Challenges in the implementation of technology learning area in the senior phase in some Mthatha schools
- Authors: Nokwali, Mlandeli Philbert
- Date: 2013
- Subjects: Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/245 , vital:26589
- Description: Technology education is an important factor in every learner’s education. It contributes to the intellectual and practical development of the learners to enable them to cope with the challenges of a technological society. The main purpose of the study was to investigate the extent to which the learning and teaching of technology were implemented in schools in the Mthatha District. The main research question was: What are the challenges for the implementation of technology learning area in the Senior Phase? Research sub questions were: What support does the Department of Education give to educators?; To what extent have the objectives of implementing the technology learning area been achieved?; and, What suggestions do educators have to improve implementation of technology education? There were 20 Junior Secondary Schools involved in the study. There were two groups of samples: (a) the educators’ sample and (b) the learners’ sample. The educators’ sample: The sample size was 20 educators consisting of those who were teaching technology in either all the Senior Phase grades (Grade 7, 8 and 9) or at least in one of the grades in the senior phase in his/her school. On the researcher’s request, the Principal of each school nominated an educator and hence there was one educator in the educators’ sample from each of the 20 schools. The learners’ sample: The sample size was 40 learners consisting of at least two learners from each of the 20 schools. On the researcher’s request each educator in the educators’ sample nominated two learners from the senior phase. The instrument which was made to collect data was a researcher-designed questionnaire. The researcher personally visited each school involved in the study and gave the questionnaires to the two learners and one educator from that particular school to complete them independently within five days. The researcher personally re-visited each school on a day after the agreed-upon 5-day period but only after confirming over the phone that the questionnaires were indeed completed. The data were analyzed manually. The results obtained revealed that the implementation of the technology learning area is challenged by a number of problems. Those which were specifically identified were: lack of resources especially the rural schools; lack of people who are knowledgeable on Outcomes-based education (OBE) or the OBE modes of learning & teaching technology and its assessment methods, ineffectiveness arising out of large and overcrowded classes, challenges originating from or as a consequence of redeployment and the rationalization of educators and the lack of human resource to assist in the implementation of technology. The study showed the need for the provision of supportive service and continuous contact with educators to offer advice and assistance in order to improve the quality of technology teaching and learning in schools. The professional knowledge and skills of subject advisors as well as educators needed to be extended, refreshed and updated.
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- Authors: Nokwali, Mlandeli Philbert
- Date: 2013
- Subjects: Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/245 , vital:26589
- Description: Technology education is an important factor in every learner’s education. It contributes to the intellectual and practical development of the learners to enable them to cope with the challenges of a technological society. The main purpose of the study was to investigate the extent to which the learning and teaching of technology were implemented in schools in the Mthatha District. The main research question was: What are the challenges for the implementation of technology learning area in the Senior Phase? Research sub questions were: What support does the Department of Education give to educators?; To what extent have the objectives of implementing the technology learning area been achieved?; and, What suggestions do educators have to improve implementation of technology education? There were 20 Junior Secondary Schools involved in the study. There were two groups of samples: (a) the educators’ sample and (b) the learners’ sample. The educators’ sample: The sample size was 20 educators consisting of those who were teaching technology in either all the Senior Phase grades (Grade 7, 8 and 9) or at least in one of the grades in the senior phase in his/her school. On the researcher’s request, the Principal of each school nominated an educator and hence there was one educator in the educators’ sample from each of the 20 schools. The learners’ sample: The sample size was 40 learners consisting of at least two learners from each of the 20 schools. On the researcher’s request each educator in the educators’ sample nominated two learners from the senior phase. The instrument which was made to collect data was a researcher-designed questionnaire. The researcher personally visited each school involved in the study and gave the questionnaires to the two learners and one educator from that particular school to complete them independently within five days. The researcher personally re-visited each school on a day after the agreed-upon 5-day period but only after confirming over the phone that the questionnaires were indeed completed. The data were analyzed manually. The results obtained revealed that the implementation of the technology learning area is challenged by a number of problems. Those which were specifically identified were: lack of resources especially the rural schools; lack of people who are knowledgeable on Outcomes-based education (OBE) or the OBE modes of learning & teaching technology and its assessment methods, ineffectiveness arising out of large and overcrowded classes, challenges originating from or as a consequence of redeployment and the rationalization of educators and the lack of human resource to assist in the implementation of technology. The study showed the need for the provision of supportive service and continuous contact with educators to offer advice and assistance in order to improve the quality of technology teaching and learning in schools. The professional knowledge and skills of subject advisors as well as educators needed to be extended, refreshed and updated.
