National Education Department Research Articles

Does Mentorship Add Value to In-service Leadership Development for School Principals? Evidence from South Africa

Leadership development has become topical as a means towards growing future leaders. However, what pedagogies and learning methods produce effective leaders remains contested. In South Africa, the National Department of Education has rolled out an Advanced Certificate in Education in School Leadership targeted initially at practising school principals. It combines a content and process rich programme involving work-based learning and employs mentoring as a development tool. In this paper the researchers report on a study of mentors' experiences of their role as leadership developers and through this evidence explore the potential that mentoring has as a leadership development strategy. The researchers adopted a qualitative methodological approach involving semi-structured interviews with six purposively selected mentors. The data was analysed using Krueger's 'framework analysis'. Findings suggest that mentoring practising school principals is a valuable but very sensitive matter requiring careful selection of the mentor and mentoring approaches.

A Strategy towards Inclusive Education in the 21 Century: A Case of Gauteng, South Africa

Of the numerous changes that have taken place in the education system of South Africa since the inception of universal suffrage in 1994, one is the introduction of inclusive education, practice which aims to respond to the educational needs of all learners, irrespective of their differences. The national Department of Education (DoE) suggested a number of strategies for the effective implementation of Inclusive Education. In Gauteng Province specialist teachers are employed in primary schools specifically to provide support to classroom teachers and learners. Guided by Bronferbrenner’s ecological model and using qualitative research methods data was collected from seven Learning Support Teachers in seven schools. From the data analyzed using Tesch’s method, the findings revealed that with the necessary parental, emotional and financial support, inclusive education can be implemented effectively. However, this paper focuses on the support that can be given at district level, and concludes that with it the Learning Support Teachers can be an important component of a strategy for implementing Inclusive Education in the 21st century. DOI: 10.5901/mjss.2013.v4n13p37

The National Department of Education (DoE) and Higher Education’s Efforts to Empower School Managers in South Africa: Lessons from the ACESML Programme’s Pilot Group

The current transformation of education in South Africa has ensured that higher education institutions (HEIs) do attempt to build different kinds of students. There is a conscious effort towards the creation of a better and a more resourceful student. The paper is based on a qualitative study conducted among school managers who were registered in the Advanced Certificate in Education - School Management and Leadership (ACE-SML ) programme. Thirty participants were interviewed and observed in the field. The findings show that universities have a potential of giving meaning to transformative efforts especially when they take into cognisance the nature of the student as well as context for learning. The interviews and observations results also demonstrate that there were a number of positive experiences by the teacher-learners in the programme. The article also illustrates that HEIs are sometimes challenged when it comes to changing some of the 'traditional' practices contradi ctory to some innovative programmes.

‘Not waiting for the initiative to arrive’: Teachers promoting and sustaining reading

The phases of post-apartheid curriculum reform starting with Curriculum 2005, to the revisions ushered in by the National Curriculum Statements and the recent Curriculum and Assessment Policy Statements display a trend toward increasing prescription in terms of content to be taught and allocation of curriculum time per subject, both of which are useful. In order to prepare school teachers for these ongoing curriculum reforms and an increased assessment burden, the national and provincial Education Departments have held regular workshops and provided bursaries for teachers to embark on academic studies in their teaching field. In addition, estimates are that non-governmental sources have spent R1 billion annually since 1994 on school improvement and teacher development programmes.

Linking learning activities and assessment activities to learning outcomes and assessment standards when teaching technology: a case study

In this article the results of a critical reflection on the analysis of 564 technology education lesson plans are discussed. The critical reflection draws on the responses of approximately 120 South African technology education teachers in a teaching practice workbook where they had to choose a project and base five lessons on the project. The analysis of the above mentioned lesson plans is done in such a way that the linking of learning activities and assessment activities to learning outcomes and assessment standards is highlighted. In general it can be concluded that, although the learning outcomes and assessment standards are readily available and specified clearly in the policy documents of the national department of education, the particular teachers find it difficult to translate theory into practice when converting what is specified in the policy documents to learning activities and assessment activities in their lesson plans. This implies that the instructional strategy for the particular technology education programme should be adapted to include a comprehensive section on how to integrate aspects mentioned in the policy documents of the national department of education into actual lesson plans. Although the outcomes of the critical reflection on the results of the analysis mentioned above are directed at improving and adapting an instructional strategy in a particular in-service technology education programme in South Africa some knowledge transfer to similar situations should be possible.

