Education Studies

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ACE technology lecturers' and in-service teachers' understanding of the design process and its enactment in their pedagogical practice.
(2015) Mabaso, Bongeka Petunia.; Alant, Busisiwe Precious.
This thesis is an exploration of Advanced Certificate in Education (ACE) Technology lecturers’ and in-service teachers’ understanding of the design process and how it influences their pedagogical practice. Creativity, critical thinking, problem-solving capabilities and other related skills are key aspects of Technology Education. In order for Technology learners to develop these capabilities and skills they need to engage with the design process. It is in this regard that the design process is argued to be the core of technology education. Hence, it is argued that it ought to be used to structure and drive the delivery of all learning aims of the Technology subject in South African schools. Research shows that the context based and complex nature of the design process presents a huge challenge for teachers. As a result, teachers present it as a linear process, rather than an iterative process as suggested in the South African Curriculum and Assessment Policy Statement for Grades 7-9 Technology. The two research questions explored were: “What are ACE Technology lecturers’ and in-service teachers’ understanding of the design process?” and “What informs and influences Technology Education lecturers’ and in-service teachers’ understanding of the design process?” These questions were addressed through the use of a questionnaire and two focus group interviews with the ACE Technology lecturers’ and teachers’. Schön’s notions of reflection-in-action and reflection-on-action were used to trace how these ACE Technology lecturers’ and teachers’ developed their understanding of the design process. The results indicate that through the use of reflection in and on action, ACE Technology lecturers’ and teachers’ understanding of the design process broadens and changes. Reflection occurred by means of narrative, graphic presentations and participative engagement methods. W.r.t. to Research Question 1, four conceptions of the relationship between the design process and problem solving emerged which then led to the emergence of the seven ways in which the design process is understood: Conception 1: Design process is action orientated. Conception 2: Design process is not linear, but iterative. Conception 3: Design process is solution based. Conception 4: Design process is appraisal and evaluation. Conception 5: Design process is systematic. Conception 6: Design process is complex. Conception 7: Design process is context based. With regard to Research Question 2, the findings revealed two factors that influence and inform ACE lecturers’ and teachers’ understanding: a) reflection and interacting in a community of practice and b) the interface between understanding and practice. This interface is premised upon two factors which cause understanding to be transformed and confirmed during practice: (i) contextual issues and (ii) identity. In this regard, the analysis of data from this study shows that ACE technology lecturers’ and in-service teachers’ understanding of the design process not only directs their pedagogical practice but impacts on learning of Technology with respect to critical thinking, innovation and creativity.
An assessment of the provision of manufacturing engineering and technology (MET) subjects in the FET band in the Sisonke District.
(2016) Mbambo, Duduzile Carol.; Alant, Busisiwe Precious.
Technical and Vocational Education and training (TVET) is perceived as education that provides students with manpower related skills. During the Apartheid era, TVET occupied a small space in the South African education system as it was accessible to Whites only. However, after 1994, there were a lot of changes in the education system to redress the imbalances of the past. TVET in secondary schools has since been labelled as Manufacturing Engineering and Technology (MET) subjects in the Curriculum Assessment Policy Statement (CAPS). This research sought to assess the nature of MET subject provision in secondary schools in the Sisonke district, as well as the extent to which these are provided. The study was guided by the following broad research question, namely; What is the status of the provision of MET subjects in secondary schools in the Sisonke district? This research question was broken down into the following four sub-questions: Are MET subjects offered in secondary schools in the Sisonke District? If so, are MET subjects well provided for in these schools? What is the nature of the provision with respect to: o The types of schools? o The types of subjects? o Who teaches these subjects? How effective is the provision of MET subjects in the secondary schools within the Sisonke district? A transformative mixed method research design was used to collect the data required to answer the above research questions of this study. Two forms of data were collected, and an analytical framework was used to guide the analysis. The findings that were obtained indicated that: 1. Only six schools in the Sisonke district offered MET subjects out of the 86 secondary schools in this semi-urban to rural area. This reveals that, after 21 years of democracy in South Africa, there are still inequalities in the provision of education and training in basic education, which is usually found in rural areas. 2. The types of subjects being offered comprised engineering graphics and design, and civil technology and mechanical technology. 3. Out of 11 MET teachers, only two were under-qualified. 4. Curriculum implementation was generally theoretical in most of the schools, and practicals were not regularly conducted due to a lack of infrastructure, a lack of resources and equipment, a lack of machinery and tools, the fact that material is expensive, safety is a challenge, as well as the learner-teacher ratio. For these institutions to be effective, infrastructure and equipment to conduct practicals need to be put in place. Learners need to be exposed to, and provided with skills to work in the real world of work, which should begin at secondary school level.
