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Zeitschriftenartikel zum Thema "Mainstreaming in education – South Africa – Johannesburg"
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GREEN, LENA. „Mainstreaming: The challenge for teachers in South Africa“. Support for Learning 6, Nr. 2 (Mai 1991): 84–89. http://dx.doi.org/10.1111/j.1467-9604.1991.tb00415.x.
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Shepard, Katherine F. „Sense (Scents) of South Africa“. South African Journal of Physiotherapy 55, Nr. 1 (28.02.1999): 3–5. http://dx.doi.org/10.4102/sajp.v55i1.551.
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This paper presents a brief description of some of the author’s perceptions of the land, of physiotherapy education and practice and of the struggle of the nation of South Africa acquired during a 4 week visit in late spring 1997. One week was spent in Cape Town participating in several venues at the International Congress of the South African Society of Physiotherapy. Three weeks were spent at the University of the Witswatersrand in Johannesburg presenting a course in qualitative research to health care colleagues representing the disciplines of physical therapy, occupational therapy, speech pathology and occupational health. During the time in Johannesburg several health care facilities were visited including Baragwanath Hospital, Natal Hospital and the Wits Rural Facility and Tinswalo Hospital at Acornhoek.
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Naidoo, Bhaigiavathie, und Juliet Perumal. „Female principals leading at disadvantaged schools in Johannesburg, South Africa“. Educational Management Administration & Leadership 42, Nr. 6 (02.10.2014): 808–24. http://dx.doi.org/10.1177/1741143214543202.
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Gregory, James J., und Jayne M. Rogerson. „Housing in multiple occupation and studentification in Johannesburg“. Bulletin of Geography. Socio-economic Series 46, Nr. 46 (20.12.2019): 85–102. http://dx.doi.org/10.2478/bog-2019-0036.
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AbstractResearch concerning studentification is growing in importance. The supply of private student accommodation forms part of the wider urban process of studentification which documents changes in the social, economic and cultural fabric of cities. Although scholarly interest concerning the supply of private student accommodation has enjoyed sustained interest in the global North, only limited work is available surrounding the supply and demand for private student accommodation in global South urban centres. In South Africa there has been growing recognition of the impact of the studentification that has accompanied the massification of tertiary education in the post-apartheid period. Using interviews with key stakeholders, suppliers of student accommodation, as well as focus groups with students, this paper explores the supply of houses in multiple occupation and students’ perspectives on such properties in Johannesburg, South Africa. One distinctive influence upon the studentification process in South Africa is the impact of the national government funding system which was restructured in order to support the tertiary education of students from previously disadvantaged communities.
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Garnett, Jennica, Felix Made, Nonhlanhla Tlotleng, Kerry Wilson und Nisha Naicker. „Work Related Musculoskeletal Pain in Golf Caddies—Johannesburg, South Africa“. International Journal of Environmental Research and Public Health 17, Nr. 10 (21.05.2020): 3617. http://dx.doi.org/10.3390/ijerph17103617.
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Golf is an important and growing industry in South Africa that currently fosters the creation of an informal job sector of which little is known about the health and safety risks. The purpose of the study is to investigate the prevalence and significance of musculoskeletal pain in male caddies compared to other golf course employees while holding contributing factors such as socioeconomic status, age, and education constant. Cross-sectional data were collected and analyzed from a convenience sample of 249 caddies and 74 non-caddies from six golf courses in Johannesburg, South Africa. Structural interviews were conducted to collect data on general demographics and musculoskeletal pain for two to three days at each golf course. On average, caddies were eight years older, had an income of 2880 rand less a month, and worked 4 h less a shift compared to non-caddies employed at the golf courses. Caddies were approximately 10% more likely to experience lower back and shoulder pain than non-caddies. Logistic regression models show a significantly increased adjusted odds ratio for musculoskeletal pain in caddies for neck (3.29, p = 0.015), back (2.39, p = 0.045), arm (2.95, p = 0.027), and leg (2.83, p = 0.019) compared to other golf course workers. The study findings indicate that caddying, as a growing informal occupation is at higher risk for musculoskeletal pain in caddies. Future policy should consider the safety of such a vulnerable population without limiting their ability to generate an income.
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DENIS, PHILIPPE. „The Beginnings of Anglican Theological Education in South Africa, 1848–1963“. Journal of Ecclesiastical History 63, Nr. 3 (20.06.2012): 516–33. http://dx.doi.org/10.1017/s0022046910002988.
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Various attempts at establishing Anglican theological education were made after the arrival in 1848 of Robert Gray, the first bishop of Cape Town, but it was not until 1876 that the first theological school opened in Bloemfontein. As late as 1883 half of the Anglican priests in South Africa had never attended a theological college. The system of theological education which developed afterwards became increasingly segregated. It also became more centralised, in a different manner for each race. A central theological college for white ordinands was established in Grahamstown in 1898 while seven diocesan theological colleges were opened for blacks during the same period. These were reduced to two in the 1930s, St Peter's College in Johannesburg and St Bede's in Umtata. The former became one of the constituent colleges of the Federal Theological Seminary in Alice, Eastern Cape, in 1963.
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Weston, Alia. „Fees Must Fall: Student Revolt, Decolonisation, and Governance in South Africa, Susan Booysen (ed.) (2016)“. Art, Design & Communication in Higher Education 20, Nr. 1 (01.04.2021): 115–17. http://dx.doi.org/10.1386/adch_00033_5.
