3. Electronic Theses and Dissertations (ETDs) - All submissions
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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 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 Treating the perceptual- motor problems of adult males(2015) Rendu, Karla MaeArticles regarding perceptual-motor deficiencies of adults are beginning to be published in the literature (Saunders and Barker, 1972). It seems that, even though many children are now being treated for this disorder at or before school-going age, many people had perceptual-motor problems years ago when there was no knowledge of the disorder or its treatment. More than likely, as children, these people were considered to be simply low in intelligence. Now, however, those children have grown up and, with the information we have, it is possible to ascertain from their symptoms, even as adults, that perceptual-motor problems exist. Once it can be established that such difficulties exist, measures can be taken to alleviate them. Saunders and Barker (1972) used a remedial reading technique to help their subjects learn to read, and psychotropic drugs to help them over their emotional problems related to the perceptual dysfunction. The drugs helped the adults, the remedial reading programme did not. This present study was concerned with improving perceptual-motor deficiencies in adults using a behaviour modification approach. A largo sample of adult subjects was available in the population of Malawian males, novices to the mining industry, who were to undergo a three-week training programme in preparation for work underground. Perceptual-motor testing and discussions with the mine personnel assured the author that most of these subjects did suffer from perceptual-motor problems.Item The reading world of black workers(2015-03-13) French, Edward.;An understanding of the identity of reading and its social meanings should contribute to the quality of adult literacy work. This study is an inquiry into ways ot understanding reading, and specifically into its meaning and role in the lives of black workers in South Africa. The understanding of reading has been dominated by positivism, but 1ncreasing interest has been shown in the relationship cf literacy and society. However, even these approaches remain largely objective. Alternatives to objectivism are presented in some detail. This provides the background and rationale for a broad account of the social history and contexts of reading in black society in South Africa and for a study of what reading means to eighteen leading black employees at two East Rand factories. The reading world of black workers is characterised by various deprivations and disadvantages. The printed word is owned and controlled by white government and capital in a contradictory and contested hegemony, yet it is perceived positively as an aspect of our society in which black people participate fully, and from which they benefit unequivocally. Reading is understood in terms of aspirations to modernity and to be.ng at home in s national and cosmopolitan community. The experience of reading is felt to be vitally important, although it is not a major feature in the daily lives of most of the participants in this study. Newspapers occupy a dominant position in the reading world of black workers, but t ne level of critical awareness of the media would appeal to be low. The study as a whole works against reductionism; the tendency for literacy to be claimed in the name of instrumental purposes is contested. Implications of the study for adult education and research are briefly considered.Item The relationship between human capital and the performance of the entrepreneur in the retail industry in Kinshasa(2014-08-05) Kongo, MichaelCould not copy AbstractItem 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.Item Inequalities in public Further Education and Training colleges in South Africa.(2012-11-08) Pule, Makoko CharlesThis report investigates the implementation of the Further Education and Training (FET) College Act of 2006 whether it achieved the founding purpose of promoting quality education and expansion of equal opportunities for South Africa. The study followed a qualitative comparative case study in which two campuses of one college were examined. Data was collected through interviews, observation and documentary analysis. The study was based on the views expressed by the college management, lecturers, and students who are the role players in the Public Further Education and Training (FET) Colleges in South Africa. Interviews were conducted to college management, lecturers and students of Centurion and Odi Campuses of Tshwane South College with the intention of determining if the students at this college were exposed to equal and quality opportunities for teaching and learning. Data from documents such as students results, staff establishment, budget, were analysed with the purpose of profiling the students and staff at Tshwane South College. Participant observation of physical facilities and usage of these facilities was done with the aim to verify the developments aimed at improving both campuses. The fundamental principles shaping the FET College Act of 2006 are quality education and equalisation of teaching and learning opportunities. The study shows that the implementation of the FET College Act of 2006 has been to a lesser degree a success in so far as number of factors is concerned. A case in point