Дисертації з теми "Teaching in Central Africa"
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Rijuan, Li. "Problems encountered with the teaching of computer applications technology and information technology at senior secondary school level : a managerial approach." Thesis, Bloemfontein : Central University of Technology, Free State, 2009. http://hdl.handle.net/11462/38.
Анотація:
Thesis (M. Tech.) -- Central University of Technology, Free State, 2010The aim of the study was to determine the problems encountered by educators who teach Computer Applications Technology (CAT) and Information Technology (IT) in the FET band in the Bloemfontein area, Free State. The main contribution of the study lies in the identification of those problems. By knowing and understanding the problems, the Department of Education and the stakeholders will seek solutions to rectify the problems which will lead to the successful implementation of IT and CAT. The assumptions of the study were that many educators lacked basic ICT skills and pedagogical training, and there were not enough computer stations for learners. Both the qualitative and quantitative approaches were used in the study. The researcher used the survey research method and data was collected through the use of questionnaires and interviews. Simple random sampling was used to ensure that each member of the population in the study had an equal chance of being selected. Descriptive and inferential statistics were used in analyzing the data from the questionnaires. In order to analyze the qualitative data from the interviews, the researcher described the sample populations, ordered and coded the data (data processing), and displayed summaries of data in such a way that interpretation became easy. This was done by preparing tables, diagrams and pie charts. According to the results of the study, the problems that the educators encountered include a lack of sufficient didactical training for educators, learners don’t have computers at home to practice on, a lack of financial support to provide relevant facilities for schools, such as computer laboratories and learning materials in IT/CAT, educators spend too much time on paper work and do not have enough time for teaching, and IT/CAT teachers become ‘do-it-all’ teachers with regard to any work on the computer, such as fixing the computer, designing the school website. Regarding the identified problems, recommendations were made, such as the Department of Education must review the curriculum of IT and CAT, sufficient subject related training and didactical training for IT and CAT educators should be provided by the Department of Education on a regular basis.
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Lekhu, Motshidisi Anna. "ASSESSING THE TEACHING EFFICACY BELIEFS OF SCIENCE TEACHERS IN SECONDARY SCHOOLS IN THE FREE STATE PROVINCE." Thesis, Bloemfontein: Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/245.
Анотація:
Thesis (D. Phil. (Humanities)) -- Central University of Technology, Free State, 2013The purpose of this study was to assess the science teaching efficacy of the Physical Science teachers in the secondary schools of the Free State province of the Republic of South Africa. Quantitative and qualitative methods were employed to gather data for this study. It was aimed at determining the effect of the demographic factors and the teachers’ level of preparedness regarding content knowledge and assessment skills on science teaching efficacy. The sample consisted of 190 Physical Science teachers. Two instruments were used to collect data: (1) A self-constructed questionnaire with the Science Teaching Efficacy Belief Instrument for in-service teachers (STEBI-A) modified for this study, and (2) Semi-structured interviews. Teachers’ biographical data and level of preparedness to teach Science were assessed against the two sub-scales of Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE). Analysis of data was by basic statistics, descriptive statistics and inferential statistics using SPSS 20.0. Qualitative data were transcribed and categorised into emerging themes. Analysis of the self-efficacy survey indicated highly positive self-efficacy beliefs expressed by most of the practising secondary school teachers in regards to Science teaching. Teachers believe in their own teaching abilities (Personal Science Teaching Efficacy beliefs) and they believe learners’ learning can be influenced by effective teaching (Science Teaching Outcome Expectancy beliefs). In addition, analyses of data on the respondents’ level of preparedness to teach Science indicated a high level of self-rated Science knowledge, with higher confidence levels in Physics than in Chemistry among in-service secondary teachers. MANOVA analysis indicated that teachers’ gender, teaching experience, professional and academic qualifications, Chemistry and Physics content knowledge, frequency of practical work, and confidence in conducting experiments played a significant role in the collective dependent variables, while the grades teachers taught, their age and learner assessments did not. Analysis further indicated that secondary school teachers with a B.Sc (Ed) degree had significantly stronger STOE than teachers with any other professional qualifications. vi There was a significant difference between males and females in the STOE sub-scale scores (F=6.139; p=0.014) with males scoring higher than females; but no significant difference between males and females in the PSTE sub-scale scores (F=5.925; p=0.667). Moreover, teachers with at most five years and at least 16 years of teaching experience had significantly higher PSTE scores than teachers with different years of teaching experience. Furthermore, analyses of the level of preparedness in conducting practical work indicated that respondents were more confident to conduct Physics experiments than Chemistry experiments. In-service secondary Science teachers believed that assessment is an important and integral aspect of teaching and learning, hence they utilised a variety of assessment modes in their classroom. It is recommended that further study should include a test in content knowledge, so that teachers can be assessed to confirm their confidence in content knowledge, rather than allowing them to rate themselves without an actual test. Moreover, qualitative studies may be conducted to support teachers’ self-report measures, such as classroom observations, in order to gain in-depth data about teachers’ efficacy beliefs. If more research is conducted on the self-efficacy beliefs of in-service Science teachers at secondary school level, the curriculum of teacher training programmes could be developed and structured further, there could be more understanding on what pre-service teachers face - this will help to understand how to motivate teachers to teach Science.
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Meyer, Jumé. "A critical review of TEFL (Teaching English as a Foreign Language) as an effective method of teaching English in a multi-lingual environment." Thesis, Bloemfontein : Central University of Technology, Free State, 2010. http://hdl.handle.net/11462/18.
Анотація:
Thesis (M. Tech.) - Central University of Technology, Free State, 2010English is listed as the official or second official language in forty five countries. It is the majority language in twenty seven countries. English is spread vastly over the world, resulting in scores of speakers (Kitao, 1996). However, in countries where English is not the dominant language, language schools are available to assist in the acquisition of the language. It is stated that EFL methods are effective and thriving in teaching English to non-native speakers. It is further pointed out that EFL methods rival those used in traditional classes which mainly use teacher-orientated-language whereas TEFL focuses on enhancing student-orientated-language in a classroom (http://teflonline.com). The research’s importance stems from the area of focus and purpose. It is the primary purpose of this paper to examine whether improved possibilities and imperatives of language acquisition to subjects and teachers are offered by TEFL methods. The dissertation derives greater primary importance upon consideration of the effectiveness of TEFL in multi-lingual classrooms. This dissertation will determine whether EFL methods are in fact more effective and efficient in teaching English than other known methods. On another point it should then be possible to improve TEFL methods and take them to further possibilities such as online classes or web-based-training. The dissertation’s aim is to critically review TEFL as an effective method of teaching English in a multi-lingual environment. This is done by incorporating the TEFL teaching methods into an experimental classroom of students from different ethnical backgrounds, age groups and mother tongues – except English. By critiquing the TEFL course content and using contextual and literature reviews, internet research, questionnaires, observations, interviews and formative assessment opportunities, data were gathered on participant perspectives on the following key questions of the research: 1. Do the TEFL teaching techniques differ from those in traditional English classrooms? 2. If this is the case, how do these techniques differ? 3. Do the students benefit from TEFL, or may/can they benefit? 4. And do teachers benefit by using TEFL techniques in the classroom? The Researcher is a qualified TEFL educator and aims to make an in-depth study of EFL techniques and whether it can be effective in a multi-lingual classroom. The study is conducted at the Hochschule für Technik und Wirtschaft, Aalen (HTW Aalen) and the Educcare day-care centre in Stuttgart, Germany. xvi Three case studies were conducted throughout the course of this research. A total of fifteen months and thirty-six subjects of different ages, ethnicities and genders participated in observational case studies. The remaining nine months were utilised in preparation of the case studies and drafting of the research paper. The conclusions drawn from this research are definitive distinctions in the subjects’ ability to acquire English by means of EFL methods. The EFL methods were widely accepted by the case subjects. The research showed that the subjects enjoyed the student-orientated classroom, because they felt included in the proceedings of the lessons. This was done by the EFL way of encouraging the potential in the students to actively part-take in the lesson by talking freely, known as Student Talking Time (STT). According to questionnaires and interviews the subjects declared that STT gave them the ability to possess control over the speed and strength in which they acquire the new information. The students did not feel like they were only absorbing information provided to them by the teacher, instead they felt like active participants in the learning process. The teacher, on the other hand also benefits from EFL. The first advantage for EFL educators is more freedom in lesson planning. Due to the fact that TEFL focuses on increasing the STT in classrooms, the teacher’s responsibility shifts from a leading to an assisting function. This gives the possibility to the lecturer to have many potential scenarios for one lesson to the contrary of a strict lesson plan. A stringent lesson plan in traditional classes usually does not allow derivation from the original path or derivation is only possible for very experienced teachers (http://teflonline.com). In the EFL classes a standard path is not needed. Instead it is essentially necessary to be prepared for many likely situations as a reaction to the current needs of the classroom. As an additional benefit the positive reaction of the students to the teaching methods increases the teacher’s motivation. The lecturer1 can then pass this positive effect back to the students and provoke more self-confidence in the students when teaching. This overall self-enhancing cycle shows, in conclusion that incorporating EFL teaching methods into a lesson, realises the main objective of every language teacher: to assist students in acquiring the target language. In addition it is the aim of this research that the findings may participate in future development and improvement in educational systems where teaching a second or foreign language to students, whether English or any other foreign language.
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Liu, Yuan. "A critical review of translation education in China and South Africa : a proposed model." Thesis, Bloemfontein : Central University of Technology, Free State, 2007. http://hdl.handle.net/11462/81.
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Mateusi, Maphaphi Clement. "Investigating teaching strategies that ensure the inclusivity of learners with physical and/ or mental impairments in Lesotho." Thesis, Bloemfontein : Central University of Technology, Free State, 2011. http://hdl.handle.net/11462/170.
