Faculty of Education (former Departments)

Permanent URI for this community

https://scholar.sun.ac.za/handle/10019.1/3920

Browse

Browsing Faculty of Education (former Departments) by Subject "Dissertations -- Education"

Now showing 1 - 7 of 7
  • Thumbnail Image
    Item
    Die geskiedenis van die onderwys te Aliwal-Noord tot 1910
    (Stellenbosch : Stellenbosch University, 1948-11) Potgieter, M. du T. (Matthys du Toit); Cruse, H. P.; Stellenbosch University. Faculty of Education . Deptartment of Policy Studies.
    VOORWOORD: Op 12 Mei 1949 sal die gemeenskap van Aliwal-Noord die stigting van die dorp, 100 jaar gelede, feestelik herdenk.Die voorgenome feesviering was die aanleidende oorsaak tot hierdie onderneming, wat bedoel is as 'n bydrae tot die insameling van gegewens aangaande die ontwikkelingsgeskiedenis van die dorp. Om verskeie rede was ek genoodsaak om die ondersoek tot die skole op die dorp te beperk. Tot my spyt kon ek ook nie daarin slaag om gegewens in te win omtrent die belangrike onderwyswerk deur die Rooms-katolieke Kerk nie, waarmee daar reeds in 1890 'n aanvang gemaak is en wat vandag op uitgebreide skaal voorgesit word.
  • Thumbnail Image
    Item
    Past and present perceptions surrounding mission education : a historical-metabletical overview
    (Stellenbosch : University of Stellenbosch, 1999-12) Lewis, Andrew; Steyn, J. C.; University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies
    ENGLISH ABSTRACT: Africa, education has both reflected, and has been subjected to numerous perceptions, which inevitably led to various ideas and behaviour on the part of those participating in the educative act. Perceptions of others, objects or situations remain complex. The thoughts and behaviour which emanate from such complexity depend on factors such as personality, motivation, and social context. Culture also plays a cardinal role in the perceptual process. In the Republic of South Africa, as a culturally diverse country, divergent perceptions about education, where multi-culturalism is most evident, will be inevita ble. Mission education has been variedly adjudged, because of varied perceptions. This is understandable, as Black South Africans had been educated pre-dominantly by White missionaries up until the 1950's. Generally, politicians, academics and the media tend to give one-sided viewpoints, negating other interpretations and balanced perspectives. This takes place because of ignorance, bias or self-interest. Two commonly held perceptions about missionaries, are that they were racist and that their education system promoted colonialism. The understanding of racism, colonialism and missionaries' role therein, is in turn determined by numerous factors amongst historians, academics, politicians and journalists. The perceptions of each of these groups are often determined by partisan interests, which inevitably lead to unfair generalisations and stereotypes, since the rnetabletical nature of education is denied.In order to dissertate on past educational events, they need to be read contextually, taking into account both temporal and spatial dimensions of historical reality. When analysing historical perceptions, one needs to critically evaluate diverse interpretations of the past, and attempt to present a balanced perspective, instead of presenting a biased outlook,which tends to favour a specific hypothesis. This research critically analyses the various perceptions (past and present) surrounding mission education in South Africa, according to historical-metabletical guidelines, that they may be presented within a more balanced historical perspective.
  • Thumbnail Image
    Item
    The problems of implementing a communicative approach to English as a second language (higher grade)
    (Stellenbosch : Stellenbosch University, 1994-12) Van der Merwe, Dawid Johannes; Ridge, E.; Roux, M. L.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: In 1986 a new English Second Language syllabus for the Junior and Senior Secondary Course was introduced in the Cape· Province. The overall aim of the syllabus is communicative competence and it advocates a communicative approach (CA) to teaching English Second Language. At the inception of the communicative approach most teachers were i~rnorant of what it comprised and this study undertook to determine whether teachers understood what Communicative Language Teaching (CLT) was and if they applied it in their teaching. At first the demands of society and how this had influenced language teaching through the ages was investigated. Communicative competence was demanded at different stages in history and it is at these different stages where the CA has its roots. Many of the principles of the CA, it was discovered, had been applied by teachers and theorists many centuries ago. Teachers and theorists who teach language for communication see language in a different light. Language and its unique properties are investigated, and with an emphasis · on language as communication. Different ways of using language to communicate are investigated and questions like ''Where does meaning reside? What are the kinds of meaning?" and "How can we control meaning?" are discussed. Prior to the introduction of the CA, second language teaching had been devoted to mastery of structures. However, with the new insights gained about language and meaning, the focus shifted to meaning in coherent discourse rather than on discrete forms. With the shift in focus teachers also had to adjust their teaching to meet the demands. At this stage a brief discussion of the CA and the essentials of a communicative curriculum is provided. The comparison between traditional and communicative approaches is made. An account of CLT methodology is given, including exploration of communicative competence. Many practical examples of CLT are explained. In the empirical study a questionnaire was distributed to the ESL teachers at thirty schools in the Boland and Northern Suburbs of Cape Town. The aim of the research was to determine whether ESL teachers teach communicatively. The findings of the study were that teachers who were trained before 1986 and those trained subsequently have a limited view of the CA. Consequently they cannot apply it to their teaching and seem to revert to a structural interpretation of the syllabus. This study then, confirms that teachers do not have a full understanding of what the CA comprises and consequently teachers do not teach "communicatively".
