School of Education

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13-18 year old school girls’ account and their experience of gender violence in a township school in Umlazi.
(2016) Ngcobo, Siyanda Charles.; Bhana, Deevia.
This study is a qualitative study that draws on an interpretive approach. The gender relational theory was used as the theoretical lens with which to view how young girls’ gendered identities are socially constructed. The purpose of this study is to explore the ways in which young girls aged 13-18 from Hope (pseudonym) Township School in Umlazi in KwaZulu- Natal, South Africa, perceive, comprehend and experience gender violence. The study examines the ways in which unequal gender power relations expose these girls to sexual violence, sexual abuse and HIV and AIDS. The study demonstrates that these girls who live in the informal settlements located near the school are vulnerable to patriarchal norms. The informal settlements from which these girls emerge are situated in lower socio-economic contexts and characterised by problematic social, economic and political issues, including high unemployment, a high crime rate, poverty, drug and substance abuse. The study is premised on the notion that all violence within the school context is gendered. This study seeks to investigate how the young girls construct their sexual identities amidst the prevailing gender violence. The findings show that some young girls are vulnerable to gender violence due to the school`s social and cultural belief systems that reinforce gender violence. The girls offer reasons for engaging in sexual practices that place them at risk, in spite of their knowledge of the dangers of sexually transmitted infections, HIV and AIDS and unplanned pregnancy. The findings also show that these young girls engage in unprotected sex with their partners due to peer pressure, and a fear of being discriminated against. The findings also demonstrate that some young girls make attempts to resist male domination by openly resisting particular stereotypical and sexist expectations of them. Moreover, the fear of contracting HIV and AIDS and teenage pregnancy acted as a deterrent with regard to some girls participating in risky sexual behaviours. The results of this research also show that parents, teachers and the surrounding school community fail to implement interventions which aim to protect young girls from all forms of gender violence. Thus, the gendered nature of girls’ vulnerability to gender violence manifests through the abuse of power by boys in school. This study found that girls are victimised both within and outside the school. It appears that boys are exempt from multiple forms of gender inequalities and sexual violence that girls are subjected to in school. This research recommends that collaboration between schools, parents and the private sector should be encouraged so that girls’ vulnerability to gender violence can be addressed. In addition, this research advocates for long term intervention plans to protect young girls against all forms of oppression in schools.
The 21st century student : an exploration into the evolution of teaching and learning practices required in a generation of digital change.
(2014) Kemm-Stols, Lyndall.; Searle, Ruth Lesley.
The 21st Century is an ever changing context with rapid developments in technology affecting the manner in which we live, communicate and engage with the globe. These developments have contributed to creating categories of individuals who can be labelled as “Digital Natives,” who have grown up surrounded by technology and are comfortable using digital tools, and in contrast “Digital Immigrants,” those who have had to learn how to use technological tools, such as smartphones, wireless internet or laptops, in order to function in the current context. This is bound to affect teaching and learning strategies within the Higher Education sector, as generally “Digital Immigrants” will be facilitating “Digital Natives.” The need to understand how “Digital Natives,” process information, how technology is integrated into their studies is important in discovering the most effective teaching and learning strategies in order to fulfil 21st Century Higher Education outcomes. The study is situated within the local context of the Applied Arts, an area which has had less exposure than other disciplines. It is based in a private higher education institution, where access to digital tools and resources is prominent. The research method is largely qualitative in nature and involves the use of focus group discussions, reflective journaling and in class observations using a case study of ten active participants. The data is then categorised and analysed using a suggested framework, which combines the theory of Connectivism and Vygotsky‟s Zone of Proximal Development. The study is concluded with teaching and learning recommendations specific to Digital Natives as identified within the group of participants in the study.
3D visualization skills incorporation into an undergraduate biology course.
(1999) Osodo, Joseph.; Amory, Alan M.; Graham-Jolly, Michael.
