An assessment of the management of the quality of Education and its impact on Learners’ academic performance in selected Schools in Mthatha, South Africa
- Authors: Kariyana, Israel
- Date: 2015
- Subjects: Quality education -- Schools -- South Africa Academic performance -- Learners -- South Africa -- Mthatha School management – Teaching and learning School management team (SMT)
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/1302 , vital:30800
- Description: The study sought to assess the impact on learners‘ academic performance of the management of the quality of education in South African schools. The study was conducted in ten independent and ten public schools in Mthatha. The study elicited information for quantitative data from 60 school management team (SMT) members, 200 educators and 400 learners who were randomly sampled from the participating purposively sampled schools. Qualitative data and document analysis were used to triangulate quantitative findings. Data collected was coded and analysed thematically. Quantitative data were analysed with the aid of the SPSS version 22 and qualitative data were analysed through content analysis. Quantitative data were presented through a blend of both descriptive and inferential statistics using tables and graphs. The study found that school management teams (SMTs) and educators were more aware than learners that there are national and provincial legislation mandates that guide the management of quality in education. However, stakeholders were of the view that schools did not use relevant national, provincial and school-based policies and procedures to guide the provision and management of quality in education. It also emerged that learners did not conduct themselves in a manner that promoted the provision of quality education. Participants were, nevertheless agreeable on the indicators of high-quality education. SMTs and educators held stronger views than learners about schools having clear vision and mission statements (VMS) in place but neither were displayed for all to see nor were they well known to and supported by the ii SMTs, educators and learners, thus they were not implemented. The study also established that respondents were aware of the educator-centred, SMT-centred as well as learner-centred factors that affected the quality of education and that factors that promote high-quality education were largely absent in schools. Stakeholders also agreed about the effects of factors that affected the quality of education on learner performance such as poor training and development of educators. It emerged that there were positive SMT-centred factors such as promoting professional development of staff; educator-centred factors including maintaining exceptional lesson planning standards and presentation skills; learner-centred factors being geared towards school work while high parental involvement in school activities emerged as the overriding home-based factor noted to have a strong, positive impact on the provision of quality education and learner performance. It also emerged from the study that inter-alia, stakeholders viewed performance measurement and management as important and holding SMTs and educators accountable for poor school performance as an imperative measure for the provision of quality education. Recommendations for practice and for further research were made with a view to improving the management of the quality of education in schools. In light of that, a model for the management of the quality of education and learner performance was proposed.
- Full Text:
- Authors: Kariyana, Israel
- Date: 2015
- Subjects: Quality education -- Schools -- South Africa Academic performance -- Learners -- South Africa -- Mthatha School management – Teaching and learning School management team (SMT)
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/1302 , vital:30800
- Description: The study sought to assess the impact on learners‘ academic performance of the management of the quality of education in South African schools. The study was conducted in ten independent and ten public schools in Mthatha. The study elicited information for quantitative data from 60 school management team (SMT) members, 200 educators and 400 learners who were randomly sampled from the participating purposively sampled schools. Qualitative data and document analysis were used to triangulate quantitative findings. Data collected was coded and analysed thematically. Quantitative data were analysed with the aid of the SPSS version 22 and qualitative data were analysed through content analysis. Quantitative data were presented through a blend of both descriptive and inferential statistics using tables and graphs. The study found that school management teams (SMTs) and educators were more aware than learners that there are national and provincial legislation mandates that guide the management of quality in education. However, stakeholders were of the view that schools did not use relevant national, provincial and school-based policies and procedures to guide the provision and management of quality in education. It also emerged that learners did not conduct themselves in a manner that promoted the provision of quality education. Participants were, nevertheless agreeable on the indicators of high-quality education. SMTs and educators held stronger views than learners about schools having clear vision and mission statements (VMS) in place but neither were displayed for all to see nor were they well known to and supported by the ii SMTs, educators and learners, thus they were not implemented. The study also established that respondents were aware of the educator-centred, SMT-centred as well as learner-centred factors that affected the quality of education and that factors that promote high-quality education were largely absent in schools. Stakeholders also agreed about the effects of factors that affected the quality of education on learner performance such as poor training and development of educators. It emerged that there were positive SMT-centred factors such as promoting professional development of staff; educator-centred factors including maintaining exceptional lesson planning standards and presentation skills; learner-centred factors being geared towards school work while high parental involvement in school activities emerged as the overriding home-based factor noted to have a strong, positive impact on the provision of quality education and learner performance. It also emerged from the study that inter-alia, stakeholders viewed performance measurement and management as important and holding SMTs and educators accountable for poor school performance as an imperative measure for the provision of quality education. Recommendations for practice and for further research were made with a view to improving the management of the quality of education in schools. In light of that, a model for the management of the quality of education and learner performance was proposed.
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Anton and Vale van der Merwe: reinterpreting Afro-Oriental studio ceramics traditions in South Africa
- Authors: Steele, John
- Date: 2015
- Language: English
- Type: text , Article
- Identifier: http://hdl.handle.net/11260/968 , vital:30077
- Description: Growing awareness of ancient Chinese Song and Yuan ceramics, amongst other Oriental traditions, by people with western connections such as Bernard Leach and Michael Cardew, in conjunction with influences from Japanese associates such as Soyetsu Yanagi, Kenkichi Tomimoto, and Shoji Hamada, (De Waal 1997, Harrod 2012, Kikuchi 1977, Leach 1976) has had many consequences. It spread a consciousness idealizing self-sufficient pottery studios where potters were in touch with all aspects of creating utilityware, largely from local materials for local use. Out of this emerged an Anglo-Oriental studio ceramic philosophy of form and practice, associated mainly with hand-made high temperature reduction fired ceramics. These ideas spread to South Africa in the late 1950s, and by the early 1960s local studios were being established along these lines. This studio ceramics movement grew exponentially in South Africa, initiating a phase of Afro-Oriental ceramics that remains a powerful way of life and visual arts influence. This paper seeks to explore aspects of Afro- Oriental studio ceramics in South Africa, with particular reference to the Leach/Hamada/Cardew to Rabinowitz, and Van der Merwe lineage.
- Full Text:
- Authors: Steele, John
- Date: 2015
- Language: English
- Type: text , Article
- Identifier: http://hdl.handle.net/11260/968 , vital:30077
- Description: Growing awareness of ancient Chinese Song and Yuan ceramics, amongst other Oriental traditions, by people with western connections such as Bernard Leach and Michael Cardew, in conjunction with influences from Japanese associates such as Soyetsu Yanagi, Kenkichi Tomimoto, and Shoji Hamada, (De Waal 1997, Harrod 2012, Kikuchi 1977, Leach 1976) has had many consequences. It spread a consciousness idealizing self-sufficient pottery studios where potters were in touch with all aspects of creating utilityware, largely from local materials for local use. Out of this emerged an Anglo-Oriental studio ceramic philosophy of form and practice, associated mainly with hand-made high temperature reduction fired ceramics. These ideas spread to South Africa in the late 1950s, and by the early 1960s local studios were being established along these lines. This studio ceramics movement grew exponentially in South Africa, initiating a phase of Afro-Oriental ceramics that remains a powerful way of life and visual arts influence. This paper seeks to explore aspects of Afro- Oriental studio ceramics in South Africa, with particular reference to the Leach/Hamada/Cardew to Rabinowitz, and Van der Merwe lineage.
