Faculty of Arts and Design

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Addressing the skills shortage of computer-aided design pattern-making in the KwaZulu-Natal clothing industry
(2014-11) Coetzee, Minette; Kadwa, Farida; Pratt, Deirdre Denise
Over the past 20 years, it has become necessary for South African clothing companies to raise their operational standards to keep up with international competitiveness. Consequently, it was necessary for companies to invest in technology to improve turnaround time, a case in point being computer-aided design (CAD) pattern-making technology. However, currently, a skills shortage exists in the area of trained CAD pattern-makers. Therefore, the intention of this study was to address the skills shortage of CAD pattern- makers in the KwaZulu-Natal (KZN) clothing industry. A concurrent-nested mixed-methods research method was carried out within a constructivist worldview. These methods were used to, firstly, establish what skills are necessary for CAD pattern-making, and, secondly, to identify the reasons for the skills shortage of CAD pattern-makers in the KZN clothing industry. Different role players from the clothing industry participated in the study. The participants indicated that CAD pattern-making requires a diverse set of skills, which they ranked in order of importance. These skills can now be used as a guide by lecturers, trainers and clothing companies to identify individuals with the required potential to be trained as CAD pattern-makers. The reasons identified by the industry participants for the skills shortage of CAD pattern-makers, needs to be addressed through education, training and remuneration. Since companies have purchased the necessary CAD software, without skilled pattern-makers, the system is underutilized, thereby affecting their profitability and costing the companies reduced profit margins.
An advanced ensemble approach for detecting fake news
(2021-12-12) Hansrajh, Arvin
The explosive growth in fake news has evolved into a major threat to society, public trust, democracy and justice. The easy dissemination and sharing of information online provide the unabated momentum. As such, it has become crucial to combat the menace of fake news and to mitigate its consequences. Detecting fake news is an intricate problem since it can appear in a multitude of forms, thus making it both automatically and manually very challenging to successfully recognise. Furthermore, fake news is intentionally created to mislead and is often interspersed with real news. Studies have shown that human beings are somewhat unsuccessful in identifying deception. The majority of people accept that information they are presented with in virtually any form is reliable or veracious. The relevant literature reveals that a considerable number of people who read fake news stories report that they find them more believable than the news that is disseminated via mainstream media. Furthermore, there are predictions that by 2022, the greater population within mature economies are likely to consume more false than true information. The importance of combatting fake news has been starkly demonstrated during the current Covid19 crisis. Social media networks are significantly increasing their efforts to develop fake news detection mechanisms, as well as to enlighten subscribers on how to recognise fake news, however most people are naturally predisposed to spreading sensationalist news without any fact-checking process in place. It is therefore evident that the creation of automated solutions is vital and urgent for the detection of untruthful news and as such, the goal of this study is to aid in the detection of fake news. Prior studies have included many machine learning models with varying degrees of success but many non-conventional machine learning models have not yet been exploited despite evidence to suggest that they are the best in several text classification scenarios. Consequently, an ensemble learning approach is suggested to assist in resolving the gap that has been identified. Contemporary studies are validating the efficiency of ensemble learning methods and have provided encouraging outcomes. This study investigates how machine learning and natural language processing methods are pooled together in a blended ensemble in order to build a model that will utilise data from past news articles, to forecast whether a current news article is likely to be false or true. A variety of performance metrics such as roc, roc auc, recall, precision, f1-score and accuracy are used in comparing the proposed model to other machine learning models. The measurements are applied in evaluating and gauging the efficiency of the proposed model. The results obtained show that the proposed model’s performance is better than several other learning models, which is very encouraging.
An analysis of some problem areas facing first year typing technology students at technikons, with particular reference to Technikon Mangosuthu, and suggestions for their resolution
(1993) Botha, Martina Alfreda; Dobie, B. A.; Naude, V. J.
Secretaries form a very important component of the labour market in South Africa, therefore appropriate education and training in this field is essential. It is only in the last decade that young black people have entered this career path. ~ ';4~ ,':'l.!. To meet the needs of employers, Technikon Mangosuthu introduced National secretarial courses in 1982. Of the first twenty students ~ho enrolled, only six were successful in completing the course. They were eagerly snapped up by employers who expressed great satisfaction with their work. It became clear during the course of training the students, that they had numerous problems which hampered their progress. Their English ability was not up to the standard required for this level of study. Students had serious difficulties in adapting to the use of electronic office equipment. Socio-economic problems also contributed to the students' inability to succeed in their studies. The problems seemed insurmountable. It was clear that positive steps needed to be taken to improve the situation. This dissertation is concerned with the education of secretarial students at Technikon Mangosuthu and investigates the backgrounds of students at six technikons in an attempt to identify problems and their causes with the aim of alleviating these problems and providing the labour market with well trained, efficient secretaries. Typing Technology is a major subject in the three year National Secretarial Diploma. This subject, in keeping with the development of modern technology, comprises three components: Typing Techniques, Word Processing and Audio Typing. To pass this subject, a high level of proficiency is required. The students at Technikon Mangosuthu come from a non-technological and socially disadvantaged background and the initial introduction to office technology comes as a cultural shock to them. Lecturers need to assist students in making the transition as quickly and easily as possible by identifying problems and adapting methods of teaching to help students overcome the problems.
