https://ir.unisa.ac.za/handle/10500/30860 2026-06-19T16:02:45Z https://ir.unisa.ac.za/handle/10500/32637 Exploring the assessment strategies used in the Oshindonga first language advanced subsidiary curriculum in selected Secondary Schools of the Omusati region, Namibia Kandjengo, Michael The primary purpose of the study was to investigate the assessment strategies used in assessing Oshindonga First Language at the Namibia Senior Secondary Certificate Advanced Subsidiary (NSSCAS) level in selected secondary schools in Namibia. The study also sought to understand how teachers perceive assessment strategies, their classroom assessment practices, the challenges they face, and their views on how to improve assessment strategies to promote effective language learning. The study was underpinned by the Personal Practice Assessment Theories (PPAT) framework, as proposed by Box et al. (2015), which informed the analysis of teachers’ assessment beliefs and practices. The study population comprised all schools offering the Oshindonga First Language Advanced Subsidiary curriculum in the Omusati Region. A purposive sampling technique was employed to select the participating schools and all study participants. The study adopted an interpretivist paradigm, using a qualitative approach and a case study design. Semi-structured interviews, focus group interviews, and document analysis were used to collect data. The gathered data were analysed using a rigorous process of thematic analysis. The findings reveal that assessment practices remain predominantly examination-driven, with teachers heavily reliant on outdated Namibia Senior Secondary Certificate Ordinary level (NSSCO) past papers rather than the NSSCAS syllabus. Teachers also reported limited exposure to training in assessment design, marking, and curriculum interpretation, resulting in reduced capacity to plan assessments that measure higher-order competencies. Additional challenges include limited support from the Heads of Department (HOD), poor classroom monitoring, and inadequate teaching resources. Linguistic diversity and limited professional development further hinder the development of consistent assessment standards. Results also showed that teaching practices were characterised by the prioritisation of English, persistent dialectal interferences, and the contextualisation of activities to support meaningful Oshindonga language learning. Additionally, the study revealed that assessment in the Oshindonga First Language curriculum can be improved through sustained teacher development, better resource provision, continuous reflective practice, and more rigorous marker selection to ensure fairness and effective learning outcomes. The study recommends the urgent need for structured professional development programs, improved instructional leadership from HODs, and enhanced resource allocation to address these challenges. It also highlights the importance of dialect-sensitive assessment practices and the integration of reflective learning to promote learner-centred pedagogy.; Elalakano linene loshipekapekwa eshi okukonakona omikalo detalashiivo hadi longifwa motundi yOshindonga pondodo yomufika wopombada (NSSCAS) meesekundofikola odo di na eendodo dopombada moNamibia. Epekapeko eli ola lalakanena yo okuuda ko nghene ovahongifikola ve udite ko elongifo lomikalo detaloshiivo, nghene have di longifa meetundi davo, omashongo hava shakeneke, nomafeneko nghene ku na okuxwepopalekwa omikalo edi, elihongo lelaka li nghonopalekwe. Epekapeko ole likanghamekela kotheori yedina Personal Practice Assessment Theories (PPAT), ya etwa po ku-Box navakwao (2015), tai yandje ouyelele wokukonakona etaloshiivo netulomoilonga lalo kovahongi. Ovakufimbinga mepekapeko, eesekundofikola