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Mawonde, Albert, und Muchaiteyi Togo. „Implementation of SDGs at the University of South Africa“. International Journal of Sustainability in Higher Education 20, Nr. 5 (01.07.2019): 932–50. http://dx.doi.org/10.1108/ijshe-04-2019-0156.
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Purpose The purpose of this paper is to demonstrate how universities can play a pivotal role in implementing sustainable development goals (SDGs). It recognises the advantage that universities have in responding to social challenges through their functions and operations, mainly through research and innovation and academic prowess. Not much guidance is available on how they can contribute to SDG implementation. The research is a case study of the University of South Africa, a distance education institution. It showcases how its science campus in Johannesburg has incorporated SDGs in its operations. Design/methodology/approach Data were collected through interviews with campus operations managers and sustainability office managers, a survey with environmental science honours students was conducted and observations of the Unisa Florida campus environment were undertaken to establish practices that contribute towards SDG implementation. Document analysis assisted in complementing the data collection process. Data were analysed by aligning practices with SDG indicators. Findings The research revealed a number of practices that align with SDGs in teaching, research, community engagement and campus operations management. Unisa is however challenged by financial limitations and as an open distance education and learning (ODeL) institution, it struggles to involve students in these projects. The paper concludes that while the most obvious contribution of universities to SDGs is towards quality education (SDG 4), higher education, including distance education institutions, can play an active role in implementing other SDGs as well. Research limitations/implications This research was limited to one institution, Unisa, owing to time limitations. While this might seem like the research was too selective, it was intentional, as the aim was to research a distance education institution. The research targeted staff involved in campus operations at Unisa’s Florida Campus, which is located in Johannesburg. Interviews were limited to students pursuing BSc Honours in Environmental Management. This was a methodological decision to contain the research, but making sure that the targeted respondents were the most informed. Individual case studies are often critiqued for being insufficiently representative to allow generalisations to other contexts (Jupp, 2006). This applies to this research in terms of “populations and universes” (Yin, 2003, p. 10), but generalisations to “theoretical propositions” (ibid) are possible. Originality/value There are few studies in Africa which researched implementation of SDGs in universities, let alone in ODeL institutions. The research revealed the challenge of involving students in sustainability practices in distance education institutions and serves as a testimony that such institutions can still have successful projects on and off campus. It suggests involving students in applied research based on the current sustainability projects on and off campus.
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Maingard, Jacqueline. „EDUCATION FOR A THIRD CINEMA IN SOUTH AFRICA. REFLECTIONS ON A COMMUNITY VIDEO EDUCATION PROJECT IN ALEXANDRA, JOHANNESBURG“. South African Theatre Journal 5, Nr. 1 (Januar 1991): 35–45. http://dx.doi.org/10.1080/10137548.1991.9688027.
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Tilbury, Daniella. „The World Summit, Sustainable Development and Environmental Education“. Australian Journal of Environmental Education 19 (2003): 109–13. http://dx.doi.org/10.1017/s0814062600001518.
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Despite the bad press surrounding the UN World Summit on Sustainable Development (WSSD), the outcomes of the event confirm that WSSD served to reinvigorate global commitments and actions to sustainable development.The Summit, which took place from 26 August - 4 September 2002 in Johannesburg, South Africa, aimed to review progress made towards Sustainable Development over the past 10 years and to work towards commitments to action (UN General Assembly Resolution 55/199). It saw the largest ever gathering of world leaders and over 21,000 participants from 191 government, intergovernmental and non-government organisations, the private sector, academia and the scientific community (IISD, 2002). The mere presence of these stakeholders, willing to engage in the negotiation process, demonstrates that sustainable development is very much alive and relevant.President Thabo Mbeki opened by characterising the growing gap between North and South as “global apartheid” and highlighting the crises of poverty and ecological degradation. It was clear then that the outcomes of the Summit had to go beyond the Rio 1992 commitments which focused on environmental actions. He called for a practicable and meaningful Johannesburg Plan of Implementation to fulfil the framework of Agenda 21 within the Summit theme of “People, Planet and Prosperity”.
Dissertationen zum Thema "Mainstreaming in education – South Africa – Johannesburg"
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Mkhomi, Moses Sipho. „The role of intergroup conflict in school-based violence in the Johannesburg Central Education District Schools: towards a strategy for peace education implementation“. Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2304.
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School-Based Violence (SBV) is prevalent in South Africa and globally. SBV is one of the challenges that the South African education system is facing resulting in a new deep-rooted culture of unsafe and insecure schools. Teachers are expected to teach learners, who display antisocial behaviour. These learners swear, back chat, verbally and physically abuse and show total disrespect for teachers. The presence of such learners has turned schools into battle field. This violence is not exclusively directed to teachers, but learners are also the common victims of bullying in particular. This study therefore sought to investigate how intergroup violence impacts on the schoolbased violence. The concepts, Intergroup Conflict (IC) and gangs/gangsterism were used interchangeably to describe actions of individuals who take part in the social conflict, driven by competition, antagonism and aggression within the school context.
