Faculty of Humanities (ETDs)

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Work-based Learning for Occupational Competence
(University of the Witwatersrand, Johannesburg, 2024-10) Mazhinye, Rudo; Wedekind, Volker; Ramsarup, Presha
Policies in skills development in most countries consider work-based learning (WBL) crucial to Technical and Vocational Education and Training (TVET) because it integrates theory learned in the classroom and workplace practice to achieve occupational competence. Several authors argue that theoretical and practical knowledge integration is key to raising the occupational competence levels of students. It is, therefore, argued that strengthening this theory-practice relationship through WBL might lead to the kind of en-skilling required in the 21st-century economy. There are vast scientific reports on the benefits of WBL and workplace experience to students. However, only a few contemporary local empirical studies have advanced our understanding of the specific contributions of WBL towards building occupational competence in hospitality students. What students learn and how they learn to develop such competence remains unclear, indicating an existing gap in the literature. This necessitated an exploration of the learning experiences, modalities, and practices available to students to develop occupational competence during WBL. A qualitative approach was employed to investigate the contribution of WBL towards developing occupational competence in hospitality students. Face-to-face, semi-structured interviews and workplace observations were conducted with a purposively selected sample comprising N6 Report 191 students in a hospitality programme and their mentors. For analysing the data, I used manual methods for coding and identifying themes, which allowed me to closely engage with the data, immerse myself in the context, and uncover delicate and interrelated patterns and themes. I was able to interpret the data in a holistic and nuanced manner, resulting in a more comprehensive and insightful exploration of the research topic. Lave and Wenger’s (1991) and Wenger’s (1998) theory of situated learning in communities of practice was used to explain how students learn in the workplace. This research shows that learning in the workplace took place through social participation, which occurred through active engagement and interaction with others, specifically through experts and the community of pastry chefs. Rather than being an isolated activity, learning in the workplace was found to be a social process where students gained skills, knowledge, and understanding by participating in shared activities, discussions, and experiences with others. This study draws attention to four guided learning strategies identified by Billett (1994b, p. 11), modelling, coaching, scaffolding, and fading; which formed a central focus of the research. Within these strategies, experts used learning modalities such as observations, demonstrations, replication, and explanations to help students build occupational competence. These modalities show that learning in the workplace is both implicit and explicit. It was implicit through observations, demonstrations and replication and was made explicit when verbal descriptions, explanations and feedback were made. These affordances to WBL built a clear picture of interactions and engagements between students and experts and among members of the community. This made the expert pastry chefs and the community of practice the most valuable learning resources for developing students’ occupational competence in the workplace. However, the study highlights significant shortcomings in the workplace environment as a space for effective learning. While skilled in their trades, experts lack the necessary pedagogical qualifications and struggle to explain concepts clearly to students. Their protective attitude towards their jobs creates barriers to knowledge and skills sharing, as they seem more concerned with job security than with the development of occupational competence in students. Furthermore, their behaviour exhibits disrespect toward students, relegating them to menial tasks rather than meaningful learning experiences. Besides, experts are frequently too busy with production targets to dedicate time to mentoring students, further diminishing the value of WBL. This thesis contributes to the literature on WBL by offering a contextually grounded understanding of occupational competence in hospitality education. It expands the concept beyond technical skills to include relational, situated, and artefact-mediated dimensions of learning. Using Lave and Wenger’s (1991) theory of situated learning, the study shows how occupational competence develops through social participation and engagement with tools and practices, while also being shaped by contextual factors such as limited mentorship, power dynamics, and institutional constraints. These findings refine the application of situated learning theory within the South African TVET context and offer practical insights for improving WBL pedagogy and policy.