odo hadi hongo eendodo domufika wopombada (NSSCAS) mOshitukulwa shaMusati. Mokuhoolola oshipangula [osampela], okwa longifwa omukalo wonhomenawina mokuhoolola eefikola novakufimbinga aveshe. Epekapeko ole likwatelela komufango wokufatulula hau ifanwa interpretivist paradigm, melongifo lomukalo womafatululo omoule [qualitative] osho yo ekonakono lomoule loshinima shonhumba (case study). Mokwoongela ouyelele, epekapeko ola longifa omukalo weenghundafana doohandimwe, eenghundafana dopaungudu nosho yo omukalo wokukonakona oinyolwa yOshindonga. Ouyelele wa monika, owa konakonwa, kwa longifwa omukalo wokukonakona oifimanitwa. Oidjemo oya ulika kutya oilonga yetaloshiivo meetundi, ohai kala ya tala unene kekonakono, omo omataloshiivo e likwatelela unene keembapila dokomakonakono makulu nokwa kusha, domufika wopedu wo-NSSCO, ponhele yokulikwatela kOmufindahongo wOshindonga, omufika wopombada (NSSCAS). Ovahongi ova holola yo kutya ihava pewa omadeulo a wedwa po e na sha nomikalo diwa detaloshiivo, okutala oinyolwa yovahongwa, nefatululo lomoule lomufindalandu, osho she va etela eudeko la nghundipala. Ounghundi umwe vali wa ulikwa, ovahongi ihava pewa omakwafo okudja kOvawiliki vOikondo peefikola (HOD), okutalela po eetundi dovahongi okwa nghundipala, noikwafifohongo inai henena. Okuhongela mumwe ovahongwa vomihoko da yoolokafana motundi imwe yelaka nosho yo omaudelo a wedwa po ovahongi, oyo imwe yomoinima oyo tai i moshipala exwepopalo metaloshiivo li na omakanghameno noli li pamufika. Oidjemo oya ulika yo kutya, ehoololo lelongifo lelaka lOshingilisha, nokuhahonga ovahongwa she likwatelela konghalo yoshili, oyo imwe oyo tai eta oidjemo yanghundipala. Kakele kwaasho, oidjemo oya ulika yo kutya etaloshiivo lOshindonga otali dulu ashike okuxwepopalekwa ngeenge ovahongi otava kala tava pewa omaduelo a wedwa po efimbo nefimbo, tava pewa oikwafifohongo tai wapalele, omatalululo eetundi akwalukeshe, opo ku kwashilipalekwe exwepopalo loidjemo yoshihongwa. Epekapeko otali faneke pa ningwe omalongekido omeendelelo e na sha neeprograma dokukwafela ovahongi va mone omadeulo a wedwa po efimbo nefimbo, ovawiliki voikondo peefikola (HOD) va kale neudeko loihongwa oyo tava pashukile, noikwafifohongo tai wapalele, opo ku kelelwe omashongo aa. Epekapeko eli otali faneke ku yandjwe yo omataloshiivo taa wapalele eenyapilaka adishe tadi hongwa motundi yOshindonga, nokukwatela mo omukalo wetalululo lotundi, opo ku nghonopekwe omukalo wehongo lomuhongwa ta dana onghandangala.; Inhloso eyinhloko yocwaningo kwakuwukuphenya amasu okuhlola asetshenziswa ekuhloleni isi-Oshindonga njengoLimi Lokuqala ezingeni leNamibia Senior Secondary Certificate Advanced Subsidiary (NSSCAS) ezikoleni ezithile zamabanga aphezulu eNamibia. Ucwaningo luphinde lwahlose ukuqonda indlela othisha abawabona ngayo amasu okuhlola, indlela abenza ngayo ukuhlola eklasini, izinselelo ababhekana nazo, kanye nemibono yabo mayelana nokuthuthukisa amasu okuhlola ukuze kugqugquzelwe ukufunda kolimi olusebenzayo. Ucwaningo lwalusekelwe kuhlaka lwe-Personal Practice Assessment Theories (PPAT) oluphakanyiswe u-Box nabanye (2015), olwasiza ekuhlaziyeni izinkolelo nemikhuba yokuhlola yothisha. Inani lababambe iqhaza lalihlanganisa zonke izikole ezifundisa i-Oshindonga njengoLimi Lokuqala ezingeni leAdvanced Subsidiary esifundeni sase-Omusati. Kwasetshenziswa indlela yokukhetha ngenhloso (purposive sampling) ukukhetha izikole nababambe iqhaza. Ucwaningo lwalandela umbono we-interpretivist, lusebenzisa indlela yekhwalithi (qualitative) kanye nomklamo wocwaningo lwecala (case study). Izingxoxo ezihleleke ngokwengxenye (semi-structured interviews), izingxoxo zamaqembu (focus groups), kanye nokuhlaziywa kwemibhalo kwasetshenziswa ukuqoqa imininingwane, eyabe