Employability skills of technical college graduates : a case study for Government Technical College (GTC) in Ahoada Rivers State Nigeria.
(2014) Legg-Jack, Dagogo William.; Alant, Busisiwe Precious.; Singh-Pillay, Asheena.
This thesis sought to explore the Employability skills of Technical College graduates with the aim to establish: stakeholders‟ perceptions of skills required by Technical College graduates for their employability, and to find out if there is an interface in their perceptions. The study was guided by two research questions: 1. What are the sets of skills graduates from Technical Colleges need for employability as: a) Recommended by the Nigeria National Policy on Education (2004) and the Senior Secondary Education Curriculum (2008)? b) Perceived by teachers and graduates from Technical Colleges? c) Required by employers of Technical College graduates? 2. Is there an interface as defined by above stakeholders? If so, what is its nature? To successfully address these questions a qualitative case study design approach was used. Data was generated through two policy documents: the Nigeria National Policy on Education (2004) and the Senior Secondary Education Curriculum (2008); and questionnaires and focus group discussions with Technical College graduates and teachers as well as industry employers. The theoretical orientation that framed the study was the Triple Helix theory of academia, industry and government relations. This theory agitates for an improved and increased relationship among various organisations in an industrial economy‟s innovation system especially academia, industry and government. This framework not only allowed for determining the level of collaboration among the four stakeholders, but opened up creative ways for the tracing the trajectory required for construction of the requisite employability skills of Technical College graduates. Analysis of data gained from answering the two research questions confirmed that, although weak, interfaces do indeed exist with respect to the requisite skills of Technical College graduates as per the perceptions of the four stakeholders involved in the study. The analysis revealed points of convergence and divergence in the type and nature of the interfaces explored. With regard to the technical skills required, two interfaces were observed. Firstly, the policy-teacher-graduate-employer interface revealed convergence in relation to the following technical skills: mechanical, building and electrical trades. These trade skills were identified by all the stakeholders as necessary skills requirements for Technical College graduates. Secondly, the teacher-graduate interface revealed convergence in relation to maintenance skills. While the teachers see maintenance skills as a subject area that needs to be incorporated into the whole Technical College programme, the graduates consider it as a component of a particular trade, which is electrical engineering. This, therefore, signals a variation on what both stakeholders perceive maintenance skills to be, and thus points to an interesting variation in the understanding of the phenomenon. With regard to the soft skills required by the stakeholders amongst Technical College graduates, four interfaces were foregrounded. The first interface cut across all four stakeholders involved in the study and converged on self-reliance as a requisite skill for Technical College graduates. Though all stakeholders stressed self-reliance as a necessary skill that needs to be developed by Technical College graduates, there were still discrepancies in their views of what self-reliance is. The second interface was the policy-teacher-employer interface. It converged with slight variations at the following three skills: communication, problem-solving and mathematical literacy. The third interface was the policy-teacher interface, and it converged at analytical skills. Finally, the fourth interface was the policy employer interface which converged with slight variations at two skills: technical drawing and interpersonal and human relations. It is significant to note that the points of divergence observed came from only two of the four stakeholders, namely, policy (local government) and industry employers and these related to the capital market and basic safety skills, respectively. The weak interface formed by the stakeholders in this study is indicative of weak links between policy, Technical College and industry. The implication is that Technical College programmes are producing graduates with skills not responsive to the needs of the labour market and of society. What such weakness foregrounds is a call for policy reform and forums for communication in order to address the factors that have led to the feeble interface currently experienced regarding policy construction and skills development.
An exploration of basic 7-9 science and technology teachers' conception of IK as drawn from their lived experiences and classroom practices in Imo State Nigeria.
(2015) Nwokocha, Godson Chinenye.; Singh-Pillay, Asheena.; Alant, Busisiwe Precious.
