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Towards formulating a management model to enhance inclusivity at a teacher training college in Zimbabwe
(University of the Free State, 2024) Ncube, Nozinhle; Dube, B.; Chimbi, G.
The aim of this study was to formulate a management model to enhance inclusive education at a teacher training college in Zimbabwe. Throughout the world student teachers with disabilities face many barriers in teachers’ training colleges and other higher education institutions. People with disabilities constitute some of the poorest economically and are socially excluded and marginalized. In Zimbabwe, people with disabilities constitute about 7% of the population, yet they make up 20% of the poorest people at the national level. The purpose of this study was to explore the barriers to academic and social inclusion faced by students with disabilities at a teacher training college in Zimbabwe. The objectives were to determine the challenges faced by student teachers with disabilities at tertiary institutions, explore policies on students with disabilities at tertiary institutions and suggest possible strategies that could be adopted to overcome these challenges.
The study is located in critical emancipatory research (CER) and adopted the transformative paradigm. Qualitative research methods, specifically participatory action research (PAR), were employed. The study used purposive sampling which is synonymous with qualitative research. The target population comprised all students with disabilities at a teacher’s training college in Zimbabwe. Research instruments were triangulated by using interviews and focus group discussions. Qualitative data analysis was done through the thematic analysis of responses from both lecturers and students.
The study revealed that there was no inclusive education policy at national level as well as in teachers’ training colleges in Zimbabwe, only circulars were in place. The study also found that students with disabilities had some barriers on physical access to different places at the college under study. The study also established that staff’s lack of competencies was one of the major barriers that hindered the implementation of inclusive education in teacher training colleges in Zimbabwe. There was no effective inclusive policy in teacher training colleges that could promote the implementation of inclusive practices. Stigma and discrimination among students and staff regarding students with disabilities was also prevalent. The rigid curriculum was another major barrier against the implementation of inclusive education in teacher training colleges in Zimbabwe. The study also revealed that there was a lack of funding to purchase equipment and assistive devices for students with disabilities.
The study recommended that the inclusive management model should consider easy accessibility to all places that are currently inaccessible to students with disabilities. The other recommendation was that staff members ought to be trained on inclusive education through workshops and staff development programmes. There is a need to review syllabi in order to accommodate students with disabilities, especially in practical subjects. The study also recommended that there was need to have a working policy for inclusivity in teacher training colleges so as to implement inclusive practices.
Identity construction and reconstruction among male teachers in early childhood settings
(University of the Free State, 2024) Mofokeng, Mahudi Magdelina; Ndlovu, B. N.
Identity construction and reconstruction among male teachers in early childhood education (ECE) settings has brought attention to the teaching of young children, where male teachers expect to redefine themselves among young learners. Research shows that few male teachers have constructed and reconstructed their identities through training in early childhood development. The research was framed using two theoretical constructs: identity theory and social identity theory. The study employed phenomenology, focusing on the commonality of the lived experiences within a particular group to understand the problem in its context in this case, construction, and reconstruction of identity among male teachers in ECE, and provided a comprehensive description of individuals’ subjective experience of an event or phenomenon. Phenomenology emphasises that only those who have personally encountered things can convey them to the external realm. The qualitative approach tests the theories and intervention techniques, using the snowball sampling technique to find five participants from 5 rural schools in the Thabo-Mofutsanyane District of the Free State province, with generation of data using semi-structured and focus group interviews. The study recommends recruitment strategies in ECE settings so that young children may be exposed to both genders in these settings. Workshops need to be held for male teachers, to advise them on how to deal with challenges that they will face from society and encourage them to stand firm with their career choice.
Towards a facilitation framework for effective learning and teaching for first-year students in the building measurement module
(University of the Free State, 2024) Els, Mart-Mari; Loots, S.; Holtzhausen, S. M.
The purpose of this study is twofold. First, it aims to identify the pedagogical challenges faced by first-year students and lecturers in the building measurement module in South African universities. Second, it seeks to investigate the constructivist teaching approach, with a particular focus on the applicability of Vygotsky’s theory of sociocultural development, as a potential solution to these challenges.
