Wits School of Education (ETDs)

Permanent URI for this communityhttps://hdl.handle.net/10539/37986

Browse

Now showing 1 - 20 of 141

A critical realist account of the factors enabling and constraining lesson differentiation in stem education: a case study of a private school in the eastern suburbs of Johannesburg
(University of the Witwatersrand, Johannesburg, 2024) Kistoo, Kerisha
In the past two decades, South Africa's democratic government has prioritised equality, stemming from its history of apartheid and colonialism. This commitment extends to the education sector, where there's a growing emphasis on inclusive education and the need for differentiation – tailoring lessons to accommodate diverse learning needs in mainstream classrooms. However, existing educational research underexplores how teachers go about planning lessons with the aim of differentiating to accommodate their learners’ needs. Recognising this gap, this study explores the enabling and constraining factors of differentiation within South Africa's context, particularly in STEM subjects. Through interviews with seven STEM teachers in a private school in Johannesburg's Eastern suburbs, the study delves into the complex interplay of social, agential, and cultural factors influencing differentiation. It draws on critical realism and social realism as supportive theories underpinning the data analysis. This study highlights that teaching is shaped by teachers’ experiences within the South African education system, which can either constrain or enable differentiation. Ultimately, this research aims to contribute to the growing knowledge on differentiation for new and existing teachers, aiming to contribute to ongoing discussions on inclusive education and pedagogical practices.
A review of the school-based support teams (SBST) experiences in the implementation of curriculum policy (CAPS): challenges of reading and writing
(University of the Witwatersrand, Johannesburg, 2024) Mokoko, Thembinkosi; Thani, Glodean
This research focuses on the School-Based Support Teams (SBST) experiences in facilitating the Curriculum and Assessment Policy Statements (CAPS) imperatives of reading and writing in two primary schools in Gauteng, South Africa, towards effective curriculum implementation. Research shows that South African learners have low literacy skills, and that impacts negatively on curriculum implementation because the core skills needed in learners responding to the curriculum are being able to read and write. The Education White Paper 6 of 2001 points out that all learners can learn; however, they learn differently, and they should be supported hence, the SBST is established in all South African schools to strengthen support to promote inclusive classroom education practices. The SBST works with various stakeholders who serve as support structures in promoting and enhancing effective curriculum implementation. This study used qualitative research methodology, which enabled investigative and descriptive inquiry. The purpose of this study was to assist and explore SBST experiences in developing strategies to support teachers and learners in promoting the CAPS Imperative of reading and writing toward an effective curriculum implementation in the classroom. Data was collected through interviews that involved eight SBST members in both schools, one-on-one interviews were conducted. The collected data was analyzed and categorized into various themes that emerged from the interpretation of the data. Sampling was based on non-probability and purposive sampling. This study made use of thematic analysis, which is a method to analyze qualitative data (Braun & Clarke, 2022). The thematic analysis involves analyzing transcripts, identifying themes within those data, and gathering examples of those themes from the text (Chadwick et al., 2008). The data revealed challenges SBST faces in facilitating CAPS imperative of reading and writing, which includes workload, lack of parental support, and interference with policy practice. This showed that there is a dire need for SBST to be strengthened and supported to be able to provide curriculum support to both teachers and learners. There are insufficient effective strategies from the interviewed SBST and a lack of skills in facilitating CAPS imperative of promoting reading and writing in the classroom towards effective curriculum implementation.