Анотація:
Thesis ( M. Ed.(Educational Management)) - Central University of technology, Free State, 2011The purpose of this study is to investigate teaching strategies that ensure the inclusivity of learners with physical and/or mental impairments in the mainstream schools in Lesotho. The intention being to equip educators with strategies that can be employed in order to address this didactical challenge at mainstream schools. The inclusion of impaired learners can be achieved only if teachers understand the purpose of inclusive education as defined by Van Rooyen and De Beer (2006) that inclusive education is an education system that ensures that all children learn and participate regardless of their disabilities. The study followed a mixed method approach, in the form of a survey, that is semi-structured questionnaire for teacher respondents while an observation coupled with informal discussion was utilized for the learner respondents. Population and sampling consisted of 211 teachers randomly drawn from 23 primary schools found in Berea and Maseru districts of Lesotho. The completed questionnaires were collected and analysed. The study found that there are challenges experienced by physically and/or mentally impaired learners with their teachers and peers. According to the findings of the research, Lesotho teachers in mainstream classes do not have enough training to work with impaired learners. Given this situation, it is not only recommended that the current group of teachers are re-skilled and re-trained through short courses and workshops, but also that teacher training colleges and university in Lesotho are encouraged to constantly review and update their programmes so that they are responsive to the professional needs of educators. Appropriate inclusive teaching strategies are also recommended to assist in addressing this challenge. Educators should be sufficiently supported by the para-professionals in order to make inclusive education successful. Government experts should work collaboratively with the Lesotho College of Education and the National University of Lesotho with regard to the attainment of these skills and competencies, in order to improve the work of the educators at schools. At school level, special educators should be hired in order to identify learners with impairments.
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Mosala, Olehile Lazarus. "Problems encountered by educators regarding the implementation of the national curriculum statement in mathematics." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2011. http://hdl.handle.net/11462/173.
Анотація:
Thesis (M. Tech. (Education)) -- Central University of Technology, Free state, 2011This study examines the problems encountered by educators regarding the implementation of the National Curriculum Statement in mathematics in grades 10-12. The first aim of the study was to provide solutions to problems regarding training experienced by FET mathematics educators. The second aim was to identify problem areas in the NCS that frustrate mathematics educators teaching in the FET band and to identify areas that appeal to these educators. The third aim was to provide guidelines to assist educators with lesson planning in mathematics in the FET band. The fourth aim was to provide guidelines for appropriate assessment in mathematics in the FET band. The fifth aim was to provide guidelines for the effective integration of OBE in the teaching of mathematics in the FET band. The field work was executed by administering a questionnaire to a randomly selected sample of fifty two educators teaching in the FET band. Interviews were semi-structured, flexible and yielded additional information to that of the questionnaire. The questions of the interview were directly related to the objectives of the study and followed a given sequence that was adhered to in each interview process. The researcher arranged to interview one educator from each of the 15 randomly selected schools in the Motheo-district, but only 10 educators responded positively in the interview process, other educators could not avail themselves on that day. The researcher analysed the responses according to the respondent‟s personal particulars. Descriptive analysis of the sample data for section B of the questionnaire were then done, using respondent counting, percentages and the average for the responses of each statement. This study revealed that educators differ in terms of the problems that they encountered in implementing the NCS in mathematics. The findings from this study pointed out problems such as educators receiving inadequate training on implementing the NCS in mathematics. It was also revealed that educators had not been visited by the departmental officials in their schools for monitoring the implementation of the NCS in mathematics. The last finding showed that teaching and learning support material arrived late during 2008 and that there was a large shortage of such material. The result of the study provides invaluable baseline information with regard to the problems encountered by the educators in the implementation of the NCS in mathematics. On the basis of the findings of this study, a number of recommendations for the implementation of curriculum change in mathematics on FET level are given in Chapter 5.
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Manditereza, Blandina. "Improving quality of pedagogical practices in English as a language of learning instruction." Thesis, Bloemfontein : Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/211.
Анотація:
Thesis (M. Tech. (Education)) -- Central University of Technology, Free state, 2013This study investigates current pedagogical practices in teaching in English as a language of learning and instruction. The study seeks to examine whether current teachers are in need of re-training or whether they possess relevant content pedagogical knowledge to use English as a medium of instruction. At present, the Governing Bodies of schools have the authority to choose the language of learning and instruction according to the provisions of the Constitution.The language chosen as the medium is critical since it assumes the role of mediator between text and learner, and teacher and learner. The research uses the interpretive paradigm and in particular engages (Vygotsky 1978) and Chomsky (1986) as theorists of language acquisition who write from a constructivist perspective. Methods of data collection are drawn largely from the qualitative methods and to a lesser extent from quantitative methods. Instruments for data collection included questionnaires, interviews and lesson observations. The research study focuses on foundation phase teachers and learners in four purposefully selected schools, comprising former Model C and public township primary schools. The findings of the study suggest that learners, especially from township schools, find it difficult to learn in English as a medium of instruction probably because of limited exposure to English in both the school and home environment. On the contrary, learners from former Model C schools seem to be at an advantage because they use English in all spheres of school life, in and out of the class, resulting in more exposure and repetition. The findings seem to indicate that teachers‘ limited proficiency in English negatively affects quality of pedagogical practises in the language of learning and instruction. Lesson observations support findings that teachers‘ limited proficiency do affect education. This study further suggests that most non-native English teachers are inadequately prepared to use English as the medium of instruction. This inadequacy consequently results in some teachers failing to meet the language-related needs of learners due to their limited proficiency in the language of learning. This point is demonstrated by evidence from the observed lessons, recorded interviews and reviewed literature. The study further reveals that most teachers have difficulties with pronunciations, terms and vocabulary appropriate for grade two learners in this instance. Additionally, four factors affecting pedagogic practises were reflected in the study. These were class inequalities, different distribution of knowledge, differences in access to knowledge and social class differences. These factors were experienced through different pedagogic practices employed by different participants.
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Modise, Motalenyane Alfred. "An investigation of the use of life skills as an intervention strategy in the fight against HIV/AIDS at Senakangwedi senior secondary school in Botshabelo." Thesis, Bloemfontein : Central University of Technology, Free State, 2012. http://hdl.handle.net/11462/148.
Анотація:
Thesis (M. Ed. Educational management) -- Central University of technology, Free State, 2012The purpose of the study was to investigate Life Skills as an intervention strategy in the fight against HIV/AIDS among the teenagers at Senakangwedi Senior Secondary School in Botshabelo, Free State. Life Skills as an intervention strategy were implemented in one secondary school in Free State Province in Motheo District. A cohort of 30 learners and 10 educators from secondary schools in Botshabelo, Free State Province participated in the study. The respondents comprised of 10 learners from Grade 10, 10 from grade 11 and 10 learners from Grade 12 as well as ten educators. Learners were between the ages of 15 and 20 years. Between these ages their cognitive development allows them to be more aware of Life Skills as an intervention strategy to combat HIV/AIDS at school. Thus, it was easy for them to verbalise Life Skills as an intervention strategy to fight HIV/AIDS. Due to their ages, their operational thinking allowed them to develop hypotheses about the possible outcomes of problems and to evaluate these outcomes comparatively. Educators were controlled by the level of their education, being respondents with a diploma or university degree. Comparatively learners who are 18 years of age were themselves concerned as they were heads of households. To arrive at the reported findings the study used the qualitative research approach methodology. This qualitative approach enabled the researcher to access information relating to the learners’ and educators' perceptions about HIV/AIDS. A life history approach was adopted in conducting the interviews to obtain a holistic understanding of participants’ life events in relation to their home environment. The interview guide covered such dimensions as family background and schooling. In the interviewing process, the researcher used the techniques of crystallisation and confrontation to enhance the clarity and trustworthiness of the narratives. In cases of ambiguity, the researcher asked the respondents for detailed and concrete examples and, in case of inconsistence, for further clarification and re-interpretation. The interview data were later transcribed for data analysis. The grounded theory approach was adopted to analyse the interview data, through which the categories of learner’s perceived motivations emerged naturally from their narratives. The evolving process comprised the following steps: (1) careful and repeated reading of transcriptions; (2) open content coding to signify any units of meaningful narratives in the passages. Ethical approval to conduct the study was sought and obtained from participating respondents and institutions. The results showed that most learners in the sample are orphans as result of AIDS and that many households are now headed by teenagers who have had to take on parental responsibilities. The results showed that Life Skills reduce teenage pregnancy and absenteeism at school. According to the results, life skills changed the behaviour of the learners and their attitude towards HIV/AIDS and therefore, learners should be educated about HIV/AIDS, teenage pregnancy and its prevention, as a strategy to reduce HIV/AIDS in schools. Life Skills is fundamental in empowering learners to live meaningful lives in a society that demands rapid transformation that enhances the community. The pandemic undermines the efforts of poverty reduction, part of the manifesto of the African National Congress (ANC) led Government; which aims at improving economic growth. In addition, the study revealed that learners feel free to talk to one another and that coaching by a Life Skills educator, assists in ensuring that HIV/AIDS-related topics are discussed with ease. The results showed that most learners agree that Life skills empower them with a sound and helpful background to prevent HIV/AIDS. Furthermore, learners admitted that the Life Skills programme effectively empowered them with the necessary knowledge to make informed decisions regarding sexuality. From the study a few valuable lessons were learned by the learners’ as an awareness of the pandemic and its consequences for their lives.
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Naicker, Visvanathan. "The use of computers among secondary school educators in the Western Cape Central Metropole." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2505_1321604256.
Анотація:
The use of computers in the classroom could allow both educators and learners to achieve new capabilities. There are underlying factors, however, that are obstructing the adoption rate of computer use for instructional purposes in schools. The study focused on these problems with a view to determining which critical success factors promote a higher adoption rate of computer usage in education. This study derived its theoretical framework from various technology adoption and educational models Methodology: The nature of the study required a . Furthermore, it investigated ways in which computer technology could enhance learning. mixed methods approach to be employed, making use of both quantitative and qualitative data. Two questionnaires, one for the educators and one for the principals of the schools were hand-delivered to 60 secondary schools. Exploratory factor analysis and various internal consistency measures were used to assess and analyse the data.Conclusion: Educationists and policy-makers must include all principals and educators when technological innovations are introduced into schools. All these role-players need to be cognisant of the implications if innovations are not appropriately implemented. Including the use of computers in educator training programs is important so that pre-service educators can see the benefits of using the computer in their own teaching.
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Schlebusch, Carlie Luzaan. "An exploration of grades 10 - 12 computer applications technology teachers' problem-solving skills in the Free State." Thesis, Welkom: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/678.