An analysis of stakeholder engagement in the e-learning policy-making process at a higher education institution in South Africa
(Durban University of Technology, 2023) Makwambeni, Patricia; Makwambeni, Blessing; Usadolo, Sam
Over the past two decades, Higher Education Institutions (HEIs) in South Africa have been formulating e-learning policies to assist them to realise the full potential of using ICTs in teaching and learning. E-learning policies serve as guiding frameworks that create enabling environments for embedding ICTs in teaching and learning. The development of e-learning policies has attracted various stakeholders and actors with varied interests, views, priorities, influence and power. Consequently, stakeholder engagement is now an essential factor in the policy process. The efficacy of an e-learning policy can therefore be judged based on the multiple perspectives that it includes and the inclusion of those it affects in the policy-making process. In light of this background, this paper examined stakeholder engagement that characterised the e-learning policy formulation process at a University of Technology in South Africa (UoT). How stakeholders were engaged in the policy-making process using stakeholder engagement as its analytical framework, the stakeholders and actors involved in the policy formulation process and the nature of the dialogue that informed the policy formulation process were examined. The qualitative study gathered evidence using semi-structured interviews and document analysis. The study's findings show that the policy-making process at the UoT followed a bureaucratic process dominated by one actor, the policy delegate. Key stakeholders were excluded during the policy formulation process and were only consulted at the drafting stage. As a result, stakeholder engagement in the policy formulation process was low, resulting in key stakeholders and actors lacking policy ownership. Our findings also show that the exclusion of key stakeholders in the policy formulation process resulted in a policy that exclusively focuses on the Learner Management System and overlooks other technologies that play a crucial role in teaching and learning. These findings suggest the need to include all critical stakeholders and actors affected and interested in the e-learning policy at every stage of the policy formulation process.
Blended learning as a response to change in a merged technikon: an account of three modes of delivery in a web-based Communication Skills semester course designed for Engineering students at DIT
(2003) Pratt, Deirdre Denise
The degree to which people are facing revolutionary technological changes in the near future is matched only by the degree of inertia evinced by educational institutions, particularly tertiary institutions. Even when such institutions undergo sweeping changes, as in the case of the recent merger between Technikon Natal and ML Sultan Technikon, the reaction of most academic departments is to make desperate attempts to adjust and consolidate, and to think with nostalgia of “the good old days” rather than to introduce innovations. Yet as Taylor (2001) points out, an institution’s survival in the face of imminent widespread technological change depends not only on changing the way it does things, but on changing the things it does, and a common factor in innovation is often the introduction of new learning technology systems (Kenny, 2002). The “Fourth Generation” learning model described by Taylor is already a reality for educators, involving interactive multimedia online, Internet-based access to World Wide Web resources, and computer-mediated communication. While Taylor is writing in the context of distance education, the “flexible learning model” described is just as appropriate for blended learning, i.e., a mixture of face-to-face and computer-mediated instruction (also referred to as “mixed mode”). Moreover, when a merged “super-technikon” such as the Durban Institute of Technology swells its student numbers to over 20,000 and sprawls over a number of campuses, some of the techniques used for distance education might well apply. However, as Glor (1997) points out, effective innovation is “not just a question of coming up with ideas, but also of developing and realising them successfully”, and the transition “from strategic vision to university wide teaching change is ... a complex and largely uncharted one” (Lines, 2000). The Fourth Generation model of instructional delivery is in fact well within the capabilities of a growing number of the DIT staff who have completed the Pioneers Induction Programme to web-based learning (Peté et al, 2002), initiated in 2000, and are going from strength to strength with the current Pioneers 2003 group. This paper looks at an initiative by one of the Pioneers 2002 group (the author) to introduce a Communication Skills course in blended learning mode, mainly in the interests of enhanced delivery, but also in an attempt to find creative solutions to problems such as larger classes and diminishing resources. It will show that, while the assumptions about enhanced delivery were justified, in one case the initiative was all but sabotaged by the unfortunate convergence of multiple “merger glitches”, which individually could have been relatively easily overcome, but collectively posed a serious threat not just to academic quality but to course continuance.