As such this study employed two separate but complementary research designs. Due to the limited contextual knowledge in the learning and teaching environment of first-year students in the building measurement module, it is essential to investigate and establish the challenges they face, as there is currently very little information available on this topic. The second methodology examines and proposes a potential solution to these challenges. The chosen research designs for this study are a convergent mixed-methods approach and a case-study design.
Data collected through a baseline survey, focus-group discussions, and semi-structured interviews in the first methodology informed the case-study design. In this case study, data from pre- and post-tests, participant observations, and reflections yielded significant results. The first methodology identified various challenges faced by first-year students and lecturers in the building measurement module. These challenges were then addressed and tested in the second methodology.
The findings of the research suggest that a constructivist teaching approach, more specifically Vygotsky’s theory of sociocultural development are successful and can be applied through a facilitation framework. The value of this research study is the enhancement of first-year learning and teaching experience in Quantity Surveying Education.
An appreciative inquiry into the entrepreneurial attributes of three young African entrepreneurs
(University of the Free State, 2024) Bucheli, Zosia; Pretorius, J. P. H.
The research is an Appreciative Inquiry into the Entrepreneurial Attributes of three young African Entrepreneurs. It recognised the vital role that entrepreneurial attributes play in entrepreneurial success. The study aimed to inquire into and identify the positive and most life-giving entrepreneurial attributes that these three individuals have developed through their entrepreneurial endeavours. The study assumed an Appreciative Inquiry perspective which accentuated and focused on strengths-based positive attributes.
The research employed 5D Appreciative Inquiry Cycle workshops for each of the three African entrepreneurs to gather in-depth information regarding their most effective entrepreneurial attributes. Through the use of an appreciative lens, the study aimed to uncover the individual strengths and life-giving attributes of each entrepreneur which empowered them to further development to advance their entrepreneurship. These were encapsulated by the positive entrepreneurial attributes which emerged through the workshops.
The results of this research highlight the best entrepreneurial attributes of these three African entrepreneurs. Each article provides unique results specific to the entrepreneur studied. The entrepreneurs’ individual experiences, cultural backgrounds, communities and entrepreneurial journeys have impacted the development of their positive entrepreneurial attributes.
Further, the research provides necessary literature on entrepreneurial attributes. It also contributes towards the individual experiences and strategies utilised by three African entrepreneurs to further enhance and develop their entrepreneurial attributes. Aspiring entrepreneurs on the African continent may employ these practical implications in their entrepreneurial endeavours. It fosters the identification of effective entrepreneurial attributes which propels economic growth and development in South Africa and elsewhere.
A collaborative self-study exploring the experiences of Creative Arts teacher educators to inform professional practice
(University of the Free State, 2024) Chisale, Paseka Blessing; Müller, Marguerite
This thesis represents a living assemblage of my personal development as a Creative Arts teacher educator and the collective experiences of other educators in this field. By intertwining my educational journey with a broader focus on Creative Arts teacher education, the study reflects how my background in Art Education informs and shapes my current practices. Using self-study and Arts-Based Research (ABR) methods, I explore the interplay between personal memories, past experiences, and the evolving identity of Creative Arts teacher educators. Central to this inquiry is the concept of rhizomatic pockets, which are repositories of knowledge and memories that shape individual pedagogical practices, and the collective understanding of how past experiences influence present and future teaching.
Drawing on the narrative of the Avengers' journey in 𝘌𝘯𝘥𝘨𝘢𝘮𝘦 this study illustrates the process of revisiting and reinterpreting significant moments in teaching and learning, allowing educators to shed biases and inform future practice. It emphasises the importance of reflexive and collaborative learning, highlighting the transformative potential of engaging with colleagues, mentors, and students to create a richer, more nuanced understanding of teaching and learning within Creative Arts Teacher Education.
The study advocates for positioning Creative Arts classrooms as dynamic research sites where teacher educators engage in inquiry to understand how collective experiences and contextual factors shape pedagogy. Recognising classrooms as spaces where social and physical environments intersect, I argue for acknowledging the lived experiences of both students and educators as rhizomatic pockets that inform practice. Educators can foster meaningful student engagement, cultivate confidence, and promote artistic expression by creating safe and supportive environments.