The importance of contextualising science and technology education in Africa through the integration of Indigenous Knowledge (IK) or Indigenous Knowledge Systems (IKS) has been long emphasised. Some research studies focusing on teachers’ conceptions and understandings of indigenous knowledge/indigenous knowledge systems and ways of integrating them into their pedagogical activities has been conducted in many countries across Africa. However, within the Nigerian educational context, there seems to be a lack of such articulate discussions. It is against this background that this study sought to explore basic 7-9 science and technology teachers’ conceptions of indigenous knowledge as drawn from their lived experiences and classroom practices in Imo State, Nigeria. The research was framed under the interpretivist paradigm and conducted within a qualitative case study methodology. Selection of the participants was based on convenient and purposive sampling. The data was analysed and discussed in relation to postcolonial theory and inter-epistemological dialogue. The methodology involved a three phased data collection using narratives and three focus group discussions. The study considered two research questions, namely: What are the conceptions of basic 7-9 science and technology teachers’ of IK in Imo State, Nigeria as drawn from their narratives about IK? Are these conceptions enacted in the classroom? (a) If so, how are they being enacted and what informs their enactment? (b) If not, what informs their practice? Analysis of the data collected showed that five conceptions were held by the participants, namely: Informal Knowledge, Relational Knowledge, Traditional Knowledge, Technological Knowledge that is scientifically based and Lost Knowledge. Furthermore, the analysis revealed that five key qualifying components were embedded in their conceptions of IK, these were classified as the “what” (properties), the “how” (process) the “where” (place or source) the “who” (holders) and the “when” (time or era). In addition the analysis showed that two conceptions (Relational Knowledge and Technological Knowledge that is scientifically based) out of the five were enacted by some of the teachers. On what informs the enactment of these conceptions, the analysis revealed that different factors informed their enactment and these included the need to: link local knowledge to western and school knowledge; facilitate understanding; understand how some local knowledge should be applied and developed; and provide avenues for enculturation. Additionally, in their enactment of their IK practices, the analysis seems to point to a very pertinent issue: the participants play a significant role as teachers, that is, that of cultural brokers. In other words, they encouraged inter-epistemological dialogue. For the two participants that do not enact their IK conceptions in the teaching of basic 7-9 science and technology, the analysis showed that four key issues inform their pedagogical activities: curricular issues; lack of teaching resources; learner ability; and workload. One key revelation of the analysis is that even though these teachers hold certain conceptions and understanding of IK, their teaching practices are not informed by such conceptions. It is obvious that these teachers, supposedly cultural brokers, failed to encourage epistemological dialogue in their classroom even though they are appropriately positioned to do so. This situation means that science and technology will have little or no meaning to learners’ because it will always remain at a remove and hence a mystery in terms of their lived experiences.
Exploring the place of troubleshooting in an undergraduate electronics engineering education programme at a university in South Africa.
(2018) Fatokun, Jonathan Olanrewaju.; Alant, Busisiwe Precious.
Whereas the ability to identify, formulate and solve engineering problems is considered an essential learning outcome for an engineering education curriculum, there seems to be ambivalence around the place of troubleshooting in electronics engineering programmes. Yet, the practice of troubleshooting is deemed a requisite generic engineering competency skill in industry. The San Diego 24-hour blackout in 2011 is a commonly cited case to highlight the importance of electronics troubleshooting in modern electronics engineering. In this regard, engineering troubleshooting is seen to play a vital role in the safety and economic wellbeing of a nation. However, many universities offering engineering education programmes have tended to omit or put little emphasis on troubleshooting in their curriculum, thereby creating a lacuna between theoretical knowledge and problem solving skills in real-world troubleshooting. This current study, therefore, sought to explore the place of troubleshooting in an undergraduate electronics engineering education programme at a South African university. This study argues that, without the appropriate instructional pedagogy in troubleshooting, a tension between “theory” and “practice” in engineering education will continue to exist. A qualitative case study research design was employed to interrogate the following three broad questions: (i) Is troubleshooting accommodated within an electronics engineering programme? (ii) How is the electronics engineering programme enacted? (iii) What informs how the programme was enacted? Phenomenography and Lefebvre’s theory of space were used as analytical and theoretical frameworks, respectively. Phenomenography