Doctoral Degrees (Education Policy Studies)

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    (How) should the language policy promote mother-tongue instruction or a straight-for-English approach in primary schooling in South Africa: what does empirical data contribute?
    (Stellenbosch : Stellenbosch University, 2023-12) Mohohlwane, Nompumelelo Lungile ; Davids, Nuraan, 1970-; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
    ENGLISH ABSTRACT: Language is a fundamental aspect of education and broader societal construction; we interact using language and learn through it. Understanding the historical development of languages in South Africa and their current status and use empowers policymakers to think strategically about language. This imperative is informed by the unequal development of languages and the effects on education in specific languages and economic opportunities. A lack of detailed attention would maintain the persistent inequalities we find in our society. This thesis contributes to the language debate through four separate chapters. After an introductory chapter that sets out the rationale and structure of the thesis, the second chapter defines language planning, its key components, and how these have been applied to Afrikaans and African languages. The analysis showed that a systematic approach was followed for Afrikaans, while a sporadic process was followed for African languages. The political, social and religious environment to enable Afrikaans compared to African languages is discussed at length. All of this was applied through the language planning lens. The conclusion was that Afrikaans enjoyed systematic language planning and continues to enjoy this support for economic and cultural reasons. If African languages are to reach this level, similar investments in policy, status and language planning are required. The third chapter considered the current language policies governing language in society. The primary focus was on basic education. However, policies governing universities and broader society were considered. The implications for the schooling and post-schooling sector were discussed in detail, including court cases. The implications for current policies and policy debates are raised. In addition, a policy implementation framework based on ambiguity and conflict was considered and applied. It is instructive in identifying challenges and areas of redirection. The fourth chapter examined the application of the Language in Education Policy and curriculum policies. It used empirical data from two independent experiments to evaluate supporting literacy in the Home Language and English as an Additional Language. The evidence showed that supporting Home Language is more strategic at a policy and sustainability level while exclusively supporting English First Additional Language has high costs for learning. The fifth chapter applied all the lessons from the thesis to the international context. South Africa’s participation between 2006 and 2016 in the Progress in Reading Literacy Study was examined. The data analysis identified similarities and differences in a range of variables, including race, socio-economic status, and language. The chapter revealed significant gains in performance, particularly amongst African languages. It concluded with a discussion on multilingualism, identifying 25% of classrooms as multilingual.
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    Stakeholder perceptions of Technical and Vocational Education and Training (TVET) in Namibia: a social realist perspective
    (Stellenbosch : Stellenbosch University, 2023-12) Kapolo, Beatha Ndinelao ; Jansen, Jonathan D.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
    ENGLISH ABSTRACT: The role of Technical and Vocational Education and Training (TVET) is acknowledged globally for preparing the skilled labour needed to transform countries’ economic prosperity. The importance of skilled labour has increased in Namibia’s industrial sector as the country’s Vision 2030 focuses on developing a knowledge-based economy. This mixed method study explored the stakeholder perceptions of TVET in Namibia through the lens of social realism to understand the structural, cultural and agential conditions that shape stakeholders’ views. A questionnaire was distributed to 145 TVET trainees at the selected six state-owned public Vocational Training CentresThe role of Technical and Vocational Education and Training (TVET) is acknowledged globally for preparing the skilled labour needed to transform countries’ economic prosperity. The importance of skilled labour has increased in Namibia’s industrial sector as the country’s Vision 2030 focuses on developing a knowledge-based economy. This mixed method study explored the stakeholder perceptions of TVET in Namibia through the lens of social realism to understand the structural, cultural and agential conditions that shape stakeholders’ views. A questionnaire was distributed to 145 TVET trainees at the selected six state-owned public Vocational Training Centres (VTCs), and 350 grade 11-12 secondary school learners. Analysis revealed mixed perceptions. Most secondary school learners showed negative perceptions of TVET, while TVET trainees expressed positive views. Interviews held with 11 key informants, including national leaders, career guidance teachers, parents and employers of TVET graduates were transcribed and uploaded to ATLAS.ti 22 for analysis and coding. The findings reveal that both structural and cultural conditions shape the perception of TVET. Notably, historical legacies of colonialism (Germany) and occupation (South Africa) have maintained educational structures, favoring academic over vocational streams, with limited articulation between them. The study also revealed that despite the enduring stigmas surrounding technical and vocational education, stakeholders still recognize the value of TVET in promoting job opportunities, economic growth, entrepreneurship, and sustainable development. The study highlights the agency of stakeholders, as teachers shoulder responsibility for the success of vocational education, and parents advise their children to pursue vocational careers, even in the face of resource constraints, lack of information, and preparedness. The study proposes several solutions to bridge the gap between TVET institutions and the job market. Firstly, regular evaluations and revisions of TVET curriculum standards are recommended to meet industry needs and technological advancements. (VTCs), and 350 grade 11-12 secondary school learners. Analysis revealed mixed perceptions. Most secondary school learners showed negative perceptions of TVET, while TVET trainees expressed positive views. Interviews held with 11 key informants, including national leaders, career guidance teachers, parents and employers of TVET graduates were transcribed and uploaded to ATLAS.ti 22 for analysis and coding. The findings reveal that both structural and cultural conditions shape the perception of TVET. Notably, historical legacies of colonialism (Germany) and occupation (South Africa) have maintained educational structures, favoring academic over vocational streams, with limited articulation between them. The study also revealed that despite the enduring stigmas surrounding technical and vocational education, stakeholders still recognize the value of TVET in promoting job opportunities, economic growth, entrepreneurship, and sustainable development. The study highlights the agency of stakeholders, as teachers shoulder responsibility for the success of vocational education, and parents advise their children to pursue vocational careers, even in the face of resource constraints, lack of information, and preparedness. The study proposes several solutions to bridge the gap between TVET institutions and the job market. Firstly, regular evaluations and revisions of TVET curriculum standards are recommended to meet industry needs and technological advancements. Secondly, more efforts are required to improve societal attitudes towards TVET and promote the value of vocational education in meeting labour market demands. Lastly, strengthening partnerships between TVET institutions, secondary schools, and industries through internships and apprenticeships is advised to ensure responsiveness to labour market demands.