Анотація:
Thesis (Phd. (Education )) - Central University of Technology, Free State, 2015For learners to be effective computer applications users, they need three basic skills – computer literacy, computer fluency and intellectual and reasoning skills to apply computational techniques or computer applications to the problems and projects in a field. Computational thinking as addressed in the first literature chapter is the description and the promotion of new ways of thinking in an increasingly digital age. A computational thinker must constantly engage in technology advancements. Computational thinking is a way of solving problems and is a cognitive or a thinking process. To flourish in the world of work, computational thinking has to be a fundamental part of the way learners think and understand the world. It describes the mental activity in formulating a problem to allow a computational solution. The solution can be carried out by the learner or the computer or a combination of learner and computers. Problem-solving competency as addressed in the next literature chapter involves the ability to acquire and use new knowledge, or to use old knowledge in a new way to solve problems that are not routine. Problem-solving as a skill involves a range of processes that includes analysing, interpreting, reasoning, predicting, evaluating and reflecting. Learners need profound Computer Applications Technology (CAT) knowledge and a general reasoning ability as well as investigative strategies for solving ill-defined problems. To address the research questions, the researcher employed the QUAN-QUAL design in this study. In this study the quantitative method was used to gather data relating to the education of teachers, in-service training received and answers to certain computational thinking skills and problem-solving skills. It was also used to test the relationship between problem solving and computational thinking skills. A Likert-scale type questionnaire was completed by 150 CAT teachers. In addition, this study also employed the qualitative method with semi-structured interviews to gather data relating Abstract vi to problem solving and computational thinking skills. Eight CAT teachers were interviewed to ascertain the afore-mentioned. A pilot study was conducted with the aim to test the research approach and to identify potential problems that may affect the quality and validity of the results. The wording of some questions in the questionnaire was altered to ensure that the instrument measures what it is supposed to. Descriptive statistics in this study was used to describe the findings and the inferential statistics used to test the hypotheses and draw conclusions from the quantitative statistics. For qualitative data, thematic analysis was used to analyse the original data obtained from the semi-structured interviews. To promote critical thinking skills, teachers must engage learners in higher-order thinking. Findings show that teachers do not always use classroom practices that encourage critical thinking. It was encouraging that the majority of teachers do allow group work in the CAT classroom, as group work is an important facet in computational thinking and problem solving. The study culminates in a computational thinking and problem-solving toolkit developed by the researcher. This toolkit is intended primarily for facilitators (such as CAT subject advisors or CAT mentor teachers) to enable them to conduct workshops for fellow CAT teachers. By using this toolkit, teachers will gain an understanding of what computational thinking skills and problem-solving skills are and how to develop these skills in Grades 10 – 12 CAT learners.
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Moremoholo, Tsekelo P. "The role of animation in the comprehension of visually illustrated instructional messages." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2009. http://hdl.handle.net/11462/37.
Анотація:
Thesis (M. Tech.) -- Central University of Technology, Free State, 2009Contradictory results are reported regarding the value of external representations such as dynamic and static visuals in a learning environment (Lowe 1999; Hanzen, Narayanan & Hegarty 2002; Weiss, Knowlton and Morrison 2002; Bodemar, Ploetzner, Feuerlein & Spada 2004; Bodemar & Ploetzner 2004; Moreno & Valdez 2005; Höffler & Loetner 2007). Some of the recent findings indicate little or no significant differences between static and dynamic visuals. This study looks at studies that used a variety of external representations to facilitate different learning tasks. A ―two journal article‖ format was adopted for Chapter 2 and 3 respectively. The first article, i.e. Chapter 2, is a review of the literature and provides a theoretical background to the research topic. Chapter 2 reviews theories and empirical studies regarding learning with text, dynamic and static visuals, and examines the conditions under which external representations facilitate learning. Subjects‘ prior knowledge, the content of the instructional material and the testing method are but some of the variables that can determine if graphic medium can increase a subject‘s comprehension and if such comprehension can be accurately measured. Chapter 2 also presents a model that suggests how dynamic and static visuals can be used in a learning environment. The second article, i.e. Chapter 3, presents an animation for a specific learning task in order to test the hypothesis that this external representation may improve the comprehension of a linear scientific process. Tertiary students (N = 61) participated in a pre-test and post-test experimental study during which they were exposed to 4 treatment variables: text (T), video and text (VT), illustration and text (IT), and animation and text (AT). It was hypothesised that the group who received the animation and text treatment would comprehend the linear process better than the control group (text only) and the other two groups (text and illustration; text and video). The question that was asked to explore this comparison therefore was: Can animation be used to improve comprehension of instructional text? The results indicate that no significant differences in achievement existed among the treatment groups. The results of the study show that dynamic visuals with text can have essentially the same effect on students' understanding of a particular process as static visual with text. It is further acknowledged that the subjects‘ prior knowledge, the content of the instructional material and the testing method are but some of the variables that can determine if an external representation can increase a subject‘s comprehension and if such comprehension can be accurately measured.
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van, der Merwe Margaretha Maria. "English language proficiency of non-English speaking learners in the foundation phase of an English medium school : challenges and strategies." Thesis, Welkom: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/677.
Анотація:
Thesis (M. Ed. ) - Central University of Technology, Free State, 2014The aim of this study was to investigate the English Language Proficiency of non-English speaking learners in the Foundation Phases. An in-depth literature study was conducted to investigate this phenomenon. The historical background of language provision in South-African schools, the issue of language and cognition and different aspects of mother tongue education was touched on. The implicaitons of the current situation of the Language of Teaching and Learning (LoLT) for teaching and learning in South Africa was also covered. A qualitative research design and methodology were deemed appropriate to explore the challenges and strategies used by Foundation Phase teachers to enhance the English language proficiency of their learners. The research findings of the empirical investigation were presented in accordance with themes and categories that emerged from the data during the thematic analysis of the eight semi-structured individual interviews. The main concerns of the participants regarding the way to address challenges were presented. The complexity of this phenomenon pictured in my mind. The research findings lived up to my expectations and confirmed what was found in my literature study. Hence I came to realise that the experiences of the participating teachers were extremely important in reaching the conclusions of this research. The major research findings and meaningful issues came to light from the literature review and the empirical evidence. Finally recommendations are put forward for the consideration of Foundation Phase teachers, schools and the Department of Education (DoE) when dealing with the proficiency of their learners.
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Thobedi, Motsamai Alfred. "Communicative learning programmes for the English first additional language senior phase classrooms in the Free State province." Thesis, [Welkom] : Central University of Technology, Free State, 2006. http://hdl.handle.net/11462/215.
Анотація:
Thesis (Ph.d.) - Central University of Technology, Free State, 2006The research investigates the use of the Communicative Learning Programmes in the English First Additional Language (EFAL) Senior phase classrooms in the Free State province. During the turn of the twentieth century, syllabi were tools that were designed and provided by the Department of Education to the schools. Recent changes in education in South Africa now expect educators to design these learning programmes. The Revised National Curriculum Statement (RNCS) details steps that educators can follow in order to design the learning programmes for their learning areas. Outcomes-Based Education encompasses the eight learning areas in the Senior phase, namely Languages, Mathematics, Natural Sciences, Economic and Management Sciences, Social Science, Technology, Life Orientation, and Arts and Culture. The learning area that this study focuses on is Languages. EFAL is one of the languages that form the learning area of Languages. EFAL comprises six learning outcomes that have to be interpreted by the educators and achieved by the learners by linking teaching and learning with the accompanying assessment standards. Through the use of the communicative approach and co-operative strategies during group work, this study adds to the body of knowledge communicative learning programmes that Senior phase EFAL educators can use to assist and complement their current strategies.
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Pele, Nyameko Victor. "Mediation of learning in business studies in the further education and training phase in the Lejweleputswa education district." Thesis, Welkom: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/679.
Анотація:
Thesis (M. Ed. (Education )) - Central University of Technology, Free State, 2014This study investigates mediation of learning in Grade 10 Business Studies. Mediation of learning is one of the roles that have to be fulfilled by educators in the teaching and learning situation. Learning theories that focus on teaching and learning provide insight about the study under investigation. Aspects such as teaching, learning, constructivism, mediation of learning, teaching strategies, teaching and learning through different learning theories and assessment for learning are dealt with. A qualitative research design is employed in this study. Data is gathered through observations of Grade 10 Business Studies lessons and questionnaires completed by Grade 10 Business Studies educators. Purposive sampling is used to sample the participants for this study. Ten schools in the Lejweleputswa district and ten Business Studies educators from these schools are sampled. Data is analysed qualitatively and emerging trends are reported on and interpreted. Observations in the study indicated that most Grade 10 Business Studies educators do not implement mediation of learning in their lesson presentations. Learners are mostly passive listeners in the classrooms. Most educators indicated that they implement mediation of learning in their lessons, although observations portrayed the opposite. Educators are in need of training to be successful mediators of learning. Conclusions and recommendations are made regarding mediation of learning in Grade 10 Business Studies classrooms.
15
Van, der Linde P. L. "A comparative study of three ICT network programs using usability testing." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/186.
Анотація:
Thesis (M. Tech. (Information Technology)) -- Central University of technology, Free State, 2013This study compared the usability of three Information and Communication Technology (ICT) network programs in a learning environment. The researcher wanted to establish which program was most adequate from a usability perspective among second-year Information Technology (IT) students at the Central University of Technology (CUT), Free State. The Software Usability Measurement Inventory (SUMI) testing technique can measure software quality from a user perspective. The technique is supported by an extensive reference database to measure a software product’s quality in use and is embedded in an effective analysis and reporting tool called SUMI scorer (SUMISCO). SUMI was applied in a controlled laboratory environment where second-year IT students of the CUT, utilized SUMI as part of their networking subject, System Software 1 (SPG1), to evaluate each of the three ICT network programs. The results, strengths and weaknesses, as well as usability improvements, as identified by SUMISCO, are discussed to determine the best ICT network program from a usability perspective according to SPG1 students.
16
Sokola, Bruno. "Usage des ressources documentaires et modélisation des pratiques d’enseignement-apprentissage de l’histoire en classe de 6e en République Centrafricaine." Electronic Thesis or Diss., Brest, 2023. http://www.theses.fr/2023BRES0099.
