1,721,023 research outputs found
Youth experiences of a holistic approach to personal transformation : a narrative inquiry
No full textThesis (DEd (Education))--Cape Peninsula University of Technology, 2017.Many youth experience some form of identity crisis as they transition into adulthood. This crisis is amplified in the lives of many working-class youth who have to contend with heading households owing to the absence or death of parents and a socioeconomic context of poverty, lack of access to quality learning opportunities, unemployment and deepening inequality. A recent analysis of youth unemployment statistics in South Africa shows that at the end of 2016, at least 7.5 million youth were not in employment, education or training (NEET), with a large percentage residing in the Western Cape. The growing NEET numbers present a huge problem to youth, communities and the state, as youth who are not in employment, education or training have a greater propensity to become disengaged and disconnected from self, family and social, economic, political and cultural activities, further minimising their opportunities for growth and development. Despite the growing NEET numbers, there remains a paucity of research on credible and sustainable solutions to the NEET crises, including research that gives credence to youth voice and experience.
The key purpose of the study was to explore youth experiences of a holistic approach to personal transformation as one particular programmatic approach or developmental pathway for vulnerable youth. The imperative is to explore ways of addressing the current NEET crisis and simultaneously deepen the theory and practice of youth development.
The study used an ecological perspective as its theoretical framework that illuminated the influence of relationships and contexts on the development of children and youth. A phenomenological approach was chosen as it was deemed best suited to exploring and understanding people’s perceptions and experiences of a particular phenomenon. Narrative inquiry was employed as the methodological framework to explore the views of five youth respondents and their parents or guardians. Techniques to enhance the credibility and trustworthiness of the data included triangulation, which was effected through the collection of two sets of data, an extensive literature review and use of a reflective journal.
The findings illustrate that a holistic perspective, as one particular philosophical and programmatic approach to personal transformation, has the potential to foster connection with self and family, enhance the psychological capital of young people and provide the impetus for them to remain on a positive developmental trajectory. The significance of a holistic approach lies in its ability to recognise and integrate all dimensions of their being into the learning process and meet a variety of needs as a result of their particular socioeconomic and psychosocial realities
The influences of a gross motor development programme on the lives of rural marginalised multi-grade primary school learners
Get PDFThesis (DEd (Education))--Cape Peninsula University of Technology, 2017.This study investigates the impact of a Gross Motor Development (GMD) programme
on the lives of learners in marginalized multi-grade environments in rural areas of the
Western Cape. Numerous studies globally suggest that gross motor development
programmes bring stability, positive motivational changes and structure in learners’
lives constrained by challenging socio-economic environments (Portela, 2007, &
Lopes et al., 2013).
A transformative research paradigm was employed in order to address the research
questions posed by this study. A purposive sampling technique was used to collect
data from three schools, one in each of three Western Cape rural educational
districts that border the Cape Metro; West Coast/Hopefield, Cape
Winelands/Wellington and Overberg/Grabouw. In all three schools the Centre for
Multi-grade Education had an academic research/training and support partnership.
Within a trans-current mixed method design, qualitative data are used to substantiate
and augment phenomena exposed by the quantitative data. The data in the
qualitative phase of this study are collected using observations, reflective journals
and journal notes.
The research investigated the influence of an 18-month gross motor development
programme on learners’ lives in three multi-grade schools in the Western Cape of
South Africa. A sample of 50 (N=30 males and N=20 females), grade 4-6 multi-grade
learners participated in the study. The gross motor skills were assessed using Project
4 – IMAD+ Test Battery, previously developed by the Cape Peninsula University of
Technology, Centre for Multi-grade Education. The test battery consisted of a series
of physical exercises designed to assess gross motor proficiency. The scholastic
achievement of learners was understood from the Annual National Assessment
scores (ANA) of 2013.The data revealed that a total gross motor ability percentage
score change occurred in the sample 50 (N=30 males and N=20 females) from 32.12
% to 56.82 %, indicating a significant overall gross motor improvement of 24.7 % in
an 18 month period. Improved self-esteem, positive attitudinal and motivational changes and increases in
class attendance occurred among the learners. This improvement aligns itself with
research that indicates that the development and improvement of motor skills through
physical activity are related to positive development of self-esteem among learners
(Corbin, 2002:128-145).