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An investigative study of parental involvement in the governance of public and private schools in the Matatiele Distict of the Eastern Cape Province of South Africa
- Authors: Mnukwa, Zolile Maxwell
- Date: 2011
- Subjects: Parents -- School governance , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18420 , http://hdl.handle.net/11260/d1006644
- Description: This is a comparative study of parental involvement in the governance of public and private schools in the Matatiele District of the Eastern Cape Province of South Africa. Parental involvement can range from occasional attendance of the school functions to partnership through parent teacher organizations and parent management bodies. Education is a national enterprise that requires the co-operation and participation of all the role players who are parents, community, teachers, learners and the Department of Education. The problem to be investigated in this study is: Why is it that parental involvement is more positive in the governance of private schools than that of public schools? Two schools were selected for the study and the researcher administered questionnaires personally by hand and conducted face to face interviews to collect the primary data. The responses of the administered questionnaire were tabulated and recorded in table form so as to give an accurate interpretation of what was revealed in the data. Patterns in the data were considered in order to provide an accurate interpretation of the information. The findings were divided into two, that is: findings from the public school and those from private schools. From the public school it was found that: parents are not involved in the governance of the school; the school does not involve parents on financial matters; parents do not attend meetings when invited; they do not know their roles and responsibilities, for example, according to the South African Schools Act (SASA), parents must be actively involved in the governance of the school in their community and that there is an element of ignorance and negligence on the part of parents towards their children’s education. From the private schools it was found that: parents are more involved in the governance of the school; they attend and participate actively in school meetings; the school involves parents in financial matters and as such the financial support from the parents is very good; parents are much involved in the monitoring of the progress of their learner’s education and are passionate about the school and seem to own the policies and the governance of the whole school system. The conclusion drawn from the study is that private schools allow for parental involvement in the governance of their schools whereas in public schools parental involvement is low.
- Full Text:
- Authors: Mnukwa, Zolile Maxwell
- Date: 2011
- Subjects: Parents -- School governance , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18420 , http://hdl.handle.net/11260/d1006644
- Description: This is a comparative study of parental involvement in the governance of public and private schools in the Matatiele District of the Eastern Cape Province of South Africa. Parental involvement can range from occasional attendance of the school functions to partnership through parent teacher organizations and parent management bodies. Education is a national enterprise that requires the co-operation and participation of all the role players who are parents, community, teachers, learners and the Department of Education. The problem to be investigated in this study is: Why is it that parental involvement is more positive in the governance of private schools than that of public schools? Two schools were selected for the study and the researcher administered questionnaires personally by hand and conducted face to face interviews to collect the primary data. The responses of the administered questionnaire were tabulated and recorded in table form so as to give an accurate interpretation of what was revealed in the data. Patterns in the data were considered in order to provide an accurate interpretation of the information. The findings were divided into two, that is: findings from the public school and those from private schools. From the public school it was found that: parents are not involved in the governance of the school; the school does not involve parents on financial matters; parents do not attend meetings when invited; they do not know their roles and responsibilities, for example, according to the South African Schools Act (SASA), parents must be actively involved in the governance of the school in their community and that there is an element of ignorance and negligence on the part of parents towards their children’s education. From the private schools it was found that: parents are more involved in the governance of the school; they attend and participate actively in school meetings; the school involves parents in financial matters and as such the financial support from the parents is very good; parents are much involved in the monitoring of the progress of their learner’s education and are passionate about the school and seem to own the policies and the governance of the whole school system. The conclusion drawn from the study is that private schools allow for parental involvement in the governance of their schools whereas in public schools parental involvement is low.
- Full Text:
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