1Haase, Shelley 1Lopes, Margarida Maria Pereira Batista 1Pillay, Ranjini 1Taggart, Nadia 1Tlhoaele, Malefyane Jacobeth 1Van Eck, Zetta
2Inclusive education 1Adult learning 1Children of AIDS patients 1Competency-based education 1Computer literacy 1Curriculum 2005 1Curriculum change 1Educational innovations 1Educational law and legislation 1Environmental education 1Ga-Rankuwa (South Africa) 1Information technology 1Life skills 1Mainstreaming in education 1South Africa 1Special education 1Workshops (Adult education)
Educator's life skills development: a workshop intervention.
- Haase, Shelley
Authors: Haase, Shelley
Subjects: Adult learning , Workshops (Adult education) , Life skills , In-service training of teachers
Identifier: uj:7972 , http://hdl.handle.net/10210/889
Description: On the African continent South Africa is unequivocally the economic and military giant. As the continental hegemon, the state has sought the reform of the unequal global economy in order to enhance the participation in the global political economy of all African countries. The South African government projects the discourse of African solidarity in driving global reforms, emphasising that such reforms will be of benefit to both the continent as a whole, and to the South African state. Within this context, it is the purpose of this dissertation to determine with greater clarity who stands to gain from South Africa’s efforts. In other words, is South Africa acting to acquire economic growth and development for Africa as a whole, or is the country primarily acting to secure its own wealth and power? In short, this study investigates whether South Africa – as the continental hegemon – is acting in a benevolent or selfish manner in its undertakings. The assessment of South Africa’s hegemony is presented in a theoretical schema constructed with a focus on the three main theories of international relations, namely liberalism, realism and structuralism. Each of these theories is employed descriptively as well as prescriptively as tools to evaluate the nature of the African political economy, and South African action versus rhetoric. Applying these conceptual lenses, South Africa’s position on three aspects of the African political economy are assessed and evaluated. These three areas of the political economy – trade, debt and foreign direct investment – serve as case studies revealing South Africa’s benevolence and/or selfishness. In brief, South Africa is pressing for the reform of the international financial architecture; rhetorically, the state seeks free trade and enhanced export opportunities for all African states; the country is urging foreign creditors to reduce Africa’s external debt; South African leaders have recommended that their counterparts establish an investor-friendly climate in Africa as a means to enhance foreign investments on the continent. South Africa’s actions have the potential to benefit the African continent as a whole, and simultaneously advance the state’s interests. The findings of this study point out that (a) each of the three theories can be utilised to describe South Africa’s rhetoric and actions, and (b) the essence of South Africa’s hegemony is neither entirely benevolent, nor exclusively selfish. , Mr. P.P Fourie
Teachers' perceptions of continuous and professional teacher development programmes in environmental education and the extent to which it influences their teaching.
- Pillay, Ranjini
Authors: Pillay, Ranjini
Subjects: In-service training of teachers , Environmental education
Identifier: uj:13268 , http://hdl.handle.net/10210/1328
Description: D.Ed. , Hierdie navorsing fokus op onderwysers se persepsies aangaande deurlopende professionele onderwyser ontwikkelingsprogramme in Omgewingsopvoeding en die mate waartoe dit hul onderwyspraktyk beïnvloed. Die navorsingsprobleem word omskryf deur die volgende sub-vrae: • Wat is die onderwysers se persepsies aangaande hul eie bekwaamhede in Omgewingsopvoedingspraktyke as resultaat van die indiensopleidingsinsette? • Welke onderwysstrategië en -metodes het die onderwysers tydens indiensopleiding aangeleer en op watter wyse(s) hul dit in die klaskamersituasie aanwend om hul praktyk te verbeter. • Watter kennis, vaardighede en waardes op die terrein van Omgewingsopvoeding het die onderwysers tydens die indiensopleidingsinsette aangeleer? • Watter riglyne kan uit die navorsing gepostuleer word ter optimalisering van indienslopleidingsinsette in die algemeen, en in besonder in die geval van insiensopleidingsprogramme vir Omgewingsopvoeding? Die navorsingsontwerp vir die empiriese komponent van hierdie navorsing het ‘n kombinasie van kwantitatiewe en kwalitatiewe navorsingsmetodes behels en deur middel van triangulering van die ingesamelde data toegepas. In die kwantitatiewe dimensie van die navorsing is ’n omvattende gestruktureerde vraelys ontwikkel en deur die steekproef van respondente, wat willekeurig uit die