Virtual Teaching and Online Learning Ecosystem: Harnessing the Power of Digital Education for Equitable Educational Experiences
(University of the Witwatersrand, Johannesburg, 2025-05) Makda, Fatima Mahomed; Dlamini, Reuben
Virtual teaching and online learning have gained momentum as a response to the pandemic, revealing its potential and piquing the attention of the higher education sector. Higher Education Institutions (HEIs) are now recognising the value of this mode of instructional delivery for its unique affordances beyond maintaining educational continuity, but also for its adoption during non-disruptive times. The use of virtual teaching and the advancement of technology have led HEIs to invest in virtual instructional delivery, extending learning opportunities beyond closed brick-and-mortar environments to open online education ecosystems. To provide students with ubiquitous and equitable access to education, there is a need to understand how we can harness the power of digital education in an online education ecosystem while addressing structural and systemic barriers for effective virtual teaching and online learning. This research study aims to gain this understanding and provide insights into the opportunities offered by virtual teaching and online learning in the context of digitalisation in South Africa, a developing country. Additionally, the research study presents a sustainable Virtual Teaching and Online Learning Ecosystem Framework (VTOLE-Framework) for HEI’s, specifically tailored to South Africa’s unique needs and challenges, with a focus on transforming digital education contributing to Sustainable Development Goals (SDGs) 4 (quality education) and 10 (reduced inequalities). Grounded in pragmatism, this mixed methods study uses purposive sampling to gather data from 165 academic educators through an online questionnaire (containing both open-ended and closed-ended questions), supplemented by in-depth interviews with six academic educators across three HEIs (one urban, one rural, and one ODeL). Given its multifaceted nature, the research study draws on Socio-Technical Theory, Ecological Systems Theory, Transactional Distance Theory and the Community of Inquiry Framework to inform its analysis, which includes a thematic analysis of qualitative data and simple descriptive statistics and data visualisations for quantitative data. In responding to the research questions, the research study reveals six crucial aspects for facilitating equitable educational experiences in virtual teaching and online learning ecosystems (1) Harnessing the Power of Digital Education to Facilitate Virtual Teaching and Online Learning, (2) Core Elements Facilitating Virtual Teaching and Online Learning, (3) Optimising Virtual Teaching and Online Learning Environments Through Pedagogical and Student-Centred Design, (4) Higher Education Institutions Facilitating Support for Virtual Teaching and Online Learning, (5) Addressing External Macro Factors to Enhance Virtual Teaching and Online Learning Environments, and (6) Learning from the Past and Continuous Advancements to Build the Future of Virtual Teaching and Online Learning. Furthermore, in the development of the VTOLE-Framework, the key findings identified seven themes (1) Pedagogical and Student-Centred Course Design, Structure and Technology Integration, (2) Dialogue, Social Presence and Collaborative-Cognitive Learning Environment, (3) Academic Educator Professional Development and Teaching Competencies, (4) Student Efficacy, Agency and Support Cultivation, (5) Institutional Structure, Resource Availability and Education Equity, (6) Contextual Realities of National Infrastructure Readiness and Political Climate, (7) Socio-economic and Socio-cultural Context. The research study adds to the existing knowledge in the field by offering perspectives into harnessing the power of digital education while tackling structural and systemic barriers for virtual teaching and online learning in South Africa. It offers a practical solution of a VTOLE-Framework, outlining equitable access and digital inclusion for the successful implementation of virtual teaching and online learning in higher education.
Constructing Knowledge is More Complex: Opposing the Uncritical Adoption of Pop Psychological Fads and Neuromyths in Education among teachers in private schools in Midrand, South Africa
(University of the Witwatersrand, Johannesburg, 2025-04) Jacob, Lizanne Leslie; Aloka, Peter
This study examined the rise of pop psychological fads and neuromyths within education, which are false or misleading beliefs that lack scientific validation but are widely adopted. Pop psychology often offers quick solutions to complex problems, while neuromyths—misunderstandings about brain function—have become prevalent in educational practices. Teachers may also resort to these unproven concepts due to a lack of understanding of the complexities of learning, leading to ineffective teaching strategies. Although these beliefs may seem appealing, they can waste resources and time, and their uncritical adoption in classrooms can hinder evidence-based teaching methods and ultimately harm student learning outcomes. The study highlights the importance of moving beyond these myths to embrace more scientifically supported approaches in education. However, there is dearth of literature in South African context regarding adoption of neuromyths and fads among teachers, and this is the research gap that was filled by this PhD study. This study aimed to investigate adoption of Pop Psychological Fads and Neuromyths in Education among teachers in private schools in Midrand, South Africa. The study was informed by two theories, Feuerstein’s Mediated Learning Experience Theory and the Constructivist Learning Theory. Within an interpretivist paradigm, the study adopted a qualitative research methodology, and a multiple case study design was utilized. Data was collected from four private schools in Midrand, Gauteng, South Africa. The study sample size comprised 20 trained professional teachers from four private schools in Midrand, South Africa, with five teachers selected from each school. The teachers were chosen using purposive sampling method. Semi-structured interviews were used as tools to gather data. The four criteria—credibility, dependability, confirmability, and transferability—ensured the reliability and validity of qualitative data. Thematic framework was used to analyse the qualitative data from interviews. The study findings indicated that many teachers, despite being aware of prevalent neuromyths like the left brain-right brain myth and learning styles, continue to incorporate these misconceptions into their teaching practices. The findings also reported that teachers gather knowledge from a range of sources, including professional development, media, and peer discussions, but often fail to critically evaluate the credibility of this information. Thus, many teachers believe in fads and neuromyths about learning and brain function, despite evidence against this. The findings also indicated that teachers acquired these fads from sources like professional development seminars and media. The study concluded that misinformation-based strategies often do not improve learning outcomes compared to scientifically validated methods, emphasizing the importance of critical thinking and evidence-based decision-making. The study further concluded that many teachers, despite being aware of prevalent neuromyths, still incorporate these misconceptions into their teaching, often due to a lack of critical evaluation of the sources of information they encounter. The study findings have led to the development of framework for continuous professional development to help address misconceptions from neuromyths and fads, which aims to help teachers critically assess and eliminate unscientific practices, fostering a culture of evidence-based teaching to improve student outcomes.