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Elloker, Sakeena. „Inclusive education: a case study of a primary school classroom in a socio-economically disadvantaged environment“. Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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In celebrating 10 years of democracy, South Africa has among other things placed even greater emphasis on human rights. The education of those experiencing barriers to learning, where it has been offered, has historically been separate from general education. The right to inclusive education is currently an international concern and can be viewed as one of the many initiatives that could steer this country into the future. However, other demands also highlighted in this research, make it difficult for ordinary schools to take up the challenge. The primary aim of this research was to investigate current conditions in one typical South African classroom in a disadvantaged area, with reference to inclusion. The study took place at a primary school and attempts to provide a rich description of the school, classroom, educator and learners. The context described is one likely to be familiar to many educators. The study identifies and portrays in detail the range of barriers to learning present in a particular classroom and describes the educator and methods used to accommodate learners. The findings indicate that this educator&rsquo
s classroom can to a certain extent be described as an inclusive classroom and some of the strategies used to accommodate learners are in line with inclusive practices. The final discussion raises a number of important issues with respect to barriers to learning, curriculum, educator training and school support. It is hoped that this study will highlight key issues and possible solutions that could facilitate the implementation of inclusion in South Africa.
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Matela, Lineo Jane. „An investigation of the challenges of implementing inclusive education in one Khayelitsha mainstream school“. Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8965_1257321332.
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This study investigated the challenges of implementing inclusive education in one Khayelitsha mainstream school. The key objectives of this study were to determine which aspects of implementation have worked well in the school and which have not, while exploring the underlying reasons in each case.
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Hall, Riana. „Die rol van spesiale skole in inklusiewe onderwys“. Thesis, Stellenbosch : University of Stellenbosch, 1998. http://hdl.handle.net/10019.1/5483.
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Digitized from microfiche to pdf.Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 1998.
AFRIKAANSE OPSOMMING: Die tydperk van afwagting op die afkondiging van wetgewing rondom die proses van transformasie, word gekenmerk deur 'n lae onderwysermoraal, besnoeiings in begrotings, oorvol klasse, diverse leerderbehoeftes, sowel as 'n algemene gevoel van onsekerheid oor die toekoms. Teen hierdie agtergrond het die studie gepoog om die insluiting van leerders met spesiale onderwysbehoeftes in hoofstroomonderwys, vanuit spesiale skool-personeel se perspektiefte bepaal. Daar is gebruik gemaak van 'n situasie-analise van die huidige stand van spesiale skole, kommentaar van spesiale skool-personeel oor inklusiewe onderwys in te win, sowel as om onderhoude te voer met belanghebbende rolspelers en kundiges rondom inklusiewe onderwys op nasionale en internasionale gebied. Dit blyk uit die ondersoek dat daar 'n behoefte is aan samewerking tussen spesiale en hoofstroomonderwys. Spesiale skole as deskundige sentrums kan 'n bydrae lewer op die gebied van die assessering van leerstyle en akademiese vaardighede, die bepaling van sosiale en gedragsbehoeftes, sowel as die organisering van die multi-disiplinêre span rondom die leerder se akademiese en nie-akademiese behoeftes. Spesiale skool-personeel kan betrokke raak by die opleiding en ondersteuning van hoofstroomonderwysers in die hantering van leerders met spesiale onderwysbehoeftes en kan as samewerkende konsultante by verskillende onderwyssituasies inskakel, soos byvoorbeeld: • in die hoofstroomskool in die hoofstroomklas; • in 'n hoofstroomskool waar leerders tydelik onttrek word uit die hoofstroomklas; • in die hoofstroomskool in 'n spesiale klas of eenheid; of • in 'n spesiale skool. Ten spyte van bestaande vaardighede en kennis van beide hoofstroom- en spesiale onderwysers, beskik hulle nie oor die nodige samewerkingsvaardighede om kundighede effektief te deel nie. Dit blyk dat spesiale skole as bestaande formele strukture onderwysbehoeftes moet aanspreek en ondersteuning behoort te bied aan leerders, onderwysers, ouers en ander lede van die gemeenskap in die beweging na inklusiewe onderwys in Suid-Afrika.
ENGLISH ABSTRACT: Special education and mainly the continued existence of special schools, is the focal point of the transformation to a system of inclusive education in South Africa. The period pending the promulgation of law regarding the process of transformation, is distinguished by the low morale of teachers, cutbacks on budgets, a large number of learners with diverse needs in mainstream, as well as special classes, and a general feeling of uncertainty pertaining to the future. Against this background, the study seeks to investigate the inclusion of learners with special educational needs in mainstream schools from special school staff's point of view. This study involved a situation analysis of the current stance of special schools, gathering comments from special school staff on inclusive education, as well as having interviews with role-players and experts on inclusive education on national and international domain. The study reveals a need for special and mainstream teachers to collaborate. Special schools as expert centers can be instrumental in assessing learning styles and academic skill levels, identifying social and behavioural needs and organising the multi-disciplinary team around an individualised plan in order to meet both academic and non-academic needs. Special school personnel should be involved with the support and training of mainstream teachers to empower them to deal with learners with special educational needs. Special school personnel can link up as collaborative consultants in various educational settings, such as: • in the mainstream school in the mainstream class; • in the mainstream school where learners are temporarily pulled out of the regular programme; • in the mainstream school in a special class or unit; or • in a special school. Despite existing skills and knowledge of both mainstream and special school teachers, they do have the necessary collaborative skills to effectively share their expertise. This study indicates that special schools, as existing formal structures, have a pivotal role in addressing these needs and supporting learners, teachers, parents and other community members in the movement to inclusive education in South Africa. -
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Mahlambeni, Ntombikayise Sylvia. „School stakeholders’ perceptions on the mainstreaming of pregnant learners in two East London secondary schools“. Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006236.