Further, this research highlights the value of collaboration and communities of practice. It suggests that through collaborative self-study and reflexive practices, Creative Arts teacher educators can co-construct knowledge, mentor each other, and engage in continuous professional growth. Collaborative research in this context enhances individual pedagogical practices and the collective development of evidence-based best practices for Creative Arts Teacher Education.
Ultimately, this study highlights the importance of lifelong learning and adaptability for Creative Arts teacher educators. By embracing a research-oriented, reflexive approach, teacher educators can innovate within their classrooms, contribute to the advancement of Creative Arts Teacher Education, and better prepare future educators. The concept of rhizomatic pockets emerges as a guiding framework for understanding how personal and collective experiences can transform teaching and learning within this field.
A first-year commuter student network framework for student success: a case study
(University of the Free State, 2024) Macwele:, Benedict Mathole; Holtzhausen, S. M.; Wahl, W. P.
First-year commuter students face various challenges as they transition and adjust to the academic, social, and emotional environments of university life. These challenges highlight the crucial role of peer relationships and networks, as informed by Tinto's student integration theory. Building on these conclusions, this study's primary objective was to develop a framework for a supportive peer network that addresses the academic, emotional, and social needs of first-year commuter students.
To achieve this, I conducted an analysis of key documents, particularly annual reports, from seven South African universities to gain insights into their support systems for first-year commuter students. These analyses revealed that while several programmes catered to the needs of first-year commuter students (see 5.2 and 5.3), the primary focus was on academic support. The integration of social and emotional well-being for these students was notably underemphasised, with limited evidence on how these programmes influenced the adjustment of first-year commuter students.
Chapter 6 of this study serves as the focal point of analysis, exploring the success stories and best practices related to the academic, social and emotional transitions of first-year commuter students. It also examines the role of peer mentor programmes in supporting their adjustment. During the empirical research, eight focus-group discussions were conducted with first-year commuter students at the University of the Free State (UFS). These discussions were organised by gender and campus, following an appreciative inquiry framework that aims to highlight and build on positive experiences and strengths.
The findings underscore the critical role of peer relationships and support in addressing the challenges faced by first-year commuter students during their transition to university life. In the Discovery step of the AI 4D framework, participants highlighted various success stories and best practices that facilitated their adjustment (see 6.2). Conversely, in the Dreaming step, participants identified opportunities for growth to improve the adjustment experience for first-year commuter students (see 6.6). Building on these insights, the Designing (see 7.2) and Delivery steps (see 7.4) proposed a five-pillar mentoring framework and an implementation plan.
By proposing the five-pillar mentoring framework and the accompanying implementation plan (see 7.4.1), the study offers a practical solution to enhance the effectiveness of peer mentor programmes. This framework aims to create a supportive peer network that ensures first-year commuter students receive the necessary guidance, support, and resources to thrive throughout their university journey.
A capacity building strategy for managing curriculum delivery in selected TVET colleges
(University of the Free State, 2023) Mlotshwa, Sanele Jerome; Teis, N. J. P.; Nkoane, M. M.
The study aimed to formulate a capacity-building strategy in managing curriculum delivery in selected TVET colleges.
A number of objectives were devised to direct the study; the main objective was understanding the need to develop a capacity-building strategy for managing the delivery of the curriculum. The other objectives were exploring strategies to develop a capacity-building for management of curriculum delivery, determining the conditions that were required for a capacity-building strategy in managing curriculum delivery, identifying the threats that could arise to hinder the development of a capacity-building strategy for managing curriculum delivery, and formulating the indicators that could be used to enrich the management of a curriculum delivery in selected TVET colleges.