Challenges experienced by women fashion entrepreneurs of Botswana’s Youth Development Fund project
(2022-02) Paya, Kegomoditswe Matshediso; Moyo, Sibusiso; Mbanga, Tando Sisanda
Botswana’s Ministry of Youth Sports and Culture (MYSC) introduced the Youth Development Fund (YDF) with the aim of creating sustainable employment opportunities for young people through the development of sustainable projects. The aim of this study is to investigate challenges experienced by women fashion entrepreneurs of Botswana’s Youth Development Fund project to determine their experiences and the sustainability of their businesses. This study is significant because it attempts to identify the challenges faced by female entrepreneurs in Botswana who have been funded through the Youth Development Fund (YDF), by allowing the authentic voices of the female youth entrepreneurs to be heard. The study used a qualitative research method and a phenomenological approach. The target population was female fashion entrepreneurs who met specific selection criteria in Kgatleng, Kweneng and South East districts. The sample was eleven (11) participants (ten purposefully-selected fashion entrepreneurs who benefited from the YDF project and one YDF representative). Data collection was conducted using In-depth semi-structured interviews and observations. The in-depth interviews were the main source of data and consisted of a semi-structured interview schedule comprising questions and probes. The observations were supplementary, meant to enhance the interview data. The study used thematic analysis for analysing data, which was then interpreted using the interpretivist approach. The results show that female fashion entrepreneurs of the YDF project face a number of challenges while running their businesses. These challenges, include too many rigid requirements when applying for funding, insufficient funding, cash flow problems, lack of modern machinery, lack of raw materials, lack of retail space, inadequate fashion marketing events, lack of collateral or venture capital investment, tight competition from imports as well as a lack of mentorship and incubator programmes. The study has revealed that female fashion entrepreneurs face a lot of challenges. However, solutions are within reach. For instance, the government, stakeholders, researchers and the female entrepreneurs themselves should work together to try and solve these challenges. A fashion incubator programme, a fashion mentorship programme, a fashion council and an academic alumni network should be established as part of the measures to address these challenges. Additionally, COVID-19 relief strategies should be designed and implemented to help revive small medium enterprises.
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.
A curated online educational portal for staff and students at a university of technology
(2015) Bhorat, Abdool Haq Mahomed; Pratt, Deirdre Denise
The innovative application of an online educational portal in everyday teaching and learning is proposed to meet the needs of the new generation of students entering Universities of Technology (UoTs). The setting is against a background of educationally under-prepared but multimedia-literate students, and the university vision of integrating eLearning into the curriculum. The emergence of the Academic Commons Attribution has facilitated the channelling of free-to-use/open source educational information through the dedicated artefact. The investigation combined the challenges of artefact design with the necessity of authenticating subject content so that it was geared to the needs of the students in the Photography Programme. This study highlights the importance of managing knowledge so that it can be passed down to current and future generations in ways which keep pace with their exponential development of digital expertise. This research was carried out within Bhaskar’s critical realist philosophy, which argues that there is a real world which exists independently of one’s perception of it. It must be stressed that the artefact contained in the multimedia portal did not follow a linear, logical development but was a process of transformational iterative change, very similar to the developmental consistency described by Bhaskar. Bhaskar’s philosophical overview was complemented by Archer’s morphogenetic approach. The latter showed that the application of technology in teaching and learning is not just about use of “better tools” but signals a shift in social structure. The main technical challenge was for the researcher to standardise the multimedia resources so that they could be used on most personal computers, with the option of downloading short tutorials on mobile phones for later use. The resulting multimedia portal provides strong support in guiding inexperienced students and novice academics to choose resources appropriate to both the Photography curriculum and rapidly changing Industry requirements. The portal can also reduce the number of time consuming searches on various themes or topics, as it directs users to specific hyperlinked online resources in any given syllabus item. The curated educational portal is, therefore, currently being introduced as an enhancement to the traditional teaching and learning methods hitherto used in the Photography Programme. While the traditional methods have the strong humanist leanings essential for personal development, they are not geared to tackle the cutting edge technological advances required by industry. Moreover, in promoting the Durban University of Technology (DUT) as a centre using cutting-edge multimedia tuition, the portal might better establish influences with Industry (one of the core functions of a UoT) as well as attract international academics and students. The end result is to offer a blended learning model of tertiary programme delivery which is supported by the literature as currently being one of the most effective options.