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Teenage pregnancy is one of the major factors leading to girls dropping out of school especially in developing countries such as South Africa. To address the problem, the South African government has put forward policies which allow for the continued enrolment of learners who could fall pregnant while at school. However, there is evidence that pregnant learners drop out of school even though these policies are in place. Hence this study investigated the perceptions of the school stakeholders on the mainstreaming of pregnant learners and one of the stakeholders is the pregnant learners themselves. This study also aimed to investigate the way pregnant learners were perceived and treated in their schools and the views of the stakeholders on supporting the pregnant learners academically. It also aimed to explore leadership and management implications of the school stakeholders’ perceptions. This study revealed that some of the stakeholders were not aware of the existence of the policy that allows for the mainstreaming of pregnant learners in public schools. Those that indicated that they were aware of it reported to have a fuzzy idea of the policy. It seemed there was no shared understanding of the policy among the stakeholders; as a result the policy was not effectively implemented in the schools. This could also be the reason for the negative attitude shown by some of the school stakeholders to the policy. However, all stakeholders voiced out their opinions about this policy. With regards to the policy implementation they expressed fears that the educators may not be capacitated enough to deal with learner pregnancy and also that the pregnant learners may have a negative influence on other learners. Cultural beliefs and stereotypes seemed to play a role on how the stakeholders perceived the policy that legislated the mainstreaming of pregnant learners.
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Roberts, Robert. „Educators' perception of school remedial education services rendered to pupils in the mainstream of education“. Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/17279.
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Bibliography: pages 252-280.Special Education encompasses a wide field. It is an expensive form of education and is often criticized for its shortcomings. One part of Special Education is remedial teaching for children with learning disabilities. In order to provide good quality services, it is necessary to evaluate what is currently being offered and what is envisaged as desirable for the future. This study focusses on those two factors by examining the perceptions of remedial teaching as held by educators (principals, regular class teachers and remedial teachers themselves) in fifty-two schools of the Department of Education and Culture - House of Representatives (DEC-HR). Current service provisions and the desired role of the remedial teacher are thus examined to determine whether educators perceive these as adequate and desirable. A study of the literature was undertaken and guided by those insights a questionnaire was drawn up. This was distributed to educators and the information was verified and augmented by personal interviews with remedial educators. Three hundred and twenty questionnaires were distributed. The views of principals, regular class teachers and remedial teachers were surveyed in those primary schools served by a remedial teacher. Descriptive statistical analyses were used to arrive at both quantitative and qualitative assessments of the position of Remedial Services in the Department of Education (House of Representatives). The study revealed a strong correspondence between the three groups of educators regarding their perception of remedial services. The author endeavours to illustrate that the lack of consensus about criteria for definition and classification of Learning Disability and consequently Remedial Education, leads to confusion of the role(s) remedial teachers are expected to fulfil. This affects the provision of adequate and effective remedial services to pupils in need of such specialised educational facilities. Results from this study led the author to draw up a proposed structure for Specialised Education, in particular, Remedial Education, in a unitary Education System in South Africa.
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Campher, Elsie J. „Educational change : a support programme for educators in an inclusive school setting“. Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53402.
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Thesis (PhD)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: In the movement towards inclusive education, demands that quality education for all present challenges for educator support to facilitate educational change in South Africa. The proposed link between effective educational transformation and understanding and managing change stimulated the researcher's desire to develop an in-service education and training programme for educators within the concept of whole school development. Such a programme could ensure the simultaneous development of competence of the individual and the school as an organisation. The first phase of this study comprised the development of a particular in-service educator support programme aimed at addressing the identified needs of a specific target group of educators to facilitate educational transformation within an inclusive setting. The primary focus of the study was the development of educator competencies that would help educators cope with educational change by means of the establishment of school-based support teams. The content was based on a comprehensive overview of the literature on individual and institutional development as well as change. This was synthesized into four modules (Module one: change, transition, reviewing and clarifying vision and mission; Module two: leadership, teamwork and support; Module three; organisational change, the learning organisation and organisational culture; Module four: application). In the second phase an evaluation research design was used to conduct a comprehensive evaluation of the programme in order to make judgements (from an accountability perspective) to facilitate programme improvement (from a development perspective) and to generate knowledge (from the perspective of academic value). The programme was presented in ten sessions of three hours each over a period of seven months during and after which qualitative and quantitative data was obtained and combined to ensure higher quality data for the identification of outcomes. An interpretive version of content analysis was applied for the identification of patterns from which subcategories, categories and a main theme was constructed. The programme succeeded in achieving the primary objective of facilitating the establishment of school-based support teams: 95% of the schools that participated in the programme established school-based support teams. It also contributed to the development of personal and professional competency in educators that helped them cope with educational change. Participants experienced significant positive changes in their own thinking and perceptions regarding inclusive education, educational change, support and teamwork. They understood why they needed to change, and developed a better understanding of how to deal with the effects of change. From the patterns identified, the sub-categories of personal, professional and school development were constructed. Change emerged as the overarching main theme. Embedded within this were the roles of the facilitator and of transformative learning. The research flndinqs confirmed that the problem was appropriately conceptualised and that the design of the programme adequately addressed the needs of the participants. Respondents reported that they were more knowledgeable and skilful, and that they had experienced positive changes in their attitudes. These personal changes contributed to better educational service delivery and improved schools. This study demonstrated that educators can be given the support they need to cope with educational change through an in-service support programme which is needs driven and which focuses simultaneously on individual and organisational development.