This study contributes to the growing body of knowledge on education at rural,
marginalized schools, and suggests that providing learners with the opportunity to
participate in a structured programme is likely to improve motivation which will
contribute toward positive scholastic achievement. It is recommended that policymakers
should encourage and implement structured gross motor skills development
programmes at school. Further research on the influence of GMD provincially and
nationally should be encouraged
Exploring the framing of disability in university policies: a comparative study at a selected university in Zimbabwe and in South Africa
No full textGlobally, disability inclusion has been brought into the spotlight and has become a significant issue in higher education policy and practice. However, this prominence has brought critical scrutiny to this policy and practice nexus, and challenges are being picked up all over the world. African higher education systems have not been spared from these challenges and universities around the continent are grappling with questions about how students with disabilities can be included, and yet there is limited research about the gap between policy and practice. This raises the question: How are universities on the African continent thinking about and understanding disability in their policy creation and provision? This study is an attempt to answer this question. In order to explore the gap between policies and practice, this study explored the policy framing of disability at institutional level at two African universities. To inform my research process, I was guided by a framework that embraced three conceptual frameworks: Institutional Logics (IL), Carol Bacchi’s ‘What’s the Problem Represented to be?’ (WPR) and the notion of civic epistemologies (CE) by Sheila Jasanoff. The study adopted a qualitative research approach and a comparative research design to compare university policies from University X (UX) from South Africa and University Y (UY) from Zimbabwe. Data were collected from university policy documents and semi-structured interviews with 40 purposively sampled respondents. Data were thematically analysed using themes from the conceptual framework that guided the study
The nature of parental involvement in literacy activities of low achieving learners in disadvantaged contexts at a selected primary school in the Western Cape
Get PDFPhilosophiae Doctor - PhDLiteracy levels measured against national and international tests indicate that South African learners are performing poorly. Literacy skills are critical in the development of learners, and research suggests that parents play an important role in enhancing these skills. The study takes into account the geographical, socio-economic and historical context of learners and parents, and seeks to determine why children are struggling with literacy activities
Emergent literacy and agency among disadvantaged parents and caregivers
No full textThesis (MEd)--Cape Peninsula University of Technology, 2017.A qualitative investigation into the emergence of literacy among five adult socio-economically disadvantaged subjects in a semi-rural setting complements concerns that a lack of specific forms of cognitive input during pre-school years has a negative impact on later progress in formal schooling. The subjects achieved levels of literacy that enabled them to play leadership roles in their communities although they had experienced limited or no formal education during their formative years.
Using a GTM process the researcher identifies seven common themes that emerge from analysis of data from interviews and focus groups that explore the subjects’ perceptions of conditions that had promoted their literacy. These themes suggest that the subjects’ competence in literacy was facilitated by non-cognitive conditions including personal aspirations; resilience; disciplinary regimes in the home; voice; a nurturing mentor; community resources and ability to exercise agency.
The researcher concludes that these themes could be important in contributing towards an understanding that developing children’s agency during early childhood may be more significant to achieving effective levels of literacy than the current focus on attaining academic skills at standards that disadvantaged children have difficulty in achieving
Teacher and learner experiences of violence in a cape flats school, Western Cape
No full textMagister Educationis - MEdThis study aimed to ascertain in what ways violence and crime influence the teaching and learning programme in schools in a disadvantaged community. The context is a primary school in an informal settlement in Samora Machel, Philippi, in the Cape Flats, where violence is endemic. The study shows that violence does not occur in school playgrounds and areas around the school only; classrooms are becoming common sites for violence.
This study sought to establish teacher and learner experiences of violence at school, and the role of school management and parents in dealing with it, with a specific focus on school policies on discipline and how violence affects teaching and learning. The investigation also included learner behaviour during recess
Teacher and learner experiences of violence in a cape flats school, Western Cape
Get PDFMagister Educationis - MEdThis study aimed to ascertain in what ways violence and crime influence the teaching and learning programme in schools in a disadvantaged community. The context is a primary school in an informal settlement in Samora Machel, Philippi, in the Cape Flats, where violence is endemic. The study shows that violence does not occur in school playgrounds and areas around the school only; classrooms are becoming common sites for violence.
This study sought to establish teacher and learner experiences of violence at school, and the role of school management and parents in dealing with it, with a specific focus on school policies on discipline and how violence affects teaching and learning. The investigation also included learner behaviour during recess
A study of entrepreneurship in the Bangladesh area of Chatsworth
No full textSubmitted in partial fulfillment of the requirements for the Degree of Master of Technology: Entrepreneurship, Durban Institute of Technology, Durban, South Africa, 2011.This study focused on a feasibility analysis of establishing entrepreneurs in the Bangladesh area of Chatsworth. Ute purpose of the research was to investigate strategies that would enable the development and promotion of entrepreneurship in the area, The researcher has noted from experience, living in an area contiguous to Bangladesh, that there is a serious shortcoming with regard to-entrepreneurial skills among people in depressed communities. The researcher needed to consider strategies of empowering them to earn a decent living. This research project looked at the Bangladesh area, which is indeed a very poor region in Chatsworth. Moreover, -the statement of purpose was to examine theoretical constructs related to entrepreneurship which would enable and empower depressed communities to become economically self-sufficient. In addition, the key objective of the study was to undertake an empirical investigation in the area of Bangladesh to determine the needs of the community with respect to development of entrepreneurship and to make recommendations for the economic upliftment of the community. The findings suggest that the people in the Bangladesh area want to embrace entrepreneurship. However, their main concerns are accessto finance, education and training. The existing small businesses in the area need financial assistance to grow and the people who want to start businesses need to have access to affordable finance. The present Government policy is to encourage the development of entrepreneurship both at community level and in educational provision.
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