https://ir.unisa.ac.za/handle/10500/4676 2026-05-05T12:51:23Z https://ir.unisa.ac.za/handle/10500/32420 Ubuntu education in secondary schools' curriculum: challenges and perspective in Zimbabwe Zhakata, Revi This study examines the relevance and potential integration of Ubuntu as a formal subject within the secondary school curriculum in Zimbabwe, framed through the pedagogical lens of Ubuntugogy. Grounded in the context of decolonising education and fostering indigenous knowledge systems, the study investigates the perspectives of key educational stakeholders, including educators, school administrators, and officials from the Curriculum Development and Technical Services (CDTS). The primary aim is to explore the feasibility, challenges, and implications of embedding Ubuntu into the formal curriculum as a means of promoting inclusivity, African epistemology, and the Africanisation of education. Qualitatively, the study adopts a phenomenological research design to elicit deep insights from purposively selected participants notably: one CDTS official, twenty educators, and six school administrators from three strategically chosen secondary schools in the Chitungwiza District (Zimbabwe). Data were collected through semi-structured in-depth interviews and an analysis of key policy documents, including the Ministry of Primary and Secondary Education (MoPSE) Curriculum Framework (2015-2022). The findings reveal a complex, yet broadly positive stance towards the integration of Ubuntu as a curriculum subject. Participants acknowledged its potential to enrich the educational experience by fostering values such as inclusivity, ethical leadership, and cultural relevance, while promoting African knowledge systems and practices. However, significant challenges were identified that could impede its practical implementation. These include the impact of globalisation, moral degradation, social media influence, inadequate teacher training, resource limitations, and the complexities of cultural diversity within the educational system. It is argued that the integration of Ubuntu education holds transformative potential for fostering a more holistic and culturally relevant learning environment. The research concludes that a careful and strategic approach to curriculum development, incorporating sufficient teacher training and resource allocation, could mitigate these barriers and support the meaningful inclusion of Ubuntu in secondary education. Cultural and indigenous knowledge-based systems are recommended in shaping the future of education in Zimbabwe. Thus, the study catalyses on further research and practical initiatives aimed at enhancing the role of Ubuntu values in Zimbabwean schools and beyond. 2024-09-26T00:00:00Z https://ir.unisa.ac.za/handle/10500/32176 Exploring critical thinking deficits in life sciences education in Johannesburg North District High Schools, Gauteng Ngobeni, Tshikani Russel This study examines the factors that hinder the development of critical thinking in Life Sciences education at high schools in the Johannesburg North District. Despite several curriculum changes from Outcomes-Based education, National Curriculum Statement and now Curriculum Assessment Policy Statement, learner performance remains low. This is mainly due to traditional, examination-focused teaching methods and systemic issues, such as language barriers and limited resources. The research is based on Constructivist Theory, Self-Determination Theory, and Cognitive Load Theory. These theories