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Item 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.Item 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.Item 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.Item 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.Item 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.Item 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.Item 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.Item 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.Item 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.Item 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.Item 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.Item 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.Item 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.Item Academic writing experiences and literacy development of engineering students at a South African university of technology.(2023) Makhanya, Nontsikelelo Lynette Buyisiwe.; Shawa, Lester Brian.This study drew on the Cultural Capital Theory and the Academic Literacy Model to explore the academic writing and literacy development experiences of Engineering students at a selected university of technology in South Africa. The study sought to explore the literacy experiences of Engineering student participants over time to determine the efficacy of the knowledge and skills they acquired in relation to academic writing and literacy development. Three critical questions were posed: ● What are Engineering students’ experiences of academic writing and literacy development at the selected university of technology under study in KwaZulu-Natal Province? ● How do Engineering students experience academic writing and academic literacy support offered by the Academic Literacy and Language Support unit at the university of technology under study? ● Why do Engineering students experience academic writing and literacy development the way they do at the selected university of technology under study? Qualitative research methodologies were employed. This study was also underpinned by the interpretive paradigm which is characterised by the concern for the individual and the desire to understand the subjective world of human experience. Data were produced using in-depth semi-structured interviews and reflective journal entries and were analysed using thematic analysis. The findings revealed that, although the participating students were underprepared to engage with academic writing at university level, there was improvement in their academic writing skills over time. The study contributes to knowledge of our understanding of how to improve the academic writing capabilities and literacy development of students, including those who come from rural and low socio-economic backgrounds and whose academic development is often retarded by limited cultural capital. The study further highlights the role of IsiZulu (the predominant language in Kwa-Zulu-Natal province) in the academic writing and literacy development of rural students whose first language is IsiZulu. The study also highlights the value of the selected theoretical framing and the methodological approaches that were employed as these contributed significantly to the outcomes as described in this thesis. The unique contribution of this study to the pool of knowledge and scholarly endeavour is the integrated approach that it proposes for embedding literacies within discipline-specific content at the institution of higher learning under study.Item Academics’ experiences of university leadership in constructing their professional identities: a case of a university in Cameroon.(2022) Folabit, Novel Lena.; Reddy, Saras.Teaching, research, and community engagement are the three main pillars of higher education institutions, and academics construct their professional identities by translating these pillars into teaching programmes across departments, research projects, and the provision of skilled labour to the general public. However, academics' roles and responsibilities are shifting, reforming, and being reviewed, making it difficult for them to interpret these roles and responsibilities accurately, calling into question their conceptions of their own professional identities in relation to their experiences of the influence of university leadership practices on the construction of those identities. Furthermore, professional identity research indicates that there is little literature on the conceptualization of academic professional identity, and the available literature only theorises concepts related to professional identity in general rather than academic identity in higher education. This study recognises the manner in which leadership practices negatively influence academics' roles and responsibilities in higher education in the context of a Cameroon university. To understand academics' conceptions of their professional identity and to address the question of why their experiences of university leadership influences the construction of their professional identity in the way that they do, this thesis focused on a Cameroonian university as a case study. Eleven permanent academics from the research site were purposively selected. A case study design within a pragmatic paradigm, where both qualitative and quantitative methods of data generation were used to explore the three research questions that underpinned this study. Distributed leadership theory and the force field model for teacher development were used to frame and generate data through semi-structured individual interviews and focus group discussions. A survey questionnaire was used to generate quantitative data with 170 academics through simple random sampling to find out how academics’ experiences of university leadership influence the construction of their professional identity. The findings show that academics’ conceptions of their professional identity are ingrained at three levels. At the micro-level, academics conceive of their professional identities based on individual forces, which establishes three distinct approaches to conceptualising academic professional identities in higher education. The study established that academics’ professional identities are conceptualised as self-conceptions of their professional identities embedded in the relationality of self, discipline, and context. Secondly, professional identity refers to academics' personal beliefs about their profession. This is demonstrated by the distinction between individuals' personal beliefs about their field of specialisation within their professional context and others' beliefs within the same professional context. The third perspective is that professional identity is defined by the roles and responsibilities of belonging to an academic profession, which are characterised by their capacity to ensure visibility, effective teaching skills, teaching and research ethics, and the deontology of the academic profession. At the meso-level, academics conceive professional identities based on institutional forces, which establishes that university leadership's