isihlaziywa nge-thematic analysis. Imiphumela yocwaningo iveze ukuthi imikhuba yokuhlola isalokhu igxile kakhulu ezivivinyweni, othisha bethembele kakhulu kumaphepha amadala e-Namibia Senior Secondary Certificate Ordinary Level (NSSCO) kunokulandela i-syllabus ye-NSSCAS. Othisha baphinde babika ukuntuleka kokuqeqeshwa okwanele ekwakheni ukuhlola, ukumaka, kanye nokuqonda uhlelo lwezifundo, okuyinciphisa ikhono labo lokuhlela ukuhlola okulinganisa amakhono aphakeme. Ezinye izinselelo zihlanganisa ukwesekwa okuncane okuvela kumaNhloko oMnyango (HOD), ukuqapha okungeluhle kwamakilasi, kanye nokushoda kwezinsiza zokufundisa. Ukuhlukahluka kwezilimi kanye nokuntuleka kwamathuba okuqeqeshwa okuqhubekayo nakho kuphazamisa ukuthuthukiswa kwezindinganiso zokuhlola ezifanayo. Imiphumela iphinde yaveza ukuthi ukufundisa kugxile kakhulu esiNgisini, kunezithiyo ezidalwa ukwehluka kwezindlela zokukhuluma (dialects), kanye nokuhlelwa kwemisebenzi ngendlela ehambisana nesimo ukuze kusekelwe ukufunda okunenjongo kolimi lwesi-Oshindonga. Ucwaningo luphinde lwabonisa ukuthi ukuhlola kungathuthukiswa ngokuthuthukisa othisha ngokuqhubekayo, ukuhlinzeka ngezinsiza ezingcono, ukuzindla okuqhubekayo ngomsebenzi, kanye nokukhethwa ngokucophelela kwababhalayo ukuze kuqinisekiswe ubulungiswa nemiphumela efanele yokufunda. Ucwaningo luncoma isidingo esiphuthumayo sezinhlelo eziqhubekayo zokuqeqeshwa kochwepheshe, ukuqiniswa kobuholi bezemfundo kuma-HOD, kanye nokwabiwa kangcono kwezinsiza. Luphinde lugcizelele ukubaluleka kokuhlola okubheka umehluko wezilimi kanye nokuhlanganisa ukufunda okuqondiswe kumfundi. Abstracts in English, Oshikwanyama and IsiZulu 2026-03-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32594 The social and ethical responsiveness of a South African Platinum mine towards women in mining Vaughan Townsend, A.B. Mining companies throughout the world have been attempting to introduce a sustainable development and empowerment program for women for more than a century with very little success. Numerous countries, including South Africa (SA), had legislation prohibiting the employment of women underground until as recently as 1995. South Africa has subsequently used the Beijing Platform of Action as a reference to the compilation of a number of enabling legislation such as the Mining Charter and other policies in an effort to create positive intervention in the empowerment of women. Barriers to the introduction of women in the mining industry are numerous and need to be managed if a sustainable diverse workforce is the future objective. This purpose of this research was to attempt to identify barriers and potential solutions which can be applied as best practice and in so doing, improve the chances of sustainable success for this industry initiative. A typical SA hard rock mine has been chosen for the research. A random sample of 46 women employed at Impala was selected to participate in a semi structured interview with the researcher. The findings were them scrutinised and categorised to expose any obvious themes or patterns. The research findings did not disclose any unusual or unexpected SA issues but actually confirmed the international experiences to a large degree. The researcher has made a number of recommendations regarding the challenges that were raised during the research and interview process. Essentially it was confirmed that SA women have a desire to be independent, a yearning for self development and the drive to want to make it happen to prove to themselves and everyone else that they too can add value and make a difference. If anything, they are prepared to work in hazardous environments and carry out arduous physical work if that is what it is going to take to get to the top. In conclusion it is noted that companies should learn from others mistakes and not reinvent the wheel every time a new challenge is put on the table. Further research is recommended as this research was conducted during the infancy stages of implementation and the views of the participants could vary as time passes. 