Theses and dissertations (Arts and Design)

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The accessibility of further education and training colleges to South African sign language users in KwaZulu-Natal
(2018) Sawula, Nqobile Lovable; Makhubu-Badenhorst, R.L.; Pratt, Deirdre Denise
After twenty-four years of democracy, the predicament of people with disabilities has finally become part of the transformation agenda. There has been a growing acceptance that people with disabilities can play active roles in both transforming their own lives and contributing to society. For this to transpire, access to proper education and training opportunities is fundamental. There is thus a need for higher educational institutions to divest themselves of all forms of discrimination against those with disabilities. This requires that people with disabilities be given equal opportunities to enter higher education programmes and to succeed in them. Despite the strong legislative and policy framework for addressing disability in the education sector, access to higher education for disabled students, particularly the South African Sign Language (SASL) users, is believed to be limited. Using the Social Model of disability, this study seeks to investigate the accessibility of Further Education and Training (FET) Colleges to SASL users in KwaZulu-Natal (KZN). In this investigation, a total number of fifty South African Sign Language users filled in questionnaires and two representatives from Further Education and Training (FET) Colleges in KwaZulu-Natal were interviewed. This study targeted SASL users who were out of school and wanted to further their studies at higher education institutions. The participants were recruited by inviting all d/Deaf and hard of hearing people from the four selected Deaf organizations/associations in KwaZulu-Natal to participate in the study. The study undeniably reveals that FET Colleges are not accessible to SASL users in KwaZulu-Natal. This is because FET Colleges in KwaZulu-Natal do not provide access services like SASL interpreters for the d/Deaf community, which violates d/Deaf people’s right to education and is a barrier to the d/Deaf students who want to further their studies. Furthermore, this research identified that the Deaf community in KwaZulu-Natal is not well informed about devices that can be used to assist them in classrooms in order to access information.
The ‘blend’ in blended learning : establishing a balance between face-to-face and online learning in a pattern making and garment construction class
(2020-04-07) Kirby, Luhandra; Cavanagh, Michaella; Pratt, Deirdre Denise
This study explored the use of blended learning in a fashion design class, working within the constructivist orientation with a mixed methods case study and using a sequential exploratory approach in order to focus on the effectiveness of the blended learning design and how it is experienced by the participants. The case study was based on a group of second year fashion design students from a private design institution in South Africa, for the combined subject, pattern making and garment construction. The purpose of this research was to investigate the ways in which face-to-face learning and online learning could best be blended to facilitate instruction in this particular class. The study focused on establishing what combination of online and face-to-face delivery could be seen to be most effective in achieving the project learning outcomes within the time and resource constraints available for the combined pattern making and garment construction subject. A blended learning curriculum model (Huang, Ma and Zhang, 2008) was used to assist in preparation for the blended learning programme, with online learning delivery being effected by means of Google Classroom, the learning management system recommended by the private design institution. The sequential exploratory approach involved two projects, so that insights gained from the first project could be applied to modify the blended learning design for the second project, if and as required. Quantitative data were used to establish a baseline of students’ prior understanding of blended learning, pattern making and garment construction processes. Qualitative data were collected in the form of interviews, questionnaires and observations, allowing for a descriptive understanding of how students as well as the lecturer (who was the researcher) experienced the blended learning classroom, and how effective that blend was in achieving the desired learning outcomes; opportunities were also offered for reflection. The results revealed that, not only did blended learning delivery need to be applied in a developmental way, with ongoing adjustments to accommodate best teaching/learning practice, but also that different fashion ‘briefs’ (that is, the tasks involved) might require modifications to the blended learning delivery design. This suggests that there is no ideal ‘blend’ in blended learning, but that, like other forms of learning, it is exploratory, tentative and constantly evolving. It is hoped that this study will offer insights into how face-to-face and online learning can be combined to best facilitate the learning process in this particular case, where practical assistance with students’ individual design projects traditionally requires a large amount of the instructional time available. As many vocational university subjects have similar time and resource constraints, particularly in facilitating practical application of theory at a professional standard, it is also hoped that, to some extent, the results will be generalizable to other disciplines.