Current trends indicate that the population explosion and invasion of information technology, particularly in developing nations, are likely to overwhelm education systems and policy makers, educators, researchers and therefore the community faces enormous challenges. Also, many graduates of various levels and disciplines appear unable to practically apply their knowledge in problem solving situations. In an attempt to achieve and maintain high educational standards, many nations are devoting substantial proportions of the gross domestic product toward educational endeavours. However, few systems are adopting modern education practices that intrinsically motivate and engage learners, and are at the same time flexible enough to consider students' aspirations and interests. It is argued that such systems would make learning more relevant, meaningful and enjoyable to the learners and are bound to improve exit performances. In such a system, the role of the teacher is that of a facilitator, and not instructor. Constructivism, a philosophy which holds that knowledge is actively constructed by learners through learning, is regarded as promising to provide a long-term solution to many educational problems since its underlying principles are argued to be holistic. It has become imperative that technology in general and the computer in particular should play a role as educational tools as these have capabilities that could be designed to make learning relevant and interesting to learners. It is argued that its use within constructivist approaches and curriculum considerations would increase learner abilities. An eclectic approach to curriculum design is advised for success in this endeavour. Since computers permeate most aspects of our lives (directly or indirectly) their inclusion in teaching and learning situations must become a reality. This project is focused on underscoring the fact that computer based education (CBE), under constructivist philosophy, can provide solutions to problems brought about by extreme interpretations of the deductive or traditional teaching approach. Particularly, it attempts to show that use of three-dimensional (3D) visualizations could significantly aid comprehension and perception of, among other units of discourse, cytoplasmic structure, geo-referenced graphical data, and the understanding of spatial relationships. This is a technique that has, in the recent past, received little attention and no extensive educational research has been carried out with the aim of perfecting it. Recent research carried out by members of the Biological Pedagogy (Bioped) research group identified conceptual problems in learners regarding biological processes such as photosynthesis and respiration. Having established that the misconceptions in learners were attributable to their lack of visualization ability, the first part of the project involved identifying some of the specific visual problems. A qualitative research approach was used to ascertain from university lecturers what convictions, beliefs and experiences they had had with their students that related to use of visualization skills. Skills most required included interpretation of 2D and 3D structures as well as their rotation in space. A survey was also carried out among Cell Biology first and second year students of the School of Life and Environmental Studies in order to precisely determine aspects of three-dimensionality and visual skills suspected to cause conceptual difficulties. Quantitative data analysis showed that the most deficient skills in the learners included pattern folding (projecting 2D material into 3D objects), orientation of form (identifying 3D objects that are oriented differently) and rotation (identifying 3D objects from top and front views). These findings corroborated qualitative analysis of lecturers opinions and convictions. An educational computer game was designed with the aim of ameliorating these problems. The game consisted of 3D scenes where puzzles related to the skills mentioned above needed to be solved. It was recommended that visualization skills should be incorporated into the biology curriculum for all undergraduate students within the first year of the course.
A case study of a workplace training programme and how it relates to the national qualifications framework and skills development.
(2002) Ramnath, Bashnee Yonna.; Lyster, Elda Susan.
This is a qualitative case study which encompasses a thick description of an organization's workplace training programme and how it relates to the National Qualifications Framework and Skills Development. The organization in question is Imana Foods (Pty) Ltd. The purpose of conducting this particular study is to take a close look at the workplace training programme of a particular organization and to see how it has embraced the implementation of new legislative acts such as the South African Qualifications Authority Act, the Skills Development Act, the Skills Development Levies Act, and the Employment Equity Act into its education and training policy . These legislative acts are interrelated in the sense that they have one very significant common goal, and that is to improve the South African economy. By implementing these acts, the government hopes to increase the amount of skilled labour, which in turn should lead to better job opportunities for those employees who already have jobs, and also to promote education and training to those people who are unemployed. The government hopes to keep a watchful eye on the labour market with the intention of providing training in the areas where there is a shortage of skills. My intention for wanting to examine the workplace training programme of a single organization is to determine whether or not the training programme under study is serving its purpose which is to provide equal opportunity for all the employees within the organization.
A case study of the quality assurance role of the school management team in teaching and learning at a secondary school.
(2024) Ndlovu, Ntombifikile Sweetness.; Naicker, Inbanathan.
