NNSSF, they are not involved in anyway. Thus the study views the implementation of NNSSF policy in public schools as unjust and recommends that SGBs and teachers need to be educated, guided and monitored by the EDOs on the policy and its implementation. They in turn will have to educate parents and learners so that they are able to access school fee exemptions thereby receiving education – their right.
- Full Text:
- Date Issued: 2009
The career development of low socioeconomic status black South African adolescents: a career systems perspective
- Authors: Geijsendorpher, Clare
- Date: 2008
- Subjects: Blacks -- Education -- South Africa , Education and state -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9920 , http://hdl.handle.net/10948/670 , Blacks -- Education -- South Africa , Education and state -- South Africa , Vocational guidance -- South Africa
- Description: The adolescent stage of development entails many overt and covert challenges and influences that have bearing on spheres of later life, including career development. With South African counsellors being largely dependent on Western career theories, the influence of contextual factors such as cultural beliefs and historical background on the career development of South African adolescents has been largely ignored. The recent acknowledgement of the unique and complex interrelationship between individuals and their specific social, environmental and societal context has motivated the development of an overarching theoretical framework of career development, the Systems Theory Framework (STF). The present study has therefore employed the STF and a qualitative career assessment measure, the My System of Career Influences (MSCI), to facilitate in exploring and describing the unique systems of career influence on the career development of a group of South African adolescents. A non-probability, purposive sampling technique was employed to obtain the sample from a co-educational, Xhosa-speaking secondary school situated in a low socioeconomic area. The research approach was exploratory and descriptive in nature, and the MSCI assisted in the collection of qualitative and quantitative data from a sample of 64 Grade 9, 10 and 11 female and male black adolescents from low socioeconomic status environments. The qualitative data was subjected to content analysis to identify themes, while frequency counts/percentages were used for the quantitative data. The results of the study indicate that all influences within the three interrelated career systems have an influence on the career development of black adolescents. Furthermore, the MSCI workbook was shown to assist participants in identifying and evaluating significant systemic influences that have contributed to their career development to date. Participants from both genders and all grade levels were able to successfully complete the MSCI workbook and provide reflective comments on their MSCI personalised diagrams. The applicability of both the STF and the MSCI are acknowledged. Limitations and recommendations for future research based on the present findings are suggested.
- Full Text:
- Date Issued: 2008
- Authors: Geijsendorpher, Clare
- Date: 2008
- Subjects: Blacks -- Education -- South Africa , Education and state -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9920 , http://hdl.handle.net/10948/670 , Blacks -- Education -- South Africa , Education and state -- South Africa , Vocational guidance -- South Africa
- Description: The adolescent stage of development entails many overt and covert challenges and influences that have bearing on spheres of later life, including career development. With South African counsellors being largely dependent on Western career theories, the influence of contextual factors such as cultural beliefs and historical background on the career development of South African adolescents has been largely ignored. The recent acknowledgement of the unique and complex interrelationship between individuals and their specific social, environmental and societal context has motivated the development of an overarching theoretical framework of career development, the Systems Theory Framework (STF). The present study has therefore employed the STF and a qualitative career assessment measure, the My System of Career Influences (MSCI), to facilitate in exploring and describing the unique systems of career influence on the career development of a group of South African adolescents. A non-probability, purposive sampling technique was employed to obtain the sample from a co-educational, Xhosa-speaking secondary school situated in a low socioeconomic area. The research approach was exploratory and descriptive in nature, and the MSCI assisted in the collection of qualitative and quantitative data from a sample of 64 Grade 9, 10 and 11 female and male black adolescents from low socioeconomic status environments. The qualitative data was subjected to content analysis to identify themes, while frequency counts/percentages were used for the quantitative data. The results of the study indicate that all influences within the three interrelated career systems have an influence on the career development of black adolescents. Furthermore, the MSCI workbook was shown to assist participants in identifying and evaluating significant systemic influences that have contributed to their career development to date. Participants from both genders and all grade levels were able to successfully complete the MSCI workbook and provide reflective comments on their MSCI personalised diagrams. The applicability of both the STF and the MSCI are acknowledged. Limitations and recommendations for future research based on the present findings are suggested.