populasie getrek is, voltooi. Die data hierdeur verkry is aan beide die Kaiser-Meyer-Olken en die Bartlett toetse onderwerp. Die 33 (uit die oorspronklike 35) oorblywende items is aan twee opeenvolgende faktor-analise prosedure onderwerp op basis van die “Principle Axis Factoring” metode. Die kwalitatiewe dimensie van die navorsing het gesteun op fokusgroep onderhoude waaraan drie groepe van vyf respondente elk (‘n total van 15 respondente) deelgeneem het. Respondente vir hierdie drie groepe is willekeurige getrek om die volgende drie geografiese gebiede te verteenwoordig: Oos-Rand, Johannesburg-Suid en Johannesburg-Sentraal. ‘n Onderhoudskedule bestaande uit vier oop-end vrae is vir hierdie doel ontwikkel. Die data is op die wetenskaplik aanvaarde prosedure van bandopnames, transkripsies en verifiëring deur die respondente ingesamel, waarna dit gekodeer, grafies voorgestel en geanaliseer is. Die belangrikste bevindings van hierdie navorsing sluit in dat: • Die aantal vorige indiensopleidingsprogramme deurloop; die jare onderwyservaring bydra tot onderwysers se positiewe belewing van indiensopleidingsinsette vir Omgewingsopvoeding. • Indiensopleidingsprogramme wat voorsiening maak vir die volgende aspekte baie sterk positief beleef word:  groepwerk tussen deelnemers tydens die indiensopleidingsprogram;  geleentheid om die programinhoud in hul klaskamers te gaan toepas en daarna gesamentlik daarop te reflekteer; asook  geleenthede waar fasiliteerders van die indiensopleidingsprogramme die deelnemers in hul klaskamersituasie gaan waarneem en ondersteun in toepassing van die programinhoude. , Prof. H.G. Van Rooyen
Onderwyservaring van die insluitende onderwysbeleid: 'n ondersoek in 'n gespesialiseerde skool.
- Van Eck, Zetta
Authors: Van Eck, Zetta
Subjects: South Africa , Special education , Inclusive education , In-service training of teachers
Identifier: uj:8131 , http://hdl.handle.net/10210/2106
Description: M.Ed. , Changes specifically taking place in specialised education due to the inclusive education policy have resulted in stress and higher anxiety levels in educators. The purpose of this research is to investigate the perceptions of educators teaching at one specialised school, specifically the perceptions of their responsibilities, of the expectations they have as well as the training and support they receive in this educational environment. The literature study describes the changes brought about by the implementation of the inclusive education policy and the effect it has on the educators. A questionnaire was designed to ascertain what the educators perceive. The instrument was tested for reliability and validity. The recommendations were as follows: All educators should become knowledgeable regarding the content of the inclusive education policy in education. The education department is responsible for a training and implementation programme that will empower educators to successfully implement the tasks and responsibilities as required by the policy of inclusive education. If this training and support is not provided, it cannot be expected of educators to be able to successfully handle the implementation of the inclusive education policy or to be positively orientated towards the implementation of this policy. The education department and district offices should play a bigger role in providing the training and necessary support in order for the implementation of inclusion to be successful. The training of all educators and training centres will have to include the accommodation/management of diverse needs of learners in order to meet the requirement of this policy. As all educators will be exposed to more diverse learning needs, the training provided at the training centres will have to emphasise the accommodation/management of diverse learning according to the inclusive education policy. The educators that have specialised training at ‘specialised schools’ can be utilised as consultants to provide support to educators at other schools by working together co-operatively with these educators. The district offices ought to provide a co-ordinator to assist this support group. The perceptions of educators at the specific specialised school with regards to inclusive education are influenced by their own experiences and interpretations of inclusive values and practice. The manner in which educators experience inclusive education will have an influence on the quality of their performance of tasks and their responsibilities towards inclusive education. Therefore, how educators are introduced to and supported in inclusive practices may play a significant part in terms of establishing environments for inclusive education. The role of the education department and district offices are clearly emphasised in this investigation. Knowledge regarding the policy of inclusion, as well as support and training are essential elements to the successful implementation of this policy.