The purpose of this study was to examine the mechanisms used by the school management team (SMT) to quality assure teaching and learning. The focus of this study was to explore the leadership practices used by the SMT of the selected township secondary school in quality assurance with regard to teaching and learning. The study aimed at answering these following research questions: What mechanisms are employed by the school management team to quality assure teaching and learning in the case study school? How effective are the mechanisms employed by the school management team to quality assure teaching and learning in the case study school? and; How can quality assurance in teaching and learning be improved in the case study school? Five SMT members (Principal, deputy principal and three departmental heads) from one secondary school were purposively selected based on their characteristics and experience. The distributed leadership theory by Helen Gunter (2005) and the conceptual framework for quality education in schools by Elizabeth Garira (2020) underpin this study. Using an interpretive paradigm, qualitative research approach and case study research design, I conducted semi-structured interviews to generate primary data from the participants. I also used three documents (Quality Management Systems, School Improvement Plan and curriculum coverage monitoring tool) that were requested from the research site to obtain secondary data. The analysis of data was done using thematic analysis. Findings point to that there is a disparity in leadership practices by the SMT. They separate the school into two phases, namely, the Further Education and Training phase (FET) and the General Education and Training phase (GET), and their focus is mainly on the FET. Monitoring seems to start from grade 12 to lower grades; extra classes are implemented only in the FET phase, and tracking of learner performance is mainly done in grade 12. The main recommendation was that The SMT distribute the power to the subject heads, who are de facto teacher leaders, to assist in other management duties. They can also delegate the work to the Learner Representative Council so that all the school grades can be attended to.
A collaborative self-study exploring the implementation of inclusive education in a school in the Umlazi District.
(2024) Ndlovu, Zanele Patience.; Mahadew, Ashnie.
The literature highlights the significance of inclusive education in addressing the diverse needs of learners, as well as the importance of teachers possessing the necessary understanding and skills to implement it effectively. As a result, this study explored my inclusive practice using a collaborative self-study research design in a South African high school in the Umlazi District. The study aimed to understand how my personal history contributed to my interest in inclusive education. The study also explored how my two experienced colleagues (critical friends) and I experience inclusive education and, why we need to implement inclusive education using an intersectional lens. I employed a qualitative self-study methodological approach and used memory work, reflective journals, mind-maps and discussions to generate data and address my aim. The findings revealed that a) my past personal experiences developed and elevated my interest in inclusive education, b) learners with intersecting identities face multiple forms of exclusions, leading to feelings of invisibility and isolation, c) we (my critical friends and I) lacked sufficient understanding and capacities to address the intersections, diversity and inclusive education. This unpreparedness ultimately resulted in inadequate support and accommodation towards learners and awareness of the complexities of inclusive education. It also encouraged me to recognise and value the diversity of learners' experiences and identities. In light of these findings, I recommended the need to promote diversity, create inclusive environments and cultivate inclusive education by accommodating learners’ multiple identities.
A comparative study of collocation methods for the numerical solution of differential equations.
(2008) Kajotoni, Margaret Modupe.; Parumasur, Nabendra.; Singh, Pravin.
The collocation method for solving ordinary differential equations is examined. A detailed comparison with other weighted residual methods is made. The orthogonal collocation method is compared to the collocation method and the advantage of the former is illustrated. The sensitivity of the orthogonal collocation method to different parameters is studied. Orthogonal collocation on finite elements is used to solve an ordinary differential equation and its superiority over the orthogonal collocation method is shown. The orthogonal collocation on finite elements is also used to solve a partial differential equation from chemical kinetics. The results agree remarkably with those from the literature.
A critical exploration of student integration and attrition of Black African undergraduate students from selected South African universities.
(2023) Cele, Siyanda Mluleki Kenneth.; Gaillard, Gaillard.