- Full Text:
- Date Issued: 2008
An investigation into perceptions of learner participation in the governance of secondary schools
- Authors: Nongubo, Mphuthumi J
- Date: 2005
- Subjects: Education and state -- South Africa , School management and organization -- South Africa , Education, Secondary -- South Africa , Student government -- South Africa , Student participation in administration -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2007 , http://hdl.handle.net/10962/d1015747
- Description: The question of learner participation or involvement in school governance has been a thorny issue in South Africa for decades. This study investigated secondary learners’ participation in the governance of their schools through representation by the Representative Council of Learners (RCLs), formerly known as school representative councils (SRCs). The study attempted to find out how learners participation is perceived by both the RCLs and the School Management Teams (SMTs). The study was conducted in five secondary schools in the Eastern Cape townships of Grahamstown. The research participants were members of School Management Teams and Representative Councils of Learners from these schools. The study was oriented in an interpretive paradigm following a qualitative approach. Questionnaires and in-depth semi-structured interviews were used to explore the perceptions of the two groups involved. The Department of Education documents that sanction RCL participation were referred to throughout and especially when analysing the respondents’ views. The main finding of the study is that learner involvement in school governance is still problematic, though it is presently provided for by policies that govern schools, including the South African Schools Act and the Guides for Representative Councils of Learners of 1999, in which their roles are outlined. The findings of the study reveal an indecisive and autocratic mindset among educators regarding the issue of learner involvement in governance and management. Furthermore, the Department of Education documents in place betray a narrow conception of RCL participation in school governance and still display an element of mistrust towards the learners concerning their roles in governance. As a result of these forces, the democratic potential of learner participation is undermined, and RCLs compromised as legitimate stakeholders.
- Full Text:
- Date Issued: 2005
- Authors: Nongubo, Mphuthumi J
- Date: 2005
- Subjects: Education and state -- South Africa , School management and organization -- South Africa , Education, Secondary -- South Africa , Student government -- South Africa , Student participation in administration -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2007 , http://hdl.handle.net/10962/d1015747
- Description: The question of learner participation or involvement in school governance has been a thorny issue in South Africa for decades. This study investigated secondary learners’ participation in the governance of their schools through representation by the Representative Council of Learners (RCLs), formerly known as school representative councils (SRCs). The study attempted to find out how learners participation is perceived by both the RCLs and the School Management Teams (SMTs). The study was conducted in five secondary schools in the Eastern Cape townships of Grahamstown. The research participants were members of School Management Teams and Representative Councils of Learners from these schools. The study was oriented in an interpretive paradigm following a qualitative approach. Questionnaires and in-depth semi-structured interviews were used to explore the perceptions of the two groups involved. The Department of Education documents that sanction RCL participation were referred to throughout and especially when analysing the respondents’ views. The main finding of the study is that learner involvement in school governance is still problematic, though it is presently provided for by policies that govern schools, including the South African Schools Act and the Guides for Representative Councils of Learners of 1999, in which their roles are outlined. The findings of the study reveal an indecisive and autocratic mindset among educators regarding the issue of learner involvement in governance and management. Furthermore, the Department of Education documents in place betray a narrow conception of RCL participation in school governance and still display an element of mistrust towards the learners concerning their roles in governance. As a result of these forces, the democratic potential of learner participation is undermined, and RCLs compromised as legitimate stakeholders.
