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Open Access
The attitude and experiences of high school learners on the teaching of LGBT content in a South African co-ed school
(University of the Free State, 2016-01) Nichols, Henry James; Francis, D.
English: Upon the ratification of the Constitution, the South African Schools Act of 1996 inaugurated a new education system that confronts all forms of unfair discrimination and intolerance. South African schools, however, remain heteronormative and heterosexist, where many lesbian, gay, bisexual and transgender (LGBT) learners or those who are perceived to conform to non-normative gender and sexual identities, experience heteronormativity and heterosexism daily. Schools and classrooms are spaces where compulsory heteronormative and gender-normative behaviour are tolerated and even promoted. It is in these ‘safe’ and ‘inclusive’ spaces that the LGBT youth encounters physical and emotional harassment. This research study explores high school learners’ attitudes towards, and experiences of the teaching and learning of LGBT issues, and argues that these attitudes and experiences yield rich insights into the possibility to work towards a school climate free of heteronormativity and heterosexism and to create a true ‘safe’ schooling space. Using a case study methodology, semi-structured interviews were conducted with eleven high school learners studying at a co-ed high school in the Gauteng province of South Africa. Findings reveal that high school learners have heteronormative and heterosexist attitudes towards sexual and gender diversity; that sexual and gender diversity is not taught in schools; due to a lack of knowledge, ignorance and stereotyping of gender and sexuality, and that exposure to sexual and gender diversity influences the attitudes of the youth. While the data demonstrates clear evidence of a culture of heteronormativity and heterosexism in high school spaces, it also shows that the youth realises the importance of the teaching and learning of sexuality and gender diversity and want to learn about it. I conclude by calling on schools to invest time in creating policies for safe classrooms and promote critical discussions regarding sexual and gender diversity issues. I also call on teachers to create learning environments where stereotypes and stigmatisations are challenged. Lastly, I acknowledge the limitations of the study.
Open Access
Challenges experienced by physically challenged learners in practical physical education classes in South Africa: a systematic analysis
(Noyam Journals, 2024) Thekethe, Dikeledi B.; Ogbonnaya, Ijeoma C.
This paper, framed within the interpretivism theory, argued that government, stakeholders, and policymakers could foster and promote policy advocacy to address the challenges militating against the participation of physically challenged learners (PCLs) in practical physical education (PE) classes. Despite the noticeable need for physical activities in the lives of PCLs, there are growing concerns that learners in physical education classes still face many challenges in practical classes. The research was a systematic review of literature that identified studies that focused on the challenges that PCLs experience in practical physical education classes. Data was gathered from a collection of relevant articles as well as 20 publications that were critically reviewed. Only ten publications were found to meet the inclusion criteria. As a result, four main themes emerged from the data as thematic analysis was adopted. The findings revealed that PCLs frequently encounter challenges such as inaccessible equipment, poor social support, the PE curriculum/programme, and a lack of teachers training in practical physical education classes, which can limit their ability to engage and fully participate in PE practical classes. The study contributed to the body of physical education studies by providing a framework for a more integrated Physical Education for Physically Challenged Learners (PCLs), which could be implemented all around the world. It recommends, among others, that the members of the executive councils, school management teams and policymakers should work together by providing schools with accessible equipment and strong social support for PCLs to feel less isolated and more supported. This study concludes that exploring these challenges and developing coping strategies can help to ensure that PCLs can participate and benefit from PE practical classes.
Open Access
Change in higher education: the psychological experience of facilitators and co-ordinators in a resource-based learning course
(University of the Free State, 1999-01) Holtzhausen, Sophia Maria; Lategan, L. O. K.; Jooste, J. C.