Breaking the silence, addressing the confusion and challenging denial surrounding HIV and AIDS by engaging tradition : a study of the mnemonic oral style with special reference to Marcel Jousse
(2013-11-15) Ngaloshe, Christina Nosabata; Conolly, Joan Lucy; Sienaert, Edgard
In this study I demonstrate the extent to which I have achieved my original goals to ‘break the silence, address confusion and challenge denial around HIV and AIDS’. As the study progressed I could not ignore the stigma and discrimination associated with HIV and AIDS infection, and the impact of poverty and (mis)education in the time of HIV and AIDS. I also found myself confronted with the use of the traditional mnemonic oral-style of performance in the form of ‘new wine in old bottles’ where the learners at Mthusi High School used the ‘old bottles’ of gospel songs, isicathamiya and izibongo to compose and relay the ‘new wine’ of their experience and understandings around HIV and AIDS. I could see that the use of the mnemonic oral-style was a natural and powerful way for the learners’ understandings of HIV and AIDS to be shared amongst themselves, within the community, and with a larger public so breaking the silence around HIV and AIDS, and so addressing the confusion, challenging denial, stigma and discrimination around HIV and AIDS. The use of the mnemonic oral style in this way suggested to me that it could also be used effectively in education, and led to my suggesting the use of the traditional mnemonic oral-style relating to HIV and AIDS education in the Grades 10-12 Life Orientation Curriculum.
The caring practices, coping mechanisms and learning experiences of elderly caregivers of adolescent AIDS orphans in one residential area in Harare : implications for adult education in Zimbabwe
(2023-08-09) Paradzai, Angeline; Mukeredzi, Tabitha Grace; Preece, Julia
Recent studies (Kidman and Thurman 2014; Zvinavashe et al. 2015) have established caregiving in an HIV/AIDS context as a burden; however, the caring practices, coping mechanisms and learning experiences of the elderly caregivers of adolescent AIDS orphans have not been well documented. Being an elderly caregiver in this situation brings difficulties as far as the whole caring for an adolescent is concerned (Omotoso 2007; Zaky 2016). This phenomenology research, whose dictates derive from the interpretivist paradigm and the qualitative approach, drew on a sample of twenty elderly caregivers. Snowball sampling, a subdivision of the purposive sampling method, within the non-probability type of sampling, was adopted. The study implemented a qualitative approach, where in-depth one-on-one interviews, observations of the home environments and focus group discussions were used for data generation. Data analysis utilised the six steps of Creswell (2014). Transformative Learning Theory (TLT) (Mezirow 2009), as well as the three models of the Transactional Model of Stress and Coping (TMSC) (Lazarus and Folkman 1984) were the theoretical lenses embraced for the study. With regard to the nature of caring practice what emerged was that the process involved nurturing character development of the orphans. Approaches for character development were modelling adolescent behaviour, talking to and working with them, task delegation, and encouraging church attendance, among others. Provision of basic needs such as food, shelter, school fees and assistance from extended families were also evident as additional caring practices. Challenges faced in the caring practices were of a social, financial and psychological nature. In terms of coping, the more pronounced approaches were problem-centred and emotion-centred coping, with maladaptive coping having been minimally utilised. Coping strategies involved seeking counselling, cutting meal sizes and frequencies of eating the meals, and assistance from their extended families. The elderly carers indicated deficiencies in knowledge of how to look after adolescent AIDS orphans and, also, the resources to use during their care. The new insights emerging from the study were that caring was age-sensitive and collaborative, bringing caregiver, clinic, school, community and extended family together. Elderly caregivers are now bound by the legal orientation in orphan care. Ways of knowing about these insights by the participants were primarily experiential – that is, learning as the processes unfolded. Nevertheless, print and electronic media, and observation also emerged. Educational implications are drawn on a number of issues, such as the need to conscientise caregivers on legal requirements, modern ways of child rearing, imparting entrepreneurial skills as the caregivers had no regular incomes and caregiving in a traditional thoughtful manner. The elderly caregivers went through eight of the ten stages of the Mezirow theory in their learning, leaving out stages three and four which deal with a sense of alienation and relating discontent to others respectively. Not experiencing these two stages may be attributed to stigma and discrimination often associated with HIV/AIDS issues, so they were less likely to disclose their concerns as a means of further learning. Elderly caregivers seemed to lack information on caring for the young in view of AIDS, as well as material resources. Failures of caregivers to join relevant groups like support groups seem to suggest denial of the HIV/AIDS situation they find themselves in. It is recommended that adult educational programmes be designed to reduce stigma and discrimination among the elderly living in HIV/AIDS circumstances
Connecting technology and sensory design : a collaborative approach to designing university learning environments in a digital age
(2018-11) Parker, Megan; Reynolds, Michelle C.; Gaede, Rolf
This study explores how technology-enhanced learning (TEL) environments may be designed to stimulate the human senses. The research examines how interior designers can improve the design of learning environments to integrate seamlessly with emerging technologies, focusing specifically on how to provide students with an embodied and improved learning experience. The research challenges the notion that a need exists to connect technology and sensory design. The aim was to discover how a collaborative design approach could be used to assist interior designers to overcome the challenges they face when accommodating technology and the senses in university learning environments. The study followed an action research approach, situated in the interpretative inquiry paradigm. The sample population was comprised of various professional specialists from South Africa and the United States of America. Online interviews, focus group discussions, reflection questionnaires and an academic research journal were used to gather data. The findings describe and illustrate the challenges which interior designers face when designing learning environments in the digital age. To connect technology and the senses effectively, interior designers need to find a balance between integrating technology, stimulating the senses and encouraging collaborative learning. The study makes a strong case for a collaborative design approach when designing TEL environments, as the wider range of knowledge and skills leads to more informed decisions.