A social realist perspective of academic advising in a South African higher education context: A study of practices and practitioners
(University of the Witwatersrand, Johannesburg, 2023-08) De Klerk, Danie; Dison, Laura
The South African higher education sector has numerous challenges to contend with. Students' prospects of success are often vulnerable to uneven secondary schooling, structural and material constraints, massification of the sector, and a range of other factors. In this thesis, I argue that academic advising has the potential to help find responsive and sustainable solutions to address these challenges. Academic advising is well established in the global north. In contrast, it remains an emerging field of practice in South Africa, with a dearth of literature about how advising is developed and practiced within the country’s unique higher education context. This thesis aims to contribute to the limited knowledge base about advising as a practice and the work of academic advisors as practitioners in South Africa. The study provides a social realist perspective of the emergence of advising within a South African higher education context. It draws on Margaret Archer’s work on structure, culture, and agency, the morphogenetic approach, and the notion of stratified layers of social reality to analyse data, make inferences, and draw conclusions. This is a qualitative study that adopts a mixed methods approach. The research paradigm is phenomenological, while phenomenographic principles are used selectively to advance the objectives of the study. The data that informs the study consists of a quantitative baseline dataset and qualitative data collected through semi-structured interviews with 15 academic advisors working at the University of the Witwatersrand. As this is a PhD by publication, the thesis consists of four interconnected papers (i.e., chapters), bookended by introduction and conclusion chapters. The first paper provides insights about advising as gleaned from the baseline data, while the second draws on the same data to highlight the impact of students’ structural and material constraints on the work of academic advisors. Papers three and four use interview data to glean academic advisor insights about advising prior to and during the COVID-19 pandemic, respectively. The thesis concludes by highlighting the transformative potential of academic advising for South African higher education yet cautions that a major shift in the way advising is perceived and practiced is required for its potential to be realised.
Adolescents’ identity development through literature: A study of pedagogy and canon in the Grade 11 English FAL poetry classroom
(University of the Witwatersrand, Johannesburg, 2023-10) Mavhiza, Grace; Nkealah, Naomi
The aim of this study was to analyse the effect of pedagogy and canon on adolescents’ identity development in the Grade 11 English First Additional Language (FAL) poetry classroom. Despite the well-documented benefits of poetry (Femer, 2003; Pushpa & Savaedi, 2014; Antika, 2017), this study identified the problem that poetry is not realising its potential as a subject in the schools in relation to the identity development of adolescents. The school is a place where adolescents spend much of their time and there are many factors which shape adolescents’ identities within the school context. This qualitative study focused on pedagogy and canon among these many factors. The study was designed as a dual case study and set up within the interpretivism paradigm which allowed different interpretations of the data about the effect of pedagogy and canon on adolescents’ development. The complexity of the study meant a dual focused theoretical framework. Thus, the study used a combination of the theories of identity development by Erik Erikson (1963; 1968) and critical pedagogy by Paulo Freire (1970). Purposive sampling was used to identify the cases for this study. The two schools selected happen to be within Ekurhuleni District. In one school the teacher applied traditional pedagogy while in the other school the teacher employed the modern pedagogy which included multimodality, multiliteracies and new literacies. Qualitative data was collected using three tools, namely, participant observation, questionnaire, and reflective journals. Descriptive and thematic analyses of data were conducted, and the results show that there are limitations and affordances of both the traditional and modern pedagogies. In relation to the impact of the poetry pedagogy and canon on adolescents’ identity development in the Grade 11 English FAL poetry classroom, key findings reveal that traditional pedagogy takes away adolescents’ opportunities to explore their personal identities. In addition, the modern pedagogy is preferable among the Grade 11 English FAL poetry adolescents who participated in this study. The study concluded that the current Grade 11 English FAL poetry canon is alienated from the lives of adolescents who participated in this research. Learners yearn for new poetry which speaks to their daily experiences.
Affordances of Digital Simulations in Training Wastewater Treatment Practicals for Process Controllers in Technical Vocational Education and Training Institutions
(University of the Witwatersrand, Johannesburg, 2023-11) Maluleke, Makhawukani Xilavi Dawn; Mbatha, Khanyisile; Ndlovu, Nokulunga S.
In South Africa, Technical Vocational Education and Training (TVET) institutions train process controllers in various training programmes that rely on on-the-job training at wastewater treatment plants. TVET institutions are urged to include ICT into all training practises, which may necessitate curriculum updates and adjustments. The aim of this study determined how the WEST simulator can be used to enhance practical training for wastewater process controllers. This study followed a qualitative research approach and a thematic data analysis technique. In their perceptions, the participants recognised the teaching and learning affordances of the simulator such as replication of the process overview and problem-solving abilities. The study found that the participants were able to construct a comprehensive WWTP utilising WEST simulation, indicating that the affordances can be replicated and designed in actual situations. Although the WEST simulator offers various affordances, this research found a few minor limitations with its use, such as the computer requirements, which required a RAM speed of 1500 MHz Based on the findings, it is recommended that facilitators should have skills and knowledge in the field to perceive affordances, and their existence and to actualise them to apply them in practical training online.