English: Higher Education in South Africa is currently being characterised by massification, globalisation, more non-traditional students entering the system, striving towards quality and cost-effective educational programmes, as well as a paradigm shift from lecture-based to resource-based learning (RBL) education (which is a learning methodology where the learning content is made accessible to students and the emphasis is shifted to the facilitator as the manager of knowledge and not the main source of knowledge). During the transformation of the South African higher education system, the ministry as well as various policy documents propose RBL as an appropriate delivery mode and a key principle to meet challenges (e.g. the expectations of the learners, the realities of the work place, and to maintain high standard graduates) posed to the university system. A profound understanding of the dynamics of a nation's higher educational change process is only possible when taking international developments into account. The evaluation of the experience of change is difficult, due to the complexity and pace of change in most higher education institutions. Change is affecting all facets of human experience. In this study attention is focused on the psychological experiences of facilitators and co-ordinators due to higher educational change in a RBL course. A quantitative and qualitative investigation was done to identify the presence of as well as the differences between the specific psychological experiences by facilitators and coordinators due to higher educational change (e.g. the paradigm shift to the RBL methodology). In this comparative study facilitators seem to be more concerned about the awareness, informational, personal, consequence and refocusing stages of concern, while the coordinators are more concerned about the management and collaboration stages of concern. These results correlate with the respective job descriptions of the facilitators and co-ordinators. In this study it is evident that both facilitators and co-ordinators have limited RBL knowledge and skills, due to their short involvement period in this delivery mode. The latter may be one of the reasons to clarify the presence of negative experiences of the self as regard coping with RBL by facilitators and co-ordinators. The facilitators' and co-ordinators' involvement in RBL was due to an obliged change, because they were nominated instead of volunteering. Therefore, this may implicate that the shift to RBL implies hard and difficult work for the developers, in order to equip staff with the necessary knowledge and skills of RBL. The majority of facilitators indicated that they are in favour of workshops. Only half of the co-ordinators were positive towards workshops, which indicates an important concern, if one takes into account that co-ordinators have to be subject experts who are responsible for the training and orientation of the facilitators and therefore need workshops/training opportunities to keep up with the latest developments regarding RBL. Both facilitators and co-ordinators demonstrated an increase in motivation, competency, and confidence levels, because they experience RBL as positive and effective. After six months there appears to be a difference between facilitators whose excitement levels were decreasing, while co-ordinators' excitement levels remained equal. The latter could be due to the fact that facilitators are more directly confronted with the RBL practice. There is also the tendency of high frustration levels amongst facilitators and co-ordinators which appear to be caused by the prominent problems in the South African context and the complexity of the Western culture of the students. A unique factor that complicates the implementation of RBL in the Resource-based Learning Career Preparation Programme is that staff are presenting and students are receiving education through a second-language medium. The above-mentioned perspectives and insights gained from the comparative study could guide both the developers and managers of the Resource-based Learning Career Preparation Programme to improve directly the psychological functioning of staff, and indirectly to improve the whole programme.
Open Access
Critical emancipatory research for social justice and democratic citizenship
(Faculty of Education, University of the Free State, 2012-12) Nkoane, Molebatsi Milton
This article proposes a research paradigm located within the respectful relationship between participants and researcher(s) towards construction of positive holding, interactions and invitational environments which privilege social justice. I outline power as expressed at the heart of any form of human society through communication. For analysing power relations, issues of social justice and democratic citizenship become central. This article also demonstrates that social justice in research depends on interactions between the participants and researcher(s). I further argue for the need to engage with the methodological expectations of critical emancipatory research (CER), using the power of language and communication. I interrogate and trouble the power of text in the form of spoken or written words or any other means of communication. In addition, the article conceptualises communication as a medium of expression between the researcher(s) and participants; the researcher should not be regarded as aloof from the conditions of the participants. Therefore, the argument developed for social justice and democratic citizenship is that researcher(s) should be sensitive to the plight of all participants, recognising their voices or experiences. The article concludes by acknowledging the fact that human language is a product of human communication and that communication is important for knowledge production.
Open Access
Dominant discourses of teachers in early childhood education
(Faculty of Education, University of the Free State, 2010) Ebrahim, H. B.
This article examines the dominant discourses teachers in early childhood education (ECE) used to produce understandings of children and educational practice for them. Seven teachers from two early childhood centres in urban KwaZulu-Natal participated in this qualitative study. Data were produced through semi-structured interviews and conversations. The shared discourses of biology, development and difference are discussed. The findings show that teachers unproblematically use dominant discourses which narrow possibilities for them to understand children. This in turn limits their capacity for shaping contextually relevant practice. The article concludes with a brief discussion on worthy areas to focus on in order to map a way forward for developing the skills and capacity of teachers in ECE.
Open Access
Early school leavers and sustainable learning environments in rural contexts
(Faculty of Education, University of the Free State, 2012) Mahlomaholo, Sechaba M. G.