help explore how students build knowledge, stay motivated, and process information. The study uses a qualitative, interpretive approach and a multiple case study design. Participants included Life Sciences teachers and Grade 10 to 12 learners from selected public high schools. Data were collected through semi-structured interviews, learner questionnaires, classroom observations, and document analysis. Thematic analysis identified patterns related to teaching methods, assessment practices, and learning environments. Findings show a strong reliance on teacher-centred instruction, rote memorisation, and assessment-driven teaching, along with other barriers like a rigid curriculum and insufficient language support. The study enhances our understanding of how teaching and systemic factors influence critical thinking in Life Sciences. It also provides insights that can be applied to similar educational contexts. Recommendations include utilising inquiry-based learning, implementing formative assessments, employing language support strategies, and fostering stronger professional learning communities to enhance scientific literacy. 2025-10-14T00:00:00Z https://ir.unisa.ac.za/handle/10500/32152 Experiences of grade 9 mathematics teachers in previously disadvantaged schools in Ekurhuleni South District in Gauteng province Mabetoa, Patricia Kotoko This dissertation presents the experiences of Grade 9 Mathematics teachers in previously disadvantaged schools in the Ekurhuleni South District in Gauteng Province. It is important to investigate the experiences of Grade 9 Mathematics teachers because these previously disadvantaged schools are underperforming in Mathematics. An exploratory qualitative case study design was adopted for the study. The target population was eight Grade 9 Mathematics teachers from previously disadvantaged schools. The researcher used two sampling procedures, namely convenience and purposive sampling. The researcher conveniently selected eight Grade 9 Mathematics teachers from four previously disadvantaged schools. These participants met specific standards for the study: they were readily available at a specific time, they were at a nearby location, and they were willing to take part in the research study. In this research study, eight Grade 9 Mathematics teachers from four previously disadvantaged schools were purposively selected to provide the required data because they were proficient and knowledgeable about the study phenomenon of interest. The data for the research were collected through semi-structured interviews. After recording the interviews, the responses and opinions of the participants were transcribed verbatim. The data collected was then analysed by using coding. The researcher employed thematic data analysis because thematic data analysis aims to change data into a solution to the original question that was formulated in the research study. In this research study, the data collected from the participants in the social context of the interviews dealt with the social phenomenon of unequal opportunities in previously disadvantaged schools. The findings of this research study revealed that the lack of Mathematics teaching and learning materials and the overcrowded classrooms in many previously disadvantaged schools affect the quality of education. Some learners cannot concentrate in school because of hunger and malnutrition. Many teachers find it difficult to teach Mathematics because learners often lack parental support. The empirical