Browsing by Author "Ntombela, Sithabile Surprise."

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Academic (institutional) support to first year students who have limited proficiency in English as language of learning and teaching at a South African university : lecturers' experiences.
(2014) Tchatchoueng, Joseph.; Kamwendo, Gregory Hankoni.; Ntombela, Sithabile Surprise.
This qualitative case study was carried out in the School of Education, Edgewood Campus, at the University of KwaZulu-Natal (UKZN), South Africa. The study had two objectives: firstly, to understand lecturers’ experiences of how first year student-teachers’ abilities in the Language of Learning and Teaching (LoLT) affect their learning outcomes. Secondly, to explore lecturers’ evaluations of the academic support that is available on the Edgewood Campus to improve students’ LoLT abilities. Data were collected from consenting participants through face-to-face semi-structured interviews. Three concepts comprised the framework informing the analysis of data: inclusive education, epistemological access and the concept of the Whole School approach to the development of Cognitive Academic Language Proficiency (CALP). The findings indicate that students with limited proficiency in the LoLT tend to withdraw from participating in class discussions; often refrain from seeking lecturer assistance; are likely to plagiarise during assignments; and tend to perform poorly in examinations. Overall, the six participants found support provided to students with limited English language proficiency on the Edgewood Campus of UKZN to be negatively affected by an unplanned mass-enrolment. The participants also argue that the designated support is insufficient because it is not cross disciplinary and it is not sustained beyond the first year of study.
Addressing educational and pastoral needs of vulnerable children in the eThekwini region : a case study of two drop-in sites.
(2007) Mahlase, Zabalaza Richard.; Ntombela, Sithabile Surprise.
This study presents the findings of a qualitative case study research to explore and
Challenges of teaching in the context of inclusive education : an exploration.
(2014) Jali, Jerome Simiso.; Ntombela, Sithabile Surprise.
In accordance with post 1994 education policies, there is currently a move in South Africa towards implementing an inclusive system of education. Effectively this means that mainstream schools will be expected to admit and educate learners who experience barriers to learning. Teachers are perceived to be the major role players in ensuring that the implementation of new policies in education is successful. However, there are some concerns that the policy of inclusion is difficult to implement because teachers are not adequately well prepared and supported. Against this background, the researcher undertook an exploration of the challenges teachers experience teaching in the context of inclusive education. The objectives were to establish what teachers understand by inclusive education; to identify challenges teachers experience teaching in the context of inclusive education and to find out the kind of support they require to successfully implement inclusive education. To achieve these objectives, a qualitative research approach was employed. Data were collected from a sample of six teachers from one selected secondary school in Umlazi District through semi-structured interviews and open-ended questionnaires. The findings of this study reveal that the participants in the selected school are not adequately prepared for the implementation of the policy of inclusion; they need more information. This is shown by their lack of conceptual knowledge of the policy of inclusion. Teachers are also faced with a number of challenges in their attempts to implement inclusive education. This in essence means that they require support in order to deal with these challenges.
The complexities of educational policy dissemination in the South African context : a case study of teachers' experiences of inclusive education policy in selected schools in greater Durban.
(2006) Ntombela, Sithabile Surprise.; Moletsane, Relebohile.; Mare, Paul Gerhardus.; Evans, Jennifer.
The study reported in this thesis is a qualitative case study of teachers' experiences of the dissemination of Education White Paper 6 on Special Needs Education – Building an Inclusive Education and Training System in two districts in the Greater Durban area, in the province of KwaZulu-Natal. Located in three primary schools, the study aimed to examine the process adopted by the KwaZulu-Natal Department of Education to disseminate the policy and prepare schools (mostly teachers and other stakeholders) for its implementation, by 1) investigating teachers' understandings and experiences of the policy and the concept of inclusive education in three primary schools, 2) examining the factors that impact on the teachers' understandings of the innovation; and 3) investigating the teachers' views regarding the nature of support provided by the KwaZulu-Natal Department of Education and its sub-systems: the Greyville and Shelley Beach districts and the schools themselves to prepare for the implementation of inclusive education in schools. Data analysis in the study is informed by social constructionism as the overarching framework, as well as the systems theory and the theory of innovation diffusion. In addition, two conceptual frameworks are also used , the philosophy of inclusion and re-culturing. These are used as lenses to understand the nature of teachers' understandings of the policy and concept of inclusive education, and the ways in which the province is diffusing the innovation , and preparing and supporting teachers for the implementation of inclusive education in their schools and classrooms. Findings from the study suggest that the teachers had very limited, varied and often distorted understandings of the policy and the innovation. Their understandings suggested that instead of the paradigm shift warranted by the new policy, most of them still relied heavily on the old deficit, medical model of educating learners with special educational needs. The findings suggest that this might be because of the inadequate and inappropriate strategies that were utilised to disseminate information about the new policy among stakeholders, as well as the inadequate communication between and among the different sectors of the education system. The study concludes that the policy initiation process needs to become more inclusive to enable stakeholders to embrace the agenda and to understand its purpose; that a new policy is not able to challenge and change the culture of practice unless people are assisted to evaluate and question their practice, to unlearn the old and learn new ways of doing ; and that the system needs to break down walls that separate levels and directorates in order to make communication between and within sub-systems more effective.
