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Exploring experiences of school governing bodies in fulfilling their roles in primary schools
No full textThe primary objective of this qualitative research investigation was to examine the experiences of School Governing Body (SGB) members in township areas, such as Soweto, located in South Africa. The purpose of this study was to gain insight into how the SGBs members perform the many duties and responsibilities they are tasked with. The enactment of School Governing Bodies (SGBs) by the democratic government of South Africa was undertaken as a means to promote the democratisation of schools. Subsequently, the performance of SGBs has been subject to comprehensive examination in both public and private educational institutions. Nevertheless, there seems to be a scarcity of scholarly investigations that have explicitly examined the operation of School Governing Bodies (SGBs) within public schools located in township areas. The study's main objective was to fill the existing gap in knowledge by examining how the School Governing Body (SGB) members in two public primary schools located in Soweto, Johannesburg North District, Gauteng Province, perform their roles and responsibilities mandated by SASA. The data for this study was gathered by using semi-structured interviews with purposively selected SGB members, who include representatives from the support staff, parent and educator groups, and the principals. The study aimed to gain insight into the opinions and practical application of duties and responsibilities among members of the SGB. The study's results indicated a deficiency in sufficient training, capacity, understanding and confidence among parent members of the SGB, posing challenges to their ability to adequately perform their professional duties, specifically in relation to the supervision of administrative responsibilities. The significance of delineating the roles of School Governing Bodies (SGBs) and differentiating between governance and professional school administration was reaffirmed by the principals. The involvement of participants, particularly parents, frequently resulted in misconceptions regarding their responsibilities, and thus the encroachment upon the school's professional administration. The challenge experienced impeded their capacity to effectively perform their responsibilities and caused uncertainty and conflict among staff members. In order to address these challenges, the study proposed the implementation of empowerment measures and the close monitoring of School Governing Bodies' practices to ensure their capacitation and provision of resources required to effectively carry out their roles and responsibilities. In conclusion, this research has provided insights into the lived experiences of SGB members executing roles and responsibilities mandated by SASA in the township regions of the Soweto area. The results underscore the significance of cultivating trust within the members of the School Governing Bodies, elucidating their respective challenges in carrying out their responsibilities which can be addressed through sufficient training and assistance. Recommendations are that addressing these concerns, may improve the operation of SGBs and afford them the potential to assume a more efficient and influential position in the governance of schools, thereby making a valuable contribution towards enhancing educational achievements in South African public schools.M. Ed. (Education Management)Educational Leadership and Managemen
Developing a framework for integrating citizenship education in the pedagogy and assessment of science practical work: the case of combined science in Zimbabawe
Get PDFZimbabwe is implementing a competence-based educational curriculum in response to the socio economic challenges faced by the country. With regard to science education, the competence based curriculum aims to expose learners to science practical work using pedagogies and
assessments that are learner-centred and would foster self-reliance of the citizens. The current
researcher focused on collecting data on the pedagogies and assessments that were used in the
implementation of the competence-based curriculum in the teaching and learning of Combined
Science practical work in relation to the agenda of citizenship education. The current research was
carried out using a mixed methods research approach where a cross-sectional survey (a quantitative
research design) and a multiple-case study (a qualitative research design) were both employed.
The four sampled schools were in the Midlands province of Zimbabwe, namely Takudzwa
Secondary School, Tatendashe Secondary School, Nothando Secondary School and Tivongereiwo
Secondary School. The cross-sectional survey was conducted with five hundred and ninety-three
(593) Combined Science teachers who were Combined Science examiners with the Zimbabwe
School Examinations Council (ZIMSEC) in 2019. The research results indicated that science
practical work was generally very limited in Zimbabwean secondary schools. It was also noted
that science practical work was not linked to science citizenship education during the teaching and
learning process. The research concluded that there was a general lack of integration of citizenship
education to the pedagogy and assessment of Combined Science practical work as the programme
lacked clarity, policy direction, resource support, monitoring and evaluation. The current
researcher then developed a framework that may enhance the integration of citizenship education
in the pedagogy and assessment of science practical work. The framework outlines that effective
citizenship education has to be anchored by eight pillars of support which were identified from the
results of the current research. The eight pillars of support, needed to support and sustain science
citizenship education, are educational policies, staff-development, community challenges and
needs, science content and objectives, constructivist pedagogies, constructivist assessments,
programme monitoring and evaluation, and programme resource allocation. The eight pillars of
support should be firmly in place for citizenship education to be effectively integrated to the pedagogy and assessment of science practical work.Ph. D. (Education)Educational Studie
Search for new phenomena in final states with photons, jets and missing transverse momentum in pp collisions at s = 13 TeV with the ATLAS detector
No full textAbstract
A search for new phenomena has been performed in final states with at least one isolated high-momentum photon, jets and missing transverse momentum in proton–proton collisions at a centre-of-mass energy of
s