2006-11-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32585 Exploring the effect of teacher–parent involvement as a curriculum-as-practice partnership and its influence on Grade 6 learners’ comprehension development Carstens, Rindi Grounded in Bronfenbrenner’s Ecological Systems Theory (EST), this study investigated the impact of teacher–parent involvement on learners’ comprehension development. Within contemporary Curriculum Studies, curriculum is understood not merely as a prescribed body of knowledge, but as a lived and negotiated practice shaped through interactions among teachers, learners, families, and communities. In response to this perspective, the study foregrounded teacher–parent involvement as a curriculum-as-practice partnership that influences learners’ comprehension across home and school contexts. The study adopted an exploratory research design within a pragmatic paradigm, aligning with its aim to generate evidence-based recommendations to enhance teacher–parent communication and engagement. This paradigm supported the development of practical strategies to strengthen collaboration between home and school, ultimately improving learners' comprehension and academic performance. A qualitative research approach was employed, utilising open-ended questionnaires, focus-group interviews, and narrative analysis to gain an in-depth understanding of teacher–parent collaboration and its influence on language comprehension. This approach allowed for the consideration of contextual factors such as time, place, and participant roles, ensuring a holistic understanding of the phenomenon. The literature review highlighted the importance of a holistic approach to learning and identified strategies that teachers and parents can implement to promote engagement, improve reading comprehension, and build learner confidence. However, challenges including time constraints, communication barriers, and varying levels of parental involvement were also identified. Through the application of EST, these challenges were contextualised within the interconnected microsystems of home and school, with particular attention to how mesosystem influences, such as parental literacy levels and socioeconomic factors, shape learner outcomes. Findings indicated that sustained teacher–parent engagement fosters supportive learning environments that reinforce comprehension both inside and outside the classroom. The study contributes to Curriculum Studies by repositioning teacher–parent involvement as an integral curriculum partnership rather than a supplementary practice, and by offering practical recommendations to strengthen collaboration and enhance learners’ comprehension within an ecological framework.; Met Bronfenbrenner se Ekologiese Stelselteorie ( as grondslag het hierdie studie die impak van onderwyser ouer betrokkenheid op leerders se begripsontwikkeling ondersoek. Binne hedendaagse Kurrikulumstudies word kurrikulum nie bloot as ʼn voorgeskrewe kennisbasiskennisbasis verstaanverstaan nie,nie, maarmaar asas ʼnʼn geleefdegeleefde enen onderhandeldeonderhandelde praktykpraktyk watwat gevormgevorm wordword deurdeur wisselwerkingwisselwerking tussentussen onderwysers,onderwysers, leerders,leerders, gesinnegesinne enen gemeenskappe.gemeenskappe. InIn reaksiereaksie opop hierdiehierdie perspektiefperspektief hethet diedie studiestudie onderwyseronderwyser––ouerouer--betrokkenheidbetrokkenheid asas ʼnʼn