Integrating computers in a rural South African school.
- Authors: Selane, Lacton Maake
- Date: 2009-02-05T07:15:12Z
- Subjects: Limpopo ( South Africa ) , educational technology , computer-assisted instruction , secondary education
- Type: Thesis
- Identifier: uj:8099 , http://hdl.handle.net/10210/2027
- Description: M.Ed. , The advent of computers and information technology in society has generally contributed to the rethinking of a range of the practices in the education system. Today’s students live in an increasingly complex technological world, and there has been an increase of the importance of technology in the world. The importance of computers in business and the society cannot be overemphasized and there is much need to incorporate them into the school curriculum to assist learners with expected skills. The effect of the global economy has influenced the importance of Information Technology in education. The main purpose of this study was to evaluate the integration of computers in a selected rural South African secondary school in the Limpopo Province, situated in the Mopani District, one of the six in the province. Qualitative research approach is used in this study and the research method is a case study method. Data collection techniques for this study were done by means of interviews, observations, conversations and questionnaires. The research findings in this study indicated that learners and educators alike at the selected school are aware of the benefits of computers in education in general. Learners are aware that possessing computer skills might assist them one way or another when they search for employment after they finish their school. However it emerged that they are not provided with adequate opportunities to be able to acquire the necessary skills. Among the factors that emerged as obstacles to computer integration at the selected school were lack of teacher development, lack of government support, shortage of funds and skilled staff. Teacher training emerged as the most important aspect to be addressed because teachers play an important role in the education of learners. Continuous educator development should be a priority of the department of education. It is further recommended that there should be a way to look at the feasibility of policy frameworks.
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Developing a model for improving secondary schools effectiveness in the Northern Free State district.
- Authors: Ratshilumela, Takalani Geoff
- Date: 2009-02-05T07:14:09Z
- Subjects: school improvement programs , school management and organization , secondary education , total quality management in education , effective teaching , Free State ( South Africa )
- Type: Thesis
- Identifier: uj:8093 , http://hdl.handle.net/10210/2021
- Description: M.Ed. , The researcher’s initial observations and discussions with educators revealed that secondary schools in the Northern Free State district perform below the required standard. The problem of this research lies in the lack of effectiveness in secondary schools which is due to factors such as historical political development, the collapse of the culture of teaching and learning at schools, under qualified teachers and poor infrastructure. These factors made worse by lack of clearly defined models for improving school effectiveness. The purpose of this research is to suggest and develop a model for improving schools effectiveness in the Northern Free State district and to determine the extent to which secondary schools in the Northern Free State district are using the Total Quality Management approaches or the Integrated Quality Management Systems (IQMS) approaches as well as characterizing those secondary schools that are viewed as effective or ineffective. The research method is qualitative in nature. The researcher collected data through observations, interviews and analysis of school records. The findings of this research support the purpose of the study which is to develop a model for improving secondary schools effectiveness. This research is regarded as a direction pointer in the development of the model that can be effectively applicable to improve effectiveness of the secondary schools in the Northern Free State district and the country as a whole hence it is recommended that the suggested model which is a combination of the known powerful models for improving school effectiveness be expanded to other schools.
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Grade 10 learners' conceptions of computer utilisation in learning.
Management strategies to improve the academic performance of previously disadvantaged secondary schools in the grade 12 examination.
- Authors: Joseph, Vathukattu Kurian
- Date: 2008-08-25T10:26:16Z , 2004
- Subjects: academic achievement , high school examinations , school management and organization , educational leadership , effective teaching , secondary education , parent participation in education
- Type: Thesis
- Identifier: uj:3862 , http://hdl.handle.net/10210/922
- Description: The importance of secondary school education in moulding learners into responsible citizens of tomorrow cannot be ignored or undermined. Secondary school education is the stepping stone for unlimited opportunities for learners to explore the career choices that they have to pursue further in their lives. Every year the performance of secondary schools in the matric examination come under spotlight as soon as the results are published. Many schools in the previously disadvantaged communities perform poorly in the matric examination each year. This research aims at drawing up management strategies that could be used to improve the performance of learners in the matric examination in the poorly performing schools. The literature study reveals that effective management and leadership is an essential characteristic of a successful school. Managers of schools that are poorly performing in the matric examination have to set up proper systems in place to ensure effective teaching and learning. Effective participation of all stakeholders in the management of the education of the learners is essential to improve the academic performance of learners in the matric examination. Quality subject delivery by educators in the classroom is the most important and indispensable factor that can improve the academic performance of learners in the secondary schools. Active participation of parents in the education of their children is essential to improve the discipline of the school as well as the academic performance of the learners. The literature study also reveals that poor socio-economic conditions can negatively influence the academic performance of learners. Schools that are poorly performing require visionary and innovative managers to turn them around into centres of excellence. Managers of schools have to seek the assistance and cooperation of the community and the business people to improve the quality of education provided in schools. Availability of necessary physical facilities enhance the quality of teaching and learning and the academic performance of learners in the various subjects. A questionnaire was used to collect the data required