- Full Text:
Challenges faced by Teachers in applying reading strategies when teaching English reading in the foundation phase in the Mthatha District
- Authors: Cweba, Vuyokazi
- Date: 2015
- Subjects: Reading(Foundation phase) English language -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/856 , vital:29938
- Description: This study sought to investigate challenges faced by teachers in applying reading strategies when teaching reading in the Foundation Phase in the Mthatha District in South Africa. The study was conducted at Four Junior Secondary Schools. It was prompted by a deep concern about challenges faced by teachers in applying reading strategies required in the Foundation Phase. While studies have been carried out on applying reading strategies in the Foundation Phase, few studies have looked at the factors impacting on reading in South African schools, especially in the Mthatha District where isiXhosa is the mother tongue. The method used in this study involved a qualitative approach. The study addressed the following research questions: What strategies are used in the Foundation Phase? What type of challenges are faced by teachers? To what extent are educators trained to teach reading in the Foundation Phase? Does the lack of resources affect the performance of learners? To what extent does the use of a second language affect the performance of Foundation Phase learners? Do teachers receive enough support from the Department of Education to teach reading? The study is a multiple-case study and data were collected through individual interviews and focus group interviews (sixteen teachers were interviewed). Content analysis guided the data analysis through themes derived from the subsidiary questions. Data reporting took the form of thick description and verbatim quotations in line with the qualitative approach of the study. A pilot study was conducted in two Junior Secondary Schools for the purpose of validity and reliability. ii The study`s findings revealed that: Different reading strategies were used by teachers in the Foundation Phase, teachers faced many challenges in applying reading strategies such as teacher training in the teaching of reading. This suggests that intervention is needed by the Department of Education such as providing relevant resources which are essential in order to address the problem of reading. Improvisation by teachers to improve reading material, insufficient allocation of time, multilingualism, teacher competence, lack of motivation and parental involvement in relation to learner performance in reading all need attention in order to solve problems. Furthermore, lack of resources hinders the reading ability of learners. The use of home language as a medium of instruction in teaching reading is highlighted. There is insufficient support by the Department of Education for Foundation Phase teachers to teach reading. Based on the study findings, the researcher has recommended that teachers should be urged to use reading strategies in a way that benefits learners. The use of reading strategies, therefore, needs more attention. Libraries should be built in these schools to enable learners to develop a culture of reading. Education development officers, subject advisors, lead teachers and parents should work together to improve the reading ability of Foundation Phase learners.
- Full Text:
- Authors: Cweba, Vuyokazi
- Date: 2015
- Subjects: Reading(Foundation phase) English language -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/856 , vital:29938
- Description: This study sought to investigate challenges faced by teachers in applying reading strategies when teaching reading in the Foundation Phase in the Mthatha District in South Africa. The study was conducted at Four Junior Secondary Schools. It was prompted by a deep concern about challenges faced by teachers in applying reading strategies required in the Foundation Phase. While studies have been carried out on applying reading strategies in the Foundation Phase, few studies have looked at the factors impacting on reading in South African schools, especially in the Mthatha District where isiXhosa is the mother tongue. The method used in this study involved a qualitative approach. The study addressed the following research questions: What strategies are used in the Foundation Phase? What type of challenges are faced by teachers? To what extent are educators trained to teach reading in the Foundation Phase? Does the lack of resources affect the performance of learners? To what extent does the use of a second language affect the performance of Foundation Phase learners? Do teachers receive enough support from the Department of Education to teach reading? The study is a multiple-case study and data were collected through individual interviews and focus group interviews (sixteen teachers were interviewed). Content analysis guided the data analysis through themes derived from the subsidiary questions. Data reporting took the form of thick description and verbatim quotations in line with the qualitative approach of the study. A pilot study was conducted in two Junior Secondary Schools for the purpose of validity and reliability. ii The study`s findings revealed that: Different reading strategies were used by teachers in the Foundation Phase, teachers faced many challenges in applying reading strategies such as teacher training in the teaching of reading. This suggests that intervention is needed by the Department of Education such as providing relevant resources which are essential in order to address the problem of reading. Improvisation by teachers to improve reading material, insufficient allocation of time, multilingualism, teacher competence, lack of motivation and parental involvement in relation to learner performance in reading all need attention in order to solve problems. Furthermore, lack of resources hinders the reading ability of learners. The use of home language as a medium of instruction in teaching reading is highlighted. There is insufficient support by the Department of Education for Foundation Phase teachers to teach reading. Based on the study findings, the researcher has recommended that teachers should be urged to use reading strategies in a way that benefits learners. The use of reading strategies, therefore, needs more attention. Libraries should be built in these schools to enable learners to develop a culture of reading. Education development officers, subject advisors, lead teachers and parents should work together to improve the reading ability of Foundation Phase learners.
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Comparison between Endothelin, Nitric Oxide and their Association to Blood Pressure and Body Composition in HIV Patients, in Mthatha
- Authors: Zono, Sinethemba
- Date: 2015
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/2909 , vital:43105
- Description: Background: Dysfunction of the vascular endothelium is an early finding in the progression of cardiovascular disease and is closely related to clinical events in patients with obesity and hypertension. Vascular function is mediated by nitric oxide (NO) and endothelin (ET-1) which serve as natural counterparts. The aim of the study was to determine the physiological effects of HIV infection, blood pressure and body composition on the changes of ET-1 and NO and association between ET-1 and NO. Methods and results: This was a descriptive and comparative study. A Quota sample method was used. The study population consisted of 154 participants categorized into the following groups: 57 HIV negative participants (A), 40 HIV positive not on treatment participants and 57 HIV positive on treatment participants. Enzyme immunoassay kit was used for the quantitative determination of ET-1 and Nitrate/nitrite colorimetric assay kit was used for the determination of NO. Anthropometric measurements, body composition were determined. Hemodynamic measurements were also taken into account. Results: Resting metabolism, waist circumference (WC) and hip circumference had low mean levels in both HIV positives groups compared to HIV negative group. On lipid profiles visceral fat (VF), whole fat (WF) had low mean levels but skeletal muscle fat (SMF) showed the highest mean levels in both HIV positive groups. All the blood pressures between HIV groups were on a normal range scale. Mean values of endothelin and nitric oxide are increased in HIV positive not on ART and HIV (+) on ART compared with the HIV negative group. Conclusion: NO, ET-1, ART and HIV itself were associated with the pathogenesis of endothelial dysfunction in persons with HIV infection. Elevated endothelial markers namely ET-1 and NO can lead to improvement of endothelium dependent relaxation to some extent but not completely. Although these markers have deleterious effect on the endothelium but can also serve as up-regulator of hypertension. Key words: HIV-infection, antiretroviral therapy, endothelial dysfunction, Endothelin1 (ET-1), nitric oxide (NO), blood pressures (BPs). , Thesis (MSc) -- Faculty of Health Sciences, 2015
- Full Text:
- Authors: Zono, Sinethemba
- Date: 2015
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/2909 , vital:43105