Анотація:
Notre travail en didactique de l’histoire s’inscrit dans le cadre de la théorie de l’action conjointe en didactique (Sensevy, 2011 ; Collectif Didactique pour Enseigner, 2019) et de l’approche documentaire du didactique (Gueudet & Trouche, 2008, 2010). Il porte sur la mobilisation des ressources documentaires durant la préparation et l’enseignement de trois leçons d’histoire de l’Égypte antique, en classe de sixième en Centrafrique. L’étude présente, dans un premier temps, la pratique usuelle de préparation de séance et d’enseignement par deux professeurs d’histoire-géographie (P1 et P2). Afin de surmonter les difficultés liées au manque de manuels et de ressources documentaires, le travail documentaire des professeurs se concrétise par la réalisation de croquis de cartes (pour P1), et la reproduction (scan et impression en format A3) d’images se trouvant dans des manuels scolaires (pour P2). Ces documents sont ensuite introduits dans les leçons. Ils constituent un support matériel sur lequel s’appuient les leçons, mais ne sont pas toujours pourvoyeurs de signes pertinents pour les élèves. C’est pourquoi, dans un second temps, nous mettons en place un dispositif de travail en commun avec un autre professeur (P3). Il s’agit de montrer comment un travail mené à la fois par le chercheur et les professeurs d’histoire-géographie de Centrafrique peut leur permettre de dépasser les difficultés qu’ils rencontrent dans la mobilisation des ressources documentaires lors de la préparation de leur enseignement. Pour cela, nous avons co-construit avec P3 une séance inédite sur l’histoire des pharaons noirs d’Égypte, à partir de ressources téléchargées sur l’internet (une image du roi Taharqa, pharaon d’Égypte et une carte du royaume égyptien sous son règne). La séance co-préparée a été ensuite mise en oeuvre en classe par P3. L’analyse de cette séance met en évidence un milieu didactique riche au plan épistémique, bien que le matériel disponible soit limité. Dans ce contexte, les élèves font appel à des connaissances spontanées, à la fois d’origine scolaire, propre à leur mémoire scolaire, et socio-culturelle, liées à leurs expériences de vie personnelle, familiale, et de tradition ethnique. Les élèves mobilisent ces connaissances pour tâcher de répondre aux attentes du professeur (parfois sans parvenir à produire la réponse attendue) et interpréter les problèmes posés. Le professeur s’appuie sur ces connaissances antérieures pour les amener à acquérir des s avoirs nouveaux, dans des jeux d’apprentissage sous forme dialoguée. Ces jeux conduisent les élèves à enquêter sur la pertinence de leurs réponses aux questions posées par P3 à partir des documents étudiés. La sollicitation de certains savoirs socio-culturels, présents dans le déjà-là des élèves, favorise l ’acquisition en histoire des savoirs nouveauxOur work in history didactics falls within the framework of the theory of joint action in didactics (Sensevy, 2011, Collectif Didactique pour Enseigner, 2019) and the documentary approach to didactics (Gueudet and Trouche, 2008, 2010). It focuses on the mobilization of documentary resources during the preparation and teaching of three lessons on the history of ancient Egypt, in a sixth grade class in the Central African Republic. The study first presents the usual practice of session preparation and teaching by two history-geography teachers (P1 and P2). To overcome difficulties linked to the lack of textbooks and documentary resources, the teachers' documentary work takes the form of sketching maps (for P1), and reproducing (scanning and printing in A3 format) images found in textbooks (for P2). These documents are then introduced into the lessons. They provide material support for the lessons, but don't always provide relevant signs for the students. This is why, in a second phase, we set up a joint working arrangement with another teacher (P3). The aim is to show how work carried out by both the researcher and history-geography teachers in the Central African Republic can help them overcome the difficulties they encounter in mobilizing documentary resources when preparing their teaching. To this end, we co-constructed with P3 an original session on the history of the Black Pharaohs of Egypt, based on resources downloaded from the Internet (an image of King Taharqa, Pharaoh of Egypt, and a map of the Egyptian kingdom under his reign). The co-prepared session was then implemented in class by P3. Analysis of this session reveals an epistemically rich didactic environment, despite the limited materials available. In this context, the students called on spontaneous knowledge, both of academic origin, specific to their school memory, and socio-cultural, linked to their personal life experiences, family, and ethnic tradition. Pupils mobilize this knowledge to try to meet the teacher's expectations (sometimes without producing the expected answer) and interpret the problems posed. The teacher draws on this prior knowledge to help them acquire new knowledge, through dialog-based learning games. These games lead students to investigate the relevance of their answers to the questions posed by P3, based on the documents studied. Calling on certain socio-cultural knowledge that is already present in the students'backgrounds helps them to acquire new historical knowledge
17
Redpath, Esmé-Joan. "Die ontwikkeling van ‘n judo-intervensieprogram vir hulpverlening aan die motories geremde leerder in graad een." Thesis, Bloemfontein : Central University of Technology, Free State, 2010. http://hdl.handle.net/11462/122.
Анотація:
Thesis (D.Phil.) -- Central University of Technology, Free State, 2010Due to various reasons, today’s learners lead a passive life that results in movement deprivation and poor motor development. Motor development contributes to cognitive development, which can also contribute to school readiness. Since the beginning of the twentieth century, researchers have indicated that there is an increase of learners with motor problems, which can develop into learning problems. The primary aim of the study was to determine the influence of a 10 week Judo intervention programme on Grade 1 learners with motor restraints. The formal standardised test, Bruininks-Oseretsky Test for Motor Proficiency (BOTMP) with its eight subscales, was used for this purpose. A total of 140 learners took part in the programme: 70 learners formed part of the control group and 70 learners formed part of the experimental group. All the learners took part in the pre- and post-tests (the BOTMP). The experimental group took part in the Judo intervention programme. The importance of Judo with regard to motor aspects has been highlighted. It promotes self-confidence and self-control, and has a significant influence on learning behaviour and learning of movement. This sport emphasises body awareness and spatial orientation, and develops sensory-motor activities, as well as cognitive and physical movements. Furthermore, Judo consists of a great number of motor movements and, as a result of this diversity, the participant develops on a motor, cognitive, social and emotional level. To determine whether the Judo intervention programme had any impact on the learners, t-tests were applied. These tests were done on independent and nonindependent groups. The data was statistically processed and depicted in table or graph format. The results indicated a significant improvement in five of the eight subscales of the BOTMP. The motor variates that showed improvement were balance, bilateral coordination, reaction speed, visual motor control, and upper limb speed and dexterity. The means were statistically different on the 5% level. Furthermore, the average of two variates differed on a 1% level, namely balance and bilateral coordination. Running speed and agility, as well as strength, did not show significant signs of improvement. From the results, it can be concluded that an affordable and achievable Judo intervention programme has a significant impact on the gross, gross-fine and fine motor development of Grade 1 learners with motor restraints. The study indicated that Judo as a sport indeed has an effect on the motor skills of these learners. It is recommended that such a programme should be marketed to educators and be included in the Life Orientation Programme.
18
Berniell, Lee Gemma. "Genes, peoples and languages in Central Africa." Doctoral thesis, Universitat Pompeu Fabra, 2010. http://hdl.handle.net/10803/22700.
Анотація:
La presente tesis, titulada “Genes, peoples and languages in Central Africa”, examina los patrones de diversidad genética en poblaciones del oeste de Africa central, más específicamente, poblaciones Bantús y Pigmeas de Gabon y Camerún, dos zonas vitales para la comprensión de la expansión Bantú. Se han analizado más de 800 muestras a nivel del cromosoma Y con el fin de caracterizar genéticamente a estas poblaciones, y establecer la relación genética entre ellas. Los resultados han demostrado que la expansión Bantú homogeneizó el acervo genético de las poblaciones Bantús, eliminando la diversidad pre-Bantú, mientras que diversificó aquel de las poblaciones Pigmeas, introduciendo linajes Bantus. Además, se ha visto que el flujo de linajes paternos parece haber tenido una única dirección: de Bantus a Pigmeos. Estos resultados contrastan con aquellos obtenidos para linajes maternos (DNA mitocondrial) en estas zonas, donde se ha observado un considerable flujo genético de Pigmeos a Bantus, sugiriendo un posible sesgo sexual en la tasa de mestizaje entre poblaciones Bantus y Pigmeas. Un hallazgo interesante es la presencia de un linaje no-africano en estas poblaciones de África subsahariana.The present thesis titled “ Genes, peoples and languages in Central Africa” examines the genetic diversity patterns in populations from west central Africa, more specifically, in Bantu and Pygmy populations from Gabon and Cameroon, two key areas in the understanding of the Bantu expansion. More than 800 samples have been analysed at the Y chromosome level in order to genetically characterise these populations and establish the genetic relationship between them. The results have shown that the Bantu expansion largely homogenised the gene pool of Bantu populations, erasing the pre-Bantu diversity, while it diversified that of Pygmy groups, introducing Bantu lineages into their gene pool. Furthermore, gene flow of paternal lineages seems to have taken place mainly in one direction; from Bantus to Pygmies. These results contrast with those found in studies of maternal (mtDNA) lineages in these areas, where considerable gene flow from Pygmy to Bantu populations have been observed, suggesting possible sex-biased admixtures rates between Bantu and Pygmy populations. An interesting finding, is the significant presence of a non-African lineage in these sub-Saharan populations.
19
Peters, Thomas A. "Appealing cults in central Africa a scriptural perspective /." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.
20
Kent, Athol Parkes. "Medical education and the importance of teaching medical teachers about teaching." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/27044.