Converging technologies : the integration of manual design skills in pattern technology within a virtual learning environment (VLE) for South African design students, with particular reference to swimwear
(2004) Sutherland, Beverley; Stewart, Graham Douglas James; Vorster, George
This investigation focuses on the research and development of a Virtual Learning Environment (VLE) on CD-ROM to prepare Fashion students for a digitally-based industry.
A critical evaluation of cloth bead sculptures made by rural female artists in Kwazulu Natal (1970 to 1999)
(2002) Khanyile, Isaac Nkosinathi; Starkey, Anthony Roland
Cloth bead sculptures are art objects made by female artists from cloth, beads, wood, wire and other materials that are stitched by hand. They are freestanding representations of the human figure, animals and inanimate objects and have traditionally been important ritual, as well as aesthetic, objects in Zulu communal life. The research for this dissertation was based on qualitative methods which brought together information from the women discussing their life and work. These discussions with individuals and groups looked at the women's own explanations of their work, including its traditional, ritual and communicative functions in rural Kwa Zulu Natal. They also discussed their experiences in selling their artwork in relation to the past discriminatory practices of apartheid South Africa, which was the context for their lives. From the 1970s some rural women brought some of these figures to Durban for sale in the streets to supplement their meagre resources. Later the African Art Centre became the main retail outlet for selling African Art and Craft and white people associated with it became the 'official' spokespersons and interpreters of such their art work. This had the consequence of depriving the rural women artists of their own voice. They were thus not able to give their own interpretation and explanation of their work. Interpretation of these sculptures in the dissertation has taken into account the traditional communicative role of bead figures and the symbolic function of colours, patterns and textures created by the beads and other materials. Cloth bead figures brought in for sale to local and international buyers always represented more than simple decorated figures to the artists themselves. Indeed these bead figures, like other works of art produced by black South Africans, became a vehicle for the
A critical linguistic analysis of the discourse on religious observances in public schools to establish the hegemonic influence of colonial religious observances and their effect on school populations
(2016) Govindsamy, Loshini; Pratt, Deirdre Denise
Even after political liberation in South Africa, a mismatch exists between the principles of freedom of religious observance taught in Religion Education and the actual religious observances in public schools. Anglican hymns, prayers and observances are still being used in schools where the religious ethos has changed from one of Christianity to include Hinduism, Islam and Judaism, as well as Shembe and Zionist religions. The Draft Policy on Religion Education stipulates that there should be a distinction between home religions and the school’s official religious instruction. School religious observances, particularly observances which reflect the oppressive nature of past colonial impositions, should not give offence to learners from other religious denominations, or belittle their own practices. This thesis investigates the hegemonic influence of colonial religious observances and their possible effect on school populations. Within a critical linguistic approach, which explores the ways in which language both sets in place and reflects the relations of power implicit in social functioning, a critical discourse analysis was carried out on current and topical media texts reporting on contentious issues involving religious observances in schools. Community members were also consulted by means of surveys and interviews so as to provide an overview of the social context of the wider community within which the schools were situated. The resulting data could then be used to triangulate data obtained from the discourse analysis, and either confirm, modify or challenge the latter. The results suggest that, not only is there a strong hegemonic influence present in schools, as a result of the lingering vestiges of traditional colonial Christianity, but that modern Christian movements are also beginning to exert a persuasive influence on non-Christian populations. The issue of religious observance in schools is a highly complex and potentially controversial issue, but one which merits study in view of the fact that the stakeholders’ right to freedom of religious observance may be violated on a daily basis.