- Description: Background: Dysfunction of the vascular endothelium is an early finding in the progression of cardiovascular disease and is closely related to clinical events in patients with obesity and hypertension. Vascular function is mediated by nitric oxide (NO) and endothelin (ET-1) which serve as natural counterparts. The aim of the study was to determine the physiological effects of HIV infection, blood pressure and body composition on the changes of ET-1 and NO and association between ET-1 and NO. Methods and results: This was a descriptive and comparative study. A Quota sample method was used. The study population consisted of 154 participants categorized into the following groups: 57 HIV negative participants (A), 40 HIV positive not on treatment participants and 57 HIV positive on treatment participants. Enzyme immunoassay kit was used for the quantitative determination of ET-1 and Nitrate/nitrite colorimetric assay kit was used for the determination of NO. Anthropometric measurements, body composition were determined. Hemodynamic measurements were also taken into account. Results: Resting metabolism, waist circumference (WC) and hip circumference had low mean levels in both HIV positives groups compared to HIV negative group. On lipid profiles visceral fat (VF), whole fat (WF) had low mean levels but skeletal muscle fat (SMF) showed the highest mean levels in both HIV positive groups. All the blood pressures between HIV groups were on a normal range scale. Mean values of endothelin and nitric oxide are increased in HIV positive not on ART and HIV (+) on ART compared with the HIV negative group. Conclusion: NO, ET-1, ART and HIV itself were associated with the pathogenesis of endothelial dysfunction in persons with HIV infection. Elevated endothelial markers namely ET-1 and NO can lead to improvement of endothelium dependent relaxation to some extent but not completely. Although these markers have deleterious effect on the endothelium but can also serve as up-regulator of hypertension. Key words: HIV-infection, antiretroviral therapy, endothelial dysfunction, Endothelin1 (ET-1), nitric oxide (NO), blood pressures (BPs). , Thesis (MSc) -- Faculty of Health Sciences, 2015
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Factors contributing towards the decline in enrolment of learners in the rural Junior Secondary Schools in the Qumbu District of Education of South Africa
- Authors: Vellem, Mxolosi
- Date: 2015
- Subjects: Rural schools -- Learners -- South Africa School enrolment—Education (Junior secondary) -- South Africa -- Qumbu Rationalisation and re-alignment -- Schools
- Language: English
- Type: Thesis , M Ed
- Identifier: http://hdl.handle.net/11260/1326 , vital:30806
- Description: The purpose of this study was to investigate the factors contributing towards the decline of learners in rural junior secondary schools in the Qumbu Education District in the Eastern Cape, South Africa. This was done because in South Africa before the 1994 elections rural schools were not supported by the apartheid government. Rural areas were disadvantaged in education, in terms of finance. This resulted in poor quality of teaching and learning. Declining numbers of learners in rural schools was occurring in all rural schools. Staffs were alarmed by the declining enrolment of learners in their schools because their schools were affected. Teachers were redeployed to schools where there were sufficient learner numbers. Department of Education due to declining learner numbers in schools introduced rationalisation and re-alignment of schools, meaning closure of some schools with low learner numbers. This led to learners walking long distances to schools. This study was conducted in the Qumbu Education District. It focused on declining numbers of learner enrolment. The literature internationally focused on declining number in enrolment of learners. These learners were afraid of Physical Science (Chemistry side) as a subject. They had taken Chemistry as difficult because of the perceived link with Mathematics. Continentally the literature had alluded to teenage pregnancy, affected and infected learners with HIV/AIDS and human trafficking. In South Africa literature focused on the educational level of parents. Learners with educated parents leave rural schools to study in urban areas because of poor education which is provided in rural areas. Lack of resources in these schools could also be the cause of declining learner numbers in rural junior secondary schools. The study used a quantitative research design to elicit data from the respondents. The respondents in this study were 50 principals of the sampled rural junior secondary schools. Data was collected from 50 participants through the use of a questionnaire; 50 questionnaires were returned and the data which was finally processed was from these 50 questionnaires. The Statistical Package for Social Sciences (SPSS) was used for the analysis of the data. iii The findings of the study revealed that factors such as lack of parental involvement, socio-economic factors, HIV/AIDS - related issues, culture and gender - related issues, lack of resources, teacher and teaching - related issues and the education level of the parents were the contributing factors to the decline in enrolment of learners in rural junior secondary schools in the Qumbu Education District. In the light of the findings, the researcher recommends that more tuition time and the reduction of absenteeism by teachers can help reduce the decline of enrolment in rural junior schools in the Qumbu area. The Department must consider the number of learning areas and not teacher - pupil ratio. The Department should also introduce computer classes, woodwork, bricklaying and other practical skill subjects in these schools. Furthermore there must be resources such as laboratories, libraries and television. Some of the limitations encountered by the researcher during the study included the reluctance of the participants to take part in the research, the inaccessibility of schools in deep rural areas, the slow return rate of completed questionnaires and the obtaining of permission to undertake the study.
- Full Text:
- Authors: Vellem, Mxolosi
- Date: 2015
- Subjects: Rural schools -- Learners -- South Africa School enrolment—Education (Junior secondary) -- South Africa -- Qumbu Rationalisation and re-alignment -- Schools
- Language: English
- Type: Thesis , M Ed
- Identifier: http://hdl.handle.net/11260/1326 , vital:30806
- Description: The purpose of this study was to investigate the factors contributing towards the decline of learners in rural junior secondary schools in the Qumbu Education District in the Eastern Cape, South Africa. This was done because in South Africa before the 1994 elections rural schools were not supported by the apartheid government. Rural areas were disadvantaged in education, in terms of finance. This resulted in poor quality of teaching and learning. Declining numbers of learners in rural schools was occurring in all rural schools. Staffs were alarmed by the declining enrolment of learners in their schools because their schools were affected. Teachers were redeployed to schools where there were sufficient learner numbers. Department of Education due to declining learner numbers in schools introduced rationalisation and re-alignment of schools, meaning closure of some schools with low learner numbers. This led to learners walking long distances to schools. This study was conducted in the Qumbu Education District. It focused on declining numbers of learner enrolment. The literature internationally focused on declining number in enrolment of learners. These learners were afraid of Physical Science (Chemistry side) as a subject. They had taken Chemistry as difficult because of the perceived link with Mathematics. Continentally the literature had alluded to teenage pregnancy, affected and infected learners with HIV/AIDS and human trafficking. In South Africa literature focused on the educational level of parents. Learners with educated parents leave rural schools to study in urban areas because of poor education which is provided in rural areas. Lack of resources in these schools could also be the cause of declining learner numbers in rural junior secondary schools. The study used a quantitative research design to elicit data from the respondents. The respondents in this study were 50 principals of the sampled rural junior secondary schools. Data was collected from 50 participants through the use of a questionnaire; 50 questionnaires were returned and the data which was finally processed was from these 50 questionnaires. The Statistical Package for Social Sciences (SPSS) was used for the analysis of the data. iii The findings of the study revealed that factors such as lack of parental involvement, socio-economic factors, HIV/AIDS - related issues, culture and gender - related issues, lack of resources, teacher and teaching - related issues and the education level of the parents were the contributing factors to the decline in enrolment of learners in rural junior secondary schools in the Qumbu Education District. In the light of the findings, the researcher recommends that more tuition time and the reduction of absenteeism by teachers can help reduce the decline of enrolment in rural junior schools in the Qumbu area. The Department must consider the number of learning areas and not teacher - pupil ratio. The Department should also introduce computer classes, woodwork, bricklaying and other practical skill subjects in these schools. Furthermore there must be resources such as laboratories, libraries and television. Some of the limitations encountered by the researcher during the study included the reluctance of the participants to take part in the research, the inaccessibility of schools in deep rural areas, the slow return rate of completed questionnaires and the obtaining of permission to undertake the study.