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    The effects of video- and book-comic instruction on learning attainments in science classrooms in Namibia
    (Stellenbosch : Stellenbosch University, 2023-12) Haimbangu, Malakia; Jansen, Jonathan D.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
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    The leadership practices of non-traditional school principals
    (Stellenbosch : Stellenbosch University, 2022-12) Alston, Penelope Jane; Jansen, Jonathan; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
    ENGLISH ABSTRACT: The issue that this study addresses is the silence in current scholarship dealing with nontraditional aspects of principal leadership. There seems to be a scarcity of empirical evidence which emphasises the human dimensions of principalship that validate the demanding, messy hour-to-hour and day-to-day work and the practices, skills, and experience that non-traditional leadership requires. To address this problem, the purpose of this study will be to explore school leadership in which human issues of frailty, emotion, and spirituality matter in the character and conduct of principal leaders. In the collection of data, I required a sample of school leaders who could offer rich descriptions relevant to the study and had enough trust in the researcher and the confidentiality of the process to participate openly and authentically. For these reasons, I used reputational sampling. The participants were interviewed to explore their recognised role as non-traditional leaders in their school community: school leaders who do things differently, and who stand out from other school leaders. The interviews were transcribed and analysed. The data led to the following seven themes, namely: Similar experiences of spirituality; The effect of universal beliefs; A sense of connectedness; The visible presence of humanness and care; Vulnerability as the transformative key to building trust; and The human capacity for nearness leadership; and Towards nearness leadership as a new identity. These themes are useful for understanding leadership through an alternative, new lens that challenges the unspoken understanding of the relationship between principal leaders and their school community. Moreover, it increases the probability that school leadership has a greater impact on organisational change when leadership practice is purposefully near. This study provides a conceptual nearness framework for innovative ways of practising and thinking about leadership. I propose that this research requires careful and ongoing attention to questions of nearness in schools where principal leaders create an environment in which all stakeholders flourish. The answer to the research questions does not end but offers new circumstances to explore the question of nearness leadership.
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    Die opvoedkundige navigasiepraktyke van leerders in 'n landelike laerskoolkonteks in beleerde omstandighede
    (Stellenbosch : Stellenbosch University, 2022-12) Heynes, Kim; Fataar, Aslam; Joorst, Jerome; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
    ENGLISH ABSTRACT: Education reform has been negotiated in complex ways in the South African context for more than two decades. The history of education in South Africa forms an important part of our socialisation and life approaches as citizens of the country, but specifically as individuals embedded in various educational communities within specific geographical contexts. This study examines the educational navigation practices of five primary school learners in a Stellenbosch rural farm context. Their educational navigation practices were explored by focusing on their use of their cultural and educational resources, specially how they constructed their aspirant educational pathways amidst their impoverished family context on the farms and in their schools. Given the limitations that the farm context as a social and educational ‘field’ imposes on them, these learners use various techniques to mediate the harsh circumstances of their living environments. To explore these learners' mediation of their educational pathways, I draw on the theoretical tools provided by Pierre Bourdieu, especially his concepts 'field', 'habitus' and 'capital'. I proceed to show how the learners make habitus shifts in their constrained field that enable them to build learning identities to counteract the limitations of the field, thereby opening a viable, yet complex, educational path. The study on which this thesis was based is founded on a multi-spatial ethnographic and interpretive methodological approach. I explored how the learners continue to show agency despite the limitations set. These learners show that they are active mediators of their context. They are active collaborators and speak against the structures of their life contexts. The thesis argues that the learners were able to build an educational pathway for themselves as foot soldiers of a two decade-old apartheid differentiation.