Leadership development through student representative councils in black schools
- Authors: Madigoe, Mogorogoro Alpheus
- Date: 2014-03-25
- Subjects: Leadership - Study and teaching (Secondary) - South Africa , Blacks - Education (Secondary) - South Africa , Student government - South Africa
- Type: Thesis
- Identifier: uj:4461 , http://hdl.handle.net/10210/9802
- Description: M.Ed. (Educational Guidance) , Please refer to full text to view abstract
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- Authors: Madigoe, Mogorogoro Alpheus
- Date: 2014-03-25
- Subjects: Leadership - Study and teaching (Secondary) - South Africa , Blacks - Education (Secondary) - South Africa , Student government - South Africa
- Type: Thesis
- Identifier: uj:4461 , http://hdl.handle.net/10210/9802
- Description: M.Ed. (Educational Guidance) , Please refer to full text to view abstract
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Video programmes in the teaching of biology for standard 8 black pupils
- Authors: Matabane, Joconia Babsy
- Date: 2014-07-29
- Subjects: Video tapes in education , Biology - Study and teaching (Secondary) - South Africa , Blacks - Education (Secondary) - South Africa
- Type: Thesis
- Identifier: uj:11928 , http://hdl.handle.net/10210/11655
- Description: M.Ed. (Media Science) , The influence of technology on our everyday lives and the increasing control that technology exerts over nature and people make mandatory the competencies of our society to evaluate and make- decisions about new technological discoveries. In this regard it is of importance to keep in mind what Toffler (1970:428) attempts to put in its right perspective by saying: "We cannot and must not turn off the switch of technological progress. Only romantic fools babble about returning to a state of nature. A state of nature is one in which infants shrivel and die for lack of elementary medical care, in which, as Hobbes reminded us, the typical life is poor, nasty, brutish and short. To turn our back on technology would be not only stupid but immoral."...
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- Authors: Matabane, Joconia Babsy
- Date: 2014-07-29
- Subjects: Video tapes in education , Biology - Study and teaching (Secondary) - South Africa , Blacks - Education (Secondary) - South Africa
- Type: Thesis
- Identifier: uj:11928 , http://hdl.handle.net/10210/11655
- Description: M.Ed. (Media Science) , The influence of technology on our everyday lives and the increasing control that technology exerts over nature and people make mandatory the competencies of our society to evaluate and make- decisions about new technological discoveries. In this regard it is of importance to keep in mind what Toffler (1970:428) attempts to put in its right perspective by saying: "We cannot and must not turn off the switch of technological progress. Only romantic fools babble about returning to a state of nature. A state of nature is one in which infants shrivel and die for lack of elementary medical care, in which, as Hobbes reminded us, the typical life is poor, nasty, brutish and short. To turn our back on technology would be not only stupid but immoral."...
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Issues in technical education in Soweto
- Authors: Madida, Gabriel Mandla
- Date: 2014-09-10
- Subjects: Technical education - South Africa - Evaluation , Blacks - Education (Secondary) - South Africa , Technical education - South Africa - Soweto - Evaluation
- Type: Thesis
- Identifier: uj:12240 , http://hdl.handle.net/10210/12006
- Description: M.Ed. (Educational Management) , As a result of the accelerated industrialization which is taking place, organised industry as well as the educational authorities involved, became more aware of the need to have schools where pupils/students could receive technical oriented education (Department of Education and Training, 1981:4). Scientific and technical literacy is increasingly necessary in our society, but the number of pupils who graduate from high school with only the most rudimentary notions of science and technology portends trouble in the decades ahead. This has several implications, inter alia: People in a wide range of non-scientific and nonengineering occupations and professions must have a greater understanding of technology than ever before. Yet, the educational system does not always provide such an understanding. Pupils who take no more mathematics and science after their ninth year in school have effectively eliminated the possibility of science or engineering as a career. The pool from which the future engineering personnel can be drawn is therefore in danger of becoming smaller. Education is t.he route by which upward mobility has been achieved by disadvantaged groups. Increased emphasis must be given to aiding those who have been excluded from careers in science and engineering...