= 13 TeV. The data, collected by the ATLAS experiment at the CERN LHC, correspond to an integrated luminosity of 139 fb−1. The experimental results are interpreted in a supersymmetric model in which pair-produced gluinos decay into neutralinos, which in turn decay into a gravitino, at least one photon, and jets. No significant deviations from the predictions of the Standard Model are observed. Upper limits are set on the visible cross section due to physics beyond the Standard Model, and lower limits are set on the masses of the gluinos and neutralinos, all at 95% confidence level. Visible cross sections greater than 0.022 fb are excluded and pair-produced gluinos with masses up to 2200 GeV are excluded for most of the NLSP masses investigated
Informal science education practices and views of further education and training (FET) teachers : a UNIZULU Science Centre case study
No full textVisiting informal learning environments, such as science centres is a widely employed teaching strategy worldwide to support science education in schools. However, there is insufficient knowledge regarding the specific roles that teachers play during visits to science centres. This study aimed to gain insight into how Further Education and Training (FET) teachers' views and their practices at UNIZULU science centre. The conceptual framework for this study was based on the definition of an informal learning environment and the Field Trip Inventory model (FTI). The FTI model describes three educational components that are useful when teachers are planning a science field trip. This framework was used to analyse the findings that emerged in this study. A qualitative case study approach was used. Data was collected through semi-structured interviews, observations, and document analysis from four participating science teachers. Each case was analysed separately to derive meaningful findings. The research findings revealed that science teachers had a comprehensive understanding of the nature of informal learning environments. They viewed their role during visits as trip organisers, monitors of learners’ behaviour and learner guides. However, the findings also revealed that most of the science teachers relied on science centre facilitators to teach their learners during the visits. The results of this study provide a clear picture of the limited role of schoolteachers in the science centre and their inadequate knowledge of how to teach within this setting. The study recommends that science teachers and science centre facilitators should communicate with each other to understand each other's roles and duties with the objective of educating learners more clearly. This can assist to ensure that learners are receiving consistent and effective instruction in science, both in informal learning environments such as science centres and in the classrooms.M. Ed. (Natural Science Education)Science and Technology Educatio
Impala (Aepyceros melampus) habitat utilisation and activity patterns in Sourish Mixed Bushveld
No full textThe habitat utilisation and daily activity patterns of Impala at Loskop Dam Nature (LDNR)
Reserve were studied to provide an insight into the management of this species. We used
the Braun-Blanquet and TWINSPAN methods to classify plant communities within the
Impala home range. Movement data was collected using a GPS collar fitted onto an
Impala ram (Aepyceros melampus), and field data about the animal’s home range and
the behaviour of the breeding herd associated with him was collected through direct
observations. Seasonal home ranges, habitat selection and utilisation, as well as
seasonal daily activity patterns were determined. Vegetation maps were produced to
illustrate available plant communities, and seasonal home range maps were created to
show Impala movement patterns and home range sizes. Environmental variables
considered in the analyses included rainfall, temperature, and photoperiod. The Impala
home range comprised of a variety of plant communities and species forming various
habitats that provided the necessary resources for the Impala to live and procreate.
Impala utilised habitats with available quality and quantity of forage. The Euclea crispa Vachellia karroo closed woodland plant community was preferred by the Impala in both
the wet and dry seasons. This community is the primary habitat for the Impala at LDNR.
All environmental variables investigated had an impact on the daily activity patterns of
Impala. The majority of Impala the activity patterns were influenced by seasonality for all
social group types. Given that time is a limited and valuable resource for wildlife species
in general, time partitioning affected the Impala’s daily activity patterns at the study site.
Time partitioning resulted in reduced or compromised activities at the expense of priority
activities like vigilance. Vigilance was higher in both the wet and dry seasons, and often
led to reductions in feeding time.M. Sc. (Nature Conservation)College of Agriculture and Environmental Science
The inclusion of students with visual impairment in tertiary institutions : a case study of teachers’ training college at Machakos, Kenya
No full textThe study investigated the inclusion of students with visual impairments (VI) at tertiary institutions in Kenya. It mainly focused on the role played by inclusive education policy, educational resources, environmental modification as well as pedagogical strategies in the inclusion of students with VI. The study contributes to the existing body of knowledge by highlighting challenges encountered by both students with VI and their lecturers. The findings of the study are likely to play a significant role in improving the accommodation of students with VI in learning institutions. The study used symbolic interactionism theory and qualitative approaches that employed case study research design to collect data from participants drawn from a teacher’s training college based in Machakos County, Kenya. The study relied on the use of an open-ended qualitative questionnaire, semi-structured interviews, a focus group interview and an infrastructural observation checklist to collect data from participants comprising 3 administrators, 7 lecturers, 15 students with visual impairment (VI), 5 students without VI and 2 support staff from the tertiary institution. Qualitative data collected from the participants was analysed by identifying words and phrases representing emerging themes. The study found that lecturers used a variety of methods to make the curriculum accessible to students with VI, such as preparation of hand-outs in Braille versions; use of large print; and preparation of tactile maps and diagrams. Also, it was found that the tertiary institution utilised various assistive devices and ICT resources to facilitate access to curriculum material for students with VI. However, the varied resources available for students with VI were overstretched by the existing number of students. However, on the bright side, the study found that there was a conducive social environment in the institution that supported students with VI. Finally, the researcher made recommendations regarding strategies that can be used to improve the inclusion of students with VI at tertiary institutions. For instance, it was recommended that the tertiary institution procure more assistive devices for students with VI especially the modern Braille writing devices such as orbit readers, note takers and embossing machines.D. Ed. (Inclusive Education)Inclusive Educatio