investigation conducted in this study showed that improvements in Mathematics education are vital to the future socio-economic prospects.; Naganwago ye ya dithero e bontšha maitemogelo a barutiši ba go ruta mphato wa senyane mo dikolong tšeo pele di bego di hloka mo District ya Borwa ba Erkurhuleni mo profenseng ya Gauteng. Go bohlokwa go nyakišiša ka maitemogelo a barutiši ba Dipalo ba go ruta Mphato wa Senyane ka lebaka la gore dikolo tšeo pele di bego di hloka ga di šome gabotse mo thutong ya Dipalo. Dinyakišišo tša thuto ya qualitative di šomišitswe mo thutong ye. Sehlopha sa batho bao ba bego ba nyakišišwa ke barutiši ba seswai ba go ruta Dipalo mo Mphatong wa Senyane go tšwa dikolong tšeo pele di bego di hloka. Monyakišiši o somišitše ditshepedišo tse pedi tša go tšea mehlala bjalo ka tshepidišo ya boiketlo le ya morero. Monyakišiši o kgethile barutiši ba seswai ba go ruta Dipalo mo Mphatong wa Senyane ka maikemišetšo go tswa dikolong tšeo pele di bego di hloka. Batšwasehlabelo ba be ba fihlelela maemo a dinyakišišo tša thuto ye: ba be ba hwetšagala ga bonolo ka nako ye itšego, ba be ba dula lefelong la kgauswi le monyakišiši, gape ba be ba ikemišeditše go tšea karolo mo thutong ye ya dinyakišišo. Mo thutong ye ya dinyakišišo, barutiši ba seswai ba go ruta Dipalo mo Mphatong wa Senyane go tšwa dikolong tše nne tšeo pele di bego di hloka ba kgethilwe ka maikemišetšo go fa tshedimošo yeo e hlokagalang ka lebaka la gore ba na le bokgoni le tsebo ka tiragalo ya thuto ya kgahlego. Tshedimošo ya tiragatšo ye e kgobokeditšwe ka go šomiša dipoledišano tše di rulagantšwego ka seripagare. Ka morago ga go gatiša dipoledišano, dikarabo le dikgopolo tsa batšwasehlabelo di ile tša ngwalwa ka mantšu ka mantšu. Tshedimošo ye e kgobokeditšwe e ile ya sekwasekwa ka go e ngwala ka dikhoutu. Monyakišiši o ile a diragatša tshekatsheko ya sehlooho ka lebaka la gore tshekatsheko ya sehlooho e nepagatša go fetola tshedimošo go ba tharollo ya potšišo ya mathomo ye e hlamilwego mo thutong ye ya dinyakišišo. Mo thutong ye ya dinyakišišo, tshedimošo e kgobokeditšwe go tšwa go batšwasehlabelo go ya ka seemo sa leago la dipoledišano tša go amagana le ditiragalo tša leago le tša menyetla ye e sa lekalekanego mo dikolong tšeo pele di bego di hloka. Dikhwetšo tša mo thutong ye ya dinyakišišo di utollotše gore go hloka didirišwa tša go ruta le go ithuta Dipalo le diphaphoši tša borutelo tšeo di tletšego kudu mo dikolong tše dintši tšeo pele di bego di hloka di ama boleng bja thuto. Barutwana ba bangwe ga ba kgone go tsepamiša dikgopolo tša bona mo sekolong ka lebaka la tlala le phepompe. Barutiši ba bantši ba hwetša go le boima go ruta thuto ya Dipalo ka lebaka la gore barutwana gantši ba hloka thekgo ya batswadi. Nyakišišo ya diphihlelelo ye e dirilwego mo thutong ye ya dinyakišišo e bontšhitše gore dikaonafatšo mo thutong ya Dipalo di bohlokwa go ditebelelo tša ka moso tša ekonomi ya leago.; Thero eyi khou sumbedza tshenzhemo ya vhagudisi vha murole wa vhutahe(9) vha thero ya mbalo vhane vha bva kha zwikolo zwi shayaho ngei Ekurhuleni South District ino wanala kha vundu la Gauteng. Ndi zwa ndeme u sedzulusa tshenzhemo ya vhagudisi vha murole uyu ngauri hezwi zwikolo zwi shayaho azwi khou shuma zwavhudi kha thero ya mbalo. Ho do bveledziswa thodisiso ya ngudo ya tsumbo nga ha yeyi thaidzo. Tshivhalo tsho sedzwaho tsho vha tshi vhagudisi vha murole wa vhutahe(9) vha thero ya mbalo vha malo(8), vhane vhabva ngei kha zwikolo zwi shayaho. Mutodisisi o shumais maitake mavhili, zwine zwa vha mailete o