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Deb, Prasenjit. „Administering district primary education programme(DPEP): an evolution of the district of Cooch Behar“. Thesis, University of North Bengal, 2002. http://hdl.handle.net/123456789/544.
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Kobayashi, Tomoko. „Community participation in primary education : the case of Lok Jumbish and District primary education programme in India“. Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425484.
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Rawana, Yolisa. „Primary education and rural community development in King William's Town District“. Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1007750.
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The focus of this research was to investigate the lack of access to primary education in King William's Town district in Eastern Cape which is inhibiting rural community development. The aim of the study was to determine whether geographic location have effects on attendance of school, to perceive gender discrepancy in primary education, to investigate what cost as a factor that contributes to a child's access and attendance to a primary education and to make recommendations to improve the situation. The study followed a descriptive research method. Data was collected by studying relevant existing literature. Document analysis was used to analyse the data and recommendations for improvement were made. The findings revealed that the day to day attendance of learners is below what it should be, which lead to dropouts, non-compliance with legislation, inadequate monitoring and evaluation. There is a need to recruit Department officials with a particular level of education, knowledge, understanding and expertise to minimise the chances of failure. Recommendations are finally made to mitigate the problem situation
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Kumanda, Nomaroma. „Retaining learners in primary schools in the East London education district: policy implications“. Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/6114.
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The purpose of this study is to investigate different ways of retaining learners in teaching and learning practices in grade seven classrooms. The study was conducted in two East London Primary schools. The research took the form of a qualitative interpretive case study focusing on a study sample. The qualitative methods allowed the researcher to gather data in order to describe and interpret teachers‟ knowledge in retaining learners in grade seven classrooms. This critical analysis explored the literature relating to retention of learners if they fail to meet proficiency requirements. The research made use of a qualitative, mixedmethod, and meta-analysis techniques to collect and analyse the data. The study is systematically analysed and categorized according to three themes: retention and social promotion policy effectiveness, causes of dropping out and identification of curriculum and program options. The findings suggested that retaining learners may have some positive effects in the short-term, but that may diminish with time and age. Early detection of academic deficiencies by teachers can possibly prevent negative psychological effects and dropping out due to retention. Student retention in public schools is comparatively poor in traditional education and in some contexts, embarrassingly low. Literature on the subject of student retention in public schools indicates that even when interventions are designed and undertaken to improve student‟s retention, they tend to fall short. The main aim of this dissertation therefore is to better understand and measure learners‟ attitudes and perceptions towards the effectiveness of learning. In view of this, it is hoped that the study can determine how these strategies can be used optimally to improve student retention at lower grades in the East London District in Eastern Cape. The findings at its best indicate what possible method that could be used to improve retention of learners, by enhancing their teaching/ learning and improving the efficacy of Eastern Cape school‟s existing student support system.
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Cele, Sanelisiwe Yenzile Nicole. „Experiences of Primary school teachers in full service schools in Umlazi District“. Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1678.
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A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Masters in Educational Psychology in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, 2018The dispute of inclusion is one that has not only been a challenge for South African schools but for the country as a whole. The success of the implementation of the inclusion policy will not only talk to the progress at the schools in South Africa (SA), but it will also provide us with a glimpse of the nation’s progress towards the implementation of democracy itself. Considerable work has been done internationally with regards to the practicality of full-service schooling; however, a limited expanse locally. The objectives of the study were: (i) To determine the nature of experiences of primary school teachers in full service schools; and (ii) To establish if there is any relationship between the teachers’ experiences in full service primary schools and the variables of interest: gender, age, qualification, race and teaching experience. In order to address the study questions, a mixed method research design was employed. A sample of 63 teachers in Full Service Schools (FSSs) in Umlazi district was purposefully selected based on experience and expertise. For data collection, self-developed questionnaires comprising a demographic information section and a Likert-type inventory were used. Statistical Package for Social Sciences (SPSS) accounted for statistical and descriptive analysis; and Thematic Analysis for qualitative analysis. The findings of this study revealed that a greater number of teachers had positive experiences within FSSs in Umlazi district. However, disabling conditions that prevent teachers to be completely convinced of Inclusive Education (IE) were found to be: Lack of support from the Department of Education (DoE), teachers’ perceived incompetency when dealing with impaired children, insufficient resources, maltreatment of disabled children by their non-disabled peers, lack of parental support, large class sizes and shortage of staff. With regards to the variables of interest in relation to the experiences of teachers in FSSs, it was discovered that: male teachers expressed more positive experiences than their female counterparts; it appeared that the higher the qualification, the more teachers felt confident about teaching in FSSs; more Indian teachers reported having favorable experience than black African teachers; and teachers with more years of teaching experience indicated optimism towards teaching in FSSs than teachers with less teaching experience. Recommendations from the current study suggest that teacher pre-service training be tailored in accordance with the requirements of teaching in a FSS. Workshops and conferences should be conducted to provide teachers with recent updated teaching material that will allow them to stay relevant with the IE curriculum. Furthermore, psycho-education around the maltreatment of disabled children should be provided to schools and communities in an attempt to bring awareness about disability and advocacy against the exclusion and the ill-treatment of the disabled. Again, psycho-education should be provided to families to bring awareness regarding the importance of the caregiver’s active role in the academic and personal life of a child. This would entail the process of providing education and information to families of children that attend FSSs. These recommendations would bridge a gap in the challenges that are experienced in FSSs.
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Lebona, Teboho Godfrey. „The implementation of inclusive education in primary schools in the Lejweleputswa education district / by Teboho Godfrey Lebona“. Thesis, Welkom: Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/226.
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Thesis (M. Ed. ) - Central University of Technology, Free State, 2013The drafting and promulgation of education policies bring hope and an expectation to those whose interests, concerns and problems, are addressed by them. On the other hand, such policies bring confusion, uncertainty and stress to teachers who are expected to implement and put into practice prescripts of those policies. Response to the Education White Paper 6: Special Needs Education – Building an Inclusive Education and Training System (2001) and subsequent policies on inclusive education which followed, brought uncertainty to teachers and also led to some developing a negative attitude towards inclusive education. This study focused on the implementation of inclusive education in primary schools in the Lejweleputswa District of the Free State province. A literature review provided insight into the concept of inclusive education and moreover shed light on policy developments regarding learner diversity through the curriculum. An empirical investigation using a qualitative approach was conducted and data was gathered by means of focus group interviews with school-based support teams as well as a questionnaire completed by principals. Furthermore, the findings of the empirical investigation concurred, to a large degree, with the findings of the literature study. In general, it was brought to light that inclusive education is not implemented correctly in primary schools in the Lejweleputswa District. Based on certain findings, recommendations are made regarding the successful implementation of inclusive education in primary schools.
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Chawla-Duggan, Rita. „Socialisation for learning : an ethonographic study of children in an Indian district in home and school environments“. Thesis, University of Bristol, 2002. http://hdl.handle.net/1983/ffbe4da2-576b-4033-9559-620f74d7101c.
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Malatji, Khashane Stephen. „the practice of self-reflection by primary school teachers in the Mankweng Circuit, Capricorn District“. Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/1018.
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Thesis (M.Ed. (Curriculum Studies)) --University of Limpopo, 2013This dissertation investigated the the practice of self-reflection by primary school teachers in the Mankweng Circuit, Capricorn District. The aim of the research was to investigate the practice of self-reflection by primary school teachers, in order to suggest and encourage them to use reflective models that will help them improve their practice. The literature revealed that the use reflective models can help teachers to realize their mistakes and improve their practice. Furthermore, the literature revealed that if teachers are exposed to multiple reflective models, they will be able to choose the best model that is appropriate to their practice. The study also focused on the theory of Henderson‟s Ethical Model on Enquiry on Reflective Practice. The theory discusses what characterizes reflective practitioner. This theory explains that reflective teachers are experts who know their subject matter and are able to teach it well. This study was conducted in order to gain a greater insight and comprehensive understanding of the research problem, that is, Self-reflection is expected to all teachers but is seldom enforced. In policy documents, self-reflection is stipulated but there are no formalised templates that guide, monitor and evaluate how teachers reflect on their own practice. This may also result in teachers not reflecting on their work at all and not regarding self-reflection as part of the teaching process; and treat it as a separate issue. The methodology used in this study was qualitative approach. Phenomenological research design was adopted; and in terms of data collection tools, open-ended questionnaires and interviews were used. The findings of this study revealed that teachers in primary schools of Mankweng Circuit do not reflect on their practice because of the heavy work-load that they have. The study further revealed that teachers must be trained to use reflective models to improve their practice. Lastly, the study has recommended a new reflective model for a rural primary school context. The model is titled Big four reflective model: critical thinker; resource allocator, problem solver and practice developer. The model is recommended to be used in teaching in primary schools.
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Kawaya, Hilda. „Challenges Community Health Workers perceived regarding home visits in the Tshwane district“. Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78359.
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ABSTRACT
Background: Community Health Workers are faced with challenges in the community when conducting home visits. The re-engineering of Primary Health Care services in South Africa brought a new cadre of Community Health Workers. The role of Community Health Workers relieved the workload and activities which were done by Primary Health Care nurses. Community Health Workers had to conduct home visits as one of the activities. The Community Health Workers experienced challenged during home visits.
Aim: This study was conducted to describe and explore the challenges Community Health Workers perceived regarding home visits in the Tshwane district
Method: Semi-structured interviews were undertaken with a purposive sample of fourteen Community Health Workers conducting home visits. The individual face to face interviews concentrated on the challenges perceived regarding home visits. All the interviews were transcribed verbatim and analysed using the tesch method.
Findings: The challenges perceived were that of the community, logistical, occupational, human resource and managerial. The participants expressed the need for respect and acceptance by the community during home visits. Improved planning related to delegation of households by Outreach Leaders and provision of material resources. The support by managers for career development through training and education for various disease prevention.
Conclusion: the findings suggest that training of Community Health Workers need to be formalised and in-service education related to home visits should be planned, structured and supported by the Department of Health.
Key words
Challenges, Perceived, Community Health Workers, Home visit.Dissertation (MNurs)--University of Pretoria 2020.
Nursing Science
MNurs
Unrestricted
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Felix, Alan Alistair. „Dominant pedagogies used in three rural geography primary school classrooms in the west coast district“. Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2133.