  • Thumbnail Image
    Item
    A school-based, balanced approach to early reading instruction for English additional language learners in grades one to four
    (Stellenbosch : University of Stellenbosch, 2008-03) Nathanson, Renee Riette; Ridge, E.; Menkveld, H.; University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies.
    Given that schooling is compulsory and that the quality of literacy instruction that children receive in the primary years lays the foundation for the rest of formal learning, management and teachers are under strong pressure to ensure the improvement of literacy in schools. This study reports on a literacy intervention directed at improving literacy instruction for seventytwo English Additional Language (EAL) learners in grades one to four. The intervention aimed to help teachers maximise teaching time through a theoretically sound approach that balanced language experience, shared and guided reading and writing, and embedded phonics and word level instruction within the context of reading and writing. In doing so, the approach breaks with the traditional position still held by many teachers that learners must first be taught to sound out letters and read words before they can be taught to read and write. Daily features of the literacy programme included whole class shared reading and small group guided reading and writing. Whereas shared reading engaged learners in lively literacy experiences on challenging texts, small group guided reading enabled teachers to match instruction and texts more closely to individual learners' needs. During shared and guided reading sessions, teachers modelled behaviours and strategies on interesting texts, interacted with learners and provided direct instruction in phonics and word level work. Once a week, planned outings and practical activities created opportunities for developing the learners' language and extending their conceptual understandings.
  • Thumbnail Image
    Item
    'n Studentgesentreerde opleidingsraamwerk vir kliniese verpleegpraktisyns in Noord-Kaapse plattelandse gemeenskappe.
    (Stellenbosch : University of Stellenbosch, 2006-12) Van der Walt, Stephanie; Kapp, C. A.; Welmann, E. B.; University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies.
    During the past twelve years of democracy health care services in South Africa have been influenced by political, social and economic change. As a result of the transformation of health care services and the change of political policy, the focus on primary health care increased. During the early stages of the transformation of health care services stakeholders realized that in order to provide an extensive health care service specialized training is required. Various educational institutions provided formal and informal programmes in order to meet the new challenges of the nursing profession. Although minimum requirements of the content and clinical practice have been established by the nursing council, the mode of presentation, costs, duration and type of qualification awarded to clinical nursing practitioners differed substantially. Uniformity in terms of programme content was lacking, neither were any scientifically founded attempts made to establish whether these programmes fulfilled the needs of the student in the rural community. Although a variety of training programmes exist the number of trained clinical nursing practitioners is still inadequate. In addition training is focused on the urban community. The objective of the research was to determine the opinion of the rural nurse on clinical nursing education, and to develop a training framework based on their input which would meet their needs. This research was conducted from an explanatory-descriptive paradigm. The case study was used as research design. A literature study on the development of primary health care both internationally and nationally was done. The literature study revealed the development of training programmes for clinical nurses. Chapter three of the literature study is dedicated to the theoretical aspects of the design of a student centered training framework for the adult student. A student centered training framework has created from data gathered via questionnaires completed by clinical nurses and semi-structured interviews with semi-qualified nurses. Semistructured interviews have also been conducted with the supervisors of nurses working in clinics and community health centres in the Northern Cape. The conclusion that respondents showed a positive attitude towards training in clinical nursing was encouraging. The majority of respondents indicated that they would welcome an additional qualification which will improve their knowledge and would result in better patient care. The respondents highlighted staff shortages, financial constraints and family responsibility as the main obstacles towards these qualifications. During the research it became clear that no formal training is currently available in Kimberley. This is as a result of the absence of mentors. Although the respondents have limited access to computers they indicated that they would prefer computer supported training in conjunction with physical contact sessions. The research indicated that no formal policy on the training of clinical nurses exists in the rural Northern Cape. In the absence of a training framework the research further contributed towards the development of a student centered training framework for clinical nurses in rural Northern Cape. The research succeeded in highlighting the necessity for formal policy on the training of clinical nurses in rural Northern Cape.
  • Thumbnail Image