kurrikulumkurrikulum--asas--praktykpraktyk--vennootskapvennootskap watwat leerdersleerders sese begripbegrip ooroor huishuis-- enen skoolkonteksteskoolkontekste beïnvloed,beïnvloed, vooropgestel.vooropgestel. Die studiestudie hethet ʼnʼn verkennendeverkennende navorsingsontwerpnavorsingsontwerp binnebinne ʼnʼn pragmatiesepragmatiese paradigmaparadigma aangeneem,aangeneem, inin lynlyn metmet sysy doeldoel omom bewysgebaseerdebewysgebaseerde aanbevelingsaanbevelings tete genereergenereer omom onderwyseronderwyser––ouerouer--kommunikasiekommunikasie enen --betrokkenheidbetrokkenheid tete verbeter.verbeter. HierdieHierdie paradigmaparadigma hethet diedie ontwikkelingontwikkeling vanvan praktiesepraktiese strategieëstrategieë ondersteunondersteun omom samewerkingsamewerking tussentussen huishuis enen skoolskool tete versterk,versterk, watwat uiteindelikuiteindelik leerdersleerders sese begripbegrip enen akademieseakademiese prestasieprestasie verbeterverbeter.. ʼn KwalitatieweKwalitatiewe navorsingsbenaderingnavorsingsbenadering isis gebruikgebruik metmet behulpbehulp vanvan oopoop vraelyste,vraelyste, fokusgroeponderhoudefokusgroeponderhoude enen narratiewenarratiewe analiseanalise omom ʼnʼn diepgaandediepgaande begripbegrip vanvan onderwyseronderwyser––ouerouer--samewerkingsamewerking enen diedie invloedinvloed daarvandaarvan opop taalbegriptaalbegrip tete verkry.verkry. HierdieHierdie benaderingbenadering hethet kontekstuelekontekstuele faktorefaktore soossoos tyd,tyd, plekplek enen deelnemerrolledeelnemerrolle inin agag geneem,geneem, watwat ʼnʼn holistieseholistiese begripbegrip vanvan diedie verskynselverskynsel versekerverseker het.het. Die literatuuroorsigliteratuuroorsig hethet diedie belangrikheidbelangrikheid vanvan ʼnʼn holistieseholistiese benaderingbenadering tottot leerleer beklemtoonbeklemtoon enen strategieëstrategieë geïdentifiseergeïdentifiseer watwat onderwysersonderwysers enen ouersouers kankan implementeerimplementeer omom betrokkenheidbetrokkenheid tete bevorder,bevorder, leesbegripleesbegrip tete verbeterverbeter enen leerdervertroueleerdervertroue tete bou.bou. Uitdagings,Uitdagings, insluitendinsluitend tydsbeperkings,tydsbeperkings, kommunikasiekommunikasiestruikelblokkestruikelblokke enen verskillendeverskillende vlakkevlakke vanvan ouerbetrokkenheid,ouerbetrokkenheid, isis egteregter ookook geïdentifiseer.geïdentifiseer. DeurDeur diedie toepassingtoepassing vanvan ESTEST isis hierdiehierdie uitdagingsuitdagings gekontekstualiseergekontekstualiseer binnebinne diedie onderlingonderling gekoppeldegekoppelde mikrostelselsmikrostelsels vanvan huishuis enen skool,skool, metmet besonderebesondere aandagaandag aanaan hoehoe mesosisteemmesosisteem--invloede,invloede, soossoos ouerouer--geletterdheidsvlakkegeletterdheidsvlakke enen sosiososio--ekonomieseekonomiese faktore,faktore, leerderuitkomsteleerderuitkomste vorm.vorm. Bevindinge het aangedui dat volgehoue onderwyser–ouer-betrokkenheid ondersteunende leeromgewings bevorder wat begrip binne en buite die klaskamer versterk. Die studie dra by tot Kurrikulumstudies deur onderwyser–ouer-betrokkenheid te herposisioneer as ʼn integrale kurrikulumvennootskap eerder as ʼn aanvullende praktyk, en deur praktiese aanbevelings te bied om samewerking te versterk en leerders se begrip binne ʼn ekologiese raamwerk te verbeter.; Ifakwe phakathi e-Grounded in Bronfenbrenner’s Ecological Systems Theory (EST), lolucwaningo luphenya umthelela wokubandakanya othisha nabazali ekuthuthukiseni ukuqonda kwabafundi. Ezifundweni ze-curriculum zangaleso sikhathi, i-curriculum ayiqondwa njengendikimba yolwazi enqunyiwe, kodwa njengomkhuba ophilayo nokuxoxiwe ngawo owenziwe phakathi kokusebenzisana nothisha, abafundi, imindeni kanye nomphakathi. Ngokuphendula