Investigating the use of Translanguaging in Reading Literacy among Multilingual First-year Tourism Students at a University of Technology in South Africa
(University of the Witwatersrand, Johannesburg, 2024-06) Chihobo, Akulina; Makalela, Leketi
The study aimed to investigate the efficacy of translanguaging in the reading literacy of multilingual tourism students at one of South Africa’s technology universities. To fulfil this aim, 30 multilingual participants from a tourism course participated in this study. This study was centred on translanguaging practices in a multilingual classroom in Gauteng province in South Africa and was based on three frameworks: heteroglossia, Ubuntu translanguaging and new literacy studies. The study used quantitative and qualitative data analysis. The study revealed that students demonstrated enhanced comprehension levels in recall, reorganization, inference, evaluation, and application when translanguaging practices were integrated into their reading. This finding suggests that the translanguaging intervention had a positive effect on the reading literacy of the participants. Translanguaging not only helped to enhance the reading literacy of participants but also promoted positive identity construction among the students. This study meant that translanguaging is an all-rounder pedagogy that offers cognitive benefits and transforms both the learning space and the individual. It is argued that translanguaging is better for helping students with reading literacy in higher education. Therefore, this study recommends that lecturers in higher education should practice translanguaging in their classrooms to solve the students’ reading woes and help build their identities. There is a need to expand the translanguaging and reading literacy field to more technical subjects like engineering and information technology in higher education.
Citizenship education and learners with mild-intellectual disabilities in South Africa: A critique of post-apartheid citizenship education policy
(University of the Witwatersrand, Johannesburg, 2024-12) Mnisi, Nomsa; Mathebula, Thokozani
Citizenship education, as a knowledge branch of the philosophy of education, affirms and educates learners in schools about citizenship as a legal status, feeling of belonging and the practice of activism in preparing them for citizenship participation. Globally, citizenship education policy is segmented between liberal, communitarian and civic republican strands. Arguably, contemporary communitarianism and civic republicanism are apt to accrue educational benefits that foster the development of learners with mild-intellectual disabilities’ intellectual and adaptive functions, yielding effective citizenship. The study’s research problem is citizenship education policy embraced upon classical liberalism, which individualises learners with mild-intellectual disabilities in post-apartheid schools. As an unintended consequence of policy, the social problem becomes the exclusion of learners with mild-intellectual disabilities, who are left in the doldrums and characterised as passive citizens. The conceptual and philosophical study uses philosophical research in education as a methodology, with Frankena’s three methods of enquiry serving as a methodological approach. In addressing the problem, Critical Disability Theory and Tomaševski’s 4-A scheme framework are adopted as theoretical lenses which form part of the transformative paradigm to critique policy under the prime objectives of attaining social justice and human rights. The central argument of the study asserts that the implementation of post-apartheid citizenship education policy reflects a tendency to adopt and overemphasise classical liberal strands of citizenship. In the critical analysis of citizenship education policy, the liberalism explicated undermines and underemphasises the educational benefits of contemporary communitarianism and civic republicanism. Invariably, the theoretical contributions of social justice and human rights when educating learners with mild-intellectual disabilities in post-apartheid South African schools are not supported. By shifting the pendulum between the ideals of citizenship education policy and its implementation, strategies are presented to help learners find their identity as a means of fostering agency, community involvement and responsiveness, while also balancing formal knowledge and experiential learning. In looking to the future, citizenship education in schools under communitarianism in a civic-orientated Republic of South Africa is proposed in which learners with mild-intellectual disabilities’ intellectual and adaptive functions can be developed for effective citizenship.