allowed for the delineation of the different ways in which troubleshooting was conceptualised by the various participants. Lefebvre’s theory of space allowed for the differentiation of the three domains that characterise the place of troubleshooting within the undergraduate electronics engineering programme, namely, the conceived space (government policy), the perceived space (institutional curriculum and instruction) and the lived space (fourth year engineering students). With respect to the first question, the findings revealed that this question was domain dependent. With respect to the first domain, the findings indicate that troubleshooting was not afforded any place at all (0% affordance), whereas the second domain showed a mixed response from the participants (lecturers and technicians). A 50% versus 50% affordance was recorded for this domain. In contrast, the third domain’s findings indicated 100% affordance. With respect to the second question, the findings were that the electronics engineering programme was broadly enacted through individual-based, theory-based and design-based practices, indicating a total absence of explicit troubleshooting teaching practices. Further, findings from the third question reveal that there was no explicit teaching of troubleshooting in the electronics engineering education programme. While the practice of troubleshooting is deemed a requisite generic engineering competency skill, the non-explicit teaching of troubleshooting as a core part of electronics engineering curriculum has implications for policy, practice and research. Whereas the CHE and ECSA policy documents that guide engineering education in South African universities make no provisions for the place of troubleshooting in electronics engineering education programme, the findings suggests that such omission or silence in the policy impacts the learning outcome of electronics engineering students, who graduate without the requisite expertise needed to solve real-life troubleshooting problems. This requisite expertise, as the literature affirms, should unequivocally form an important element of the electronics engineering curriculum practice and discourse in South African universities. The implications of the findings in this study further suggest the need to critically look at the possible gaps between theory and practice, and the dynamics of institutional influences on practices. Further research is suggested with a view to narrow the gap between theory and enactment in the electronics engineering education curriculum.
Implementation of an integrated ICT and BAE course for young mothers using CBPAR in Limpopo.
(2016) Thompson, Rowan Mark.; Alant, Busisiwe Precious.; Singh-Pillay, Asheena.
Abstract not available.
The role of cultural capital in the achievement in TIMSS Grade 8 Science in respect of rural secondary schools (1995- 2003): a meta-analysis.
(2016) Nxumalo, Muziwandile Justice.; Alant, Busisiwe Precious.
The conditions under which Science learners in poor rural socio-economic contexts learn Science is not necessary the same as their counterparts in well-resourced urban areas. At the centre of this, is the growing concern that their performance in the gateway subjects is comparatively lower than their equals in metropolitan areas. From the foregoing a study was undertaken to explore the role that cultural capital plays in the difference in achievement in the TIMSS Grade 8 Science test amongst the rural secondary schools of Mthwalume Circuit, Kwazulu-Natal. This exploratory study was guided by the following two critical research questions: 1. What is the achievement in the TIMSS Grade 8 Science test amongst rural secondary schools? 2. How do researchers and policy makers explain the relationship between learners’ achievements in the TIMSS Grade 8 Science test and their socio-cultural-economic background? The study combined both qualitative and quantitative methods to collect data. The study employed semi-structured interviews, a probe and TIMSS 1995, 1999 and 2003 secondary sources to generate qualitative data of the study. Statistical analysis of secondary documents from TIMSS studies as presented by the Human Science Research Council (HSRC) were used to generate quantitative data of the study. Pierre Bourdieu’s (1977) theory of cultural reproduction and social reproduction framed the theoretical lens adopted, while meta-analysis strengthened the study in responding to critical questions. The findings from the study revealed that the challenges faced by Science learners in poor, rural socio-economic contexts as compared to their counterparts in well-resourced urban schools are not only attributed to resources, but to other deep seated factors. The initial critical research question one yielded insufficient findings owing to inaccessibility of the quantitative data due to confidentiality and other ethical related issues. However, the revised critical one research question: how did South African Grade 8 learners perform in the TIMSS Science tests from 1995-2003 revealed that out of the 41 countries that participated in TIMSS 1995, South Africa came last. This was the case for TIMSS 1999 and 2003, in which 38 and 50 countries participated respectively. Throughout 1995 to 2003 South Africa’s Grade 8 learners’ performance fell below the international mean score of 474 points, with scores of 244, 243 and 244. When the TIMSS results were analysed according to the nine provinces, it was significant to note amongst the top performing