Creating inclusive schools : critical considerations for school management teams.
(2012) Yeni, Nombulelo Priscilla Esther.; Ntombela, Sithabile Surprise.
A qualitative case study of critical consideration for the SMT in developing inclusive schools is reported in this study. The study was conducted in one rural district in the south coast area in the province of KwaZulu-Natal. The aim of the study was to determine the SMT’s understanding of inclusive education and to establish what they consider as important in ensuring that their schools are inclusive. Lastly, it sought to identify the challenges that they faced in making their school inclusive. This was a single case study. The study targeted 5 SMT members who were involved in a focus group interview. Data analysis in the study influenced by systems theory. The two concepts defined are inclusive education and school management teams. Both the theoretical framework and the theory were used as lenses to understand the critical considerations for the SMTs in developing inclusive schools. The findings gathered from the study indicate that the SMT had very limited and often distorted understanding of the policy of inclusive education. It was also clear that they are not sure of what they consider critical for them as the SMT in the process of developing inclusive schools. At the same time they were able to indicate many challenges that they are faced with in their school. The findings suggest that this might be lack or inappropriate training on inclusive education as well as misunderstandings on inclusive strategies. The study concludes that the introduction of policy processes that requires implementation should ensure that all stakeholders involved are brought on board. It is important to get buy in from other educators to embrace diversity and understand the purpose. The process of paradigm shift is difficult to individuals especially when there are so many changes in the system, people tend to resist change.
The dynamics of cyberbullying in girls' and boys' schools: multiple case studies of secondary schools in KwaZulu-Natal.
(2020) Piliso, Blossom Bulelwa.; Ntombela, Sithabile Surprise.
Cyberbullying in schools is an emerging phenomenon not yet well understood. Research shows that cyberbullying may cause psychological, emotional and social damage to victims. As cyberbullying increases in its prevalence, it is crucial to understand how it manifests itself, to identify its dangers, and to examine the behavioural and psychosocial factors associated with it. This study sought to explore the experiences and impact of cyberbullying amongst the Grade 8 learners at secondary school level in a Western School District of KwaZulu-Natal. Quantitative data was collected from 316 learners using a survey questionnaire. Lessons on cyberbullying, focus group interviews comprising eight learners from each school, one-on-one interviews consisting of one learner from each school who also participated in the focus group interviews, and semi-structured interviews for Life Orientation (LO) teachers (three from the girls’ school and four from the boys’ school) were conducted to generate qualitative data. The multiple instrumental case study design that employs mixed methods was utilised to achieve the objectives of this study. This allowed the researcher to collect quantitative and qualitative data and to explore the differences within and between cases. The instrumental approach enabled the researcher to gain insight into cyberbullying phenomenon amongst the learners and to scrutinise the context in which this occurs. Descriptive statistics was used to describe, summarise and organise quantitative data using cross-tabulation, graphs and numerical data. Inferential statistics was employed to determine whether there was a significant association between variables. Thematic approach was utilised to analyse qualitative data and similar responses were coded and relevant themes and sub-themes were developed. The theories underpinning the study were the Socio-ecological Theory (SET) and the Social Cognitive Theory (SCT). The SET suggests that human development is influenced by a series of interrelated systems within the environment and that the behaviour of children and that of the adolescents is shaped by a range of related systems such as the family, peers and the school environments. The SCT implies that cognitive, affective, biological and emotional factors such as peer support and stressful events can affect the development of an individual’s behaviour. The quantitative results revealed that 85.8% of learners have cell phones and 66.1% use the internet for entertainment on social media networks. The percentages of victims of direct and indirect bullying show that there is no significant difference between males and females. Cyberbullying experiences are not significantly different between males and females (p-value>0.05). LO teachers ensure that strict security measures are in place regarding the use of cell phones within schools. However, the qualitative results showed that cyberbullying experiences of learners in both schools were extremely serious and may have a psychological impact on the victims. Cyberbullying mostly happens on WhatsApp. The support given to the victims by their schools involves counselling and if identified, perpetrators are detained and parental intervention sought. The results of the study also provide insights into the dynamics of cyberbullying in order to inform strategies for alleviating the impact of the cyberbullying phenomenon in schools. The findings indicate that cyberbullying is a growing problem since the youth use technology inappropriately leading to suffering psychologically after victimisation. Empathy training is crucial for teachers and policy makers in order to reduce cyberbullying incidents among learners. Schools need to promote the skills, provide safety to learners and increase awareness to learners so that they are morally engaged with the victims of cyberbullying. It is, therefore, imperative to explore strategies which can be utilised to address the scourge of cyberbullying in the schools and to empower learners in order to avoid being victimised by cyberbullies. It is also crucial that stakeholders such as the Department of Education, principals, teachers, parents and young people work together to mitigate this global epidemic.
