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Item ACCESS TO EDUCATION AND SCHOOL FEES FOR REFUGEES AND MIGRANTS IN CENTRAL JOHANNESBURG(2014-02-19) Sepuru, Thabo DominicEducation is regarded universally as a fundamental human right and is recognized officially by many countries including South Africa. South Africa is signatory to a number of United Nations (UN) Conventions relating to refugees and acquired certain obligations towards refugees such as the provision of basic education. For the children of refugees and asylum seekers, education has a developmental as well as an integrative and rehabilitative value. While there is recognition of education as a fundamental human right, the realization of this right is impeded by a number of obstacles. School fees have been cited as one of the barriers. In respect of the charging of fees by schools, South Africa seeks to ensure the realization of education as a fundamental and constitutional right by everyone regardless of their nationality, race, gender, religion and financial status through the mechanisms of fee exemptions and no-fee-school policies. This study attempts to explore and document the obstacles encountered by refugee and asylum seeker parents living in South Africa from accessing fee exemptions at a fee-paying school. Through a qualitative exploratory research study, the findings show that there are various barriers to accessing fee exemptions by refugee and asylum seeker parents whose children are enrolled at fee-paying schools. No-fee schools on the other hand are inaccessible to due amongst other issues the fear of xenophobia in the townships. As a result, some refugee/asylum seeker parents keep their children out of school. The findings show the negative impact of the fee exemption policy on fee-paying schools with large numbers of poor learners through the measures adopted to push parents into paying for school fees.Item Access to and participation in education in South Africa: a quantitative analysis(2006-10-30T12:32:17Z) Shindler, JenniferThe right of access to education has been an issue of international concern for many decades. With the transition to democracy in South Africa, marked by the first democratic election in 1994, the right of access to education has also formed a cornerstone of South Africa’s education policy. Access to nine years of basic education is guaranteed in terms of the South African Constitution. The right to further education is also entrenched in terms of the Constitution, although this is conditional on the state making this progressively available and accessible through reasonable measures. By using actual 2001 population and school enrolment data, this research study measures access to schooling by using standard international indicators of access, namely gross and net enrolment ratios, age-specific enrolment rates, and apparent and net intake rates. The study compares such data with existing estimates by other organisations and analysts. It assesses the extent to which universal or full access to basic education has been achieved and how far South Africa has gone in making further education progressively available. The study suggests that in-depth analysis of the data shows that access to education is not as widespread as other estimates have indicated. The net enrolment ratio in the basic or compulsory education phase is 89% and not 97% as estimated by the Department of Education. Some 13% of children of school-going age (or 1.55 million children) are not attending school. The study found that universal access to basic education has not been achieved. There are problems with access to further education and South African learners’ access to education is affected by provincial location. Provincial gross enrolment ratios range from 89% to 101% and net enrolment ratios range from 82% to 91%. The study recommends that further research is required to identify the barriers that are preventing full access to education. It also recommends that future progress in terms of access to education must continue to be monitored which means that good, accurate and consistent data must be made available.Item THE ADOPTION DECISION OF TEXTBOOKS WITH SUPPLEMENTARY DIGITAL CONTENT BY SOUTH AFRICAN UNIVERSITIES(2011-03-24) Caseley, Gavin B.Higher education publishers increasingly invest in elaborate supplementary digital textbook packages in the competition for textbook adoptions. This supplementary digital content ranges from video demonstrations for instructors to online practice exercises for students. The research study was designed to examine how textbook adoption decisions are made at public universities in South Africa and the role played by supplementary digital textbook content in these textbook adoption decisions. In-depth interviews were conducted with twenty-four faculty members responsible for making textbook adoption decisions at two public universities in Gauteng. It was found that the quality of textbook content was the single most important criterion currently applied in textbook adoption decisions followed by the cost of the textbook to students. Supplementary digital textbook content was not found to have an important influence on textbook adoption decisions for most faculties included in the study. The research did find, however, that supplementary digital textbook content can be expected to play an increasingly important role in textbook adoption decisions made at public universities in South Africa with implications for both faculty and higher education textbook publishers.Item Affording or constraining epistemological access: An analysis of a case-based approach in a first year process and materials engineering course.