AFRIKAANSE OPSOMMING: Eise vir kwaliteit opvoeding in die beweging na inklusiewe opvoeding stel uitdagings aan opvoederondersteuning om opvoedingsveranderinge in Suid-Afrika te fasiliteer. Die voorgestelde skakel tussen effektiewe opvoedingstransformasie en die verstaan en bestuur van verandering het by dié navorser die begeerte aangewakker om 'n indiensopvoeding- en -opleidingsprogram vir opvoeders te ontwikkel binne die konsep van heelskoolontwikkeling. So 'n program sou die gelyktydige ontwikkeling van die individu se bevoegdheid en van die skool as organisasie kon verseker. Die eerste fase van die studie het die ontwikkeling van 'n spesifieke indiensondersteuningsprogram vir opvoeders behels wat daarop gemik is om die geïdentifiseerde behoeftes van 'n spesifieke teikengroep opvoeders aan te spreek om opvoedingstransformasie binne 'n inklusiewe omgewing te fasiliteer. Die primêre fokus van die studie was die ontwikkeling van opvoedersbevoegdhede wat opvoeders sou help om opvoedkundige veranderinge te hanteer deur middel van die vestiging van skoolgebaseerde ondersteuningspanne. Die inhoud is gebaseer op 'n omvattende oorsig van die literatuur oor individuele en institusionele ontwikkeling. Dit is byeengebring in vier modules (Module een: verandering, oorgang, hersiening en verduideliking van visie en missie; Module twee: leierskap, spanwerk en ondersteuning; Module drie: organisatoriese verandering, die leerorganisasie en organisatoriese kultuur; Module vier: aanwending). In die tweede fase is 'n evalueringsnavorsingsontwerp gebruik om 'n omvattende evaluering van die program uit te voer met die doelom oordele te vel (vanuit 'n rekenskapgewende perspektief) om programverbetering te fasiliteer (vanuit 'n ontwikkelingsperspektief) en om kennnis te genereer (vanuit die perspektief van akademiese waarde). Die program is in tien sessies van drie uur elk oor 'n periode van sewe maande aangebied. Gedurende en na hierdie periode is kwantitatiewe en kwalitatiewe data verkry en gekombineer om data van hoër gehalte vir die identifisering van uitkomste te verseker. 'n Interpretatiewe weergawe van inhoudsanalise is aangewend om patrone te identifiseer waaruit subkategorieë, kategorieë en 'n hooftema saamgestel is. Die program het daarin geslaag om die hoofdoel te bereik, naamlik om die totstandbring van skoolgebaseerde ondersteuningspanne te fasiliteer: 95% van die skole wat aan die program deelgeneem het, het skoolgebaseerde ondersteuningspanne begin. Die program het ook bygedra tot die ontwikkeling van persoonlike en professionele bekwaamheid in opvoeders wat hulle gehelp het om opvoedkundige verandering te hanteer. Deelnemers het beduidende positiewe veranderinge in hul eie denke en persepsies ondervind rakende inklusiewe opvoeding, opvoedkundige verandering, ondersteuning en spanwerk. Hulle het verstaan waarom hulle moes verander, en het 'n beter begrip ontwikkel ten opsigte van die hantering van die uitwerking van verandering. Uit die geïdentifiseerde patrone is subkategorieë van persoonlike, professionele en skoolontwikkeling saamgestel. Verandering het as die oorkoepelende hooftema te voorskyn gekom. Ingebed hierin was die rolle van die fasiliteerder en van transformatiewe leer. Die navorsingsbevindinge bevestig dat die probleem op toepaslike wyse gekonseptualiseer is en dat die ontwerp van die program die deelnemers se behoeftes op gepaste wyse aangespreek het. Respondente het gerapporteer dat hulle oor meer kennis beskik en vaardiger is en dat hulle positiewe veranderinge in hul houdinge ervaar het. Hierdie persoonlike veranderinge het bygedra tot beter opvoedkundige dienslewering en verbeterde skole. Hierdie studie het aangetoon dat opvoeders die nodige ondersteuning kan kry om opvoedkundige verandering te kan hanteer deur middel van 'n indiensondersteuningsprogram wat behoeftegedrewe is en wat terselfdertyd fokus op individuele en organisatoriese ontwikkeling.
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Hamilton, Joanne. „Promoting inclusive education : a case study of assessment in two rural schools“. Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53562.
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Thesis (MEdPsych)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: An outcomes-based education (OBE) approach was introduced into South African schools in 1998 in order to align education with the democratic values of the new government. The transition to OBE has not been an easy process for many stakeholders. Teachers, in particular, have had to review their own philosophies and practices of teaching and learning. This paradigm shift required by OBE was, however, underestimated in teacher training. The recent addition of an inclusive education approach may arguably be seen as a natural, anticipated extension of the transformation of South African education. This is stated because the principles and practices of inclusion are endorsed and actualised by OBE and the Constitution of South Africa. Based on this inference, this research study explores how assessment, an integral part of the teaching and learning process, can contribute towards the promotion of inclusive education. The research was conducted at two rural mainstream primary schools near Stellenbosch in the Western Cape. The research methodology was based on the principles and beliefs of the qualitative paradigm as this study explored the teachers' constructed realities and experiences of assessment in OBE and inclusive education. A case study research method was employed in order to produce 'thick' descriptions and contextualised interpretations of their constructions. Following Creswell's (1994) dominant-less dominant design model, the data in the study was produced via both qualitative and quantitative research methods. A selfadministered questionnaire consisting of closed-ended and open-ended questions was given to all of the teachers at both schools to enable an initial inquiry into the area of research interest. The responses to the closed-ended statements produced the quantitative data in the research study and the responses to the open-ended questions formed part of the qualitative data. Following an analysis of the data produced, two volunteer teachers at each school were then interviewed to gain further insight and clarification. The qualitative and quantitative data produced in each case study were first analysed separately (within case analysis) and then compared and combined in a cross-case 'study analysis. This approach enabled a thorough understanding of the research question and the production of quality research. The findings of the research indicate that, although the teachers in the case studies do not see a connection between assessment and inclusion, their assessment practices and principles do contribute towards the promotion of inclusive education. The research found that assessment in OBE has encouraged these teachers to view their learners as individuals with different abilities and needs. Consequently, some of the teachers have adjusted and modified their assessment methods to accommodate these factors. It was also found that not all of the teachers seem to have made a paradigm shift required by OBE. This lack of internalised understanding might contribute towards the confusion, insecurity and skepticism reported by some teachers with regards to assessment and inclusive education. Due to the importance of a paradigm shift in OBE and inclusive education, it is strongly recommended that teachers receive the necessary assistance and training that engenders this transition.
