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dc.contributor.advisorMahlomaholo, M. G.
dc.contributor.advisorKgothule, R. J.
dc.contributor.authorHlomuka, Delisile Immaculate
dc.date.accessioned2015-08-17T13:59:30Z
dc.date.available2015-08-17T13:59:30Z
dc.date.issued2014-06
dc.identifier.urihttp://hdl.handle.net/11660/896
dc.description.abstractEnglish: The study is about designing a framework for effective implementation of the Foundations For Learning Campaign (FFLC) towards a sustainable learning environment. In spite of repeated concerted efforts by the Department of Basic Education (DBE), learners still experience significant challenges in reading , writing and computation skills (DoE 2009: 3). The Annual National Assesment (ANA) which is used as standardised testing to sum up each learner‟s development and learning achievement has further confirmed the poor levels of literacy and numeracy. However, for this study the focus is on literacy. Despite the fact that Foundation For Learning campaign was designed to resolve the above stated problem, preliminary data reveal that a slow pace is followed as well as the ineffective implementation of the campaign. This framework is about providing energy as well as directions and inspiration to the foundation phase, creating synergy across all levels of the education system as well as home and public domain. It must also ensure that all learners are able to demonstrate higher levels of literacy. Most of the evidence indicate that there is a need to design an effective framework that describes how principals, school management team, governing body, parents, business people, district officials and youth can provide support in implementing the FFL campaign effectively (Bedder & Medina, 2001: 81) Based on the literature review and the discussions with the participants, a framework for effective implementation of the campaign towards sustainable learning environment was formulated. The results of the findings are that school managers themselves are not well versed regarding the management of the Foundation For Learning Campaign. Teachers also seem to be lacking teaching methodology that will be effective to yield desirable results in particular reading and writing. Furthermore, parents are not empowered about Foundation For Learning hence they fail to support their children fully. The critical discourse analysis is employed in this study. This study is also guided by Critical Emancipatory Research (CER) in order to advance the agenda for equality, social justice, freedom and hope. Through this theoretical framework participants were exposed on the above values unlike a positivist approach where people are treated as objects. Lastly, power has been shared equally and voices of the marginalised have been heard and respected.I therefore emphasize the words of Helen Keller who stated that: “Until the great mass of the people shall be filled with the sense of responsibility for each other welfare, social justice can never be attained”.en_ZA
dc.description.abstractAfrikaans: Hierdie studie handel oor die ontwerp van 'n raamwerk vir die effektiewe implementering van die Grondslag vir Leer-veldtog ten einde 'n volhoubare leeromgewing te bevorder. Ten spyte van herhaalde pogings deur die Departement van Basiese Onderwys ondervind leerders steeds geweldige uitdagings ten opsigte van lees-, skryf- en rekenvaardighede (DoE, 2009; 3). Die Jaarlikse Nasionale Assessering (JNA) wat gebruik word as gestandaardiseerde toets om elke leerder se ontwikkeling en leerprestasie op te som, het ook die swak geletterdheids- en syfervaardigheidsvlakke beklemtoon. Vir die doel van hierdie studie is die fokus egter op geletterdheid. Ten spyte van die feit dat die Grondslag vir Leer-veldtog ontwikkel is as oplossing vir bogenoemde probleem, het voorlopige inligting getoon dat 'n stadige pas gehandhaaf word asook oneffektiewe implementering van die veldtog. Hierdie raamwerk het ten doel om energie sowel as rigting en inspirasie aan die Grondslagfase te voorsien, asook om sinergie te skep m.b.t. al die vlakke van die onderwysstelsel sowel as die huislike- en openbare domein. Dit moet ook verseker dat leerders in staat is om hoër vlakke van geletterdheid te bereik. Die meerderheid navorsing dui op 'n behoefte aan 'n effektiewe raamwerk wat beskryf hoe skoolhoofde, die skoolbeheerliggaam, ouers, sakemanne, distriksamptenare en die jeug ondersteuning kan bied ten opsigte van die effektiewe implementering van die Grondslag vir Leer-veldtog (Bedder & Medina, 2001: 81). Gebaseer op die literatuurstudie en die besprekings met die deelnemers, is 'n raamwerk vir die effektiewe implementering van die veldtog om „n volhoubare leeromgewing te skep geformuleer. Die resultate van die bevindings is dat skoolbestuurders dikwels nie goed ingelig is in die bestuur van die Grondslag vir Leer-veldtog nie. Onderwysers blyk ook te kort te skiet t.o.v. effektiewe onderrigmetodologie om die gewenste resultate te verkry, veral t.o.v. lees en skryf. Verder is ouers ook dikwels nie bemagtig rakende die Grondslag vir Leer-veldtog nie en kan dus nie hul kinders na behore ondersteun nie. Kritiese diskoersanalise en krities-emansipatoriese navorsing is gebruik in hierdie studie ten einde gelykheid, maatskaplike geregtigheid, vryheid en hoop te bevorder. Hierdie teoretiese raamwerk het deelnemers blootgestel aan bogenoemde waardes, anders as met positivisme waar persone as voorwerpe benader word. Laastens het gelyke magsdeling plaasgevind en die stem van die onderdrukte is gehoor en gerespekteer. Ek haal dus die woorde van Helen Keller aan: Totdat die meerderheid mense nie vervul is met 'n gevoel van verantwoordelikheid vir mekaar nie, sal welsyn en maatskaplike geregtigheid nooit bereik word nie”.
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectDissertation (M.Ed. (School of Education Management))--University of the Free State, 2014en_ZA
dc.subjectFoundation for learning campaignen_ZA
dc.subjectSustainable learning environmenten_ZA
dc.titleFoundations for learning campaign: a framework for effective implementation of the campaign towards sustainable learning environmenten_ZA
dc.typeDissertationen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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