Faculty of Education

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https://scholar.sun.ac.za/handle/10019.1/12

The vision of the Faculty of Education is to be "acknowledged and respected unequivocally as a leading and engaged research-driven education faculty". In line with this, we pride ourselves on playing a leading role in education, both locally and globally. Central to our vision is a commitment to engage with educational challenges, particularly in South Africa.

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Browsing Faculty of Education by browse.metadata.advisor "Albertyn, R. M."

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    Die effek van verskillende onderrigmetodes in die aanbieding van 'n behuisingsgeletterdheidsprogram
    (Stellenbosch : Stellenbosch University, 2000-12) Van der Merwe, Marietjie; Albertyn, R. M.; Van Wyk, A. S.; Van der Merwe, M. E.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: The role which education can play in the upliftment of individuals and families has been receiving increasing attention by the South African government because it is regarded as each individual's right to reach his/her full potential. However, the way in which education is presented is the defining factor, which determines the sustainability of the subsequent development. The purpose of the study was to determine how Consumer scientists could contribute to transformative learning as well as the increasing of individual's levels of empowerment and knowledge. A literature study was undertaken to present a synopsis of emancipation education and transformative learning within the context of Consumer Science. Several methods of education, the underlying concepts to transformative learning, methods to bring about transformative learning, several phases in transformation of perspectives, the outcomes of the emancipation education method, the role of the Consumer scientist as emancipation educator as well as practical teaching methods were also included to support the empirical part of the study. A housing literacy programme was adapted and presented according to two different methods of education, namely emancipation and technical methods to represent the empirical part of this study. The housing literacy programme was presented to women in Calvinia and Williston living in government subsidised houses. During the implementation of the emancipation method of education, the transformation framework was used in conjunction with the action research model to adapt the programme and to identify any transformation that took place. In experimental design, the emancipation and technical methods were compared in terms of an increase in empowerment and knowledge. The status of empowerment and knowledge of both groups was determined before the programme, directly after the programme as well as two months thereafter. Quantitative data was obtained from the questionnaires on empowerment and knowledge, while qualitative data was obtained from the action research model as well as the transformation framework. The result of the quantitative data showed a clear difference between the group taught with the emancipatory method, and the group taught with the technical method in tenus of the increase in levels of empowerment and knowledge. The group taught with the emancipatory method showed higher levels of empowerment and knowledge than the group taught with the technical method directly after the programme as well as two months thereafter. The levels of empowerment and knowledge of the group taught with the emancipatory method showed significant statistical differences from before the presentation of the programme until two months thereafter. This suggests the sustainable character of an increase in empowerment and knowledge. Results obtained from the qualitative data also indicated the occurrence of distorted meaning schemes as well as modification thereof. This study showed that using the emancipation method of education when presenting a Consumer Science programme could induce transformation. The quantitative data also proved the emancipation method of education to be more effective than the technical method when aiming to increase an individual's level of empowerment and knowledge. It is therefore important that Consumer scientists be aware of all the characteristics of the emancipation method of education as well as transformative learning in order to induce change in individuals and families and to lead them to selfdependence.
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    A reflective account of facilitator practice improvement in a leadership development programme in the Technical and Vocational Education and Training (TVET) sector
    (Stellenbosch : Stellenbosch University, 2018-03) Adams, Tania Bernadette; Frick, B. L.; Albertyn, R. M.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: The purpose of this study was to facilitate transformative learning, essential to address the need for leadership capacity building in the South African Technical Vocational Education and Training (TVET) College Sector. The underlying research approach used to guide and operationalise the study was the Living Educational Theory (LET) within an action research methodology. The action research study was concerned with the development of epistemological understanding of how to facilitate transformative learning in practice within a leadership development intervention. Moreover, the study proposed recommendations for other novice facilitators on epistemological development of transformative learning practice. The empirical part of this study was conducted over a five-year period. True to the nature of action research, a cyclical process was followed. The study consisted of three action research cycles. The focus of the first action research cycle was to facilitate a transformative learning model to help leaders change perspectives about leadership challenges in the TVET sector. The sample included sixty-one (61) participants, who signed up for the leadership development workshop on a voluntary basis. Data collection methods for Cycle 1 included participant reflection journals; workshop evaluation forms; audio recordings and transcripts of these recordings from informal interviews conducted during the workshops; independent participant evaluation and practitioner-researcher reflection journals. Reflective learning was facilitated in Cycle 2. Participants were encouraged to engage in a deeper level of reflective learning, which was not achieved during the first cycle, with five participants taking part in reflective learning activities. Data collection methods for Cycle 2 were transcripts from audio recordings derived from semi-structured interviews and practitioner-researcher reflection journals. The third cycle involved the participants from the previous cycle, who were engaged in reflective dialogue and action activities. The facilitation process concluded the final two quadrants in the transformative learning model. In the third cycle, data were collected through a focus group activity that was audio-recorded during the workshop and participant evaluation forms. This study is significant as no study could be found, where transformative learning was facilitated in leadership development in the TVET sector in South Africa. This study addressed such research gap and proposed a transformative capacity-building framework to build leadership capacity in the TVET sector in South Africa. This study explored the developmental learning experiences of a novice facilitator of transformative learning in South Africa. My original contribution is a transformative professional development framework that demonstrated how a novice facilitator of transformative learning developed an epistemology of practice. In conclusion, the study recommends that transformative learning theory be integrated into leadership development aimed at the individual transformational capacity building of the leadership in the TVET sector.