Анотація:
This is an overview of medical education today. It deals with tertiary education matters pertinent to medical schools in South Africa, the forces that will inevitably cause medical education to change and the responses of other countries to similar circumstances. These forces are medical, educational and political. The medical forces bringing about changes are concerned with the explosion in knowledge in the fields of medical facts, technologies, therapies and informatics. It is an ongoing educational problem as to how the burgeoning sciences can be balanced with the present call for the return to the humanities. Medical schools are being required, through their teaching and learning methodologies, to encourage the qualification of empathetic graduates with generalist (holistic) skills and attitudes to best serve their patients. Educational forces, in particular new curriculum strategies, will need to be explored to assist teachers and students to cope with the demands of communities and individuals for care with expertise. In many First World countries these demands have found expression in moves from Traditional to Innovative curricula. Fundamentally, Traditional schools teach normal Anatomy and Physiology first, then move to the abnormal, before students reach the Clinical Years where these "basic sciences" are applied. Innovative schools, on the other hand, employ Problem-Based Learning with Community-Orientation throughout their curricula, with early patient contact, horizontal and vertical integration of disciplines, group work and community interaction as crucial aspects of their students' learning. Supporters of the Innovative philosophy see as progressive the revising of Flexnerian notions of basic science building blocks, the debalkanising of instruction subject by subject and the motivational impetus achieved when learning takes place in context. Political factors can impinge on staff teaching and student learning by Governmental demands through statutory councils or through the power exerted by the universities. Macro politics dictate financial or other resources that are allocated and may in future directly influence what sort of doctor the various medical schools are expected to graduate. The politics of staffing the teaching institutions, the development of teachers, and the demographics of the student population raise important questions of direction and commitment, and may lead to new realignments. The recognition of the importance of teaching at a professional level is a crucial factor in educating students more appropriately. Teachers versed in the medical pedagogic process will be pivotal in producing a new breed of doctors. This new breed will not be expected to "know everything" but have a core knowledge carefully ascertained by each medical faculty and the ability to find information that is further required. Students will not be expected to acquire all the facts to sustain them through the rest of their professional lives, but to have enquiring minds and the motivation to continue their education, to satisfy their curiosity and provide improved patient care. Their skills in mastery of the behavioural sciences will be more pertinent than ever as preventative medicine becomes as important as curative. They will be expected to formulate ethical attitudes and provide leadership in community and individual dilemmas. These are challenges that will need to be faced critically by our medical teachers who are too often experts in content in ever-narrower sub-specialities. For these challenges to be met, teaching cannot be taken for granted, but must be viewed more seriously by the schools and changes made where appropriate. The University of Cape Town (UCT) has a considerable reputation in the quality of its medical graduates. However, for its medical faculty to remain in the forefront of medical education, it needs to reconsider the knowledge required, the skills and attitudes embodied in its graduates but, as importantly, it must take the lead in undergraduate training. The need for renewing strategies and the action required are the themes of this dissertation.
21
Phillips, John Garber. "Roan antelope : big business in Central Africa, 1890-1953." Thesis, University of Cambridge, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621752.
22
Bisengo, Kumbu. "Energy in Central Africa : with special reference to Zaire." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/17226.
Анотація:
Includes bibliographical references.In this thesis, the energy sector of the Central Africa region is investigated with a special attention to Zaire. The region's political trends, economic performance, demographic and social patterns as well as their implications in the development of the energy sector are presented. For each country of the region the resource potential and the ability to produce, distribute and use these energy resources, are analyzed. The potential for the development of energy resources of the region is examined and its future energy demand forecast. The scope for energy interchange inside and outside the region is analyzed and regional integration in the energy sector discussed. The findings of this thesis are: * there is an abundance of energy resources though not evenly distributed throughout the region, * there is a heavy reliance on woodfuel, and * there are many problems constraining the development of the energy sector. The principal issues facing the energy sector are: *the shortage of woodfuel due to the non-sustainability of supply, *the low reliability of power supply and the existence of surplus capacity in some countries, *the high supply cost of petroleum products, *the limited size of the local commercial fuel market and the lack of finance to develop domestic energy resources, *the low level of management and financial autonomy for energy utilities, *the lack of energy trade because of political instability, and institutional shortcomings. Forecasts of future energy consumption in the region indicate that woodfuel will continue to be the dominant energy form, followed by oil and electricity, and that electricity will play an increasing role. Recommendations for the woodfuel subsector relates to improving the production and utilization efficiency - valid also for the other energy carriers, increasing the supply through reforestation programmes and accelerating electrification. Other recommendations to improve the development of the energy sector include: * recovering energy supply cost through adequate pricing and improved collection practices, * reducing government interference and introducing private participation in the energy sector with the subsequent benefit of the transfer of new technology and managerial competence, and * strengthening energy institutions to enable them to improve planning, implementations, operations, and ensure the integration of traditional and commercial energy structures . The possibilities of energy interchange are large for oil and electricity, and energy trade could improve energy utilization, lower supply costs, etc. Under prevailing socio-economic conditions, regional integration is thought to be the only realistic strategy leading to the economic exploitation of energy resources and the adequate supply of energy to support industrial development of the region and to meet the social needs of its people. In this connection, major efforts should be directed towards the establishment of appropriate regional energy institutions, but political stability is a prerequisite to any effective energy integration.
23
Senzani, Freeman Elther David. "Pegmatite-hosted mineral deposits of central and southern Africa : regional geological settings and preliminary exploration target considerations." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1006087.
Анотація:
Review of literature shows that rocks of all ages from the Archaean to the early Phanerozoic host pegmatite-based mineralisation in the central and southern region of the African continent. The greatest concentrations occur in the Archaean and late Proterozoic orogenic belts, while early to middle Proterozoic granites do not, in general, host mineralisation. Pan-African mineralisation is present, but is not widespread. Some deposits previously considered to be of Pan-African have been shown to be of Proterozoic age. In common with occurrences of other regions, the deposits are closely associated with small, late- to post-tectonic granites. Therefore, preliminary assessment of the potential of granites as sources of pegmatite mineralisation should utilise satellite data or aerial photographs. The granites also tend to be alkaline and peraluminous. Thus, in the next stage, chemical analysis for selected major and trace elements should be conducted directly on granites if they occur as small plutons. For large granitic batholiths or terranes, preliminary stream-sediment surveys may be necessary to reduce the size of the target area. Subsequently, pegmatite zonation around suitable granites should be assessed as it allows attention to be focussed on areas likely to host the specific type of mineralisation being explored for.
24
Nguena, Charles Beautrel. "The role of the Economic Community of Central African States in the maintenance of peace and security in Central Africa." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/18626.
Анотація:
This academic research is focusing on the role of the Economic Community of Central
African States (ECCAS) in the maintenance of peace and security in Central Africa. It
assesses the effectiveness of this Regional Economic Community in dealing with issues
relating to peace and security. The study firstly discusses the legal framework that supports
the mandate of the Central African subregional institution in the field of peace and
security, and then it addresses its peace and security architecture. Secondly, this work
stresses the achievements made by ECCAS in coping with security issues; it also stresses
its shortcomings and examine the reasons behind them. Most importantly, although this
research highlights the shortcomings of the ECCAS in maintaining stability and peace in
the Central African subregion, it strongly advocates that the role played by ECCAS should
not be underestimated and therefore, it makes some recommendations which can
contribute to its rationalisation and make it more effective.Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2011.
http://www.chr.up.ac.za/
nf2012
Centre for Human Rights
LLM
25
Li, Xiaoyan. "Clinic delivery trends : public health clinics in Cape Town Central district." Thesis, Cape Technikon, 2003. http://hdl.handle.net/20.500.11838/780.
Анотація:
Thesis (MTech (Environmental Health))--Cape Technikon, 2003This is a retrospective (descriptive) study ofclinic delivery trends rendered in Cape Town Central District between July 1995 and June 2002. The study describes the history of clinic service delivery in Cape Town Central District, which includes the Primary Health Care model, as well as the District Health system. Clinic delivery trends for the following three periods are determined: I:] Before the implementation ofthe New Health Plan: July 1995 - July 1996; I:] During the implementation of the New Health Plan: July 1997 - June 1998; I:] After the implementation of the New Health Plan: July 1998 - June 2002. The study also determines and compares the nature ofpublic health clinic services delivered during the study period. No official annual health reports were compiled by Cape Town Administration since July 1997. This study therefore serves to determine disease and clinic trends for the periods where no such aonual reports are available. It is important to determine health delivery trends for future strategic plaoning purposes. Changes to the nature and extent ofservices rendered by public health clinics were brought about by the following factors: Cl One approach of Primary Health Care is to refer more patients to public health clinics in order to release pressure from the major tertiary hospitals. If this Primary Health Care (PHC) model is provided appropriately, about 80% ofhealth problems should be solved without referral to another level of care; Cl A number of free public health clinic services have been introduced since the democratization of South Africa in 1994, such as free services to expectant mothers as well as free clinic services to children younger than six years; Cl New clinic services have been added, such as provision ofmedication to stabilized mental health patients; Cl HIV/AIDS has become an international pandemic over the past decade and has shown a 660.8% increase in Cape Town Central District; Cl A limited (19.8%) increase in the population for that area during the study period; Cl Clinic services have been legislated as a nurse driven service since 1997, with an additional emphasis on the curative roles of nurses (traditional roles of nurses at public health clinics were largely preventive and promotive).
26
Moodley, Jason Anthony. "Petrogenesis of the Bysteek and Koenap Formation Migmatites, Central Namaqualand." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001574.
Анотація:
The Mesoproterozoic rocks of the Bysteek and Koenap Formations of the Arribees Group are exposed within a NW-SE striking antiformal structure comprised of mafic granulites and metapelitic diatexites, and a number of marble and calc-silicate rock layers. The mafic granulites of the Bysteek Formation show a typological variety of anatectic features, including nebulitic, stromatitic mesosomes, melanosomes, quartz syenitic leucocratic vein networks and syenitic pools. Melanosomes consist of hedenbergitic to diopside-rich clinopyroxene (XMg: 0.40), anorthitic plagioclase (An90), with some quartz, minor apatite and titanite. Anatexis was caused by biotite dehydration melting and formed a melt of probably granitic composition. The leucosome composition ranges from either alkali-feldspar-granitic to plagioclase rich or granitic. This variation is interpreted as a result of variable extraction of melt from the source to granitic pools. The diatexites of the Koenap Formation are most likely of metapelitic or meta-greywacke origin. They are texturally variable but always contain high modal contents of alkali feldspar and quartz which generally form magmatic textures. Almandine-rich garnet (XMg: 0.18-0.25), cordierite (XMg: 0.71) form secondary biotite, sillimanite and magnetite during retrograde breakdown. Thermodynamic modelling of mafic granulite compositions suggests peak P-T conditions of ~865 °C and 8.6 kbar. Occasionally, garnet rich in ferric iron (XAdr: 0.55) forms by plagioclase-clinopyroxene breakdown under oxidising conditions at ~6 kilobar and ~ 800 °C. At the same stage amphibole forms in some melanosomes. P-T estimations for the diatexites based on thermodynamic modelling suggest the equilibration of the assemblage garnet, cordierite, alkali feldspar and melt at ~860 °C and 5.5 kbar. Conditions comparable to the peak pressure in the mafic granulites could not be established. However, since the diatexites and the mafic granulites are closely related in the field and no evidence of juxtaposition after the thermal peak exists, the P-T record of the diatexites might be incomplete
27
Kark, Daniel History & Philosophy Faculty of Arts & Social Sciences UNSW. "Equivocal empire: British community development in Central Africa, 1945-55." Publisher:University of New South Wales. History & Philosophy, 2008. http://handle.unsw.edu.au/1959.4/41225.