Access to South African Higher Education Institutions (HEIs) has significantly increased; however, success and graduation rates continue to decrease, especially amongst Black African students. Moreover, Black African youths entering university do so against the backdrop of extreme inequalities characterising their schooling backgrounds, class and economic resources. Such inequalities have had a large impact on these students’ decision to drop out of university. Literature relating to Black African students’ experiences of integration and attrition at South African universities is sorely missing. In addition to this, the institutions of higher learning are struggling to find a proper remedy to mitigate student dropout. Hence, it is this gap that the present study sought to fill by developing a new model that can be used by universities to retain Black African students in South Africa’s HEIs. The present study adopted the qualitative approach and the critical paradigm. Secondary data was obtained from a larger study of education and emancipation, documenting the university experiences of students from eight diverse universities in South Africa. The data were collected through in-depth interviews with 66 Black African students. In the present study, data were thematically analysed. The theoretical framework that informed data analysis is Tinto’s Student Integration Model (SIM). The interviews that were conducted with the participants produced rich and thick data indicating that the success of Black African students in South African universities is impeded by such factors as language, poor economic background, unsupportive family background, racial discrimination, gender stereotypes, and discrimination. Most participants mentioned that the medium of instruction used at universities, such as English and Afrikaans hindered their success. The findings suggest that high school education inadequately prepares Black African students for university. Furthermore, financial challenges, gender discrimination, homophobia and racism were found to be significant obstacles hindering most participants from studying at university. Informed by these findings as well as the review of extent literature, this thesis proposes a model that will assist universities to minimise dropout rates amongst Black African students. This model obligates institutions of higher learning to put students’ backgrounds at the forefront in every decision that they undertake to maximise the social and academic integration of students and consequently decrease attrition.
A critical perspective on racial integration in a secondary school in KwaZulu-Natal : dots and dashes : patterns of co-existence.
(2005) Nasaree, L.; Ramrathan, Prevanand.
The study is an exploration of the processes of racial integration within a school. The purpose of the study is twofold: 1. To understand the pattern, extent and nature of racial integration between learners in the classroom and on the playgrounds. 2. To determine whether there are any barriers that prevent the interaction of learners of different races. The school that was selected to participate in the research was an ex-House of Delegate's secondary school in KwaDuguza in the province of KwaZulu-Natal. The participants in the study were the principal, two deputy principals, two level one educators and two focus groups of African and Indian learners. Each focus group was made up of six learners, two males and four females. They were representative of the gender and racial composition of the school. The research was a case study that used various qualitative methods of data collection. A questionnaire was administered to a selected sample of educators and learners to determine attitudes and perceptions of racial integration. These were followed up by semi-structured interviews that allowed the researcher to probe deeper into issues raised in the questionnaire. A week's observation schedule of learners in a classroom and the learners on the playground was conducted. This was followed by a review of school documents. The varied methods of data collection revealed that positive racial integration is not taking place in the school. Although the educators and the learners are aware of the need for a fundamental change in the policies, organization and curriculum of the school they are unsure of how these changes need to be effected and what the nature of the change should be. In the absence of any concrete directions from the Education Department, an 'adds on' approach to integration is used . The result of such an approach is the polarization of learners along racial lines. The study concludes with recommendations for educators and the Department of Education.
A decolonial critique of discourses of western colonialism in South African, Namibian and Zimbabwean school history textbooks.
(2023) Iyer, Leevina Morgan.; Maposa, Marshall Tamuka.
European influence in Africa has portrayed the continent through the perspective of Europeans while the African perspective has been neglected. The undeniable continuation of the hegemonic epistemic turmoil due to western colonialism in the Africa, is a perpetual challenge. One of the key sources of knowledge in the educational setting is History textbooks. Taking into account the multifaceted and complex angles through which historiographies of western colonialism are presented in these textbooks, the purpose of this study was to explore the prevailing colonial discourses in South African, Namibian and Zimbabwean school History textbooks through a decolonial critique. The theories of decoloniality and postcoloniality informed the theoretical underpinning of this study, resulting in a lens that acknowledged the remnants of western colonial influence in the existing post-colonial structures of Africa, but also challenged these oppressive Eurocentric hegemonies. Decoloniality and postcoloniality, both advocate that the generations of epistemic violence should be disrupted, thus making space for increased African agency. Summarily, using Fairclough’s (1995) version of CDA methodology, the analysis of the sample school History textbooks revealed five key discourses. These included the discourses of forces of western colonialism, conflict-fomentation, economic exploitation, environmental degradation, and anti-colonialism. In keeping with the idea that knowledge production, undeniably, continues to be influenced by the structures of western colonialism, it was not unexpected that the content in the sample school History textbooks varied, especially in terms of the prevailing historiographies. The understanding from this study was that school History textbooks are not completely decolonial. Rather, the sample textbooks illustrated discourses of western colonialism in Africa from a place of hybridity, which the theory of postcoloniality defines as a fusion of African identity and cultural influence from western countries. Given the political history of each of the sample countries, their political ideologies were reflected in the school History textbooks through the historiographies presented. Considering the incongruity of historiographies in the sample school History textbooks, I have developed the ‘Decolonial model of African epistemology’ - a framework that could ideally be used as an educational tool to promote African indigenous knowledge, especially in school History textbooks by deconstructing existing historiographies,
A decolonial feminist investigation of gender representation in IsiZulu literature in the further education and training phase.