An analysis of the affordances for learning probability in a commonly used Mathematical Literacy textboo
(University of the Witwatersrand, Johannesburg, 2024) Magwaza, Sthembile Lebohang; Essien, Anthony
The purpose of this study was to explore the examples that are used to present the topic of probability in a commonly used Mathematical Literacy textbook (Platinum Mathematical Literacy) in order to explore the affordances for learning for that are made available to users of this textbook. In this research report, I combine two frameworks, namely the framework for mathematics textbook analysis and the Variation Theory. The Dyadic framework for comprehensive textbook analysis is a result of a combination of the two frameworks. This framework was used to qualitatively analyse the chapter on probability in the Platinum Mathematical Literacy Grade 12 textbook, a textbook commonly used in many South African schools. The results of this study showed that the structure [general structure or example space] should be set out with the intention of exposing the critical features of the object of learning. The study further provided guidelines for textbook analysis to use to select a textbook that will afford learners optimum opportunities to learn.
An assessment of online learning materials on cumulative knowledge building in chemical reactions at Grade 10 through the lens of Legitimation Code Theory (LCT): A case study of Mindset videos
(University of the Witwatersrand, Johannesburg, 2023-08) Jambaya, Tenson; Radebe, Nomfundo; Mushayikwa, Emmanuel
The Professional Teaching Standards (PTS) in South African schools have established cumulative knowledge building as the core of teachers’ work. However, cumulative knowledge building is still an understudied field. The main aim of this research is to explore the effectiveness of Mindset videos as a teaching intervention to assist learners in grade 10, in order to develop adequate understanding of the concepts found in the topic of chemical reactions in Chemistry. Legitimation Code Theory (LCT) was used as a conceptual framework, with a specific focus on Semantic Density (SD) and Semantic Gravity (SG). The study employed a qualitative case study approach as this study used non-numerical data of the Mindset videos on chemical reactions which was interpreted and analysed in terms of how some chemical reactions concepts were taught. It also adopted a case study exploratory research design, a method established to explore a phenomenon that has not been researched or adequately explained before like the LCT and Mindset videos. Pre-recorded Mindset video observations served as the primary data collection method whereby two Mindset videos were observed and transcribed. The research sampling used in this study is a purposive sampling method. This is because the researcher understands the case explored in this study and therefore it is crucial to handpick the sample matching characteristics required for this research topic. The researcher had to pick two Mindset videos on chemical reactions purposively as the aim was to study the Mindset (and not any other types of videos) on chemical reactions to study them and make conclusions about the findings. In this study, data analysis involved observing two electronic documents, the two Mindset videos and interpreting them to answer the three research questions. Thus, document analysis, a form of qualitative research that uses a systematic procedure to analyse documentary evidence and answer specific research questions, was the approach to data analysis. The study’s main findings revealed that Mindset videos are presented in a way that is accessible to learners and may reduce abstractness of concepts especially in the topic of chemical reactions. In this way, the Mindset videos are as good as conventional teaching, but they have the advantage of being supplementary to classroom teaching. After a grade 10 learner has been taught chemical reactions at school, s/he can supplement this with a Mindset video on the same topic. The Mindset videos are also helpful during learner non-contact times such as the COVID 19 lockdowns where learners were supposed to learn at home thereby contributing significantly to cumulative knowledge building. Possible future studies on this study could include studying the effect of Mindset on learners who watch them as supplementary to the contact lessons on using performance tests. The other possible future study may include comparison of Mindset on chemical reactions as online methods in comparison to contact lessons on the same topic of chemical reactions. Can also compare effectiveness of Mindset videos and other companies produced videos on chemical reactions.