(2006-11-14T11:52:07Z) Kotta, Linda ThokozileThe focus of this study was a case-based approach used in the first year course Introduction to Process and Materials Engineering, PRME1002, at the University of the Witwatersrand in 2005. This approach attempted to promote epistemic access to Process and Materials Engineering by moving away from the more traditional decontextualised and contrived engineering problems and introducing context-rich cases entailing more authentic engineering problems. The study investigated the extent to which the context rich problem-solving environment afforded the students epistemic access to Process and Materials Engineering. This was done through an analysis of the form and content of students’ knowledge and problem-solving skills as evidenced in their written responses to case-based problems. A modified form of the Structure of Learning Outcomes (SOLO) taxonomy was used as the instrument of analysis. The research showed that students tended to work in fragmented ways despite the context. They tended not to fully explore the context and as such could not successfully identify the salient aspects. They frequently ignored evidence in the context and invented their own in order to be able to use strategies that they were most familiar with. These findings suggest that that while the case-based approach introduced in the course, theoretically has the hallmarks of an ideal approach with which to create a favourable environment for learning, if students treat knowledge as fragmented and aren’t persuaded by the context to change their ways of working, the case-based approach does not afford students optimal epistemological access.Item AID COORDINATION AND ITS EFFECTIVENESS: A CASE OF THE EDUCATION SECTOR IN MALAWI(2013-10-08) Taulo, Wongani Grace NkhomaThe 2008Accra meeting on Aid Effectiveness observed that aid is still fragmenting - that there are too many donors, financing too many projects, using different models. This has negative implications for aid effectiveness i.e. the extent to which aid efforts achieve intended results. Coordination of aid and activities is seen as a means to overcome these problems and achieve better impact. The purpose of this study was to explore the link between aid coordination and its effectiveness in the education sector in Malawi. The study used a case study design using qualitative methods for data collection and analysis. Data sources included interviews and documents analysis. In total, nine key informants were interviewed. These included donor representatives, government officials and representatives from civil society. A major finding of the study is that although there is a general agreement that aid coordination is necessary for achieving better impact of aid, it is practically difficult to achieve fully and only partial coordination is achievable at the moment. This is because donors lack confidence in the coordination mechanisms in place in particular the public financial systems and therefore large amounts of donor funding remain outside the coordinated mechanisms. Findings also show variations on the understanding of what aid coordination should look like in practice and the perceived roles of the different actors in the coordination processes.Item Bottom-half Intergenerational Mobility Among the Coloured Population in South Africa(University of the Witwatersrand, Johannesburg, 2023) De Kock, Tryston; Roberts, GarethI examined the intergenerational mobility of education among the Coloured population in South Africa between 1975 and 1990. I used the National Income Dynamics Study to measure intergenerational mobility among Coloured children born to parents at the bottom of the education distribution-this includes parents with an educational attainment lower than grade 10. I found across the whole population; the median rank of education is grade 10 – making grade 10 my middle point. I compared several intergenerational mobility indices with bottom-half mobility and look at the IGE and IGC indices for sons, as well as the summary statistics for the coloured, African, and White populations. I suggested that Coloured daughters born to mothers in the bottom half of the education distribution have experienced a decrease in upward mobility meanwhile upward mobility has increased for Coloured sons. However, I suggested Coloured daughters born to parents with educational attainment lower than grade 10 have a higher chance of increasing their educational attainment compared to Coloured sons. I also compared mobility estimates between Coloured children born in the Western and Northern Cape with Coloured children born elsewhere. I found that Coloured children born in the former have lower upward mobility compared to Coloured children born elsewhereItem Children Moving Across Borders: Equitable Access to Education for Undocumented Migrants in South Africa(University of the Witwatersrand, Johannesburg, 2023-09) Blessed-Sayah, Sarah Enaan-Maseph; Griffiths, DominicSouth Africa is experiencing an increase in intra-regional migration, and the management of migration in the country is increasingly becoming highly securitised. Individuals who move intra-regionally across borders include children –accompanied by parents or caretakers, unaccompanied, and those seeking refuge because of untenable and oppressive circumstances in their home country. Also, individuals who move to South Africa without legal documentation often give birth to children within the State, who are then undocumented. Without documentation, these children cannot access education, which means that achieving their educational right becomes impossible. This happens partly because of legal contradictions that exist in immigration and education policy frameworks. For instance, the Bill of Rights, as contained in Section 29(1)(a) of the Constitution of South Africa (The Constitution of the Republic of South Africa No. 108, 1996), states that everyone has the right to basic education, and further states in subsection 2 that the State (being South Africa) is obligated to respect this right. Additionally, the South African Schools Act 84 of 1996 (Republic of South Africa, 1996) states that public schools are obliged to admit children without any form of discrimination on any grounds. However, the Immigration Act No 13 of 2002 states that no ‘illegal foreigner’ should be allowed on the premises of any learning institution (Republic of South Africa The Presidency, 2002). Thus, the question remains whether undocumented migrant children are included in the ‘all’ or ‘every’ because of existing legal contradictions between the Constitution and the Immigration Policy. Furthermore, the need to consider how the educational right of undocumented migrant children is upheld comes from the evident nationalist view on migration in South Africa, which is projected through government, and in local communities. Although some studies have evaluated