The dynamics of inclusive education in further education and training in South Africa: a case study of two technical and vocational education and training colleges in Pietermaritzburg.
(2019) Ntombela, Gladys Nokwazi Nyameka.; Ntombela, Sithabile Surprise.
This research investigated the dynamics of inclusive education in higher education institutions and how inclusive education is understood and practiced in Technical and Vocational Education and Training College (TVET) (DoE, 2013:45). Two bodies were appointed to go and investigate then make recommendations on how support services of special needs learners can be transformed in South Africa. Based on the report given, the ministry declared in Education White Paper 6 designed in 2001 that “Through this White Paper, the government showed its determination to create special needs education as a non-racial and integrated component of our education system. Let us work together to nurture our people with disabilities so that they also experience the full excitement and the joy of learning, and to provide them, and our nation, with a solid foundation for lifelong learning and development”. During literature review in chapter two a gap was identified that in higher education institution there is still a lack of inclusion of learners with special education needs. Therefore, qualitative case study research was conducted to fully understand the dynamics of this challenges. Several reasons were highlighted when qualitative semi-structured interviews were conducted in chapter four. Purposive and convenience sample was selected from the population of five TVET colleges at Umgungundlovu district. This sample was selected from the two TVET colleges around Pietermaritburg. Interviews were conducted in the participants’ own natural settings using semistructured interviews which generated qualitative. In addition, focus group were held with members of the senior management team and individual interviews with lecturers and facilitators. The main reasons highlighted by the participants giving answers to the research questions were (i) unavailability of policy guiding higher education institutions on inclusive education (ii) Limited understanding of EWP 6 (iii) Inadequate teacher development (lack of support from district officials (lack of collaboration with other stakeholders and (the way how innovations were diffusion). Literature confirmed this that the implementation of inclusive is still at its infancy and still remains fragmented because there is a lack of designed national policy on disability that gives guidance to higher education on how to implement inclusive education. Currently the inclusion of learners with special education needs is discussed in many countries but in South Africa, a limited number of these learners is accommodated with many challenges. To date learners with special education needs suffer exclusionary practices from higher education institutions as they are perceived from the basis of the medical model whereby disability is the main focus rather than the social model which is the education system itself (Kochung, 2011:145; DoE, 2013 & Hornby, 2012). Two theoretical frameworks were adopted in relation to this study and are fully discussed in chapter three. The philosophy of inclusion by Danford and Rhodes (1997) was promoted to enable deconstruction of disability on learners with disabilities and allow them to access education that is not discriminating together with the learners without disabilitieswithout disabilities. The diffusion of innovation as contended by Rogers (2003) is when ideas in this case innovations (inclusive education) are diffused, communicated or disseminated through advocacy using certain channels. This advocacy happens over a period of time as all education institutions and members of the society needs to be trained and work shopped on inclusive education. Ecological systems theory as a framework by Bronfenbrenner (1979) promotes that for inclusive education to be well understood and effectively implemented by higher education institutions professional links or collaboration among different stakeholders is important. The way how these stakeholders are to collaborate in developing the child holistically is discussed in chapter two and three of this study. Using the ecological systems theory would increase participation of these learners in cultures, communities of colleges and curricular activities. This interdependence on systems theory in relation to this study involves community members where the child belongs, policymakers to influence education for all learners irrespective of their disabilities, principals as agents of change to influence implementation, parents as primary educators, learners as the main focus, teachers for implementation, administrative staff for admissions, district officials to render support and monitoring, funders and educational leader for assistances and support , all of whom are not only affected by change, but can play an active role in the process when working together as a team developing schools into inclusive organisations (Swart & Pettipher, 2007 & Donald, Lazarus & Lolwana, 2002). Before conducting the interviews, ethics were considered, and confidentiality was re-assured to all the participants. They were informed about all the processes. They voluntarily signed the consent form. Chapter four describes the process for data collection as defined above. Voluminous amounts of data were collected from the two groups. Data was reduced during analysis using coding to formulate themes highlighted in chapter five during data presentation. A true reflection on how TVET Colleges understand and practice inclusive education was given. Responses from the participants addressed the following three research questions: 1. What do TVET Colleges understand about inclusive education? 2. How is inclusive education practiced in TVET Colleges? 3. What can be done to make TVET Colleges inclusive? Chapter 7 presents recommendations based on the findings presented in chapter 6 that are highlighted above. These recommendations focused on what can be done to make TVET Colleges inclusive.
