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Auswahl der wissenschaftlichen Literatur zum Thema „Learners and teachers-South Africa“
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Zeitschriftenartikel zum Thema "Learners and teachers-South Africa"
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Evans, Rinelle, und Ailie Cleghorn. „Complex language encounters: Observations from linguistically diverse South African classrooms“. Language and Literacy 12, Nr. 2 (18.10.2010): 30. http://dx.doi.org/10.20360/g26p4r.
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This article reports on the initial observation phase of a larger, longitudinal project that explores complex language encounters in grades R (Reception) to 3 classrooms in South Africa. Complex language encounters refer to teacher-learner exchanges that take place when neither teachers nor learners are first language speakers of the language of instruction, in this case English. Observations during teaching practice visits to linguistically and culturally diverse South African urban classrooms yielded several vignettes that illustrate the need for teachers to be provided with strategies to lessen the confusion of some language encounters. Although preliminary, our findings underline how critical it is for teachers to possess full proficiency in the language of instruction as well as cross-cultural competence. That is, in order to attend adequately to diverse learners’ sense-making efforts, teachers need to know how to relate to learners by ‘border crossing’ linguistically, culturally and conceptually.
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Mothobi, Neo, Linda Van Ryneveld und Marien A. Graham. „A Cross-Country Comparison of Mathematics Teachers' Beliefs About Technology in Education“. International Journal of Information and Communication Technology Education 17, Nr. 4 (Oktober 2021): 1–13. http://dx.doi.org/10.4018/ijicte.20211001.oa13.
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The purpose of this study was to determine how South African learners compared with their selected international counterparts according to their teachers’ views. The analysis was based on predictor variables that are related to the use of computer activities in teaching and learning. These variables were extracted from the 2011 Trends in Mathematics and Science Study teachers’ datasets and linked to the learners’ data. The results revealed that regardless of the socio-economic status between South Africa and each of the countries, it could be claimed that some similarities can be fostered. Similarity does not imply being totally identical, but rather demonstrates which teachers responses between South Africa and each of the countries might have the same structure after the statistical analysis. The differences in teachers’ beliefs between South Africa and all the countries provided vital information about the scope of possible classroom practice and teachers’ inclination to different teaching approaches.
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Kempen, Maria Elizabeth, und Gertruida Maria Steyn. „An Investigation of Teachers’ Collaborative Learning in a Continuous Professional Development Programme in South African Special Schools“. Journal of Asian and African Studies 52, Nr. 2 (27.07.2016): 157–71. http://dx.doi.org/10.1177/0021909615570950.
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Professional development of teachers has been found to be a key initiative in raising standards in South African schools. The aim of this study was to establish the value of the continuous professional development programme on teachers’ learning, learners’ outcomes and whole school change in six special schools in South Africa. The focus was on the adaptation of ‘Learn Not to Burn’, a fire safety programme, and teacher and learner support materials for an inclusive classroom. The study proved that a staff development model based on collaborative networking in the specific context of special education can bring about significant social capital with gain particularly in teachers’ professional capacity, learner outcomes and whole school improvement.
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Mabena, Nomsa, Patricia Namayammu Mokgosi und Selina Serole Ramapela. „FACTORS CONTRIBUTING TO POOR LEARNER PERFORMANCE IN MATHEMATICS: A CASE OF SELECTED SCHOOLS IN MPUMALANGA PROVINCE, SOUTH AFRICA“. Problems of Education in the 21st Century 79, Nr. 3 (10.06.2021): 451–66. http://dx.doi.org/10.33225/pec/21.79.451.
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Learners’ mathematics performance globally and locally has been a major concern. Learners are generally not performing well in mathematics. This is also true of learners in Kwagga West Circuit, Nkangala district in Mpumalanga province of South Africa. Performing badly in the subject negatively affects them, preventing them from progressing to the next grades. This research employed a qualitative case study design with observation and semi-structured interviews with a sample of three school management team (SMT) members, six teachers, nine learners, and three parent component members of the school governing body (SGB) to determine factors affecting learner performance in mathematics in the senior phase. The results showed that numerous factors influenced learners’ confidence and performance. The factors found to have an impact on mathematics performance were learner related, such as ill-discipline, language barriers and learner attitudes. Teachers’ factors included lack of pedagogical content knowledge and skill, and lack of appropriate professional training. Finally, the study offers suggestions for further research and recommendations regarding learners, teachers, schools, school management teams, the parents, as well as for the national education ministry. Keywords: poor performance, senior phase, qualitative research, case study design
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Mahlangu, Pinky, Esnat Chirwa, Mercilene Machisa, Yandisa Sikweyiya, Nwabisa Shai und Rachel Jewkes. „Prevalence and factors associated with experience of corporal punishment in public schools in South Africa“. PLOS ONE 16, Nr. 8 (12.08.2021): e0254503. http://dx.doi.org/10.1371/journal.pone.0254503.
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Background Corporal punishment (CP) is still a common practice in schools globally. Although illegal, studies in South Africa report its continued use, but only a few have explored factors associated with school CP. Moreover, extant studies have not shown the interrelationships between explanatory factors. This study aimed to determine the prevalence and factors associated with learners’ experiences, and to examine pathways to the learners’ experiences of CP at school. Method 3743 grade 8 learners (2118 girls and 1625 boys) from 24 selected public schools in Tshwane, South Africa, enrolled in a cluster randomised controlled trial evaluating a multi-component school-based intervention to prevent intimate partner violence, and completed self-administered questionnaires. We carried out descriptive analysis, simple linear and structural equation modelling to examine factors and pathways to the learners’ experience of CP at school. Results About 52% of learners had experienced CP at school in the last 6 months. It was higher among boys compared to girls. Experience of CP at school amongst learners was associated with learner behavior, home environment, and school environment. Learners from households with low-socio economic status (SES) had an increased risk of CP experience at school. Amongst boys, low family SES status was associated with a negative home environment and had a direct negative impact on a learner’s mental health, directly associated with misbehavior. Conclusion CP in public schools in South Africa continues despite legislation prohibiting its use. While addressing learner behaviour is critical, evidence-based interventions addressing home and school environment are needed to change the culture among teachers of using corporal punishment to discipline adolescents and inculcate one that promotes positive discipline.
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Soldaat, Leza J. „More Than a Teacher: Understanding the Teacher-Learner Relationship in a Public High-School in South Africa“. Journal of Educational and Developmental Psychology 9, Nr. 1 (26.04.2019): 77. http://dx.doi.org/10.5539/jedp.v9n1p77.