the extent to which this right is protected or ensured, and others have considered the barriers to exercising the right to education in South Africa, only a few specifically focus on the right of undocumented migrant children to equitable education, and strategies to ensure its fulfilment. Thus, an explanation of equitable access to education in South Africa entails developing an approach for understanding undocumented migrant children’s educational experience, because this approach would provide a platform to achieve workable ways to ensure the fulfilment of their right to basic education. This research explores the difficulties undocumented migrant children experience in relation to education. Given this, an explanation regarding access to education for undocumented migrant children, from an equity viewpoint in South Africa, is developed. Thus, this study had three major aims. Firstly, to develop an understanding of equity in relation to access to education. Secondly, to investigate the impact (problems) of migration on undocumented migrant children in relation to equitable access to education in South Africa. Thirdly, to develop strategies that can ensure that these undocumented migrant children have their right to basic education protected in South Africa. Using the capability approach combined with Unterhalter’s (2009) description of equity as a three-fold concept as the study’s conceptual framework, I argue that ensuring equitable access to education for undocumented migrant children in South Africa requires an integrated approach, which goes beyond top-down strategies and highlights the role of agency. Each finding under the study’s objectives serves as evidence that support my overall argument for an integrated approach. A qualitative research design, from an interpretivist phenomenological lens provided me with the opportunity to carefully interact and bring forward the contextualised lived experiences of undocumented migrant children. This brought about an in-depth description of equitable access to education for them. The study was conducted with an NGO working with undocumented migrant children in the eastern region of the Johannesburg area in the Gauteng province of South Africa. The criterion used for selecting participants was based on the fact that the Project staff members, children who attend the Project, and their parents understand the social environment in which the children reside. They were able to give detailed and in-depth explanations on the impact of migration on their access to education, in an equitable manner. Gauteng Department of Education (GDE) officials who deal with undocumented migrant children, and South African Human Rights Commission (SAHRC) staff who deal with education also understand the impact of migration on these children’s chance to equitably access education and were included in the study. A total of 45 participants who were conveniently selected, based on the inclusion criteria, made up the sample size. Nineteen undocumented migrant children (n=19), eleven parents of undocumented migrant children (n=11), and fifteen professionals participated in this study (n=15). I served as the primary tool for data collection while employing different qualitative methods, including individual semi-structured interviews and focus group discussions. The method of data analysis I used for this study included an inductive and deductive approach using the NVivo QSR 12 software. From this method of data analysis, I identified three key themes relating to the specific objectives of the study. Objective 1: I found that undocumented migrant children, their parents, and professionals who deal with this group of children perceive equity to mean ‘the opportunity to thrive’ and ‘fairness’. In addition, under the first objective, it was found that equitable access to education is closely linked to being able to attend schools. While the undocumented migrant children described this in terms of the right to attend school and learn educational skills, the parent and professional participants explained it as a fundamental human right which should not be constrained by one’s legal status in South Africa. Along this line, it was also revealed that equitable access to education is important for various reasons including access to other services; capabilities, functioning, and the platform to achieve other human rights; and the avoidance of social ills. In all, equitable access to education strongly supports the human dignity of undocumented migrant children. Objective 2: Under objective two, I found that the impact of migration to South Africa, as it concerns equitable access to education for undocumented migrant children, was negative. Various problems faced by these children were identified. Firstly, the overarching problem was the lack of documentation which affects the opportunity for undocumented migrant children to equitably access school. This lack of documentation includes the non-issuance of proper birth certificates and so, the non-registration of the births of these children; and the fear of going to renew or apply for permits at the South African Department of Home Affairs (DHA) because of fear of police arrest. Secondly, the problem of continued discrimination, and xenophobic attacks and attitudes was also experienced by undocumented migrant children and their parents. These attacks affected their chance to access education. Thirdly, the lack of access to basic services presented itself as a difficulty which affects the opportunity to access schools, in an equitable way. Fourth, policy gaps, including ambiguities and non-implementation of recent court judgments, also served as problems which affect access to education for these children. Lastly, Covid-19 and the effects of the pandemic further compounded already existing difficulties undocumented migrant children face concerning their equitable access to education. Objective 3: The study revealed that strategies to address the problems experienced by undocumented migrant children include government-level, community-level, and individual-level strategies, and a combined, planned approach (integrated approach). Under government-level strategies, it was found that undocumented migrant children need to be issued birth certificates with identification or registration