AFRIKAANSE OPSOMMING: 'n Uitkomsgebaseerde onderwys (UGO) benadering is in 1998 in Suid-Afrikaanse skole bekendgestel ten einde onderwys in lyn te bring met die demokratiese waardes van die nuwe regering. Die oorgang na UGO was vir menige rolspelers nie 'n maklike proses nie. Veral onderwysers moes hulle filosofie en praktyke rondom onderrig en leer hersien. Hierdie paradigmaskuif, wat 'n vereiste vir UGO is, word in onderwyseropleidingsprograrnme onderskat. Die onlangse toevoeging van 'n inklusiewe onderwys benadering mag moontlik gesien word as 'n natuurlike, geantisipeerde verlenging van die verandering in Suid- Afrikaanse onderwys. Dit word genoem omdat die beginsels en praktyke van inklusiewe onderwys deur UGO en die konstitusie van Suid-Afrika onderskryf en geaktualiseer word. Op grond van hierdie aanname, ondersoek hierdie navorsingsprojek hoe assessering as 'n integrale deel van die onderring en die leerproses kan bydra tot die bevordering van inklusiewe onderwys. Die navorsing is by twee landelike, hoofstroom primêre skole naby Stellenbosch in die Wes- Kaap geloods. Die navorsingsmetodologie is gebaseer op die beginsels en praktyke van kwalitatiewe navorsing, aangesien die studie onderwysers se vertolking van die werklikheid en ervarings van assessering in UGO en inklusiewe onderwys ondersoek. 'n Gevallestudie as navorsingsmetode is gebruik om gedetailleerde, presiese beskrywings en gekontekstualiseerde interpretasies van die betrokke onderwysers se belewenisse te lewer. Deur Creswell (1994) se 'dominant-less dominant design model' as riglyn te gebruik is data van hierdie studie op beide 'n kwalitatiewe en kwantitatiewe navorsingsmetode geproduseer. 'n Vraelys wat geslote- en oop-einde vrae bevat het en self deur alle onderwysers van beide skole voltooi is, is gebruik om die aanvanklike narvorsingsbelange te identifiseer. Kwalitatiewe narvorsingsdata is verkry deur die response wat gelewer is op oop-einde vrae en kwantitatiewe data is geproduseer deur middle van die geslote-einde vrae. Na 'n analise van die data is onderhoude met twee vrywillige onderwysers van beide skole gevoer om meer inligting en duidelikheid te verkry. Die kwalitatiewe en kwantitatiewe data wat geproduseer is, is eers afsonderlik geïnterpreteer en daarna in 'n kruis-gevallestudie analise vergelyk en gekombineer. Hierdie benadering het tot deeglik, deurdagte insigte rakende die navorsingsvraag en die daarstel van kwaliteit navorsing, gelei. Die narvorsingsbevindinge het getoon dat, alhoewel die onderwysers wat betrokke was by die gevallestudies nie 'n verband kon sien tussen assessering en inklusiewe onderwys nie, het hulle assesseringspraktyke en -beginsels wel 'n bydrae gelewer tot die bevordering van inklusiewe onderwys. Die navorsing het bevind dat assessering in UGO die onderwysers aangemoedig het om hulle leerders as individue met unieke vermoëns en behoeftes te sien. Gevolglik het sommige onderwysers aanpassings en veranderings In hulle assesseringsmetodes gemaak om hierdie faktore te akkommodeer. Daar is ook bevind dat nie al die onderwysers die paradigmaskuif wat UGO vereis, gemaak het nie. 'n Onvermoë om die beginsels van UGO te internaliseer mag moontlik bydra tot die verwarring, onsekerheid en skeptisisme oor assessering en inklusiewe onderwys wat deur sommige van die onderwysers gerapporteer is. Weens die belangrikheid van 'n paradigmaskuif in UGO en inklusiewe onderwys, word daar ten sterkste aanbeveel dat onderwysers die nodige ondersteuning en opleiding ontvang om hierdie oorgang te bewerkstellig.
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Geduld, Deidre Chante. „The role of school management teams in the implementation and maintenance of inclusive education“. Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/956.
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Inclusion is about the organizational change within schools to improve the educational system for all learners. It means changes in the curriculum, changes in how teachers teach and how learners learn, as well as changes in how learners with and without special needs interact with and relate to one another. The quality of leadership makes a significant difference to educator participation in accommodating all learners. However, for this we as educators must ensure that we are fully capable of delivering this service irrespective how old we are or what our qualification levels are. It is my objective to understand the role the school management team plays in facilitating the process of changes, as change cannot be forced and the fear of change must be acknowledged and faced. The qualitative research paradigm and more specifically the participatory action research approach, which is, applied research that treats knowledge as a form of power and designates with the line between research and social action particularly assisted me in answering my research question. xiv used to describe school management team members’ understanding and experiences pertaining to inclusive education and why they are procrastinating. After data analysis of the first step was concluded, the research established that the participant educators were not in favour of inclusive education and for that reason perceived it negatively. Educators are not enthusiastic about inclusivity. Step 2 was the action plan of my research study on which the school management team members decided collective as a method to restructure their thinking towards an implementation programme for inclusive education for their school. The researcher also reflected on the limitations inherent to this study and presented guidelines and recommendations for implementing and maintaining inclusive education.