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Teaching is considered a caring occupation due to the nature of the interaction between teachers and learners (Hocschild, 1983). Care giving can be a demanding task, however, emotional labour invested in the occupation – with regards to their relationships with learners – contributes to job satisfaction, commitment and be emotionally rewarding. The proximity or distance of these relationships are dependent on five emotional geographies, namely socio-cultural, moral, professional, physical, and political relatability (Hargreaves, 2001). This paper draws on a case study of teachers at a former Model C high-school in South Africa to examine the formation and development of relationships formed between the teacher and learner. The article suggests that teachers adopt three additional roles outside that of teaching. These roles, the coach, counsellor, and parental figure, foster emotional understanding (Denzin, 1984) between the teacher and learners, which creates a positive classroom climate. These roles are deemed necessary for the fulfilment of successful relationships with learners. However, there are challenges which teachers face when attempting to develop these bonds with learners, which include a negative classroom climate, socio-cultural distance, and sexual harassment – faced by women teachers.
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Hooijer, Elizabeth Lynne, Dr Martyn Van der Merwe und Dr Jean Fourie. „Symbolic Representations as Teachers Reflect on Inclusive Education in South Africa“. African Journal of Teacher Education 10, Nr. 1 (04.05.2021): 127–52. http://dx.doi.org/10.21083/ajote.v10i1.6549.
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The inclusive education movement generated many changes in the education system worldwide, resulting in teachers needing to change their practice and beliefs and implement inclusive teaching strategies to accommodate a more diverse learner population. Numerous professional development courses were conducted in South Africa, however the expected change in attitude and practice proved difficult to achieve for many. Even after attending such courses, teachers found it challenging to establish inclusive learning environments, believing they did not have the necessary skills and resources to teach learners with divergent learning needs. This study explored the pivotal role of teachers and their personal perspectives of themselves as inclusive practitioners in South Africa after attending a professional development course on inclusive education strategies. A qualitative, interpretative research design was utilised whereby visual symbols alongside written reflections were analysed to identify changes in teachers’ knowledge, beliefs and practice. Findings revealed that teachers’ knowledge had increased, their attitudes towards learners with diverse needs was more positive, they felt more confident in their own abilities and more equipped for the task. Critical reflection emerged as an essential skill for teachers to be able to question their beliefs and rethink their practice but that this skill needed to be actively taught and encouraged in order to change prevailing perceptions of diversity and improve teaching practice.
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Dwarika, Veronica Melody. „Positive Behavior Supports in South Africa: Training Teachers to Implement a Systemic Strategy“. Intervention in School and Clinic 55, Nr. 3 (25.04.2019): 192–96. http://dx.doi.org/10.1177/1053451219842212.
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Given that behavioral challenges contribute to learner exclusion in schools, there is a demand for behavior support strategies and practices that (a) extend beyond punitive measures, (b) aid the development of school customs and mores, (c) are based on nonviolence, and (d) promote positive self-discipline. This column explores behavior management practices in South African schools and emphasizes the value of teacher agency and enabling to support the argument that the outcomes of challenging learner behavior need not result in the exclusion of learners.
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Benjamin, Louis, und Lilian Lomofsky. „The Effects of the Observation of Dynamic and Static Assessment on Teachers’ Perceptions of Learners with Low Academic Results“. Journal of Cognitive Education and Psychology 2, Nr. 2 (Januar 2002): 97–118. http://dx.doi.org/10.1891/194589502787383281.
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The study contrasts and compares the effect of the observation of dynamic and static assessment approaches on teachers’ perceptions in the changing context of the South African Education system. The study was implemented in two schools on the Cape Flats, in Cape Town, South Africa. The Cape Flats is a historically disadvantaged area of Cape Town. From the results of this study, it can be concluded that the teachers in the experimental group, who observed a dynamic assessment, developed a more optimistic stance towards the learners than the teachers in the comparison group, who observed the static assessment battery. The teachers in the experimental group responded positively towards the mediational teaching style and process related aspects of the dynamic assessment procedure, whereas in the comparison group the teachers concerns about their learners were reinforced as a result of their low performance on the static test battery. The outcome of the study provides support for the use of dynamic assessment approaches within the South African context and reinforces the limitations and possible dangers of the use of static testing approaches with learners with low academic results.
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Thaba-Nkadimene, Kgomotlokoa Linda. „The influence of educational provision on teacher performance and learner outcomes among Limpopo primary schools“. South African Journal of Education 40, Nr. 4 (30.11.2020): 1–10. http://dx.doi.org/10.15700/saje.v40n4a2039.
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In the study reported on here the problem of inadequacies in educational provisioning among public schools that has a negative influence on teachers’ productivity and learners’ academic outcomes was examined. The primary objective of this study was to examine teachers’ and principals’ perceptions on the influence of educational provision on teacher performance and learner outcomes. The study was informed by critical social theory. The study tapped from the interconnection of constructivist and interpretivist paradigms and qualitative research, in using lived experiences and reflections of participants. Semi-structured interviews and observations were used to collect data from 5 school principals and 10 teachers in 5 primary schools in the Limpopo province, South Africa. Inadequacies in school provisioning was found to influence teacher performance and learner outcomes, causing psychological stress and low morale among teachers as a result of poor working conditions. Inadequacies in school resources constitute an unfair and unjust practice by the Department of Education and infringes upon learners’ right to education. Such infringement exacerbates learners’ demotivation, which subsequently results in them dropping out of school. Poor schools ultimately exclude Black students from quality education in South Africa. I recommend that the Department spearheads the implementation of the Framework on Equitable Provision of Infrastructure in Public Schools as a matter of urgency to ensure equity and access for poor schools.
Dissertationen zum Thema "Learners and teachers-South Africa"
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Jacobs, Tracey Senora. „The coping orientation and resources of teachers educating learners with intellectual disabilities“. Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/460.
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An overview of recent literature and research indicates that stress in teaching is now a wellrecognised phenomenon. More specifically, research has found special education to be more demanding than mainstream education. However, in comparison with the literature on mainstream education, both South African and international research relating to special education do not occupy prominent status in the literature. This study thus aims to explore and describe the coping orientation and resources of teachers educating learners with intellectual disabilities. The sample consisted of 59 special education teachers (49 females and 10 males) in the Nelson Mandela Metropole who educate learners with intellectual disabilities. The special education teachers who agreed to participate in the study were requested to complete a biographical questionnaire, Antonovsky’s Orientation to Life Questionnaire (SOC-29) and Hammer and Marting’s Coping Resources Inventory (CRI). An exploratory, descriptive design was utilised in this study. The data for this study was analysed by using descriptive and correlation statistics. The Pearson Product-Moment Correlation Coefficient was utilized in order to explore and describe the relationship between the sense of coherence and the coping resources of the sample. Key findings include the following: Results from the SOC-29 revealed fairly high mean scores for the current sample. Results from the CRI indicated average mean scores on both the total coping resources scale and all five subscales. Significant positive relationships were found to exist between the SOC-29 and the CRI for the current sample. Significant positive relationships were also found between the SOC-29 score and some of the subscale scores of the CRI for the current sample. In general, the findings of the present study reveal a need for further research on special education teachers. The focus should not only be limited to the pathogenic orientation, but should include more salutogenic approaches to better assist special education teachers to more effectively cope with their challenging work environment.