numbers and so, be appropriately registered at birth. Existing policies about education and immigration also need to be revised, and recent court judgments like the Phakamisa Judgment must be implemented. Also, stakeholders must be trained to ensure the proper implementation, monitoring, and evaluation of policies and recent judgments on equitable access to education for undocumented migrant children. As part of community-level strategies more assistance from NGOs, who bridge educational gaps for undocumented migrant children, would be useful in ensuring undocumented migrant children get educated. Individually, promoting social cohesion between migrants and non-migrants was highlighted. Also, parents of the identified children were encouraged to acquire documentation for their children. However, these different levels, on their own, are not sufficient to ensure equitable access to education. Thus, this study advocates an integrated approach to addressing the problems experienced by undocumented migrant children and their parents, regarding their children’s equitable access to education. Supporting this, the professionals interviewed recommend that all levels of society need to work together, in an organised way, to achieve access to education for the identified group of children. Also, the role of the agency and a bottom-up approach to ensuring access to education in an equitable way were highlighted through the integrated approach. Based on the findings, I argue that the various strategies identified require an integrated approach (for thinking and doing), which includes recognising the agency (individually and collectively) of undocumented migrant children. This approach draws on both top-down and bottom-up approaches with the significant roles of policy implementation, monitoring, and evaluation as well as agency (in both individual and collective forms) highlighted. Important is that this integrated approach (for thinking and doing) will be based on a thorough knowledge of the context. The findings thus serve as supporting empirical evidence for the overall thesis which is that to ensure equitable access to education is achieved, equity must be explained in detail, as a multi-faceted notion, and combined with the capability approach, which allows us to identify and interrogate specific structural limitations.Item Children moving across borders: equitable access to education for undocumented migrants in South Africa(2023-09) Blessed-Sayah, Sarah Enaan-MasephSouth Africa is experiencing an increase in intra-regional migration, and the management of migration in the country is increasingly becoming highly securitised. Individuals who move intra-regionally across borders include children – accompanied by parents or caretakers, unaccompanied, and those seeking refuge because of untenable and oppressive circumstances in their home country. Also, individuals who move to South Africa without legal documentation often give birth to children within the State, who are then undocumented. Without documentation, these children cannot access education, which means that achieving their educational right becomes impossible. This happens partly because of legal contradictions that exist in immigration and education policy frameworks. For instance, the Bill of Rights, as contained in Section 29(1)(a) of the Constitution of South Africa (The Constitution of the Republic of South Africa No. 108, 1996), states that everyone has the right to basic education, and further states in subsection 2 that the State (being South Africa) is obligated to respect this right. Additionally, the South African Schools Act 84 of 1996 (Republic of South Africa, 1996) states that public schools are obliged to admit children without any form of discrimination on any grounds. However, the Immigration Act No 13 of 2002 states that no ‘illegal foreigner’ should be allowed on the premises of any learning institution (Republic of South Africa The Presidency, 2002). Thus, the question remains whether undocumented migrant children are included in the ‘all’ or ‘every’ because of existing legal contradictions between the Constitution and the Immigration Policy. Furthermore, the need to consider how the educational right of undocumented migrant children is upheld comes from the evident nationalist view on migration in South Africa, which is projected through government, and in local communities. Although some studies have evaluated the extent to which this right is protected or ensured, and others have considered the barriers to exercising the right to education in South Africa, only a few specifically focus on the right of undocumented migrant children to equitable education, and strategies to ensure its fulfilment. Thus, an explanation of equitable access to education in South Africa entails developing an approach for understanding undocumented migrant children’s educational experience, because this approach would provide a platform to achieve workable ways to ensure the fulfilment of their right to basic education. This research explores the difficulties undocumented migrant children experience in relation to education. Given this, an explanation regarding access to education for undocumented migrant children, from an equity viewpoint in South Africa, is developed. Thus, this study had three major aims. Firstly, to develop an understanding of equity in relation to access to education. Secondly, to investigate the impact (problems) of migration on undocumented migrant children in relation to equitable access to education in South Africa. Thirdly, to develop strategies that can ensure that these undocumented migrant children have their right to basic education protected in South Africa. Using the capability approach combined with Unterhalter’s (2009) description of equity as a three-fold concept as the study’s conceptual framework, I argue that ensuring equitable access to education for undocumented migrant children in South Africa requires an integrated approach, which goes beyond top-down strategies and highlights the role of agency. Each finding under the study’s objectives serves as evidence that support my overall argument for an integrated approach. A qualitative research design, from an interpretivist phenomenological lens provided me with the opportunity to carefully