The depiction of reality in a 360-degree video documentary versus a conventional 16by9 video documentary : a focus group comparative study of two independently made video documentaries of the Kennedy Road Informal Settlement in Kwa-Zulu Natal
(2024) Singh, Niresh; Wade, Jean-Philippe; Frankish, Tarryn
The popularity of virtual reality technologies [VR] has prompted numerous news organisations and filmmakers to embrace the 360-degree video format for immersive journalism. Consequently, there have been many studies on audience reception in VR and its use in immersive journalism. Nevertheless, research investigating the comparative “reality” depicted in immersive journalism content remains scarce. This study compares the depiction of reality in two ten minutes independently produced documentaries of the Kennedy Road Informal Settlement in Kwa-Zulu Natal. One shot in the traditional video format and the other in the 360-degree video format. Both videos were screened to two expert focus groups, one a group of academic experts and the other a group of professional television journalists, to discuss the perceived reality depicted in the videos. The result of this case study suggests that the 360-degree video version is a more accurate depiction of the reality in the settlement. The Exploratory nature of the format, the Extra Information on offer, the Sense of Presence, and the Sense of Place the 360-degree format created enhanced its Depiction of Reality. The intrinsic nature of the 360-degree video format by virtue of the long, deep focus shots it creates, and the way 360-degree videos are put together profoundly reflect the work of the seminal theorists of cinematic realism, namely, Andre Bazin (2004), Siegfried Kracauer (1997) and John Grierson (1998). According to the findings of this study, when considering 360-degree video within the framework of traditional film theories, it becomes evident that there is no unique concept of realism exclusive to 360-degree video. Rather, the principles that render 360-degree video realistic are the same as those that contribute to realism in traditional film. While this study is limited to its specific case and employs a relatively small sample size, the results are significant. It provides a direct comparison of the two formats by experts and suggests that the 360-degree format has the potential to depict the reality of a situation more accurately, positioning the technology as a powerful tool for immersive journalism.
The eco-bride : development of an environmentally-friendly bridal collection for a South African market
(2013-10-17) Schultz, Wendy Lynn; Kadwa, Farida; Pratt, Deirdre Denise
The Eco-Bride study is a practical product development research project in the fields of fashion, textiles, and sustainability. Currently it is considered fashionable to host an "eco-friendly" wedding, both because people are becoming more environmentally conscious with the prospect of global warming and also because the fashion industry, too, is attempting to reduce its impact on the environment. However, in spite of a growing trend in "eco-weddings", the bridal gown remains a conventional garment with a heavy carbon footprint. The intention of this study was thus to develop and produce a range of environmentally-friendly bridal gowns in order to create alignment between trendy eco-weddings and the bridal gowns worn to these functions. this was considered to fill a gap in the local market and to work toward educating both brides and industry as to a product offering which is less harmful to the environment. To this end, mixed methods action research was carried out within a constructivist worldview, firstly, to explore what might be construed as an environmentally-friendly bridal gown and secondly, to establish what would appeal to South African brides. The concepts of eco-friendly design models, sustainable fashion, celebrity and product fetish, customer behaviour and product development strategies were investigated in order to conceptualise, design and produce a collection of ten Eco-Bride-branded gowns for the South African market. It was hoped that the development of an environmentally-friendly bridal collection might assist in opening up the market to eco-fashion bridal wear. Further products of the research included instructional videos of the eco-friendly design-make process, which were intended to create awareness of the various eco-options in both the textile industry and bridal fashion market.
Effective integration of ICT in blended learning programmes : a morphogenetic approach
(IJLHE, 2014) Pratt, Deirdre Denise
Currently criteria for evaluating mixed-mode courses do not go much beyond the paradigmatic level, which poses problems if the evaluator’s preferred paradigm of knowledge construction is not congruent with the course designer’s. A critical realist approach is suggested, using Margaret Archer’s morphogenetic approach to social structure in order to provide a deep-theory explanation for effective integration of ICT in blended learning, moreover, one which does not favour any particular pedagogical epistemology. This is because critical realism provides a meta-theory for exploring causality at the ontological level, and accepts the existence of diverse epistemological positions in its ontology, rather than prescribing educational belief and value systems. The proposed framework will be illustrated by applying it to three best-practice mixed mode courses designed for undergraduate lecturing, staff induction and research capacity building respectively. It is hoped that this application of a deep-theory explanation will not only identify for practitioners the elements which are likely to result in effective mixed mode course design, but will also explain why this is so. This study is part of an ongoing project being carried out at a university of technology, and is intended to contribute to a theory of hypermedia communication based on social functioning.