Teachers’ self-efficacy beliefs in teaching learners with learning barriers in one mainstream secondary school in Soweto
(University of the Witwatersrand, Johannesburg, 2024-10) Twala, Busisiwe Prudence; Ajayi, Oluwakemi; Aloka, Peter
Examining teachers' self-efficacy is crucial in the field of inclusive education. This concept plays a vital role as it directly influences how educators address the unique requirements of learners facing learning challenges. Despite its importance, there are significant gaps in research within the South African context regarding the obstacles teachers encounter when implementing inclusive education, particularly in relation to self-efficacy. The absence of thorough research could be a factor of the ongoing, valid worries in township high schools. Several research conducted globally demonstrate how self-efficacy attitudes regarding inclusive education influence teaching methods and could be advantageous to learners. The primary goal of this study was to find out about teachers’ self-efficacy beliefs in accommodating learners with learning difficulties in a mainstream township high school in Soweto. This research employed a qualitative method that worked with the interpretive research paradigm. The study's design was a case study. Using the purposive sampling method, the sample size of eight teachers from grades 8–12 at the chosen school was determined. For the eight participants, a semi-structured individual interview was used as the study tool. Thematic framework analysis was utilized to facilitate the examination of internal data. Additionally, the reliability of the qualitative data was guaranteed. The research findings revealed varying levels of self-efficacy among teachers in accommodating diverse learners in their classrooms. Educators with high self-efficacy demonstrated superior organizational skills and were more happily effective in teaching learners with learning disabilities despite the contextual challenges. Conversely, those with low self-efficacy perceived inclusive education as challenging due to the psychological and social hurdles faced by both teacher and learners in the school environment. Additionally, the study identified several strategies employed by teachers to support learners with disabilities, including differentiated instruction, scaffolding, and responsive teaching techniques. The study utilized certain strategies with the goal of incorporating students with learning challenges into regular classrooms. The research suggests that educators need to tackle serious hurdles affecting their own efficacy in teaching effectiveness. It further proposes that continuous professional development programs should be organized by the Education Department, focusing on better understanding and implementation of SIAS policy (Screening, Identification, Assessment, Support Provisioning and Monitoring).
The Impact of using Monolingual pedagogies in South African Classrooms on the Academic Performance and Social Inclusion of African Learners who are Learning through an Additional Language
(University of the Witwatersrand, Johannesburg, 2024) Shumba, Thato Jessica; Charamba, Erasmos
Within the South African educational landscape, a critical challenge arises when transitioning to an additional language as the sole medium of instruction. This hasty embrace often neglects the crucial development of both Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) in the learners' first languages, also known as their mother tongue. This oversight is particularly concerning when implemented as early as grade four, as the pressure of globalization often dictates a swift shift from mother tongues to English as the primary language of instruction. This abrupt linguistic transition exacerbates existing educational disparities, highlighting the urgent need for a critical examination of language policies and their practical implementation within South African schools. This study employed a mixed-methods approach to investigate whether monolingual pedagogies contribute to the academic performance of Grade 4 learners studying in an additional language (English) different from their mother tongues. The research took place in a township school in Kaalfontein, predominantly populated by Black African learners with no prior exposure to English outside the classroom setting. The mixed-method design involved two key data sources: a sample of approximately 140 learners divided into control and experimental groups, and a range of data collection tools. Both groups participated in pre- and post-test assessments to gauge their academic progress in English, while the experimental group received additional interventions employing translanguaging and multilingual pedagogy approaches. These approaches deliberately intertwined learners' home languages with English in the learning process. Data from classroom observations and semi-structured interviews with participants further enriched the study. Quantitative data from the written tests was analysed using R-computing software, while interview responses were analysed through Glaser and Laudel's model of grounded theory. The paired t-test revealed statistically significant differences in post-test performance between the groups, favouring the experimental group. This suggests that the translanguaging and multilingual interventions positively impacted learners' academic performance in English, providing them with a valuable bridge between their home languages and the language of instruction. This study's findings offer compelling evidence that monolingual pedagogies may not be the optimal approach for learners acquiring an additional language. By incorporating translanguaging and multilingual strategies, educators can leverage learners' existing linguistic resources, fostering deeper understanding and ultimately improving academic outcomes in diverse educational settings.
Learner Leaders’ voices on the male dropout in secondary schools in Mogale City: A Qualitative Case Study
(University of the Witwatersrand, Johannesburg, 2025-03) Sahula, Mpho Siphokazi Gift; Mthembu, Pinkie E.