A critical linguistic discourse analysis of participant narratives in the construction of citizenship education at a University of Technology
(2017-08-25) Reddy, Komala; Pratt, Deirdre Denise
This study is concerned with how citizenship education might be seen to take place in Universities of Technology, which are associated with applied knowledge of a technical nature. Higher education is thought to have a role in the nation’s social, moral and spiritual life in transmitting citizenship and culture in all its variety and in enabling personal development for the benefit of individuals and society as a whole. This study explored whether universities of technology do indeed promote a culture of citizenship in order to serve society, and how, by analysing the discourse of educators and students to see how citizenship education might be constructed. The aim was to identify indicators in participant discourse which might be linked to themes occurring in models of citizenship education. It was hoped that analysing participant discourse might reveal which aspects of citizenship were potentially empowering in terms of fostering individually autonomous yet socially conscious citizens. Within a critical linguistic approach, a mixed methods research design was applied, using questionnaires and semi structured interviews and discourse analysis. The discourse analysis involved a content analysis of written texts, and a critical discourse analysis of the transcribed focus group texts. The results of the questionnaires and semi structured interviews yielded indicators of citizenship based on personal values, values relating to social responsibility, and issues relating to the legislature, as enshrined in the South African Constitution. An analysis of the faculty community engagement texts revealed what kinds of ad hoc measures the university was setting in place to foster informal and therefore implicit citizenship education. The critical analysis of student focus group discourse revealed what aspects of citizenship education students were learning informally, as well as to what extent they felt that they were being empowered as self-actuating yet socially conscious citizens of a multicultural democratic country. This study is thought to be of value, as, at the time of the study, the university involved was engaged in a transition between offering informal and implicit options for citizenship education, such as work integrated learning programmes and community engagement projects, and formally curriculating citizenship education into the syllabus in the form of General Education modules, which was still work-in-progress at the end of the study.
A critical realist approach to literacy acquisition and development, with specific application to teacher traning and support in primary education in KwaZulu-Natal
(2012-09-10) Govender, Rookumani; Pratt, Deirdre Denise; Naidoo, Ramu
In adopting a critical realist approach, this study offers a view of the complex social and contextual factors impacting on literacy acquisition and development in primary education, which is thought to be its main contribution to the field. The study‟s focus was on reading because reading is a fundamental part of literacy acquisition and development in primary education. Its purpose was to establish the state of current literacy teaching and learning practices in formal education so that, ultimately, recommendations could be made for teacher training and support. In the changing face of education in post-apartheid South Africa, provision has been made by the government to democratise education, and, in particular allow all students equity of access to key competences such as literacy. However, there are signs that all is not well at the level of implementation, for example, the low learner pass rate. In particular, teachers do not appear to be coping with the new dispensation, and are generally demoralised and demotivated. It must be stressed that the issue of literacy acquisition and development is complex and multi-layered, and not just a simple question of applying linguistic knowledge or skills. While literacy is a key competence for schooling and a key life skill, education is an essential variable in literacy acquisition and development. However, there are indications that the South African educational system is failing to deliver quality education to its learners. It has been estimated that illiteracy is costing the government as much as R550 billion a year. The fact remains that the main responsibility for teaching literacy rests with schools. Currently there is a literacy crisis in South Africa. This means that large numbers of children are not acquiring the high level skills in reading and writing that will enable them to take part in the new knowledge economy. The general aim of this project was to investigate the process of literacy acquisition and development in primary schools. The investigation focused specifically on how learners acquire literacy, and the involvement of teaching training and support for educators. It was anticipated that the investigation would identify gaps in the acquisition and development of literacy, as well as iii provide recommendations for teacher training and support: the findings might then feed specialist knowledge on the current state of literacy acquisition in formal education into the area of teacher training as to address the problem of lack of preparedness of teachers to deal with literacy acquisition. The project involved an investigation of literacy teaching and learning practices in three different types of public school in the Ethekwini Region, comprising ex-Model C, semi-urban and rural schools. The scope of the study was confined to three primary schools in KwaZulu Natal. The selected research sites were Joel1 Primary School (urban) in the Pinetown area, Milo Primary School The semiurban) in the Mariannhill area, and John Primary School (rural) in the Ndwedwe District. No attempt was made to generalise on the acquisition of language and development, and the provision of teacher training and support at these selected primary schools with reference to schools in the rest of South Africa. However, it is thought that the findings might well be relevant to some schools to enable them to cope and understand the role and function of language acquisition and development. The social factors which negatively impact on literacy acquisition and development were found to include features of the local social context, security for literacy resources and other physical challenges. Factors impacting negatively on teacher performance were inadequate teacher training, the impact of teacher unions, and the effects of poverty and HIV/AIDS. Some of the clearly intertwined challenges experienced at the Intermediate Phase education level include the problems of insufficient teaching staff numbers and insufficient numbers of competent and trained staff; lack of sufficient support for African language learners; large class sizes; lack of resources; and lack of quality leadership in schools. These challenges are the shaky ground upon which we build education for some of our learners, especially those in rural and poor areas.