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As, Adrienne van. „'n Ondersoek na die gebruik en ontwikkeling van onderrig- en leermateriaal in multigraadskole in die Wellington Landdrosdistrik“. Thesis, Cape Pemninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1884.
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Thesis (Master of Education( Education))-- Cape Peninsula University of Technology, 2009Multigrade classrooms face a lot of challenges because of their unique circumstances where more than one grade is combined in one classroom with one teacher. One of the problems is the lack of suited teaching and learning materials (TLM) for these classrooms. It includes the lack of computer-based TLM. Existing TLM that is developed for the use in monograde classroom cannot be used effectively in multigrade classrooms. TLM can provide a valuable contribution in these unique teaching and learning processes. An investigation was needed to determine the condition of die development, selection and use of TLM in these kind of schools. Only then can the solutions for the problems be investigated. During the investigation quantitative and qualitative research methods were used. During the first phase data was collected by a structured questionnaire where after and where of data were collected through standardized structured open-ended interviews and classroom observations in phase two and three. One of the main reasons for the problem is multigrade teacher‟s lack of knowledge and skills in die development, selection and use of TLM in the teaching and learning process. There is no criteria and requirements for the development and selection of TLM. Multigrade teachers do no realize the contribution TLM can provide in the process. The teaching strategies used in the multigrade classroom are very teacher-centered and it contributes to learners‟ lack of development in die teaching and learning process. It also contributes to the multigrade teacher‟s raise in work load and lack of time to do what they must do to ensure quality teaching and learning. There is big need for teacher training as well as in-service training of multigrade teachers that prepare teachers for the different aspects multigrade education. This training must not just include the development, selection and use of TLM, but also the five areas of multigrade teaching. Complete criteria and requirements for TLM in multigrade classroom must be composed by all the role players where after and where of TLM can be developed and selected effectively
Bücher zum Thema "Mainstreaming in education – South Africa – Johannesburg"
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Dlamini, Solomon M. Mid-decade review of progress: Towards education for all (EFA) in Africa, Johannesburg, South Afgrica, 20-23 February, 1996. [Mbabane?: s.n., 1996.
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D, Jansen Jonathan, Hrsg. Diversity High: Class, color, culture, and character in a South African high school. Lanham: University Press of America, 2008.
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Vandeyar, Saloshna. Diversity High: Class, color, culture, and character in a South African high school. Lanham: University Press of America, 2008.
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Water for African Cities Programme., Hrsg. Water education in African cities: Report of an expert group meeting, Johannesburg, South Africa, 30 April-2 May, 2001. Nairobi, Kenya: United Nations Centre for Human Settlements (Habitat), 2001.
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A framework for heritage, multiculturalism and citizenship education: Seminar papers and proceedings, April 15-17, Johannesburg, South Africa. London: Commonwealth Secretariat, 2003.
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(Editor), Amina Osman, und Brenda Leibowitz (Editor), Hrsg. A Framework for Heritage, Multiculturalism and Citizenship Education: Seminar Papers and Proceedings, April 15-17 2002, Johannesburg, South Africa (Commonwealth Case Studies in Citizenship Education). Commonwealth Secretariat, 2004.
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Brian, McKendrick, und University of the Witwatersrand. School of Social Work., Hrsg. The Contribution of social work in a changing South Africa: Proceedings of the conference which marked the golden jubilee of social work education at the University of the Witwatersrand, Johannesburg, 6 and 7 July 1987. Johannesburg: School of Social Work, University of the Witwatersrand, 1987.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Mainstreaming in education – South Africa – Johannesburg"
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Mihindou, Guy R. „Language and Academic Literacies Development at the University of Johannesburg“. In Transformation of Higher Education Institutions in Post-Apartheid South Africa, 27–36. New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351014236-3.
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Malan, Naudé. „Service Learning and Stakeholder Action: Technology and Education for Urban Agriculture in Johannesburg, South Africa“. In Urban Food Democracy and Governance in North and South, 177–91. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17187-2_11.
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Gravett, Sarah, und Nadine Petersen. „A school–university partnership for teacher education in Soweto, Johannesburg“. In Glimpses into Primary School Teacher Education in South Africa, 71–86. Routledge, 2020. http://dx.doi.org/10.4324/9780429322402-7.
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Mkwananzi, Wadzanai F., und Merridy Wilson-Strydom. „Chapter 2 Conceptualizing Higher Education Aspirations Formation among Marginalized Migrant Youth in Johannesburg, South Africa“. In Innovations in Higher Education Teaching and Learning, 27–41. Emerald Publishing Limited, 2019. http://dx.doi.org/10.1108/s2055-364120180000015004.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Mainstreaming in education – South Africa – Johannesburg"
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„An Investigation into the State of Environmental Education and the use of Technology in Environmental Education in Gauteng, South Africa“. In Nov. 18-19, 2019 Johannesburg (South Africa). Eminent Association of Pioneers, 2019. http://dx.doi.org/10.17758/eares8.eap1119442.
