UFS Publications Platform (Univ. of the Free State)
Not a member yet
378 research outputs found
Sort by
Parents as stakeholders: Attitudes and perceptions towards comprehensive sexuality education in Zimbabwe’s junior grades
Full text linkThis study investigates the attitudes and perceptions of parents towards the implementation of Comprehensive Sexuality Education (CSE) in junior grades (Grades 3–7) in Zimbabwe’s Mashonaland East Province, within the context of persistent issues such as early pregnancies, child marriages, and sexual abuse. The aim is to understand the complex interplay of factors that influence parental support for or resistance to CSE in the school curriculum. Grounded in the interpretive paradigm, the study draws on Urie Bronfenbrenner’s socio-ecological theory and Albert Bandura’s social learning theory to explore how individual, social, and systemic influences shape parental perspectives. A qualitative exploratory case study design was employed, utilising semi-structured interviews and focus group discussions with parents from diverse socio-demographic backgrounds. The findings reveal a generally positive disposition towards CSE among parents; however, several barriers, such as ambiguous policy frameworks, entrenched cultural beliefs, limited resources, and inadequate teacher training, continue to hinder effective implementation. The study concludes that collective stakeholder engagement, including meaningful parental involvement, is essential for designing culturally relevant and context-sensitive CSE frameworks. It recommends increased investment in in-service teacher training and the provision of appropriate teaching and learning materials, emphasising that community support and ownership are critical to fostering an environment conducive to the successful delivery of CSE in junior grades
Equipping pre-service mathematics teachers for diverse classrooms: Best practices and innovations
Full text linkThis chapter explores innovative approaches and best practices in preparing mathematics teachers for diverse classrooms by employing four key theoretical frameworks: Culturally Relevant Pedagogy, Culturally Responsive Teaching, Differentiated Instruction, and Universal Design for Learning. These frameworks serve as guiding principles for equipping pre-service educators to effectively address the diverse cultural, academic, and learning needs in today’s classrooms. The study employed a comprehensive review of literature, focusing on empirical studies and practical implementations of these inclusive pedagogies in mathematics education. The analysis examined how teacher preparation programmes integrate these frameworks into their curricula to foster equity, inclusivity, and academic excellence. The chapter also discusses challenges encountered in the implementation of inclusive pedagogies, such as resistance to pedagogical shifts and limitations in teacher training programmes. To address these challenges, recommendations are provided for enhancing teacher preparation, including the incorporation of cultural competence training, differentiated instructional strategies, and universally designed learning environments. The findings suggest that these pedagogical frameworks, when implemented effectively, lead to improved student engagement, achievement, and a greater sense of belonging among learners from diverse backgrounds. By aligning teacher preparation programmes with CRP, CRT, DI, and UDL, this chapter emphasises the need for mathematics educators to adopt flexible, responsive teaching practices that cater to the needs of all students, ultimately fostering a more equitable learning environment in diverse classrooms
Exploring shifts in pre-service teachers’ perceptions of mathematicians: from first year to the end of second year
Full text linkThis study examines how pre-service mathematics teachers perceive mathematicians\u27 roles and practices, emphasising the shifts in their epistemic and social understandings during their teacher education programme. Using Legitimation Code Theory (LCT) and variation theory, data were collected from 60 pre-service teachers at a South African university, comparing their views from their first to second year. Initial perceptions often conflated mathematicians with educators, focusing on societal roles and pedagogical functions. However, by their second year, after engaging in a mathematics methodology course rooted in variation theory, participants demonstrated an increased appreciation for mathematicians\u27 epistemic practices, including problem-solving, abstraction, and theoretical application. Despite these advancements, many participants continued to frame their understanding through a pedagogical lens, with limited attention to the social dimensions of mathematical work, such as collaboration and interdisciplinarity. These findings underscore the need for teacher education programmes to balance epistemic and social dimensions, enabling future educators to view mathematics as both an intellectual discipline and a collaborative, dynamic field. This study contributes to understanding how theoretical frameworks can inform and transform pre-service teachers\u27 conceptions of mathematicians\u27 roles, bridging the gap between classroom teaching and authentic mathematical practices
Rural students\u27 pathways to higher tertiary education in Zimbabwe: Overcoming barriers, promoting inclusion and success