leluwaho na a ndivho. Mutodisisi odo mbodi topola vhagudisi vha malo(8) vhane vhabva kha ezwo zwikolo zwi shayaho. Vhagudisi avha swikisa zwilingano zwo khethiwaho kha ngudo ya pfunzo ine ya khou itiwa, vho vha vho no luga nga tshifhinga tsho tiwaho, vho vha vhe fhetu ha tsini, vha dovha vha vho di imisela u dzhenelela kha eyi ngudo ya thodisiso. Avha vhagudisi vho nangiwaho vho nangiwa uri vha nee mawanwa a todeaho ngauri vho vha tshi khou divha tshiitisi tsha eyi ngudo. Mawanwa a thodisiso eyi o kuvhanganywa nga inthaviyu dzo dzudzanywaho. Musi hono itiwa dzi inthaviyu edzo, phindulo na mihumbulo ya vho dzhenelelaho yo nwalululwa ipfi nga ipfi. Mawanwa o kuvhanganyiwaho o senguluswa nga u khouda. Mutodisisi o shumisa tsenguluso ya mawanwa a thero ngauri eyi tsenguluso i lwela u isa mawanwa aya kha thandululo ya mbudziso ya eyi ngudo. Kha thodisiso ya eyi ngudo, mawanwa o kuvhanganyiwaho ubva kha avha vhagudisi vho dzhenelelaho kha eyi inthaviyu o sedzana na matshilisano a zwiitisi zwa zwikhala zwi sa edani kha zwikolo zwi shayaho Mawanwa an eyi thodisiso o bveledzisa uri u SA funzwa ha thero ya mbalo zwo edanaho, u SA vha zwishumiswa zwa u guda Na kilasi dzo dalaho zwikoloni ezwi zwi kwama vhuimo ha pfunzo. Vane vhagudiswa vha kondeliwa u thetshelesa tshikoloni nga mulandu wa ndala na u shaya pfishi muvhilini. Vhunzhi ha vhagudisi vha pfa vha tshi baleliwa u funza mbalo ngauri vhagudiswa vha shaya ndaulo ya vhabebi. Thodisiso yo itwaho ca eyi ngudo yo sumbedza uri u khwiniswa ha pfunzo ya mbalo ndi zwa ndeme kha vhumachelo ha pfunzo eyi. Abstract in English, Sepedi and Venda 2025-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32040 Effectiveness of secondary school teachers’ preparation for inclusion in Ethiopia Ashchalew Teshome, Kebede The agenda of inclusion in education has become increasingly popular both nationally and internationally since the endorsement of Salamanca statement and framework for action in 1994. It motivates for teachers ought to accommodate students with diverse learning needs in inclusive classroom settings. This implies that the implementation of inclusive education highly depends on effective teacher preparation that is tailored towards it. The purpose of this study was, therefore, to investigate the effectiveness of secondary school teachers’ preparation for inclusive education in Ethiopia and propose an alternative strategy that enhances its effectiveness. The study was embedded in the theoretical framework of inclusive pedagogy, Vygotsky’s sociocultural theory of learning, and Hart’s notion of learning without limits. A total of 152 graduates (109 males and 43 females) selected using simple random sampling and seven graduates (four males and three females) selected using purposive sampling participated in the first and second phases of the study, respectively, as the study used a sequential explanatory mixed methods research design. A questionnaire and face-to-face, semi-structured individual interviews were used to collect the data. In the first phase, quantitative data was analysed by exporting it into SPSS version 26 and performing descriptive and inferential statistical analyses. In the second phase, the qualitative data was thematically analysed following the transcription of the audiotaped interviews. Finally, the separate analyses of quantitative and qualitative findings were integrated into the discussion section to provide a better understanding of the research problem. The findings revealed that the current teacher