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Insecticidal activities and chemical composition of the essential oil from Tarchonanthus camphoratus (L.), leaves against Sitophilus zeamais Motschulsky, and Sitophilus oryzae (L.)
- Nanyonga, Sarah K, Opoku, Andy R, Lewu, Francis B, Oyedeji, Adebola O
- Authors: Nanyonga, Sarah K , Opoku, Andy R , Lewu, Francis B , Oyedeji, Adebola O
- Date: 2015
- Language: English
- Type: text , Article
- Identifier: http://hdl.handle.net/11260/711 , vital:29660
- Description: The essential oil of Tarchonanthus camphoratus dry leaves growing in Kwa-Zulu Natal, South Africa was obtained by hydrodistillation and evaluated for its repellent effect, contact and fumigation toxicity against both Sitophilus zeamais and Sarocladium oryzae. Chemical composition of the essential oil was analysed by gas chromatography mass spectrometry (GC/MS). The study revealed that the essential oil of T. camphoratus had no contact and fumigation toxicity against stored insect pests, S. zeamais and S. oryzae. The oil, however, showed good repellent activity of over 50% after 24 h for all the concentrations used on both S. zeamais and S. oryzae. A total of 27 compounds accounting for 73% of the total oil composition were identified of which sesquiterpene hydrocarbons, (59.18%), were the most dominant. These results suggest that the essential oil of T. camphoratus could be considered a potential control agent of stored grain pests as a repellent.
- Full Text:
- Authors: Nanyonga, Sarah K , Opoku, Andy R , Lewu, Francis B , Oyedeji, Adebola O
- Date: 2015
- Language: English
- Type: text , Article
- Identifier: http://hdl.handle.net/11260/711 , vital:29660
- Description: The essential oil of Tarchonanthus camphoratus dry leaves growing in Kwa-Zulu Natal, South Africa was obtained by hydrodistillation and evaluated for its repellent effect, contact and fumigation toxicity against both Sitophilus zeamais and Sarocladium oryzae. Chemical composition of the essential oil was analysed by gas chromatography mass spectrometry (GC/MS). The study revealed that the essential oil of T. camphoratus had no contact and fumigation toxicity against stored insect pests, S. zeamais and S. oryzae. The oil, however, showed good repellent activity of over 50% after 24 h for all the concentrations used on both S. zeamais and S. oryzae. A total of 27 compounds accounting for 73% of the total oil composition were identified of which sesquiterpene hydrocarbons, (59.18%), were the most dominant. These results suggest that the essential oil of T. camphoratus could be considered a potential control agent of stored grain pests as a repellent.
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Investigation into School Managers’ role as facilitators of Teachers to improve Teacher effectiveness and efficiency
- Authors: Peter, Tembelihle
- Date: 2015
- Subjects: School principals -- Facilitation -- South Africa Teachers – Effectiveness and efficiency School manager -- Educators—Professional development-- South Africa – Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/1314 , vital:30803
- Description: This research study examined the role of management by school managers in the three strata schools of the Mthatha Education District in the Province of the Eastern Cape of South Africa. The researcher tried to show how School managers provide a leadership role especially in the Mthatha schools in the Eastern Cape Province of South Africa. It was deduced from the statistical data presented that there is a significant correlation between a school manager’s tasks and the quality of education. This shows that when school managers plan properly, organizing properly, leading and control management task be better all resources of the school will be managed better. The proper execution of management tasks of planning, organizing, leading and control by school managers have contributed extensively to the success of schools. The researcher used both qualitative and quantitative methods in –order to collect data. Two instruments namely, questionnaires and interviews were used in –order to collect data. Tools used during quantitative research design data collection are questionnaires. Questionnaires were used in order to pilot the study for the purposes of identifying with rich information. The researcher used structured questions for quantitative questionnaires. Respondents answered questionnaires in the absence of the researcher in-order to allow anonymity and a stress –free environment. Tools used for the qualitative research design data collection method were interviews. Interviews were used for the information rich subjects. During interviews, the researcher used face-to-face, one- to- one interviews with each subject. The sample subjects in this study for the quantitative method were school managers of Mthatha schools. The total number of participants was 14. All of them returned their questionnaire responses at the agreed time with the researcher. Amongst the findings that emerged were; a high level of enthusiasm in all three schools for change; however, different kinds of hindrances were experienced. ii Finally, recommendations and suggestions were made starting that schools have to follow strict management /leadership programs.
- Full Text:
- Authors: Peter, Tembelihle
- Date: 2015
- Subjects: School principals -- Facilitation -- South Africa Teachers – Effectiveness and efficiency School manager -- Educators—Professional development-- South Africa – Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/1314 , vital:30803
- Description: This research study examined the role of management by school managers in the three strata schools of the Mthatha Education District in the Province of the Eastern Cape of South Africa. The researcher tried to show how School managers provide a leadership role especially in the Mthatha schools in the Eastern Cape Province of South Africa. It was deduced from the statistical data presented that there is a significant correlation between a school manager’s tasks and the quality of education. This shows that when school managers plan properly, organizing properly, leading and control management task be better all resources of the school will be managed better. The proper execution of management tasks of planning, organizing, leading and control by school managers have contributed extensively to the success of schools. The researcher used both qualitative and quantitative methods in –order to collect data. Two instruments namely, questionnaires and interviews were used in –order to collect data. Tools used during quantitative research design data collection are questionnaires. Questionnaires were used in order to pilot the study for the purposes of identifying with rich information. The researcher used structured questions for quantitative questionnaires. Respondents answered questionnaires in the absence of the researcher in-order to allow anonymity and a stress –free environment. Tools used for the qualitative research design data collection method were interviews. Interviews were used for the information rich subjects. During interviews, the researcher used face-to-face, one- to- one interviews with each subject. The sample subjects in this study for the quantitative method were school managers of Mthatha schools. The total number of participants was 14. All of them returned their questionnaire responses at the agreed time with the researcher. Amongst the findings that emerged were; a high level of enthusiasm in all three schools for change; however, different kinds of hindrances were experienced. ii Finally, recommendations and suggestions were made starting that schools have to follow strict management /leadership programs.
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Maximum firepower: Vale van der Merwe, an emergent ceramic artist at Starways Arts, Hogsback, Eastern Cape, South Africa
- Authors: Steele, John
- Date: 2015
- Language: English
- Type: text , Article
- Identifier: http://hdl.handle.net/11260/979 , vital:30078
- Description: Vale van der Merwe has been working as a ceramic artist for the past five years, and in that time has developed a remarkably diverse repertoire of both thrown and handbuilt works. These include rapidly thrown utilityware as well as carefully conceived sculptural works that engage with ideas rather than primarily with function. She also makes full use of opportunities offered by high-temperature woodburn firings, and despite works collapsing while being made, breaking while being carried to the kiln and slumping during firing, she has used such occasions as opportunities for learning rather than despondency. Van der Merwe is also an actively hands-on ceramic artist who engages with all levels of tasks associated with studio ceramics in a village setting, so has found herself, for example, both creating a new chimney for the kiln, and simultaneously leading discussion around concepts for new collaborative exhibitions. There is a seriousness of intent combined with infectious confidence evident in both her daily presence and ceramics, and it is hoped that she will develop her repertoire and thinkings even further in forthcoming years.