The cultural influence on animal colours in English descriptive essay writing at Lesotho General Certificate of Secondary Education
(2022-03) Tlali, Phenyane Geremiah; Thamae, M.; Possa-Mogoera, R.
The study aimed at investigating the cultural influence on animal colours in English descriptive essay writing at Lesotho General Certificate of Secondary Education in order to establish any cultural relations or diversifications between Sesotho and English animal colours. To achieve this purpose, the study was guided by Opponent Process Theory of colours (OPT) developed by Wilson in 1949 and Attribution Theory of Success and Failure (ATSF) by Weiner 1972. OPT helped the researcher to group colours as they were used by both learners and their English Language teachers while ATSF helped to unpack the reasons behind such use or failure to use certain colours as per the pairings provided by OPT. Informed by an interpretive paradigm, the study employed a sequential mixed method of quanti-QUAL. The data was collected from a sample drawn from Form E learners and their English Language teachers at LGCSE using essay writing and focus group interviews for learners as well as individual interviews for teachers. Learners wrote an essay under the supervision of their English Language teachers and the researcher to ensure trustworthiness of the findings. The essay was written to assist the researcher identify how learners use and pair animal colours in English descriptive essay writing and investigate any cultural influence behind such use. The findings for this study revealed that most learners (75% of the sampled essays) preferred black and white for their favourite animals. 2% preferred blue/yellow colour pair while 0% used red/green colour pair. 23% of the sampled essays preferred other colours not provided in the theory. The study revealed that choice and pairing of animal colours at LGCSE is culturally influenced by linguistic relativity, linguistic arbitrariness, lexical variations and social practices and beliefs. On this note, the study proposed team teaching, consistent teacher workshops on animal colours, regular visits by experts on animal colours and zoo visiting by LGCSE learners and their English Language teachers.
Decoding government publications : a reception study of the Metro Ezasegagasini
(2024) Payet, Charmel Nikita; Usadolo, Sam Erevbenagie; Ngubane, Zwakele
The government is responsible for transparently communicating with the public about its work. To fulfil this mandate, the eThekwini Municipality distributes the bi-weekly Metro Ezasegagasini publication as a communication tool, with almost similar content to community newspapers. Community newspapers have survived the decline in newspapers as their news coverage is of interest and focused on the communities they cover. This study explored how readers of the Metro Ezasegagasini decode the content and the influence this may have on how they perceive the municipality. The Theory of Reception was used as the analytic lens in the study because the theory focuses on the way an audience decodes text. A qualitative research approach was adopted because this study aimed to gain insight from the readers’ experiences with the metro publication. Data was collected from three focus groups in rural, township, and urban settings. A thematic research approach was used to analyse the data by identifying, analysing, and then reporting on themes. The study found that the Metro Ezasegagasini was fulfilling its role of educating and informing the public about developments in the city. It also emerged that the different backgrounds of participants impact how readers interact with the text and whether they view it as a credible source of information. Participants from the township and rural areas adopted a more favourable position to the publication, while participants from the urban community were more critical of the content. The study also found that participants enjoyed reading the publication because of its strong community focus. Another issue that emerged during the study was the accessibility and distribution of the publication, with many readers highlighting the lack of easy access to the publication.