In this paper, I show by means of Yosso’s community cultural wealth theoretical framework how equal numbers of early school leavers (ESLs) from the rural and the urban parts of the North-West province cite similar reasons for their early departure from school. The conclusion drawn from this scenario is that, irrespective of their diverse backgrounds and locations, they all seem to be affected in similar ways by conditions in their respective schools and social milieu. The above conclusion indicates that there is nothing intrinsically inferior or backward about rural learners and their settings. What seems to be different though may be how they are excluded with regard to curriculum practices that do not address their specific circumstances directly. On the basis of this conclusion I suggest that these curriculum practices be customised to the needs and conditions in the rural settings towards the creation of sustainable learning environments so as to stem the high rates of learner attrition therein. This must be done with the intention of giving rural learners opportunities similar to those afforded to learners from urban backgrounds. To date, rural learners have been deliberately and/or inadvertently excluded and marginalised; thus, to remedy the situation I propose the creation of sustainable learning environments in rural schools as well.
Open Access
Editorial
(Faculty of Education, University of the Free State, 2012) Nkoane, Molebatsi Milton
Abstract not available
Open Access
Editorial
(Faculty of Education, University of the Free State, 2010) Francis, Dennis
Abstract not available
Open Access
Editorial
(Faculty of Education, University of the Free State, 2010) Francis, Dennis
Abstract not available
Open Access
Editorial
(Faculty of Education, University of the Free State, 2010) Francis, Dennis
Abstract not available
Open Access
Enabling roles to reclaim teacher agency: insights from the Advanced Certificate in Teaching (Foundation Phase)
(Faculty of Education, University of the Free State, 2011) Ebrahim, H. B.; Verbeek, D. C.; Mashiya, J. N.
In developing the Advanced Certificate in Teaching (ACT) as a professional qualification for continuing teacher education for early schooling at the University of KwaZulu-Natal we asked the following: “What are the enabling roles foundation phase teachers need to play in order to reclaim their space as agents who significantly influence their professional practice and how can they be assisted to become fully engaged in these roles?” We believe that this focus is timely and critical given the current effect of the discourse of standards and accountability on teacher agency. In this article we present a framework of enabling roles which create opportunities for teacher-students to experience critical reflection, transformatory learning and the development towards stronger agency. A significant implication of the framework is that teachers gain the experience of being part of a community in dialogue instead of a blunt tool for externally imposed curriculum demands. Space is created for both personal direction and the development of practice from within the foundation phase. We are mindful of the fact that, once the course has been completed and the qualification obtained, the lack of personal commitment and institutional pressure to teach in government-sanctioned ways may create slippage and constrain liberating roles. Nonetheless, we feel that, in introducing the roles in the ACT, developmental opportunities for teacher autonomy and transformative professionalism will be created.
Open Access
Enhancing academic development: a reflexive exploration of staff and students’ experiences on curriculum co-creation
(OpenED Network, 2023) Sebolao, Rosaline Raseboya
Academic development of students and staff is a critical element in higher education, especially with reference to their engagement in curriculum development. While higher education institutions advocate for the inclusion of students in curriculum co-creation, in practice, this has not been easily implemented. The urgency to create this collaborative ecosystem necessitates a reflexive contribution. In this article, I explore the experiences of academic staff and students on their engagement in curriculum co-creation with a specific focus on developing a study guide for the newly developed module, which is part of the decolonisation process. The emphasis on meta-cognitive skills and the social justice element in the curriculum development process ensures a responsive curriculum that meets the needs of society, students and staff in a cohesive and integrated manner. I underpin this reflective study on Schon’s theory of reflection on action. I argue that engaging students in curriculum creation stimulates deep learning, an empowerment attribute which I explore as it enhances innovative and critical thinking. This study employed qualitative methods of collecting and analysing data, followed by identifying important themes from the data. The reflections and emergent themes provide pathways to enhance academic development to encourage curricula co-creation processes in higher education.