(2023) Cele, Nomonde.; Sader, Saajidha Bibi.
Literature is considered an essential educational resource in South Africa to edify teaching and learning. Learners can also learn about society's ideals through literary works. The paucity of knowledge on the kinds of texts that are recommended and the underlying ideologies that these teach learners is noteworthy. It is important because little is known about the kinds of recommended texts and the underlying beliefs that these teach learners. From this perspective, it is important to determine if gender representation in literature promotes gender equality. Therefore, this study aims to understand how gender is represented in isiZulu literature prescribed to educators and learners in the Further Education and Training (FET) phase in South Africa. This qualitative study is located in the decolonial paradigm and engages the tenets of feminist critical discourse analysis as its primary analytical framework. A purposive sample of two setwork isiZulu literature was selected to investigate the phenomenon of gender representation. The results revealed that the selected texts perpetuate negative stereotypes of both men and women. The investigation found that patriarchy, heterosexuality, socialization, and cultural manifestations of society that often picture women negatively all play significant roles in how characters are portrayed in isiZulu literature. The literary works depict scenarios in which men dominate and control women under the pretext of heterosexuality, normalised gender relations, and cultural customs. The results show that representations in the literary works are gender-biased and gender-insensitive. A critical approach to the selection of literature is required as it is concerning that these representations are being taught to learners in schools. Key stakeholders in the education department have a lot of work ahead of them to ensure that South African isiZulu-prescribed literature incorporates gender inclusion.
A feminist analysis of Black lesbian students’ academic and social experiences at a technical and vocational education and training institution in KwaZulu-Natal Province, South Africa.
(2023) Siwela, Sanele.; Sader, Saajidha Bibi.
There is scant research regarding the experiences of Black lesbian students in relation to their access to tertiary education, their success at higher education institutions and their experiences with their lecturers and co-students, especially within the environment of Technical and Vocational Education and Training (TVET) colleges. The lack of empirical research on the academic and social experiences of Black lesbian students has left a gap in the understanding of how their social identities intersect to influence their post-school education and training experiences. To address this gap in knowledge, I investigated the academic and social experiences of six Black lesbian students at a TVET college in Pietermaritzburg, KwaZulu-Natal Province, South Africa. This dissertation adopted an eclectic theoretic approach, using the African decolonial perspective of Oyeronke Oyèwùmí as well as the work of decolonial feminist theorist, Maria Lugones. I also drew on key concepts from Black feminist thinkers Patricia Hill-Collins and bell hooks – in particular, their concept of intersectionality. I used these frameworks to argue against the ongoing influences of past colonialism and apartheid that tend to permeate the institutional culture of TVET colleges in South Africa. This feminist research study adopted a qualitative methodology and used visual narrative inquiry. Data was collected using semi-structured interviews, photo voice, reflective journaling and focus groups. Poetry was used as a data-generating reflective tool. Data analysis combined both visual narrative analysis and analysis of the narratives. Findings revealed institutional heterosexism and a lack of educational access for black lesbian students at this TVET college which impeded their educational participation and success, resulting in failure, absenteeism and dropout. Educational access is understood in this thesis as a multifaceted phenomenon that includes administrative, financial, physical, social, career guidance and epistemic aspects. Enablers to learning at the college included individual strategies (using their own agency) as well as strategies that the college could initiate. This included stronger support from lecturers to contribute to lesbian students’ participation in class and their academic success. Meeting other lesbians who were open about their sexual identities was also another enabler to learning, as it provided these students with a sense of belonging. Financial enablers to be able to attend a college and study were present in the form of the NSFAS grant, which covered their study costs and also enabled them to provide support to their families. Whilst there has been significant evolution in the TVET sector in terms of administrative access and funding for students, the provision of psychological support for minority students is still lacking. This study recommends that the Department of Higher Education develop ongoing psychological support interventions to address the negative psychological impacts LGBTQ+ students experience within the tertiary environment, inclusive curriculum and institutional policies. New college buildings should always include 3-5 individual toilets to provide an alternative for individuals who feel uncomfortable entering the main toilet blocks.