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Jooste, Zonia. „Why do learners and teachers experience problems with the concept of zero?“ Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1006764.
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The controversy around the inclusion of zero in the number system has been widely documented. Influential mathematicians in various ancient cultures did not accept zero as a number. The idea of the empty set was too abstract and they could not conceptualise division by zero. Surprisingly, understanding of the concept is still a matter of concern today. In spite of expansive reports on and recommendations for developing conceptualisation of the concept, learners and teachers still experience problems similar to those that ancient mathematicians struggled with. The study was initiated by an observation of Grade 7 learners' inability to solve the problems 4 × 0 and 0 ÷ 7 effectively or at all. I investigated why Grade 3 to 6 learners and mathematics teachers on a BEd (in-service) course and an accredited ACE course experience problems with the concept of zero. I was especially interested in the understanding of multiplication and division by zero. I investigated teachers' knowledge of zero's characteristics as a number, the history of zero and how they teach the concept, in order to support my assumptions. The data production process was performed over a period of two years. It involved a multi-case opportunity sample approach embedded in the empirical field that formed the backdrop of my involvement as mathematics education specialist in schools in the Western and Eastern Cape. The interpretative orientation of the study allowed me to conduct inquiries that served to confirm or challenge my assumptions and enabled me to construct generalisations that depict learners' and teachers' knowledge construction. The qualitative data analysis informed the presentation and discussion of the findings. The single most important message conveyed to readers of this study is that the value of zero as a number, its importance in the number system, its properties and its behaviour in calculations, should not be underrated. Teaching of this abstract concept requires competent teachers who are able to mediate understanding in the most effective and innovative manner. Professional development programmes should orchestrate this competence and curriculum developers and textbook authors should acknowledge the significance of learning and teaching the concept of zero.
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Fair, Andrew George. „An evaluation of a model of teacher professional development in a science and mathematics intervention programme for teachers and learners“. Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97135.
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Thesis (MEd)--Stellenbosch University, 2015.ENGLISH ABSTRACT: South Africa is in the midst of a mathematics and science education crisis that challenges all key role-players. The Institute for Mathematics and Science Teaching at the University of Stellenbosch (IMSTUS), was involved in several university-school partnership (systemic intervention) projects that sought to provide continuing professional development to mathematics and science teachers and to help them make a greater impact on the learners that they teach. One of these intervention projects was the Sciences and Mathematics Initiative for Learners and EducatorS (SMILES) that targeted mathematics and science teachers and learners in under-resourced schools in the Western Cape. The effects of an intervention aimed at supporting and enhancing teacher professional development will only be seen in the learners once teachers have accepted and mastered the pedagogies proposed. Professional development that does not “enthuse, support, train and renew, and encourage” will probably fail. When considering this, the question that must be asked is whether the SMILES project was in fact enthusing, supporting, training, renewing and encouraging. The purposes and aims of the SMILES project with specific reference to professional development of science teachers were to enhance teachers’ pedagogical content knowledge and address the critical issues confronting science education of which three are: constructivist teaching, understanding the nature of science, and scientific argumentation. The characteristics of effective professional development, the core features of professional development and the theoretical constructs to evaluate professional development of teachers were used in this study to evaluate the effectiveness of the model used in the SMILES project. A concurrent version of the mixed method approach was adopted for the collection and analysis of the data. Although causality is always difficult to prove in a school setting because of the many variables that affect student performance, improved student achievement is the ultimate litmus test for teacher professional development effectiveness. Analysis of the National Senior Certificate results of the project schools compared with the National and Provincial results indicated that the project schools on the whole fared better than the National results. The project schools outperformed the national and provincial results for Life Sciences in 2011, 2012 and 2013 by at least four percentage points. The highest result achieved was 85,5% in 2011. In 2012 and 2013 these results were 82,7% and 83,0% respectively. In Physical Sciences the project schools started with results below that achieved nationally (34,7%) and then ended up with a pass percentage within half a percentage point of the provincial result (72,1%). The Mathematics results were not as positive. The project schools started by achieving a 63,4% pass rate and ended with a percentage pass rate of 63,3% having initially taking a dip down to 51,3%. At the end of the intervention the Mathematics results were better than the national results but were 10% lower than the Provincial average. Although it is difficult to pin down the results solely to the effects of the intervention, the comparison with provincial and national results reasonably controls for most of the extraneous variables including variations in enrolments in these subjects. On the affective side it is almost certain that the attitude of the learners and the teachers toward their respective subjects improved during the tenure of the project. This could have had a positive effect on the National Senior Certificate results achieved by the project schools.
AFRIKAANSE OPSOMMING: Suid-Afrika is midde in 'n wiskunde en wetenskap onderwyskrisis wat alle sleutelrolspelers uitdaag. Die Instituut vir Wiskunde en Wetenskaponderwys aan die Universiteit van Stellenbosch (IWWOUS), was betrokke by verskeie universiteit-skool vennootskapsprojekte (sistemiese intervensie) wat gepoog het om voortgesette professionele ontwikkeling te bied aan wiskunde en wetenskap onderwysers en hulle te help om 'n groter impak op die leerders wat hulle onderrig, te maak. Een van hierdie intervensie-projekte was die Wetenskappe en Wiskunde-inisiatief vir leerders en opvoeders (SMILES) wat wiskunde en wetenskap onderwysers en leerders, in hulpbronarm skole in die Wes-Kaap, geteiken het. Die impak van 'n intervensie wat daarop gemik is om onderwyser professionele ontwikkeling te ondersteun en bevorder, sal eers in die leerders waargeneem kan word, wanneer onderwysers die voorgestelde pedagogieë aanvaar en bemeester. Professionele ontwikkeling wat nie "begeester, ondersteun, oplei en vernuwe asook aanmoedig” nie, sal waarskynlik misluk. Hierdie stelling in ag genome, is die vraag wat gevra moet word, of die SMILES-projek werklik onderwysers begeester, ondersteun, opgelei, vernuwe en aangemoedig het. Die doelstellings en doelwitte van die SMILES projek, met spesifieke verwysing na die professionele ontwikkeling van Wetenskap-onderwysers, was om onderwysers se pedagogiese inhoudelike kennis te versterk en om kritieke kwessies waarmee wetenskap-onderwys gekonfronteer word, aan te spreek. Drie van hierdie kwessies is, konstruktivistiese onderrig, begrip van die aard van wetenskap en wetenskaplike argumentering. Die eienskappe van effektiewe professionele ontwikkeling, die kern kenmerke van die professionele ontwikkeling en die teoretiese konstrukte om professionele ontwikkeling van onderwysers te evalueer, is in hierdie studie gebruik om die doeltreffendheid van die model wat in die SMILES-projek gevolg is, te evalueer. 'n Gelyklopend gemengde-metode benadering is gevolg vir die insameling en ontleding van die data. Hoewel oorsaaklikheid altyd moeilik is om in 'n skoolopset te bewys, as gevolg van die baie veranderlikes wat studente se prestasie beïnvloed, is verbeterde studente prestasie die uiteindelike lakmoestoets vir doeltreffendheid van professionele onderwyser-ontwikkeling. Ontleding van die Nasionale Senior Sertifikaat-uitslae van die projek-skole, in vergelyking met die nasionale en provinsiale resultate, dui daarop dat die projek-skole oor die algemeen beter gevaar het as die nasionale uitslae. Die projek-skole het die nasionale en provinsiale skole se resultate vir Lewenswetenskappe in 2011, 2012 en 2013 met ten minste vier persentasie punte oortref. Die hoogste resultaat behaal was 85,5% in 2011. In 2012 en 2013 was hierdie uitslae onderskeidelik 82,7% en 83,0%. In Fisiese Wetenskappe het die projek-skole met resultate onder wat nasionaal behaal was (34,7%) begin, en geëindig met ʼn uiteindelike slaagpersentasie binne 'n halwe persentasiepunt van die provinsiale resultate (72,1%). Die wiskunde-uitslae was nie so positief nie. Die projek-skole het begin met 'n 63,4% slaagsyfer en geëindig met 'n slaagpersentasie van 63,3% na ʼn aanvanklike insinking na 51,3%. Aan die einde van die intervensie was hul Wiskunde-resultate beter as die nasionale resultate, maar 10% laer as die provinsiale gemiddelde. Alhoewel dit moeilik is om die resultate slegs vas te pen aan die gevolg van die intervensie, dien die vergelyking met provinsiale en nasionale resultate as redelike kontroles vir meeste van die eksterne veranderlikes insluitend variasies in inskrywings in hierdie vakke. Op die affektiewe vlak is dit byna seker dat die gesindheid van die leerders en die onderwysers ten opsigte van hul onderskeie vakke verbeter het tydens die projek. Dit kon moontlik 'n positiewe uitwerking op die projek-skole se Nasionale Senior Sertifikaat resultate gehad het.