Open Access
Enhancing an enabling learning environment for learners with visual impairment in a rural Lesotho school
(University of the Free State, 2022) Ramatea, Mamochana Anacletta; Khanare, Fumane Portia
Ideally, an enabling learning environment (hereafter, ELE) is more important if it reflects improvement in the learners‘ learning and their general wellbeing. School should be enabling environment that nurture the holistic development of learners. However, in rural communities in Lesotho, learners with visual impairments remain a bone of contention because the effects of poverty, poor infrastructure, lack of trained teachers and inconsistency in the implementation of inclusive policies and practices have increased. The majority of literature on visual impairment highlights its severe impact on learners‘ education as a global concern. Literature reports numerous challenges faced by Learners with Visual Impairment (LVIs), especially those in Lesotho rural schools. The right to education for all, including learners with visual impairments accentuates agency to enhance an enabling learning environment for learners with visual impairments in Lesotho. In particular, teachers are placed at the forefront and have significant roles to play to ensure that schools are enabling space for all the learners. In response to lack of research in this area, this doctoral study sets out to explore pathways that can enhance an enabling learning environment for learners with visual impairments in the rural school in Lesotho. This qualitative study was situated within the interpretive paradigm, guided by a participatory case study research design that facilitated generation of data with the participants. To respond to the key research questions of this study, the researcher employed two methods for generation of data, namely the online focus group discussions (OFGDs) and photovoice - a participatory visual art-based method (PVA). Data were generated with ten participants, involving both male and female teachers, and who were purposively and conveniently chosen, first because of their knowledge on the phenomenon under study, and secondly, based on their experience of more than three years of teaching within the Lesotho rural mainstream school that admits LVIs. Thematic analysis was used to analyse data. The findings in the current study revealed rural secondary school teachers‘ diverse understanding of an enabling learning environment (ELE) for LVIs. These are linked the value of the environment, learners' equal access to education, enabling learners‘ diverse needs, and capacities. The findings also show that the enhancement of ELE for LVIs in rural schools is constructed through a school-based collaborative support and point to the importance of a school collective agency to enhance LVIs‘ learning environment. Furthermore, the findings revealed factors that enable and constrain the enhancement of ELE in rural school in Lesotho. Three themes that emerge as enablers indicate the importance of involving LVIs as agents with capability to influence their learning, enhanced interpersonal relationships, and resourceful materials to enhance ELE for LVIs in rural schools of Lesotho. However, ELE constraints include factors such existing poverty in rural schools, poor school infrastructure, to insufficient teaching and learning resources, ineffective inclusive education policy and ill perspectives on visual impairments in school and rural communities. The study concludes by suggesting that enhancing ELE for LVIs need a more nuanced understanding withing the rural context. Such understanding can facilitate more collaboration among rural schools about how to enhance ELE for LVIs. The researcher recommends for a meaningful collaboration of all the stakeholder, parents, teachers, learners, and government, public and private organisations. In addition, there is a growing need to consider the enhancement of ELE not from the perspective of the individual agent but emphasising collective agency to enhance schools in relation to learners‘ holistic development and growth. Notwithstanding its tensions, the researcher concludes that participatory arts-based methods can be a powerful to enable rural participants to identify their own agency, as well as reflecting on broader opportunities for a collective agency to enhance ELE, and therefore making inclusive education a reality for LVIs in Lesotho and beyond.
Open Access
An exploration of mobile learning in South African accounting classrooms: a case study
(University of the Free State, 2019-06) Faber, Martelize; Louw, L. P.
In this digital age, where mobile learning is being incorporated into teaching and learning, this research tries to explore the perceptions and experiences of teachers and learners on the use of mobile learning in South African high school accounting classrooms. Such a study is significant in order to see how mobile learning can enhance and improve the delivery of accounting so that learners will find the subject more enjoyable, develop their critical thinking abilities and understand the benefits of learning accounting at school level. The study is a case study of three high schools where the delivery of accounting as a school subject incorporates mobile learning. The main findings from the research provide evidence of the following: teachers and learners still do not realise the benefits of mobile learning; although mobile learning has the power to transform teaching and learning, many still think it is only a substitute for the traditional ways; although these learners are the generation that grew up with technology, one should not assume they know how to use it effectively for academic purposes; what will determine how effective mobile learning will be adopted into an accounting teacher’s teaching methods depends on the teacher’s attitude and willingness to adopt; and the resources and software available to high school accounting are not effectively being used. This contributes to both teachers’ and learners’ acceptance of mobile technology in accounting being low, mobile learning currently hindering the understanding of the subject and both learners and teachers not feeling confident in using mobile learning. This dissertation recommends that for mobile learning to have an impact on the teaching and learning practices of accounting, extensive and in-depth training for both teachers and learners are needed. More research on the use of mobile learning in high school accounting should be carried out. A great need for a more practical and relevant digitally enhanced curriculum exists. Such a curriculum should incorporate the appropriate software that is currently being used in the accounting workplace.