- Full Text:
- Date Issued: 2005
Discourses surrounding 'race', equity, disadvantage and transformation in times of rapid social change : higher education in post-apartheid South Africa
- Authors: Robus, Donovan
- Date: 2005
- Subjects: Rhodes University , University of Fort Hare , Universities and colleges -- Mergers -- South Africa , Education, Higher -- South Africa , Education and state -- South Africa , Apartheid -- South Africa , Discourse analysis -- Methodology , Discrimination in education -- South Africa , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3142 , http://hdl.handle.net/10962/d1007196 , Rhodes University , University of Fort Hare , Universities and colleges -- Mergers -- South Africa , Education, Higher -- South Africa , Education and state -- South Africa , Apartheid -- South Africa , Discourse analysis -- Methodology , Discrimination in education -- South Africa , Educational change -- South Africa
- Description: Since the dismantling of Apartheid in South Africa in 1994, the South African socio-political and economic landscape has been characterised by rapid change. In the ten years since the 'new' democratic South Africa emerged, transformation has become a dominant discourse that has driven much action and practice in a variety of public areas. One of the areas of focus for transformation has been Higher Education whereby the Department of Education aimed to do away with disparity caused by Apartheid segregation by reducing the number of Higher Education institutions from 36 to 21. This research draws on Foucauldian theory and post-colonial theories (in particular Edward Said and Frantz Fanon), and the concept of racialisation in an analysis of the incorporation of Rhodes University's East London campus into the University of Fort Hare. Ian Parker's discourse analytic approach which suggests that discourses support institutions, reproduce power relations and have ideological effects, was utilised to analyse the talk of students and staff at the three sites affected by the incorporation (viz. Rhodes, Grahamstown, Rhodes, East London and Fort Hare) as well as newspaper articles and public statements made by the two institutions. What emerged was that in post-Apartheid South Africa, institutional and geographic space is still racialised with virtually no reference to the historical and contextual foundations from which this emerged being made. In positioning space and institutions in this racialised manner a discourse of 'white' excellence and 'black' failure emerges with the notion of competence gaining legitimacy through an appeal to academic standards. In addition to this, transformation emerges as a signifier of shifting boundaries in a post-Apartheid society where racialised institutional, spatial and social boundaries evidently still exist discursively.
- Full Text:
- Date Issued: 2005
- Authors: Robus, Donovan
- Date: 2005
- Subjects: Rhodes University , University of Fort Hare , Universities and colleges -- Mergers -- South Africa , Education, Higher -- South Africa , Education and state -- South Africa , Apartheid -- South Africa , Discourse analysis -- Methodology , Discrimination in education -- South Africa , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3142 , http://hdl.handle.net/10962/d1007196 , Rhodes University , University of Fort Hare , Universities and colleges -- Mergers -- South Africa , Education, Higher -- South Africa , Education and state -- South Africa , Apartheid -- South Africa , Discourse analysis -- Methodology , Discrimination in education -- South Africa , Educational change -- South Africa
- Description: Since the dismantling of Apartheid in South Africa in 1994, the South African socio-political and economic landscape has been characterised by rapid change. In the ten years since the 'new' democratic South Africa emerged, transformation has become a dominant discourse that has driven much action and practice in a variety of public areas. One of the areas of focus for transformation has been Higher Education whereby the Department of Education aimed to do away with disparity caused by Apartheid segregation by reducing the number of Higher Education institutions from 36 to 21. This research draws on Foucauldian theory and post-colonial theories (in particular Edward Said and Frantz Fanon), and the concept of racialisation in an analysis of the incorporation of Rhodes University's East London campus into the University of Fort Hare. Ian Parker's discourse analytic approach which suggests that discourses support institutions, reproduce power relations and have ideological effects, was utilised to analyse the talk of students and staff at the three sites affected by the incorporation (viz. Rhodes, Grahamstown, Rhodes, East London and Fort Hare) as well as newspaper articles and public statements made by the two institutions. What emerged was that in post-Apartheid South Africa, institutional and geographic space is still racialised with virtually no reference to the historical and contextual foundations from which this emerged being made. In positioning space and institutions in this racialised manner a discourse of 'white' excellence and 'black' failure emerges with the notion of competence gaining legitimacy through an appeal to academic standards. In addition to this, transformation emerges as a signifier of shifting boundaries in a post-Apartheid society where racialised institutional, spatial and social boundaries evidently still exist discursively.