A river runs through it : landscapes of learning, development and change of nontraditional workers.
(2023) Cox, Amanda Jane.; John, Vaughn Mitchell.
In the 21st century contexts in which we live, precarious work has become more prevalent. This study explored how workplace learning takes place for those of us who do not belong fully to an organisation. The need for lifelong and life-wide learning in formal, non-formal and informal ways becomes critical for non-traditional workers, who are defined as those who are not in traditional full-time employment but work on short-term contracts, often for multiple companies. This study focused on this niche group of professionals who work in alternative ways. I was drawn to conduct this study due to my own expectations and experiences about the world of work. Childhood mindsets about work being in one company and job for life were challenged and changed during my career, in which I found myself working in non-traditional ways, enjoying the flexibility that this way of working afforded me. Transformative learning theory, which is about a revision of frames of reference, was a helpful theoretical lens to explain some aspects of my career story. My unique career journey piqued my curiosity about how other non-traditional workers navigate their way into and through the world of work and how they develop as professionals in contexts of precarity. Communities of practice theory (a social learning theory) surfaced as a helpful theoretical lens to explore the learning journeys of my own and another five non-traditional workers. A narrative autoethnographic research approach and a participatory interview technique called river of life were used as the methodological roadmap to navigate my way through the study. The study explored the development of identities, the processes and sources of learning, and the implications of learning in such contexts. The findings identified the importance of lifelong and life-wide learning for non-traditional workers, culminating in the notion of careers being like living landscapes that are moving and changing as we engage in them. The important role of experience and the development of transferable skills was identified. The participants were also found to be good at managing multiplicity in their careers, working across subject areas, projects and multiple identities. Finally, an emerging culture of this type of worker was explored.
A simulation modeling approach to aid research into the control of a stalk-borer in the South African Sugar Industry.
(2008) Horton, Petrovious Mitchell.; Sibanda, Precious.; Hearne, John W.; Conlong, Desmond Edward.; Apaloo, Joseph.
The control of the African stalk borer Eldana saccharina Walker (Lepidoptera: Pyralidae) in sugarcane fields of KwaZulu-Natal, South Africa has proved problematical. Researchers at the South African Sugarcane Research Institute (SASRI) have since 1974 been intensively investigating various means of controlling the pest. Among the methods of control currently being investigated are biological control, chemical control, production of more resistant varieties and crop management. These investigations, however, require many years of experimentation before any conclusions can be made. In order to aid the research currently being carried out in the Entomology Department at SASRI (to investigate biological control strategies, insecticide application strategies and the carry-over decision), a simulation model of E. saccharina growth in sugarcane has been formulated. The model is cohort-based and includes the effect of temperature on the physiological development of individuals in each life-stage of the insect. It also takes into account the effect of the condition of sugarcane on the rate of E. saccharina infestation, by making use of output from the sugarcane growth model CANEGRO. Further, a crop damage index is defined that gives an indication of the history of E. saccharina infestation levels during the sugarcane’s growth period. It is linked to the physiological activity of the borer during the period spent feeding on the stalk tissue. The damage index can further be translated into length of stalks bored and hence the percentage of the stalk length bored can be calculated at each point in the simulation using the total length of stalks calculated in the CANEGRO model. Using an industry accepted relationship between percent stalks damaged and reduction in sucrose content of the crop, reductions in losses in the relative value of the crop when the various control measures are implemented can be compared. Relationships between the reduction in percent stalk length bored (and hence gains in the relative value of the crop) and the various control strategies are obtained.
A sociological study of the family influences, educational experiences and aspirations of a group of South African Indian female students at the University of Durban-Westville.
(1995) Singh, Suchitra.; Jansen, Jonathan David.
Abstract not available.
Absenteeism among secondary school pupils.
(1995) Naidoo, Karthigesan Shunmugam.; Ramphal, Anandpaul.