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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2015.The question arose whether the teaching of primary school Geography teachers could be a factor for the declining Grade 12 pass rate in Geography. It is within this context that the researcher decided to investigate the quality of Geography teaching and learning in three rural primary schools in Grades 4 – 6. The theories of Shulman’s (1987) Pedagogical Content Knowledge (PCK) and Koehler and Mishra’s (2009) Technological, Pedagogical and Content Knowledge (TPACK) framed this research. Although the Intermediate Phase curriculum provides a general education experience, the teacher needs to adopt teaching strategies that will deliver geographical knowledge, skills and values, which will enable all learners to function effectively and responsibly in space-place and time. A qualitative research design was employed for this study using interviews and observations. Six teachers were purposively selected for this study. These schools are in high poverty rural communities and the medium of instruction is Afrikaans. The data was both inductively and deductively analyzed. The findings indicate that the most used pedagogy by these six teachers was the Lecture Method in combination with the Question and Answer Method. It was found that teachers do not have adequate content knowledge about the different pedagogies. This research was an exploratory investigation into the pedagogies used in Geography and offer three recommendations: recommendations for teaching Geography in rural multi-grade classrooms, recommendations for WCED and further research.
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Sonn, Brenda Carol. „Teachers' understanding of social justice in rural education schools in the Overberg education district in the Western Cape : a grounded theory approach“. University of the Western Cape, 2016. http://hdl.handle.net/11394/5460.
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Philosophiae Doctor - PhDSocial justice is embedded in the South African constitution and various policy documents as an important concept and vision for a democratic South Africa. Yet, twenty two years after democracy, South African society reflects the entrenched racial and class divisions of the past. The educational context mirrors the persistence of historical, political and social patterns of advantage and disadvantage. The position taken in this study is that social justice and social injustice are inextricably linked. This study is based on the premise that, in order to understand social justice, social injustice needs to be understood and articulated. This study was situated in a rural education district where past unequal spatial, educational and social stratifications persist. The study was conducted in four rural schools to explore twelve primary school teachers' onto-epistemological assumptions of the world and their interpretations and meanings of social justice and injustice. Three related lenses, social justice, spatial justice and epistemic injustice were used to theoretically frame the study. Teachers' life histories were explored using a grounded theory approach as methodology. A three phased reflective process was used to explore and deepen understandings of social justice. The findings suggest that the perpetuation of past injustices and inequalities are based on deeply held different racialised understandings of social justice and injustice, resulting in racially situated narratives of social justice and injustice. The present narratives of who should be taught by whom, where and what should be taught also contribute to the perpetuation of racially situated narratives and injustices. Through dialogue teachers were able to deepen their understandings of their own experience and gain insight into the experiences of the 'othe'. A further position taken in this study is that in social justice research the researcher is not neutral. This study explored the role of the social justice researcher and drew learnings of the socially just researcher as a reflexive and 'just listener'. The study makes recommendations for further socio-spatial-epistemic justice research and for its inclusion in pre-and in-service teacher courses as extensions of the development of a critical discourse on social justice in South African education.
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Gobingca, Zameka. „Strategies employed by primary school teachers to support non-isiXhosa speaking learners in Mthatha education district“. Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006250.
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The purpose of this research was to investigate strategies employed by primary teachers to support the non-isiXhosa speaking learners of Mthatha Education District. This was the researcher’s observation and concern emanating from the difficulties displayed by her non-isiXhosa speaking learners, as the medium of instruction in these schools is not their mother tongue. The language of learning and teaching (LOLT) is isiXhosa in the school where the research was conducted. The school is composed of non-isiXhosa speaking and isiXhosa speaking learners. The research sought to address the following questions: 1 What strategies are employed by Mthatha district teachers to support non- isiXhosa speaking learners? 2 What challenges do Mthatha teachers face in supporting the non-isiXhosa speaking learners? 3 How do Mthatha teachers overcome the challenges they face in supporting the non-isiXhosa speaking learners? The qualitative design approach was used in this study. The study was a case study of one Mthatha primary school. Face-to-face interviews were used to collect the data from the six female teachers who teach from Grade 1 to Grade 6 and one male teacher who is the principal of the selected school, and who teaches English and Life Orientation from Grade 7 to Grade 9. The interviews were tape-recorded. The data collection process began after all the ethical consideration requirements were fulfilled and approved by the relevant stakeholders of the research. The thematic approach was adopted as data analysis of the study was guided by the responses given to the questions asked of interviewed teachers. The research showed the following results which surfaced from the data provided by the respondents: (i) Teachers employed few teaching strategies to support the non-isiXhosa speaking learners in their multilingual classroom. The interviewed teachers expressed their challenges as stemming from the large numbers of learners in their classrooms; (ii) IsiXhosa as a language of learning and teaching was a challenge for the non-isiXhosa speaking learners. (iii) Absenteeism and indiscipline by non-isiXhosa speaking learners (iv) Limited or non-involvement of parents in the education of children The data also showed that there was limited support to empower teachers to deal with multilingual classrooms. The study made the following and other recommendations based on the results: teachers should use many teaching strategies in linguistically diverse classrooms. The school management teams (SMTs) should admit learners in relation to the number of teachers available in a school. It is also recommended that schools implement the language policy as it relates to the learners in each classroom. The DoE should increase parental involvement in the education of their children and also provide professional support to teachers.
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Mhlanga, Samkelisiwe Isabel. „Parental preferences regarding medium of instruction in primary schools in the Nongoma district of Kwazulu-Natal“. Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003569.
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This thesis looks at what choice of medium of instruction (MOl) parents in a rural village in KwaZulu would make if they had the opportunity to choose. The background to this choice goes back to 1979, when Education and Training Act No. 90 established the mother tongue as MOl from Sub A to Std 2 in Department of Education and Training (DET) primary schools, followed by a sudden transition to English medium of instruction - (EMl) in Std 3. Though by 1990 98% of the schools had opted for EMI, conditions were not favourable for a sudden transition and the policy led to high drop-out rates. The problems encountered by teachers and learners were researched and documented by Macdonald in the Threshold Project Reports (1990). Although the Minister initially ignored the Project's findings, in May 1991 he admitted that his department's language policy was leading to serious educational disadvantages. The explosive situation that culminated in the 1976 school uprisings led to the amendment of the Act. There was concern among people involved in educational language policy that parents had not been given sufficient information to make informed educational choices. They feared that many parents would, largely out of ignorance, opt for straight-for-English, when in fact the conditions in the schools were not conducive to the success of that choice option. The widespread assumption about the parents choosing straight-for-English was based on anecdotal evidence. I decided to investigate this matter in the Nongoma area. My findings pointed to very healthy attitudes towards the mother tongue and there was even a measure of understanding of the place of mother tongue instruction in the beginner classes. But even though the respondents wanted their language to be respected, they also wanted their children to acquire a good education in English, so as to be eligible for jobs in an economy that emphasises the importance of English.
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Nankindu, Prosperous. „Language in education policy and literacy acquisition in multilingual Uganda: a case study of the urban district of Kampala“. University of the Western Cape, 2014. http://hdl.handle.net/11394/4109.
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Philosophiae Doctor - PhDThis thesis is concerned with Language in Education Policy (LiEP) and literacy acquisition in multilingual Uganda with the urban district of Kampala as the case study. Specifically, the study investigates the implementation of a monoglot LiEP for early literacy acquisition in a multilingual situation. The thesis analyses three LiEP instruments for Uganda, namely; (i) The 1992 Government White Paper on Education, (ii) The 1995 Constitution of the Republic of Uganda and (iii) The Uganda Education Sector Strategic Plan 2004-2015. After that analysis the study presents views and perceptions of LiEP Stakeholders in Uganda; Policy makers, Curriculum developers, Literacy researchers, NGO Officials, Head teachers, Literacy teachers and Parents/Guardians. The study is mainly prompted by the LiEP which recommends English as the Medium of Instruction (MoI) but not the common language to be used throughout the Primary School cycle. The thesis trys to shed light on the following aspects; principles of a LiEP in a multilingual setting, a relevant LiEP model for multilingual situations, multilingualism as a resource for literacy acquisition, appropriateness of a bilingual LiEP in Kampala with a local language, classroom and home literacy practices and lastly, literacy acquisition. The research question is to find out the extent to which the current LiEP in Uganda provides for literacy acquisition in multilingual settings.
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Oosthuysen, Lucia. „Educare work in Ciskei with special reference to the Keiskammahoek district“. Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1001422.
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High drop-out rates in the sub-standards in developing countries prompted the researcher to investigate preschool education in first and third world countries, and attend to the related problem of school readiness. The rapidly expanding Educare preschool project in the rural area ot Keiskammahoek in Ciskei was investigated as an example ot community-based low-cost preschool education. A final sample of 41 children who had attended Educare Centres were matched to a control group on age, sex, primary school (where possible), and breadwinner's occupation. The Abbreviated Aptitude Test for School Beginners (standardised on Xhosa-speaking school beginners) was used to test tor significant differences between the two groups six to seven weeks atter school entry. A t-test was used on raw scores and chi-squared tests on staves. No signiticant difference was found between the means of the experimental and control groups. On a subjective rating scale for general-linguistic development and socio-emotional adjustment, no significant difference between means of the experimental and control groups was found. The experimental group's tailure to perform better than the control group, could be ascribed to various reasons, amongst others, the possible shortcoming that the pairs were not matched on intelligence, severe lack ot equipment in Educare Centres, large numbers of children in the majority of groups, uniform programmes for a wide age range, irregular attendance ot children, the low level of training of supervisors and poor home conditions. Scholastic abilities of school beginners in the Keiskammahoek District, as tested, were poor. Results deviated grossly from standardised norms. The expected percentage for the combined categories Very Weak and Weak is, tor instance, 31%; in this investigation, however, 73% of the testees fell in these two classes. Chronologically older children generally performed better. A highly significant difference existed between testees under six years and those over six years. This investigation indicated the need for better organised preschool education in rural areas in Ciskei. proposals with substantial financial implications are: Better training of para-professional staff by qualified staff. Training of qualified staff to provide expertise in preschool education in Ciskei. Provision of sufficient educational materials by Government subsidies and private sponsors. Institution of bridge classes by the Ciskei Department of Education to promote school readiness. Suggestions without financial implications include: An investigation of regulations regarding entrance age for basic education. Only in exceptional cases should children under six be admitted. Daily programmes in Educare Centres geared towards learning readiness without becoming academic. An age limit of three years for admittance to Educare Centres. Very young children should be catered for separately. Liaison between Sub A teachers and Educare staff.Adobe Acrobat 9.53 Paper Capture Plug-in
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Van, Niekerk Chantelle Emirina. „The effective establishment and functioning of the institutional level support team at primary schools in the Uitenhage district“. Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020808.