An exploration of grade 4 teachers' understanding and practice of formative assessment in Mathematics
(University of the Witwatersrand, Johannesburg, 2024) Tripp, Jacob Mark Anthony; Pillay, Preya
This qualitative case study examined grade 4 teachers' understanding and implementation of formative assessment in mathematics at a South African private school. The study employed semi-structured interviews with three teachers and observations of nine lessons to develop insights into how educators conceptualize and apply formative assessment strategies. Thematic analysis revealed that while teachers demonstrated strong theoretical knowledge of formative assessment during interviews, classroom practices showed inconsistencies and missed opportunities for effective integration. Key findings indicated gaps in translating conceptual understanding into consistent, high-quality formative routines. Instruction often conflated formative and summative purposes, with an over-reliance on teacher judgments rather than eliciting student thinking. Despite recognizing the value of descriptive feedback, crucial opportunities were missed to provide specific guidance to advance learners' mathematical comprehension. Challenges in implementing formative assessment stemmed from time constraints, difficulties managing differentiation, and determining appropriate pedagogical responses based on assessment insights. The overarching issue was the struggle to operationalize theoretical understanding into routines that unveil and responsively scaffold students' emerging mathematical proficiencies. The study highlights the need for ongoing professional development, collaborative planning, and coaching to bridge the theory-practice divide. Leveraging technology and resources could alleviate logistical constraints. Recommendations aim to foster a culture of continuous learning and responsiveness to students' evolving needs. Effective formative assessment has the potential to enhance engagement, conceptual understanding, and achievement in mathematics.
An exploration of the integration of ICT in Life Sciences lessons: A case of teachers in Merafong City
(University of the Witwatersrand, Johannesburg, 2024) Fenni, Sajini; Kazeni, M.
The advancement of technology in the 21st Century has transformed educational delivery in various ways, including the use of Information, Communication and Technology (ICT), to enhance the teaching and learning process. In line with this trend, the South African Gauteng Department of Education supplied schools with ICT devices for use in the teaching and learning process, with the aim of improving learner performance in subjects such as Life Sciences. To achieve this aim, teachers are required to integrate educational ICT into their lessons. Despite the provision of ICT devices, the performance of Life Sciences learners has remained poor in Merafong City high schools. The reasons for the continued poor performance of learners, despite the availability of ICT devices has been a matter of speculation. Therefore, this study explored the integration of ICT in Life Sciences lessons, in Merafong City high schools. The study employed a qualitative case study design, and six Life Sciences teachers from both township and city government high schools in Merafong City participated in the study. Data were collected using semi- structured interviews and lesson observations, and were analyzed using a thematic data analysis method. The study findings revealed that the participating teachers have positive perceptions about the integration of ICT into their lessons, and they acknowledged the positive contribution of ICT use in the teaching and learning of Life Sciences. The findings also indicated that not all the participating teachers were competent in the use of educational ICT. In addition, a number of challenges faced by Life Sciences teachers during the integration of ICT in their lessons were highlighted. The implications of the findings are discussed, and recommendations on how to improve the integration of ICT in Life Sciences lessons to mitigate the challenges faced are provided.
An interpretivist account of the factors that facilitate and constrain the translation of inclusive education theory, legislation and policy into practice
(University of the Witwatersrand, Johannesburg, 2024) Moolla, Fatima; Letseka, Tebello
Inclusive education started off as an international movement through the Salamanca Statement, the Dakar Framework, and the World Declaration on Education for all policies and frameworks. Following the end of apartheid in 1994, South Africa followed the rest of the world in an initiative towards a more inclusive and equitable society centred on human rights ideals. It was the White Paper 6 policy, the South African Constitution, and the South African Schools Act that followed the initiative towards a more inclusive society. These policies provided frameworks and guidelines for achieving inclusive education in South Africa. The implementation of inclusive schooling in South Africa has resulted in considerable demands that necessitate systemic modifications and adaptation to fully fill the requirement for an inclusive education framework. There were continuous changes in policies, legislation, frameworks, and curricula. However, in spite of all the legislation and policy developments that were drafted to achieve inclusive education in South Africa, there have been challenges in translating them into practice. Hence, the drafting and changes have subjected inclusive education educators to the challenges of fully implementing inclusive education practices. Ultimately, there are several theories on inclusive education, for example, constructivism theory, sociocultural theory, and inclusive pedagogy theory; nevertheless, it is unclear if the theories are translating