The overall aim of this study was to ascertain the nature of the differences that exist, in selected aspects, between two groups of pupils, viz. regular attenders and persistent absentees. More specifically, the research was designed to furnish information on the following issues : a) The incidence of absenteeism and truancy in Tongaat. b) The home and familial circumstances of regular attenders and persistent absentees. c) An examination of the differences, if any, between poor and good attenders with regard to maladaptive behaviour. d) The role of the school and school-related factors as contributors to absenteeism and truancy. e) The different conceptions that regular attenders and persistent absentees may have of the future. f) The reasons offered by teachers for pupil absenteeism. The sample (N = 153 pupils) was randomly selected from a list of five secondary schools in the Tongaat area. Pupils responded to a four-part Pupil's Perception Questionnaire (PPQ) designed to gather data relating to the home and familial circumstances, maladaptive forms of behaviour, the school and school-related matters and the pupils' perceptions of their future. In-depth interviews were also held with parents of the children in the sample. Teachers (N=116) were asked to offer what they saw as the more important reasons for the absence or regular attendance of the pupils. The major findings of the study were as follows: 1. The majority of absentees fall into the age category 15-16 years. Girls were often absent with the full knowledge and encouragement of their parents while the opposite was generally true for boys. 2. Absentee rates are not consistent throughout the year. Higher figures were recorded on a Monday and a Friday(days which coincided with the week-end) and on test days. 3. Poverty, parental ill-health, parental unemployment, single parent problems and alcohol abuse featured prominently in the lives of poor attenders. 4. Positive attitudes towards education on the part of parents generated similar attitudes in their children. In general, the converse was also true. 5. Poor parent-child relationships and a lack of communication with parents often resulted in ill-disciplined children who were frequently absent from school. On the other hand, children whose parents took a keen interest in their progress and welfare attended school more regularly. 6. Poor attenders showed greater alienation from the school and the values it represented than did good attenders. 7. Poor attenders highlighted characteristics of teachers' personalities that influenced them to be absent from school while good attenders highlighted those characteristics that encouraged them to attend school. 8. Persistent absentees tended to have poorer relationships with teachers compared to good attenders. 9. Troublesomeness in class was a reliable indicator of absenteeism and truancy amongst pupils. 10. Career aspirations of persistent absentees tended to be lower than that of regular attenders. 11. The curriculum, perceived by some children as irrelevant to their needs, was blamed for generating boredom and frustration. These, in turn, contributed to their absence from school or even dropping out. Evidence from various sources show that early detection and the proper treatment of absentees can produce positive results and thereby save the individual and society much unhappiness and wastage.lt is against this background that several recommendations are made. Schools, teachers and parents (individually and collectively) can do a great deal to curb absenteeism amongst pupils. It is vital for all interested parties to create a warm, accepting and congenial climate both in the home and school situation.
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.
The academic challenges facing deaf students at Durban University of Technology.
(2011) Mazoue, Patricia.; Searle, Ruth Lesley.
This study will take the form of a case study of a group of Deaf Information Technology (IT) students and their Sign Language interpreters at Durban University of Technology (DUT). These students are enrolled under a Programme for the Deaf run by the Information Technology Department. The department provides additional assistance in the form of Sign Language interpreters who attend all their lectures and also provide extra tutorials for them. The aim of the research is to identify the main challenges encountered by this group of students at DUT. I first became aware of the existence of these students while engaged in an action research project at the beginning of 2005 and realised that this was an area that needed further study. There is a lack of research on Deaf students in tertiary institutions in South Africa and there are not many tertiary institutions which enrol Deaf students and provide them with a Sign Language interpreter. I realised that this was an area which needed to be researched and that the resulting findings could make a difference to the lives of Deaf students at DUT by identifying the main problems and perhaps suggesting ways in which these could be addressed. Group interviews with the Deaf participants were conducted with the assistance of a Sign Language interpreter in order to explore their challenges. Further interviews were conducted with the interpreters who were interviewed individually. The study was limited to Deaf students enrolled under the undergraduate Programme for the Deaf at DUT and, as a result, might not reflect challenges faced by any other deaf students at DUT or other tertiary institutions. The findings identified, amongst others, problems such as poor literacy levels of the Deaf students and lack of communication between the Deaf students and hearing staff and students on campus among other problems. The Deaf students felt marginalised and largely ignored on campus. There was very little awareness of Deafness among hearing students and staff at DUT. Some possible solutions to these problems were suggested such as including deaf awareness in the orientation of hearing staff and students.
