https://ir.unisa.ac.za/handle/10500/29489 2026-05-01T14:19:36Z 2026-05-01T14:19:36Z Mafrika, Abel Mlandule https://ir.unisa.ac.za/handle/10500/30958 2024-04-15T10:12:17Z 1989-01-01T00:00:00Z

Critical evaluation of the teaching and learning of technical drawing in black schools Mafrika, Abel Mlandule This study evaluated the teaching of Technical Drawing in Black schools in the Vaal Triangle under the jurisdiction of the Department of Education and Training. The purpose of this study was to describe the form of tuition presently applied in the teaching and learning of Technical Drawing. This study further attempted to identify difficulties that Black pupils, who are being taught through the medium of a second language, are experiencing in forming concepts in Technical Drawing as a key subject in technical education. The account used the techniques of illuminative evaluation. This included an observation checklist and structured interview questionnaires. The historical background of the provision of technical education in developed and under-developed countries was discussed in the light of developing skilled manpower which is required for economic growth. The shortage of skilled manpower to meet the demands of the industries and business world in the Republic of South Africa was also discussed. An attempt of the government to meet the demands of industries through technical education among Blacks was highlighted. Problems associated with this attempt manifest themselves in the teaching of Technical Drawing. This study showed that poor concept-forming in the learning of Technical Drawing among Black pupils is the fundamental problem. Recommendations concerning methods of tuition, in order to promote clear concepts among Black pupi Is in the learning of Technical Drawing, are made.

1989-01-01T00:00:00Z Moadira, Liziwe Agnes https://ir.unisa.ac.za/handle/10500/29520 2023-01-23T13:09:03Z 2002-12-01T00:00:00Z

Perception of learners with special needs on implementation of inclusive education Moadira, Liziwe Agnes It was the aim of this study to gain infom1iltion concerning the perception of learners with special needs on the implementation of inclusive education. Due to misconceptions about the implementation of inclusive education the researcher thought it necessary to conduct a research on what the views of learners with special needs are about inclusive education. To reach the aim mentioned above learners with special needs were randomly selected from two schools (which implement special needs) from the Bloemfontein and Mangaung area in the Free State. The participants in the research conducted were from grade 8 and grade 9. A quantitative approach was applied by means of distributing questionnaires to the learners. To support or reject the findings a qualitative approach was applied by means of interviews. The findings from the interviews supported the findings of the questionnaires, which implies that few participants were clear on the meaning and implementation of inclusive education, others were ignorant on the topic and showed signs of fear and insecurity. Most of the participants however were very positive about the implementation of inclusive education. From the findings mentioned it became apparent that orientation amongst all learners is to be done in order to understand inclusive education and those barriers, which are a hindrance in the implementation of inclusive education, should be removed. The researcher is of the opinion that the implementation of inclusive education could therefore acknowledge and suppo1t individuals and ensure quality education for all learners i1Tespective of their differences; race, gender, age, class and ability.

2002-12-01T00:00:00Z Skosana, Peter Sizani https://ir.unisa.ac.za/handle/10500/29518 2024-06-21T12:31:15Z 2002-11-01T00:00:00Z

The pedagogical validity of the assessment instrument used in the outcome-based education with reference to the : senior phase of education Skosana, Peter Sizani The study's main focus was on the pedagogical validity of the assessment instruments used by educators in the senior phase classrooms to assess learners. The assessment instruments play a major role in determining whether a learner has achieved the required skills, knowledge, values and attitudes as well as whether there can be progression from one grade to the next. The study explored through in-depth interviews and observations the validity assessment instruments has in the teaching and learning tasks that both educators and learners engage in. the study strives to provide core and additional principles that must be met by any assessment instrument, so that educators can be able to successfully guide the learners. In conclusion, the study discovered that the current assessment instruments used in the senior phase classrooms are not yet pedagogically valid to guarantee that learners have acquired the required skill, knowledge, values and attitudes as they progress between grade seven and grade nine.

2002-11-01T00:00:00Z Chaane, Monyane Elizabeth https://ir.unisa.ac.za/handle/10500/29515 2022-10-28T12:01:08Z 2002-10-01T00:00:00Z

Pedagogical relevancy of inclusive education in the foundation phase of education Chaane, Monyane Elizabeth This study looked into pedagogical relevancy of inclusive education in foundation phase of education. Prevailing tendencies regarding inclusive education like, attitudes towards disability, curriculum which does not meet the diverse needs of learners, learning through the second language, inadequate and fragmented funding, lack of parental recognition and involvement, impaired learners, and ill equipped pre and in-service training are highlighted in order to be addressed when implementing inclusive education. The history of learners with special needs in South Africa is traced from early years till the democratic era. The paradigm shift in inclusive education is traced from special education, remedial education, normalization, intergration, permissive environment, mainstreaming, whole school approach until to inclusive education. Exponents of inclusive education like John Locke, Michael del Epee, ltard Jean-Marc-Gaspard, Louise Braille and Mandela Nelson are highlighted and their contribution toward inclusive education is discussed. There are principles underpinning inclusive education like diversity, multiculturalism, social justice, tolerance, equality, collaboration, empathy, patience, unity and respect. For inclusive education to be successful implementers must apply the above principles. The history of inclusive education in first world countries like Europe and United States of America is also studied in order to copy what is happening in advanced model countries. The advantages of inclusive education like avoidance of dual spending, educational values, and socialization gains are the rationale for inclusive education. Eighteen participants were interviewed about the relevancy of inclusive education. Most of the hypotheses were accepted which shows that inclusive education is relevant in the foundation phase of education. The significance of the results would be of assistance to Co-ordinators, circuit managers, Principals, Head of Department, Teachers and members of SGB in implementing inclusive education. There was also a group interview of learners from special and ordinary school. This study reveals that in special schools need to be included in mainstream while learners who are not in special school are not yet ready to learn together with disabled learners. What is important is to educate members of the community about inclusive education through different media like advocacy, radio and television.

2002-10-01T00:00:00Z