interact and bring forward the contextualised lived experiences of undocumented migrant children. This brought about an in-depth description of equitable access to education for them. The study was conducted with an NGO working with undocumented migrant children in the eastern region of the Johannesburg area in the Gauteng province of South Africa. The criterion used for selecting participants was based on the fact that the Project staff members, children who attend the Project, and their parents understand the social environment in which the children reside. They were able to give detailed and in-depth explanations on the impact of migration on their access to education, in an equitable manner. Gauteng Department of Education (GDE) officials who deal with undocumented migrant children, and South African Human Rights Commission (SAHRC) staff who deal with education also understand the impact of migration on these children’s chance to equitably access education and were included in the study. A total of 45 participants who were conveniently selected, based on the inclusion criteria, made up the sample size. Nineteen undocumented migrant children (n=19), eleven parents of undocumented migrant children (n=11), and fifteen professionals participated in this study (n=15). I served as the primary tool for data collection while employing different qualitative methods, including individual semiistructured interviews and focus group discussions. The method of data analysis I used for this study included an inductive and deductive approach using the NVivo QSR 12 software. From this method of data analysis, I identified three key themes relating to the specific objectives of the study. Objective 1: I found that undocumented migrant children, their parents, and professionals who deal with this group of children perceive equity to mean ‘the opportunity to thrive’ and ‘fairness’. In addition, under the first objective, it was found that equitable access to education is closely linked to being able to attend schools. While the undocumented migrant children described this in terms of the right to attend school and learn educational skills, the parent and professional participants explained it as a fundamental human right which should not be constrained by one’s legal status in South Africa. Along this line, it was also revealed that equitable access to education is important for various reasons including access to other services; capabilities, functioning, and the platform to achieve other human rights; and the avoidance of social ills. In all, equitable access to education strongly supports the human dignity of undocumented migrant children. Objective 2: Under objective two, I found that the impact of migration to South Africa, as it concerns equitable access to education for undocumented migrant children, was negative. Various problems faced by these children were identified. Firstly, the overarching problem was the lack of documentation which affects the opportunity for undocumented migrant children to equitably access school. This lack of documentation includes the non-issuance of proper birth certificates and so, the non-registration of the births of these children; and the fear of going to renew or apply for permits at the South African Department of Home Affairs (DHA) because of fear of police arrest. Secondly, the problem of continued discrimination, and xenophobic attacks and attitudes was also experienced by undocumented migrant children and their parents. These attacks affected their chance to access education. Thirdly, the lack of access to basic services presented itself as a difficulty which affects the opportunity to access schools, in an equitable way. Fourth, policy gaps, including ambiguities and non-implementation of recent court judgments, also served as problems which affect access to education for these children. Lastly, Covid-19 and the effects of the pandemic further compounded already existing difficulties undocumented migrant children face concerning their equitable access to education. Objective 3: The study revealed that strategies to address the problems experienced by undocumented migrant children include government-level, community-level, and individual-level strategies, and a combined, planned approach (integrated approach). Under government-level strategies, it was found that undocumented migrant children need to be issued birth certificates with identification or registration numbers and so, be appropriately registered at birth. Existing policies about education and immigration also need to be revised, and recent court judgments like the Phakamisa Judgment must be implemented. Also, stakeholders must be trained to ensure the proper implementation, monitoring, and evaluation of policies and recent judgments on equitable access to education for undocumented migrant children. As part of community level strategies more assistance from NGOs, who bridge educational gaps for undocumented migrant children, would be useful in ensuring undocumented migrant children get educated. Individually, promoting social cohesion between migrants and non-migrants was highlighted. Also, parents of the identified children were encouraged to acquire documentation for their children. However, these different levels, on their own, are not sufficient to ensure equitable access to education. Thus, this study advocates an integrated approach to addressing the problems experienced by undocumented migrant children and their parents, regarding their children’s equitable access to education. Supporting this, the professionals interviewed recommend that all levels of society need to work together, in an organised way, to achieve access to education for the identified group of children. Also, the role of the agency and a bottom-up approach to ensuring access to education in an equitable way were highlighted through the integrated approach. Based on the findings, I argue that the various strategies identified require an integrated approach (for thinking and doing), which includes recognising the agency (individually and collectively) of undocumented migrant children. This approach draws on both top-down and bottom-up approaches with the significant roles of policy implementation, monitoring, and evaluation as well as agency (in both individual and