Academic intervention experiences of 'at-risk' students : a case of an undergraduate programme in a South African university.
(2014) Mngomezulu, Samukelisiwe Dorothy.; Ramrathan, Prevanand.
The higher education landscape in South Africa has significantly changed upon attainment of democracy in 1994. Access to higher education has been increased for students from previously disadvantaged groups. However, access to higher education has not been met with success as a significant number of students fail to complete degrees in the minimum time required or drop out of programmes completely. Universities have to be responsive to such challenges hence there is a need for institutionalization of academic support programmes. This study sought to ascertain students’ experiences of causal factors and of academic support interventions in one of the Schools in a South African university. The study is underpinned by the Ecosystemic Perspective Theory, Attribution Theory, Vygosky’s Social Development Theory and Chickering’s Theory of Identity Development theories. Informed by the interpretive research paradigm, the study adopted a qualitative case study design in which data were solicited from a purposive sample of ‘at- risk’ students participating in academic support programmes offered by the School. Data was collected through document analysis, focus-group as well as individual interviews. Interpretive phenomenological analysis was used to analyse data. Content analysis through emerging themes was also used to analyse data. Data presentation is in the form of thick description in which verbatim quotations are used to present participants’ views. Findings were analyzed and collated into common themes which revealed that ‘at- risk’ status is caused by multiple factors emanating from both secondary and higher learning education. The study revealed that some challenging factors emanating from secondary schools were prevalent at a higher institution. Academic and non-academic factors were considered to be the main factors that contributed to poor academic performance. Participants revealed that they dealt with challenges differently depending on the nature of the problem. It emerged that warning of ‘at- risk’ status created a plethora of emotional and psychological experiences. It also emerged that intervention support participants received was beneficial to participants but some felt it was reactive rather than being pro-active. In conclusion, the study showed that student performance was negatively affected by academic and non-academic challenges that were both in and prior to university studies. Academic support programmes in place assisted the students and to a certain level but the timing of support and a non-holistic approach remained a challenge. I recommend an inclusive approach to student support within higher education which is largely data driven and includes all registered undergraduate students. Furthermore, early warning detection systems should be built into the data- handling systems so that students, staff and the intervention student support services can respond appropriately and timeously to potential impediments to students’ academic progress.
Academic use of smartphones among secondary school students.
(2018) Mashonganyika, Eliot.; Shawa, Lester Brian.
This study explores the academic use of smartphones among secondary school students at Harare High School with the aim of contributing to new educational trends in Zimbabwe. It employs the interpretive paradigm and is informed by the Actor-Network Theory. It explores how students use smartphones for academic purposes, examining the various perceptions on academic use of smartphones, and analysing reasons for students at Harare High School to use smartphones for academic purposes the way they do. Qualitative research methods were employed using a case study research approach. Semi-structured in-depth interviews, questionnaires, an observation schedule, and documents were used to generate data. Questionnaires were also used for sampling purposes. Miles and Huberman Framework for Qualitative Data Analysis was used for analysis of data. Findings reveal that students at Harare High School use smartphones for research, downloading and storage of learning materials, and collaborative learning. Most students perceive smartphones as convenient learning tools in view of the newly introduced education curriculum, which emphasises research and innovation. Students also use smartphones for social networking and entertainment. Challenges of distraction, abuse, addiction, and other behavioural challenges were revealed, raising the need for close monitoring by teachers and parents. This study recommends that: 1) the Ministry of Education in Zimbabwe should formulate a policy that makes it mandatory for schools to use smartphone technology, 2) schools should consult with ICT experts offering strategies that regulate academic use of smartphones, curbing abuse, 3) teachers should be trained to be smartphone-literate so that smartphone technology may be adopted as a compulsory learning tool, 4) teaching of media literacy and character education should be adopted to empower students to use smartphones profitably, and 5) schools should levy parents in order to raise funds to buy smartphones for students. This study has added new knowledge to the understanding of the academic use of smartphones in the Zimbabwean context. It provides methodological and theoretical contributions through data-generation methods employed, and in its use of the Actor-Network Theory. In conclusion, despite the challenges mentioned, all Zimbabwe schools should embrace the academic use of smartphone technology because the benefits outweigh the challenges.

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