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Policy documents derived from the South African Constitution and the South African Schools Act clearly state that all learners are entitled to support, thus enabling them to reach their full potential. Support should be rendered effectively at school level within a well-established and functioning Institutional Level Support Teams (ILST). Institutional Level Support Teams (ILSTs) at primary schools within the Uitenhage District seem to be problematic, since parents, the school and the community do not realise that they should work interrelated with each other to enhance the effective establishment and functioning of the ILST. The main aim of this study is, therefore, to formulate guiding principles for the effective establishment and functioning of Institutional Level Support Teams. A qualitative research design using a phenomenological strategy was deemed appropriate for this study, as the researcher wants to gain a deeper understanding of the phenomenon under study. The researcher used a combination of convenience sampling, as well as purposive and judgement sampling. The sample group included educators, members of the Institutional Level Support Teams, Institutional Level Support Team co-ordinators, School Principals, community members and members of the District Based Support Team (DBST). Data were collected by means of semi-structured interviews, participant observations and questionnaires. Tesch’s eight step data analysis process was employed to identify possible common themes. The findings indicated that the stakeholder component of the social system representing learners, parents, schools and the community, do not provide sufficient support to learners experiencing learning challenges and therefore ILSTs are not functioning optimally presently.. Therefore the researcher provided supportive guiding principles to parents, the school and the community, for the effective establishment and functioning of the ILST, based on Bronfenbrenner’s eco-systemic theory, which is the theoretical framework of this study.
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Adewumi, Toyin Mary. „The implementation of inclusion policy for learners with special education needs in primary schools in Fort beafort district :Towards a rights based approach to education“. Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/5873.
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The implementation of inclusion policy for learners with special education needs as stipulated in the Education White Paper 2001has been an issue of concern for South African schools. This study sheds light on the implementation of inclusion policy for learners with special education needs in the selected primary schools in the Fort Beaufort District in the Eastern Cape Province in South Africa. The aim of the study is to examine the implementation of inclusion policy for learners with special education needs. The study was placed within the post-positivism paradigm and used a mixed method research approach that integrated concurrent procedures in the collection, analysis and interpretation of the data. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, and document analysis. A total number of 30 teachers completed the questionnaires. The researcher conducted interviews with ten principals and eight teachers. She also held interviews with four education district officials and one provincial official. Data were analysed by statistical and non-statistical procedures. The study revealed that the inclusion policy is being implemented in the selected schools. However, there are challenges that are being encountered. Firstly, some teachers have not received adequate training with regards to inclusive education policy. Staff development workshops put in place to address this challenge are minimal, and there is not enough joint effort being established by the different stakeholders with regards to support and monitoring the implementation process. Despite the challenges that accompany implementation of inclusion of learners with special education needs, as well as the difficult working conditions, this study reveals that there are pockets of good practice of inclusion policy in some of the selected schools in the Fort Beaufort District. For instance, it was found that teachers implement inclusion of learners with special education needs, even though the majority of them do not have qualifications in special education. It was also revealed that teachers used learner-centred teaching methods to accommodate all learners, which include group and individual teaching, group demonstration, discussions, question-and-answer sessions, and practical activities.
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Muiruri, Joyce Wangui. „The Role of Sex Education Knowledge in shaping the sexual behaviour of adolescents in primary schools in Thika-District Kenya“. Thesis, University of Reading, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485345.
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This study examines the effectiveness of sex education knowledge among primary · school adolescents in relation to sex behaviour. The effectiveness will be examined in terms of content, practice, coherence and consistency policy guidelines, regarding the teaching of sex education in schools. The preparedness of the sex education program implementers will also be examined. . ·A literature review revealed that adolescents' premarital intercourse is common and appears to be on the rise in most regions of the world. The age of puberty has gone down and the adolescents, as a result, are becoming sexually mature for longer period before they attain full physical maturity. Adolescents' early sexual activity is associated with a range of outcomes detrimental to their health, including complications of pregnancy, unsafe abortion and sexually transmitted infections and especially HIV/AIDS. · Adolescents' sexuality has therefore raised health concerns not only to the individual adolescent but also to the parent, educators and the community at large, locally and worldwide. In Kenya young people comprise of about 50 percent of the entire population. And although young people make such a significant proportion of Kenya population their sexual health needs are often neglectedj' especially in designing of programmes that pertain to their well being. The study argues that education; both in school and beyond, has a key role to play in shaping the sexual behaviour. of young people. It can provide adolescents with the knowledge and information to protect themselves and others from the consequences of early sexual behaviour. Education can also provide adolescents with communication skills to negotiate for safer sex and foster positive attitudes and values that promote ·desired sexual behaviour. In the hands of good practitioners their endeavour can provide hope for the future. Therefore, this study seeks to explore sex education provision in schools and the entire community, including the home. The study seeks to establish the timing of this information provision, whether the information given to the adolescents is adequate in helping the young people to make respoosible decisions in the awakening of their sexual desires. It is hoped that this informatiOn will give insights that will contribute to the formulation of appropriate policies and programmes that seek to address adolescents' sexual issues. To achieve this the views of adolescents in the upper primary schools between the ages of 12-14 in Thika District in Kenya are sought. This is done through use of questionnaires and focus group discussions. Data analysis was done using SPSS computer package. Adult mentors also provide alternative perspectives. The findings of this study indicate that adolescents are sexually active at an early age and ignorant of contraceptives measures. The adolescents' views are absent in designing programmes that are of interest to them.The study recommends adolescents' participation and empowerment to ensure that intervention programmes for sex education are adolescent centred and engages the adolescents fully in designing, and implementation. The implementation plan is critical to ensure sustainability. Therefore, the Ministry of Education should have a body that plays the overall role of facilitation, co-ordination, monitoring, advocacy and promotion of the adolescent issues from all other ministries and NGOS to avoid duplication of effort' and to enhance efficiency and effectiveness of sex education delivery.
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Lubambo, Mzikayise Wiseman. „Perspectives on the effects of Teenage pregnancy on Learning and teaching in Junior Secondary Schools of the Butterworth Education District“. Thesis, Walter Sisulu University, 2015. http://hdl.handle.net/11260/867.
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The study is about the effects of teenage pregnancy on learning and teaching in Junior and Senior Secondary Schools of Butterworth District. The researcher’s objective of the study was to determine how pregnancy affects the learner’s performance on learning and teaching in schools. Qualitative paradigm informed the study. The participants were drawn from teenagers; teachers and parents areall from rural schools, around Butterworth Education District through the use of non-probability, purposive and convenient samples. The sample included learners from ages 13-19 who were pregnant and those who were once pregnant while in schools, teachers who taught pregnant learners in their schools and parents who were having pregnant children at schools. A total of fifteen (15) participants were involved in the interview. The data collected was analyzed and interpreted during data collection and thereafter. The findings of the study showed that absenteeism, drop-out, poor academic performance, poverty and unemployment which are the results of pregnancy are some of the contributory factors that affect learning and teaching in schools. Recommendations were made based on the findings of the study. The study concludes by recommending awareness campaign on learner pregnancy.
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Radzilani, Thifhelimbilu Emmanuel. „The function and frequency of teachers code switching in two bilingual primary schools in the Vhembe district of Limpopo province“. Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96103.
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Thesis (MA)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The decision by teachers to use a specific language for teaching in a bilingual context is influenced by a number of factors. These may include learners’ linguistic background, parental preferences on the use of language for teaching and learning, policy stipulations on language use, as well as learners’ cognitive level and their ability to comprehend lessons given in a specific language. Although policy stipulations and parental preference may emphasise the use of one particular language for teaching and learning, research shows that the classroom context and the dilemma teachers face in terms of language comprehension often play a role in the use of more than one language. Teachers often switch codes in a bilingual classroom for different reasons: clarifying subject matter, concept elaboration, encouraging leaners to participate, supporting exploratory talk, ensuring comprehension as well as switching codes as a classroom management strategy. This thesis investigates the frequency and the function of teachers’ code switching (CS) in a bilingual classroom context. The study was conducted in Limpopo Province, South Africa, in the Vhembe District Municipality. Two bilingual primary schools under Sibasa Circuit were chosen for study. A series of lessons were observed in the two schools and teachers’ interactions with learners in the classroom were recorded and then analysed qualitatively, guided by Myers- Scotton’s (1993) Markedness Model which is used to provide an account for different types of CS. This model is used to account for the motivations for every code choice in any discourse. The results of the study show that CS is a common feature in the two schools. The policy stipulations and parents’ preference do not limit teachers’ use of CS in such bilingual primary school classrooms.
AFRIKAANSE OPSOMMING: ’n Onderwyser se besluit om ’n spesifieke taal vir onderrig in ’n tweetalige konteks te gebruik word deur ’n reeks faktore beïnvloed. Dit sluit die leerders se taalagtergrond, ouers se taalvoorkeur vir onderrig en leer, amptelike skoolbeleid in verband met taalgebruik, sowel as die leerders se kognitiewe vlak en hul vermoë om klasse te verstaan wat in ’n spesifieke taal aangebied word, in. Hoewel skoolbeleid en ouers se taalvoorkeur die gebruik van een spesifieke taal vir onderrig en leer beklemtoon, toon navorsing dat die konteks van die klaskamer en die dilemma wat onderwysers in die gesig staar in terme van taalbegrip, ’n rol speel in die gebruik van meer as een taal. Onderwysers gebruik dikwels twee tale in ’n tweetalige klaskamer, om verskeie redes: verduideliking van lesmateriaal, uitbreiding van konsepte, aanmoediging van die leerders om deel te neem, ondersteuning van ondersoekende gesprekke, versekering van begrip sowel as kodewisseling as ’n strategie vir die bestuur van die klaskamer. Hierdie tesis ondersoek die frekwensie en die funksie van onderwysers se kodewisseling in die konteks van ’n tweetalige klaskamer. Die studie is in die Vhembe Distriksmunisipaliteit van die Limpopo Provinsie, Suid- Afrika, uitgevoer. Twee tweetalige laerskole wat deel uitmaak van die Sibasa-streek is gekies vir die studie. ’n Reeks klasse is waargeneem in die twee skole en die onderwysers se interaksies met die leerders in die klaskamer is opgeneem en daarna kwalitatief ontleed , gegrond op Myers- Scotton (1993) se Gemarkeerdheidsmodel (“Markedness Model”) wat gebruik word om ’n verklaring te gee vir die verskillende tipes kodewisseling. Hierdie model is gebruik om ’n verantwoording te bied van die redes vir elke kodekeuse in enige diskoers. Die resultate van die studie toon dat kodewisseling ’n algemene verskynsel in die twee skole is. Die skoolbeleid en ouers se taalvoorkeur beperk nie die onderwysers se gebruik van kodewisseling in sulke tweetalige laerskoolklaskamers nie. Onderwysers gebruik om verskeie redes kodewisseling, insluitend uitbreiding, verduideliking, beklemtoning, en teregwysing as ’n dissiplinêre strategie.
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Martin, G. R. „Job factors contributing to the job satisfaction and job dissatisfaction of primary principals in one Ministry of Education district in Western Australia“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1991. https://ro.ecu.edu.au/theses/1124.