into teaching practices. Thus, this study explores the translation of inclusive education theory, legislation, and policy into practice through the experiences of in-service educators who have received inclusive education training at the postgraduate level. This dissertation used a qualitative approach. A snowball sampling method was used to select 11 in-service educators for this study. This study made use of part-time postgraduate inclusive education students who are currently enrolled and who have been enrolled at a higher educational institution. Multiple semi-structured interviews were employed to gather data from the research participants, and a thematic analysis method was employed to analyse the data. The data collection for this study was two-phased. In addition, this study used critical pedagogy and inclusive pedagogy combined to create a theoretical framework to understand how in-service educators make use of their theoretical knowledge in their pedagogical practices. Critical pedagogy and inclusive pedagogy assisted the research in framing how pedagogical practices should be and what constitutes them; therefore, critical 2 pedagogy and inclusive pedagogy assisted this research in understanding how educators’ theoretical knowledge is translated into practice. This study adds to our understanding of how in-service educators are translating their knowledge of inclusive education theory, legislation, and policy into practice. The results of this undertaking have confirmed that there are challenges in translating inclusive education theories, legislation, and policy into practice due to a lack of support, large class sizes, curriculum concerns, a lack of resources, financial constraints, and the theory not taking South African context into consideration. Many research participants cited that they are conscious and knowledgeable about inclusive education; however, macrostructures made it a challenge to implement. Therefore, there is a need for access to support systems from the school and macrostructures. Also, policies and theories need to be more realistic to implement within South African classrooms.
An investigation of challenges experienced by Physical Sciences novice teachers when teaching Electric circuits in Grade 10 science classrooms: A case of Johannesburg North District schools
(University of the Witwatersrand, Johannesburg, 2023-10) Nkuna, Hlayisani Tracy; Stephen, Mmapaseka; Mushayikwa, Emmanuel
The National Senior Certificate (NSC) diagnostic reports over the years have shown that learners perform poorly in electric circuits in the Grade 12 Physical sciences final examinations. This has raised concerns to identify the underlying reasons behind this. The learners’ performance is often linked to the teachers’ content knowledge and pedagogical knowledge. This study sought to understand the challenges that physical sciences novice teachers experience when teaching electric circuits in Grade 10 as well as the factors that contribute to these challenges. In understanding the challenges experienced by the novice teachers, this study was underpinned by Bhaskar’s (1978) theory on Critical Realism as a theoretical framework to reveal the teachers’ challenges in relation to their content and pedagogical knowledge. In conjunction to this, the study was guided by Archers’ (1995) constructs of the Social Realist Theory. The two theoretical frameworks were used to analyse the data, using stratified levels of reality from critical realism and analytical dualism from the social realist theory as an analytical tool. Employed in this study was the qualitative case study research design. The data was collected through twenty online questionnaires and five individual online semi-structured interviews with physical sciences novice teachers from the schools in the Johannesburg North district. These instruments were used to provide an in-depth account of the challenges experienced by the novice teachers and their contributing factors. The study found that the novice teachers experienced challenges with the lack of specialized resources such as fully functional laboratories and content related challenges, such as misconceptions, gate-keeping concepts and teacher centred approaches. The findings also revealed that despite being technologically oriented themselves. The findings also revealed that the novice teachers experienced challenges with the use of ICT in their teaching of electric circuits, owing to a variety of reasons related to the context of the school, their pre-service training as well as general beliefs about ICT. The study recommends that teacher training programmes should perhaps look into firstly, teaching the pre-service teachers more on how to improvise, given that most schools lack resources and secondly, the methodology courses need to consider focusing on how to equip the teachers with the correct conceptions of the main concepts of electric circuits in order to minimise the misconception perpetuated by the novice teachers as well as build they confidence in the instruction of electric circuits. The rationale for this study was on the grounds that there is not much physical science education research clearly accounting for the challenges experienced by the novice teachers post the millennial generation and the COVID-19 pandemic. This study provides ground for other researchers to explore the nature of science teaching with this current generation (generation Z). The findings from the research study reveal that the current generation experience challenges beyond content knowledge, such as a short attention span. In light of this finding, this study suggests that future research should be aimed at incorporating the technological aspect of teaching in science topics in order to make the science topics interesting and relevant to the learners.