Full text linkAccessing higher tertiary education for rural students in Zimbabwe is a complex journey shaped by various socio-economic, cultural, and geographic factors unique to their circumstances. This study examines the experiences of rural students in accessing, participating in, and attaining higher tertiary education through the lens of Freire\u27s theory of critical consciousness. It employs a critical emancipatory research paradigm, utilising participatory action research methodologies. Twenty participants were purposively selected and actively involved as co-researchers throughout the research process to identify empowering practices that can transform their educational realities. Data was collected using focus group discussions and Photovoice, allowing participants to share narratives and visually represent the barriers in their educational journeys. Critical discourse analysis revealed various factors that shape educational trajectories, such as geographic isolation, financial constraints, a lack of collegiate guidance, and the internalisation of negative perceptions about rural identities. Findings also highlighted protective factors, including strong family and community support systems, self-determined mindsets, and engagement with college-bridging programmes. Through critical dialogues, participants explored ways to challenge internalised stigmas and develop critical literacies to navigate systemic barriers. The PAR process enhanced participants\u27 critical consciousness and enabled them to collectively generate rural student-led solutions for equitable educational access. The importance of adopting strengths-based and culturally sustaining approaches that amplify the voices of rural students in transforming policies and practices was highlighted. Importantly, this study demonstrated the emancipatory potential of PAR in fostering resilience and self-advocacy among rural students, thereby promoting higher tertiary education as a means for social and economic mobility
Equity and social justice in mathematics teacher preparation: Diving into the nitty-gritty
Full text linkIn contemporary education, the principles of equity and social justice have emerged as critical components that shape the pedagogical landscape, particularly in mathematics teacher preparation programmes. This chapter examines how mathematics teacher education programmes prepare pre-service mathematics teachers for equitable and socially just classrooms. It seeks to understand how these principles are integrated into teacher education programmes and their impact on the development of future educators to address diverse student needs in mathematics classrooms. This study employs a qualitative research design, utilising semi-structured interviews with mathematics teacher educators, pre-service mathematics teachers, and heads of departments. Data were collected from two traditional institutions to capture varied perspectives on the incorporation of equity and social justice within mathematics teacher preparation. Thematic analysis was employed to identify recurring themes and patterns in the data, enabling a comprehensive understanding of the participants\u27 experiences and insights regarding the integration of these critical principles in their training. The findings indicate that integrating culturally relevant teaching, enhancing various field experiences, and developing community engagement can enable teacher preparation programmes to produce a new cohort of educators dedicated to social justice and equity in their classrooms. This comprehensive approach is essential for reforming educational processes and ensuring that all students have access to equitable learning opportunities
Philosophical practices within social enterprises in South Africa: A search for inclusive socio-economic development
Full text linkGenerally, economic investment models are primarily premised on maximising profit and accumulating wealth, a development paradigm that mostly benefits investors, with little attention to the indigent. South Africa, despite being one of the richest countries in Africa, continues to record high levels of inequality, poverty, unemployment, and social injustice. This paper focuses on social entrepreneurship as a socio-economic paradigm that aims to balance profit-making and social impact for economic inclusivity in Buffalo City Municipality in the Eastern Cape Province, South Africa. An interpretivist paradigm, which aligns with a qualitative research approach, was adopted. Using a case study research design, three social enterprises in the agriculture, ICT, and clothing sectors were selected from which ten participants were purposively sampled and interviewed. Thematic analysis revealed that people-centrism, socio-economic empowerment, cultural integration, and continuous innovation are key philosophical pillars driving social enterprise practices. The findings highlight that by aligning traditional African values with market-oriented strategies, social enterprises contribute to rebuilding community solidarity, democratising economic participation, and addressing systemic inequalities. These principles advance the social investment paradigm in social enterprises by enabling the reconceptualisation and contextualisation of wealth creation and its concomitant social impact on communities. However, tensions remain due to differing perceptions of social enterprises as either Afrocentric solutions or neo-colonial constructs. The study concludes that philosophical authenticity and contextual sensitivity are crucial for enhancing the efficacy and acceptance of social entrepreneurship models in South Africa’s socio-economic development landscape. The study recommended that practitioners implement inclusive, equity-based investment models to promote human development
Fostering Entrepreneurial Mindset: Insights from Chemistry Students at a South African University
Full text linkThe evolving labour market contributes to high graduate unemployment, requiring skills and competencies that may not be taught at university. Entrepreneurship education teaches soft skills and attributes that produce multi-skilled graduates who do not solely depend on formal employment after graduation. An entrepreneurial mindset, as a learning outcome of entrepreneurship education, allows a person to create value by identifying and seizing opportunities, making decisions with limited information, and remaining flexible and resilient in frequently complex and uncertain situations. Hence, this study aims to evaluate how entrepreneurship education influences the entrepreneurial mindset of chemistry students at a university in the Eastern Cape, South Africa. The paper employed a qualitative research methodology in the form of open-ended questionnaires, adopted Bandura\u27s social cognitive theory, and utilised thematic data analysis to achieve the set aim. The sample size consists of 10 purposively selected participants who attended the course. The key findings indicate that chemistry students understand how the chemistry course teaches them skills in producing everyday products and appreciate the exposure to business venturing through entrepreneurship education. The students identified profitable solutions to societal problems; however, they are unclear about where and how to obtain assistance in turning their ideas into real-life businesses. This study concludes that the course has a positive influence on the entrepreneurial mindset. It recommends that the institution redesign the curriculum to incorporate science-based entrepreneurship education by integrating chemistry and a practical participatory approach that demonstrates entrepreneurship through various production and business development stages