- Full Text:
- Date Issued: 2005
Rural students' local knowledge of learning in formal and informal contexts
- Authors: Visser, Alvin-Jon
- Date: 2000
- Subjects: Non-formal education -- South Africa , Education and state -- South Africa , Rural children -- Education -- South Africa , Black people -- Education -- South Africa , Community and school -- South Africa , Education, Rural -- Social Aspects -- South Africa , Rural schools -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3079 , http://hdl.handle.net/10962/d1002588 , Non-formal education -- South Africa , Education and state -- South Africa , Rural children -- Education -- South Africa , Black people -- Education -- South Africa , Community and school -- South Africa , Education, Rural -- Social Aspects -- South Africa , Rural schools -- South Africa
- Description: The general aim of this thesis is to illuminate the process of learning as it occurs in formal and informal contexts. The study focuses on South African scholars attending school in rural areas where the contrast between learning in formal and informal learning contexts is more pronounced than that in urban areas. The research draws on rural scholars' local knowledge of formal and informal learning contexts in order to gain a rich insight into how cognition is situated in different learning contexts. This is accomplished through investigating the structure of the respective learning tasks, the mediators involved, the task objectives and the means for achieving these objectives in the different learning contexts. The thesis draws on a socio-cultural approach to the study of cognitive development to probe the activity of learning in a formal and informal learning context. Through the use of a context sensitive methodological methods especially Participatory Rural Appraisal (PRA) tools and techniques, it was possible to illuminate tacit local knowledge structures and to get participants to actively explicate their understandings related to learning in different contexts The research results illustrate the assertion that the activity of learning is fundamentally situated in the learning context from which it arises. Learning is framed by the community of practice which structures affordances for situated learning, through mediation, within zones of proximal development. Learning in a formal context such as the school is often abstract, rule-based, standardised and theory related. Learners also find it difficult to reflect on the learning tasks and the mediational means used in a formal learning context. In contrast, the learning which takes place in an informal setting is often practical, individualised, flexible and environment based. This learning is structured around everyday activities and is dynamically defined and supported. In a situation where a learner is exposed to dislocated learning contexts, the essential goal of educational initiatives is to bridge the gap between the two. This can be achieved through mediators creating effective zones of proximal development which facilitate the individuals adaptation between learning contexts. Exposing rural scholars' local knowledge of learning in formal and informal contexts allows for a fuller understanding of the cognitive development structured within formal and informal communities of practice. It is this understanding that is necessary to address the situation where learning contexts, drawing on different knowledge bases find ways of thinking, prove challenging and/or conflicting to the scholar.
- Full Text:
- Date Issued: 2000
- Authors: Visser, Alvin-Jon
- Date: 2000
- Subjects: Non-formal education -- South Africa , Education and state -- South Africa , Rural children -- Education -- South Africa , Black people -- Education -- South Africa , Community and school -- South Africa , Education, Rural -- Social Aspects -- South Africa , Rural schools -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3079 , http://hdl.handle.net/10962/d1002588 , Non-formal education -- South Africa , Education and state -- South Africa , Rural children -- Education -- South Africa , Black people -- Education -- South Africa , Community and school -- South Africa , Education, Rural -- Social Aspects -- South Africa , Rural schools -- South Africa
- Description: The general aim of this thesis is to illuminate the process of learning as it occurs in formal and informal contexts. The study focuses on South African scholars attending school in rural areas where the contrast between learning in formal and informal learning contexts is more pronounced than that in urban areas. The research draws on rural scholars' local knowledge of formal and informal learning contexts in order to gain a rich insight into how cognition is situated in different learning contexts. This is accomplished through investigating the structure of the respective learning tasks, the mediators involved, the task objectives and the means for achieving these objectives in the different learning contexts. The thesis draws on a socio-cultural approach to the study of cognitive development to probe the activity of learning in a formal and informal learning context. Through the use of a context sensitive methodological methods especially Participatory Rural Appraisal (PRA) tools and techniques, it was possible to illuminate tacit local knowledge structures and to get participants to actively explicate their understandings related to learning in different contexts The research results illustrate the assertion that the activity of learning is fundamentally situated in the learning context from which it arises. Learning is framed by the community of practice which structures affordances for situated learning, through mediation, within zones of proximal development. Learning in a formal context such as the school is often abstract, rule-based, standardised and theory related. Learners also find it difficult to reflect on the learning tasks and the mediational means used in a formal learning context. In contrast, the learning which takes place in an informal setting is often practical, individualised, flexible and environment based. This learning is structured around everyday activities and is dynamically defined and supported. In a situation where a learner is exposed to dislocated learning contexts, the essential goal of educational initiatives is to bridge the gap between the two. This can be achieved through mediators creating effective zones of proximal development which facilitate the individuals adaptation between learning contexts. Exposing rural scholars' local knowledge of learning in formal and informal contexts allows for a fuller understanding of the cognitive development structured within formal and informal communities of practice. It is this understanding that is necessary to address the situation where learning contexts, drawing on different knowledge bases find ways of thinking, prove challenging and/or conflicting to the scholar.