Dynamics of learning among pre-primary school learners in Uyo Senatorial District, Nigeria: an exploration of formal and informal education processes.
(2019) Atakpa, Arit Okonobong.; Ntombela, Sithabile Surprise.; Mhlongo, Bonakele Yvonne.
The concept ‘Early Childhood Education’ (ECE) or pre-primary education as it known in Nigeria is referred to as Early Childhood Care and Education (ECCE) in the Republic of China. It is also called Early Childhood Development in Tanzania and South Africa. In the United States of America, this phase of education is known as ECE. In spite of the many different names given to this level of education by different countries, this is the kind of education which children between the ages of three and five receive. Therefore, the focus of this study was to explore the dynamics that surround the way pre-primary school learners learn in formal and informal education settings. In specific terms, the purpose of this study was to provide an in-depth description on the forces that impact learning of young children between the ages of three and five both at school and home. By engaging in research into the learning among pre-primary school learners, I shed some light on the dynamics that impact ways in which children learn both at school and home. In the light of the above this study therefore seeks to achieve the following objectives: to examine the language pre-primary school learners adopt for learning; to examine the impact of language on pre-primary school learners’ learning; and to understand the dynamics that surround the way pre-primary school learners learn in formal and informal education settings. Based on the research objectives stated above, three key research questions were developed to guide the study. The questions are: what language do pre-primary school learners adopt for learning? How does language impact pre-primary school learners’ learning? What are the dynamics that surround the way pre-primary school learners learn in formal and informal education settings? Based on the nature of the study which bordered on the social phenomena, a qualitative approach was adopted. In line with this approach, an interpretive paradigm was adopted in order to make sense of and to have an in-depth understanding of the dynamics that surround ways in which pre-primary school learners learn in formal and informal education settings. Individual and focus group interviews were designed and administered to 15 teachers and 8 parents from three schools. The transcribed data was subjected to an open coding and the emerging themes were subjected to thematic analysis. From the findings, it was discovered that the language of the immediate community, the mother and English language were the languages used in the teaching of the children in formal and informal settings. In line with the second question, it was indicated that identification, presentation, discussion of objects, development of literacy skills, and promoting communication had a possible impact on language in pre-primary school learners’ learning. In addition, the dynamics that influenced ways children learned were through playing, imitation, story-telling and folktales, and drawing enhanced by children’s readiness to learn, children’s willingness to learn, children’s maturity, availability of instructional resources, and parents’/teachers’ attitude towards children . One of the recommendations was that children who come from ethnic group different from where the school is located, and who want to attend pre-primary school in area, should first and foremost, be subjected to six months training in the language of immediate community or mother tongue and that subjecting the children to six months language familiarisation will assist them to adjust immediately in the class as well as ensuring uniformity of language in the classroom.
The dynamics of school violence: a qualitative study of two secondary schools in Umlazi Township, south of Durban.
(2013) Mthanti, Bawinile Winnie Joyce.; Mncube, Vusumuzi Sithembiso.; Ntombela, Sithabile Surprise.
Abstract available in pdf.
Educators’ knowledge and understanding of attention deficit hyperactivity disorder (ADHD) : a case study of a semi-rural school in KwaZulu-Natal.