An investigation of Grade 6 learners’ conceptual understanding of task words and subject terminology in Natural Science and Technology formative assessments on the topic ‘Electric circuits’
(University of the Witwatersrand, Johannesburg, 2023-09) Soloman, Bridgette; Padayachee, Kershree; Mandikonza, Caleb
The purpose of this study was to gain insights into grade 6 learners conceptual understanding of the task words (used in Bloom’s taxonomy) and key words (subject terminology) in the subject Natural Science and Technology (NST). This study was motivated by wanting to understand whether the possible cause of learners’ poor performance in assessments was due to their lack of understanding of assessment questions. This was investigated through a case study conducted on 101 grade six learners at a South African primary school. Learners wrote a written test on the topic: electric circuits which was subsequently marked using a memo. Based on their scores obtained 14 learners were selected and grouped into 4 focus groups based on high, average, low scores, and a mixed group. The focus group discussions explore what were learners interpretations of the task words and subject terminology used in formative assessments. The transcripts were analysed both deductively and inductively. The data analysis revealed that grade 6 learners do not conceptually understand the task words and subject terminology used in NST formative assessments. The findings revealed that learners’ interpretations depended on their understanding of either the task word or subject terminology, that the different meanings of words in colloquial English compared to academic language influenced their understanding of words, and that learners did not know how to approach assessment questions. The implication of this study is that NST teachers need to both tap into learner prior knowledge and collaborate with English teachers to assist learners understand assessment questions. The recommendation is that more time needs to be allocated for teaching task words and subject terminologies.
An investigation of how a lecturer uses discussion to promote meaning making during the teaching of the topic of Excretion to 3rd year preservice Life Sciences teachers
(University of the Witwatersrand, Johannesburg, 2023-10) Nyaloku, Malebo; Mandikonza, Caleb
This study seeks to investigate how a lecturer uses discussion to promote meaning making during the teaching of the topic of Excretion to 3rd year preservice Life Sciences teacher. The process of meaning making includes how people understand and make sense of the content. Qualitative research was conducted to investigate how a lecturer uses discussion to promote meaning making. In this study, I used an interview and observations of video-recorded lectures on Excretion. The participant in this study is a Life Sciences lecturer at the university of the Witwatersrand. Data analysis involved watching the video-recorded lectures, transcribing them and coding transcripts to identify how discussion was used to promote meaning making and having a semi-structured interview with the lecturer responsible for teaching Excretion to 3rd year preservice teachers. The findings from this study shows that discussion promotes meaning making when students engage with the lecturer, the teaching and learning materials and with other students, which allows them to share ideas and make meaning of the intended knowledge.
An investigation of how the lecturer promotes meaning-making when teaching cell biology to 1st year Natural Sciences pre-service teachers in an e-learning classroom on the BigBlueButton conferencing platform
(University of the Witwatersrand, Johannesburg, 2024) Mthethwa, Nolwazi
The past outbreak of the novel Coronavirus (COVID-19) greatly affected South African higher education which led to a complete closure of universities. The closure of universities has provided an opportunity for institutions to engage in their preparedness to use digital platforms. According to Mashau and Nyawo (2021), eLearning describes learning that depends on modern technologies to deliver students learning content. This study explored how the lecturer promotes meaning-making when teaching cell biology to pre-service teachers in an e-learning classroom. The study sought to find out which teaching strategies are useful to promote meaning-making in the teaching and learning of cell biology in an eLearning classroom. The study identified the teaching strategies that were used by the lecturer when teaching cell biology and examined how the lecturer used the teaching strategies to promote engagement which create an opportunity for meaning-making to be promoted. A qualitative approach was used due to its versatile nature when observing and interpreting human behavior and experiences. The lecturer was interviewed to understand the reasoning behind why he used the different teaching strategies. Data were collected from video-stimulated interviews and BigBlueButton video observations. Data analysis for this study was both deductive, using a thematic approach. The findings of the study established that the lecturer used question-and-answer, multimedia, and explanation teaching strategies across all the lectures observed, and the question-and-answer teaching strategy was dominant across the three lectures observed. However, different teaching strategies promote meaning-making differently. The findings also revealed that for the teaching strategies to be effective in promoting meaning-making in the BigBlueButton classroom, contextual factors such as class size and teaching and learning resources are important in making decisions on how to engage students.
