https://ir.unisa.ac.za/handle/10500/4675 Fri, 19 Jun 2026 20:07:14 GMT 2026-06-19T20:07:14Z 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The findings reveal that assessment practices remain predominantly examination-driven, with teachers heavily reliant on outdated Namibia Senior Secondary Certificate Ordinary level (NSSCO) past papers rather than the NSSCAS syllabus.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 Sun, 01 Mar 2026 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32637 2026-03-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32575 The management of learner discipline by educators in public schools in Gauteng province Mothapo, Cecilia Effective teaching and learning rely on learner discipline. If learners lack self-control, their schools will be unable to provide them with the best education available. Therefore, schools need to have appropriate disciplinary measures in place and the schools’ disciplinary policy and rules regarding disruptive learners must be enforced consistently and fairly. SASA 84 (1996) states that corporal punishment is abolished, and no person may inflict or impose corporal punishment on a learner at a school, during a school activity, or in a hostel accommodating learners. This study aimed to investigate how educators, a crucial part of the education system, which is the management of learner discipline in the classroom in public schools. The study adopted a qualitative approach through the interpretivist paradigm, and it employed a case study design. The theoretical frameworks that informed this study were the Theory of Social Learning, the Theory of Operant Conditioning, and the Cognitive Behavioural Theory. Three primary and two secondary schools were selected from the Tshwane North District in the Gauteng Province as study locations. Data were collected through semi-structured interviews with participants, observation, and review of relevant documents. Purposeful sampling allowed for the collection of data from 20 participants, based on their accessibility and interest in participating in the research. Findings revealed that parental involvement in learner discipline remains minimal, as many educators reported a lack of support from parents in reinforcing school rules at home. This underscores the need for parents and SGB to play an intentional role in supporting the discipline framework of schools, a key recommendation based on the findings.; Go ruta le go ithuta ka katlego go ithekgile ka maitshwaro a mabotse a barutwana. Ge barutwana ba hloka boitshwaro le taolo ya bona ka noši, dikolo di ka se kgone go ba fa thuto ya maemo a godimo. Ka lebaka leo, dikolo di swanetše go ba le magato a maleba a taolo ya maitshwaro, gomme melawana ya sekolo mabapi le barutwana ba go hlola tšhitišo e swanetše go phethagatšwa ka toka le ka go se fetofetoge. SASA 84 (1996) e bolela gore kotlo ya mmele e fedišitšwe, gomme ga go motho yo a dumeletšwego go otla goba go fa morutwana kotlo ya mmele sekolong, mošomong wa sekolo goba ka hosteleng yeo e dulago barutwana. Nyakišišo ye e be e ikemišeditše go nyakišiša ka moo barutiši, bjalo ka karolo ye bohlokwa ya tshepedišo ya thuto, ba laolago maitshwaro a barutwana ka phapošing dikolong tša mmušo. Nyakišišo e dirišitše mokgwa wa boleng (qualitative approach) ka paradigme ya interpretivist, gomme ya diriša moralo wa case study. Dikgopolo tša teori tšeo di hlohleleditšego nyakišišo ye e be e le Theory of Social Learning, Theory of Operant Conditioning le Cognitive Behavioural Theory. Dikolo tše tharo tša tlasana le tše pedi tšeo di phagamego di kgethilwe go tšwa Seleteng sa Tshwane North Profenseng ya Gauteng bjalo ka mafelo a nyakišišo. Tshedimošo e kgobokeditšwe ka diintšhwii tše di sa rulaganywago ka botlalo le batšeakarolo, tlhokomelo le go sekaseka ditokomane tše di amanago le nyakišišo. Mokgwa wa purposeful sampling o dumeletše go kgoboketšwa ga tshedimošo go tšwa go batšeakarolo ba 20, go ya ka go hwetšagala ga bona le kgahlego ya bona ya go tšea karolo nyakišišong. Diphihlelelo di utollotše gore go tšea karolo ga batswadi taolong ya maitshwaro a barutwana go sa le gonyenyane, ka ge barutiši ba bantši ba begile go hloka thekgo go tšwa go batswadi mabapi le go tiišetša melawana ya sekolo ka magaeng. Se se gatelela bohlokwa bja gore batswadi le Lekgotla la Taolo la Sekolo ba swanetše go bapala karolo ya maikemišetšo go thekga mokgwa wa taolo ya maitshwaro dikolong, bjalo ka tšhišinyo ye bohlokwa yeo e tšweletšego go tšwa diphihlelelong tša nyakišišo.; Doeltreffende onderrig en leer berus op leerderdissipline. Indien leerders nie selfbeheersing het nie, sal skole nie in staat wees om aan hulle die beste moontlike onderwys te bied nie. Daarom moet skole oor toepaslike dissiplinêre maatreëls beskik, en die skole se dissiplinêre beleid en reëls rakende ontwrigtende leerders moet konsekwent en regverdig toegepas word. SASA 84 (1996) bepaal dat lyfstraf afgeskaf is, en geen persoon mag lyfstraf aan ’n leerder by ’n skool, tydens ’n skoolaktiwiteit of in ’n koshuis wat leerders huisves, toedien of oplê nie. Hierdie studie het ten doel gehad om te ondersoek hoe opvoeders, as ’n belangrike deel van die onderwysstelsel, leerderdissipline in die klaskamer in openbare skole bestuur. Die studie het ’n kwalitatiewe benadering binne die interpretivistiese paradigma gevolg en ’n gevallestudie-ontwerp gebruik. Die teoretiese raamwerke wat hierdie studie ondersteun het, was die Sosiale Leerteorie, die Teorie van Operante Kondisionering en die Kognitiewe Gedragsteorie. Drie primêre en twee sekondêre skole is uit die Tshwane-Noord-distrik in die Gautengprovinsie as studieplekke gekies. Data is ingesamel deur middel van semi-gestruktureerde onderhoude met deelnemers, waarneming en die hersiening van relevante dokumente. Doelgerigte steekproefneming het die insameling van data van 20 deelnemers moontlik gemaak, gebaseer