    Item
    The training of ABET educators and educators-in -training in the Nebo-district of the Northern Province
    (Stellenbosch : Stellenbosch University, 2000-12) Mminele, Monanana Margaret; Kapp, C. A.; Stellenbosch University. Faculty of Education. Centre for Higher and Adult Education.
    ENGLISH ABSTRACT: The proper training of Adult Basic Education and Training (ABET) educators-in-training could play an important role in the eradication of illiteracy in South Africa. ABET is a tool that can be applied to redress the imbalances of the past. Proper training implies the real, effective and accredited training that would be recognized by the National Qualifications Framework (NQF). The way the training of ABET educators is presented is lacking some form of recognition from other institutions. The research was undertaken in the Native Employment Bureau Offices (NEBO) District of the Northern Province in South Africa during the period from July 1997 to August 1999. The purpose of the research was twofold. Firstly to establish whether the programmes that are used by the various institutions to train ABET educators in the NEBO district are effective. That is whether those people who had been trained as ABET educators can teach adult learners in such a way that they are accepted by the learners and that there will be a decrease in the high numbers of illiterate people as a result of what ABET learners are taught. Secondly how suitable the people who are used to present these programmes are in relation to what is required of ABET educators. A literature review was done to establish the ABET activities in both developed and developing countries. In each of the countries the need and examples of the training of ABET educators were looked at. It was found that the same problems were experienced. Under the developed countries, Ireland was used as an example and for the developing countries South Africa and Tanzania were studied. In South Africa three ABET training programmes were studied and compared. These progammes are Project Literacy (PROUT), University of South Africa (UNISA) ABET Institute and the Rural Enterprise Agricultural Project (REAP). Qualitative data was obtained by means of the interviews, observation and analysis of existing data from the governmental documents. The result of the qualitative data showed a difference among the four groups of ABET educators. The group that was trained by the past PROUT, UNISA ABET and REAP programmes showed a higher level of understanding and empowerment in training the ABET learners. The present PROUT training programme was not so effective to train ABET educators-in-training. This research showed that the three ABET training programmes were producing different kinds of ABET educators with different status. By status is meant the recognition of the training by means of a certificate or a diploma. The research also indicated that the trainers of the trainees did not implement all of the written materials. The most important recommendation is that the National ABET Directorate should integrate the three training methods for better eradication of illiteracy, by means of well recognized trained ABET educators. The value of the research was that one integrated ABET curriculum was recommended that probably would be better for the achievement of the goals that are set by the National ABET Directorate.
  • Thumbnail Image
    Item
    Uitkomsgebaseerde onderwys vir leerders met verstandelik erg-gestremdheid
    (Stellenbosch : Stellenbosch University, 2007-12) Dorfling, Pieter Stephanus; Engelbrecht, P.; Theron, M. J.; Stellenbosch University. Faculty of Education. Dept. of Specialising Education.
    ENGLISH ABSTRACT: Since 2001 an inclusive approach is being followed in education in South Africa. According to this approach all learners must be taught in one education system and according to the same curriculum, namely the National Curriculum Statement Grades R to 9 (Schools). To ensure that this outcomes-based curriculum is relevant and effective in the teaching of learners with a severe intellectual disability, it is important to evaluate the curriculum and to adapt it if necessary. Learners with a severe intellectual disability form a distinctive educational community marked by their high need for continuous support, specific educational strategies and appropriate learning content. In the past, these learners received their education outside the mainstream of education according to an own, appropriate curriculum. However, since 2004 they have been required to receive their education according to the National Curriculum Statement Grades R to 9 (Schools). The aim of this research was to establish the effectiveness and relevance of the National Curriculum Statement Grades R to 9 (Schools) in the education of learners with a severe intellectual disability. A mixed-method research design, which included a literature survey, an empirical, as well as focus group interviews, was applied. By means of the literature survey, the demands were determined that are made on the curriculum by learners with a severe intellectual disability, their parents, the community, and the work community. The demands that educators make on the curriculum were determined by means of an empirical survey. This survey revealed that outcomes-based education is not generally implemented in the 21 schools included in this study. These findings formed the basis on which curriculum evaluation criteria were developed and according to which the National Curriculum Statement Grades R to 9 (Schools) was evaluated. By applying these criteria it was established that in some instances the National Curriculum Statement Grades R to 9 (Schools) does not comply with the demands of the determinants. The deduction could however be made that the National Curriculum Statement Grades R to 9 (Schools) has sufficient adaptable built-in features to be effective and relevant for learners with a severe intellectual disability. Recommendations were made on how best to make the necessary adaptations.