lombono, ucwaningo lwandulela ukuzibandakanya kothisha nabazali njengokubambisana kwi-curriculum, emsebenzini wokuqonda kwabafundi kuzo zonke izimo zasekhaya nezesikole. Lolucwaningo lwamukele i-design yokuhlola phakathi kwe-paradigm ye-pragmatic, ukuhambisana nenjongo yokwenza izincomo ezisekelwe ukufakazi ukuze kuthuthukiswe ukuxhumana nokuzibandakanya kothisha nabazali. Lomqondo usekele ukuthuthukisa amasu asebenzayo okuqinisa ukusebenzisana phakathi kwekhaya nesikole, ekugcineni kuthuthukiswe ukuqonda kwabafundi kanye nokusebenza kahle kwezemfundo. Kusetshenziswe indlela yocwaningo esezingeni eliphezulu, kusetshenziswa uhlu lwemibuzo oluvulekile, izingxoxo zamaqembu okugxilwe kuwo, kanye nokuhlaziya ukulandisa ukuze uthole ukuqonda okujulile ngokubambisana kothisha nabazali okunomthelela wokuqonda ulimi. Lendlela yokwenza ivumela ukucabanga kwezici nengqikithi njengesikhathi, indawo nezindima zabahlanganyeli, ukuqinisekisa ukuqonda okuphelele kwaleso simo. Ukubuyekezwa kwezincwadi kugqamisa ukubaluleka kwendlela yokufunda ephelele iphinde ihlonze amasu othisha nabazali abangawasebenzisa ukuze bakhuthaze ukubandakanywa, ithuthukisa ukuqonda nokufunda uphinde wakhe ukuzethemba kwabafundi. Kodwa-ke, izinselela, okuhlanganisa ukulinganiswa kwesikhathi, izithiyo zokuxhumana, namazinga okubandakanye abazali, nabo abatholakele. Ngokusetshenziswa kwe-EST, lezizinselela zihlanganisa i-microsystem exhumene nekhanye nesikole, njengamazinga okufunda nokubhala kwabazali kanye nezici zenhlalo nomnotho, obubumba imiphumela yabafundi. Imiphumela ibonise ukuthi ukuhlanganyela okuqhubekayo kothisha nabazali kukhuthaza izimo zokufunda ezisekela ukuqonda kokufunda kwangaphakathi nangaphandle kwekilasi. Ucwaningo luneqhaza Ezifundweni Zohlelo Lwezifundo ngokubeka kabusha ukuzibandakanya kwabafundi nabazali njengobudlelwano obubalulekile be-curriculum esikhundleni sokwenza okongeziwe, nangokunikeza izincomo ezisebenzayo zokuqinisa ukusebenzisana nokuthuthukisa ukuqonda kwabafundi ngaphakathi kohlaka lwezemvelo. Abstract in English, Afrikaans and Zulu 2025-11-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32584 The effectiveness of using digital tools to teach Grade 9 mathematics in the Ekurhuleni district Bauchoo, Ishaan This study investigated the effectiveness of the use of digital tools in the teaching of Grade 9 mathematics. Using digital tools in the teaching of mathematics could create a more positive attitude in learners and result in improved learner results. In an era of digital evolution where teenagers, like Grade 9 learners, use digital devices and digital platforms throughout the day, has meant the need for a change in school-based activities, assessments and examinations. Amending pedagogical approaches with the use of digital devices in the teaching of mathematics could engage with learners on a higher level and change the negative perception that teenagers have about mathematics. Underpinned by a constructivist paradigm, this multiple case study within a qualitative approach, sought to explore the effectiveness of digital tools in the teaching of mathematics at the Grade 9 level. Educational technology theory together with the Technology, Pedagogy, and Content Knowledge model, commonly known as TPACK, formed the theoretical framework. Data were collected via the transect walks and informal interviews, observations and focus group discussions in three selected schools in the Ekurhuleni district in Gauteng with six participant teachers. The findings revealed that with the introduction and implementation of digital tools, teacher need to incorporate technology (TK), pedagogy (PK), and content (CK) in their practice in order to ensure quality teaching in mathematics. 2026-02-24T00:00:00Z