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Recent changes in the Western Australian education system, resulting from the release and implementation of Better Schools in Western Australia: A Programme for Improvement (1987), have induced significant changes in the nature of the Western Australian primary principalship. Within this context of change, this research explores job factors contributing to the job satisfaction and job dissatisfaction of primary principals in one Ministry of Education district in Western Australia. Studies based on Herzberg's motivation-hygiene theory, conducted in educational and non-educational settings, in addition to previous principal job satisfaction research were important in the development of the study's conceptual framework and research questions. Data to address the research questions were collected through a modification of Flanagan's critical incident technique. During interview sessions, eighteen primary principals were each asked to provide four sequences of events: two relating to periods of job satisfaction, and two sequences relating to periods of job dissatisfaction. An a posteriori approach to content analysis revealed that eleven job factors contributed to the job satisfaction and job dissatisfaction of primary principals; seven job content factors and four job context factors. Four job content factors and two job context factors were identified as being bipolar. Results indicated that principals' job satisfaction was strongly related to the job content, and that job dissatisfaction was related both to the job content and to the job context. Based on the results obtained, a description of a work situation which would make principals more satisfied with their work was described, and recommendations for further research were proposed.
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Shadaya, Girlie. „The implementation of inclusion policy for learners with special education needs: a case study of four primary schools in the Grahamstown District“. Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1006239.
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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.
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Selemani-Meke, Elizabeth. „An assessment of the implementation of continuing professional development programmes for primary school teachers in Malawi: a case of Zomba rural education district“. Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/501.
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This study assessed the implementation of Continuing Professional Development (CPD) Programmes for primary school teachers in Zomba Rural Education District in Malawi. The study arose from a concern that, despite the Government of Malawi putting in place structures to facilitate the implementation of CPD for primary school teachers, research has shown that teachers have not improved their classroom practice. As a result, there has been poor learner performance at all levels of the primary education system to the extent that learners scored the lowest in the 2005 international examinations for the Southern Africa Development Community. From the literature, it appears that no thorough and conclusive studies to look into the issues behind the implementation of CPD programmes in Malawi have been conducted. Hence the researcher was motivated to assess how the CPD programmes are implemented with the view to explore better ways of implementing CPD programmes for teachers that can result in teacher change. 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. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, focus group discussions, CPD observations and document analysis. A total of 798 teachers filled the questionnaires. This figure represented 47% of the total number of teachers in the district. The researcher conducted 34 focus group discussions with teachers from various schools. She also held interviews with 34 head teachers and CPD programme facilitators (12 Primary Education Advisors and 3 CPD facilitators from organizations). Other interviews were held with the District Education Manager, the Coordinating Primary Education Advisor, the Coordinator of the New Curriculum, and the Coordinator for the Department of Teacher Education and Development. Further, the researcher made 3 CPD observations. The study revealed weaknesses in the implementation of CPD programmes for teachers in the district. Generally the study noted that there was much emphasis on the transmissive model of CPD implementation, to the neglect of transitional and transformative models such that the personal, social and occupational aspects of professional learning were not holistically considered in the programme designs. Specifically, the duration of the programmes was found to be inadequate for meaningful assimilation of new knowledge and skills; the expertise of facilitators was sometimes questionable; and the use of the cascade mode left teachers unsure and with knowledge gaps. Further, the study noted that the monitoring and support mechanisms for the programmes were weak; the consultation processes for teacher inputs in the CPD programme designs were dismal; and the welfare of teachers at the CPD venues was poorly handled.. At school level the study revealed that the teaching and learning environment compounded the problem of teachers’ difficulty in implementing what they learnt from CPD training. Large classes, inadequate teachers, lack of teaching and learning resources, limited infrastructure, lack of accommodation for teachers, lack of support from colleagues and learner absenteeism were some of the factors hindering implementation of CPD programmes at school level. The study has put forth recommendations for the effective implementation of CPD programmes for teachers in the district. Furthermore, based on the findings of the study and an extensive literature search, the researcher has suggested an alternative model for CPD implementation that can result in teacher change. Overall there is need for collaborative effort among stakeholders in education to ensure effective delivery of CPDs and their subsequent translation into practice at classroom level.
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Subrahmanian, Ramya. „Coproducing universal primary education in a context of social exclusion : households, community organisations and state administration in a district of Karnataka, India“. Thesis, Open University, 2000. http://oro.open.ac.uk/58082/.
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This thesis focuses on the challenge of achieving the goal of universal primary education in a context that is characterised by wide-ranging disparities in the education prospects of different social groups. An overall history of state failure to provide for universal education, and the patterns of exclusion and deprivation that constrain the participation of large sections of Indian rural populations provide the background to recent policy efforts to address the problem of low education participation. The thesis argues that concerted effort is required on the part of households and of the state if future efforts to achieve Universal Primary Education (UPE) are to be more successful than the past. It analyses new approaches which recognise the importance of challenging inequality in access to education, the role of community organisations in the process of stimulating participation in education, and the need for the reform of the administrative apparatus of the state into a more responsive, flexible institution. The coproduction framework facilitates the analysis of the means through which different institutional actors can co-operate in the production of goods and services. Recognition of the importance of social norms and networks that aid co-operation between different actors, and of the importance of effective governance on the part of the state in constructing positive relations between different actors are the strengths of the framework. However, the framework also has limitations. The thesis principally identifies the following: the assumption of shared orientations between users about the value of the good or service concerned, and the implicit assumption of homogeneity among service users and lack of attention paid to inequality and exclusion. Further, the thesis argues that there is insufficient empirical attention to the informal relations within which processes of implementation are embedded. Evidence of limitations is provided through application to a rural district, where the interface between state, community organisations and households in relation to primary education services is studied. Centrally, the thesis argues that the analysis of norms that perpetuate the reproduction of patterns of education exclusion is essential to identify the types of production processes and relationships that are necessary for inclusive and universal education.
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Abd, Hamid Munirah. „Entrepreneurship education : the implementation in Year 1 primary school curriculum in Malaysia : a case study of one district in East Peninsular Malaysia“. Thesis, University of York, 2013. http://etheses.whiterose.ac.uk/6141/.
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In recent years, there has been an increasing interest in entrepreneurship education and it has taken hold across the world, including Malaysia. In 2011, the Malaysian Ministry of Education (MOE) reformed its primary school curriculum and introduced entrepreneurship education into the new curriculum on a cross-curricular basis. Based on field work undertaken in one of the districts in Malaysia, this study investigates the perceptions of a selected group of respondents concerning the implementation of the government’s new entrepreneurship education programme in Year 1. It looks at respondents’ understanding of the entrepreneurship element, their views on the purpose of its implementation and the pedagogical and political issues faced during the implementation process. The research also focuses on other important theoretical issues including curriculum reform, human capital and entrepreneurship education. This is a qualitative research study using a case study approach. It was conducted based on in-depth interviews with 48 respondents from five different groups of professionals (officers, headteachers, subject teachers, expert teachers and teachers’ trainers). Respondents were selected using different sampling methods and the acquired data were analysed using Nvivo 9 software. A thematic analysis approach was used to identify themes. The findings suggest that there were relatively different views on the concept and purpose of entrepreneurship education. Specific differences between the implementers (the teachers), headteachers and curriculum developers were also identified. Nevertheless, most respondents agreed that the implementation was a positive development and most respondents had similar opinions concerning the cross-curricular approach. As expected, the findings also showed that the lack of monitoring and poor training had slowed down the implementation. Since there has been little research carried out on entrepreneurship education in primary schools especially in Malaysia, this study will be relevant for the design of future policies in the region and future academic research. It not only reveals the respondents’ perceptions and the actual practice in schools, but it also contributes to the body of knowledge on entrepreneurship education and curriculum reform for future reference.
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Kirunda, Rebecca Florence. „Exploring the link between literacy practices, the rural-urban dimension and academic performance of primary school learners in Uganda district, Uganda“. Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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This study aimed at establishing and analysing the literacy practices in the rural and urban communities and their effect on the academic achievements of learners. It also aimed to establish the impact of other factors, such as the exposure to the language of examination, the level of parents formal education and the quality of parental mediation in the their children's academic work, which could be responsible for the imbalance between the rural and urban learners academic achievements. This study endeavours to established that the literacy practices in urban areas prepare learners for schooled and global literacies while the literacies in rural areas are to localised and thus impoverish the learners initial literacy development. This study also seek to determine the extent to which the current language policy in education in Uganda favours the urban learners at the expense of the rural learners as far as the acculturation into and acquisition of the schooled and global literacies are concerned.
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Kalumba, Evaristo. „Improving the quality and relevance of environmental learning through the use of a wider range of preferred teaching methods: a case of primary schools in Mufulira District in the Copperbelt Province in Zambia“. Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003453.
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The study was conducted to investigate whether the use of a wider range of teaching methods can improve the quality of environmental learning in five Zambian primary schools. Nine teachers from five schools were involved in the preliminary stage of answering of questionnaires, interviews and focus group discussions about the use of dominant teaching methods and new teaching methods; while only four were involved in the observations of four lessons. The study is a contribution to the on‐going debate on the investigation of whether teaching methods used by teachers can be one of the factors that can influence the quality of education. Definitions of quality and educational quality in particular, are not easy to establish and no agreed upon framework for educational quality exists at present. This study reviews the debates on educational quality, and identifies three major paradigms or discourses on educational quality; and considers the human rights, social justice and capabilities approaches and educational quality frameworks as being relevant to environmental learning and education for sustainable development in the Southern African Development Community context. This, together with a review of research on teaching methods in environmental education, provides the theoretical framework for this study. Using action research and an interpretative methodological framework, a series of research activities were undertaken to generate research data because the study was investigating the teachers’ practice with a view to probe change and to analyse the findings. Nine teachers participated in the preliminary stage of answering questionnaires and focus group interviews reflecting on existing teaching methods. In stage two of this study, teachers went through a planning workshop during which they planned lessons using new preferred teaching methods. The third stage was lesson observations of planned lessons. The final stage was the reflection workshop during which the teachers shared their experiences with the use of new teaching methods. The teaching practices of teachers using the new teaching methods were the subject of further analysis. In order to find out how the use of a wide range of teaching methods can improve quality of environmental learning in primary schools nine teachers were observed teaching lessons with new teaching methods. The Nikel and Lowe (2010) fabric of dimensions of educational quality was adapted and used to find out if teachers included dimensions of quality in the teaching process. Additional socio‐cultural and structural quality dimensions, identified through a review of southern African research, were used to find out if teachers included contextualized regional dimensions of educational quality. This was done to investigate whether the process of teaching and learning was relevant to the learners. Teachers involved in the research reflected that when they used a wider range of teaching methods the result was that the learning opportunities for learners were enhanced and that the methods added value to their teaching, improving the quality of their teaching. The use of a wider range of teaching methods showed the presence of several indicators of dimensions of educational quality, as reflected in the quality analysis tool. Teachers indicated that the use of a wider range of teaching methods led them to include the socio‐cultural dimensions such as the use of local languages and structural dimensions such as informal seating arrangements or group work that they would otherwise neglect if they used the traditional narrow range of teaching methods. A wider range of teaching methods provided learners with an enjoyable learning atmosphere during the lesson. The research also identified that this study can be taken further through broader observations, and that the educational quality dimensions tool is useful for different levels of the education system, and that it has potentially productive uses in teacher education, particularly for observations during teaching practice.