Open Access
Exploring online teaching strategies used by high school teachers in teaching Sesotho during Covid-19
(University of the Free State, 2023) Makhasane, ‘Makananelo; Mafugu, Tafirenyika; Mokoena, Mosebetsi
COVID-19 is a global crisis that has affected many aspects of society, including education. Due to the restrictions imposed by COVID-19, teachers had to reconsider their teaching strategies. Therefore, this study, aimed to explore online teaching strategies used by high school teachers to teach Sesotho during COVID-19 pandemic in Lesotho. This study used the interpretive paradigm. Through this paradigm, the researcher identified the online teaching strategies used by Sesotho teachers through the interpretations informed by the social constructivism theory and The Unified Theory of Acceptance and use of Technology (UTAUT). The qualitative research approach was used in this study. A case study research design was also employed. The case in this study was a group of Sesotho high school teachers in Qacha’s Nek district, Lesotho; teaching Sesotho during the COVID-19 pandemic using different online teaching strategies. This study employed purposive sampling to select the participants with requisite characteristics. Two Sesotho high school teachers were selected per school, in the three chosen high schools in Qacha’s Nek district, Lesotho. Two data collection methods were used in this study, individual semi-structured face-to-face interviews and document analysis. Following the collection of data, there was data transcription, presentation, analysis, and interpretation of the major findings. The findings revealed that the Sesotho teachers in the three high schools used traditional face-to-face teaching strategies such as discussions, question and answer, and group work to teach Sesotho before COVID-19. The researcher also found out that the Sesotho teachers used WhatsApp facilitated teaching strategies such as question-and-answer and discussions to teach Sesotho during COVID-19. Several challenges and opportunities posed by those WhatsApp facilitated teaching strategies were also found. This study recommended policies for application online teaching and learning, provision of full network connectivity and electricity coverage for teachers and learners and low data costs for learners, provision of workshops that equip teachers with knowledge about online teaching.
Open Access
Exploring psychosocial factors that influence the academic performance of students in a rural college
(University of the Free State, 2022) Zwane, Nomthandazo Prudence; Mukuna, K. R.
The focus of the study is exploring the psychosocial factors that influence the academic performance of students in a rural college. Students’ academic performance is the responsibility of all educational stakeholders. ‘Psychosocial’ refers to a combination of psychological factors and the influence of the surrounding social environment on the physical and mental wellness of individuals. Psychosocial factors have been known to influence the academic performance of students. Erik Erikson’s psychosocial theory informed the study, and the mixed method approach was adopted to address the main and sub-research questions of the study. The study used an explanatory sequential design. Questionnaires and semi-structured interviews were employed to collect data for the study. The study used convenience and purposive sampling to select the participants in two phases of the study. The population of the study consisted of 115 participants. The first phase selected a sample of one hundred and fifteen (115) participants (N=115; gender: 19 males and 96 females) for the quantitative component, and the second phase selected six (6) participants for the qualitative component (N=6; 3 males and 3 females). All participants were students registered for the 2020/21 academic year at a rural TVET college in the KZN province, South Africa. This study used descriptive statistics to determine the frequency and percentages to analyse quantitative data, and thematic analysis for qualitative data. The findings were coded, presented and organised into themes, and subsequently discussed. The results revealed that the support services as well as psychological and social factors influenced the academic performance of the students in a rural college. Most participants viewed negative psychosocial factors as influencing their academic performance negatively. Furthermore, it was evident that the rural colleges lacked resources and intervention programmes to improve the academic performance of the students. The results indicated that students could not fully benefit from available support system and resources. They also provided suggestions regarding interventions the institution can employ to improve the academic performance of students who are negatively influenced by psychosocial factors. Based on the findings, the study recommended improving academic performance of students negatively influenced by psychosocial factors in a rural college.
Open Access
Improving academic performance in a rural school through the use of an asset-based approach as a management strategy
(University of the Free State, 2014-07) Myende, Phumlani Erasmus; Nkoane, M. M.; Hlalele, D. J.