- Full Text:
- Date Issued: 2000
An economic analysis of government expenditure allocations to black schooling in South Africa
- Authors: Hosking, Stephen Gerald
- Date: 1991
- Subjects: Black people -- Education -- Economic aspects -- South Africa , Education -- Economic aspects -- South Africa , Education and state -- South Africa , Education -- Finance -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:925 , http://hdl.handle.net/10962/d1001451
- Description: In this thesis an assessment is made of the contribution of economic theory to the debate on government expenditure allocations to schooling in developing countries. Publicly provided Black schooling in South Africa is taken as the case study and viewed in the light of historical perspectives, as well as human capital, rent-seeking, welfare, liberal and contractarian theory. From an historical perspective, the willingness of Blacks to enrol at schools under National Party control, despite the poor quality of such schooling and lack of labour market incentives for them to do so, is paradoxical. It leads to the conclusion that under National Party administration the private benefit of Black schooling exceeded the private cost; a situation which is argued to have been influenced by rent-seeking. The propositions that government expenditure on Black schooling is a profitable social investment, and that rent-seeking has influenced the allocations of government expenditure on Black and White education are then investigated. Empirical support is found for both propositions, but it is based on the use of controversial methods and measures. The provision of education by the state can be justified on many economic grounds; the most popular being that this improves welfare by bringing about a better distribution of income or by redressing market failure. However, as there are major problems with this approach, it is concluded that neoclassical welfare theory fails to provide a persuasive justification for current levels of government expenditure on Black schooling. The provision of Black schooling by the state can also be justified in terms of liberal objectives. Classical and reform liberalism and their respective conclusions are examined. Marxist views on the role played by the state in the provision of education are also considered, but not found to be appropriate. Two contractarian assessments of the government's role in the provision of Black schooling are also provided in this thesis. They are based on the works of John Rawls (1971 and 1974) and James Buchanan (1986). The approach taken by James Buchanan is argued to be more appropriate to South African circumstances than Rawls's, and it is in the context of the former that problems with respect to public decisions on education and possible solutions to them are discussed. The conclusion of the thesis is that economic theory offers only a limited explanation for government expenditure allocations to Black education in South Africa
- Full Text:
- Date Issued: 1991
- Authors: Hosking, Stephen Gerald
- Date: 1991
- Subjects: Black people -- Education -- Economic aspects -- South Africa , Education -- Economic aspects -- South Africa , Education and state -- South Africa , Education -- Finance -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:925 , http://hdl.handle.net/10962/d1001451
- Description: In this thesis an assessment is made of the contribution of economic theory to the debate on government expenditure allocations to schooling in developing countries. Publicly provided Black schooling in South Africa is taken as the case study and viewed in the light of historical perspectives, as well as human capital, rent-seeking, welfare, liberal and contractarian theory. From an historical perspective, the willingness of Blacks to enrol at schools under National Party control, despite the poor quality of such schooling and lack of labour market incentives for them to do so, is paradoxical. It leads to the conclusion that under National Party administration the private benefit of Black schooling exceeded the private cost; a situation which is argued to have been influenced by rent-seeking. The propositions that government expenditure on Black schooling is a profitable social investment, and that rent-seeking has influenced the allocations of government expenditure on Black and White education are then investigated. Empirical support is found for both propositions, but it is based on the use of controversial methods and measures. The provision of education by the state can be justified on many economic grounds; the most popular being that this improves welfare by bringing about a better distribution of income or by redressing market failure. However, as there are major problems with this approach, it is concluded that neoclassical welfare theory fails to provide a persuasive justification for current levels of government expenditure on Black schooling. The provision of Black schooling by the state can also be justified in terms of liberal objectives. Classical and reform liberalism and their respective conclusions are examined. Marxist views on the role played by the state in the provision of education are also considered, but not found to be appropriate. Two contractarian assessments of the government's role in the provision of Black schooling are also provided in this thesis. They are based on the works of John Rawls (1971 and 1974) and James Buchanan (1986). The approach taken by James Buchanan is argued to be more appropriate to South African circumstances than Rawls's, and it is in the context of the former that problems with respect to public decisions on education and possible solutions to them are discussed. The conclusion of the thesis is that economic theory offers only a limited explanation for government expenditure allocations to Black education in South Africa
- Full Text:
- Date Issued: 1991
- «
- ‹
- 1
- ›
- »