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Mncwabe, Moses Bonginkosi. „The effects of the no fees schools policy (NFSP) on primary schools enrolment: the case of the Metro South Education District, Western Cape“. Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1497.
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A dissertation submitted to the Faculty of Arts in fulfilment of the requirements for the Degree of Masters in Development Studies in the Department of Anthropology and Development Studies at the University Of Zululand, South Africa, 2015In 2006, the National Department of Basis Education (Dept of Education then) put on gazette the “No fees Schools Policy (NFSP) as a demonstration and of its commitment to improving South Africa’s primary education system and envisioning an inclusive society with reduced socio-economic discrepancy. Following itspublicationon the Government gazette, the NFSP was implemented in 2007. However, the backdrop of No Fees School Policy is the UN Millenium Development Goals. Given that South Africa is a member state, to UNand a signatory to the MDGs, it domesticated the MDGs into the South African context to address South Africa’s problems. NFSP was also implemented to correct the negative legacy of the past. This is the backdrop against which this study was formulated. The study explored the no fees school policy (NFSP) and its impact on pimary schools enrolment in the Metro South Educatiuon District of the Western Cape. The study focused on the Metro South Education District of the Western Cape , purposely selecting forty-three participants from ten primary schools consisting of principals, chairpersons of school governing bodies from the schools and children in the identified schools. Senior circuit personnel were also included in thse study.The study used one- on- one interview with principals, chairpersons of school governing bodies and senior circuit personnel while it used survey questionnaires for parents. Following the data analysis, the study determined that though the Western Cape has relatively low levels of poverty as compared to other provinces, access and enrolment to primary education has increased specifically because of the additional policy intervention of providing nutritious food at public ordinary schools in quintile1,2 and 3. It also found the following as challenges namely: the impact of crime, drugs, alcohol and violence in communities around no fee schools, and overpriced school uniforms as a posiibility to deter children from attaining primary education.In respect to the phenomenon of crime, drugs, alcohol and violence in communities around no fee schools, the study recommended that the District and WCED should consider facilitating a forum with its stakeholders namely bthe South African Police Services on crime prevention and safety of schools, learners and educators. In reference to overpriced school uniforms as a possibility to deter children from attaining primary education, the recommendation is for both the District abd the head office of the WCED to consider an urgent investigation into this concern. The purpose of investigation should be multipronged including verification of the existence of this practice, providing corrective measures that prosecute the perpetrators and safeguards parents from being coerced into this unethical practice.
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Pampila, Siyabulela. „Exploring fathers' role in supporting their children's learning : a case of selected primary schools in the East London District“. Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4915.
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The aim of this study was to explore fathers’ role in supporting their children’s learning in selected urban primary schools in the East London Education District. Epstein parental involvement theory informed the study. The study was located in the interpretivist research paradigm and it qualitative in nature. It followed a case study research design. Participants were selected through the use of purposive sampling. A total of fifty two (52) participants were selected and these included school teachers, fathers and learners. Semi-structured interviews (for school teachers and fathers) and focus group interviews (for learners) were used in the four selected primary schools. The data was coded and thematic content analysis was used. The findings from the research indicated that fathers’ and teachers had a very limited understanding of fathers’ support in children’s learning. They generally thought that it was confined to activities done at school such as payment of school fees and levies, providing labour for the construction or renovation of school buildings and providing teaching/learning resources. Participants confirmed that the majority of fathers were too poor and with low education to be meaningfully involved in their children’s learning. However, there were a few fathers who believed that their socio-economic status did not prevent them from participating in their children’s learning. They actually indicated useful ways in which they could be involved. It was found that a minority group of fathers who were unemployed spent time helping their children in their learning whilst, those working worked long hours and had no time to help their children. Among the significant findings of the study was the fact that educated fathers were too involved in their children’s learning and even reserved time on weekend to be part of their children’s life and learning. The research also revealed that fathers and teachers had wrong perceptions about themselves and each other in connection with limited fathers’ support in their schools. The study recommends, among other issues, enhanced school/parent partnership with emphasis on the involvement of fathers in academic activities meant to improve their children’s learning.
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Nordlund, Johanna, und Johanna Stenvall. „Hälsofrämjande arbete inom primärvård - distriktssköterskors upplevelser“. Thesis, Luleå tekniska universitet, Institutionen för hälsovetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-60490.
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Bakgrund Distriktssköterskors ansvarsområde innefattar att arbeta hälsofrämjande och förebyggande både på individ- och gruppnivå. För att åstadkomma ett effektivt hälsofrämjande arbete behöver distriktssköterskan kunskap och kompetens inom ett flertal områden. Få studier visar den kompetens distriktssköterskor besitter efter avslutad specialistutbildning och hur kompetensen kommer till användning inom primärvård. Syftet med denna studie var att beskriva distriktssköterskors upplevelse av hälsofrämjande arbete i primärvård. Metod Kvalitativa semistrukturerade intervjuer utfördes med tio distriktssköterskor som arbetade inom primärvård och hade avslutat sin specialistutbildning inom de senaste fem åren. Intervjuerna analyserades med kvalitativ innehållsanalys. Resultat Ett tema; En utmaning i det dagliga arbetet och fem kategorier framkom. Dessa kategorier var; Att hälsofrämjande arbete är centralt, Att se fram emot att arbeta hälsofrämjande, Att tillämpa sina kunskaper och använda lämpliga metoder, Att hinder finns i hälsofrämjande arbete och Att hälsofrämjande arbete genomsyrar arbetsplatsen. Slutsats Distriktssköterskor är motiverade till att arbeta hälsofrämjande, men det ses som en utmaning. En diskrepans finns mellan utbildningen och det dagliga arbetet. Distriktssköterskor önskar organisatoriska förändringar för det fortsatta hälsofrämjande arbetet.
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Опанасюк, Юлія Анатоліївна, Юлия Анатольевна Опанасюк und Yuliia Anatoliivna Opanasiuk. „Формування освітніх округів як перспектива реформування середньої освіти“. Thesis, ДВНЗ "Херсонський державний аграрний університет", 2019. https://essuir.sumdu.edu.ua/handle/123456789/80580.
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Україна йде європейським шляхом розвитку, який передбачає реформування всіх сфер життя місцевих громад. Однією з найважливіших сфер діяльності є освіта. Нові кроки в розвитку освіти пов'язані з посиленням ролі місцевих органів влади, місцевого самоврядування, із залученням громадян до вирішення проблемних питань. Однією з важливих управлінських повноважень, які отримали органи місцевого самоврядування, є право і можливість сформувати власну і ефективну систему надання освітніх послуг населенню територіальної громади. Введення освітніх округів можливо за різними моделями і не завжди вимагає серйозних змін в системі управління освітою. Управління освітою через освітні округи спрощує реалізацію освітніх програм і проектів, гармонізує державне і муніципальне управління територіальних системам освіти, знижує адміністративні витрати, сприяє модернізації районної системи освіти.Украина идет европейским путем развития, который предусматривает реформирование всех сфер жизни местных общин. Одной из важнейших сфер деятельности является образование. Новые шаги в развитии образования связаны с усилением роли местных органов власти, местного самоуправления, с привлечением граждан к решения проблемных вопросов. Одной из важных управленческих полномочий, которые получили органы местного самоуправления, право и возможность сформировать собственную и эффективную систему предоставления образовательных услуг населению территориальной общины. Введение образовательных округов возможно по различным моделям и не всегда требует серьезных изменений в системе управления образованием. Управления образованием через образовательные округа упрощает реализацию образовательных программ и проектов, гармонизирует государственное и муниципальное управление территориальных систем образования, снижает административные расходы, способствует модернизации районной системы образования.
Ukraine is following the European path of development, which involves reforming all spheres of life of local communities. One of the most important areas of activity is education. New steps in the development of education are associated with strengthening the role of local authorities, local self-government, with the involvement of citizens in problem solving. One of the important managerial powers given to local governments is the right and opportunity to form their own and effective system of providing educational services to the population of the local community. The introduction of educational districts is possible according to different models and does not always require major changes in the education management system. Management of education through educational districts simplifies the implementation of educational programs and projects, harmonizes state and municipal management of territorial education systems, reduces administrative costs, promotes the modernization of the district education system.
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Zia-Us-Sabur, Mohammed. „State-non-state relationship within the context of decentralization : understandings of school-level actors in Gopalpur sub-district, Bangladesh“. Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/60172/.
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The focus of this study is to understand how policies to decentralize governance have affected the primary education sector in Bangladesh with specific reference to non-state schools. Decentralizing education has emerged as an important strategic tool to reform and enhance education quality globally. The study analyzes the relationship between the state and non-state primary education providers in the context of education reforms delivered via decentralization. The investigation used a qualitative case study approach with respondents residing and working in Gopalpur, a small township 125 km away from the capital of Bangladesh, Dhaka. Three categories of school-level actors were interviewed - School Management Committee (SMC) members, head teachers and teachers within two types of schools: Registered Non-Government Primary Schools (RNGPS) and Quomi madrassas. A primary focus of the study is to explore what the basic comprehension of the respondents regarding concepts and the implications of decentralization. The findings indicate that most of the school-level actors interviewed in the Gopalpur area were in fact familiar with the concepts of decentralization and related to it as an act of transfer of power and participatory education processes. The study further revealed that most of the RNGPS respondents supported policy guidelines and directives from the state, which is based on deconcentration, while the Quomi madrassas preferred delegated space. The research also explored the operational relationship between state and non-state providers in terms of two specific aspects. The first aspect was the relationship between state and non-state providers in three specific areas: the SMCs, monitoring activities and the training of education personnel with a focus on teachers. The other aspect involves the extent of trust and respect displayed from the center towards the school-level actors. The SMCs apparently do not feel motivated to be proactive in schools‘ affairs due to limited scope as dictated by the state and lack of authority to hold the school administrations accountable for their actions. However, Quomi Madrassa Management Committees (MMC) is very involved and act as effective mediators on behalf of the community as well as madrassas. In regards to monitoring and training inputs, the state‘s centralized system does not produce far-reaching enough results according to the RNGPS respondents. This study also investigated the mindset of officials belonging to the DPE (Directorate of Primary Education) and MOPME (Ministry of Primary & Mass Education) towards the school-level actors, which are characterized by lack of mutual trust and respect. This study reveals that given the diverse nature of non-state providers, each category of non-state providers has its own historical origins and its own understanding and approaches towards the state. The study also shows that SMCs, monitoring and training sub-systems within the governance play an important role in defining operational relationship between the state and non-state providers. The findings and analyses included herein contribute to the current policy discourse on decentralizing education in Bangladesh within the context of non-state providers and their relationship in operational terms with the state. It adds to more informed and participatory policy formulation and planning processes. Along this process, it serves to inform policy makers, school-level actors and researchers about the value of collective ownership of the policy discourse through meaningful dialogue.