English: The aim of this study was to investigate how academic performance in a rural school can be improved using the asset-based approach as a school management strategy. In other words, the study anticipated developing an asset-based approach strategy through which the management in a rural school can improve academic performance. This was done through finding strategies of identifying and mobilising community assets. With this done, the study further sought to find out what the school management can do to set conditions conducive to the utilisation of the asset-based approach within the selected school. The last part of the study focussed on what could be the possible challenges for the approach and how the school management may address such challenges in order to use the approach to improve academic performance. Arguing that the asset-based approach has gained currency and has worked in educational psychology, community development studies, HIV and AIDS research, and economics, this study couched this approach within educational leadership and management and it treats improvement of academic performance as one of the issues school managers have to address in their daily work. The study acknowledges that indeed rural communities are not deficit, but the researcher in the study argues that research that conscietise rural people about the huge roles they can play in improving academic performance through their assets lags behind. The study further responds to the call from the Department of Education that responses to rural education challenges should be multifaceted and bring the rural people to the centre as solutions providers. The study was theoretically located within the critical emancipatory research (CER) and the asset-based approach as frameworks. The intentions were to conscietise and create a space for rural people to know their assets and further work with them in the process of establishing the strategies for using such assets towards improving academic performance in their secondary school. Through CER, there was hope that participants would be empowered by engaging in the research activities and so able to realise the capacities, skills and strengths that were found in the school and its immediate community, thereafter creating ways through which such assets are used meaningfully in the process of improving academic performance. In understanding that CER promoted equity, social justice, transformation, closeness between the participants and the researchers, spaces for dialogue and questioning of unequal power relations in the society and the conventional research approaches, this study adopted participatory research (PR), as deemed relevant to empowering participants and questioning distorted ideologies that have perpetuated deficit thinking amongst the rural people. I worked with a group of participants made up of learners, teachers, SGB members, and the school management team (SMT) members (Principal and three Heads of Department). These participants volunteered to participate but they were also purposively targeted in that they were part of the school and poor academic performance was one of the problems experienced in the school. They were amongst the people affected by the problem being investigated. Not everyone could participate in the study. The school was understaffed and it only had 11 members of the teaching staff, including four members of the SMT. All these four members participated and four post level 1 teachers (PL1) were part of the larger group that participated. As part of the group there were four members of the SGB but they were not always present during research activities. In summary, the study participants included internal members of the school. While other participants were absent during sessions, at least all sessions had 15 or more, including the components mentioned above. Different research activities were used. These included the introduction of the asset-based approach, conducting the school SWOT analysis, doing inventory capacities. After all these activities, DOI and FAI were used to facilitate discussions in order to generate data. The data was analysed using Critical Discourse Analysis. It was found in the study that assets identification and mobilisation is a difficult process in a context where the problems that would be addressed through the assets are not identified. Thus a need to identify problems is argued to be the first step of the asset-based approach, this has been called agenda-setting in this study. It was further found in this study that the SWOT analysis is not just a tool to understand the school in terms of its positive and negative features, but also a useful strategy in identifying the assets of the community. What makes it an acknowledged strategy is that it furthers the process of identifying the weaknesses and the threats towards the school and the assets identified. On understanding what each asset present in the context of the problems to be solved, the study found conducting a list of inventory capacities to be important in understanding what can be gained from all identified assets. The study therefore argues for the identification of assets through the SWOT analysis and to understand each asset’s contributions through conducting inventory capacities. Based on the assets identified, the study presents school-community assets map seen to be relevant towards improving the school in general and academic performance to be specific. While knowing the assets and their different contributions towards improving academic performance is important, the study found that a relevant setting is required to have the asset-based approach utilised as a strategy in general in improving academic performance in particular. In ensuring this setting, a balanced relationship argued for under the asset-map should be created. Adding to this, the study found that the following are relevant in making the school environment suitable for the asset-based approach: Making the school and the community a single entity; (2) empowerment for potential contributors; (3) challenging inferiority and superiority complexities; (4) avoiding “singing a solo” (leading alone) approach. To achieve the above, the study further found that leadership should be invitational and participative in the school. Power imbalances and the “brain drain” challenges are identified as amongst the challenges for the asset-based approach. Given the findings and informed by the data, the study proposes a strategy for using the asset-based approach. The strategy has four cyclical aspects that emerged in the research process and it is hoped that this can enhance the use of the asset-based approach. The study contributes into new knowledge in the form of the challenges to the asset-based approach and a simplified strategy for using this approach. Its limitation is that the strategy was not implemented and it is only based on what the participants identified as what can work in their context. Thus, I recommend action research that will try to put the strategy into practice in order to advance knowledge on its application.