Discourse genres in the transition between the classroom and the workplace : a comparative study of Language Practice at a university of technology
(2021-10) Khanyile, Nonkanyiso Siphephile; Usadolo, S. E.; Mdletye, Zizipho
In the study, the transition between classroom and workplace discourse is explored using the activity theory construct. The investigation is situated in the city of Durban, KwaZulu-Natal. This study provided new insights into the transition between classroom and workplace communication contexts and highlighted the importance of communication for employees in organisations. Based on semi-structured interviews representing twelve Language Practice graduates in organisations and the GLDY 101-103 instructor, common themes among responses during data analysis were identified. The method for the data analysis was the thematic data analysis, which is flexible in nature and allows for interpretation and discussion of the data provided by sampled individuals. The findings disclose that to a certain degree, an alignment exists between communication skills learned in a higher education institution and communication skills required in the workplace. As Language Practice graduates acclimatise to the communication context in their organisations, they employ techniques learned in General Language Dynamics 101-103 to identify, analyse and solve communication complications that arise. However, the findings also reveal that as new employees in the context of workplace communication, graduates face difficulties adjusting, which affect the way they communicate with their colleagues and superiors. The study includes suggestions on what course instructors, students and graduates should focus upon in the classroom and workplace based on the expectations and experiences shared by participants as well as recommendations for future research.
A documentary investigation of the Imvunge group of street photographers in Durban with specific reference to the develpment of photographic and business skills (1999-2009)
(2012-08-17) Khubisa, Mandla Bheka Moses; Starkey, Anthony Roland; Zulu, Sylvia P.
The aim of this research is to document and evaluate the Imvunge group of street photographers in Durban with specific reference to the development of photographic and business skills from 1999 to 2009. This study will focus on a discussion of how members of the Imvunge group started their photographic careers as street photographers and how, through participating in projects and workshops, they developed their photographic skills and became professional photographers. This will include an investigation of both photographic skills such as image capturing, lighting techniques, image presentation and visual literacy; as well as business skills such as basic accounting and marketing. Chapter One provides an account of the history of photographic techniques and street photography in Europe, Africa, South Africa, KwaZulu-Natal and Durban in order to provide a context to the formation of the Imvunge group of photographers. Chapter Two provides an historical background of the candidate’s work as a street photographer in Durban from 1969 to 1989, before registering at Technikon Natal for formal training in photography. It also discusses his life history from being a young businessman, a lecturer, in order to provide information regarding the business and photographic skills acquired and which he was able to impart to street photographers. Chapter Three documents the formation of the Imvunge Street Photographers’ group; the partnership between the Imvunge group and the Durban Art Gallery, the Imvunge group’s exhibitions and projects, the history of selected members of the Imvunge group and an analysis of their work to provide evidence of an improvement in their photographic skills. The conclusion will present findings from this research project and will include a proposal for areas of research.
The dynamics of pre-service teacher entry into teacher education : student teacher selection into teacher training colleges in Zimbabwe
(2022-08-11) Berejena, Bernard; Mukeredzi, Tabitha Grace; Abraham, Jose
The world over, selecting pre-service teachers for training represents a critical stage of teacher education. The process is meant to ensure that suitable candidates join the teaching profession, strengthen the teaching workforce and enhance education quality. However, discourse on student teacher selection into teacher training worldwide has raised numerous questions regarding whom to select and how to select. To date, there seems to be no consensus on selection criteria, mediational tools and rules for student selection into initial teacher education. This study sought to understand student teacher selection into four selected teacher training colleges in Zimbabwe. Through a multiple-site case study involving the selected teacher training colleges, a qualitative approach within an interpretive paradigm was adopted. A multi-modal approach to data generation which involved focus group discussions, interviews and observations of live student selection interviews was employed. Data were transcribed and manually analysed inductively utilising open coding. Drawing on the Cultural Historical Activity Theory (CHAT) and the Funnel Theory to unpack, understand and describe data, I argue that pre-service teacher selection into teacher training programmes involves many complex and convoluted processes. The findings suggest that mediational tools used in student teacher selection into teacher education in Zimbabwe combine psychological (language, knowledge, experiences and signs), and material tools (databases, SMS, written tests, interview schedules, interviews, print media, social media and word of mouth). The rules that guide student teacher selection into the four selected teacher training colleges include college guidelines, minimum requirements, academic performance, student teacher attributes, Public Service Regulations and quality assurance. Stakeholders respond to the demand for vacancies in various ways. Prospective students apply and attend selection interviews, and some unsuccessful candidates pay fees without the offer of vacancies. Government officials respond by submitting lists, while Responsible authorities, politicians, chiefs and community members also submit lists and demand quotas and lecturers threaten to strike if their relatives are not considered. This study further discovered that colleges invite too many candidates – more than 8 000 competing for approximately 500 to 600 vacancies – using a 20-25 minutes interview as the selection tool. In the absence of Ministry policy, colleges adopt diverse tools and rules for student selection. This study argues for an additive model which combines selection tools, guided by clearly laid down Ministry policy for student selection to provide standardisation across colleges and make the process more robust. The thesis suggests a need for further research into enhancing student teacher selection into teacher training colleges. In relation to CHAT, my argument is that the framework provides a useful generic, analytical tool for thinking through the interactions and relationships between human, non-human and social elements on how student teacher selection happens in the activity system – the teacher training college. However, on its own, CHAT does not provide a complete lens to make sense of what happens in the stage-by-stage movement of the prospective student on the selection journey. The thesis, therefore, argues for an additive model to CHAT, which includes a complementary lens – Funnel theory – to expand the framework and deepen its applicability, specifically in trying to understand student teacher selection processes. The thesis suggests the need for more studies, drawing on the framework and developing it to determine its applicability beyond this particular inquiry.