KOMITMEN ORGANISASI

The objective of the research is to study the effect of organizational culture, organizational justice, and job satisfaction to organizational commitment in the National Education Department in around the Government of Gorontalo’s Province. Sample study involving 310 civil servants. The research used survey method and structural equation modelling’s technique.The results are: (1) organizational culture directly positive affects organizational commitment, (2) organizational justice directly positive affects organizational commitment, (3) job satisfaction had a directly positive impact on organizational commitment, (4) organizational culture directly positive effects job satisfaction, (5) organizational justice directly influence job satisfaction, (6) organizational culture directly positive effects organizational justice. Based on this research, the factors of organizational culture, organizational justice, job satisfaction and organizational commitment should be take into consideration by leaders at the National Education Department in around the Local Government in Gorontalo to raise the organizational commitment.

Autism Worldwide: Prevalence, Perceptions, Acceptance, Action

This metanalysis scrutinizes the growth of the neurodevelopment condition known as “autism” as a modern-day phenomenon. Over the past decade and worldwide, estimates of increases between 50% to over 2000% in cases of Autistic Disorder diagnoses have been charted, studied and discussed. The rise in diagnoses of autism impacts us all. The world seeks greater awareness and understanding of the condition’s complexities; endeavors to provide research-proven strategies and accommodations to support affected individuals and their families; espouses evidence-based, best practices that adjust classroom pedagogy and teacher preparation methodology that best orient not only special education teachers, but ALL educators and related services personnel who communicate, collaborate and serve in the day-to-day, inclusive educational environment; and pursues responses from national and state education departments and ministries regarding their responsibilities to protect the civil rights of individuals with autism and improve the “systems” in which the children interact. Conclusions highlight the scramble to learn the researched and proven-successful information and productive therapies meaningful to students with autism and their families. Educators must learn and implement the interventions that enable individuals with autism to best cope, thrive and excel in environments that are safe and accepting of diversity. Recommended is continued research and creative programs that nurture and encourage the children with autism to achieve their potential.

ISIZULU TEACHERS’ PERCEPTIONS OF THE FOUNDATIONS FOR LEARNING LITERACY PROGRAMME IN FOUR TOWNSHIP PRIMARY SCHOOLS

This article reports on a study that was conducted to investigate how isiZulu-speaking teachers teaching Grade R to Grade 3 in four Pietermaritzburg township schools in KwaZulu-Natal have received the Foundations for Learning Programme (FLP), launched by the national Department of Education as a response to drastic deficiencies in reading and writing skills that have recently been confirmed among South African learners. In total, 14 Foundation Phase teachers participated in an interview-based study on their perceptions of the programme. Findings of the study indicate considerable uncertainty and unevenness in the way teachers interpret the FLP, and teachers of isiZulu in particular reported inability to engage with the programme because it was published in English and no isiZulu version was available. The conclusion is that the DoE must provide FLP resources in isiZulu so that teachers are enabled to use the programme for improving isiZulu literacy skills among learners.

Foundation phase teacher provision by public higher education institutions in South Africa

The study reported in this paper investigated foundation phase teacher provision by the public universities in South Africa, with a view to carefully and accurately determine the extent to which foundation phase teacher provision matched national as well as provincial needs. The study draws on data obtained through a survey of teacher provision at the public higher education institutions (HEIs), conducted by the national Department of Education (DoE) in 2009, as well as from data relating to teacher education qualifications and programmes in the Higher Education Management Information System (HEMIS).The study confirmed perceptions that the number of new foundation phase teachers being produced by the public higher education institutions (HEIs) falls short of national and provincial needs, and that the provision of African language foundation phase teachers is particularly problematic, especially in the context of mother-tongue instruction in the early years.