- Full Text:
- Authors: Steele, John
- Date: 2015
- Language: English
- Type: text , Article
- Identifier: http://hdl.handle.net/11260/979 , vital:30078
- Description: Vale van der Merwe has been working as a ceramic artist for the past five years, and in that time has developed a remarkably diverse repertoire of both thrown and handbuilt works. These include rapidly thrown utilityware as well as carefully conceived sculptural works that engage with ideas rather than primarily with function. She also makes full use of opportunities offered by high-temperature woodburn firings, and despite works collapsing while being made, breaking while being carried to the kiln and slumping during firing, she has used such occasions as opportunities for learning rather than despondency. Van der Merwe is also an actively hands-on ceramic artist who engages with all levels of tasks associated with studio ceramics in a village setting, so has found herself, for example, both creating a new chimney for the kiln, and simultaneously leading discussion around concepts for new collaborative exhibitions. There is a seriousness of intent combined with infectious confidence evident in both her daily presence and ceramics, and it is hoped that she will develop her repertoire and thinkings even further in forthcoming years.
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Perceptions of Junior Secondary School Educators on the Effects of Overcrowding in Classrooms on Learner Performance in Maluti District, Eastern Cape Province
- Authors: Mbangeni, Monwabisi Gidwell
- Date: 2015
- Subjects: Classrooms overcrowding -- Schools Teachers -- Learners -- Education Learner performance -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/923 , vital:30051
- Description: The study investigated overcrowding classrooms and its impact on learners and teachers’ performance, efficiency and effectiveness. This action was prompted by the researcher’s observation of learners’ poor performance and teachers’ loss of instructional time in overcrowded classrooms. Literature was reviewed to place the study in gap lapse prospective which this study was to fill. Quantitative research method was used to be able to collect the most applicable data that would be able to produce valid and reliable information for the compilation of the research report. Revelations from the collected data were that overcrowded classrooms have adverse effects on both the teacher and learner performance and activities in schools where overcrowding is evident. Based on the revelations the research made some recommendations to contribute towards finding solution to the problem investigated in this study. The conclusion that could be drawn was that there is need for the Department of Education (DoE) to conduct elaborate study in schools where overcrowding exists and make a concerted effort to provide adequate classrooms to be able to help learners and teachers benefit from the provision of education being delivered.
- Full Text:
- Authors: Mbangeni, Monwabisi Gidwell
- Date: 2015
- Subjects: Classrooms overcrowding -- Schools Teachers -- Learners -- Education Learner performance -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/923 , vital:30051
- Description: The study investigated overcrowding classrooms and its impact on learners and teachers’ performance, efficiency and effectiveness. This action was prompted by the researcher’s observation of learners’ poor performance and teachers’ loss of instructional time in overcrowded classrooms. Literature was reviewed to place the study in gap lapse prospective which this study was to fill. Quantitative research method was used to be able to collect the most applicable data that would be able to produce valid and reliable information for the compilation of the research report. Revelations from the collected data were that overcrowded classrooms have adverse effects on both the teacher and learner performance and activities in schools where overcrowding is evident. Based on the revelations the research made some recommendations to contribute towards finding solution to the problem investigated in this study. The conclusion that could be drawn was that there is need for the Department of Education (DoE) to conduct elaborate study in schools where overcrowding exists and make a concerted effort to provide adequate classrooms to be able to help learners and teachers benefit from the provision of education being delivered.
- Full Text:
Perspectives on the effects of Teenage pregnancy on Learning and teaching in Junior Secondary Schools of the Butterworth Education District
- Authors: Lubambo, Mzikayise Wiseman
- Date: 2015
- Subjects: Teenage pregnancy , Education (Primary schools)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/867 , vital:29939
- Description: The study is about the effects of teenage pregnancy on learning and teaching in Junior and Senior Secondary Schools of Butterworth District. The researcher’s objective of the study was to determine how pregnancy affects the learner’s performance on learning and teaching in schools. Qualitative paradigm informed the study. The participants were drawn from teenagers; teachers and parents areall from rural schools, around Butterworth Education District through the use of non-probability, purposive and convenient samples. The sample included learners from ages 13-19 who were pregnant and those who were once pregnant while in schools, teachers who taught pregnant learners in their schools and parents who were having pregnant children at schools. A total of fifteen (15) participants were involved in the interview. The data collected was analyzed and interpreted during data collection and thereafter. The findings of the study showed that absenteeism, drop-out, poor academic performance, poverty and unemployment which are the results of pregnancy are some of the contributory factors that affect learning and teaching in schools. Recommendations were made based on the findings of the study. The study concludes by recommending awareness campaign on learner pregnancy.
- Full Text:
- Authors: Lubambo, Mzikayise Wiseman
- Date: 2015
- Subjects: Teenage pregnancy , Education (Primary schools)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/867 , vital:29939
- Description: The study is about the effects of teenage pregnancy on learning and teaching in Junior and Senior Secondary Schools of Butterworth District. The researcher’s objective of the study was to determine how pregnancy affects the learner’s performance on learning and teaching in schools. Qualitative paradigm informed the study. The participants were drawn from teenagers; teachers and parents areall from rural schools, around Butterworth Education District through the use of non-probability, purposive and convenient samples. The sample included learners from ages 13-19 who were pregnant and those who were once pregnant while in schools, teachers who taught pregnant learners in their schools and parents who were having pregnant children at schools. A total of fifteen (15) participants were involved in the interview. The data collected was analyzed and interpreted during data collection and thereafter. The findings of the study showed that absenteeism, drop-out, poor academic performance, poverty and unemployment which are the results of pregnancy are some of the contributory factors that affect learning and teaching in schools. Recommendations were made based on the findings of the study. The study concludes by recommending awareness campaign on learner pregnancy.
- Full Text:
Sculpting with fire: celebrating ephemerality at AfrikaBurn 2015 in the Tankwa Karoo, South Africa
- Authors: Steele, John
- Date: 2015
- Language: English
- Type: text , Article
- Identifier: http://hdl.handle.net/11260/957 , vital:30075
- Description: Land art, and some installation art, is usually aimed at relatively temporarily manipulating the surface of the earth. AfrikaBurn takes place annually in the near-desert of the Tankwa Karoo, South Africa. It is a communal event unique to Africa, and manifests as a fleeting week-long series of interventions in the natural environment, partially aimed at creating and then actively destroying free-standing public sculptures, some of which are huge and intricate. AfrikaBurn gives any one of the thousands of participants an opportunity to be inspired on any scale to generate artworks that take into account a principle that no debris whatsoever is left behind on the surface of the earth after a week-long celebration of creative energies. Unlike, for instance, an artwork built on the edge of the Indian Ocean in the Eastern Cape, where rough tidal seas would ensure gradual destruction, at AfrikaBurn, the sacrificial method of choice is controlled rapid burning, under the direction of a specified firemaster. This paper seeks to unbundle some aspects of land and installation art in Southern Africa with specific reference to AfrikaBurn 2015 events and anti-fracking initiatives. This is within a context that takes into account recognition that even seemingly durable public sculptures are subject to change and may even physically disappear with the passing of time.