(2019) Naidoo, Joashnie.; Ntombela, Sithabile Surprise.; Kortjass, Dimakatso Lynette Patricia.
Attention deficit hyperactivity disorder (ADHD) is a developmental disorder that affects both children and adults. It is associated with the inability to pay attention and often results in distraction and hyperactive behaviour. This study investigated educators’ knowledge and understanding of ADHD and their ability to identify the symptoms of this disorder in the classroom. It focused on the role of the educator in managing the classroom to cater for the needs of the learner affected by ADHD in a secondary school setting. Educators in secondary schools face difficulties with the narrowing of the curriculum as more focus is placed in this phase of schooling on abstract and analytical learning approaches. Research has revealed that, for many years, it was assumed that ADHD disappears at puberty and that children with ADHD would outgrow behavioural difficulties associated with the disorder upon reaching adolescence or early adulthood. However, numerous investigations have revealed that 70% - 80% of children who exhibit deficit in attention and impulsivity in childhood continue to do so in adulthood. Educators thus need to be aware of the prevalence of ADHD in secondary schools and how to accommodate learners with ADHD in their classrooms. The study was conducted in a semi-rural secondary school in Umzinto, KwaZulu-Natal. It employed a qualitative case study approach. The participants of this research study included eight appropriately qualified, practicing educators. Data were generated by means of semi-structured interviews and questionnaires. All eight participants were involved in both research instruments. From the responses of the participants, it was evident that the educators were not equipped with the relevant knowledge and skills to deal with learners with ADHD as they claimed not to have received any training on the topic and had to acquire knowledge from experience. The participants revealed that they felt uncomfortable to deal with learners with ADHD in the classroom as they had insufficient knowledge and understanding of these learners’ special needs. The study concluded that there is a need to educate and empower educators with the necessary knowledge and skills to identify learners who manifest the symptoms of ADHD in their classrooms. Moreover, educators should be able to create classroom modifications to cater for the needs of learners with ADHD to promote effective teaching that results in effective learning for all learners.
An exploration into the dynamics of violence in two schools in Phoenix Township, KwaZulu-Natal.
(2013) Reddy, Murugan.; Mncube, Vusumuzi Sithembiso.; Ntombela, Sithabile Surprise.
This was a qualitative, case study conducted in two township primary schools. Both schools are in the township of Phoenix in KwaZulu-Natal, South Africa. The aim of this study was to investigate what are the dynamics of violence in two Phoenix township schools, what are the perceptions and experiences of educators, school governing bodies, learners and support staff about violence in two Phoenix township schools and finally what measures are taken by two Phoenix township schools to promote a violence-free environment. The study indicated that various forms of violent behavior are being played out during school time, including lesson time in view of the educators. The study examined the reasons why perpetrators of violence behave the way they do. The stakeholders that are affected most adversely by school violence are the victims who fear school, educators who are stressed and intimidated by threatening learners who abuse teaching time for disciplinary investigations and non-educators or support staff who get no respect from the learners. The members of the SGB and DSSC are affected to the extent that they have to hold disciplinary hearings and increase security measures at a high cost. Most parents seem unaffected by the violent incidents because the communities of the schools are generally violent and dangerous. The study showed that insufficient measures are being used to curb school violence. Evidence of apathy and a sense of hopelessness have exacerbated school violence. Recommendations were made for a collaborative effort from all stakeholders to rehabilitate all perpetrators. The education laws need review and added funding will facilitate effective security measures, smaller classes and appointments of school counselors. School violence is far too serious to be ignored. The immediate action from government, social services, police services, health services working with the schools can alleviate the crisis. Quality education needs restoration. The human right to a safe environment must be guaranteed to each person at every school.
An exploration of foundation phase teachers' experiences in using play as a teaching strategy in Grade R.
(2015) Hadebe, Nompumelelo Pricilla.; Ntombela, Sithabile Surprise.