op hul toeganklikheid en belangstelling om aan die navorsing deel te neem. Die bevindinge het aan die lig gebring dat ouerbetrokkenheid by leerderdissipline steeds minimaal is, aangesien baie opvoeders ’n gebrek aan ondersteuning van ouers ervaar om skoolreëls tuis te versterk. Dit beklemtoon die noodsaaklikheid dat ouers en die Skoolbeheerliggaam ’n doelbewuste rol moet speel in die ondersteuning van die dissiplinêre raamwerk van skole, wat ’n belangrike aanbeveling is wat uit die bevindinge voortspruit. Abstract in English, Sepedi and Afrikaans Sun, 01 Feb 2026 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32575 2026-02-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32554 The ramifications of inclusive education on the teaching and learning environment in the mainstream classroom Mortimer, Liesel Joy Schools have had to adapt in order to accommodate learners with diverse needs since the drafting of the Salamanca Statement in 1994. This statement highlighted that the best way to combat discriminatory attitudes in schools was to establish regular schools with an inclusive orientation, and to portray ―mainstreaming‖ learners with disabilities as part of national education plans. This qualitative study investigated what the ramifications of Inclusive Education were on the teaching and learning environment of the mainstream classroom. This was achieved by observing teachers, over a week period, in their classrooms. The researcher gathered data through field notes taken during these observations, followed by face-to-face semi-structuredinterviews conducted with each teacher, at the conclusion of each day. The data was transcribed through Thematic Analysis to produce a detailed narrative as to what the ramifications of Inclusive Education were on the teaching and learning environment of the mainstream classroom. The results showed that the age, number and form of diagnosis the learner has, in addition to the type of lesson being imparted, the individual teachers experience, training and personality, aswell as the support offered by the parents and school, impacted on how Inclusive Education effected the mental health of the teacher, the ability of the other learners in the class to learn and the ability of the discipline structure to endure. Lastly, recommendations and suggestions for further research, aimed at investigating what ramifications Inclusive Education has in other schools and other phases of education, as well as the causes of lack of parental support, were made. The study concluded with recommendations on how to best limit the ramifications of Inclusive Education in the mainstream classroom. Thu, 04 Dec 2025 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32554 2025-12-04T00:00:00Z https://ir.unisa.ac.za/handle/10500/32532 Exploring stakeholders’ perspectives on educators’ safety in selected Secondary Schools in the Ngaka Modiri Molema District, North West Province, South Africa Mnini, Sibusiso Benjamin Violence against educators is a critical global issue that detrimentally affects teaching environments, educator well-being and educational outcomes. While prevalent internationally, this study focuses on the specific and severe challenges within South African high schools, particularly in the under-researched Ngaka Modiri Molema District of the North West Province. This region, characterised by socio-economic disadvantage and systemic resource constraints, has experienced high-profile violent incidents, including fatal assaults on teachers, underscoring a crisis in educator safety. This situation contributes to professional attrition, demoralisation and compromised schooling environments. Employing a qualitative research approach, this study is underpinned by Bandura’s Social Learning Theory (1977) as its theoretical framework, through which violent behaviour is analysed as acquired via observational learning and modelling. The study engaged 38 participants – comprising seven school leaders (principals/deputy principals), 11 heads of department and 20 classroom educators – drawn from six purposively selected secondary schools in the Ngaka Modiri Molema District. Data were collected through semi-structured interviews and focus group discussions, and analysed using reflexive thematic analysis. Key findings reveal that learner‑on‑educator violence manifests primarily as physical assault, verbal aggression and intimidation. Contributing factors include dysfunctional home environments, peer influence, weak school climate, over‑age learners, progression policies, and inadequate policy enforcement. Existing safety measures are perceived by educators as insufficient and inconsistently applied, creating a policy‑reinforcement gap that inadvertently sustains rather than reduces violence. By addressing a significant gap in localised research in communities such as the Ngaka Modiri Molema District, this investigation intends to provide actionable insights for policymakers, the Department of Basic Education and school stakeholders. The ultimate goal is to inform the development of targeted interventions and robust safety policies to protect educators' constitutional rights, foster safer school climates and aid in retaining teaching professionals within the South African educational system. This study developed an original analytical framework – the Policy‑Reinforcement Gap Framework – which theorised the structural disconnect between existing school safety policies and their implementation in under‑resourced South African school districts. This framework constitutes a theoretical contribution to the scholarship on educator safety, offering analytical transferability beyond the Ngaka Modiri Molema District to similar under‑resourced contexts nationally and internationally Sat, 10 Oct 2026 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32532 2026-10-10T00:00:00Z