Анотація:
This thesis resituates the Community Development programme as the key social intervention attempted by the British Colonial Office in Africa in the late 1940s and early 1950s. A preference for planning, growing confidence in metropolitan intervention, and the gradualist determination of Fabian socialist politicians and experts resulted in a programme that stressed modernity, progressive individualism, initiative, cooperative communities and a new type of responsible citizenship. Eventual self-rule would be well-served by this new contract between colonial administrations and African citizens. The thesis focuses on the implementation of the Mass Education programme in Nyasaland, and, more specifically, on a small but significant Mass Education scheme at Domasi, that operated between 1949 and 1954 in Nyasaland??s south. The political and social context in which the Mass Education scheme was implemented in Nyasaland is important. The approach taken by the government of the Protectorate before the mid-1940s is discussed, and previous welfare interventions described and critically assessed. The initial approach to Mass Education in Nyasaland is also dwelt upon in some detail. The narrative concentrates upon the scheme itself. Three themes emerge and are discussed successively ?? the provision of social services adapted to the perceived needs of Africans, the enforcement of environmental restrictions and inappropriate social and agricultural models, and the attempted introduction of representative local government. All three interventions were intended to promote the precepts of Mass Education, but instead resulted in the extension of state administrative power. The manner in which this occurred is explored throughout the thesis. Mass Education at Domasi did not result in the creation of a new form of citizenship in Nyasaland. It contributed instead to a breakdown in the narrative of social development and eventual self-rule that had legitimised British rule. The riots that occurred in 1953 tore at the precepts that underpinned the Mass Education programme. The immediacy of self-rule and independence resulted in a shift in emphasis within the Colonial Office and the colonial government in Nyasaland from social intervention and to constitutional reform and political development. There simultaneously emerged a new rural transcript, one that privileged open opposition to the colonial social prescription over subtle and hidden rural resistance. At a time when nationalist politics was in disarray in Nyasaland, rural Africans spoke back to colonial power.
28
Raleigh, Clionadh. "The political geography of civil war: Insurgencies in Central Africa." Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3284499.
29
Keay-Bright, James. "Land degradation in the Sneeuberg uplands, central Karoo, South Africa." Thesis, University of Oxford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491392.
Анотація:
Degradation in the Sneeuberg Region of the central Karoo, South Africa is characterized by the development of badlands on the footslopes of upland areas and by gully systems in valley bottoms. Degradation also occurs on formerly cultivated valley bottom land. Climatic and management factors have been suggested as the predominant drivers behind what is perceived by farmers as degradation (Acocks, 1953, Hoffman et al. 1999). The main thesis question is which factors have predominated in producing the erosional features observed in the study area?
30
Lee, Michelle E. "Conservation and land use planning applications in Gabon, Central Africa." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:68cec1ba-a08e-43a1-84d2-35fb1a3a14b2.
Анотація:
Spatial prioritization and systematic conservation planning methods are designed to improve land use decisions and conservation outcomes, yet remain underutilized in many biologically-rich places that need them most. This thesis applies the theory and methods developed in the discipline of spatial prioritization to conservation and land use decisions in the Central African country of Gabon. Creating a spatial information base of priority species, habitats and land uses in a region that is notoriously data-poor, I reveal that many features important for both conservation and natural resource production are highly localized; their coincidence has important implications for management. Setting conservation targets for species and habitats, I find that representation in existing protected areas is relatively low, and identify a number of near-optimal solutions that meet all targets, with minimal impact on land used for local livelihoods. I distill these solutions down to a handful of critical biodiversity sites that are top priority to protect, and make management actions explicit for the species and habitats they contain. To make the work more widely applicable, I also develop a novel method to identify where field surveys are most likely to improve decisions about protected area expansion, providing decision-makers with more options of places that could be protected to achieve conservation goals. This study contributes to the research, development and practice of conservation prioritization and spatial planning, particularly in data-poor contexts like Gabon, which still have a wealth of biodiversity, and need to carefully plan for its conservation alongside development.
31
Macdonald, Anne. "Informal selling in central Cape Town." Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/14232.
Анотація:
Bibliography: leaves 158-177.The aim of the thesis is to use a particular set of informal sellers in central Cape Town to focus study on aspects of informal sellers that have not previously been given high priority in analysis of the informal economic sector. In so doing, insight into the perceptions of informal sellers (in terms of their work or informal selling situation) and an evaluation of the relationships between informal sellers, the formal sector and government authorities will be gleaned. The work is based on, and extends, data provided by an in-depth Cape Town City Council survey conducted in 1985. The specific objectives of the study are, firstly, to provide comparisons on the number of informal selling outlets over a one year time period. Secondly, to identify and analyse the characteristics and locations of informal selling outlets. Thirdly, to investigate and analyse the operation of the different types of informal selling outlets in some detail. In particular, the backward and forward linkages affecting such outlets will be the focus of attention. In addition, it is intended to establish the attitudes of the formal sector and government authorities towards informal sellers, and vice versa.
32
Ossono, NII Edith Gloria. "Impact of economic freedom on CEMAC countries." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019713.
Анотація:
The study aimed to evaluate the impact of economic freedom on economic growth and investments in the Economic and Monetary Community of Central Africa (CEMAC). The region was created in 1994 by the six states of Cameroon, Chad, the Central African Republic, the Republic of Congo, Gabon and Equatorial Guinea. CEMAC countries comprise low and middle-income countries that share the same currency - the CFA Franc. The CEMAC countries were observed between 1995 and 2008 and panel regression methodologies were employed. A positive impact of economic freedom on economic growth was established using fixed effects method and the generalised method of moments. The impact of a unit increase in the economic freedom index on GDP per capita ranged between 72.65 and 124.51 units (dollars) increase on GDP per capita, ceteris paribus. Economic freedom was also found to Granger-cause economic growth. The results underline a significantly positive relationship between economic freedom and economic growth which is consistent with existing literature. The impact of economic freedom on domestic investment and foreign directs investment was then examined. With regard to domestic investment, economic freedom was found to be statistically significant and positive in all specifications of the model, thereby implying that a unit increase in the economic freedom index increases domestic investment by values of between 0.50 and 0.69 dollars in the CEMAC. The results obtained were consistent with most findings on the relationship between economic freedom and investments. With regard to the relationship between economic freedom and foreign direct investment inflows, economic freedom was unexpectedly statistically insignificant in most specifications of the model. The latter implies that economic freedom does not have a significant impact on foreign direct investment in the CEMAC. However, the study revealed that economic freedom Granger-causes foreign direct investment but foreign direct investment does not Granger-cause economic freedom. This means that economic freedom precedes foreign direct investments, and foreign direct investments do not precede economic freedom. The study strongly recommends an improvement of institutions in the CEMAC in order to enjoy greater levels of economic freedom and therefore foster economic growth and domestic investment in the region.
33
Kamunge, Paul M. "Contextual teaching of soteriology amongst the Central Bantu of Kenya." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
34
Kabatende, Joseph. "Pharmacological evaluation of some central nervous system effects of Cotyledon Orbiculata." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Анотація:
The use of traditional medicine through the use of medicinal plants in Africa and especially in South Africa has long been considered an important characteristic of people's daily lives and socio-cultural heritage. Cotyledon Orbiculata is among the medicinal plants that are used by South African traditional practitioners for the treatment of epilepsy and painful conditions such as corns, warts, toothache, earache, boils and various other ailments. However, the claim of therapeutic successes of medicinal plants by traditional medicine practitioners are hardly subjected to scientific scrutiny. This study therefore, investigated the anti-epileptic property of Cotyledon Orbiculata by studying the effects of the methanol extract of the plant against chemically induced seizures by pentylenetetrazole, picrotoxin, bicuculline and N-methyl-DL-aspartic acid in mice. The study also investigated the analgestic effects of Cotyledon Orbiculata by studying the effect of the plant extract on pain induced by acetic acid and hot plate thermal stimulation.
35
Mdlungu, Nozuko Gloria. "An investigation of how environmental learning and teaching support materials (LTSM) can influence team planning and teaching and learning activities in the Foundation Phase." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003512.
Анотація:
South Africa has experienced significant curriculum transformation over the past ten years. Environment was introduced into C2005 as a phase organiser. Following the streamlining and strengthening of the curriculum, the National Curriculum Statement (NCS) has a more explicit environmental focus in all of the Learning Areas. This has created opportunities for teachers to address environmental health issues in a community context. I work in a rural school and the community around the school experience a number of environmental health issues. In my previous observations I noticed that teachers were not using Learning Teaching Support Materials (LTSM) effectively. In this study I wanted to investigate how LTSM can be used to address environmental health issues in the Foundation Phase. As Life Orientation Learning Outcome1 is a ‘backbone’ of the Life Skills Learning Programme in the Foundation Phase, I decided to focus on this Learning Outcome as it is the Health Promotion outcome in the NCS (R-9). It was my interest to investigate how LTSM are used in team planning and how this planning influences the use of LTSM in classrooms. In the research I observed the link between the activities and LTSM that were discussed in the planning session and those that were done in the classroom. To do this I documented the planning workshop, and I also observed three lessons undertaken in two classrooms, a grade 2 and a grade 3 classroom in my school, where I serve as a principal. I conducted this research as an interpretive case study, and I used workshop, interviews, focus group interviews and classroom observation as methods in the study. The study found that LTSM used in planning influences activities done in the classroom. It also found that use of LTSM helps to achieve the Learning Outcomes and Assessment Standards, and to improve the participation of learners in the learning process. Use of LTSM in planning also improves teachers’ Learning Area knowledge and their knowledge of curriculum development issues. Planning sessions also assisted teachers to address problems such as language used in LTSM and availability of LTSM. The study also found that teachers did not address formal assessment in the planning or in the way they used LTSM. The study concluded that use of LTSM in planning can strengthen classroom practice, and recommendations were made to take this work forward in the context of our school, as it addresses the gap between policy and practice.
36
Latorre, J. J. "Exploration for stratabound copper, lead and zinc deposits in the Damara-Katanga orogen, central-southern Africa." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1005558.