Play has a long controversial history in early childhood education. The controversy of play could be seen from multiple perspectives, which in n less contradicts one another. Amongst the existence of such controversies in South African schools today, the study aimed to explore Grade R teachers’ experiences in using play as a teaching strategy. Further examination was done on how play as a teaching strategy is being used to develop Grade R learners holistic understanding of concepts. These positions underpin the researcher’s exploration in the study. Vygotsky theory of the zone of proximal development was used as a theoretical stance, where play as a teaching strategy was being integrated from the views of learning from a Vygotsky theory. The study followed a qualitative research approach for a rich exploration of these experiences. A case study design was used hence situating the exploration within a limited context. The studied school is located in Kwa-Mashu Township in Durban. A combination of several methods was used to generate qualitative data for the study. These methods were semi-structured interviews, followed by observation and document review. Being a case study, the sample of participants was two Grade R teachers whose schools were fundamentally engaged with teaching Grade R. The findings of the study concluded that although teachers plan and teach in Grade R using play as a mode of learning, several problems still exist, affecting their effective use of play as a teaching strategy. Challenges found include lack of parental involvement in the learners’ learning and development, insufficient level of support from the Department of Basic Education in the form of workshops and Learner Teacher Support Material (LTSM) for example the outdoor play area dedicated to Grade R learners and insufficient space to use play as a teaching strategy. The Department of Education needs to persuade universities to train ECE teachers continuously in play-based learning and provide them with opportunities to further their knowledge of teaching through play. Furthermore, Grade R teachers should increase their curriculum knowledge on innovative ways to use when teaching through play. The study concluded that in-service teachers should have continuous training on how to use play effectively for a better holistic understanding of how play is being used as a teaching strategy of its own.
An exploration of the factors promoting academic resilience in socio-economically disadvantaged grade six learners.
(2014) Mopa, Matlholiso Emely.; Ntombela, Sithabile Surprise.
This study explores factors promoting academic resilience in learners from socio-economically disadvantaged families. It is a qualitative research located in the interpretive paradigm. Two theories namely The Resilience and Youth Development Module (RYDM) and The Asset-based Approach were used to frame the study. The objective of the study was to help schools to build academic resilience in learners especially those who are at risk of failure due to hardships they experience. A case study of a primary school in the rural area of the Quthing District in Lesotho was done. Four learners in grade six from socio-economically disadvantaged families were interviewed using semi-structured interviews combined with observations as data collection instruments. The learners were purposively selected with the assumption that they are knowledgeable about the phenomenon under investigation. The main finding from the study is hope for the future. The participants regard education as the only way out of poverty so they want to change their lives together with their families through educational excellence. The findings also revealed that support from parents, school, peers and the community play a significant role in building academic resilience in these learners. In conclusion, this study suggests collaborative efforts among stakeholders because school is not an isolated institution. Therefore there is a need for parents, teachers, peers and the community in which schools are situated to work hand in hand for the benefit of learners and the building of a stable nation. The study shows that support provided to the learners from poverty stricken families encourages them to persevere with their schooling and think positively and hope to prosper in the future.
From inclusive education policy to implementation : a case study of a full-service school in uMngeni District, KwaZulu-Natal, South Africa.
(2017) Mnguni, Mafikeni Andries.; Ntombela, Sithabile Surprise.
A qualitative case study of the implementation of inclusive education, as promulgated in the South African Department of Education (DoE)’s White Paper 6 (EWP6), in a full-service school is reported in this study. This case study was conducted in uMngeni district in KwaZulu-Natal Province of South Africa, at Ntabakayikhonjwa Full-Service School. The aims of this study were threefold:  To investigate teachers’ understandings and experiences of inclusive education,  To understand how this policy translates into practice in a full-service school context, and,  To establish what support is available to this school from the district office of the Department of Education as the school implements the inclusive education policy. The theoretical framework that underpinned this study was the theory of diffusion of innovation supported by the two conceptual frameworks, the philosophy of inclusion and school re-culturing. Findings revealed that teachers at this school have a very limited or no understanding of EWP6. Most of the participants in this study constructed different meanings and interpretations of this innovation, and some perceived it as challenging when it comes to implementation. The lack of understanding of the policy of inclusive education suggested that the communication of this innovation from provincial to school levels was problematic and not communicated very well. Further, findings suggested that this school has received insufficient and/or inappropriate support from the DoE in as far as the training of teachers to understand and implement the new innovation. Finally, this study concluded that although the Department of Education has changed structures (developing full-service school) this does not translate into changed school culture and practices. Based on these findings, it is clear that a paradigm shift from the medical model to the social model has not taken place yet. Since this is a new concept in the South African system of education it is recommended that teachers need to be continuously capacitated on this innovation in order to enable them to implement inclusive education in full-service schools successfully.
Institutional barriers to learning : a case study of a university in KwaZulu-Natal.
(2015) Grant, Monica Jennifer.; Ntombela, Sithabile Surprise.