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Ellman, Basil. „The experiences of teachers in including learners with intellectual disabilities“. Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50152.
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Thesis (MEd)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: In South Africa,' including learners with disabilities has been a concern in education since 1994. With children with disabilities, including intellectual disabilities, being increasingly included in mainstream schools, consideration needs to be given to the experiences of teachers in inclusive classrooms. Since an understanding of teachers' experiences can lead to the development of support strategies, this study sets out to explore teachers' experiences. The research design of this research is qualitative in nature and the unit of analysis is an inclusive school in the Western Cape. Data are collected through semistructured interviews, field notes and a review of school records. Interviews are held with three teachers, the school principal, the governing body chairperson (parent) and four learners. The data are analyzed using aspects of the constant comparative analysis. Three main themes, namely school factors, the learner with an intellectual disability and the role of the teachers emerge. Findings indicate that the learner with an intellectual disability can be effectively included if the school community (teachers, parents and learners) is informed and thoroughly prepared. There must also be a willingness on the part of all the role players to make a success of the inclusive process. An analysis of the experiences of teachers in this study indicates that the demands put on teachers and learners alike are challenging and that teachers need support regarding in-service training on specific strategies for successfully including learners with intellectual disabilities. An effective and collaborative support system can also provide teachers with the necessary support to approach inclusive education in a positive manner.
AFRIKAANSE OPSOMMING: Die insluiting van leerders met leergestremdhede is sedert 1994 'n brandpunt in die onderwys in Suid-Afrika. Aangesien kinders met gestremdhede, waaronder ook intellektuele gestremdhede, al hoe meer in hoofstroomskole ingesluit word, moet aandag geskenk word aan die ervarings van onderwysers in sulke inklusiewe klaskamers. Hierdie studie poog om die relevante ervarings van onderwysers te ontgin, aangesien 'n analise van sulke onderwyserservarings kan lei tot die ontwikkeling van ondersteuningstrategieë. Die navorsingsontwerp van hierdie studie is kwalitatief van aard, en die analiseeenheid is 'n inklusiewe skool in die Weskaap. Data is versamel deur middel van semi-gestruktureerde onderhoude, veldnotas en 'n oorsig van skoolrekords. Onderhoude is gevoer met drie onderwysers, die skoolhoof, die voorsitter van die beheerliggaam ('n ouer), asook vier leerders. Die data is geanaliseer deur aspekte van die 'constant comparative analysis' te gebruik. Drie temas, nl. skoolfaktore, die leerder met intellektuele gestremdhede, en die rol van die onderwysers, kom duidelik na vore. Die bevindinge bewys dat 'n leerder met intellektuele gestremdhede effektief ingesluit kan word in 'n hoofstroomskool, indien die skoolgemeenskap (onderwysers, ouers en leerders) ingelig en deeglik voorberei word. AI die rolspelers moet ook 'n gewilligheid openbaar om die inklusiewe proses suksesvol te maak. Die analise van die ervarings van onderwysers wat in hierdie studie gebruik is, maak dit duidelik dat die eise wat aan beide onderwysers en leerders gestel word, formidabel is; en dat onderwysers ondersteuning nodig het wat betref indiens-opleiding m.b.t. spesifieke strategieë vir die suksesvolle insluiting van leerders met intellektuele gestremdhede. 'n Effektiewe en onderling-ondersteunende sisteem kan ook die onderwyser van die nodige
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Galanakis, Linda. „Learners' attitudes to standard vs non-standard South African English accents of their teachers“. Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4259.
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Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: This study is interested in the relationship between accent and hearers’ perception of the speaker. It investigates the kinds of stereotypes related to phonological features of the speaker’s language. Specifically this thesis focused on the perceptions that high school girls have of their Mathematics teachers who speak English with a non-standard accent. The general aims of the study were to establish whether high school girls perceived non-standard English speaking Mathematics teachers negatively and, if so, whether this perception changed as the girls mature. Twenty-seven Grade 8 learners and 14 Grade 12 learners from a private English-medium school in the Gauteng Province of South Africa participated in this study. The school attracts learners from the affluent socio-economic group, and the majority of the learners are white (76.8%) and first language speakers of English (86%). These participants completed questionnaires using the matched-guise technique (Lambert, Hodgson, Gardner and Fillenbaum 1960) to determine their perceptions of six accents. Five speakers were recorded reading the same Mathematics lesson in English. One reader read the same passage twice, using a so-called Standard South African English accent for one recording and a second language accent of an isiZulu mother tongue speaker for the second recording. The results of this investigation indicate that high school girls are inclined to stereotype teachers according to the teachers’ accents. Some of the characteristics attributed to the non-standard English speaking teachers were positive, but generally learners held a negative perception of such teachers. There was very little change in this perception from Grade 8 to Grade 12. Of particular importance in the National Curriculum Statement for Grades 10 to 12 is that learners emerge from this phase of their schooling being “sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors” (www.sabceducation.co.za/). The school where the research was conducted has addressed diversity in numerous ways in an attempt to prepare the learners for life in multilingual and multicultural South Africa. That the Grade 12 learners in this study, whether first language speakers of English or not, still display accent prejudice suggests that the life skills objectives are not adequately met and that this form of prejudice needs to be addressed in more creative ways.