Employer perspectives on sustainable employability skills for TVET engineering graduates in KwaZulu-Natal, South Africa
(Journal of Critical Reviews, 2021-10-17) Mesuwini, Joseph; Bomani, Mapeto
Technical and Vocational Education and Training (TVET) is arguably the sector closely connected to industry and employers. The development of the South African economy partly hinged on individuals with both technical and soft skills that are needed by industry. Against this backdrop, sufficiently prepared TVET engineering graduates are an important resource for industry development. However, employees note that the TVET sector does not address the skills needs of industry. Addressing the skills needs of industry is critical for the South African economy. This study seeks to explore employer perceptions on sustainable employability skills for TVET engineering graduates in industry and develop appropriate strategies for addressing the industry needs in the context of South Africa. The study adopted a qualitative case study approach in which semi-structured interviews were used to collect empirical evidence from a conveniently and purposively selected sample of twelve (12) employers from industry. The human capital theory constitutes the theoretical framework of the study. Content analysis was used to analyse the data. The findings revealed that employers needed graduates with both technical and soft skills for sustainable employability. TVET engineering graduates fall short of the skills required by industry. The study recommends strong emphasis on career guidance and development to help programme selection. Furthermore, misalignment of skills could be curbed by ensuring strong ties and communication among role players. A revision on the curriculum was necessary to align with the new technology and address the industry needs.Further studies could focus on how companies could be lured to collaborate with TVET Colleges so that their training becomes a meaningful and empowering experience. Future research could also focus on the relevance of the TVET curriculum to industry needs.
Exploring the role of lesson study on educators′ pedagogical content knowledge in teaching mathematics
(2022-09) Dhlamini, Sikhumbuzo Sithembiso; Abraham, Jose
Findings from local, sub-Saharan and international assessment conducted with South African learners at both primary and secondary levels indicate that South African learners perform poorly in mathematics. Although there are numerous explanations for learners′ poor performance, one of the most important explanations is that educators lack pedagogical content knowledge of mathematics. This study examines the role of lesson study in educators′ pedagogical content knowledge in teaching mathematics. Lesson study is a professional development method for educators that has been used in Japan for decades. In the current study, lesson study seeks to answer 3 research questions: i) What do educators need to enhance their pedagogical content knowledge of teaching numeric and geometric patterns? ii) How does educators′ participation in lesson study enhance their pedagogical content knowledge about teaching of numeric and geometric patterns? iii) What are the educators′ views about the lesson study when teaching numeric and geometric patterns? The investigation of the role of lesson study was conducted through a thematic analysis and a qualitative method. The study focused on 2 of 5 accessible Professional Learning Communities in the Ilembe District of KwaZulu-Natal Province, South Africa, to conduct this research. The reason for selecting these 2 Professional Learning Communities had a total of 7 schools, with Professional Learning Community 1 having 3 schools and 10 educators and Professional Learning Community 2 with 4 schools and 13 educators while other Professional Learning Communities have less number of educators. Participants in the 2 Professional Learning Communities participated in the lesson study process for 9 months. In each lesson study cycle, participants were required to plan, discuss, teach, observe and reflect on lessons together. Due to various constraints, both Professional Learning Communities completed 2 lesson study cycles at the end of this study. Multiple sources of data were collected through group discussions, observations, reflections, semi-structured interviews, and participants′ diary entries. The findings of this study highlight the role of lesson study in improving educators′ pedagogical content knowledge in teaching mathematics. Analysis of the qualitative data revealed that lesson study as a professional development activity provided educators with an encouraging opportunity. Moreover, lesson study became a vehicle for participants to collaborate, discuss and share their teaching knowledge and experiences. Consequently, participants expressed the view that their pedagogical content knowledge was enhanced by participating in the lesson study. However, the extent of enhancement depends on each participant′s attitude and commitment to the teaching profession. The findings underscore the need for lesson study as an educator-led and bottom-up approach to innovative professional development. It became clear that educators′ pedagogical content knowledge is critical to good mathematics teaching and learner understanding. The findings are consistent with the literature on lesson study that show educators need lesson study to enhance their pedagogical content knowledge for teaching numeric and geometric patterns: their mathematical pedagogical knowledge, mathematical content knowledge, and contextual knowledge. Subsequently lesson study offers an alternative, innovative and effective approach to educator professional development that ultimately impacts instruction, therefore, lesson study needs to be promoted in the South African educational context. Although lesson study is a model of educator-led professional development, the involvement of policy makers to promote lesson study in the early stages is still important and relevant. This research recommends collaboration with curriculum specialists to gain insight and expert ideas. Educators need more support from School Management Teams, who are a great help in managing and planning lesson study. All in all, there is a need to foster a culture of lesson study that helps generate enthusiasm and commitment to learning in the lesson study among educators.