collective forms) highlighted. Important is that this integrated approach (for thinking and doing) will be based on a thorough knowledge of the context. The findings thus serve as supporting empirical evidence for the overall thesis which is that to ensure equitable access to education is achieved, equity must be explained in detail, as a multi-faceted notion, and combined with the capability approach, which allows us to identify and interrogate specific structural limitations.Item Citizenship Education in Malawi: A critique in defence of maximal citizenship(2006-11-03T08:00:06Z) Divala, Joseph JinjaThis dissertation analyses assumptions about citizenship education in Malawi since the reintroduction of multiparty democracy in 1993 and reveals a minimalist conception of citizenship. It asserts that Malawi’s historical and traditional context require concerted efforts towards participatory citizenship if democracy is to be strengthened and protected. Central to the discussion are conceptual distinctions between minimal and maximal citizenship alongside a discussion of concepts of freedom, human rights and development, which can be attributed to minimal and maximal conceptions of citizenship. The dissertation argues that deliberative and participatory forms of democracy, with their parallel notions of contestatory and republican freedoms and rights, are more attuned to creating an active and strong citizenship while at the same time developing a positive relationship between democratic participation and participation in local and national development, a relationship which representative approaches in Malawi seemingly disavow.Item Constitutional crisis: case studies in the decentralised public administration of education in South Africa (2011-2015)(2019) Chilenga-Butao, Thokozani JeanSouth Africa’s decentralised governance is in a constitutional crisis. This crisis is caused by the lack of an explicit naming and conceptualisation of decentralisation in the Constitution of the Republic of South Africa, 1996. Instead, the country relies on an implicit assumption that the state is a decentralised unitary state, which is reflected in the Constitution and ensuing legislation and regulations. The constitutional crisis is precipitated by the fact that mechanisms of decentralisation, known as constitutional interventions in Sections 100 & 139 of the Constitution, are also not fully regulated or clarified. As a result, attempts to resolve public administration crises in decentralised provincial administrations has failed. This is evident in the provincial education departments of Limpopo (LDE) and the Eastern Cape (ECDE). In the LDE, the implicit nature of South Africa’s decentralisation produces a legislative gap in the implementation of S100 (1) (b). This legislative gap compounds the existing constitutional crisis because it lacks procedural clarity, confuses S100 as a mechanism and provides loopholes for exploitation of the process. These loopholes, in turn, distort and lengthen resolutions for public administration crises in provincial governance. In the ECDE, South Africa’s constitutional crisis is compounded by the structural institutional crisis in that provincial education department. This department has experienced waves of colonial, apartheid and democratic decentralisation, which have produced layers of lack of capacity, internal factionalism and chronic mismanagement. In this context, the constitutional crisis becomes a red herring for structural institutional weaknesses in the province. In both case studies, the S100 (1) (b) did not develop or strengthen the problem-solving capabilities of these provincial education departments. This thesis examines South Africa’s constitutional crisis in decentralisation using a multidisciplinary approach that relies on political theory, African and South African history, administrative and applied political studies perspectives to explore the constitutional crisis and provides practical recommendations to follow.Item Constructing education: Newtown's construction training centre(2009-06-19T10:04:49Z) Hadjimichael, EvageliaNo abstractItem Determinants of evaluation use within the South African education sector(2020) Zuma, Thabisile AmandaCentral to the discipline of monitoring and evaluation (M&E) is the issue of evaluation use. This preoccupation with evaluation use is due to the fact that whether you are a commissioner of evaluation or an evaluator, there is an expectation that evaluations will lead to use. The purpose of this research was to understand what evaluation use is and what its determinants are, based on the perspectives of three organisations in the education sector. The findings revealed and the factors that influence evaluation use can be categorised into two groups, namely characteristics related to the evaluation, and characteristics that are related to the organisational setting where findings are expected to be used. While there may be multiple stakeholders in an evaluation, the responsibility to ensure use lies mostly with the commissioners and the evaluators. Each of these key stakeholders has specific responsibilities that create a conducive environment for evaluations to be usedItem Differentials in Senior Certificate examination performance of schools in terms of pre-1994 education departments(2012-09-27) Mahlangu, Mfelasakhe JohnThe research analysed the performance differentials among schools with different pre-1994 history of administration and provisioning thus examining the changes in terms of equality of educational outcomes. The purpose of this research was to contribute to the further understanding of the effectiveness of post-1994 educational policy reforms in addressing educational inequalities of the past. The study found that not only were there statistically significant performance differentials between schools based on the pre-1994 education departments, these performance differentials remained significant throughout the period under study. The findings suggest that, overall, the performance differentials between schools that obtained in the pre-1994 era were continuing unabated. The study also found that there were significant performance differentials between schools within the former education departments and these were more significant in low performing