This study explores the views of learner leaders on challenges and solutions to male learner dropout in secondary schools in Mogale City, South Africa. With the input of those learner leaders who serve on the Representative Council of Learners (RCL), the objectives of the study are to investigate the complex challenges male learners face, which contribute to their dropping out. Further, the study aims to identify strategies that learner leaders propose to enhance inclusivity and reduce dropout rates. The premise of these objectives is to give learners a voice in identifying and providing solutions to the problems they encounter, as this is something that is missing in the literature. The study was informed by two theoretical frameworks: Critical Theory and Empowerment theory. The study used an interpretive paradigm with a qualitative approach, as it used a case-study design. Data generation relied on semi-structured interviews with 11 participants in two schools that were purposefully sampled. Subsequently, critical thematic analysis, using a hybrid of inductive and deductive approaches, was employed to identify data patterns and themes, resulting in 10 main themes and 20 subthemes. Participant’s anonymity and confidentiality were addressed as each participant was given a pseudonym. Besides, ethical considerations were observed in this study. The findings suggest that male learners encounter several challenges that propel their dropout, and the system must provide more support to validate their dispositions and experiences. Furthermore, the findings reveal that learners hold the solutions to their challenges but require a platform to implement them, given that the RCL platform is undermined by other stakeholders in school governance. These interventions may lead to reduced dropout rates and enhance inclusivity in the education system.
An investigation into the factors that hinder the implementation of inclusive education of learners with physical disabilities in one selected private mainstream school in Vhembe district, Limpopo
(University of the Witwatersrand, Johannesburg, 2025-03) Murembiwa, Nakisani; Aloka, Peter
Inclusive education (IE) advocates for full inclusion of learners with disabilities (LWD) into mainstream schools, and it emphasises the right of all learners to access equitable quality education within the same learning environment. In South Africa, the 2001 Education White Paper 6: Special Needs Education: Building an Inclusive Education and Training System (EWP6) reiterates the need for a transformation of the education system to accommodate all learners. However, despite this policy, learners with physical disabilities (LWPD) in the Limpopo Province of South Africa often face significant challenges in mainstream school settings, highlighting a persistent research gap between policy intentions and practical realities. This study aimed to investigate the teacher related, school related and policy related factors that hinder the implementation of IE of LWPD in one selected private mainstream school in Vhembe district, Limpopo and to propose strategies to address these hinderances. This study adopted a theoretical framework that combined the Social Model of Disability and Bronfenbrenner’s Ecological Systems Theory. A qualitative methodology within the interpretivist paradigm was employed, utilising a single-case study design. Purposive sampling was used to select six teacher participants from various grades and subject disciplines. Data was collected through semi-structured interviews and analysed thematically. All ethical considerations were upheld, including obtaining ethical clearance to guarantee that the study adhered to rigorous ethical standards. The findings revealed that the teacher related factors that hinder the implementation of IE of LWPD include lack of training on IE, lack of knowledge, low self-efficacy, and lack of exposure among teachers in teaching LWPD. School related factors include inadequate infrastructure, few sporting opportunities, lack of awareness among able-bodied learners regarding physical disabilities, discrimination, bullying and isolation of LWPD. Policy related factors include lack of knowledge on IE policies, incorrect knowledge on IE policies, lack of dissemination of IE policies to teachers, mixed up knowledge on IE policies among teachers and curriculum overload. Strategies include provision of physical resources, teacher training on IE, teachers’ exposure to IE policies and educating able-bodied learners about disabilities to raise awareness. The study recommends that the Department of Education (DoE) should offer in-service training for teachers and improve this school’s infrastructure.
Teachers’ Perceptions and Practices of Inclusive Education: A case of one Full-Service school in Soweto
(University of the Witwatersrand, Johannesburg, 2024-10) Motsamai, Refilwe Penelope; Mokala, Ntsoaki T.
South Africa developed several inclusive education policies, including the South Africa Schools Act, the Constitution of the Republic of South Africa, and Education White Paper 6, to address exclusions in schools. Despite the enormous expansion of inclusive education, there are still issues of exclusions and impediments in South African classrooms. The study explored teachers’ perceptions and practices of inclusive education in one of the full-service schools in Soweto. Using purposive sampling, data was collected through interviews, a focus group discussion, and document analysis. Five teachers were interviewed using an interview schedule to assist participants in narrating their views and practices. In addition to that, a focus group discussion was conducted with all the participants. The discussions were in person, and they were all audio recorded. The study used an inductive approach to analyze data. The findings showed that participants know what inclusive education is but consider it ideal, as it is challenging to implement in the classroom. The study thus recommends that nations worldwide establish one meaning of inclusive education because the term's various connotations might lead to confusion and contradictions. In addition to that, all schools must have adequate resources and infrastructure to cater to all learners. Furthermore, there must be adjustments in the curriculum. Lastly, teachers must have the essential abilities and skills to accommodate all learners.

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