Exploring the intersection of vulnerability and resilience in the educational experience of left-behind learners at a South African school
Full text linkThe purpose of this paper is to explore the nexus between vulnerability and resilience among left-behind learners following parental labour migration. This qualitative study provided those learners left behind by migrant parents with a platform to articulate their lived experiences in relation to vulnerability. The left-behind narrative is significant as it informs psychosocial support schemes aimed at improving the well-being and educational outcomes of these learners. A case study design was adopted, and eight left-behind learners were purposively sampled from a rural secondary school in South Africa. The study utilised Masten’s resilience developmental model and Ncube’s tree of life model to build a conceptual framework. Findings reveal that left-behind learners feel abandoned by their migrating parent(s) and marginalised from mainstream support. This occurs because they are perceived to have living parents, and those who could offer support assume that the migrating parent is responsible. Left-behind learners, particularly girls, felt exposed to physical and emotional abuse due to a lack of parental protection and guidance at home. This, in turn, affects their mental health and educational outcomes. However, through peer support and school-based assistance, some of the learners have developed ways to tolerate and absorb the challenges associated with parental absence. External support also helps to complement hope, bravery, and optimism, enhancing the competencies of left-behind learners over time. The study recommends building support from the community, church, and school for sustainable learner support and resilience
Teachers\u27 assessment strategies for English Home language proficiency of grade 1 learners from diverse backgrounds
Full text linkAbout two decades after the new post-apartheid curriculum was implemented, one of the most significant challenges facing South Africa\u27s Department of Education is the provision of adequate support to teachers so that they may properly carry out assessments in the classroom. Teachers need assistance in using different techniques to meet the diverse learning goals of learners when assessing English HL (Home Language) for students from varied linguistic backgrounds. Furthermore, they should create and implement regular differentiated assessment strategies in their classrooms that will enhance learners\u27 English HL comprehension abilities. This paper examines how Foundation Phase teachers assess learners from diverse backgrounds while learning English as a Second Language. It was conducted at a single school in an urban area within the King Cetshwayo District, KwaZulu-Natal, South Africa. Qualitative data were collected from four purposefully selected teachers who teach Grade 1. Data were gathered through semi-structured interviews and observations. Data analysis was performed using thematic analysis. The findings of this paper reveal that teachers face challenges with assessing and using appropriate assessment techniques to support their learners and meet their learning needs. The paper concludes that CAPS (Curriculum and Assessment Policy Statement) should provide clearer and more detailed policy guidance on the assessment of Grade 1 EHL skills. Additionally, the government should consider organising and administering continuous professional teacher development (CPTD) programmes to enable teachers, who were trained decades ago, to stay current on how to effectively assess EHL comprehension skills
The influence of classroom climate on consumer science learning in high schools: A case study of Hhohho region, Eswatini
Full text linkThis study investigated the influence of classroom climate on student learning outcomes in consumer science education in Eswatini. Given the extensive consumer science curriculum, it was hypothesised that teachers might face challenges in establishing a conducive learning environment. The objectives of the study were to determine the ways in which teachers make the subject matter interesting, as well as to assess teachers’ warmth, closeness, and positivity. A mixed-methods research design was employed, incorporating both qualitative and quantitative data collection. Fifty consumer science teachers completed questionnaires, while ten focus groups of students were interviewed. Schools were selected using a systematic random sampling procedure. The findings revealed that effective consumer science teachers actively create a positive classroom climate. This involves implementing engaging teaching strategies, utilising effective evaluation methods, and fostering a motivating learning environment. Additionally, teachers demonstrated warmth, closeness, and positivity towards their students, contributing to a favourable learning atmosphere. It was concluded that establishing a positive classroom climate is crucial for enhancing student engagement and learning in consumer science. The Eswatini Association of Teachers is recommended to organise workshops that equip consumer science educators with strategies for creating and maintaining effective classroom environments