- Full Text:
- Authors: Steele, John
- Date: 2015
- Language: English
- Type: text , Article
- Identifier: http://hdl.handle.net/11260/957 , vital:30075
- Description: Land art, and some installation art, is usually aimed at relatively temporarily manipulating the surface of the earth. AfrikaBurn takes place annually in the near-desert of the Tankwa Karoo, South Africa. It is a communal event unique to Africa, and manifests as a fleeting week-long series of interventions in the natural environment, partially aimed at creating and then actively destroying free-standing public sculptures, some of which are huge and intricate. AfrikaBurn gives any one of the thousands of participants an opportunity to be inspired on any scale to generate artworks that take into account a principle that no debris whatsoever is left behind on the surface of the earth after a week-long celebration of creative energies. Unlike, for instance, an artwork built on the edge of the Indian Ocean in the Eastern Cape, where rough tidal seas would ensure gradual destruction, at AfrikaBurn, the sacrificial method of choice is controlled rapid burning, under the direction of a specified firemaster. This paper seeks to unbundle some aspects of land and installation art in Southern Africa with specific reference to AfrikaBurn 2015 events and anti-fracking initiatives. This is within a context that takes into account recognition that even seemingly durable public sculptures are subject to change and may even physically disappear with the passing of time.
- Full Text:
The evaluation of continuous quality improvement amongst the Community Health Centers of Lukhanji sub-district, of Chris Hani District Municipality, Eastern Cape
- Authors: Qotoyi, Ntombesitatu
- Date: 2015
- Subjects: Health Standard Compliance Health Care -- Quality improvement Community health centrers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters/Doctoral , MSc Nursing
- Identifier: http://hdl.handle.net/11260/1465 , vital:35973
- Description: Continuous Quality Improvement is a system that seeks to improve the provision of services with an emphasis on future results (Tomey, 2009). It is a process that involves evaluation, actions and mindset to strive constantly for excellence (Sullivan, 2012). Evaluation of quality in health care has evolved into a dynamic and modern science which plays a significant role in patient safety, quality assurance (QA), benchmarking and continuous quality improvement (CQI). Improved quality has a positive impact on patient and staff satisfaction, improving the efficiency and effectiveness of healthcare provision in both the public and private sector, eventually leading to increased trust in the health system (Whittaker, Burns, Doyle and Fenney, 1998). The purpose of this study was to explore and describe the factors that influence continuous quality improvement amongst the Community Health Centers of Lukhanji sub district, of Chris Hani District Municipality, Eastern Cape. The standards of the community health centers were assessed against the National Core Standards of the South African National Department of Health. Donabedian‟s tripartite model (1988) which addresses three elements of quality assessment, namely structure, process and outcome, led this study. A quantitative, descriptive design was adapted, using National Core Standard checklists and assessment questionnaires to collect data from two community health centers. Respondents were sampled through simple random sample. Data were collected through staff and patient interviews, document reviews, patient record assessment and observations. The raw data were transferred to the District Health Information System (DHIS) Assessment Questionnaire CHC/CDC programme which generated the results into colour coded tables (dashboard view). According to DHIS software version: 1.4.1.12 data base version: 19 June 2013 each community health center is listed in the DHIS programme for each district to capture data. The researcher consolidated and interpreted the results according to the expected level of performance and compliance as per the South African Office of the Health Standard Compliance. The results highlighted a need for improvement in the six priority areas for the Community Health Centers (CHCs) to reach the acceptable performance of 80% and above. CHC A scored 85% in availability of medicines and supplies however CHC B obtained 68 %. For cleanliness both CHCs obtained 54% which need more than 20% effort to reach the acceptable performance of 80%. In patient safety CHC A obtained 48% whilst CHC B had a score of 36%. For infection prevention and control CHC A scored 61% and CHC B obtained 53%. In the assessment of positive and caring attitudes CHC A had a score of 77% whereas CHC B obtained 40% indicative of noncompliance. In waiting time measures CHC A was compliant with a score of 82% however CHC B had a score of 71%. The results of this study indicated that there is a need for the CHCs to put systems in place to strengthen PHC effectiveness and ensure patient safety. The results and recommendations would assist in service delivery and continuous quality improvement in the community health centers.
- Full Text:
- Authors: Qotoyi, Ntombesitatu
- Date: 2015
- Subjects: Health Standard Compliance Health Care -- Quality improvement Community health centrers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters/Doctoral , MSc Nursing
- Identifier: http://hdl.handle.net/11260/1465 , vital:35973
- Description: Continuous Quality Improvement is a system that seeks to improve the provision of services with an emphasis on future results (Tomey, 2009). It is a process that involves evaluation, actions and mindset to strive constantly for excellence (Sullivan, 2012). Evaluation of quality in health care has evolved into a dynamic and modern science which plays a significant role in patient safety, quality assurance (QA), benchmarking and continuous quality improvement (CQI). Improved quality has a positive impact on patient and staff satisfaction, improving the efficiency and effectiveness of healthcare provision in both the public and private sector, eventually leading to increased trust in the health system (Whittaker, Burns, Doyle and Fenney, 1998). The purpose of this study was to explore and describe the factors that influence continuous quality improvement amongst the Community Health Centers of Lukhanji sub district, of Chris Hani District Municipality, Eastern Cape. The standards of the community health centers were assessed against the National Core Standards of the South African National Department of Health. Donabedian‟s tripartite model (1988) which addresses three elements of quality assessment, namely structure, process and outcome, led this study. A quantitative, descriptive design was adapted, using National Core Standard checklists and assessment questionnaires to collect data from two community health centers. Respondents were sampled through simple random sample. Data were collected through staff and patient interviews, document reviews, patient record assessment and observations. The raw data were transferred to the District Health Information System (DHIS) Assessment Questionnaire CHC/CDC programme which generated the results into colour coded tables (dashboard view). According to DHIS software version: 1.4.1.12 data base version: 19 June 2013 each community health center is listed in the DHIS programme for each district to capture data. The researcher consolidated and interpreted the results according to the expected level of performance and compliance as per the South African Office of the Health Standard Compliance. The results highlighted a need for improvement in the six priority areas for the Community Health Centers (CHCs) to reach the acceptable performance of 80% and above. CHC A scored 85% in availability of medicines and supplies however CHC B obtained 68 %. For cleanliness both CHCs obtained 54% which need more than 20% effort to reach the acceptable performance of 80%. In patient safety CHC A obtained 48% whilst CHC B had a score of 36%. For infection prevention and control CHC A scored 61% and CHC B obtained 53%. In the assessment of positive and caring attitudes CHC A had a score of 77% whereas CHC B obtained 40% indicative of noncompliance. In waiting time measures CHC A was compliant with a score of 82% however CHC B had a score of 71%. The results of this study indicated that there is a need for the CHCs to put systems in place to strengthen PHC effectiveness and ensure patient safety. The results and recommendations would assist in service delivery and continuous quality improvement in the community health centers.