This qualitative case study investigates the institutional barriers to learning encountered by students at one campus of a university in KwaZulu Natal. The objective of the study was to identify institutional barriers to learning from the perspective of students, and to ascertain how these barriers impact on student achievement. The overarching theory used to frame this study is Bronfenbrenner’s ecosystemic perspective. In addition, the notion of inclusion in education proved useful as a conceptual framework to the study. My interest in barriers to learning arose from my observation that many students experience difficulties in achieving their educational goals. While there are many kinds of barriers to learning that students experience, the focus of this study was on institutional barriers to learning, that is barriers arising from the educational institution. The study looked at the physical, psychological and social environment of the campus, the policies and practices of the institution, and the resources and facilities available to students at this campus. A mixed methods research design was employed in order to answer the research questions. Through questionnaires and follow up interviews, this study sought to unearth the institutional barriers to learning experienced by students at this campus. Study findings indicate that participants encountered barriers to learning related to overcrowding in classrooms, inadequate institutional resources, lack of access to information and the registration process. Findings from the study also indicate some enablers to learning, including the inclusive, welcoming atmosphere of the campus, the useful online learning websites and the fact that the library and computer rooms closed late in the evening, allowing students more time to work. Recommendations are provided to the focal university aimed at reducing the institutional barriers to learning identified by the participants of the study. Some of the recommendations are: to enhance the capacity of the university to cater for the number of students registered, to provide a longer and more effective orientation programme and to provide more efficient administrative procedures.
An investigation of learners' experiences of bullying at Layman Village Primary School in KwaZulu-Natal.
(2005) Mshengu, Princess Penelope Siphindile.; Ntombela, Sithabile Surprise.
This study sought to investigate learners' experiences of bullying at Layman Village Primary School. To understand the problem better, teachers' perceptions on the matter were also sought as learners often report such incidents to class teachers. The subject of this thesis inquiry were 63 grade four learners and 10 teachers of the above mentioned school. Although this was a qualitative study, the structured questionnaires were used for both teachers and learners. When these failed to give sufficient data, semi-structured interviews were used. The taped interviews were transcribed and analysed, and data was categorised into three main themes. The results obtained showed that bullying is rife at Layman Village Primary School and that teachers lack skills to address this problem. It was concluded that bullying is a serious problem and should not be tackled haphazardly. Therefore, Layman Village Primary School needs to develop a policy on bullying to guide teachers and to provide learners and parents with specific procedures to follow when bullying occurs. My recommendations were that the Department of Education needs to draw a National policy on bullying that schools can use to develop their own programmes. It was felt that it would help if the national policy is linked to a monitoring programme to ensure that it is used appropriately.
The role of inclusive education in the teaching of mathematics in high schools : an investigation.
(2014) Mazwai, Yolisa.; Ntombela, Sithabile Surprise.
Currently South Africa has been experiencing a decline in terms of Mathematics performance in high schools, especially at the end of the grade 12 year. This has been my experience as well; I have observed the school that I worked in failing to keep the Mathematics results over the years at 100%. Teaching and learning recently has not helped to achieve the desired results (which is a good mathematics understanding and a good, quality pass rate). This has resulted in a blame game circulating between parents, teachers, learners and the Department of Education. The response was to provide another option to assist teachers to work with at schools and in their classrooms as well so as to improve this problem hence the introduction of inclusive education. Inclusive education has been introduced through Education White Paper 6 (DoE, 2001); it clearly states that classroom educators are the primary resource for achieving the goal of inclusive education. This implies that teachers need to be empowered to change their attitudes, refine their teaching practice and where necessary, develop new attitudes and teaching practices (Naidoo, 2005). This study sought to explore teachers’ understanding of inclusive education and also how their understanding influenced their teaching. A qualitative case study method of data production was used. The data was collected through individual interviews and structured observations in the classroom. The study was conducted in one district in the province of KwaZulu-Natal. The participants were four high school Mathematics teachers from one selected school. The study was informed by social constructivism and Vygotsky’s Zone of Proximal Development. The findings revealed that one teacher has a clear understanding of what inclusive education is, two teachers misunderstood inclusive education and the last one had no understanding at all. It also revealed that in the classroom all three teachers that were observed did implement a learner-centred approach, though there were still learners who were not catered for. The study concludes that the Department of Education should look at how teacher’s knowledge and understanding about inclusive education and mathematics can be developed. It is also recommended that the Department of Education looks at providing teachers with adequate support in inclusive classrooms in dealing with large classes.
