Masters Degrees (Education Policy Studies)

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Browsing Masters Degrees (Education Policy Studies) by Subject "Academic achievement"

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    An exploration of automatic learner promotion at three schools in Namibia: Implications for quality education.
    (Stellenbosch : Stellenbosch University, 2022-12) Mbudhi, Liina Frieda; Davids, Nuraan, 1970-; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
    ENGLISH ABSTRACT: The study aimed to explore the implications of the automatic learner promotion (ALP) policy on the quality of education at three primary schools in the Erongo region of Namibia. The study employed a qualitative, phenomenological case study design. The objectives of the study were as follows: to gain insights into teachers’ understanding and implementation of the ALP policy; to ascertain the effects of ALP on learners and teachers, and hence, learning and teaching; and to determine the implications of the ALP policy on the quality education at the three schools. The data for this study was constructed from a purposively selected sample of six teachers, six heads of department and three school principals drawn from three state primary schools. In addition to conducting semi-structured interviews with a total of fifteen participants, the ‘National Promotion Policy Guide for Junior and Senior Primary School Phase’ (National Institute for Educational Development (NIED)) (2015) was analysed. The study found that only one of the three primary schools implemented the policy as required and stipulated in the ‘National Promotion Policy Guide for Junior and Senior Primary School Phase’ (NIED, 2015). Although the teachers and principals shared a common conceptual understanding of the policy, they had different understandings of how to implement it or whether to implement it at all. They also differed in terms of who was responsible for implementing the policy and the additional support required by learners who had been automatically promoted. Nevertheless, there seemed to be agreement that the negatives of ALP outweighed the positives. This perception was informed by several key factors, which included a lack of support from the Ministry of Education; unpreparedness and unwillingness by teachers to provide the extra support required by learners who had been automatically promoted; and the tensions between learners who had met the minimum grade requirements and those who had not but were promoted regardless. The study found that most participants viewed the ALP practice as compromising the education quality. Instead of assisting learners who struggled academically, such learners continued to struggle in the next grade. Their lack of competencies in their previous grade meant they were continually compromised and disadvantaged in acquiring new competencies. The difficulties experienced by these learners were compounded by a lack of interest, support, and motivation from teachers. The study recommends extra support to the teachers to eliminate the challenges they face. Policymakers are encouraged to consult teachers when developing the policies and conduct workshops sharing the meaning and significance of the policy. Policymakers are also encouraged to implement mechanisms that encourage all schools to implement national policies. The study encourages more parental involvement in the implementation of the ALP policy.
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    How do school leaders negotiate space in order to motivate teachers
    (Stellenbosch : Stellenbosch University, 2013-03) Burger, Johann Richards Vivian; Bak, Nelleke; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
    ENGLISH ABSTRACT: This is an exploratory study of how school leaders can negotiate the various spaces in their schools in order to promote teacher motivation and, by implication, learner achievement. This research focuses on how three principals in the Western Cape Province have produced or re-appropriated spaces to create new, productive learning environments which positively engage the users of these spaces. According to section 4 of the Employment of Educators Act 76 of 1998 (PAM), all school leaders are expected to create a learning space that is conducive to teaching and learning. In order to know what such a leadership responsibility may entail, this study tries to capture the dynamic interplay between physical (perceived) and mental (conceived) spaces as embodied in social (lived) spaces in a school. It uses Lefebvre‟s spatial triad as its theoretical lens. Linked to the study‟s aim to investigate what the interplay is between the various Lefebvrean spaces in schools, is an examination of how school leaders can manage to negotiate the production of these spaces. For lived school spaces to have embodied meaning that is conducive to teaching and learning, they must be co-produced and co-owned by the users of that space. To illuminate the way in which school leaders can achieve this, the study draws on a model of transformational leadership. The qualitative study uses a focus group, individual interviews and observations of three schools that have all achieved recognition as schools with excellent learner achievement: a public primary school, a public high school and an independent high school. The main research findings are that each of the three school leaders instinctively followed a transformational leadership style, and produced spaces that encouraged professional interaction amongst their teachers as well as strong collegial support for their spatial changes. The staffrooms have been modernised and equipped with lush furniture, flat screen TV‟s, appealing decorations and stimulating pictures, all with the purpose of lifting the spirits and energy levels of the staff. In addition, teachers‟ professional meeting rooms and confidential workspaces have been established. Classrooms have been changed into inviting and functional 21st century ICT learning spaces, with flexible use of furniture and stimulating visuals. Outdoor learning spaces and safe “emotional zones” have been constructed At all three schools the entrances and receptions areas have been made into welcoming spaces in which learners can gather for meetings, and the schools‟ symbols and achievements are showcased. Clear signposting makes the visitor feel engaged. Braai areas for teacher and parent functions ensure that the school keeps parents involved. The main findings about the embodied spaces in the school are that the three school leaders have changed the physical spaces at their schools into new mental spaces which influence the perception, mood and motivation of the users of that space.
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    Learners experiences of the role of academic underachievement on the journey to identity development
    (Stellenbosch : Stellenbosch University, 2020-03) Mavundla, Slindile Sbakhile Penelope; Collair, Lynette; Stellenbosch University. Faculty of Education. Education Policy Studies.
    ENGLISH ABSTRACT : Research has shown that humanity undergoes different stages of development, and identity development in adolescence is one of these stages. In order to attain identity, this requires adolescents to interact successfully with different environments. This study aimed to understand the journey of identity development among adolescents who are underachieving at school, which is an environment that they interact with frequently at this stage. Studies on adults with learning difficulties have found that the experiences of learners who have learning difficulties are a topic worthy of being explored, as adults reported how their childhood experiences had influenced their adult life. This study focused on learners who had not been assessed and diagnosed as having any learning disorders. However, these learners found academic studies a challenge, because they experienced grade retention or social promotion at school. The study used an interpretivist paradigm, as the aim was to understand and describe the learners’ experiences. Data was collected by means of semi-structured interviews, observations and a drawing activity. To obtain richer data, the interviews were conducted in IsiZulu, because it was the participants’ home language. Thematic analysis was applied to the translations. All these strategies helped to gain in-depth insights to the participants’ journey towards identity development. Findings showed that by not achieving academically, the participants had not successfully resolved the stage of “industry versus inferiority”. This sparked a sense of inadequacy and inferiority in the participants and it influenced how the participants handled the next stage of development, namely, “identity versus role confusion”. The participants internalised external expectations of who they ought to be and how they should carry themselves. As a result, the participants sought future careers that would align with these social expectations, instead of using their skills and talents as a guide to their choice of a career. The participants also identified more with the communities that they lived in, as opposed to their school community, because the internalised expectations were what their families and communities encouraged.