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Tanner, Janet Jeffery. „Financial Analysis and Fiscal Viability of Secondary Schools in Mukono District, Uganda“. BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/1289.
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Within the worldwide business community, many analysis tools and techniques have evolved to assist in the evaluation and encouragement of financial health and fiscal viability. However, in the educational community, such analysis is uncommon. It has long been argued that educational institutions bear little resemblance to, and should not be treated like, businesses. This research identifies an educational environment where educational institutions are, indeed, businesses, and may greatly benefit from the use of business analyses. The worldwide effort of Education for All (EFA) has focused on primary education, particularly in less developed countries (LDCs). In Sub-Saharan Africa, Uganda increased its primary school enrollments from 2.7 million in 1996 to 7.6 million in 2003. This rapid primary school expansion substantially increased the demand for secondary education. Limited government funding for secondary schools created an educational bottleneck. In response to this demand, laws were passed to allow the establishment of private secondary schools, operated and taxed as businesses. Revenue reports, filed by individual private schools with the Uganda Revenue Authority, formed the database for the financial analysis portion of this research. These reports, required of all profitable businesses in Uganda, are similar to audited corporate financial statements. Survey data and national examination (UNEB) scores were also utilized. This research explored standard business financial analysis tools, including financial statement ratio analysis, and evaluated the applicability of each to this LDC educational environment. A model for financial assessment was developed and industry averages were calculated for private secondary schools in the Mukono District of Uganda. Industry averages can be used by individual schools as benchmarks in assessing their own financial health. Substantial deviations from the norms signal areas of potential concern. Schools may take appropriate corrective action, leading to sustainable fiscal viability. An example of such analysis is provided. Finally, school financial health, defined by eight financial measures, was compared with quality of education, defined by UNEB scores. Worldwide, much attention is given to education and its role in development. This research, with its model for financial assessment of private LDC schools, offers a new and pragmatic perspective.
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Turner, Anna Jacomina Carolina. „Assessing the value of a South African-developed educational nutrition board game in selected Grade 4 primary school learners and their life orientation educators in the City of Cape Town district“. Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96060.
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Thesis (MNutr)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Objectives: To measure the impact on nutrition knowledge; to ascertain the opinions and practices related to nutrition and physical activity, tuck shop visits, and dietary quality of Grade 4 learners; as well as the perceptions on and acceptability of the ‗Fun Food Game‘ (FFG) as nutrition education tool as evaluated in selected Grade 4 learners and educators. Design: A before-after, experimental study with analytical components. Setting: A purposive sample of four schools in the City of Cape Town district of the Western Cape province. Schools A and B in a higher socio-economic area served as intervention school (HIS) and control school (HCS), whereas schools C and D were in a lower socio-economic area and served as intervention school (LIS) and control school (LCS). Subjects: Grade 4 English-speaking boys (n=85), girls (n=90) and Life Orientation educators (n=10). Methods: Pre-tested questionnaires were used to determine change in nutrition knowledge, opinions and practices, both related to nutrition and physical activities in a pre-and post-setting, as well as the perceptions on and acceptability of FFG as a nutrition education (NE) tool for Grade 4 learners and educators. A ‗Dietary Diversity Questionnaire‘ was used to establish the ‗Dietary Diversity Score‘ (DDS), and to note tuck shop visits. Questionnaires were pre-tested in a pilot study. Results: Increased nutrition knowledge and improved opinion on nutrition and physical activities were measured in all schools, but practices related to nutrition and physical activities as well as visits to the tuck shop showed mixed results. In the pre- and post-setting, a DDS of 5 was measured in the HIS and HCS, with a DDS of 5 in the pre- and 6 in the post-setting in the LIS and LCS. Fewer learners had a DDS<4 in the post-setting. Consumption of most food groups and eating breakfast were higher in the post-setting. Bringing lunch boxes to school scored lower in the intervention schools. More tuck shop visits were reported in the LIS and LCS. Most (80% n=8) educators indicated a strong need for NE for themselves. All educators indicated self-learning as a means of familiarising themselves with the content of NE. Sources of nutrition advice included magazines (90% n=9), the Internet (80% n=8) and textbooks (70% n=7). A strong need for NE was expressed by all educators; however, they stated that it should not increase their work load. Educators ‗strongly agreed‘ that the educational nutrition board game FFG can be classified as ‗Health Promotion‘. Overall, learners indicated that playing FFG was a positive experience. Conclusion: Playing FFG and/or having an increased awareness regarding nutrition and physical activities at schools could have had a positive impact on nutrition knowledge and behaviour that could have resulted in positive behaviour, but no definite conclusion can be made in this regard. Nutrition behaviour was more positively influenced in the lower socio-economic schools. Implementing the Health Promoting Schools concept, where Nutrition Education Programmes form part of a multi-component strategy, is recommended.
AFRIKAANSE OPSOMMING: Doel: Om die impak van voedingskennis, opinies en praktyke verwant aan voeding en fisiese aktiwiteite, snoepiebesoeke asook dieetkwaliteit van Graad 4 leerders te bepaal, sowel as die persepsie en aanvaarbaarheid van ‗Fun Food Game‘ (FFG) as hulpmiddel in voedingsopleiding soos geëvalueer deur geselekteerde Graad 4 leerders en -onderwysers. Ontwerp: ‗n Voor-na, eksperimentele studie met analitiese komponente Omgewing: ‗n Doelbewuste groepskeuse van vier skole. Skole A en B in ‗n meer gegoede area het as intervensie skool (HIS) en kontrole skool (HCS) gedien, terwyl skole C en D in ‗n minder gegoede area as intervensie skool (LIS) en kontrole skool (LCS) gedien het in die Stad Kaapstad distrik van die Westelike Provinsie. Deelnemers: Graad 4 Engelssprekende seuns (n=85), dogters (n=95) en Lewensoriënteringsonderwysers (n=10) Metodes: Voorafgetoetsde vraelyste is gebruik om te bepaal of voedingskennis, opinies en praktyke beide verwant aan voeding en fisiese aktiwiteite, voor en na die studie verander het, asook die persepsie en aanvaarbaarheid van FFG as ‗n hulpmiddel in voedingsopleiding vir geselekteerde Graad 4 leerders en onderwysers. ‗n Dieetdiversiteit Vraelys (‗Dietary Diversity Questionnaire‘ – DDQ) is gebruik om ‗n Dieetdiversiteit Telling (‗Dietary Diversity Score‘ – DDS), sowel as snoepiebesoeke te bepaal. ‗n Loodsstudie is uitgevoer om die vraelyste te toets. Resultate: ‗n Toename in voedingkennis en verbeterde opinies oor voeding en fisiese aktiwiteite is in alle skole gevind, maar praktyke oor voeding en fisiese aktiwiteite, asook snoepiebesoeke het gemengde resultate getoon. In die voor- en na-toetsing is ‗n DDS van 5 in HIS en HCS bepaal, met ‗n DDS van 5 in die voor- en 6 in die na-toetsing in LIS en LCS. Minder leerders het ‗n DDS<4 in die na-toetsing gehad. Inname van die meeste voedselgroepe sowel as ontbyt het in die skole toegeneem. Die bring van kosblikke het in die intervensie skole verminder. Die hoogste frekwensie snoepiebesoeke kom voor by die LIS en LCS. Meeste (80% n=8) onderwysers het ‗n sterk behoefte aan voedingsopleiding vir hulself aangedui. Alle onderwysers dui aan dat die inhoud van voedingskennis deur selfleer verhoog word. Tydskrifte (90%, n=9), Internet (80%, n=8) en handboeke (70%, n=7) word as bronne van voedingsadvies beskryf. ‗n Sterk behoefte vir opvoedkundige voedingsopleiding is deur al die onderwysers aangedui, maar sonder dat dit hul werkslading moet verhoog. Die onderwysers is ―sterk oortuig‖ daarvan dat die opvoedkundige voedingsbordspeletjie FFG, as ―Gesondheidsbevordering‖ geklassifiseer kan word. In die algemeen het leerders dit baie positief ervaar om FFG te speel. Samevatting: Die speel van FFG en/of ‗n groter bewusmaking van voeding en fisiese aktiwiteit wat by die skole plaasgevind het, kon ‗n positiewe impak op voedingskennis en -gedrag gehad het, wat kon lei tot positiewe gedrag, maar geen definitiewe gevolgtrekking kan gemaak word in die verband nie. Voedingsgedrag in die mindergegoede skole is meer positief beïnvloed. Implimentering van die Gesondheidsbevorderende Skole konsep, waar Voedingsopleidingsprogramme deel vorm van ‗n multi-komponent strategie, word aanbeveel.
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Nembudani, Madzinge Ellen. „Spatio-temporal dynamics in the provision of primary school education in Vhembe District, Limpopo, South Africa“. Thesis, 2014. http://hdl.handle.net/10500/18694.
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Spatial, temporal and population dynamics have influenced learner enrolments in Vhembe District primary schools in Limpopo, South Africa. Vhembe District primary schools have in recent years experienced closure of some of its primary schools due to declining learner enrolments. The dynamics of demographic factors such as migration, fertility and mortality cause fluctuations in the school-age population over time and across space. Poor economic development, the location of the district and the spatial distribution of primary schools make the situation in this rural-based district even more complex. The communities of Vhembe District are discontent about the state of affairs in the area regarding the provision of education and the closure of schools. The closure of schools destabilises the social cohesion amongst members of the community and disempowers them, while inadequate provision of primary school education makes them feel neglected and robbed of their constitutional right. This study investigated the causes of declining learner enrolment and the effect of the closure of schools on the communities. To achieve the objectives data came from questionnaires at household level and from interviews conducted with educators, circuit managers, officials in the Limpopo Education Department and traditional leaders. The study found that declining fertility and out-migration from the area are responsible for a declining school-age population. This is the reality and the communities of Vhembe District will have to live with it because overall learner enrolments continue to decline. Lack of a planning model in the former Venda territory led to an over-supply of primary schools thus schools in close proximity had to compete for learners. Poorly equipped schools and general development of the area exacerbate the problem and some members of the community perceive education in this district to be inferior. Younger economically active people are increasingly moving to places with better opportunities. This study offers some recommendations to alleviate the problems identified in Vhembe District. Application of a geographical approach to an adaptive strategy considers the natural environment in political, social and economic context. It suggests that education authorities could apply such a strategy to make the schools in rural areas more sustainableGeography
D. Phil. (Geography)
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Mahlalela, Bethusile Priscilla. „Implementing and sustaining free primary education in Swaziland : the interplay between policy and practice“. Thesis, 2017. http://hdl.handle.net/10500/23271.