The contribution of astrology in motivating learners to avoid dropping out of school in Ekurhuleni district, Gauteng province
Get PDFSchool dropout has become a national crisis in South Africa. Approximately 60% of first graders will ultimately drop out rather than complete Grade 12, when only 52% of the age-appropriate population remains enrolled.. Several attempts have been made to reduce the escalating rate of learner dropout, yet the dropout rate continues to rise. The main question that the study was answering was: “how could astrological profiles contribute to motivating learners to avoid dropping out of schools in Ekurhuleni District in Gauteng province?” This study applied a qualitative research approach to determine the potential contribution that a popular craft could make to the motivation of learners to remain in school. Data collection techniques including questionnaires and interviews were used. The study was guided by Confirmation Bias theory. This study used purposive sampling to select respondents. A sample consisted of ten grade 11 learners, and ten teachers, selected from five schools. The population was 450 which is the total number of the grade 11 learners from where the sample of ten grade 11 learners were selected from five schools. A total number of 55 of teachers was the population that represent teachers from five selected schools which was used to sample ten teachers to participate as respondents to interviews in this research study. The 450 total population was made up of 90 learners from each of the five selected schools who were selected based on their respective curriculum streams which are the science stream, commercial stream and science stream.
The study found that astrological profiles could contribute to motivating learners to avoid dropout. From the findings, the researcher recommended that astrological personality profiles should be used at schools to assist learners to identify their strengths and weaknesses.M. Ed. (Socio-Education)Educational Studie
Poverty, Agency and Suicide: Men and Women
Get PDFAssumptions linking poverty with sex, associating poverty with agency, as well as connecting agency with suicide, are widespread. Women are often seen as being affected more by poverty than are men. Men are frequently considered to possess more agency than are women, and men are also more prone to suicide than are women. The research aims to assess if poverty, agency, and suicide differences occur across sexual lines, if a poverty-agency-suicide ideation relationship is supported by data, and how this relationship is influenced by sex. A cross-sectional survey design was used, and interviews were conducted with 3,531 participants. Analyses of variance were performed to calculate whether differences in poverty, agency and suicide ideation exist across sexual lines. Correlation analysis was implemented to test for the poverty-agency-suicide ideation relationship, and regression analyses were used to test the moderating effects of sex on the poverty-agency-suicide ideation relationships. Men and women did not differ significantly in terms of levels of poverty, agency, or suicide ideation. Poverty did relate to agency (a negligible effect), but agency did not influence suicide ideation. Poverty had a significant but small effect on suicide ideation. Sex moderated did not moderate the poverty-agency-suicide ideation relationship. The data do not support established stereotypes and empirical findings regarding sex differences across the poverty, agency, and suicide ideation spectrums. The data also do not support the poverty-agency-suicide ideation relationship, nor does sex influence this relationship. Healthcare professionals should be aware that (well-established) stereotypes do not necessarily materialise in all populations
The contributions and challenges of civil society in development and governance in context of the post-1991 developmental state of Ethiopia
No full textThe primary objective of this study was to analyse the contributions and challenges of civil society in governance and development and state-civil society relations in context of the post-1991 contemporary Ethiopia. To achieve this objective a mixed method approach was used where data from qualitative sources were embedded into the quantitative sources and analysed. To understand the role of civil society and state-civil society relations in the post-1991 period of Ethiopia, three periods were considered (i.e., 1991 to 2004; 2005 to 2017 and 2018 to date) due to the shift in the enabling environment of civil society over these periods. Factors such as external context and internal context were considered and analysed. The role of civil society in development and governance was analysed considering the three major operational areas of civil society (i.e., advocacy, services delivery, and watchdogging). State-civil society relation was also examined focusing on different parameters. The analysis was conducted by way of comparison based on the three periods using Friedman‘s Analysis of Variance. Both the external and internal contexts were found to be conducive and better during the first and third periods while it was not enabling during the second period. The role of civil society in service delivery was found to be similar and better in all the three periods, but in terms of advocacy and watchdogging it was better during the first and third periods while it was completely paralysed during the second period. Regarding state-civil society relations, the first period was characterised by cooperation between the state and civil society, but the relationship lacked the principles of engagement and formality. During the second period, the relationship was characterised by confrontation and even denial of rights-based civil society. The third period was characterised by cooperation and a smooth relationship. Finally, regarding the non-formal institution, i.e., Iddir, it has been an essential institution that not only plays a complementary role to formal civil society but also contributes to development and governance in its own right. However, Iddir‟s potential for contribution has been constrained by lack of attention and support from the government. Based on the findings of the study, recommendations are made to concerned actors including the government, the formal civil society organisations and the non-formal civil society - Iddir.Ph. D. (Development Studies)Development Studie