- Full Text:
The integration of previously hospital based Antiretroviral sites into Primary Health Care clinics in Lukhanji sub district of Chris Hani District Municipality
- Authors: Pakade, Nonkoliso
- Date: 2015
- Subjects: HIV/AIDS -- Antiretroviral(ARV) -- Eastern Cape -- South Africa Human Immune Virus(HIV) -- Antiretroviral therapy(ART) treatment
- Language: English
- Type: Thesis , Masters/Doctoral , MSc Nursing
- Identifier: http://hdl.handle.net/11260/1431 , vital:35585
- Description: The first country to take note of HIV/AIDS was United States of America in the report published by Atlanta based Centers for Disease Control (CDC) and Prevention (Barnett and Whiteside, 2006). In the past years ARV program was largely hospital-based where clients were assessed by doctors, discussed with multidisciplinary team which involved social workers, dieticians and pharmacists before initiated on treatment. The integration of ARV services into PHC was one of the strategies proposed to increase access to treatment for people living with HIV/AIDS (WHO, 2010). The study sought to describe the integration of previously hospital based ARV sites into PHC clinics in Lukhanji sub-district of Chris Hani Health District in Eastern Cape. A qualitative research design was followed and a phenomenological approach was used to examine the experiences of clients who previously took ARV treatment at Frontier hospital and were transferred to take treatment at Ezibeleni, Ilinge, Philani and Sada clinics. An interview guide was used for data collection. Participants were sampled through purposive sampling. The study was composed of four focus groups for clients with a total of forty (18 males and 22 females) and 10 professional nurses for semi structured individual interviews. In the analysis of data, the collected data from voice recordings were transcribed verbatim and translated from isiXhosa to English. The researcher immersed herself into the data, re read, and themes and sub-themes emerged. Related topics to each other were grouped together in order to reduce the number of categories and to create themes. The similar categories were grouped and analyzed. Findings indicated that integration of ART sites into PHC clinics was a strategy put in place to increase accessibility and availability of ARV treatment to all communities. Both participants stated that integration brought services nearer to people and caused much relief from spending more money for travelling long distances. Ambulance delays were reported by both participants as the major challenge in the referral system between clinics and the hospital. Other challenges facing integration of ART services into PHC clinics included long waiting times caused by shortage of staff in the clinics, lack of consulting rooms for nurses and waiting areas for clients. Also lack of other health care professionals including social workers, dieticians, and psychologists was mentioned. The recommendations made by the researcher on the conclusion of this study addressed all the challenges mentioned by participants. The aim was to increase accessibility and availability of ART services to all the communities.
- Full Text:
- Authors: Pakade, Nonkoliso
- Date: 2015
- Subjects: HIV/AIDS -- Antiretroviral(ARV) -- Eastern Cape -- South Africa Human Immune Virus(HIV) -- Antiretroviral therapy(ART) treatment
- Language: English
- Type: Thesis , Masters/Doctoral , MSc Nursing
- Identifier: http://hdl.handle.net/11260/1431 , vital:35585
- Description: The first country to take note of HIV/AIDS was United States of America in the report published by Atlanta based Centers for Disease Control (CDC) and Prevention (Barnett and Whiteside, 2006). In the past years ARV program was largely hospital-based where clients were assessed by doctors, discussed with multidisciplinary team which involved social workers, dieticians and pharmacists before initiated on treatment. The integration of ARV services into PHC was one of the strategies proposed to increase access to treatment for people living with HIV/AIDS (WHO, 2010). The study sought to describe the integration of previously hospital based ARV sites into PHC clinics in Lukhanji sub-district of Chris Hani Health District in Eastern Cape. A qualitative research design was followed and a phenomenological approach was used to examine the experiences of clients who previously took ARV treatment at Frontier hospital and were transferred to take treatment at Ezibeleni, Ilinge, Philani and Sada clinics. An interview guide was used for data collection. Participants were sampled through purposive sampling. The study was composed of four focus groups for clients with a total of forty (18 males and 22 females) and 10 professional nurses for semi structured individual interviews. In the analysis of data, the collected data from voice recordings were transcribed verbatim and translated from isiXhosa to English. The researcher immersed herself into the data, re read, and themes and sub-themes emerged. Related topics to each other were grouped together in order to reduce the number of categories and to create themes. The similar categories were grouped and analyzed. Findings indicated that integration of ART sites into PHC clinics was a strategy put in place to increase accessibility and availability of ARV treatment to all communities. Both participants stated that integration brought services nearer to people and caused much relief from spending more money for travelling long distances. Ambulance delays were reported by both participants as the major challenge in the referral system between clinics and the hospital. Other challenges facing integration of ART services into PHC clinics included long waiting times caused by shortage of staff in the clinics, lack of consulting rooms for nurses and waiting areas for clients. Also lack of other health care professionals including social workers, dieticians, and psychologists was mentioned. The recommendations made by the researcher on the conclusion of this study addressed all the challenges mentioned by participants. The aim was to increase accessibility and availability of ART services to all the communities.
- Full Text:
The role of Teacher Unions in the governance of schools in Mthatha District of the Eastern Cape Province of South Africa
- Authors: Viti, Anderson Madodomzi
- Date: 2015
- Subjects: Teachers Unions -- School Governance Labour Unions -- School management -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , M Ed
- Identifier: http://hdl.handle.net/11260/1278 , vital:30789
- Description: The study sought to investigate the role of teacher unions in the implementation of policies in the Department Of Education in Mthatha District. The study developed out of complaints and a lot of noise that has been done by the public towards the department of education complaining about lack of commitment and necessary enforcement of policies. This has been noticed after 1994 when teacher unions became more vocal and played a noticeable role in the education system. Many teachers became members of teacher unions and the department of education has to involve teacher unions in the decisions that it has to take. Teachers began to have rights to an extent that when they feel like striking they began to have a right to do so. Schools now began to be in totally governed by SGBs. Teachers and particularly the principals and their SMTs no longer have power to enforce any of the policies to teachers and as well as to learners. It was for that reason that the researcher became interested in conducting a study on the role played by teacher unions in the implementation of policies by the DOE in Mthatha District. In the study both qualitative and quantitative research methodology has been used. Questioners have been used to collect data. In the process of collecting data 5 schools within Mthatha district were selected. All these schools were on the Mqanduli part of Mthatha District because by the time the sturdy was started researcher was working as a principal in Mqanduli. Among schools that were selected there were 2 senior secondary schools and 3 junior secondary schools. From each school a sample of 5 educators was purposely ii selected according to their duties in running g the school i.e. in each school there has to be one or two members of the SMT. The position of the person in the SMT was not considered as long as the person is serving in the SMT. Also it was considered that people who are selected are members of a teacher union regardless of which teacher union. Some of the main findings of the study were: teacher unions are confusing the SMTs in that they sometimes get confused in knowing who to listen to between the department of education and the teacher unions. Teacher unions are sometimes helpful in that they train their members in understanding the professionalism that is required at work. Sometimes teacher unions have a tendency of protecting their members even if they act irresponsible. Among many recommendations that the researcher has done he has recommended that there must be constant meetings between all stakeholders in the education system to avoid unnecessary clashes. All parties concerned about the education system must respect the learner and as such he must be always at the centre of the education system. Also those SGB members who are expected to develop policies for their schools must be trained.