AFRIKAANSE OPSOMMING:: Hierdie studie stel belang in die verhouding tussen aksent en hoorders se waarneming van die spreker. Dit ondersoek die soort stereotipering wat saamhang met die fonologiese eienskappe van die spreker se taal. Hierdie tesis het spesifiek gefokus op die persepsies wat hoërskoolmeisies het van hul Wiskunde-opvoeders wat Engels met ‘n nie-standaard aksent praat. Die algemene doelstellings van die studie was om vas te stel of hoërskoolmeisies hierdie opvoeders negatief beoordeel op grond van hul aksent en, indien wel, of hierdie oordeel minder fel raak met ouerdom. Sewe-en-twintig Graad 8-leerders en 14 Graad 12-leerders aan ‘n privaat- Engels-medium skool in die Gauteng Provinsie van Suid-Afrika het aan die studie deelgeneem. Die skool se leerders kom uit die hoë sosio-ekonomiese groep, en die meerderheid is Wit (76.8%) en eerstetaalsprekers van Engels (86%). Die deelnemers het vraelyste voltooi as deel van sogenaamde “matched guise”- (Lambert, Hodgson, Gardner en Fillenbaum 1960) navorsing om hul persepsies van ses aksente te bepaal. Vyf sprekers is op band opgeneem terwyl hulle dieselfde Wiskunde-les in Engels lees. Een leser het die les twee maal gelees, een maal met ’n sogenaamde Standaard Suid-Afrikaanse Engelse aksent en een maal met ’n tweedetaal aksent tipies van ‘n isiZulu moedertaalspreker. Die resultate van hierdie ondersoek dui daarop dat hoërskoolmeisies geneig is om opvoeders te stereotipeer op grond van die opvoeders se aksent. Party eienskappe wat aan die nie-standaard Engelssprekende opvoeders toegeskryf is, was positief, maar oor die algemeen het leerders ’n negatiewe persepsie van sulke opvoeders gehad. Baie min verandering in hierdie persepsies het van Graad 8 tot Graad 12 plaasgevind. Van besondere belang in die Graad 10 tot 12 Nasionale Kurrikulm is dat leerders aan die einde van hierdie fase ‘n sensitiwiteit sal hê vir kwessies aangaande “diversiteit, soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdheid en ander faktore” (www.sabceducation.co.za/). Die skool waar hierdie navorsing gedoen is, spreek diversiteit op velerlei maniere aan in ’n poging om leerders voor te berei vir lewe in veeltalige en multikulturele Suid-Afrika. Die feit dat Graad 12- leerders in hierdie studie, of hulle eerstetaalsprekers van Engels is al dan nie, steeds aksentvooroordele toon, dui aan dat die doelstellings van lewensvaardigheid onderrig nie voldoende bereik word nie en dat hierdie vorm van vooroordeel op meer kreatiewe maniere aangespreek moet word.
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Campbell, Anita. „The teaching strategies employed by teachers to support learners with learning difficulties in mainstream classes“. Thesis, Cape Peninsula University of Technology, 2006. http://hdl.handle.net/20.500.11838/1913.
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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2006The study focuses on the identification and development of teaching strategies and the factors that impact on the strategies when supporting learners with learning difficulties in mainstream Foundation Phase classes. The study was carried out by interviewing a focus group of Foundation Phase teachers from public schools in the Cape Metropolitan area. The findings from the focus group discussion was verified and amplified by responses from Heads of Department, Foundation Phase within the same area. The research methodology was that of a two-stepped investigation. Firstly, a focus group discussion was conducted using an open ended question framework with the intent of exploring how mainstream Foundation Phase teachers develop teaching strategies and what factors impact on these strategies when supporting learners with learning difficulties. The data collected was analyzed and a qualitative questionnaire compiled for Heads of Department: Foundation Phase to verify and amplify the data collected during the focus group. The study indicated that past and recent teacher training does not equip teachers with the necessary skills to support learners with learning difficulties in mainstream classes. The study also found that current workload levels inhibited further self study. The research findings contributed to the fund of knowledge with regard to the training of Foundation Phase teachers to support all learners, regardless of the degree of learning difficulty, in mainstream classes in public schools.
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Mbangeni, Monwabisi Gidwell. „Perceptions of Junior Secondary School Educators on the Effects of Overcrowding in Classrooms on Learner Performance in Maluti District, Eastern Cape Province“. Thesis, Walter Sisulu University, 2015. http://hdl.handle.net/11260/923.
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The study investigated overcrowding classrooms and its impact on learners and teachers’ performance, efficiency and effectiveness. This action was prompted by the researcher’s observation of learners’ poor performance and teachers’ loss of instructional time in overcrowded classrooms. Literature was reviewed to place the study in gap lapse prospective which this study was to fill. Quantitative research method was used to be able to collect the most applicable data that would be able to produce valid and reliable information for the compilation of the research report. Revelations from the collected data were that overcrowded classrooms have adverse effects on both the teacher and learner performance and activities in schools where overcrowding is evident. Based on the revelations the research made some recommendations to contribute towards finding solution to the problem investigated in this study. The conclusion that could be drawn was that there is need for the Department of Education (DoE) to conduct elaborate study in schools where overcrowding exists and make a concerted effort to provide adequate classrooms to be able to help learners and teachers benefit from the provision of education being delivered.
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Kahenge, Wendelina Nambahu. „Understanding educators' and learners' perceptions and experiences of their participation in Science Fairs/Expos : a South African case study“. Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013130.
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The rationale behind Science Expos is to develop and empower learners to be able to identify problems and find solutions (Eskom Expo Project Guide Book, 2013). It is believed that involvement in Science Expos arouses learners' interest to pursue science related careers. But despite these ideals, there is still poor participation in Science Expos by educators and learners. I conducted this case study in five schools in Grahamstown, Eastern Cape, South Africa. The purpose of this study was to understand educators' and learners' perceptions and experiences of their participation in Science Expos. The case study was designed within an interpretive paradigm. The data were generated, triangulated and validated by a variety of methods, namely, document analysis, interviews (semi-structured and focus group) and observations. The main findings of the study were that learners who participate in Science Expos attend workshops organised by Scifest and SAEON office with the help of some of the educators and lecturers from Rhodes University. Learners' participation was influenced and assisted by the educators and peers with whom they were able to communicate and share their projects with. It emerged from the study that, as a result of participating in Science Expos, educators (teachers) and learners were exposed to a wide variety of scientific investigations and skills that are necessary for their classroom based-scientific investigations. It also emerged from this study that educators and learners face the challenge of a lack of motivation; insufficient support from schools and parents; time constraints to support learners in their participation and a lack of knowledge among some educators on their learners' projects. Some learners are even discouraged from participating in Science Expos by their peers on the grounds that they have no chance of winning. Teachers therefore require continuous mentorship and capacity building in order to encourage their learners to partake.