The role of parents as partners in the education process : a case study at a primary school in Isipingo.
(2014) Padayachee, Deviasagrie.; Ntombela, Sithabile Surprise.
The increasing level of interest in parental involvement policy and practice in South African education has evoked many questions. Some of them are: What do we really know about the impact of parental involvement on children’s academic progress? What research has already been undertaken to support or refute the argument that parents play an important role as partners in the education process? What level of parental involvement are we talking about? And why are parents not adequately involved in their children’s education? From the research evidence studied, both Epstein (1997) and Bronfenbrenner (1986) draw convincing conclusions about the positive effects of parental involvement on learners’ scholastic performance. Against this background, the study investigated parents’ understanding of parental involvement. Furthermore, it sought to identify challenges and barriers impacting on parental involvement and to find possible ways to overcome these barriers. To achieve these objectives, a qualitative research approach was used. Data production methods included interviews and questionnaires. Nine participants were interviewed. Questionnaires consisting of thirteen questions were administered to all participants. Their responses were transcribed and analysed. The study revealed that time constraints, illiteracy, lack of communication between home and school and poverty are among other contributing factors to lack of parental involvement in the school under study. Parental involvement, according to this study is greater amongst parents who are teachers than other parents. Other parents seem to be more involved in the communication about school rather than the actual school activities. This level of involvement is clearly insufficient to influence the learner’s scholastic performance in a positive manner. The results of this study concede with the claims made by both Epstein (1997) and Bronfenbrenner (1996) that parents are indeed important partners in education.
The role of sport in promoting inclusivity amongst students at the University of KwaZulu-Natal, Edgewood campus.
(2013) Hlao, Teboho Vitus.; Ntombela, Sithabile Surprise.
Inclusive Education in Education White Paper Six (Department of Education, 2001) acknowledges that South Africa’s education system has numerous challenges which have been termed barriers to learning and development. This policy seeks to reduce the impact of these barriers and to develop quality education, based on principles of human rights and social justice for all learners. Students have a right to free access to sport. The aim of this study was to understand the role of sport in promoting inclusivity amongst students in the university, specifically at the University of KwaZulu-Natal’s Edgewood Campus. It also sought to explore, whether and how does sport promote inclusivity amongst students. According to Burnett and Hollander (1999), sport promotes or helps to strengthen socialization in communities. The university community is not an exception, and here also students’ social interaction can be maintained or developed through sport. This study therefore uses social inclusion as a conceptual framework and follows a qualitative research design to understand students’ experiences. Originally six students were purposively selected to participate in the focus group interview and to undertake collage work as a means of generating data, however one student did not attend. A thematic approach of analyzing data was employed and findings highlighted students’ experiences about sport at university, namely that sport promotes students’ social interaction, diversity and unity. The findings also indicated availability or lack of resources, lack of time somehow promotes exclusion, however, students’ social events do promote socialising amongst students.
The role of the school in promoting parental participation in education : an investigation in a public primary school.
(2012) Kannapathi, Kathlyn Lillian.; Ntombela, Sithabile Surprise.
The study aimed to explore the role of the school in promoting parental participation in education. Parents’ perceptions of their role in education and the benefits of their participation were also explored. Lastly, the study aimed to identify support structures designed and implemented by schools to assist parents overcome barriers to their participation. The study employed qualitative methods. Data was collected in two stages. Firstly, questionnaires were administered to parents and school staff. Returned questionnaires were analysed. The data collected using the questionnaires was used as a springboard for the second stage of data collection. This second stage included semi-structured interviews conducted with educators and school managers. These interviews provided the researcher with in – depth information which built on the information gathered through the questionnaires. The study aimed to explore the role of the school in promoting parental participation in education by exploring various aspects that impact parental involvement within the school. Attitude of school staff, school climate, school policy, communication and management of parental participation were identified as aspects within a school that impact parental participation in education. The research revealed that while parents and school staff agreed that parental participation in education is beneficial, parents’ perception of their participation was limited to assisting their children with homework tasks. In addition, school staff were unclear of their expectations of parents. Findings revealed that the school plays an imperative role in promoting parental participation in education since they have control over factors such as school climate, school policy, home-school communication and management of parental participation which all impact levels of parental participation within a school. The study also found that the school in the study lacked support structures to assist parents overcome barriers to their participation. The study concludes by making recommendations for improved levels of parental participation in education based on the findings of the study.