Анотація:
The Damara-Katanga orogen in central-southern Africa represents an area of 1.73xl0⁶ sq. km. The region is considered one of the wealthiest metallogenic provinces in the world. Successful exploration for stratabound base-metal deposits has taken place at this particular area since the introduction of more organised methodology in the early 1920s. The genesis, location and distribution of the ore deposits are related to their tectonic settings. Geodynamic evolution of the orogen, which initially formed part of a complex Pan-African rift system, comprises the following stages rifting; downwarping, including spreading on the western portion; syn-orogeny and late-orogeny. Two major tectonic events in the history of the region have been identified: the Katangan (900-750 Ma) and the Damaran episodes (750-500 Ma). Timing of mineralisation of ore deposits has been related to the evolutionary stages of the orogen. Genetic models of the most productive deposits are briefly discussed in this dissertation. The sedimentological, geochemical, paleogeographic and structural features can be employed as geological guidelines for integrated exploration programmes. Discoveries of major deposits and prospects in the orogen are also summarised, focussing on the exploration methods employed. The cost-effective use of the exploration techniques includes the classical copper-lead-zinc soil sampling for residual soils such as those in the Copperbelt area. Airborne magnetics and electromagnetics and follow-up ground geophysics have proved successful in areas where the cover is transported in the search for shallow ore deposits such as the Matchless massive sulphides. Remote sensing, geochemical and geophysical techniques have been tried in covered areas of western Botswana. The lack of geological control makes this interpretation difficult. A detailed geological mapping and the use of geochemical and geophysical techniques has been used to delineate carbonate-hosted base-metal deposits at the Otavi Land. The more expensive traditional methods necessary for the delineation of orebodies, such as pitting, trenching and drilling, are also discussed. Using a sequential approach, a possible exploration strategy is suggested, outlining the cost-effective use of remote sensing, geochemical and geophysical techniques. Standardisation in basic geological information is required for future successful explorations in the Damara-Katanga orogen, as well as attractive mining policies. In the event of their implementation, exploration perspectives are promising, specifically in terms of ore potential.
37
Marchant, Robert. "Late Quarternary montane vegetation dynamics in Bwindi-impenetrable forest, Central Africa." Thesis, University of Hull, 1997. http://hydra.hull.ac.uk/resources/hull:11561.
Анотація:
Mubwindi Swamp in the Rukiga Highlands of south west Uganda is today surrounded by dense stands of moist lower montane forest. A survey of the present-day vegetation combined with an investigation of the surface pollen spectra indicate pollen accumulating on the swamp surface mainly result from taxa within the catchment. This survey also highlights that a combination of climatic, edaphic, demographic and human factors control the present-day composition and distribution of montane forest. Mubwindi Swamp comprises deep accumulations of peat-rich deposits. Pollen data from three cores of sediment provide a partial record of montane vegetation history since at least 43,000 yr B.P. This record is broken by at leat two, and possibly three, sedimentary hiati. Twelve radiocarbon ages, charcoal data from two cores using combination of three methods, and investigations into particle size characteristics place this record of montane vegetation dynamics within a wider palaeoenvironmental debate concerning Pleistocene climates, forest refugia, and human induced impacts on montane forests. Pollen deposited before and soon after the last glacial maximum represents a vegetation composition very different to that of the modern vegetation within the Mubwindi Swamp catchment. Specifically there were increased amounts of Artemisia, Ericaceae, Faurea and Stoebe. However, some elements found within the modern vegetation persisted during these periods, these include Ilex, Olea, Podocarpus and Zanthoxylum. These taxa may have persisted possibly because of favourable topography or soils. The uppermost 5m of deposits in core MB6 from the site are dated to the last 2100 years, and thus provide an opportunity, so far unique for Uganda, and much of central Africa, to record variations in the composition of montane vegetation during the late Holocene. Results of analyses of pollen indicate that lower montane forest has been present in the catchment for Mubwindi Swamp throughout the last 2100 years, despite extensive clearance in other parts of the region over the same period. A transition to a more open - and possibly drier - form of forest is apparent from around 680 yr B.P. This montane forest composition is thought to stem from a recent period of climatic change to less humid conditions. This change is followed by an increased occurrence of pollen from plants presently associated with areas of degraded forest from around 200 yr B.P. and a decrease in pollen from important sources of timber. Some recovery of timber trees is apparent from around 50 yr B.P. Changes in forest composition around 200 years ago could be interpreted as representing slightly increased humidity. However, in view of the nature of these changes, a low level of human impact was probably the most important causal factor. The gazetting of Bwindi-Impenetrable Forest as a Forest Reserve in the early 1930s may have facilitated a recovery of timber trees during the present century.
38
Coop, Lisa Jane. "The diurnal cycle of cloud cover over southern and central Africa." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/4838.
Анотація:
Includes abstract.Includes bibliographical references (leaves 113-119).
The current understanding of the temporal and spatial distribution of clouds over southern and central Africa is poor and the regional processes governing cloud occurrence is only weakly understood. This study seeks to improve the current understanding of cloud diurnal variability over this region by providing a base-line diurnal climatology of lowlevel, mid-level and high-level cloud cover. Diurnal variations of cloudiness are examined using ten years of cloud data from latest version of the International Satellite Cloud Climatology Project (ISCCP-D1). The broad seasonal average diurnal variability is explored across the region. Thereafter a more detailed analysis of regionally specific variability is made using a Self-Organising Map. The findings of this study are in broad agreement with previous work. Cloud over the southern and central African region shows clear spatial organisation, most significantly associated with the location of the Intertropical Convergence Zone. The diurnal variation of high-level cloud is large, closely correlated to its mean and is enhanced by orographic features. Minimum high-level cloud occurs at 1100 LST and maximum extent is reached during the evening around 1800 LST, except in locations experiencing deep convection which displayed a redevelopment of cloud in the early morning (0300 LST). This redevelopment of HLCA is hypothesised to be due to the destabilization of the upper troposphere through nighttime cloud radiative cooling. Mid-level cloud exhibits smaller diurnal variations, reaching maximum coverage at approximately 0300 LST. Clouds at this level are severely obscured by higher clouds and therefore the detected diurnal variation is due to both real and artificial signals and care needs to be taken in interpreting the results. Low-level cloud shows strong diurnal variations when not obscured by higher clouds, reaching a maximum just after midday. The results of this study are interpreted in terms of the life-cycle of deep convective cloudiness. A number of mechanisms are suggested to explain the regional differences in diurnal variations with land surface heating being the primary mechanism.
39
Oben, Ayuk <1987>. "Modeling Exchange Rate Volatility in Central Africa (CEMAC) Using GARCH Models." Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/13682.
Анотація:
Modeling and forecasting exchange rate volatility has important implications in a range of areas in macroeconomics and finance. A number of models have been developed in empirical finance literature to investigate this volatility across different regions and countries. This research work considers the autoregressive conditional heteroscedastic and the generalized autoregressive conditional heteroscedastic approaches in modeling daily exchange volatility between CEMAC CFA Franc and United States Dollar (XAF/USD) from 1st January 2010 to 4th January 2018. Both the symmetric (ARCH and GARCH) and the asymmetric (APARCH, GJR-GARCH and EGARCH) GARCH families of models have been taken into consideration to capture some stylized facts about exchange rate returns such as volatility clustering and leverage effect. All models are estimated using the maximum likelihood method under the assumption of several distributions of the innovation terms such as: Normal (Gaussian), Student-t and skew student-t distributions. Evaluating the models using standard information criteria (AIC and BIC) showed that the conditional volatility models are best estimated under the student-t distribution with EGARCH (1,1) being the best fitted model. In accordance with the estimated models there is empirical evidence at some point that negative and positive shocks imply a different next period volatility of the daily XAF/USD exchange rate return. Finally, the research work concludes that the exchange rates volatility can be adequately modeled by the class of GARCH models.
40
Bond, Helen. "Teaching for Freedom: A Case in Ghana." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/25996.
Анотація:
The United Nations declared the years 1995 to 2004 as the Decade for Human Rights Education. The principles of human rights education promote dignity, tolerance, and peace by educating individuals and groups to respect, defend, and advocate for their rights. These rights are enshrined in the Universal Declaration of Human Rights, which was adopted in 1948 making human rights a global responsibility. During this decade nations are called upon to promote and implement human rights education in all sectors of their society. In 1992 Amnesty International Norway developed a human rights education program called Teaching for Freedom (TFF). This program was implemented in 26 countries worldwide including all ten administrative regions in Ghana, West Africa. The purposes of the TFF program were to educate the youth and train final year teachers in the principles of human rights. These programs are based on the notion of universal human rights that are sometimes criticized as Western and non-applicable to the African context. Human rights education programs are tasked with not only making these universal principles meaningful and participatory in the lives of the people on the ground, but also implementing culturally legitimate programs in local contexts with few resources. This study attempted to understand how the Teaching for Freedom program accomplished these aims and the barriers that impeded it. Using qualitative analysis and the grounded theory approach, I conducted a case study of one TFF program located in one school in one region of Ghana. This human rights education program operated as a club and was studied within the context of the school and society in which it operated. Grounded theory analysis revealed that the TFF club was a conflicted organization whose operation was greatly shaped by forces within the school that were also present in larger society. I describe the operation of the club in terms of awareness, empowerment, and implementation. Barriers to the operation of the TFF club were identified within these three areas of operation and were closely related to the conflicting cultural forces within the school and Ghanaian societyPh. D.
41
Castle, Sarah E. "Household determinants of child health amongst the Fulani and Dogon of central Mali." Thesis, London School of Hygiene and Tropical Medicine (University of London), 1992. http://researchonline.lshtm.ac.uk/682258/.
42
Olajide, Oluseyi. "The petrophysical analysis and evaluation of hydrocarbon potential of sandstone units in the Bredasdorp Central Basin." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9559_1181561577.
Анотація:
This research was aimed at employing the broad use of petrophysical analysis and reservoir modelling techniques to explore the petroleum resources in the sandstone units of deep marine play in the Bredasdorp Basin.
43
Long, Kelly Ann. "The teaching practice component of initial teacher education: a social justice approach." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/60200.