is that there is increasing evidence that the gap that existed when it comes to job opportunities has diminished leaving more blacks, particularly women in senior positions when it comes to management and administration of the FET Colleges in South Africa. Notwithstanding the elementary changes brought by the FET College Act, the fundamental principle that is central to education and training being the quality education and equalisation of learning and teaching opportunities is still a challenge 15 years later into the democratic rule in South Africa. There is evidence of poor infrastructure, shortage of basic learning materials and poor results due to poor quality of education and training. The overall findings of this study suggest that the FET College Act of 2006 has significantly contributed to delivery of inferior quality education and it has further widened a gap between the ‘have and the have not’s’. The study therefore recommends the government to review the current policy and it calls for students of public policy to persuade a study on the impact that the FET College Act of 2006 had on the education of the ‘African child’.Item Policy insights from an assessment of NEPAD e-schools in Rwanda : a case study of three NEPAD schools in Rwanda.(2012-10-16) Karangwa, EugeneThe purpose of this research is to investigate how the Rwanda NEPAD e-schools project is achieving its objectives, in order to draw lessons for policy. Case studies of three NEPAD e-schools were conducted to explore the integration of ICT in schools. This qualitative research was based on semi-structured interviews with Ministry of Education staff, school personnel and students, as well as a review of policy documents. The literature review identified a number of factors that hinder the use of ICT, which factors were also evident in the research findings. It was found that greater support is required to overcome the barriers, including lack of policy, teaching and learning, funding, access, training and professional development, curriculum content, technical support, time and attitudes towards ICTs. The analysis of the position in these e-schools offers lessons for policy and practice in Rwanda and with regard to the NEPAD e-schools programme on the continent. Ministries of Education in African countries should align ICT in education policy with other education strategic and operational policies to ensure that ICT initiatives are in line with national developmental goals and objectives.Item 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 Using first language to support the learning of education : a case study of first year Sepedi students at the University of the Witwatersrand.(2012-09-03) Mohope, Sebolai SophieThe new Constitution of the Republic of South Africa (1996) announced that “the official languages of the Republic are Sepedi, Sesotho, Setswana, siSwati, Tshivenda, Xitsonga, Afrikaans, English, isiNdebele, isiXhosa and isiZulu” (Constitution of the Republic of South Africa, 1996, p. 4). However, only English and Afrikaans have continued to be used as languages of learning and teaching (LoLT) in higher education. The Language Policy for Higher Education (DoE, 2002) in South Africa has also made a call to all institutions of higher learning to develop African languages. The Bill of Rights (Constitution of the Republic of South Africa, 1996, p. 10) asserts “everyone has the right to receive education in the official language or languages of their choice...”. Up to now, there have not been practical plans to meet the aspirations of these language policies. Many African students face challenging linguistic contexts when they enter institutions of higher learning. The purpose of this project was to create a comfortable “safe space” where a group of ten first year Sepedi home language students discussed Education Studies concepts. These students used their first language, Sepedi to discuss these concepts, although English was the language of learning and teaching at the University of the Witwatersrand. I aim to identify, describe, analyze and reflect on the kinds of learning practices that emerge in these small groups. The research design was a qualitative case study. I collected data in two phases: a pilot study that I conducted in 2010 and a main study in 2011. Both phases took place on the premises of the School of Education of the University of the Witwatersrand. Interviews, observation of group discussions, students’ reflective reports and field notes were used for data collection. A thematic content analysis method was used to analyse the data. The results indicate that when students are afforded a comfortable “safe space” to discuss academic concepts using their first language, key learning practices emerge that lead to learning and thinking about content. Students experienced freedom, enjoyment and camaraderie during the group discussions. Their participation skills in formal lectures and tutorials improved after the group discussions. They participated in bilingual and multilingual practices, such as code-alternation processes: code-switching, code-mixing, code-borrowing and code translation. They engaged in exploratory talk, using assertions, explanations, questions, challenges and so on to deepen understanding of concepts. I also observed that students used culturally oriented habits that motivated and encouraged them to learn. They also began to respect their mother tongue as a language that could be used in academic contexts.