- Full Text:
- Authors: Viti, Anderson Madodomzi
- Date: 2015
- Subjects: Teachers Unions -- School Governance Labour Unions -- School management -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , M Ed
- Identifier: http://hdl.handle.net/11260/1278 , vital:30789
- Description: The study sought to investigate the role of teacher unions in the implementation of policies in the Department Of Education in Mthatha District. The study developed out of complaints and a lot of noise that has been done by the public towards the department of education complaining about lack of commitment and necessary enforcement of policies. This has been noticed after 1994 when teacher unions became more vocal and played a noticeable role in the education system. Many teachers became members of teacher unions and the department of education has to involve teacher unions in the decisions that it has to take. Teachers began to have rights to an extent that when they feel like striking they began to have a right to do so. Schools now began to be in totally governed by SGBs. Teachers and particularly the principals and their SMTs no longer have power to enforce any of the policies to teachers and as well as to learners. It was for that reason that the researcher became interested in conducting a study on the role played by teacher unions in the implementation of policies by the DOE in Mthatha District. In the study both qualitative and quantitative research methodology has been used. Questioners have been used to collect data. In the process of collecting data 5 schools within Mthatha district were selected. All these schools were on the Mqanduli part of Mthatha District because by the time the sturdy was started researcher was working as a principal in Mqanduli. Among schools that were selected there were 2 senior secondary schools and 3 junior secondary schools. From each school a sample of 5 educators was purposely ii selected according to their duties in running g the school i.e. in each school there has to be one or two members of the SMT. The position of the person in the SMT was not considered as long as the person is serving in the SMT. Also it was considered that people who are selected are members of a teacher union regardless of which teacher union. Some of the main findings of the study were: teacher unions are confusing the SMTs in that they sometimes get confused in knowing who to listen to between the department of education and the teacher unions. Teacher unions are sometimes helpful in that they train their members in understanding the professionalism that is required at work. Sometimes teacher unions have a tendency of protecting their members even if they act irresponsible. Among many recommendations that the researcher has done he has recommended that there must be constant meetings between all stakeholders in the education system to avoid unnecessary clashes. All parties concerned about the education system must respect the learner and as such he must be always at the centre of the education system. Also those SGB members who are expected to develop policies for their schools must be trained.
- Full Text:
Working Towards Improved Facilitation of Research Capacity Development at Walter Sisulu University (WSU) Using Action Research (AR) Methodology
- Sotshangane, Nkosinathi Owen
- Authors: Sotshangane, Nkosinathi Owen
- Date: 2015
- Subjects: Capacity development -- Research Research -- Higher education Research development -- Study and teaching -- South Africa Education, higher -- Action Research -- South Africa
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/901 , vital:30009
- Description: This study was originally undertaken to change and improve the way I do my practice at Walter Sisulu University as a Research Associate whose responsibility is to facilitate research capacity development and research excellence within the University, amongst academics and postgraduate students. The success of the Research Resource Centre that I manage depends on the way I promote research culture and research productivity amongst academics and postgraduate students. According to Leedy and Ormrod (2013, p. 2), research is a systematic process that is used to collect, analyse, and interpret data in order to increase my understanding of the phenomenon about interest and concern about a given/identified phenomenon. In this case my own practice changed and improved for the better. The main objective of this study, therefore, was to examine the reasons behind the decline in research productivity in terms of research output and how this could be reversed through action research study intervention in order to enhance research productivity at Walter Sisulu University (WSU). The Department of Higher Education and Training’s (DHET) allocation of research output units for WSU indicated that there was a decline in research output from 2005 to 2010. The extent to which my practice improvement could contribute towards changing or improving research productivity was a question which this study addressed through a quantitative, qualitative and self-reflective action research cyclic inquiry. I organized sample strategies of this study as follows: For quantitative data, I used 120 lecturers as my respondents through questionnaires (females = 47 and males = 73) who were randomly selected; For qualitative data, I used 24 lecturers as respondents who were randomly selected with whom I conducted interviews; and For self-reflective action research cyclic inquiry I used 7 Transformative Education/al Studies (TES) project group members as my focus group. My research findings concluded that the heavy teaching workload at WSU was problematic and lecturers/academics could not devote time to do research. My recommendation is that research should be made compulsory so that academics become aware that at least one or two published articles are required from them, for the benefit of annual university research productivity. Some research participants also recommended that the Research Resource Centre must include programs that focus directly on active participation in research in order to increase the capacity of individual researchers so as to build a critical mass of competent researchers, perhaps by even including incentives as a reward for doing research. According to Koshy (2010), action research is a specific method of conducting research by professionals and practitioners with the ultimate aim of improving practice. My new knowledge, therefore, in respect of how a concerned Research Associate, from a Historically Disadvantaged Institution (HDI), provided the impetus to create a collaborative practice in a higher education institution which was forced to merge with two former technikons (which lacked understanding of what a university means by research productivity and research output). I consequently developed the Nkosinathi Sotshangane’s cyclic practice improvement model through self-reflective action research, from which I believed other research practitioners could learn by doing something similar in their own context.
- Full Text:
- Authors: Sotshangane, Nkosinathi Owen
- Date: 2015
- Subjects: Capacity development -- Research Research -- Higher education Research development -- Study and teaching -- South Africa Education, higher -- Action Research -- South Africa
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/901 , vital:30009
- Description: This study was originally undertaken to change and improve the way I do my practice at Walter Sisulu University as a Research Associate whose responsibility is to facilitate research capacity development and research excellence within the University, amongst academics and postgraduate students. The success of the Research Resource Centre that I manage depends on the way I promote research culture and research productivity amongst academics and postgraduate students. According to Leedy and Ormrod (2013, p. 2), research is a systematic process that is used to collect, analyse, and interpret data in order to increase my understanding of the phenomenon about interest and concern about a given/identified phenomenon. In this case my own practice changed and improved for the better. The main objective of this study, therefore, was to examine the reasons behind the decline in research productivity in terms of research output and how this could be reversed through action research study intervention in order to enhance research productivity at Walter Sisulu University (WSU). The Department of Higher Education and Training’s (DHET) allocation of research output units for WSU indicated that there was a decline in research output from 2005 to 2010. The extent to which my practice improvement could contribute towards changing or improving research productivity was a question which this study addressed through a quantitative, qualitative and self-reflective action research cyclic inquiry. I organized sample strategies of this study as follows: For quantitative data, I used 120 lecturers as my respondents through questionnaires (females = 47 and males = 73) who were randomly selected; For qualitative data, I used 24 lecturers as respondents who were randomly selected with whom I conducted interviews; and For self-reflective action research cyclic inquiry I used 7 Transformative Education/al Studies (TES) project group members as my focus group. My research findings concluded that the heavy teaching workload at WSU was problematic and lecturers/academics could not devote time to do research. My recommendation is that research should be made compulsory so that academics become aware that at least one or two published articles are required from them, for the benefit of annual university research productivity. Some research participants also recommended that the Research Resource Centre must include programs that focus directly on active participation in research in order to increase the capacity of individual researchers so as to build a critical mass of competent researchers, perhaps by even including incentives as a reward for doing research. According to Koshy (2010), action research is a specific method of conducting research by professionals and practitioners with the ultimate aim of improving practice. My new knowledge, therefore, in respect of how a concerned Research Associate, from a Historically Disadvantaged Institution (HDI), provided the impetus to create a collaborative practice in a higher education institution which was forced to merge with two former technikons (which lacked understanding of what a university means by research productivity and research output). I consequently developed the Nkosinathi Sotshangane’s cyclic practice improvement model through self-reflective action research, from which I believed other research practitioners could learn by doing something similar in their own context.
- Full Text:
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