for this research. Forty schools that are poorly performing and forty schools that are well performing in the matric examinations were selected for this research. All these schools exist in the previously disadvantaged communities. Based on the information gathered using the questionnaire, each item in the questionnaire is analysed and discussed. After the factor analysis, the significance of the difference between the factor means of the various groups for each of the factors were analysed and explained. The data obtained suggests that in many schools (66,5% of schools surveyed), there is a lack of effective management structures that are essential for the implementation of quality teaching and learning. Lack of support and active participation of the parents in the education of the learners can be noticed from the information gathered. Poor management of school resources for effective teaching and learning can be also observed from the data collected. Lack of physical facilities is still a major problem in many (54,5% of the schools surveyed) schools. Lack of shared vision and cooperation among the stakeholders of education for the provision of quality education is evident in many schools. Ill-disciplined and non-committed learner bodies are a major challenge to many schools in the previously disadvantaged communities. The research shows that, organisational support and individual support are crucial to the success and the improvement of the academic performance of a school. The management strategies to improve the academic performance of previously disadvantaged schools in the grade 12 examination has two components namely: organisational support and individual support. The SMTs of schools have to set up management systems in place to ensure effective teaching and learning at schools. It is the responsibility of the SMTs to provide a suitable atmosphere needed for effective curriculum delivery at schools. The human, physical and financial resources of a school should be managed most effectively for quality education for all. Management strategies that will provide opportunities for all stakeholders to participate effectively in the school development programmes should be organised by the SMTs of schools. Schools have to introduce and implement strategies to improve the learner attendance and discipline for quality education and to improve the academic performance. The SMTs of schools have to introduce programmes that will increase the participation and support of parents in the education of learners. The academic performance of schools cannot be improved without providing sufficient individual support to the learners and educators. Based on the needs of the educators and learners, schools have to organise various programmes to support them to improve the academic performance in the grade 12 examination. Workshops and in-house training for educators are some of the ways to support the educators to enhance the quality of curriculum delivery at schools. Additional academic support programmes like extra lessons during afternoons and holidays can assist learners to improve their performance. Schools should have necessary systems in place to address the socio-economic needs of learners. In chapter 6, the findings of the research as well as the recommendations of management strategies to improve the academic performance of previously disadvantaged schools in the grade 12 examination are also given. , Prof. T.C. Bisschoff
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The principal's role in implementing the EAZ as an intervention strategy.
- Authors: Hlatywayo, Mmapula Abea
- Date: 2008-08-21T12:49:25Z
- Subjects: school management and organization , academic achievement , effective teaching , high school administration , high school principals , secondary education , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:8069 , http://hdl.handle.net/10210/899
- Description: Principals in schools that are failing to meet the expected standard in terms of Grade 12 performance have a role to play in order to change the situation in their schools around. Although there are various factors contributing to the decline in Grade 12 performance in their schools, principals are still seen to be the key figures in determining quality education in their respective schools. They should, therefore, become active change agents in the transformation process in education. Their cooperation with the EAZ teams introduced by Kader Asmal in 1999 is therefore necessary for their schools to improve. By the way, a leader does not tell subordinates “what to do” but rather shows them “how to do things”. However, a qualitative research design was employed to establish the role of the principals in the Gauteng Province in implementing the EAZ as an intervention strategy. Barriers to the success were identified. Strategies to assist principals in overcoming barriers are also recommended. Ultimately, all schools have an obligation to produce good results. , Prof. K.C. Moloi
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Problems experienced by educators regarding the implementation of outcomes-based assessment in the senior phase.
- Authors: Dzegere, Poppy Maria
- Date: 2008-06-04T13:14:02Z
- Subjects: training of high school teachers , competency based education , secondary education
- Type: Thesis
- Identifier: uj:8908 , http://hdl.handle.net/10210/537
- Description: The purpose of this study was to “explore the problems experienced by educators with regard to the implementation of Outcomes-Based Assessment in the Senior Phase”. According to the National Assessment Policy (RSA: No 27 of 1996), Outcomes-Based Assessment is a process of gathering valid and reliable information about the performance of the learner, on an ongoing basis against clearly defined criteria, using a variety of methods, tools, techniques and contexts, recording the findings, reflecting and reporting by giving positive, supportive and motivational feedback to learners, other educators, parents and other stakeholders. Govender (2003: 22) states that: “Educators somehow fail to understand that Outcomes-Based Assessment is a process which must be followed and adhered to for assessment to be successful and easily understood.” In order to explore the problems regarding the implementation of Outcomes-Based Assessment, the data collection methods utilised included: focus group interviews, questionnaire, observation and literature review. The participants comprised of thirty-six educators involved in the Senior Phase and four District Officials responsible for the same phase in the curriculum delivery. The major findings indicate that educators are experiencing problems regarding the implementation of Outcomes-Based Assessment in the classroom. The findings also point out that educators were inadequately trained for the implementation of Outcomes-Based Assessment processes in the teaching and learning environment. The researcher concluded that something must be done and therefore the study concludes with recommendations that have been made with the aim of resolving the problems as stated above. , Dr. M.C. van Loggerenberg
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