incompetency, discrimination, egocentrism, and political leanings, among other things, negatively influence the construction of their professional identities as they undertake teaching, research, and research-led community engagement as their key performance indicators. At the macro-level, academics conceive of their professional identities based on external forces, which establishes that government interference in the pedagogical activities of the study context negatively influences academics' professional identities through its appointment policy for the university leaders and external political control. The study concludes with several recommendations and the contention that a blended bottom-up-top-down leadership approach is necessary to address issues related to corruption, discrimination, inconsistent and ineffective leadership, appointment policy, funding, external interference, and a mismatch between theory and practice in university policy implementation. This will significantly contribute to the development of a sustainable higher education system in Cameroon.Item Access to schooling spaces for my child with Down Syndrome : an autoethnography.(2014) Gramanie, Pushpagandhi.; Sookrajh, Reshma.As part of the Indian diaspora whose ancestors were indentured labourers brought to South Africa to work in the sugar plantation (Mishra, 1996) with little scope for education, I repeatedly heard the expression ‘the only way to escape poverty is through education’ from my grandparents and parents. The access I had to schooling, and the opportunity to complete, provided me with a passport to tertiary education, a privilege only a few of my siblings had. The importance of education was instilled in me from my childhood and it was a natural expectation when I became a parent, to want access to good quality education for my own children. My pursuit of access to schools for my daughter with Down syndrome was an immense challenge with no guarantees in the South African context. I have undertaken this study to reflect on nearly fifteen years of formal and informal schooling for my daughter, Tiara. In an effort to purposefully engage the reader on the subject of schooling spaces and access to it, I considered autoethnography most suitable for the task. It offers me the scope of using personal experiences as principal data and the latitude to express those experiences in a mosaic format by intersecting and sometimes collapsing it with those of others. These ‘others’ consisting of four women, are part of a community of practice, and predominantly parents of children with Down syndrome who interact within my social space. This allowed a wider interpretation of my experiences in relation to others. Their cameos which emerged from semi structured interviews conducted at a time and place at their convenience are captured alongside mine as episodic nodal moments. In choosing autoethnography as the methodology, greater consideration was given to the issue of ethics to ensure confidentiality and respect of all informants. Three of the informants each have a child with Down syndrome. The fourth informant is an academic who is a prolific researcher in the field of Inclusive Education. Her input is from a dual perspective of having a sibling with disability and being a key role-player in the crafting of policies pertaining to inclusive education in South Africa. These reflective accounts were excavated predominantly through qualitative method of memory work. While memory-work is broadly recognized as a profoundly felt emotional experience, it is first and foremost a research tool (Cadman, Friend, Gammon, Ingleton, Koutroulis, McCormack, Mitchell, Onyx, O’Regan, Rocco & Small., 2001). Memory work entailed chronicling past events in as much detail as possible with occasional stimuli to trigger recall. A coalescing of all chronicles and cameo accounts pertaining to access to schooling spaces for children with Down syndrome is followed by thematic analysis. This is discussed in a mosaic format with all chronicles and cameos interwoven. A created multidimensional model of access, influenced by Nind and Seale (2010) helped unpack the enabling and disenabling aspects of experiences of accessing schooling spaces for children with Down syndrome. This is done to shed insight on the state of South African segregated schooling in public education, in both mainstream and special needs and the challenging experiences of access to inclusive schooling spaces for children with Down syndrome. The data suggests that despite enabling legislation, implementation of inclusive policies reflects gaps, primarily in lack of political will and sustained effort. Physical access into a school did not necessarily mean that Tiara had enabling access to and meaningful participation in the spectrum of schooling experiences: systemic, curricular, social, pedagogical, spaces and practices. Parental advocacy has historically contributed to the evolution from medical deficit model to social justice but the need for endurance to continue the fight for accessible inclusive spaces continues to be unyielding.Item Access with success: a case of students with learning disabilities at a technical and vocational education and training college.(2019) Ndlovu, Lihle Mbalenhle; Hlalele, Dipane Joseph.The Technical and Vocational Education and Training (TVET) sector in South Africa has been acknowledged for its capabilities necessary for skills development. However, its role in transferring these abilities to students with learning disabilities (SWLD) in an inclusive environment has not yet been made explicit. Nevertheless, the proven increase in the numbers of SWLD in TVET colleges leaves questions about issues of success after access has been granted to SWLD. Therefore, the objective of this study was to explore how SWLD access education and succeed at TVET colleges in South Africa. The study was theoretically located within the assets-based approach. It intended to establish the available assets that were utilised or underutilised by the college in addressing concerns of access and success of students with learning disabilities at a TVET college. It further utilised qualitative research methods. An interpretivist paradigm was used to understand how access with success of students with learning disabilities (SWLD) at a TVET college is perceived, understood and experienced by SWLD, hereafter). The researcher worked with six participants: three SWLD, and three TVET staff members (a head of department, an inclusive support coordinator, and a lecturer). Considering the fact that the study had only mentioned the word “students” in its topic, staff members were purposively targeted under the assumption that they interact daily with issues of SWLD to ensure smooth access and success. Data was generated through semi-structured interviews and focus-group discussions. Thematic content analysis was used to identify and record themes and subthemes within the data. The results suggested that while SWLD have learned to mobilise their internal capacities or assets, as well as other assets in and around the college, to