An investigation of quality assurance practices and teaching in a higher learning institution in Johannesburg South Africa
(University of the Witwatersrand, Johannesburg, 2024) Dlodlo, Khanyisa
Higher education institutions (HEIs) in developing countries are increasingly focusing on quality assurance, as indicated by their development of relevant policies, structures, and procedures. This study aims to examine the quality control measures within HEIs and assess lecturers' knowledge of these measures. Institutional and national policy documents related to quality were analyzed to understand the regulatory framework for lecturers. Categories of Quality Practices in Teaching, such as assessment, curriculum, and teaching strategies, were established for data analysis. Using an interpretative paradigm and qualitative techniques, the study involved interviews with three lecturers and a quality assurance (QA) manager. This approach helped gain insights into how quality measures are implemented and how lecturers utilize them to improve teaching. The study categorized and compared lecturers' practices with institutional and national policy documents to evaluate their alignment. Findings revealed that lecturers have limited knowledge about the institution's QA measures. Their practices often do not align with the institution’s QA policies, partly due to their lack of awareness of these policies. Although the institution has QA measures, many are adopted from national documents, but there is insufficient emphasis on these measures at both institutional and national levels. The study recommends that lecturers should be involved in the creation, review, and evaluation of QA policies to enhance their engagement and understanding. Additionally, peer and student evaluations should be mandatory and conducted more frequently than the current three-year cycle. Finally, having teaching qualifications as a requirement for employment is suggested to improve QA in teaching.
Applying critical literacy theory to examine English Further Education and Training short story textbooks
(University of the Witwatersrand, Johannesburg, 2023-08) Sekgobela, Adolph; Nkealah, Naomi
Textbook authors have worked hard over the years to produce quality work. However, it has been a challenge in South African basic education to use these textbooks to train learners to be critical thinkers, which means that learners struggle to cope when they reach higher education. Basic education assesses basic knowledge, without learners themselves being challenged to engage creatively with content and interpret it through a critical lens. This study researched on three short story textbooks, namely Fabulous, Short Story Anthology and Changes using the qualitative method. These are short story textbooks used in public schools in South Africa, as part of English First Additional Language subject content. Purposive sampling was used to make selection of short stories. Within each book, the Department of Basic Education prescribed eight stories for learning. This study selected two of the eight prescribed stories from each book, making six short stories selected for the research. These stories were analysed with their activities against critical literacy theory. It was found that short story activities, especially those studied in Grade 11 and 12, do not assist learners to develop skills such as problem-solving, creative writing, and critical literacy, and that the Grade 10 stories do in some instances promote critical literacy skills development. On the whole, it was found that all short stories limit learners from being creative beings who are able to rewrite, rethink and reconstruct the world around them.
Building back better food systems: Exploring how employees learn about food waste in a food processing company in Gauteng Province, South Africa
(University of the Witwatersrand, Johannesburg, 2023-10) Nesengani, Elelwani Clinton; Jenkin, Nicola; Ramsarup, Presha
At a time when there is increasing local and global interest in the development of sustainable food systems, it is important for food processing companies to find ways of minimising food waste. Thus, it is important to understand what knowledge employees working in the food processing industry have about food waste and how they learn about ways of minimising such waste. This study explored how employees learn about food waste when commercially processing food at a food processing company in Gauteng Province, South Africa. The study investigated employees' knowledge about food waste, opportunities for work-based learning about food waste, how work-based learning about food waste is organised and facilitated, and challenges faced in organising and facilitating such learning. Data for the study was collected from in-person interviews and on-site observations. Process controllers, team leaders, general workers, product receivers, sustainability training coordinators, and the management team were interviewed. Work-based learning theory, and in particular, Lave and Wenger’s (1991) theory of situated learning, was used to frame the analysis of the data collected. In establishing a context for learning about food waste, it was found that employees described food waste in three ways: expired food, food spillages on the floor, and food in poor condition. These descriptions indicated that employees did not connect the issue of food waste to the food processing work that they accomplish. Unlike other sustainability issues such as food safety, health, and general waste management, there was a generally low level of awareness about food waste. Analysis of interviews and observational data indicated that, in the food processing company studied, there are no structured ways of learning how to reduce food waste. Instead, this issue is managed through "reactive learning", where team leaders and process controllers highlight a particular issue to food processing employees after food has been wasted. Some employees expressed interest in sustained, proactive opportunities for learning about food waste. It is evident that there is a need for structured learning opportunities about food waste for employees working in the food processing company studied and for greater awareness of the implications of food waste on both employees and employers.