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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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Dakada, Alinda. „Teachers’ experiences in identifying learners with learning barriers in a Full Service School“. Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/6147.
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This study investigates teachers‟ experiences in identifying learners with learning barriers in one primary school in the East London District. It focuses on diversity and inclusive education as well as practices and procedures within the school. This is a phenomenological study conceptualized in terms of social constructivism(Leatherman, 2007), Kurt Lewin‟s Field Theory(Neill, 2004) and ecological systems theory(Maddock, 2000).The literature review encompasses four focal points: conceptualisation of inclusive education, inclusive education in South Africa, policy implementation, and lessons learned from inclusive education implementation both internationally and in South Africa. A qualitative research method is employed in this study through the use of semistructured interviews and observations. The findings are analysed using content analysis. The key findings of this might help the teachers working in full service or mainstream schools to have a good understanding and a sense of what diversity and inclusive education entails. The findings might attempt to examine how educators manage inclusion in the classroom, their competencies and the strategies they need in order to be competent inclusive teachers. Recommendations are developed that point to how practices could be put in place to facilitate an effective implementation strategy for the development of an inclusive education system.
Bücher zum Thema "Learners and teachers-South Africa"
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Doling, Tim. South Africa arts directory. London: Visiting Arts, 1998.
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Hugo, Elsbeth. Effective music education in South Africa. Pretoria: Human Sciences Research Council, 1993.
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Hauptfleisch, Sarita. Effective music education in South Africa. Pretoria: Human Sciences Research Council, 1993.
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Joubert, H. J. The law of education in South Africa. 2. Aufl. Pretoria: Van Schaik Publishers, 2008.
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Human Sciences Research Council. Education, Science and Skills Development Research Programme., Hrsg. Teacher education and institutional change in South Africa. Cape Town: HSRC Press, 2008.
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Vink, N. Deregulation of agricultural marketing in South Africa: Lessons learned. Sandton, South Africa: Free Market Foundation, 2000.
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Collin, Phurutse Makola, und Human Sciences Research Council. Education, Science and Skills Development Research Programme, Hrsg. Beginner teachers in South Africa: School readiness, knowledge and skills. Cape Town: HSRC Press, 2009.
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Mbele, Cosbie. Lady Africa in America. Lea Glen, Fla: Vivlia Publishers & Booksellers, 1996.
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Teachers for South Africa: New Zealand women at the South African War concentration camps. Porirua, N.Z: Hanorah Books, 2010.
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South African Institute for Distance Education. Teacher education offered at a distance in South Africa. Braamfontein: Juta & Co. in association with South African Institute for Distance Education, 1996.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Learners and teachers-South Africa"
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Nkambule, Thulisile. „Supporting the Participation of Immigrant Learners in South Africa“. In Teaching and Learning Mathematics in Multilingual Classrooms, 157–70. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-229-5_11.
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Louw, Julia S. „Sexuality Education for Learners with Disabilities: Views and Perspectives from Teachers and Child Care Providers in South Africa“. In Diverse Voices of Disabled Sexualities in the Global South, 239–56. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78852-4_17.
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Kritzinger, Elmarie, Maria Bada und Jason R. C. Nurse. „A Study into the Cybersecurity Awareness Initiatives for School Learners in South Africa and the UK“. In Information Security Education for a Global Digital Society, 110–20. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58553-6_10.
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Makalela, Leketi. „Rethinking the Role of the Native Language in Learning to Read in English as a Foreign Language: Insights from a Reading Intervention Study in a Rural Primary School in South Africa“. In International Perspectives on Teaching English to Young Learners, 141–55. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137023230_8.
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Juan, Andrea, Jaqueline Harvey und Sylvia Hannan. „The Pursuit of Social Justice Through Educational Policy for Poor, Rural and Special Needs Learners in South Africa“. In Social Justice and Education in the 21st Century, 75–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65417-7_5.
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Graven, Mellony, und Esme Buytenhuys. „Mathematical Literacy in South Africa: Increasing Access and Quality in Learners’ Mathematical Participation Both in and Beyond the Classroom“. In Mapping Equity and Quality in Mathematics Education, 493–508. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9803-0_35.
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Pattman, Rob, und Deevia Bhana. „Learning from the Learners: How Research with Young People Can Provide Models of Good Pedagogic Practice in Sexuality Education in South Africa“. In The Palgrave Handbook of Sexuality Education, 191–210. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-40033-8_10.
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Sing, Nevensha, und Felix Maringe. „Learner Dropout in South African Schools“. In The Education Systems of Africa, 1–15. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_22-1.
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Sing, Nevensha, und Felix Maringe. „Learner Dropout in South African Schools“. In The Education Systems of Africa, 455–69. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_22.
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Booyse, Johan, und Cassie Swanepoel. „Teacher Involvement in South Africa“. In Do Teachers Wish to be Agents of Change?, 215–34. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-959-3_12.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Learners and teachers-South Africa"
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Kazeni, Monde. „EARLY PRIMARY SCHOOL TEACHERS’ PERCEPTIONS ABOUT SCIENCE AND SCIENCE PROCESS SKILLS: A CASE STUDY IN SOUTH AFRICA“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end004.
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Early primary school (grades R to 3) science education has been in the spotlight in recent years, as science education scholars are increasingly acknowledging the need to provide a strong foundation in science education, to motivate learners to study the subject in subsequent years. Literature suggests that most early primary school teachers lack the basic knowledge required to introduce young learners to science, and to motivate them in the study of science. Primary school teachers’ limited knowledge of science and its processes could affect how they introduce and develop science concepts in early primary school learners. In the South African context, there is limited literature on early primary school teachers’ knowledge of science and its processes, as well as on teachers’ attitudes towards the teaching of science to early primary school learners. The purpose of the study was to investigate early primary school teachers’ knowledge of the concepts of science and science process skills, and to determine their perceptions regarding the teaching of science in early primary school. The study involved four purposively selected early primary school teachers, in the Gauteng province of South Africa. Qualitative data were collected using semi-structured interviews, and the findings showed that the participating teachers had limited knowledge of the concepts of science and science process skills, and that they mostly had negative perceptions about the teaching of science in early primary school. These findings have implications on the training of early primary school teachers.
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Mokoena, Alice, und Gregory Alexander. „A REFLECTION ON GENDER ACHIEVEMENT IN SCIENCES’ RURAL SCHOOL SETTINGS OF MULTICULTURAL SOUTH AFRICA“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end033.