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The aim of this study was to investigate the implementation and sustainability of Free
Primary Education (FPE) in Swaziland in terms of the interplay between policy and
practice. The study was undertaken in four schools in the Manzini region of Swaziland.
The schools were purposively sampled on the basis of their location. The participants
consisted of the head teacher, a teacher and a parent, and six learners from each of the
schools. Two Ministry of Education and Training (MoET) officials were also included; a
regional inspector for primary schools stationed at the Manzini Regional Education
Offices (REOs) and a senior official stationed at MoET headquarters. A qualitative
approach and a case study design were used. The participants were interviewed using
semi-structured interview schedules, while the learners were engaged in focus group
interviews at each school which were conducted according to a focus group interview
schedule. Documents were also used as data sources. Data was analysed using a thematic and document analysis approach. The findings revealed a disconnection between policy and practice. FPE implementers are not well versed on the policies they are supposed to implement as they were not included in the policy-making process. Moreover, no consideration had been given to the legal framework underpinning FPE. It was found that the sustainability of FPE is threatened by certain indirect costs of schooling as well as the top-up fees that are being charged illegally by some schools, resulting in some learners dropping out of school – defeating the purpose of FPE and violating their right to access education. It would appear that the most contentious issue for FPE in Swaziland is the top-fee, although the head teachers were of the view that the FPE grant paid by government is inadequate for running schools and therefore top-up fees are necessary. Problems were also identified with the embezzling of school funds by head teachers. These issues have led to tension between schools and the MoET.Educational Leadership and Management
D. Ed. (Education Management)
37
Padhan, Ananda. „An input-output analysis of primary education in Sambalpur District of Orissa during 1975-1988“. Thesis, 1991. http://hdl.handle.net/2009/4443.
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Malimela, Zasendlunkulu Nonkululeko. „Educators' perceptions of whole-school evaluation in a primary school in the Umlazi district“. Thesis, 2008. http://hdl.handle.net/10413/496.
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Policy documents such as The National Policy on Whole-School Evaluation (Department of Education, 2001), A Policy Framework for Quality Assurance and Training System in South Africa (Department of Education, 1998) and Integration Quality Management System (Department of Education, 2003) propose broad participation of major stakeholders, in particular educators, in the process of evaluating and monitoring school performance. This represents a major shift from the inspectorate system of the past that had limited transparency and openness between the evaluators (inspectors) and evaluees (educators) and had little to do with assuring the quality of education provision. Nevertheless many teachers have resisted the introduction of these policies designed to improve schools and their performance. The system known as Whole-School Evaluation focuses on the whole school rather than on individual staff members of the school, with the aim to develop schools in achieving their context-related goals and intended outcomes. Reasons for teachers‟ resistance to such a well intended framework of policies is not well understood. Thus, this study sought to investigate perceptions of educators about Whole-School Evaluation, which is the component of Integrated Quality Management System. To do this a case study was conducted at one KwaZulu-Natal Primary School in the Phumelela Circuit of Umlazi District. The focus of the study is on educators‟ experiences of Whole-School Evaluation, their understanding of their roles in the implementation process as well as their perceptions about the intention of Whole-School Evaluation, an interpretive approach was appropriate. The study uses two methods, interviews and questionnaires, for generating data. The major finding of this study is that, contrary to their initial resistance, educators are more positive about the Whole-School Evaluation system than the previous inspection system, because they perceive it to be developmental for themselves and their schools.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.
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Mthembu, Pinkie Euginia. „Phenomenological study of the lived experiences of women primary school principals in Umgungundlovu district“. Thesis, 2013. http://hdl.handle.net/10413/10819.
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This study explored the lived experiences of a selected group of women principals in Umgungundlovu district. In South Africa women constitute the majority of the teaching force and yet school principals are predominantly men. Literature showed a number of barriers that prevent women from being in leadership positions. These barriers included social-cultural factors, societal expectations as well as women’s perceptions of themselves potentially being in positions of leadership. An attempt was made to investigate how women principals’ lived experiences could shed light on the reasons for their under-representation in positions of educational leadership.
A qualitative phenomenological study was used to generate data guided by two research questions. The data was collected from three women school principals in the Umgungundlovu district and they were interviewed in their natural settings in this case, their schools.
The findings of the study revealed that women principals encounter many challenges as they begin their careers as principals as a consequence of resistance from the staff, as well as in their efforts to balance their home and work lives. In order to cope with these demands, the women had to network to make sure they have a support system; collaborating with both staff and learners also assisted in meeting the requirements of their positions. In leading their schools they utilised a caring approach to the staff and the needs of the learners. Their major achievement was being able to work as team. In understanding the lived experiences of these women primary school principals of the UMgungundlovu District, six themes emerged. These themes are: first experiences as initially challenging; work and home conflicting demands; networking as a way of dealing with challenges; the need for spirituality as a way of coping with these challenges; mothering and collaboration as a way of leading.Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.
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Muchenje, Francis. „Teachers’ perceptions of the implementation of multicultural education in primary schools in Chegutu district, Zimbabwe“. Thesis, 2014. http://hdl.handle.net/10500/14306.
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This study explored teachers’ perceptions on the implementation of multicultural education in Zimbabwean primary schools. The sample consisted of twenty teachers (10 male and 10 female) selected through purposive sampling technique. Teachers in the sample had a minimum of five years post qualifying experience. The study focused on five selected primary schools in Chegutu district. Qualitative research was chosen as the research method with phenomenology as the research design. Data collection instruments consisted of unstructured in-depth interviews and focus group discussions. Interviews were conducted with the teachers at their respective schools. Focus Group Discussions were also conducted with the teachers soon after the unstructured interviews at their schools. Data analysis consisted of a thematic approach where common themes were identified in participants’ responses.
A number of findings emanated from this study. Teachers were found to have a narrow focus in terms of their conceptualisation of multicultural education. The study revealed that multicultural education is being implemented at a superficial level as the participants felt that it is being implemented to a limited extent. Some school textbooks particularly those in the Languages, Social Studies, Religious and Moral Education and Environmental Science were seen as reflecting the multicultural character of Zimbabwe. In terms of the language policy, the teaching of marginalised indigenous languages such as Tonga, Nambya, Kalanga and others was seen as a way of addressing the needs of learners in a linguistically diverse nation. The study found out that parental participation in school activities involves parents from culturally diverse backgrounds.
The study recommends that multicultural education should be part of the curriculum in initial teacher education. Seminars and workshops should be hosted by the Ministry of Primary and Secondary Education to conscientise teachers on the practice of multicultural education. Book publishers should liaise closely with the Ministry of Primary and Secondary Education so as to ensure that the content of textbooks is multicultural in every respect. There is need to consider the teaching of Chewa particularly in those communities where it is commonly spoken. A policy framework regulating the practice of multicultural education needs to be put in place.Educational Leadership and Management
D. Ed. (Education Management)
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Mbokazi, Msawenkosi Sandile. „The role of environmental education in reducing water wastage in primary schools in Empangeni district“. Diss., 2009. http://hdl.handle.net/10500/3170.
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South Africa is a water-scarce country and receives less rainfall than the average rainfall of the World. As population increases, and development calls for increased allocation of ground water and surface water for the domestic, agriculture and industrial sectors, the pressure on water resources intensifies.
This is exacerbated by the wastages that occur in schools and homes. Conservation of water by all consumers is essential.
The study attempts to identify practices that lead to wastage of water and indicate strategies for the reduction of water wastage and conservation strategy.Educational Studies
M.Ed. (Environmental Education)
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Ngulani, Gugulethu. „Teachers’ experiences in implementing inclusive education in primary schools in Johannesburg East district, Gauteng Province“. Diss., 2020. http://hdl.handle.net/10500/27418.
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According to the Department of Education White Paper 6 of 2001, all learners have the right to learn at any school of their choice without being discriminated because of their barriers to learning. The aim of this study was to investigate teachers’ experiences in implementing inclusive education in primary schools in Johannesburg East district, Gauteng Province. The study sought to establish the teachers’ experiences in the implementation of inclusive education in primary schools. The researcher used qualitative method to conduct the study to get in-depth information on the teachers’ experiences in the implementation of inclusive education in primary schools. Five level 1 teachers and five Heads of Departments (HODs) were purposively sampled for the study in five different schools in the Johannesburg East district, Gauteng. Data were collected through in-depth interviews as this allowed participants to elaborate on their responses. Participants were also observed in their respective classrooms. Data was analysed to identify recurring themes.
It emerged from the study that many teachers have not been adequately trained on implementing inclusive education in primary school classrooms; many schools do not have adequate resources and there is very little support from the relevant stakeholders. The study makes recommendations for the Department of Basic Education (DBE) to workshop teachers more often on inclusive education, to supply more resources in schools and for relevant stakeholders to support teachers at schools.Inclusive Education
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Tikana, Nobulungisa. „Managing the counselling of primary school learners affected by HIV/AIDS“. Diss., 2008. http://hdl.handle.net/10500/3219.
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In the light of the HIVAIDS pandemic in South Africa and its potential impact on
learners, counselling is still the best available tool that can be used by the school
management team to deal with the loss, pain, trauma and suffering experienced by
the lear:ners. This study focuses on the role and functions of the school management
team in managing the counselling of primary school learners affected by HIV/AIDS in
Mount Ayliff District in the Eastern Cape, using a literature review and empirical·
investigation. The former discusses the HIV/AIDS phenomenon, school policy on
HIV/AIDS, HIV/AIDS counselling, and the role and functions of the school
management team in managing school counselling services. Egan's model, known
as the skilled helper model was used to provide an understanding of counselling
services.
A qualitative study investigated the views of a sample of management teams of
three primary schools in Mount Ayliff District in the Eastern Cape. Sites and
participants were selected by purposeful sampling. Data were collected by use of indepth
interviews with two principals, two deputy principals, four heads of
departments (HODs) and one senior teacher. All the interviews were tape-recorded
and transcribed. Notes were also taken to supplement the audio-tapes. The data
were later analysed.