Critical emancipatory research (CER) was identified by the researcher as a theoretical framework that could support the achievement of the stated objectives of the study. CER is more about empowerment, which is in line with this study. Hence, the researcher proposed the adoption of CER as the perspective that would best address the challenges. The researcher argued for a collaborative research approach, conducted by a team of researchers in collaboration with suitable co-researchers, who emerged during the research process. This qualitative research approach incorporates the best aspects of team-building in TVET colleges. Using data collected by our research team, the researcher showed how we had operationalised CER to formulate a capacity-building strategy for the management of curriculum delivery in selected TVET colleges. Participatory Action Research (PAR) was used, as it addressed the participation, emancipation and working with real challenges to bring about change in the community. As per the principles of PAR, the researcher worked with the co-researchers collaboratively to find solutions to the challenges curriculum managers encountered. Data generated through the use of PAR was analysed using Critical Discourse Analysis (CDA). The empirical analysis, interpretation of data, discussion and determining the findings resulting from interventions, were made with CDA.
In the first part of the study, reflections were made through the use of PAR, looking at the needs to develop a capacity-building strategy for the management of curriculum delivery, which resulted in the absence of a collaborative team. The second part of the study identified the components of the solutions as strategies to be used to develop a capacity-building strategy for managing curriculum delivery in TVET colleges. The solutions predicted by the co-researchers to curtail the challenges, were discussed. Numerous findings concerning the challenges were compared with the results of the previous research studies, reported in the literature review, such as teamwork, teaching and learning resources, participatory decision-making, career development, blended learning, technology, collaborative involvement, active stakeholder engagement, collaborative teams, networking and monitoring, technology-based learning, and stakeholder development programs.
This research project is distinctive in understanding the strategy to be implemented successfully by a collaborative team to create a collaborative environment in TVET colleges. In conclusion, the study argues that capacity-building can never be done by an individual, but only by working as a team having a collaborative relationship, where all stakeholders are engaged and able to partake in the decisions and are involved collectively.
Instructional leadership perspectives and practices of heads of departments for science in Lesotho secondary schools
(University of the Free State, 2024) Lisene, Lucia Nthooa; Jita, L. C.
Successful leadership is one of the strongholds of a high-quality education system. Instructional leadership is an important factor affecting classroom activities because principals ensure that all decisions target the enhancement of instruction. However, principals are no longer sole instructional leaders because they cannot effectively monitor and support instruction. Therefore, decision-making in schools is the responsibility of many people hence, a distributed perspective rather than an individualistic view of instructional leadership is necessary. It is against this context that subject departments have become the centre of interest. However, the significance of HoDs as instructional leaders has not been fully acknowledged in practice and research for secondary schools. This study recognises this gap in scholarship and therefore, explores the perspectives and practices of heads of science departments, aimed at improving instruction.
This mixed-methods research of a convergent parallel design is based on the distributed instructional leadership (DIL) framework which is a product of two complementary concepts, namely the instructional leadership model and the distributed leadership theory. Instructional leadership models highlight the leaders' functions while the distributed leadership philosophy acknowledges the contribution of all members towards leadership. Data were collected from a multi-stage concurrent nested sample of 67 schools through a questionnaire, interviews and document analysis. Responses from the questionnaire were analysed through statistical analysis software (SAS) whereas qualitative data were thematically analysed.
Descriptive data reveal that sampled HoDs had an above-average engagement with instructional leadership. However, these HoDs were most active in having high expectations about their department’s performance (M=4.6) and least active in assessing teachers’ professional development (M=2.64). The HoDs who held permanent positions were also more actively engaged with leadership (M=3.31-4.03) than their counterparts who were temporarily employed (M=3.20-3.87)) and they had significant differences linked to providing materials (p=0.01, F=7.05) and supervising instruction (p=0.02, F=5.36). Qualitative data disclose that selected HoDs knew instructional leadership even though they neglected some subjects due to a lack of content knowledge, large workloads, and lack of confidence, among other challenges. The recommendation is that the leadership responsibility needs to be distributed beyond the HoDs to include leaders for each subject to promote effective instruction in all the areas within the science department.
The social challenges that contribute towards non-completion within institutions of higher learning in Lesotho
(University of the Free State, 2024) Ntelo, Mamolefe; Mukuna, K. R.