Characteristics of school leadership and management in low and high performing schools: voices of SMT
(University of the Witwatersrand, Johannesburg, 2024) Ndaba, Mandisa Chardeen; Chakane, M.
The purpose of this research was to explore the school leadership and management characteristics in high-performing schools (HPSs) and low-performing schools (LPSs), with a focus on how their characteristics (based on their roles and responsibilities) contribute to the quality of the schools. By concentrating on both HPSs and LPSs in the Tshwane South District, the research identified specific characteristics among the participants, with the emergent subthemes: i. Shaping the direction and managing the school as an organisation ii. Managing teaching and learning and assuring accountability iii. Working with and for the community These factors influenced schools’ quality and the researcher delved into leadership theories connected with these characteristics. Employing an interpretive paradigm, the study established its philosophical foundation through document analysis and semi-structured interviews. The results highlighted the necessity for varied leadership approaches, placing particular emphasis on the significance of the participative leadership theory in HPSs. In challenging the concept of a universal leadership model for school excellence, the study introduced a theoretical framework linking the model of school effectiveness and theories of school leadership to form theoretical pluralism and comprehend the intricate dynamics of leadership and management in public schools. It also advocated for the further exploration of participative leadership as a key aspect in achieving excellence in education.
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, Dominic
South 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.
Conceptualisation of Inclusive Education: Impact on primary school principals and Foundation Phase teachers
(University of the Witwatersrand, Johannesburg, 2023-09) Dewa, Nokuthula Ntombiyelizwe; Bekker, Tanya
This study investigated how the conceptualisations of Inclusive Education (IE) by primary school principals and Foundation Phase teachers impact teaching practices. The study places a high value on participants' IE conceptualisations because they have an impact on teachers' actions in their classrooms, which can either support or limit teachers' inclusive practices in granting epistemic access to learning to all learners. The study addressed the question of how primary school principals and Foundation Phase teachers conceptualise IE and considered the implications of these conceptualisations on their practice. Conceptualisations inform pedagogical practice, and I argue that a pedagogical shift that takes accountability for providing learning opportunities for all learners regardless of difference is necessary. A qualitative transformational research method was used to collect data, and thirteen Foundation Phase (FP) teachers and three school principals were conveniently and purposefully chosen from three Government primary schools, in Johannesburg South. Individual semi-structured interviews and focus group interviews were used to collect data, which was then thematically analysed using both inductive and deductive methods. With some extensions and adjustments, two theoretical frameworks were used for this study: the Inclusive Pedagogical Approach (IPA) and Bronfenbrenner's Ecological Systems Theory. Although Black-Hawkins (2017) argues for three required inclusive pedagogical shifts for teachers to teach inclusively, this study’s findings reveal that teachers in South Africa are currently at three different levels of development toward the required pedagogical shift, which is why IE implementation is hampered despite the numerous IE issues raised by previous studies. According to the findings of this study, there are teachers who have little to no pedagogical shift toward inclusive practices, teachers who have an emerging shift, and teachers who have an established shift. These stages of the pedagogical shift are supported by various conceptualisations that influence teachers' actions, leading to a variety of teaching strategies, some of which do not involve all learners in teaching and learning. The study recommended that the actual stage of shift be considered to support continued progress toward inclusive practice. Teachers who have made little or no pedagogical shift toward inclusivity should be made aware of IE policies and practices, while those who have made an emerging pedagogical shift should be encouraged and assisted in including everyone in their teaching and learning, and those who have made an established pedagogical shift should be developed further in maintaining and improving inclusive practices.