education programme in Ethiopia is ineffective in providing adequate academic, psychosocial, and emotional support in the sense that it does not ensure the selection of high-performing candidates into the teaching profession, and fails to produce graduates who could use active learning methodologies and child-centered pedagogies to implement inclusive teaching. Additionally, the curriculum of the programme is determined to be ineffective in providing graduates with appropriate pedagogical content knowledge; the pedagogies of the programme do not promote inclusiveness and inclusive pedagogy throughout the training; and the inclusive education course integrated into the programme is ineffective in balancing the theory and practice dimensions of the training. Further, the collaboration among different stakeholders does not allow adequate time and opportunities for collaborative learning experiences, and the programme is not capable of raising the competence standards of graduates related to inclusive practices. Finally, the programme does not equip the graduates with adequate knowledge of inclusion, was not adequate in positively influencing the attitudes of graduates towards inclusion and does not adequately expose the graduates to practical and hands-on experience for inclusive teaching. The study concludes that the preparation of secondary school teachers for inclusion is ineffective in Ethiopia. Hence, there is a need for fundamental transformation of policies, practices and alternative strategies that enhances the effectiveness of teachers’ preparation for inclusion, as for that proposed herein.; በ1994 የሳልማንካ መግለጫ እና የተግባር ማዕቀፍ ከፀደቀ በኋላ በትምህርት ውስጥ የማካተት አጀንዳ በአገር አቀፍም ሆነ በአለም አቀፍ ደረጃ ተወዳጅ እየሆነ መጥቷል። አስተማሪዎች የተለያየ የትምህርት ፍላጎት ያላቸውን ተማሪዎች በክፍል ውስጥ ባካተተ መልኩ ማስተናገድ አለባቸው። ይህ የሚያመለክተው የአካታች ትምህርት አተገባበር በከፍተኛ ደረጃ የተመካው ለዚያ በተዘጋጀው ውጤታማ የመምህራን ዝግጅት ላይ ነው። የዚህ ጥናት አላማ የሁለተኛ ደረጃ ትምህርት ቤት መምህራንን የሁለንተናዊ ትምህርት ዝግጅት ውጤታማነት በመመርመር ውጤታማነቱን የሚያጎለብት አማራጭ ስልት ለመጠቆም ነው። ጥናቱ በንድፈ ሃሳባዊ ማዕቀፍ ውስጥ በአካታች ትምህርት ፣ በቪጎትስኪ ማህበራዊ ባህላዊ የመማሪያ ፅንሰ-ሀሳብ እና የሃርት የመማር እሳቤ ውስጥ ያለ ገደብ ተካቷል። በአጠቃላይ 152 ተመራቂዎች (109 ወንድ እና 43 ሴት) በቀላል የዘፈቀደ ናሙና የተመረጡ እና ሰባት ተመራቂዎች (አራት ወንድ እና ሶስት ሴት) በዓላማ ናሙና ተመርጠዋል በጥናቱ የመጀመሪያ እና ሁለተኛ ምዕራፍ ላይ የተሳተፉ ሲሆን ጥናቱ በቅደም ተከተል ገላጭ ድብልቅ ዘዴዎች የምርምር ንድፍ. መረጃውን ለመሰብሰብ መጠይቅ እና ፊት ለፊት፣ ከፊል የተዋቀሩ የግለሰብ ቃለመጠይቆች ጥቅም ላይ ውለዋል። በመጀመሪያው ደረጃ፣ መጠናዊ መረጃ ወደ SPSS ስሪት 26 በመላክ እና ገላጭ እና ተጨባጭ ስታቲስቲካዊ ትንታኔዎችን በማካሄድ ተንትኗል። በሁለተኛው ምዕራፍ፣ በድምጽ የተቀዳ ቃለ-መጠይቆች ከተገለበጡ በኋላ የጥራት መረጃው በቲማቲክ ተንትኗል። በመጨረሻም በቁጥር እና በጥራት ግኝቶች ላይ የተለዩ ትንታኔዎች በውይይት ክፍሉ ውስጥ ተቀናጅተው ስለ የምርምር ችግር የተሻለ ግንዛቤ እንዲኖራቸው ተደርጓል። ግኝቶቹ እንዳረጋገጡት አሁን በኢትዮጵያ ያለው የመምህራን ትምህርት መርሃ ግብር በቂ የትምህርት፣ ስነ-ልቦናዊ እና ስሜታዊ ድጋፍ በመስጠት ከፍተኛ አፈፃፀም ያላቸውን እጩዎች ወደ መምህርነት መምረጥ ባለመቻሉ እና ሊጠቀሙ የሚችሉ ምሩቃን አለማፍራት ነው። አካታች ትምህርትን ተግባራዊ ለማድረግ ንቁ የመማር ዘዴዎች እና ልጅን ያማከለ ትምህርት። በተጨማሪም የፕሮግራሙ ሥርዓተ-ትምህርት ለተመራቂዎች ተገቢውን ትምህርታዊ ይዘት እውቀት ለመስጠት ውጤታማ እንዳልሆነ ተወስኗል። የፕሮግራሙ አስተምህሮዎች በስልጠናው ውስጥ ሁሉን አቀፍነትን እና አካታች ትምህርትን አያበረታቱም; እና በፕሮግራሙ ውስጥ የተቀናጀው ሁሉን አቀፍ የትምህርት ኮርስ የስልጠናውን ንድፈ ሃሳብ እና የተግባር ልኬቶችን በማመጣጠን ረገድ ውጤታማ አይደለም። በተጨማሪም በተለያዩ ባለድርሻ አካላት መካከል ያለው ትብብር ለትብብር ልምምዶች በቂ ጊዜ እና እድሎች አይፈቅድም, እና መርሃግብሩ የተመራቂዎችን የአካታች ልምዶችን የብቃት ደረጃ ለማሳደግ የሚያስችል አይደለም. በመጨረሻም መርሃ ግብሩ ተመራቂዎችን በማካተት በቂ እውቀት ያላሰለሰ፣ የተመራቂዎችን የመደመር አመለካከት በአዎንታዊ መልኩ ለማሳረፍ በቂ አልነበረም፣ እንዲሁም ተመራቂዎችን በበቂ ሁኔታ ለተግባራዊ እና ለተግባራዊ ትምህርታዊ ልምድ አላጋለጣም። ጥናቱ የ2ኛ ደረጃ ት/ቤት መምህራንን ለማካተት መዘጋጀቱ በኢትዮጵያ ውጤታማ እንዳልሆነ ገልጿል። ስለሆነም የመምህራንን የመደመር ዝግጅት ውጤታማነት የሚያጎለብቱ የፖሊሲዎች፣ ልምዶች እና አማራጭ ስልቶች መሠረታዊ ለውጥ ያስፈልጋል። ቁልፍ ቃላት ውጤታማነት፣ ኢትዮጵያ፣ ማካተት፣ አካታች ትምህርት፣ የቅድመ-አገልግሎት መምህራን