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The participation of learners in science is important to a country’s socio-economic development impediments, therefore, the argument is that the girl learner should be increasingly encouraged to perform well in STEM related subjects (STATS SA). UNESCO indicates 35% women representative in STEM as students in higher education globally, whilst less than 40% of South Africa’s scientists, engineers and technologists are women. This situation also relates to the South African education system, particularly in rural schools where girl learners are outperformed by boy learners in STEM, especially, in subjects such as Life Sciences and Physical Sciences. The purpose of this reflective paper is to ascertain the factors prohibiting excellent achievement of females in sciences in rural high schools of South Africa. The data has been gathered from numerous documents such as national and provincial analysis of result, examination and assessment directorate analysis and the district statistics in solidifying our investigation as couched by document analysis. Based on our observations and experiences of the conditions prevailing in rural high schools and less participation of female learner access in STEM, suggestions are put forth as to how their performance can be improved. The investment thereof in the body of knowledge will be to fulfil the concern not only of the country but the world at large when the number of female participants increase in STEM.
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Kazeni, Monde, und Nosipho Mkhwanazi. „LIFE SCIENCES TEACHERS’ UNDERSTANDING, PERCEPTIONS AND ADOPTION OF INQUIRY-BASED SCIENCE EDUCATION IN SELECTED SOUTH AFRICAN HIGH SCHOOLS“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end006.
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In recent years, Inquiry-Based Science Education (IBSE) has emerged as one of the most effective and beneficial science teaching practices for developing science concepts in learners and for motivating them in the study of science subjects. IBSE is a pedagogical practice that allows learners to develop key scientific ideas and to understand the natural world, using skills employed by scientists. Like most science school curricula around the world, the South African life sciences national curriculum (referred to as Curriculum and Assessment Policy Statement - CAPS), advocates for the adoption of IBSE. Despite the growing consensus about the cognitive and motivational benefits of IBSE, this pedagogical approach is seldom implemented by life science teachers, due to various factors. This qualitative research, involving a case study, explored the knowledge, perceptions, and adoption of IBSE by four life sciences high school teachers, conveniently selected from public schools around Johannesburg, in South Africa. Data were collected using semi-structured interviews, and the findings show that participating teachers have substantial knowledge and positive perceptions of IBSE. However, they are less inclined to adopting IBSE in their life science classrooms due to inhibiting factors. We recommend the training of life sciences teachers in effective way of abating the constraints of implementing IBSE effectively.
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Williams, Titus, Gregory Alexander und Wendy Setlalentoa. „SOCIAL SCIENCE STUDENT TEACHERS’ AWARENESS OF THE INTERTWINESS OF SOCIAL SCIENCE AND SOCIAL JUSTICE IN MULTICULTURAL SCHOOL SETTINGS“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end037.
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This qualitative study is an exploration of final year Social Science education students awareness of the intertwined nature of Social Science as a subject and the role of social justice in the classroom of a democratic South Africa. This study finds that South African Social Science teachers interpret or experience the teaching of Social Science in various ways. In the South African transitional justice environment, Social Science education had to take into account the legacies of the apartheid-era schooling system and the official history narrative that contributed to conflict in South Africa. Throughout the world, issues of social justice and equity are becoming a significant part of everyday discourse in education and some of these themes are part of the Social Science curriculum. Through a qualitative research methodology, data was gathered from Focus Group Discussion (FGD) sessions with three groups of five teacher education students in two of the groups and the third having ten participants from the same race, in their final year, specializing in Social Science teaching. The data obtained were categorised and analysed in terms of the student teacher’s awareness of the intertwined nature of Social Science and social justice education. The results of the study have revealed that participants had a penchant for the subject Social Science because it assisted them to have a better understanding of social justice and the unequal society they live in; an awareness of social ills, and the challenges of people. Participants identified social justice characteristics within Social Science and relate to some extent while they were teaching the subject, certain themes within the Social Science curriculum. Findings suggest that the subject Social Science provides a perspective as to why social injustice and inequality are so prevalent in South Africa and in some parts of the world. Social Science content in its current form and South African context, emanates from events and activities that took place in communities and in the broader society, thus the linkage to social justice education. This study recommends different approaches to infuse social justice considerations Social Science; one being an empathetic approach – introducing activities to assist learners in viewing an issue from someone else’s perspective, particularly when issues of prejudice or discrimination against a particular group arise, or if the issue is remote from learners’ lives.
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Jere, Nobert Rangarirai, Wendy Jona und Jose Manappattukunnel Lukose. „Effectiveness of Using WhatsApp for Grade 12 Learners in Teaching Mathematics in South Africa“. In 2019 IST-Africa Week Conference (IST-Africa). IEEE, 2019. http://dx.doi.org/10.23919/istafrica.2019.8764822.
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Louw, Jaysveree M. „CHALLENGES WITH THE IMPLEMENTATION OF THE ADMISSION POLICY FOR GRADES R AND 1 IN THE MOTHEO DISTRICT IN THE FREE STATE PROVINCE OF SOUTH AFRICA“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end082.
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At the beginning of every year thousands of learners report for Grade R and Grade 1 across schools in South Africa. Unfortunately, many learners are refused admission to these grades when parents apply. The national policy that guides and governs admission of learners to public schools is the South African Schools Act (SASA) 84 of 1996. This policy stipulates that the admission age of a learner to a public or independent school for Grade R is age four, turning five by 30 June in the year of admission. For a learner to be admitted to Grade 1, the learner has to be five, turning six by 30 June in the year of admission (SASA 1996 Section 5a-6; Ramadiro and Vally 2005:1). But SASA (1996: Section 3(1) also states that attendance is compulsory in the year in which a learner turns seven. According to the National Education Policy Act (NEPA) 27 of 1996 and SASA (1996: Section 5) the Admission Policy of a public school is determined by the School Governing Body (SGB). However, according to the findings of the research there is no uniformity and consistency in schools as far as admission to Grades R and 1 is concerned. In addition, the study reveals that many parents are unaware of the age requirements for Grades R and 1. Although SASA does stipulate the admission age to Grade R and Grade 1, it also states that schools, in the form of the SGB, can determine their own Admission Policy. Hence some schools admit learners according to SASA, while others ignore the requirements stipulated in SASA and determine their own Admission Policies. The study aims to determine what the challenges are with the implementation of the policy. A qualitative research method in the form of interviews was conducted to collect data from teachers, parents, SGBs, school principals and departmental officials. Based on the findings recommendations were made, one of which is that there should be uniformity amongst schools as far as policy implementation is concerned. The theoretical framework that guides this study is document phenomenology.
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Peens, Shaun. „HIGHER EDUCATION INSTITUTIONS’ NEED TO INITIATE CHANGE TO THE ACCOUNTING CURRICULUM DURING THE FOURTH INDUSTRIAL REVOLUTION (4IR)“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end032.
