Browsing by Author "Van Wyk, Jeremy Mark"

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    The post-literacy perceptions of newly literate adult learners at a rural community learning centre
    (Stellenbosch : Stellenbosch University, 2012-03) Van Wyk, Jeremy Mark; Frick, B. L.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: Literature suggests that post-literacy (PL) is a seriously under-researched field in most African countries including South Africa. From the literature, it also became evident that, if PL is not viewed as a government priority, a gap will continue to exist between what PL programmes offer, and what the newly literate adults may need. Various authors emphasise the importance of PL to prevent relapsing into illiteracy, the applicability of PL in enhancing everyday private and occupational life, as well as the potential contribution of PL to poverty reduction, social, economic and political development and in sustaining communities. The aim of this study was to identify the PL perceptions of newly literate adults in the PL programme at the Simondium Community Learning Centre (SCLC) in the Western Cape of South Africa. A basic qualitative research approach to collect data was undertaken. During the data production ten semi-structured interviews were conducted, with the individual participant as the unit of analysis. All interviews were recorded digitally (using a tape recorder) and transcribed verbatim. Data analysis was done using the HyperQual computer programme to identify, retrieve, isolate and regroup data. The results and conclusions of data based on the literature studied and findings of the study indicate a learner-centred PL programme is required which focuses mainly on non-formal and vocational programmes for sustaining communities and economic development.
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    Primary school principals’ lived experiences of their roles as instructional leaders in selected primary schools
    (Stellenbosch : Stellenbosch University, 2020-12) Van Wyk, Jeremy Mark; Carl, Arend E.; Le Grange, Lesley; Stellenbosch University. Faculty of Education. Curriculum Studies.
    ENGLISH SUMMARY : The role played by the principal as instructional leader worldwide is crucial as a result of his/her direct and indirect influence on teaching and learning. The role of the principal as instructional leader in improving teaching and learning is a pressing issue in South African primary schools, as most South African primary school learners perform far below par in the Annual National Assessments. These assessments are determined by benchmarking carried out by the Department of Basic Education and international education assessment agencies with reference to curriculum goals and literacy and numeracy. This phenomenological study describes the lived experiences of principals with regard to their instructional leadership roles in primary schools in the South African context with specific reference to selected schools in the Paarl and Wellington areas in the Western Cape. The study was informed by a literature study related to theoretical perspectives of instructional leadership. The data were collected through the use of phenomenological interviews (qualitative data) and analysis comprised the use of the ATLAS.ti qualitative data analysis qualitative data analysis programme. In the study, purposive sampling was used to include participants who could provide a rich description of their lived experiences of their roles as instructional leaders. This study describes the contextual factors which impact on the principal’s roles as instructional leader and learner performance in the participating schools. The findings in the study reveal that the primary school principals, who participated in this study, have little experience of their instructional roles due to a lack of appropriate instructional practices to improve teaching and learning. They also tend to delegate most of their instructional leadership functions to their senior staff members. Based on the findings of the literature study on instructional leadership as well as the empirical inquiry, recommendations are made to address principals’ instructional leadership practices, including a call for continuous collaboration and support for teachers through effective leadership. It is recommended that these principals become more involved in their core instructional leadership role, which is to improve teaching and learning. Furthermore, they need to continuously ensure their own professional development, as well as the development of his/her staff members, in order to acquire the needed knowledge and skills to improve their own instructional practices.