ትምህርት፣ ሁለተኛ ደረጃ የመምህራን ትምህርት፣ የመምህራን ለማካተት ዝግጅት፣ ሰልጣኞች; Lenaneothero la thuto ya go akaretša bohle le tšwela pele go šomišwa ka mo nageng le maemong a boditšhabatšhaba go tloga mola setatamente sa Salamanca le foreimeweke ya tirišo di amogelwago ka 1994. Le hlohleletša barutiši go ba le bokgoni bja go ruta baithuti bao ba nago le dinyakwa tše di kgethegilego tša go ithuta ka diphaphošing tša go akaretša bohle. Se se laetša gore phethagatšo ya thuto ya go akaretša bohle e laolwa kudu ke tlhahlo ya morutiši ya go ba le bokgoni bja go ruta bohle. Maikemišetšo a nyakišišo ye ke go sekaseka gore barutiši ba sekolo sa sekontari kua Ethiopia ba hweditše tlhahlo ya go ruta thuto ya go akaretša bohle, gomme e tle le maano a mangwe gore e tšwele pele go šoma gabotse. Nyakišišo e theilwe godimo ga foreimeweke ya tsela ya go ruta ye e akaretšago bohle, teori ya Vygotsky ya seabe sa leago thutong le teoring ya Hart ya go ithuta ntle le ditšhitišo. Nyakišišo e šomišitše mokgwa wo o tswakantšwego wa tlhathollo wa go sekaseka go kgetha dikemedi. Mokgwa wa go kgetha dikemedi fela o šomišitšwe go kgetha palomoka ya dialoga tše 152 (banna ba 109 le basadi ba 43) le go kgetha ka maikemišetšo dikemedi tša dialoga tše šupa (banna ba bane le basadi ba bararo) bao ba tšerego karolo kgatong ya pele le ya bobedi ya nyakišišo. Nyakišišo e šomišitše mananeopotšišo le dipoledišano le batšeakarolo ka sebele go kgoboketša datha. Go kgato ya mathomo ya nyakišišo, datha ya khwanthithethifi e lekotšwe ka go romelwa go SPSS bešene ya 26 le ka ditshekatsheko tša go hlaloša datha le dipalopalo tšeo di akantšwego. Go kgato ya bobedi, datha ya khwalithethifi e sekasekilwe ka morago ga go bala le go theeletša dipoledišano tša odiyo tše di rekhotilwego. Mafelelong, ditshekatsheko tša dikhwetšo tša khwanthithethifi le khwalithethifi di kopantšhitšwe go karolo ya kahlaahlo ya nyakišišo go hwetša dikarabo tša bothata bja nyakišišo. Diphihlelelo tša nyakišišo di utollotše gore lenaneo la go ruta la bjale la barutiši ka Ethiopia ga le šome gabotse go fa thekgo ya maleba ya thuto, kgokagano ya dikgopolo le maikutlo, ka ge le sa netefatše gore go kgethwa batho ba go ba le maswanedi profešeneng ya borutiši gomme le palelwa ke go tšweletša dialoga tšeo di kgonago go šomiša mekgwa ya go ruta dithuto tšeo di lebanego bana go thuto ya go akaretša bohle. Go tlaleletša se, lenaneo la kharikhulamo ye ga le fe baithuti botsebi bja maleba mabapi le thuto ya go akaretša bohle ka ge lenaneo la thuto le sa hlohleletše thuto ya go akaretša bohle; gomme khoso ya lenaneo la thuto leo le akaretšago bohle ga e laetše palantshe ya teori le tsela ya go ruta bohle. Go feta moo, tšhomišano mmogo ya batšeakarolo ba go fapanafapana ga e fe nako le menyetla ya maitemogelo a go ithuta mmogo, gomme le lenaneo ga le hlatloše maemo go fa dialoga bokgoni mabapi le tsela ya go ruta bohle. Diphihlelelo di laeditše gape gore lenaneo ga le fe dialoga tsebo ye e tseneletšego mabapi le thuto ya go akaretša bohle, ga le hlohleletše tšhomišo ya mokgwa wo wa go ruta ebile ga le rute goba go fa baithuti bokgoni le maitemogelo a go ruta thuto ya go akaretša bohle. Dipoelo tša nyakišišo di tšweleditše gore tlhahlo ya barutiši ba sekolo sa sekontari go thuto ya go akaretša bohle ga e šome gabotse ka Ethiopia. Nyakišišo ye e šišinya go fetolwa ga dipholisi, tšhomišo le maano a mangwe a go fa barutiši tšhupatsela gore ba be le bokgoni bja go ruta thuto ya go akaretša bohle. Abstract in English with Amharic and Northern Sotho translations 2023-10-01T00:00:00Z