Foundation phase educators' knowledge and attitudes towards implementation of the National Reading Strategy
(2012-09-10) Singh, Prabitha; Singh, Penny
In response to the alarmingly low literacy rates in South Africa and to improve reading instruction in schools, the National Department of Education introduced the National Reading Strategy (NRS) in primary schools in 2008. The NRS was developed for educators from grades R to 9 to facilitate reading literacy but foundation phase educators are faced with many challenges in implementing the NRS which include among others: teaching or facilitating reading in English in their multicultural, multilingual classrooms where the majority of their learners do not speak English as a first language; catering for different levels of understanding and proficiency in the language of instruction and reading within time-table and resource constraints; and adapting to changing curricula and requirements without receiving training to do so. In the absence of training, educators are left to interpret the NRS on their own. Recognising that the above factors impact on performance in the classroom this study investigated foundation phase educators’ knowledge and attitudes towards implementation of the NRS. Grounded within a social constructivist paradigm and underpinned by Vygotsky’s theory of the zone of proximal development, this study used a mixed methods approach to gather both qualitative and quantitative data from foundation phase educators and learners in the Phoenix-North region in northern KwaZulu-Natal. Questionnaires were administered to foundation phase educators to gather data to determine their knowledge and attitude towards implementing the National Reading Strategy. Focus group discussions were conducted with learners to establish the effect of educators’ implementation of the NRS on their “actual level” of development in terms of reading. Analysis of data revealed that despite a relatively positive attitude towards teaching reading, educators’ level of confidence to implement the NRS was low as many of them were teaching reading in their second language. In the absence of training workshops and professional development, there was conflict between educators’ existing knowledge and the requirements of the NRS. This study also found that educators’ knowledge and attitudes towards implementation of the NRS had a direct impact on learners’ reading progress as they are dependent on the educator for guidance and assistance within their zone of proximal development. Based on the findings, this study developed a training framework towards vi improving foundation phase educators’ knowledge and attitudes in order to facilitate reading and implementation of the NRS.
Further Education and Training (FET) mathematics teacher professional learning through teacher roles and its influence on pedagogical practices in one district in Eastern Cape province
(2022-09) Shoko, Needyarms; Mukeredzi, Tabitha; Preece, Julia
Mathematics, like science, technology and engineering, has been given a prominent position in the school curriculum to promote Science, Technology, Engineering and Mathematics (STEM) industries vital for economic growth and employment creation. However, in South Africa, mathematics education in secondary schools has been in a crisis regarding matric learner failure and this has been blamed on teacher content knowledge gaps. Learners across all education phases have performed poorly in international and national assessments. While research has been undertaken, questions around how mathematics teachers learn and develop in their roles have not been adequately answered. An understanding of these issues is critical. The purpose of this study was to explore FET Grade 12 mathematics teachers’ professional learning through their teaching roles, the kinds of professional knowledge that they gain and how the learning influences their pedagogical practices. Through a qualitative case study located in an interpretive paradigm, a purposive sample of 26 FET Grade 12 mathematics teachers in a CHE District in the South African Eastern Cape Province provided data through focus group discussions and individual face-to-face interviews, complemented by photo-elicitation. Manual data analysis employed a Six-Step coding process. Two theories – the triple lens and the mathematical knowledge for teaching – were used to unpack and understand data, and explain findings. Professional learning of FET Grade 12 mathematics teachers through teaching roles emerged in interaction and collaboration during formal, non-formal and informal spheres of action within the school and in wider professional sites. The learning was generally prompted by a combination of personal, occupational and social domains of influence and facilitated through the transmission, transitional and transformative strategies. Professional learning occurred through practice and in interaction with colleagues and resources. Findings indicated that the FET Grade 12 mathematics teachers gained professional knowledge of general pedagogy, content, pedagogical content knowledge, knowledge of learners and teaching attributes. This study discovered that professional learning influenced FET Grade 12 mathematics teacher confidence in lesson delivery, creativity, communication of facts and concepts, content mastery, general pedagogy, learner discipline and management of resources. The study also established that FET Grade 12 mathematics teachers were generally reluctant to attend workshops and seminars. Given that most professional learning occurs in interaction, instructional leaders need to increase opportunities for teacher interaction and make workshops and seminars more interactive to develop and inculcate teacher interest in these in-school and out-of-school professional learning gatherings. With regard to mathematical knowledge for teaching theory, findings revealed that albeit useful for analysing and explaining subject matter knowledge and pedagogical content knowledge, this theory was insufficient on its own as it excluded other knowledge domains, like general pedagogical knowledge and knowledge of learners, which emerged in my data. I, therefore, had to draw on conceptual frameworks. My thesis, therefore, argues for an additive model to mathematical knowledge for teaching theory, which includes all the common domains of professional knowledge to expand the framework and deepen its applicability specifically in trying to understand professional learning issues. The thesis, therefore, suggests the need for more studies, drawing on the framework and developing it to determine its applicability beyond this particular inquiry.