independently achieve access with success, various impediments exist such as underutilised assets, untapped student potential, and the lack of availability of an internal inclusion policy document. The study revealed that these are unmapped assets which could address threats that were identified by participants while navigating the current situation regarding access with success at the TVET college. The study identified lecturers as assets, community involvement and coordinated efforts as important potential ways of enhancing opportunities to expand access with success at a TVET college. The need for the proper implementation of inclusive education was pointed out by the SWLD. This need emerged from the discovery that most SWLD are taught in a different setting, and have limited opportunities to enrol in their desired field of study. Furthermore, a need for economic independence was further identified, as SWLD have the same aspirations and career dreams as all other students. Lastly, the intrinsic motivation of SWLD was observed to be a key factor in their success at TVET college, as it enabled them to develop the necessary survival skills to make a successful transition to higher education. The study recommends that the TVET college provide lecturers with special pedagogical training to develop their skills and confidence in relation to teaching SWLD; that it foster more awareness within the college to minimise discriminatory attitudes; that it learns to map and mobilise assets in and around the college to address existing gaps in the education of SWLD, while waiting for external support; that it fast-paces the finalisation of the internal inclusion policy draft; and that it consider employing people with disabilities in order to develop a better understanding and implementation of inclusion.Item Accountability to whom? For what? : teacher identity and the Force Field Model of teacher development.(University of the Free State, 2008) Samuel, Michael Anthony.The rise of fundamentalism in the sphere of teacher education points to a swing back towards teachers as service workers for State agendas. Increasingly, teachers are expected to account for the outcomes of their practices. This article traces the trajectory of trends in teacher education over the past five decades arguing that this "new conservative trend" is but one of the many forces that characterise present interpretations of the goals of teacher education and development. A de-professionalisation of teaching as a career looms on the horizon. Each era has progressively provided new insights into what the goals for teacher education could and should be. These have become increasingly layered into expanding roles and responsibilities being foisted on teachers. The article argues that this could threaten teaching as a career and fewer individuals now willingly choose the teaching profession. If they do, their accountability is seldom to quality teaching and learning as professional teachers find themselves threatened on a number of fronts by contradictory and often competing forces. The article presents a model for understanding the complexity of forces influencing teachers' identities, and shows why there is a need for creative discursive spaces for the coexistence of these many forces. Rather than capitulate to the forces of conservatism, the article argues that teacher professional growth can flourish when it is able to understand deeply the biographical, contextual, institutional and programmatic forces that impinge on teacher identity. The Force Field Model of Teacher Development thus provides stimulus for creative dialogue and renewal.Item ACE technology lecturers' and in-service teachers' understanding of the design process and its enactment in their pedagogical practice.(2015) Mabaso, Bongeka Petunia.; Alant, Busisiwe Precious.This thesis is an exploration of Advanced Certificate in Education (ACE) Technology lecturers’ and in-service teachers’ understanding of the design process and how it influences their pedagogical practice. Creativity, critical thinking, problem-solving capabilities and other related skills are key aspects of Technology Education. In order for Technology learners to develop these capabilities and skills they need to engage with the design process. It is in this regard that the design process is argued to be the core of technology education. Hence, it is argued that it ought to be used to structure and drive the delivery of all learning aims of the Technology subject in South African schools. Research shows that the context based and complex nature of the design process presents a huge challenge for teachers. As a result, teachers present it as a linear process, rather than an iterative process as suggested in the South African Curriculum and Assessment Policy Statement for Grades 7-9 Technology. The two research questions explored were: “What are ACE Technology lecturers’ and in-service teachers’ understanding of the design process?” and “What informs and influences Technology Education lecturers’ and in-service teachers’ understanding of the design process?” These questions were addressed through the use of a questionnaire and two focus group interviews with the ACE Technology lecturers’ and teachers’. Schön’s notions of reflection-in-action and reflection-on-action were used to trace how these ACE Technology lecturers’ and teachers’ developed their understanding of the design process. The results indicate that through the use of reflection in and on action, ACE Technology lecturers’ and teachers’ understanding of the design process broadens and changes. Reflection occurred by means of narrative, graphic presentations and participative engagement methods. W.r.t. to Research Question 1, four conceptions of the relationship between the design process and problem solving emerged which then led to the emergence of the seven ways in which the design process is understood: Conception 1: Design process is action orientated. Conception 2: Design process is not linear, but iterative. Conception 3: Design process is solution based. Conception 4: Design process is appraisal and evaluation. Conception 5: Design process is systematic. Conception 6: Design process is complex. Conception 7: Design process is context based. With regard to Research Question 2, the findings revealed two factors that influence and inform ACE lecturers’ and teachers’ understanding: a) reflection and interacting in a community of practice and b) the interface between understanding and practice. This interface is premised upon two factors which cause understanding to be transformed and confirmed during practice: (i) contextual issues and (ii) identity. In this regard, the analysis of data from this study shows that ACE technology lecturers’ and in-service teachers’ understanding of the design process not only directs their pedagogical practice but impacts on learning of Technology with respect to critical thinking, innovation and creativity.Item The acquisition of reading without formal instruction.(1994) Blignaut, Amanda D.; Farman, Robin Hylton.Abstract available in PDF.