Higher learning dropout has predominantly been identified as one of the major problems that the higher learning systems face almost every year. Multiple analytical factors point out the complexity of dropout phenomena in higher learning Institutions. These occurrences prompted the researcher to conduct a study that explores a range of hardships that students face, specifically the social challenges that mostly make it rigid for them to continue learning at higher learning institutions in Lesotho.
The study adopted a qualitative approach through an interpretive research paradigm and a narrative research design. Sixteen students and four staff members who were purposively selected from two colleges and two Universities in Lesotho. It employed the structured interviews to collect data. The data were analysed through the thematic analysis. The findings revealed the holistic support provided to students have proved to bring about improved student’s academic accomplishment and retention. Students who are aware of the social challenges are more likely to be resilient if equipped with required skills. This enables students to gain more control over their learning and increases their likelihoods of success. Secondly, familiarity form a centre that informs lecturers towards reflecting on the approaches that will facilitate student learning and enhance the influence of positive factors. The study recommends that lecturers need
to be well trained to provide students with psychosocial support and also be able to identify individual psychological needs. The higher learning institutions also need to have a proper channels of referral for students who needs further support.
Enhancing teachers’ skills to improve academic performance among learners with visual impairment: a case of selected primary schools in Maseru, Lesotho
(University of the Free State, 2024) Lebona, Mathabo Joalane Catherine; Mukuna, K. R. (Advisor)
Studies have shown that learners with visual impairment often face significant challenges in accessing educational material, participating in classroom activities, and receiving the necessary accommodations, which can impede them from attaining high academic performance. The Lesotho Education and The Lesotho Inclusive Education Policy, in line with the Salamanca Statement, acknowledged that the education system should be more inclusive and supportive and benefit learners in the primary mainstream setting, irrespective of their disabilities. However, teachers find it challenging to successfully handle the teaching and learning environment to improve the LVI academic environment. The study aims to explore how teachers’ skills can be enhanced in improving academic performance among Learners with Visual Impairment (LVI) in primary schools in the Maseru district, regardless of the efforts utilized by the Ministry of Education and Training (MoET) to make education free and Compulsory for primary learners irrespective of their disabilities. Many teachers had not yet benefited from being trained to teach learners with diverse needs, which reduced teachers’ self-efficacy in teaching Learners with Visual Impairment. Despite the various steps the Ministry of Education and Training had taken to make provisions for introducing Free and Compulsory Primary Education to all other levels of learning. LVI still faced challenges in learning and needed attention and support from their teachers in mainstream teaching and learning. In this regard, lacking teachers’ relevant skills contributes to insufficient delivery to provide LVI with the appropriate support they need. This proved that teachers were psychologically and academically unprepared to teach LVI in their classrooms, affecting their socio-economic and learning performance. It is highlighted that teachers with high self-efficacy improve learners’ self-efficacy, motivation, and academic achievements. Therefore, teachers play a vital role in improving learners’ academic performance because they apply appropriate skills and resources to teach LVI.
This study used Bandura’s Perceived Self-efficacy theory to enhance teachers’ skills and improve academic performance among LVI in primary schools. It adopted a qualitative research approach through the case study design. It employed the interpretive paradigm. Twelve participants were purposively selected in this study from two schools (School A and School B) were equally constituted of six participants. This study employed Focus Group Discussions, telephonic interviews, and non-participatory observation methods for data collection. Thematic analysis was used to analyze qualitative data. The findings showed that underperforming of LVI is some of the factors affecting their academic performance, including lack of teachers’ skills, lack of content knowledge to teach LVI, lack of parental support, remuneration of teachers, Inexpert teachers, rigid curriculum, assessment tools, constraining learning environment the rigid curriculum that does not cater for LVI, lack of relevant resources for LVI such as Braille reading and writing, lack of parental involvement, remunerating teachers’ salaries to show appreciation on the workload in the mainstream. The study recommended that the government of Lesotho, through MoET, should improve on the Special Education Unit to be ready to implement continuous training and equip teachers with relevant skills to improve academic performance of learners with visual impairment programs.