The hegemonic position of English as a medium of instruction at primary school level in KwaZulu-Natal, and its impact on parents' preferences of schooling for their children
(2012-08-21) Naidoo, Jeevarathanum; Pratt, Deirdre Denise; Naidoo, Richard
This study is concerned with the choices parents of second language learners make with regard to the schooling of their children in respect of medium of instruction, and explores the reasons why parents choose to disregard education in their mother tongue in favour of English as a medium of instruction. This is contrary to the Language in Education Policy, as the Department of Education instils in principals, educators and parents the need for children at primary school level to be taught in their mother tongue. The theoretical framework used to address the problem was the Critical Language Approach, this being an appropriate position from which to investigate language and power. A combination of questionnaires, interviews and observation was used to acquire data from parents and management in a large primary school in KwaZulu-Natal. After analysis of the data, which confirmed the hegemonic position of English as influencing choice of medium of instruction by parents of English second language learners, a model was developed to assist them to see the possible consequences of various choices. The model comprised a tenpoint questionnaire to identify needs, a flow chart diagram resulting from the needs analysis, a pictograph to assist stakeholders to understand the relevant choices available, and workshops to support the choice of medium of instruction. The value of the research, it is thought, lies in clarifying the various influences at play, in particular, the hegemonic position of English, and offering stakeholders a rational, rather than political or emotional basis for the choice of medium of instruction for second language learners, as well as pointing out the possible consequences of such choices.
How citizen camera-witnessing has been incorporated by Health-e : an investigation into the integration of citizen generated news into the traditional news cycle
(2019-04) Cross, Sheetal; Thakur, Surendra
Recent rapid technological development has driven mass communication growth through the use of digital and social media platforms. Easier global new access has resulted in a multitude of changes within the media industry. These extend to include the influence of traditional media houses over the communication agenda as well as the manner in which news is produced, disseminated, and consumed. The historic relationship between news media and its audience was a one-way communication stream. However, evolving trends in technology and digital influence has prompted a paradigm shift in favour of a more interactive communication model. In this context, the audience is provided with the opportunity to respond to news information in real-time in an online space. The rise of mobile journalism has also promoted greater access to information with a shorter turnaround time for exposure. This expedition of media sharing has led to an influx of information access not previously afforded to the ordinary citizen. Through the influence of information and communications technologies (ICTs), the audience is no longer merely a consumer of news, but participates actively in the process of news gathering, dissemination, promotion, and consumption. The rise of technologies that support audience participation ushered in the emergence of citizen journalism and citizen camera-witnessing as a phenomenon that challenges several conventions inherent to traditional methods of media reporting. However, little is known about how such developments have affected the manner in which news is produced and consumed in the South African setting. Therefore, a need has arisen to understand how citizen journalism and citizen camerawitnessing have been incorporated as part of the news reporting cycle in the local environment. In response to this research challenge, a qualitative interpretivist study was undertaken to explore how citizen journalism and citizen camerawitnessing have been incorporated by Health-e as part of the news cycle in South Africa. Toward this end, thematic analysis, guided by the Media Synchronicity Theory as a theoretical lens, was performed on the qualitative data obtained from the semi-structured interviews that were conducted with management and staff members at a local organisation named Health-e News. In conclusion, this study provided novel evidence on how (such) changes have been incorporated into a more formal setting within the media industry, where traditional journalists and citizen journalists are employed in a more collaborative partnership. In addition, this study observed the news media watchdog element regarding government regulations where health is concerned, and regarding some of the challenges that arose when news coverage on serious health crises were left uncovered.
How do I use my living and lived experience to influence creative economic independence in others?