Constructing benchmarks for monitoring purposes: evidence from South Africa

In information-rich environments, schools are often presented with a myriad of data from which decisions need to be made. The use of the information on a classroom level may be facilitated if performance could be described in terms of levels of proficiency or benchmarks. The aim of this article is to explore benchmarks using data from a monitoring system on secondary school level. Seventeen secondary schools, purposively sampled for maximum variation, participated in this project. Pupils from a random sample of 2 Grade 8 classes per school completed the assessments (n = 1706). Using a dichotomous Rasch model, person item distribution maps were generated for mathematics, and different difficulty levels were constructed from the items that corresponded to the ability levels of pupils as well as the reporting protocol of the National Department of Education. Implications for benchmarking and standard setting are discussed based on the results provided in the article.

Time to go back to the drawing board: organisation of primary school reading development in South Africa

The Progress in International Reading Literacy Study (PIRLS) 2006 findings highlighted concerns about reading literacy teaching quality in South African primary schools (Howie et al., 2007). In response, the national Department of Education (DoE, 2008a, 2008b, 2008c, 2008d) has emphasised instructional practice improvement. However, little emphasis has been placed on the role of school organisation in learners’ reading success or failure. This article presents school organisation findings from a mixed methods study that explored South African Grade 4 teachers’ instruction practices and schooling conditions for reading literacy development. The analysis considered is based on the reclassification of the PIRLS 2006 sample according to class achievement levels on the PIRLS benchmarks and instructional language profiles. Findings from the PIRLS 2006 school questionnaire data are reported together with findings from case studies to illustrate differences and similarities in school organisation for reading literacy across a range of low- and high-performing schools.

The geographies of inclusion of students with disabilities in an ordinary school

With the release of Education White Paper 6: Special Needs Education — Building an Inclusive Education and Training System the issue of inclusive schooling has formed a growing part of the education debate in South Africa. There have been inclusive education pilot projects undertaken by the national and provincial education departments and various school-based initiatives that have engaged with inclusive education policy implementation. This study explored one school-based initiative that aimed to include children with disabilities and implement the imperatives of Education White Paper 6. The research participants were five teachers and the school principal. Data collection techniques included in-depth semi-structured interviews, non-participant observations in classrooms and document analysis. The findings in the study emphasize the importance of spatiality to understanding how ideological and structural forces impinge on a school that is grappling with the inclusion of students with disabilities. The study highlights how the everyday individual and cultural practices in the specific school spaces play out to reinforce dominant normalizing discourses of traditional forms of special education. Keywords: children’s geographies; disability; inclusive education; policy implementation; quality education for all; school spaces; teachers’ ideologies

The Popularity of Jane Eyre in China

Charlotte Bronte’s Jane Eyre has gradually achieved a great popularity among Chinese readers from its first introduction into China in 1917 to the 1980s when China introduced an open door policy. Therefore, millions of copies of various versions of the novel have been sold in China in the past 30 years. Though the interpretations of the novel change under different political and social circumstances, it is always fascinating to readers and academic scholars in China, for it not only possesses a literary and aesthetic charm of its own, but also has rich thematic meanings and implied moral teachings somewhat similar to traditional Chinese ethics, and gives Chinese readers resonance to life. It is so well appreciated by Chinese readers that it is recommended by the Chinese national education department as one of the fundamental compulsory reading books for primary and middle school students. In fact, it seems to have melt into the Chinese culture and may have far-reaching influence in China.