former education departments. This suggested that schools within each of former education departments were not homogenous and more nuanced policy interventions were needed to ensure quality outcomes. The study recommends makes three main recommendations. These are - shift in methodological approach when dealing with education policy where a school as an institution at macro level will be a point of departure as opposed to macro-level approach where broad educational reforms are imposed on schools; education policies should be such that they mitigate the impact of socio-economic background on learner achievement and; that future research need to focus on more nuanced aspects on school effectiveness rather than lumping schools into large groups which may hide unique quality challenges that schools as institutions are facing.Item Distrust, accountability and capacity in South Africa's fragmented eduction system(Taylor & Francis Group, 2020) Chilenga-Butao, Thokozani; Pakade, Nomancotsho; Ehren, Melanie; Baxter, JacquelineSouth Africa's current basic education system is a product of the apartheid education bureaucracy that was fractured along racial lines, and later significant efforts to amalgamate this fragmented system into a single, inclusive and equal system. This chapter demonstrates how negative apartheid legacies of distrust and a lack of both accountability and capacity took root in apartheid's oppressive and unequal system, as well as efforts by the Department of Basic Education to overturn these legacies in the democratic era. The central argument of this chapter is that, despite formal bureaucratic procedures, expressed through regulations, which should produce more capacity and accountability in the education system, there are also codified practices of governance at the provincial and district levels that produce different outcomes from the intended goal of improved education. This argument is illustrated through a case study of the Schools Rationalisation Project in the Eastern Cape province, South Africa.Item Educating audiologists in South Africa: internationally recognized specialists or locally relevent generalists? A pilot study investigating the perceived adequacy of undergraduate programmes in South Africa and the need for educational reform(2008-06-24T11:17:30Z) Wemmer, KathleenThe demands made on the profession of audiology by substantial theoretical, clinical and technological developments are extensive, resulting in an increased and specialised scope of practice. Professional bodies and tertiary institutions in the United States have responded to these demands by suggesting that the Clinical Doctorate in Audiology (Au.D.) be made the minimal entry-level into the profession. In South Africa, the minimum entry-level into the profession is a 4-year professional undergraduate degree. No consensus regarding how to deal with the demands of an increasing scope of practice has been reached and as a result there is currently a lack of consistency in training programmes and registration with the Health Professions Council of South Africa (HPCSA). While the HPCSA recognizes speechlanguage pathology and audiology as independent and autonomous professions, the two occupations are inextricably linked due to the historical evolution of training programmes in South Africa. This study investigated the perceptions of audiologists regarding the adequacy of undergraduate academic and clinical training in audiology and questioned the need for educational reform. A parallel study, which used the same research tool, documented an audit of audiological service delivery (Naidoo, 2006). A total of 284 responses (a response rate of 18.93%) were obtained from a self-administered postal questionnaire sent to professionals registered with the HPCSA. The sample was representative of all universities offering undergraduate training programmes and professionals working in all provinces. All workplaces were represented with an equal distribution between audiologists employed in the private and public sectors. Results of the study indicated that undergraduate training programmes were perceived as not providing adequate training in the fields of amplification, vestibular testing, practice management, supervision and the audiological management of persons infected with HIV/AIDS. The results of an audit of service delivery (Naidoo, 2006) confirmed that the majority of audiologists perform only basic testing and few provide advanced diagnostic services. The results of this study showed that audiologists felt most adequately prepared for basic audiology procedures and paediatric audiology, but only somewhat prepared for diagnostic testing and amplification. The majority of respondents indicated that they intend to maintain dual-registration with the HPCSA through Continuing Professional Development (CPD) and would prefer to study an undergraduate degree in speech-language pathology and audiology as opposed to a degree in speech-language pathology or audiology. Respondents were unable to identify core areas of audiology that were appropriate to be taught at undergraduate degree. The United States model of a Clinical Doctorate in Audiology (AuD) was rejected as the majority of respondents expressed the opinion that an undergraduate degree is appropriate as an entry-level into the profession of audiology. The results of the research are felt to be an accurate depiction of the status quo of the profession of audiology in South Africa, and do not negate the need for educational reform. .Item Education and work - what can and what can’t be learnt from and at work, and why?(Centre for Researching and Education labour (REAL), University of the Witwatersrand, Johannesburg, 2020) Shalem, Yael; Ramsarup,PreshaThe EWSETA is being a provider or accreditor of short courses as part of the broader effort in South Africa to improve the provision of professional education in preparation for work as well for development during employment. Whilst there is a consensus that education in necessary for preparation and for development of occupational workers (henceforth ‘workers’) there is debate on what form of training is more meaningful, educationally, and more productive in terms of improvement of work.Item The educational experiences of the deaf adolescents attending a school for the deaf in Gauteng.