Effectiveness of digital technology in ideation : a case of Ghanaian graphic design students
(2024-08) Ametordzi, Sylvanus; Olalere, Folasayo Enoch; Essel, Harry Barton
This study explores how digital technology can be effectively utilized to enhance graphic design ideation among graphic design students in two selected Ghanaian universities. The study also seeks to create awareness about the need to integrate digital technologies into graphic design ideation and to develop a model for effective digital ideation. Areas explored by the research questions in the study include how graphic design ideas are generated by design students in Ghana; how digital technologies affect design output by examining the various technologies used by the design students in the design ideation process; and the perceptions of graphic design students about the use of digital technologies during ideation. The study assumes the constructivist and interpretivist paradigm on the premise that the use of digital technology in design ideation among students has to do with students with varying design experiences, backgrounds, and environments based on their interaction with design tools. Phenomenology and case study approaches were used to interrogate students to have an indepth understanding of the effectiveness of digital technology utilization in the ideation process. Twenty-eight (28) participants, made up of twenty- four students and four lecturers were selected from the Graphic Design Departments of two Ghanaian universities for the study. Purposive and random sampling were adopted for the selection of the participants. Findings indicated that students from the selected universities predominantly used a combination of the pencil and paper approach and digital technology in design ideation. During ideation, they conducted research on design briefs they received; embarked on mind mapping; engaged in brainstorming; created ideas with pencil and paper; selected some of the pencil ideas and illustrated them digitally in computer software; and evaluated the ideas for final selection. The design students relied heavily on the internet during the ideation process. The digital devices used by the design students included laptops, smartphones, tablets and digital cameras. Despite the divergent views expressed by the participants about the use of digital technology for ideation, the majority of them believed that the integration of pencil and digital technology is the ideal approach for design ideation. They considered technology very relevant, especially in increasing idea counts (quantity of ideas generated) that lead to creative ideation outputs. Overall, the students had a positive attitude about the use of digital devices; however, quite a few of them did not have the necessary skills in using vector software needed for design idea creation simply because they were not taught how to use the software or were not compelled to use the software in design ideation. Based on these findings of the study, the Digital Design Ideation Model, which outlines the steps to follow for effectiveness in digital idea development, was developed. The development of the model was typically influenced by the findings in the study and was based on design practices discovered in the review of the literature related to this study.
Enhancing the learning experience of primary school learners through the utilisation of a hybrid web-based learning model : a case study of learning mathematics of areas and perimeters
(2007) Naidoo, Nirendran; Naidoo, R.
The use of web based learning in primary schools has been neglected. The aim of the study is the design of a hybrid web based learning model for primary school mathematics especially in the teaching and learning of perimeter and areas. It is indicated in a study in I calculus teaching and learning at a higher institution by Naidoo (1998) that students have fundamental problems in understanding pre-concepts such as perimeter and areas which are taught in primary schools and that the Piagetian pre-formal and formal stages have not been developed. ti Primary school learners' first encounters with mathematics in a traditional learning environment often create lifelong 'math phobia' (Papert, 1980). The situation in a country I emerging from an oppressive education system designed to educationally disempower the I majority of the population is much worse. The typical scenario in a previously disadvantaged South African primary school is a classroom filled beyond capacity with the educator struggling to establish an effective learning environment. Thus the educator I resorts to rote learning, drill and practice and 'chalk and talk' methods of teaching. The I individual needs and levels of learners are disregarded and blanket assessment methods I are employed (Naidoo and Naidoo, 2006b). Collaborative learning is minimal or nonexistent. These traditional teaching strategies often disregard cultural and social factors, and pre-knowledge frames of learners. Furthermore there is a dire shortage of qualified mathematics educators in the South African schooling system. Therefore there is an urgent need for alternative teaching and learning strategies to address the teaching of mathematics in primary schools.