(2013) Kaplan, Bonnie; Kadwa, Farida; Conolly, Joan Lucy
Due to the high levels of unemployment in Durban South Africa, the New Venture Creation (NVC) groups I coached/mentored were seeking to become self-employed, to find social and economic independence. I have observed that many of the people in my NVC groups seemed to lack, self-confidence and self-esteem in the start-up process of their business. These lacunae pose a problem, as they are all necessary if one wants to create a viable, sustainable and profitable business. The reason that I coach these emerging entrepreneurs is to assist in building their self-confidence and self-esteem so that they have the courage to “go for it”. The problem I have sought to address in this research is: How do I influence emerging entrepreneurs to become sufficiently self-confident to be able to design, establish and sustain their own employment and employment for others? I work on the assumption that most people have the capacity to be self-employed. I have used autoethnography with action research to describe the interventions that I initiated, report on their implementation, as well as the evolution of new perceptions and understandings that developed as a result. By using my own and the participants visual data with still images and video with visual narrative I demonstrate the evidence of my living theory and self-study to influence creative economic independence in others and reflect critically on what has been done and achieved, and critically assess the way forward. I verbally explained the ethical issue of obtaining consent to use names and photographs in my study to the participants. My explanation was followed by obtaining written consent from the five key participants and others in the pictorial data.
The impact of medium of instruction on the learning of computer applications technology in tertiary education
(2015-08) Els, Lorraine; Pratt, Deirdre Denise; Siyakwazi, Peggy Doris
This study investigated the impact of medium of instruction (MOI) on the learning of computer technology, and took place in two second-language contexts where this was being taught. The first context was that of Computer Applications Technology (CAT) lectures given to isiZulu-speaking students, mainly female, in KwaZulu-Natal. The second context was that of teaching Instructional Technology (IT) to Arabic speaking students in the Middle East. The goal of this research was to understand how students overcame any language barriers which they might face in the teaching and learning of computer technology through the medium of English. It was hoped that the insights gained might be used to support English second language (ESL) learners in acquiring the language skills necessary for effective learning of computer technology. The research approach used was action research for both the groups, using the data collected to construct two case studies, as local customs resulted in differences in both course delivery and measures to assist ESL learners to gain fluency in the MOI. Data were collected in two case studies, comprising notes of personal reflections, field notes, researcher-developed questionnaires and comparisons of translated assessments to second language learners. The finding from two groups could then be compared and contrasted with each other to see which language barriers experienced in learning computer technology were common to both ESL groups and which were context-specific, as well as which context-specific factors might be involved. The study of different cultural groups in the setting of a different continent provided the opportunity to triangulate the data, and thus achieve more reliability and validity than would be achieved with one cultural group in a common context. This study discusses the findings of the above-mentioned investigation in two main areas: how the MOI affected the academic results obtained by students and how it impacted on their learning capacity. The findings confirm the fact that, the earlier children attend an English medium school, the easier it is for them to achieve better results, and therefore there is less need for translation or interpretation at tertiary level. Further research is required to determine what Higher Education institutions could do to develop second language learning competences so as to facilitate the learning of technical subjects such as computer technology.
The impact of socio-cultural factors on blended learning in the development of academic literacy in a tertiary vocational context
(2009) Gutteridge, Robert Geoffrey; Pratt, Deirdre Denise
This study investigated key factors impacting on blended learning delivery with particular focus on socio-cultural and human-computer-interface issues, in the hope that the outcome of this enquiry might contribute positively towards the empowerment of learners and facilitators alike. The study involved a group of first year students enrolled in a Communications Skills Course offered by the (then) Department of English and Communication at the Durban University of Technology. The PRINTS Project, a webquest around which the course activities were based, provided an example of a blended delivery course in practice. While the teaching paradigm used in the course was constructivist, the research orientation employed in this project was critical realist. Critical realism focuses on transformation through praxis and also lends itself to modelling, which provides a way to understand the factors at play within a social system. In the preliminary stages of the research, an exploratory empirical (i.e. applied) model of blended learning delivery was formulated from a theoretical model of course delivery in order to assess which factors in blended learning were systemic and which were variables. The investigation then sought to uncover key factors impacting on the blended delivery system, utilising both quantitative and qualitative methodologies. The findings were analysed in terms of the empirical model to gain an understanding of any factors that might be seen to either enhance or inhibit learning in blended delivery mode. The result was that certain core issues in blended learning and teaching could be clarified, including the use, advantages and disadvantages of information and communication technologies (ICTs) in a learning environment. The notion of the digital divide could also be reconceptualised, and the relationship between literacy (be it academic, professional or social), power and culture could be further elucidated, drawing specific attention to the South African educational environment. The notion of iv culture and its relevance in a blended delivery environment was also further clarified, since the findings of this research project suggested how and why certain key socio-cultural factors might impact, as both enhancers and inhibitors, on the blended learning delivery system.