provinces were the historically advantaged provinces such as the Western Cape and Gauteng, whilst the poorer provinces like KwaZulu-Natal, Eastern Cape and Limpopo, performed the lowest. Findings from critical research question two indicated that there is a relationship between performances of Science learners and their socio-economic-cultural factors. The study, through the themes like home environment, language of instruction, among others, as they were used to generate data all confirmed to affect learner performance. Data also revealed that the poorly resourced schools are attended by learners from poor rural homes and townships which themselves (poor rural homes) lack the social or cultural capital necessary to access the present curriculum offered at schools. From the foregoing the study strongly indicates that it is not only that the learners from poor socio-economic backgrounds do not have social or cultural capital, the fact is, as the study argues, their social or cultural capital does not match or is not required by the present curriculum of the school system. Both inequality and poverty, according the study explain properly the difference in learner achievements. Heterogeneity, which is the difference of income between the richest and the poorest, has according to findings, benefited only the minority rich both in economic and educational achievements. Challenges in poor environments are not only faced by learners alone, but by teachers themselves. It was also revealed that the school system is there to function well and provide quality learning equally across all levels of the society. According to its underlying policy, it manifests itself as a one-size-fits-all. But from the perspective of the study there is a dichotomy between what the school system advocates and what it normally does.
The use of photo-voice in exploring Merebank's Grade 8 learners' and community environmental alliance's experiences oil refinery pollution (2007-2015)
(2016) Magubane, Deborah Phindile.; Alant, Busisiwe Precious.
This study explored Grade 8 learners’ and the South Durban Community Environmental Alliance’s (SDCEA) experiences of pollution in the South Durban basin (SDB). This pollution has been caused by recent and past incidents of explosions that took place in the refineries in the South Durban area. Different health effects, as well as the socio-economic impacts of pollution were also highlighted in the study. The aim of the study was to contribute towards the understanding of the long-term experiences of pollution in the South Durban communities, and the negative effects of pollution on their lives. A questionnaire, two focus group discussions, as well as two interviews were used in the generation of the data, which was then transcribed and further analysed in line with the three research questions of the study, namely: 1. RQ1: What are Grade 8 learners’ experiences of pollution with regard to the oil refinery incident of November 2007? 2. RQ2: What are Grade 8 learners’ and the SDCEA’s experiences in terms of the effect of pollution on their lives? 3. RQ3: How can photo-voice be used by Grade 8 learners to respond to the community’s concern about air pollution? Photo-voice was used as a focal lens through which the literature was reviewed. Furthermore, it served as the core framework of the study. In answering the first research question, three ways of experiencing this incident were noted: a) Fear and restlessness; b) Powerlessness, and c) Agony. With regard to the second and the third research questions, the findings revealed that there was absolute unanimity from the Grade 8 learners and the manager of the South Durban Community Environmental Alliance (SDCEA) that air pollution in the South Durban area was caused by the industries in the area. This specifically referred to two refineries and a paper-mill. Also, it was revealed that accidents, flares and emissions from these industries did not only impact negatively on the health and lives of the South Durban residents, but these affected plants as well as non-living things in the area. The study also showed that the industries in the South Durban area did not only cause air pollution, but they also contributed to water and land pollution. Of significance was the unanimity about the fact that air pollution affected teaching and learning in the schools around the South Durban area. Learner and educator absenteeism was high due to ill-health caused by pollution in the area. In addition, when explosions occurred, schools that were close to the refineries had to close for a few days. The denial of these industries in acknowledging responsibility for air pollution is unjust. There was also a lack of law enforcement on the side of government towards these industries, even though the government knew that the emissions from the industries in the South Durban basin far exceeded the national, as well as the international, standards of emission. This is perceived as an unwarranted denial of the South Durban community’s right to quality of life. The use of photo-voice in this study provided a space for such concerns to be raised. In this regard, it showed that photovoice can indeed be used to ‘empower’ and ‘emancipate’ communities in need.
What's in the lunchbox : stigma or exploitation? : understanding teenage food choices in an urban school in Durban, South Africa.
(2015) Kroone, Déirdre Máiréad.; Alant, Busisiwe Precious.
Abstract available in PDF file.

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