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- Authors: Madida, Gabriel Mandla
- Date: 2014-09-10
- Subjects: Technical education - South Africa - Evaluation , Blacks - Education (Secondary) - South Africa , Technical education - South Africa - Soweto - Evaluation
- Type: Thesis
- Identifier: uj:12240 , http://hdl.handle.net/10210/12006
- Description: M.Ed. (Educational Management) , As a result of the accelerated industrialization which is taking place, organised industry as well as the educational authorities involved, became more aware of the need to have schools where pupils/students could receive technical oriented education (Department of Education and Training, 1981:4). Scientific and technical literacy is increasingly necessary in our society, but the number of pupils who graduate from high school with only the most rudimentary notions of science and technology portends trouble in the decades ahead. This has several implications, inter alia: People in a wide range of non-scientific and nonengineering occupations and professions must have a greater understanding of technology than ever before. Yet, the educational system does not always provide such an understanding. Pupils who take no more mathematics and science after their ninth year in school have effectively eliminated the possibility of science or engineering as a career. The pool from which the future engineering personnel can be drawn is therefore in danger of becoming smaller. Education is t.he route by which upward mobility has been achieved by disadvantaged groups. Increased emphasis must be given to aiding those who have been excluded from careers in science and engineering...
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Empathy and the teaching of history in secondary schools for blacks in South Africa
- Authors: Kekana, Ntsatsi Simon
- Date: 2015-11-13
- Subjects: History - Study and teaching (Secondary) - South Africa , Blacks - Education (Secondary) - South Africa , Empathy
- Type: Thesis
- Identifier: uj:14577 , http://hdl.handle.net/10210/15109
- Description: Ph.D. (Didactics) , This study deals with the problems encountered in the teaching of history in black secondary schools . Amongst others it refers to the poor performance in examinations, and the general apathy of pupils towards the subject . It is proposed that empathy should be an integral part of history teaching - from a teaching strategy to evaluation. The study consists of six chapters. Chapter 1 serves as introduction and states the problems and subsequent methodology of the research. Chapter 2 further analyses the reality of history teaching in black secondary schools. Attention is specifically given to how history is taught and textbooks are analysed from an empathic perspective. Chapter 3 contains an exposition and analysis of the concept "empathy". An attempt is made to establish whether an empathic -approach· is feasible in South Africa. Chapter 4 considers the thorny issue of the evaluation of empathy and seeks to integrate the divergent standpoints on evaluation into a theoretical model. In Chapter 5 a trial-run is undertaken in a few secondary schools to qualitatively test this model for the teaching and evaluation of empathy. The final chapter draws the findings together. The central argument is that , aside f rom the present political reality , there is nothing basically wrong with e subject history at school , but that there are several lacunae in the presentation of history . The teaching and learning is generally centred on the teacher , consequently pupils are not really able to experience the past empathically . Therefore it is necessary to strive after empathy-related skills and evaluation techniques . These ills could be useful in the struggle of history to survive as a subject.
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- Authors: Kekana, Ntsatsi Simon
- Date: 2015-11-13
- Subjects: History - Study and teaching (Secondary) - South Africa , Blacks - Education (Secondary) - South Africa , Empathy
- Type: Thesis
- Identifier: uj:14577 , http://hdl.handle.net/10210/15109
- Description: Ph.D. (Didactics) , This study deals with the problems encountered in the teaching of history in black secondary schools . Amongst others it refers to the poor performance in examinations, and the general apathy of pupils towards the subject . It is proposed that empathy should be an integral part of history teaching - from a teaching strategy to evaluation. The study consists of six chapters. Chapter 1 serves as introduction and states the problems and subsequent methodology of the research. Chapter 2 further analyses the reality of history teaching in black secondary schools. Attention is specifically given to how history is taught and textbooks are analysed from an empathic perspective. Chapter 3 contains an exposition and analysis of the concept "empathy". An attempt is made to establish whether an empathic -approach· is feasible in South Africa. Chapter 4 considers the thorny issue of the evaluation of empathy and seeks to integrate the divergent standpoints on evaluation into a theoretical model. In Chapter 5 a trial-run is undertaken in a few secondary schools to qualitatively test this model for the teaching and evaluation of empathy. The final chapter draws the findings together. The central argument is that , aside f rom the present political reality , there is nothing basically wrong with e subject history at school , but that there are several lacunae in the presentation of history . The teaching and learning is generally centred on the teacher , consequently pupils are not really able to experience the past empathically . Therefore it is necessary to strive after empathy-related skills and evaluation techniques . These ills could be useful in the struggle of history to survive as a subject.
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