PENGEMBANGAN SILABUS DAN RENCANA PELAKSANAAN PEMBELAJARAN AGAMA HINDU DI SMA

The implementation of Hindu education in 1994 was still dominated by cognitive achievement rather than affective and psychomotor ability in learning objectives. In 2003 The National Education Department through National Education Standard Institution comprised national competency-based curriculum for Hindu subject. Competency-based Curriculum in Senior High School level needs further improvement through educational unit level curriculum because it will improve human sources quality especially teacher in developing syllabi and lesson plan. Based on the above fact, the writer formulates three problems as follows: (1) what are the steps of developing syllabus and lesson plan in Senior High School; (2) what are the factors that may affect the process of developing Hindu subject syllabus and lesson plan in Senior High School; (3) What efforts are needed in developing Hindu subject syllabus and lesson plan in Senior High School. The steps of developing Hindu subject syllabus and lesson plan can be independently or collaboratively in deliberation of subject teacher. The factors that encourage the development of the syllabus and lesson plan, that is, interest to the duties, responsibilities of the task, learning facilities, the attention of the head master, community demand and teachers’ administrative demand. These efforts which were done in developing syllabus and lesson plan was discussion, following seminar, workshop, and upgrading program as well as providing facilities and infrastructures. The Hindu Subject syllabus and lesson plan are expected to be applied in Senior High School.

NEED ASSESSTMENT KURIKULUM KESEHATAN REPRODUKSI DI SMA KOTA SEMARANG

Background:The high demand of adolescents to information about sexual and reproductive health can be seen from the data in PILAR IPPA Central Java to March 2008 which recorded the 7810 partners have been consulted, with the demand for reproductive health information as much as 1335 with the percentage of high school level are 42.9%. School is an institution that conveys information about sex and reproductive health is good and right. Therefore important to describe how the needs of reproductive curriculum in senior high school level in Semarang City. Method: This type of research is a qualitative research by using case study approach. The tecnical sampling used purposive sampling which the respondent is headmaster of senior high school, while data collection is done through in-depth interviews with the variables based on the theory of Health Belief Model. Results: The number of respondents was obtained as many as 3 people and 3 informants crosscheck, namely students, parents, and the curriculum staff in nasional education departement. All respondents are male. All the respondents held that the students as adolescents are vulnerable to reproductive health problems due to the condition of students who are still in transition (perceived susceptibility), and argues that the problem of unwanted pregnancy, abortion, STDs, and drugs as a form of adolescent reproductive health issues of concern and require attention (perceived seriousness). The benefits of reproductive health curriculum are considered to broaden the horizon of students and half of the respondents view to reduce reproductive health-related cases (perceived benefits). However, the provision of reproductive health materials in the schools hindered by the lack of policy from the national Education Department related to this issue, in addition to school still considers that the provision of reproductive health materials should be performed by experts (perceived barrier). The existence of the mass media can provide unlimited information and can be easily accessed by students need to require the attention of all parties, including parents and this is a factor driving the need for provision of reproductive health materials in schools (cues). The recommended advice is the formulation of policies governing the provision of reproductive health materials in senior high school needed and courage cooperation between government and private agencies in the provision of reproductive health materials at school. Keywords: Reproductive Health, Curriculum

Socio-Economic Statues and Physical Activity Levels of 3th Grade Students: A Case Study in Istanbul Beykoz Province