Essentially, findings illustrated that the school management team has a critical role
in ensuring the provision of effective counselling services to those learners who are
affected by HIV/AIDS. The data further reflected the importance of a school
counsellor, an HIV/AIDS school policy and the Department of Education's
intervention in training and empowering the management team in effectively
managing the ravages of HIV/AIDS in schools.Educational Studies
M. Ed. (Education Management)
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Venter, Ronelle Dalene. „The implementation of adaptive methods of assessment (particularly amanuenses) at four schools in the Gauteng East District of the Department of Education“. Thesis, 2012. http://hdl.handle.net/10210/8047.
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D.Ed.This study focuses on disability and specific learning difficulties as barriers to learning. With the introduction of inclusive education in South Africa, the fundamental rights of learners with disabilities to access educational opportunities equal to their non-disabled peers, were recognised. Many learners with physical disabilities and specific learning difficulties started attending mainstream schools, instead of being referred to special schools. The inclusion of these learners brought about many challenges to them, as well as to their teachers. It was now expected from teachers to make instructional, curriculum and assessment adaptions, in order to support and assist learners with a variety of disabilities and learning difficulties and to cater for their diverse needs. Learners with physical-, sensory- or neurological disabilities, as well as those with specific learning difficulties, may experience reading and writing difficulties which prevent them from giving a true reflection of their acquired knowledge in classroom tests and examinations. These barriers to learning are therefore causing barriers to assessment. The purpose of adaptive methods of assessment (also called special concessions) is to minimize the effects of a learner’s intrinsic or extrinsic barriers upon assessment performance and to place him/her on par with other learners. It provides the opportunity for learners experiencing barriers to assessment, to participate in the assessment process and to reach their full potential - which is in accordance to an inclusive learning community. Therefore, it is imperative that teachers should be familiar with the various types of disabilities and learning difficulties, as well as the appropriate special concessions that should be implemented, should a learner experience a barrier to assessment. The purpose of this research study was to explore and describe Grade 7 teachers’ understanding and implementation of adaptive methods of assessment (particularly amanuenses), for learners with reading and writing difficulties. A qualitative research study from an interpretative research paradigm was conducted. In this study I used a qualitative case study design. Sixteen teachers from four primary schools, as well as the four principals of the respective schools in the district of Gauteng East, were selected purposively as participants. Openended questionnaires, focus group interviews, observations and field notes, as well as document analysis of the schools’ assessment policies, were used as methods of data collection. The data was transcribed and analysed, using Tesch’s method of open coding and was interpreted on the basis of the literature.
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Mufanechiya, Tafara. „Community participation in curriculum implementation in Zimbabwean primary schools“. Thesis, 2015. http://hdl.handle.net/10500/20115.
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Allowing communities to become integral players in curriculum implementation conversation has not been taken seriously by academics and the educational leaders. Generally, there is a growing realisation in academic circles that knowledge and skills in primary school education cannot be solely owned by school heads and teachers for effective curriculum implementation to be realised. School heads and teachers need pedagogical support from members of the community around their primary schools who have the knowledge and skills that teachers can make use of in teaching and learning. Current curriculum implementation practices have seen community members as peripheral players whose knowledge and skills are of diminished value.
The purpose of this study was to explore how community members’ knowledge and skills could be harnessed in curriculum implementation at primary school level in Zimbabwe’s Chivi district of Masvingo. The notion was to grow a partnership between community members, school heads and teachers. The study was informed by the Social Capital Theory, a theory devoted to the establishment of social networks, links and social relations among individuals and groups for the realisation of new ways of co-operation.
The qualitative case study design was employed, where individual interviews, focus group discussions and open-ended questionnaires were the data-collection instruments. Four rural primary schools with their respective school heads, were randomly selected to participate in the study. Twenty teachers, two traditional leaders, two church leaders, two business people and eight parents comprised the purposefully selected participants.
The study findings indicated that community members and the school community have not meaningfully engaged each other in curriculum implementation. The barriers to a successful relationship included: the language of education, feelings of inadequacy, time constraints, and the polarised political environment. Evaluated against the social capital theory, participants appreciated the need for partnerships in curriculum implementation for shared resources, knowledge and skills for the benefit of the learners. The study recommends a rethink by school heads, teachers and community members, aided by government policy to create space for community contribution in curriculum implementation.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
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„The use of computers for learning in outcomes-based education in primary schools in the Lenasia district“. Thesis, 2008. http://hdl.handle.net/10210/1285.
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M.Ed.South Africa's democratic government inherited a divided and unequal system of education. Under apartheid, South Africa had nineteen different educational departments separated by race, geography and ideology (Department of Education, 2002:4). In this education system, teachers taught a syllabus and learners were required to meet certain objectives. These objectives were normally fixed and had to be achieved by all learners within a certain time frame. Assessment was based mainly on knowledge by means of a test. This system did not serve the needs of all learners in the country (Pretorius, 1998:1). Curriculum change in post-apartheid South Africa started immediately after the election in 1994 when the National Education and Training Forum began a process of syllabus revision and subject rationalisation (Department of Education, 2002:4). The purpose of this process was mainly to lay the foundation for a single national core syllabus. This brought about the implementation of Curriculum 2005 in 1998 which marked a watershed in the educational history of South Africa. The Outcomes-based education (OBE) approach represents a paradigm shift in education.
Prof. Duan Van der Westhuizen
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Rikhotso, Suzzy Betty. „Primary school learners' attitudes on Mathematics learning in Mathematics“. Diss., 2015. http://hdl.handle.net/10500/19683.
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This dissertation presents a study on the primary school learners, attitudes on Mathematics learning in the Groot Letaba Circuit of Mopani District in Limpopo Province. Performance in Mathematics by students has persistently been poor. This study sought to investigate the primary school learners’ attitudes on Mathematics learning. The poor performance of learners in many schools in the Groot Letaba Circuit motivated the researcher to conduct this study. The situation is worsened by the inability of the heads of department and principals to guide and support educators. An exploratory qualitative case study research design was adopted for the study. The target population was 33 respondents, which comprised of five teachers and 28 learners from grade one to seven selected schools in Groot Letaba Circuit. The data for the research was collected by means of semi-structured interviews.
The study revealed that many learners have negative attitudes towards learning Mathematics and that there are many factors which contribute to the negative attitude. Improving on these factors and sensitization of the local community to discard practices which prohibit student’s effective participation in learning Mathematics could improve performance in Mathematics. It is anticipated that the findings of this study will give curriculum developers new insights into emerging issues on performance and influence the Ministry of Education on policy formulation. Learners are also expected to benefit from the findings; because improved Mathematics performance will give them opportunities to pursue science related courses in higher institutions of learning and middle level colleges. The situation is worsened by the inability of the heads of department and principals to guide and support educators.
Finally, the researcher gave general recommendations for improving the attitudes of learners towards learning Mathematics.Inclusive Education
M. Ed. (Inclusive Education)
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Mulumba, Mpoyi. „Knowledge, attitude and prevention practices of HIV/AIDS among primary and secondary school teachers in Zambia“. Diss., 2008. http://hdl.handle.net/10500/2199.
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The study sought to analyse teachers' level of knowledge, attitude and preventive practices in relation to HIV/AIDS in Petauke district in the eastern province of Zambia. The study sought to determine whether teachers were well informed about HIV/AIDS, had no discriminative behaviours towards HIV/AIDS-affected people, and finally whether their preventive practices were good in relation to HIV/AIDS.
The major inferences drawn from this study are that teachers are well informed about HIV/AIDS and that their attitudes are mostly non-discriminative. Preventive practices were found to be good but contradictory to the reality on the ground.Health Studies
MA (Public Health)
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Singh, Nirasha. „Teacher's management of learner discipline in a primary school in the Phoenix District“. Thesis, 2012. http://hdl.handle.net/10413/9415.
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This study set out to explore how teachers at a primary school in the Phoenix area in Durban manage discipline problems among learners. I employed a qualitative approach to collecting data. This facilitated meaning making from the data by considering the bigger picture and converting the raw empirical information into what is known in qualitative research as ‘thick description’. The two main methods used were observations and face-to-face, semi-structured interviews. A series of semi-structured interviews with probing questions for clarity were used extensively, with each interview lasting approximately 40 minutes. The sample size was five participants. Participants were teachers purposively chosen from the researched school, all of whom resided in the Phoenix district. Data analysis of the responses to the open-ended interview questions were categorised and were inductive in establishing themes through the process of coding. These themes were then organised into increasingly more meaningful units of knowledge. Three broad findings emerged. The first is that many teachers use a heavy handed approach to manage discipline problems among learners. The second is that other teachers used a softer, more ‘gentle’ approach in handling discipline problems. The third is that the school policy does not seem to have the desired effect in terms of assisting teachers to manage discipline problems. While I arrived at these findings from my observations as well as from the interviews with teachers, it should be pointed out that some teachers, who may have subscribed to ‘softer’ forms of discipline, might also occasionally use a ‘tougher’ approach. Furthermore, other teachers who were routinely ‘tough,’ might have a ‘soft side’ (at times). This study recommends that a sound understanding of the learners’ local context and backgrounds will equip teachers to formulate practical ways to manage discipline which will act as a guiding tool in eradicating the problems that originate from having to make decisions in the absence of a firm set of principles. An appropriate discipline system should be established by teachers of their own accord and engineered to suit their personalities and the realities of their learners, the community and the school.Thesis (M.Ed)-University of KwaZulu-Natal, Durban, 2012.
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Mhangani, Mashawu Elisa. „The implementation of Integrated Quality Management System in Primary Schools of Mopani District of Limpopo Province“. Thesis, 2011. http://hdl.handle.net/10386/718.
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Thesis (M.Ed.) -- University of Limpopo, 2012The purpose of this study was to look at the experiences, trainings, resources, benefits and challenges faced by schools in the implementation of the Integrated Quality Management System (IQMS) in the primary schools of the Nkowankowa Circuit at the Mopani District of Limpopo Province. As a result, the researcher was motivated to conduct a study on this topic. The scope of the research was restricted to two primary schools in the circuit. The government officials, principals, school development teams and educators had to respond to the questions asked during the interview between the researcher and the participants. Thus, the research methodology was qualitative in which a case study design was used. The sampling strategy was non-probability which led to purposive sampling to schools and participants. Data were collected through interviews, observations and documents and were analysed using the spiral steps of Creswell (2007). The findings of this study were that training was inadequate to the implementers. The support given by the Department was not enough. The resources at schools were lacking, hence little benefit by educators since IQMS started. The results showed disclosed that the majority of the participants feel that many things still have to be done for the effective implementation of IQMS, and all role players in schools need to join hands and assist one another. That is why there were lot of challenges which schools are encountering. This will give schools new shapes and performance in general will improve. Therefore, IQMS is partially implemented