(2012-07-05) Van Zyl, NicolaThis study aimed to describe the educational experiences of deaf adolescent learners attending a school for the deaf in South Africa. The specific objectives of the current study included: (a) obtaining a detailed description of the educational experiences of deaf adolescent learners; (b) establishing with which rhetoric (medical vs. cultural) the deaf adolescents could best identify; (c) establishing the potential influence on individual identity development of the established affiliations with the opposing models of deafness. Ten deaf adolescents ranging between 14 and 16 years, attending a single school for the deaf were selected as participants for the current study. A basic research design and a qualitative approach, embedded within the theory of social constructivism were employed. Two pilot studies were conducted in order to establish the feasibility of the current study. Thereafter, interviews as per the ‘interview guide approach’ were administered. Field observations within the school context and file reviews were also conducted. Thematic content analysis was employed and the identified themes were described qualitatively. Results revealed the emergence of three themes. Within these themes, the adolescents’ experiences included: limited SASL role models both at home and at school, negative educational encounters as well as positivity and hope for the future. Experiences characteristic of the medical model and socio-cultural model of deafness were reported and factors affecting these affiliations were described. The researcher concluded that a level of affiliation with both the medical and the sociocultural models of deafness existed for the participants. The impact of these affiliations on identity construction was explored and a model of identity development, the multiculturalexperience model, was proposed. The education of deaf individuals in South Africa shows room for significant growth. By adjusting government education policies for deaf education as well as supporting the goals of early intervention, deaf learners can reach their full potential regardless of the mode of communication favoured.Item Educators’ Perceptions on the Integrated Quality Management System (IQMS)(2011-03-22) Buntting, Diane Cheryl LesleyDuring the past decade performance management of public service employees has emerged as a major issue in terms of accountability. The purpose of this mixed methods research was to determine educators’ perceptions on the Integrated Quality Management System (IQMS). The IQMS aims to improve the quality of education. One of the main findings is that although most educators want to accept accountability for their own, the learners’ and the performance of the school, contextual factors in the schooling environment prevent this. The most important contextual factors affecting educator performance have been identified. Furthermore, the most observable unintended consequences resulting from IQMS implementation and causing policy failure have been identified. Policy review or replacement is urgently required. Educators have made valuable recommendations based on their personal experiences and observations. This study has given educators a ‘voice’ in policy evaluation and an opportunity to make recommendations for bottom-up policy improvement or replacement.Item Effect of women's education on fertility in Rwanda: Evidence from the 2000 RDHS(2006-11-14T12:05:07Z) Kavatiri, Rwego Albert;Most studies indicate that women’s education plays a very important role in driving demographic transition. This study aims at exploring the effect of women’s education on fertility in Rwanda. The study is based on the analysis of the 2000 Rwanda Demographic and Health Survey and employs both direct and indirect methods of estimating fertility. Bongaarts proximate determinants model and such statistical analyses as PATH analysis. The major finding of the study is that although fertility is still high in Rwanda there is some evidence of fertility decline and marriage is the most important proximate determinant of fertility in the country. The study recommends that more studies are needed to find out socioeconomic variables that affect fertility and contribute to low contraceptive use in the country.Item Empowering children with intellectual disabilities : strategies perceived by primary care-givers and teachers.(2013-02-21) Maluleke, ThomasEducation is a key component of empowerment and has a significant impact on the economic and social development in any country. People who have intellectual disabilities are usually marginalized because they are considered limited in their abilities to contribute to the enhancement of the social and economic development in a country. The purpose of the research study was explore the perceptions of teachers and primary care-givers regarding strategies for empowering children with intellectual disabilities. The research design was qualitative in nature and a phenomenological methodology was adopted. Purposive sampling was used to recruit research participants from two primary schools for children with special needs in Katlehong on the East Rand. The sample size was twenty research participants; ten teachers and ten primary care-givers. The data gathered was analysed using Thematic Content Analysis. Results indicated that both teachers and primary care-givers are experiencing challenges empowering these children. Teachers require support, equipment and training to develop skills needed to address the educational needs. Primary care-givers need to be educated regarding how to support the educational programmes presented to their children, and encouraged to become personally involved in the educational lives of their children. The conclusion reached is that teachers’ efforts to empower children with intellectual disabilities are being obstructed due to many factors. Their voices need to be heard by the Department of Education on what strategies they perceive as being effective to empower children with intellectual disabilities. The primary care-givers need to gain a better understanding of concept ‘intellectual disability’ so that they can stimulate and support efforts made by the school to empower them.
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