Problem statement: The children and adolescent period is critical time to acquire positive lifestyle habits. The aim of this study is to investigate the physical activity level of children aged between 9-10 accordance with their BMI’s and socio-economic level of their school environments. This study also reviewed the articles about physical activity level of children, its relation to their socio-economic status and some other related tasks. Inactive life style sustained together with bad eating habits brings many healthy problems such as obesity and cardiovascular disease Approach: Technological development brings with it improving life style causing sedentary life for the public in developed and also developing Country. Physical activity can be viewed as a form of healthy life because it predicts functioning and adaptation and offers capabilities that enable people to live healthy. In this purposed three different socio-economic levels of six schools were determined accordance with declaration of National Education Department in Beykoz province. Each couple of school reflected one’s Socio-Economic Status (SES). Totally 250 students from three different SES were participated (low-SES, n = 92; middle-SES, n = 73; high-SES, n = 85). Student’s height and weight were measured and their Body Mass Index (BMI) was determined. BMIs were classified according to Cole’s BMI tables which were underweight, normal, overweight and obese. Children Physical Activity Questionnaire (CPAQ), which is proposed by World Health Organization, was used for assessment of their Physical Activity Level (PAL). Data from the questionnaires was collected in a suitable relational database and analyzed with SPSS statistical package. Logit log linear analysis was applied to understand the trend of qualitative variables (SES, BMIs and PALs). Objective: The aim of this study is to investigate the physical activity level of children aged between 9-10 accordance with their BMI’s and socio-economic level of their school environments. Results and Conclusion: It was observed that the effects of SES, gender and BMI on PAL were not statistically significant (p>0.05). On the other hand, there were a significant interaction between PAL and SES (p<0.01); PAL, SES and BMI (p<0.05); and also PAL, SES and Gender (p<0.05). The results would be more reliable when the study performed in big population and different provinces of the big cities in further studies.

Government funding as leverage for quality teaching and learning

The South African Higher Education Funding Framework uses funding as a lever to achieve equitable student access, quality teaching and research, and improved student retention and success. Maximising a university subsidy from the national Department of Education necessitates innovative strategies at the pre- and post-student admission stages. This paper describes how the resource base of the Faculty of Health Sciences at the University of KwaZulu-Natal was increased by the Academic Development and Student Support project which enabled the Faculty to meet enrolment targets and increase graduation rates.

Do Educators in the Free State Province of South Africa Engage Learners Via Outcomes Based Teaching Styles?

Since the first democratic elections in 1994, education in South Africa has been characterized by an unprecedented process of transformation. Furthermore, a resurgence from the government, business, organized labor and providers of education and training emphasized the need for educational imbalances, which were prevalent in the country's rote learning/ traditional schooling system to be redressed and that equal educational opportunities should be provided for all citizens. This process signaled the introduction of Outcomes Based Education (OBE) within the National Curriculum Statement (South Africa's own unique curriculum response to OBE) which necessitated educators to be trained and teach in learner centered, activity based teaching methodologies. Through a quantitative study, administered to 344 postgraduate educators, enrolled for the course: Self concept development and Learning styles at the University of the Free State, researchers wanted to ascertain the extent to which teaching styles employed by these educators, are reflective of OBE teaching methodologies. Findings revealed that the majority of educators' are not engaging learners via OBE centred teaching styles and that they are still advocating traditional/rote learning teaching styles. Furthermore, we conclude that the National Department of Education needs to empower and capacitate educators in learner centered teaching styles.

Imagining the shaping of reflective deliberative education leaders: The devil is in the detail

In this article we critically engage with some of the challenges and issues pertaining to the implementation of the Advanced Certificate in Education: School Leadership following a national agreement by the national Department of Education, provincial education departments and several universities. The rather idealised vision of the programme to provide learning opportunities to promote quality education in South African schools through the development of a corps of education leaders who apply critical understanding, values, knowledge and skills to school leadership and management in line with the vision of democratic transformation seemingly meshed with our own approach to the development of leadership. However, consequent to the planning, budgeting and implementation of this school leadership programme we realised that realities posed serious challenges. In this paper we narrate how it became increasingly clear how “the devil is in the detail”.

From policy to curriculum in South African vocational teacher education: a comparative perspective

This article analyses recent national policy on further education and training (FET) college lecturer development in South Africa in the light of more established curricula and practice for the training of vocational teachers internationally. The policy published by the national Department of Education suggests standards for college teaching which encompass academic competence, work experience and pedagogic competence. However, qualifications are yet to be designed, developed and offered by universities and other providers that hold responsibility for teacher education. The article explores local and global vocational teacher education (VTE) policies and curricula in an attempt to highlight the agreed‐upon elements of curricula that could pave the way for South African policy on vocational lecturer development to be implemented.