Open Access
Investigating establishment, functionality and sustainability of primary school libraries
(University of the Free State, 2019-06) Nuku, Bomkazi; Kruger, F.; Teise, K.
This research was conducted to examine and describe the status of the establishment of functional and sustainable libraries in primary schools of the Motheo District in the Free State province, South Africa. Within the South African context, research supports the view that libraries in schools contribute to improving literacy rates amongst learners in primary levels (Paton-Ash & Wilmot, 2013: 145). It has been argued that if a school has a functioning school library, learners’ performance in reading may improve by up to 8% (DG Murray Trust, 2015). As far as can be established, very few studies have been conducted on the establishment of functional and sustainable school libraries within the context of South Africa. Furthermore, it is significant that to date no research has been conducted that investigates the establishment, functionality or sustainability of primary school libraries in any of the education districts of the Free State. To address this apparent gap, this study focused on the status of primary school libraries in the Motheo District of the Free State province. It further explored whether these libraries fulfil their purpose, as set out by the National Guidelines for School Library and Information Services (DBE, 2012) and the Free State Department of Education Policy for Education, Library, Information Technological Services (FSDoE ELITS, 2002a). This study was informed by an interpretivist paradigm and was qualitative in nature. To collect data, I employed the following methods: a literature review, policy analysis, structured observation and semi-structured interviews. A literature review was conducted to determine the importance of school libraries as well as to explore to what extent other countries managed to sustain the functionality of libraries despite their own challenges. Secondly, a policy analysis was conducted to determine the South African policy framework for the establishment of functional and sustainable libraries in schools. In this regard, a content analysis of both the National Guidelines for School Library and Information Services (DBE, 2012) and Free State Department of Education Policy for Education, Library, Information, Technological Services (FSDoE ELITS, 2002a) was conducted. Thirdly, structured observations were employed in twelve primary schools situated in the ten areas of the Motheo District. These structured observations were carried out during the initial phase of data collection to generate questions for the interviews that would follow, as well as to identify relevant research participants. Participants were identified at four primary schools and invited to clarify contributing and inhibiting factors of establishing and maintaining functional school libraries. Thematic analysis was employed to analyse both the semi-structured interview and structured observation data. Data analysis revolved around the three themes of library establishment, functionality and sustainability. This study provides a general description of the status of the establishment and functionality of libraries in primary schools in the Motheo District in the Free State province.
Open Access
Die loopbaanbelewenis van akademici aan Suid-Afrikaanse universiteite: CAP ondersoek
(University of the Free State, 2010) Wolhuter, Charl; De Wet, Corene; Higgs, Philip; Higgs, Leonie; Ntshoe, Isaac
English: This article aims to explain how South African academics experience their professional lives during different career phases by employing data from the international Changing Academic Profession (CAP) investigation into the academic profession. Two perturbing aspects emanate from the research. First, how academics during the early career phase (ages 20-39 years) experience being constricted, in view of their roles as researchers and the fact that this phase is typically the most creative in one’s career. Similarly, the fact that academics in the mid-career phase (ages 40-55 years) show the lowest levels of job satisfaction is a cause for concern, as these years are typically the most productive in one’s career.
Open Access
An online multiple-choice microbiology game for undergraduate medical students: a case study
(University of the Free State, 2012) Struwig, Daleen; Beylefeld, Adri; Hugo, Alwyn; Joubert, Gina
English: Educational games are increasingly used in medical curricula to enhance the process of mastering subject content. Students experience medical microbiology as an exceptional challenge because of unfamiliar terminology and the extensive volume of this field of study. Consequently, many students believe that medical microbiology could be a major contributor to failing an academic year. This article describes the use of an online multiple-choice game to improve students’ performance in the Infections module of their medical training programme. The results show that an informal approach to learning may be beneficial to students, even in tertiary institutions.