Анотація:
Research asserts that learner performance in South African schools is in a state of crisis. While many more learners’ post-1994 in South Africa have physical access to education, very few have epistemological access. The quality of the education learners receive is polarised along socio economic lines. This crisis has its roots in the legacy of colonialism and apartheid, and as such, there is a need to transform the education system to ensure equal opportunity for all learners, and ultimately economic growth and security for the country. One of the explanations offered for the crisis in learner performance is the poor teacher education system. However, there is a paucity of research in teacher education generally in South Africa, and specifically in relation to pre-service teachers. Furthermore, little attention has been given to how initial teacher education could contribute to the promotion of a social justice agenda with the intention of transforming the South African schooling system. This research seeks to understand how the expectations, scaffolding and assessment of preservice teachers’ teaching practices can be utilised to promote social justice during the Teaching Practice (TP) component of initial teacher education. In answering the research question, I analyse data and literature to identify a set of key valued functionings of quality praxis that preservice teachers ought to be provided the capability to realise, at the level of achieved functioning. This is a qualitative case study located in the interpretive paradigm. The case under study is: quality teaching practices of pre-service teachers. This case is bound by context (initial teacher education in South Africa) and setting (the pre-service teacher in the classroom). Two South African Higher Education Institutions (HEIs) were selected through purposive sampling and their respective Teaching Practice (TP) documentation was analysed. Focus group interviews were conducted with five lecturers involved in TP at one of the HEIs. The theoretical framework of the study used to guide the analysis of the data was underpinned by a social justice perspective on quality education. Given that a social justice perspective does not have analytic tools, I view quality pre-service teachers’ teaching practices as praxis and utilise the capability approach as a mechanism for identification and description of valued functionings and capabilities that contribute to quality praxis. There are four significant findings in my research. Firstly, there is consistency with regards to the valued functionings and capabilities across the TP documentation of the two participating HEIs. In other words, the conceptions of a capable pre-service teacher are similar. Secondly, if social justice goals are to be realised, greater clarity of the valued functionings needs to be evident in the TP documentation. Thirdly, the valued functionings can be categorised into those that are foundational and those that promote a social justice agenda. Finally, in promoting a social justice agenda, there are functionings that ought to be valued by the HEIs that are seemingly not currently valued.
44
Nomlomo, Vuyokazi Sylvia. "Science teaching and learning through the medium of English and isiXhosa: a comparative study in two primary schools in the Western Cape." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5834_1257246912.
Анотація:
This thesis compared science teaching and learning in English and isiXhosa in the Intermediate Phase (Grades 4-6) in two primary schools in the Western Cape. It explored the effects of using learners' home language (isiXhosa) and second language (English) as languages of learning and teaching science. The study is part of a broader project called the Language of Instruction in Tanzania and South Africa (LOITASA). The study was conceived against the background of English as a means of social, economic and educational advancement, and the marginalization of African languages in education.
45
Ndabeni, LL, and R. Maharaj. "Rethinking the linkages between teaching and extension in South Africa." Beech Tree Publishing, 2009. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001356.
Анотація:
The objective in this paper is to review the technology stations program at Tshwane University of
Technology. The technology stations are a product of the Department of Science and Technology
(DST) policy objectives. The DST’s policy is aimed at strengthening and expanding mutually
beneficial links between universities of technology and small, medium-sized and micro enterprises
(SMMEs). The analysis disclosed the contribution of the technology stations to technology transfer in
the SMME economy of the electronics and chemicals sub-sectors.
46
Makeleni, Sive. "Foundation phase male student-teacher’s experiences during teaching practice: implications for initial teacher training." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/4780.
Анотація:
The aim of this study was to explore experiences of Foundation Phase male student teachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological design, unstructured interviews and personal diaries are used for data collection. In this study data were collected through unstructured interviews and personal diaries of the participants. I employed interpretivism as a research paradigm.
47
Lombard, Ilse. "Towards relevance in language teaching : an outcomes-based approach." Diss., 1999. http://hdl.handle.net/10500/17229.
Анотація:
Chapter one of this study outlines some of the problems encountered in education today, with
particular reference to the 'relevance gap'. This is taken to mean that the education which learners
receive does not adequately prepare them for life, i.e. academic life, social life and their later
career. The South African scenario is described briefly, with the focus on English language
teaching and learning. The importance of English language skills is underlined. This chapter also
includes a discussion on the writer's awareness of the problem, the research proposal, aims and
method of the study plus a definition of terms.
The next chapter argues that the curriculum is at the centre of the education endeavour and
indicates that a relevant curriculum is one that (a) is dynamic, (b) focuses on the learner, (c)
considers the context within which and for which the learning takes place and (d) includes all the
relevant role-players and stakeholders in its design and development. A set of guidelines for
developing and implementing a relevant curriculum, are then suggested based on this assumption.
This is followed by a description of the traditional curriculum model, as proposed by Robert Zais
(1976), and the outcomes-based approach to curriculum design, development and implementation
proposed by William Spady (1993). The latter formed the basis for the development of
Curriculum 2005 currently being implemented in South Africa. This section serves to illustrate the
differences between these two approaches with regard to the principles underlying the approaches
and the elements which determine the structure of the curriculum.
In chapter four the researcher attempts to evaluate the traditional curriculum and the outcomesbased
approach descn"bed in Chapter 3 on the basis of the guidelines for a relevant curriculum
outlined previously, i.e. to what degree do these two models satisfy the need for:
* a dynamic curriculum which is true to life and responsive to changes within society;
* a focus on learner needs and aptitudes;
* a careful consideration of the context within which and for which the learning is taking place;
and
* the inclusion of the relevant stakeholders and role-players in its design, development and
implementation.Curriculum and Instructional Studies
M. Ed. (Didactics).
48
Abdalla, Said. "Peace education in post-conflict societies : the case of the Young Peace Ambassador Program in Somalia and Kenya." Diss., 2012. http://hdl.handle.net/10500/7636.
Анотація:
Contributing to a fairly new discipline in the region, this study investigates the objectives, contents, design, approaches, strategies and methodologies involved in a Peace Education initiative called The Young Peace Ambassador Program (TYPAP), which is being implemented in East Africa and the Horn of Africa. The aim of the study is to outline the nature, causes and consequences of conflict and violence in northern Kenya and Somalia by looking at the way in which peace education can help build a culture of peace in northern Kenya and Somalia. Accordingly, the consistency of TYPAP with peace education principles, its impact according to interviewees and how far it has met its own objectives were assessed. Thus, using a qualitative case study methodology employing content analysis, interviews and observations, this dissertation shows that TYPAP a multifaceted peace education initiative working with local partners – has potential not just for creating awareness of peace issues, but also for cultivating the seeds of a culture of peace. Following Galtung’s theories, the dissertation also indicates that it is not just “structural violence”, but also the deeper symptoms of “cultural violence”, that we may need to address in taking the region forward in the coming years.Educational Studies
M. Ed. (Philosophy of Education)
49
Madlela, Benkosi. "An investigation on how the child centred approach is applied in the teaching of Natural Science in Johannesburg East schools." Diss., 2014. http://hdl.handle.net/10500/19173.
Анотація:
The study investigated how the child centred approach is applied in teaching Natural Science (NS) in Johannesburg East schools. Most attention was paid on which teaching methods were used and how they were used to teach NS. Data was collected from 5 randomly selected schools in Johannesburg East through observations of Natural Science teachers teaching, and focus group discussion with them. Data presentation and analysis revealed that NS teachers who participated in the study used a limited range of child centred teaching methods. They only used experiments, class activities, as well as question and answer method. Literature review revealed that there are numerous child centred teaching methods that NS teachers can use. Some of these methods are brainstorming, discussions, games, group/pair work, field trips, case studies and assignments, using Information and Communication Technology (ICT), debates and facilitation. The majority of teachers still used the out-dated lecture method contrary to the Curriculum Assessment Policy Statement (CAPS) 2012 documents that call for an end in the use of traditional teaching methods such as the lecture method. The study also revealed that there are certain challenges and factors that inhibit the implementation of the child centred approach in NS. These challenges among others include the teacher centred curriculum which dictates the pace and content to the child, lack of adequate NS resources, big volumes of learners in classes, different abilities, talents, interests and skills possessed by learners, learners’ lack of discipline, as well as shortage of qualified NS teachers. All these were seen as inhibiting factors in the implementation of the child centred approach in NS. The study among other recommendations recommended that, in order for the child centred approach to be implemented successfully the Ministry of Basic Education should develop a child centred curriculum that does not dictate the pace to the child. The Ministry as well should come up with a specific or customised child centred approach model that is relevant to NS as a subject, in-service all NS teachers and empower them with the child centred teaching methods, principles and strategies, capacitate all schools with all necessary resources such as qualified NS teachers as well as relevant chemicals, materials, apparatus and information and communication technology infrastructure designated for NS.Science and Technology Education
M. Ed. (Natural Science Education)
50
Mazvaramhaka, Michael Pasipanodya. "The use of learner-centred approaches in teaching accounting to enhance learners’ performance at high schools (grades 10-12)." Diss., 2018. http://hdl.handle.net/10500/26495.
Анотація:
The goal of this research study was to understand the use of learner-centred
approaches in teaching Accounting to enhance performance of learners at high
schools (Grades 10-12). The teaching of Accounting in high schools is facing
challenges. The Department of Education, through many curriculum implementations
and revisions, have introduced a new approach to teaching as outlined in the
National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement
(CAPS). This policy, as with previous ones, emphasises a change in teaching
pedagogy emphasising learner-centred approaches in contrast to the traditional
teacher-centred approaches which favour rote learning. The Department aims at
developing knowledge but links that with acquiring and developing the skills of
thinking critically and creatively, working as an individual or a member of a team,
organising and managing oneself responsibly and effectively, collecting, analysing,
organising and critically evaluating information, communicating effectively, using
science and technology effective (DBE, 2011:5) in order to be able to adapt to the
requirements of the commercial industries. It was found out that learner-centred
approaches can enhance the performance of learners in Accounting in high schools.
The researcher used a qualitative approach together with an interpretive perspective
to examine the themes. Four high schools, four Accounting teachers and four Heads
of Departments were selected from the Ximhungwe circuit in Bohlabela District in
Bushbuckridge. Data was collected through observations and interviews. Data were
analysed and findings presented. The findings reveal how the Economic and
Management Sciences curriculum has a negative effect on Accounting in the higher
grades of 10-12, by not developing a solid foundation for the subject. It also revealed
that school, parent and learner-based challenges also contribute to a poor
perception of Accounting and high failure rates. The research study revealed that
learner-centred approaches can improve teaching and learning of Accounting.
Recommendations were made in that respect.Curriculum and Instructional Studies
M. Ed. (Curriculum and Instructional Studies)