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Pather, Magas. „LANGUAGE AS BARRIER TO COMMUNICATION AMONG BLACK AFRICAN STUDENTS AT THE UNIVERSITY OF JOHANNESBURG, SOWETO CAMPUS (GAUTENG, SOUTH AFRICA)“. In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0118.
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Khoza, Samuel. „A TEACHING STRATEGY FOR SECTIONAL DRAWING CONCEPT: A CASE OF PRE-SERVICE TEACHERS IN A JOHANNESBURG UNIVERSITY, SOUTH AFRICA“. In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2419.
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Simpson, Zach, Nickey Janse van Rensburg und Dalien Rene Benecke. „Development of ‘Soft Skills’ through extra-curricular project work: The case of the Jozi Digital Ambassadors Project in Johannesburg, South Africa“. In 2018 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2018. http://dx.doi.org/10.1109/educon.2018.8363220.
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Meyer, Johan, Hannelie Nel und Nickey Janse van Rensburg. „Systems Engineering Education in an Accredited Undergraduate Engineering Program“. In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-68038.
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Developing countries are mostly reliant on external technologies and this augments the need for systems engineering capability in these economies. It is therefore imperative that systems engineering as theory and practice is included in undergraduate engineering curricula to strengthen the internal technological capability of a country’s developing engineers. In South Africa, the quality of undergraduate engineering programs is governed by the Engineering Council of South Africa (affiliated under the Washington Accord); and the exit level outcomes of the programs are predetermined explicitly per module. Systems engineering was introduced to an undergraduate electrical engineering program offered in the Faculty of Engineering and the Built Environment at the University of Johannesburg; and a framework developed to ensure that the program still meets the requisite ECSA exit level outcomes and therefore international standards. This paper presents the design and implementation of the framework, as well as the challenges that students are exposed to when faced with real-world systems engineering practice. Students were grouped into independent product development teams using a software support tool which promotes diversity and skill-level targets for each team. The independent team structure required the use and application of the systems engineering process and supported the development of management and communication skills. Furthermore, the framework allowed assessment of the performance of each product development team towards achieving the overall project objectives. One of the accreditation requirements of undergraduate engineering programs is peer assessment and this was achieved by the process. The paper closes by presenting the results of the stated framework implementation in an undergraduate electrical engineering program offered in the Faculty of Engineering and the Built Environment at the University of Johannesburg.
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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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Barnard, Zenia, und Derek Van der Merwe. „Bridging the Digital Divide: Case Study of the Distribution of Tablets to First Years at the University of Johannesburg“. In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2162.
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The digital divide between those more and those less technologically skilled is a reality and has been for many years. This divide is especially prominent in developing countries such as South Africa and in societies that suffer from socio-economic disadvantage. There are many reasons for the continued presence of this divide and these are briefly described in this paper. The negative consequences that flow from this divide, is also briefly discussed. It is not only social and economic deprivation, though, that contribute to the divide. A project at the University of Johannesburg (UJ) to provide tablets to first year students is discussed in some detail. The challenges that arose from the implementation of this initiative make it apparent that factors such as psychology and managerial efficiencies also contribute in no small measure to a perpetuation of the divide. A multi-disciplinary approach to the eventual bridging of the divide is proposed. Such an approach takes account of the need to recognize and develop a host of solutions as necessary preconditions for sustainable technological advancement in developing countries.
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Kumpaty, Subha, Esther Akinlabi, Christopher Reynolds, Robert Mueller und Sisa Pityana. „Global Research Collaboration and International Education: Laser Metal Deposition of Varying Percent of Ti-6Al-4V + Molybdenum on Ti64 Substrate for Biomedical/Aerospace Applications“. In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-65094.
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This paper presents the characterization studies conducted by Milwaukee School of Engineering senior undergraduate students in South Africa under the Research Experiences for Undergraduates grant EEC-1460183 sponsored by the National Science Foundation (Principal Investigator Dr. Kumpaty). Robert Mueller and Christopher Reynolds conducted research in summer of 2015 under advisement of Dr. Kumpaty and his South African collaborators, Dr. Esther Akinlabi and Dr. Sisa Pityana. The foreign collaborators’ excellent support was pivotal to the success of our U.S. students. Ti-6 Al-4 V is a titanium alloy that accounts for about 80% of the titanium market. The Ti-64 alloy contains 6 wt% Aluminum and 4 wt% Vanadium, an almost equal ratio of α + β phases. Through the laser surface modification process known as Laser Meal Deposition, this alloy offers the optimum combination of enhanced properties. This research focuses on the application of adding a combination of molybdenum (Mo) and Ti-64 powders to a Ti-64 substrate surface in order to improve the durability for various biomedical/aerospace applications. Deposition of the powders was completed at the CSIR - National Laser Center, in Pretoria, South Africa. The characterization studies were carried out at the University of Johannesburg. The results of the hardness tests showed that the addition of molybdenum to Ti-64 increased the hardness of the deposited material compared to that of the substrate. This verifies that the addition of Mo to metals can affect the mechanical properties to better suit various applications. While Robert Mueller studied the effect of laser power on the properties of laser metal deposited Ti-6Al-4V + Mo for wear resistance enhancement, Christopher Reynolds investigated scanning velocity influence on the evolving properties of laser metal deposited Ti-6Al-4V + Mo. The results of this promising research and various options for further investigation are presented. The beneficial value of such a global research enterprise on the budding engineers will be apparent and the paper details the process of the international component of the Research Experiences for Undergraduates.