An evaluation of blended learning for critical reflection in graphic design higher education
(2017-08) Warburton, Chantelle; Carey, Carey; Kethro, Philippa
The context of this research is blended learning, a pedagogical approach that is effectively used in higher education. This pedagogical approach integrates face-to-face and online learning activities. The research inquiry focused on the researcher’s teaching of second-year students studying a three-year degree in graphic design at a private college in Durban, South Africa. Two interconnected teaching and learning challenges were addressed: the effects of the time-constrained, face-to-face studio style approach to design education; and students’ limited capacity for critical reflection. The research opportunity was therefore to evaluate the effectiveness of a graphic design blended learning intervention for supplementing contact time and fostering critical reflection. In the tradition of action research, the study took a developmental approach. Drawing on research on critical reflection in design and approaches to blended learning, parameters for a blended learning intervention were established. The resulting blended learning framework was applied in three interconnected cycles of action research, as follows. First, cycle one served as a baseline analysis of students’ critical reflection before the intervention. The researcher recorded and analysed a group review, and a series of individual reviews with her students. These were analysed with two questions in mind: ‘what’: “What types of reflection do students engage in?”; ‘why’: “Why are the students reflecting in a particular way?”.Second, cycle two developed, implemented and analysed a blended learning strategy for critical reflection (BLSCR). This was guided by the blended learning framework parameters, and the findings from cycle one. Third, cycle three evaluated students’ perception of the BLSCR through a focus group discussion with the participants. The focus group findings were compared with those of cycle two. The main finding is that the study’s blended learning strategy for critical reflection (BLSCR) works to foster critical reflection, but refinement is needed to address the matter of supplementing contact time. The two main points of refinement are: Students need to be ready to learn (feel psychologically responsible for their own learning);Students need to know that they have learned, and what they have learned.The findings and conclusion then motivate for implementing these refinements in further interventions beyond the study.
An evaluation of the suitability of the course Communication Skills 1, for engineering students at technikons in Natal
(1997) Narsee, Sheila Devkaran; Dobie, B. A.
The title of this research dissertation includes the appellation 'Natal'. Since the work began in 1989, the name of that province has officially become 'KwaZulu-Natal'. However, the previous designation has largely been used interchangeably with the present one, mainly because the course evaluated was and has been identified with Natal. This research was inspired by the assumption that the Communication Skills I course presently being offered to engineering students at technikons in South Africa did not appear to satisfy the workplace needs (in terms of content and time) of the engineering industry. This assumption arose out of a pilot study undertaken by the writer in 1989. In this pilot study, engineering companies were visited, and interviews were held with managers/directors/training managers, to ascertain the communication skills requirements of engineering technicians in the workplace. Many criticisms were made regarding the communication competency of engineering technicians in the workplace. According to the findings of the pilot study, engineering practitioners hold the view that the literacy skill demands of jobs are increasing while the basic skills of the available workforce, eg. reading, writing and speaking are decreasing. Employers expressed concern with the large numbers of workers who lack such skills in listening, speaking, reading, writing and thinking, and believe that this limits their chances of upward mobility in the workplace as well as their ability to adapt to workplace changes. All these factors, according to employers, have a negative impact on productivity levels. It was, as a result of the pilot study, suggested that engineering curricula, specifically the Communication Skills I course, should be fully evaluated to see to what extent they meet the workplace requirements of industry. What seems important is that the engineering technician should practise what has been learned and for the lecturer/instructor to bring practitioners and the workplace experiences into the classroom.
An examination of the fundraising duties of public school principals and governing body chairpersons in three schools in the Newlands West Circuit in the KwaMashu District.
(2003) Perumal, Poobalan; Prosser, Julia Judith
The provincial education departments in South Africa pay the salaries of educators who are appointed by them. A school governing body pays for all other routine expenses incurred in the operation of a school and the employment of staff. Staff not employed by the provincial education department are paid from its school fund, which is subsidised by the state. This subsidy is based on the Norms and Standards for School Funding (South African Schools' Act No. 84 of 1996), which was implemented in January 2000. It provides for the poorest of schools (numbering approximately 40 % of all public school in Kwazulu-Natal) to receive 60 % of the funds allocated for the operational needs of the schools in Kwazulu-Natal.