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In South Africa, the Further Education and Training phase (FET) in Accounting faces a major decline in learner numbers. The current format of FET Accounting serves little purpose in preparing learners for Accounting courses at tertiary level, if FET Accounting is not a precondition to Professional and Chartered Accountant courses. This study followed a qualitative research approach, from five Focus Groups at five Secondary schools in the Motheo Educational district, comprising of 16 FET Accounting Teachers to consider possible reasons for the decline of learners in FET Accounting. As result, uncertainty exists regarding the future of FET Accounting and the Accounting profession, when guidance teachers are presumably advising learners to take less suitable subjects, like Mathematical Literacy, History of Geography to enhance school reports. These findings influence the social responsibility of teachers; and it also results in many Accounting students having to spend two or more additional years at university due to their apparent lack of basic Accounting skills. Additionally, the negative perception towards FET Accounting might impact learners’ choices who might not plan a career in Accounting, thereby limiting their ability to secure any career in the financial sector. Collaborative social change is required from the Accounting profession and university alike, especially in the Fourth Industrial Revolution era, where a high degree of ethics and transparency are required.
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Mangwegape, Bridget. „TEACHING SETSWANA PROVERBS AT THE INSTITUTION OF HIGHER LEARNING IN SOUTH AFRICA“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end118.
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The paper sought to investigate how first year University student’s-teachers understand and instil appreciation of the beauty of Setswana language. Since the proverbs are carriers of cultural values, practices, rituals, and traditional poetry, they are rich in meaning, they can be used to teach moral values for the sake of teaching character building among the students and teaching Setswana at the same time. Proverbs contain values of wisdom, discipline, fairness, preparedness, destiny, happiness, and efforts. Proverbs are short sayings that contain some wisdom or observation about life and or role-play and to use a few of the proverbs to reinforce the meaning, using proverbs as a pedagogical strategy, the researcher has observed that student teachers find it difficult to learn and teach learners at school. Students-teacher’s think and feel about how they conceptualize proverbs, how they define their knowledge and use of Setswana proverbs. The lecturer observed how the nature of proverbs are linked to the culture embedded in the language. In Setswana language there is a proverb that says, “Ngwana sejo o a tlhakanelwa” (A child is a food around which we all gather) which implies that the upbringing of a child is a communal responsibility and not an individual responsibility. Put in simple terms, a child is a child to all parents or adults, since a child’s success is not a family’s success but the success of the community. In doing so, the paper will explore on how student-teachers could make use of proverbs to keep the class interested in learning Setswana proverbs. As a means of gathering qualitative data, a questionnaire was designed and administered to student-teachers and semi-structured interviews were conducted with student teachers. The findings revealed that despite those students-teachers’ positive attitudes towards proverb instruction, they did not view their knowledge of Setswana proverbs as well as the teaching of proverbs. The paper displays that proverbs constitute an important repository of valid materials that can provide student-teachers with new instructional ideas and strategies in teaching Setswana proverbs and to teach different content, which includes Ubuntu and vocabulary and good behaviour. Proverbs must be taught and used by teachers and learners in their daily communication in class and outside the classroom in order to improve their language proficiency.
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Olifant, Tilla, und Mzwamadoda Phillip Cekiso. „TEACHERS’ PERCEPTIONS OF READING HABITS AND ATTITUDES OF GRADES 8 TO 10 FIRST ADDITIONAL LANGUAGE LEARNERS IN SOUTH AFRICA“. In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0351.
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Ramaila, Sam. „EXPLORING SOUTH AFRICAN PRESERVICE TEACHERS’ CONCEPTUAL UNDERSTANDING OF LIGHT PHENOMENA“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end018.
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The wave and particle nature of light poses considerable instructional challenges to both teachers and learners in diverse educational settings. Developing a meaningful conceptual understanding of the wave and particle nature of light is a key requirement for demystifying the complex nature of various optical phenomena. The study adopted an exploratory descriptive survey design and involved purposively selected South African preservice Physical Sciences as participants. Preservice Physical Sciences teachers’ conceptual understanding of light phenomena was explored through the administration of the Light Phenomena Conceptual Assessment (LPCA) inventory. The key findings of the study revealed that preservice Physical Sciences teachers exhibited conceptual hurdles in relation to light phenomena such as reflection, refraction, total internal reflection and light scattering. The prevalence of these conceptual hurdles can partly be attributed to pervasive knowledge gaps manifested as a result of deficient instructional strategies adopted to demystify complex nature of light phenomena. Theoretical implications for initial teacher education are discussed.
Berichte der Organisationen zum Thema "Learners and teachers-South Africa"
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Sayed, Yusuf, Elizabeth Tofaris und Kelly Shephard. The Role of Teachers in Peace-Building in Rwanda and South Africa. REAL Centre, University of Cambridge and The Impact Initiative, September 2018. http://dx.doi.org/10.35648/20.500.12413/11781/ii320.
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Tull, Kerina. Social Inclusion and Immunisation. Institute of Development Studies (IDS), Februar 2021. http://dx.doi.org/10.19088/k4d.2021.025.
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The current COVID-19 epidemic is both a health and societal issue; therefore, groups historically excluded and marginalised in terms of healthcare will suffer if COVID-19 vaccines, tests, and treatments are to be delivered equitably. This rapid review is exploring the social and cultural challenges related to the roll-out, distribution, and access of COVID-19 vaccines, tests, and treatments. It highlights how these challenges impact certain marginalised groups. Case studies are taken from sub-Saharan Africa (the Democratic Republic of Congo, South Africa), with some focus on South East Asia (Indonesia, India) as they have different at-risk groups. Lessons on this issue can be learned from previous pandemics and vaccine roll-out in low- and mid-income countries (LMICs). Key points to highlight include successful COVID-19 vaccine roll-out will only be achieved by ensuring effective community engagement, building local vaccine acceptability and confidence, and overcoming cultural, socio-economic, and political barriers that lead to mistrust and hinder uptake of vaccines. However, the literature notes that a lot of lessons learned about roll-out involve communication - including that the government should under-promise what it can do and then over-deliver. Any campaign must aim to create trust, and involve local communities in planning processes.
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor und Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), Januar 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.
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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Ortiz, Raphaëlle, Anamaría Núñez, Corinne Cathala, Ana R. Rios und Mauro Nalesso. Water in the Time of Drought II: Lessons from Droughts around the World. Herausgegeben von Raul Muñoz, Alfred Grunwaldt und Claudia Calderón. Inter-American Development Bank, Juli 2021. http://dx.doi.org/10.18235/0003425.
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This technical note is an update to the previous "Water in the Time of Drought: Lessons from Five Droughts Around the World", published in 2018. It explores drought situations and policies in Spain (including the Canary Islands), Chile, Mexico, the dry corridor between Honduras, Guatemala, and El Salvador, Brazil, and South Africa. Each of these countries has recently dealt with droughts and/or developed long-term solutions to manage them. HydroBID, a tool developed by the IDB, will be presented through relevant case studies. After defining drought experiences and institutional frameworks in each country, the brief will explore the successes and challenges of national drought and water management policies. Best practices and lessons learned will be extracted from each case study to help policymakers better prepare for droughts.