Dipane Hlalele

Do Educators in the Free State Province of South Africa Engage Learners Via Outcomes Based Teaching Styles

Abstract Since the first democratic elections in 1994, education in South Africa has been characterized by an unprecedented process of transformation. Furthermore, a resurgence from the government, business, organized labor and providers of education and training emphasized the need for educational imbalances, which were prevalent in the country’s rote learning/traditional schooling system to be redressed and that equal educational opportunities should be provided for all citizens. This process signaled the introduction of Outcomes Based Education (OBE) within the National Curriculum Statement (South Africa’s own unique curriculum response to OBE) which necessitated educators to be trained and teach in learner centered, activity based teaching methodologies. Through a quantitative study, administered to 344 postgraduate educators, enrolled for the course: Self concept development and Learning styles at the University of the Free State, researchers wanted to ascertain the extent to which teaching styles employed by these educators, are reflective of OBE teaching methodologies. Findings revealed that the majority of educators’ are not engaging learners via OBE centred teaching styles and that they are still advocating “traditional/rote learning” teaching styles. Furthermore, we conclude that the National Department of Education needs to empower and capacitate educators in learner centered teaching styles.

Overcoming Adversity: A Holistic Response to Creating Sustainable Rural Learning Ecologies

Abstract The whole world is working towards creation of sustainable learning ecologies and mobilization of better and socially acceptable life through provision of transformed quality education for all. In order to achieve this, societies, in their different ecologies, should work collaboratively. This is, however, critical to achieve because most of the rural ecologies are faced with poverty, as such, it seems very difficult for them to render education support services. Another barrier is that gender inequalities exist in different parts of the world despite democracy that countries claim to be working in alliance with. Taking Lesotho as an example, several cases show how girls and women continue to be excluded from participating fully in the political, socio-economic structures a nd other national plans through lack of access to quality education. It is therefore believed that through collaborative participation of different stakeholders, such as educators, parents, learners, different government ministries and non-governmental organizations, societies will be empowered to create sustainable rural learning ecologies for learners so that adversity can be overcome; and underlying issues that affect sustainable rural learning will be identified together with the solutions and strategies towards overcoming such issues will be predicted.

Creating Sustainable Rural Learning Ecologies in South Africa: Realities, Lessons and Prospects

Abstract Current educational and other research finds that it is no longer desirable, appropriate or useful to define urban in terms of rural or the other way round. To do so is to create a competitive relationship between them, to the disadvantage of rural areas. Such thinking also generalises situations that are actually very different from each other. Furthermore, a “one size fits all” approach to policy and its implementation makes it possible to overlook and disregard important aspects of the lives and the needs of the different rural communities. The realities faced by people in rural areas cannot always be addressed by policy made elsewhere and for everyone. It is very important to bring schools and communities much closer together. The Tirisano document placed schools in the most important position by viewing them as ‘centres for community life’. The situation where schools are dissociated from the communities is a complicated and challenging reality for both. However, one reason why it should take place is that it creates a key link between education and development. Emerging voices puts this matter most clearly. It points out that although integrated rural development policies are in place, they do not make any reference to education even though it is accepted that education lies at the heart of poverty reduction and rural development. Emerging voices further found that children [in rural areas] do not have their constitutional right to education realised, and their rights within education or through education are also limited. Through a literature review and participatory rural appraisal, the paper presents realities, lessons and prospects with a view to contributing to the creation of sustainable rural learning ecologies. Amongst the findings, the out-migration from rural to urban areas seems to continue unabated. There are incidents of incongruities between desirable and presented learning programmes during certain eras and a perception that one’s utopian reality may only be realized in an urban setting. It is the researcher’s view that the creation of such would circumvent the effects of rural brain drain by enhancing sustainability and rural development. In brief, the paper addresses realities, lessons and prospects pertinent to the research question: How do we create sustainable rural learning ecologies?

Inclusive Classrooms: An Ecosystemic Perspective

Abstract This paper explores various aspects of learning in inclusive classrooms from an ecosystemic perspective. One purpose of including learners with disabilities in inclusive classrooms, as opposed to segregating them in special educational classrooms, is to help all learners (learners with and without disabilities) learn to live, work and play together, so that eventually they can successfully live, work and be together in the community as adults. Inclusion is a shift away from separate education that encouraged separate relations between people with and without disabilities. People with disabilities were viewed with contempt, but inclusive education encourages us to look beyond the disability and concentrate on who that person is and what they can do. Therefore, we argue that over and above the fact that inclusive education is about social justice where every individual is seen as an equal member and partner, individuals occupy spaces deserving of mutual and reciprocal co-existence in the creation and perpetuation of sustainable learning. Affording equal opportunities for everyone in society is seen as a moral right. Each person’s potential has to be tapped into and developed, regardless of their disabilities or abilities. Differentiation in society should not be encouraged, but diversity has to be celebrated and accommodated. In this paper, we argue that learning in inclusive classrooms suggests the need for effective, collaborative, collegial, cohesive and wellcoordinated partnerships.

My Unparalleled Experience’: Narratives from the Leadership for Change Study-Abroad Program Participants

Abstract The purpose of this paper, guided by Appreciative Inquiry (AI) prescripts, was to understand and interpret the live experiences of three (out of the five) University of the Free State (UFS), Qwaqwa campus firstyear students who went on a short study-abroad program to some universities in the United States of America (USA). The three students, who come from historically disadvantaged backgrounds, made up the first cohort of 71 UFS students who were selected to undertake the groundbreaking and unexpected trip, which they described as a once-in-a-lifetime opportunity. The title of the paper derives from one of the participant’s narratives which was titled: ‘My unparalleled experience’. Owing to the appreciative overtones of AI, we mainly highlight the positive aspects of their experience. These range from the delightful time they had and how they marvelled at the opportunity, whilst contrasting their real-life stereotypes with the study-abroad experience. The experience, ephemeral as it may be, seems to have amassed unprecedented or unparalleled gains for both the students as well as the institution. The researchers conclude by reflecting on the ways in which the experience both expedites and conveys personal growth and development.

Gender Inequality and HIV/AIDS in Lesotho: A Human Disease Ecological Perspective

Abstract In this article we ponder gender inequality and Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS) in the context of Lesotho from a human disease ecological perspective. Overwhelming literature reveals a general trend in terms of inequalities relating to power relations, socialisation and culture, as well as legislation. Women remain disadvantaged. However, the reverse of the current scenario seems to have not always been the case as some literature revealed a nuanced picture of gender relations in nineteenth century in Lesotho convincingly showing that social presence of African women was at once contingent and independent, subordinate yet oddly powerful. It can be argued that addressing gender inequality in Lesotho, and in other countries as well, needs a conscious, concerted and deliberate effort, in mitigating the impact of HIV/AIDS, and at making sense of each of the interdependent elements of human ecology.

Perceptions of Learners without Observable Disabilities about Learning in an Inclusive Classroom

Abstract This paper presents the findings of the study based on the perceptions of learners without observable disabilities about learning in an inclusive classroom. The insights into learners’ perceptions were obtained through triangulating data from questionnaires and authors’ field notes. The data indicates that learners are generally very positive about learning in inclusive classrooms, and that their academic achievement is not hampered by the presence, in their classrooms, of learners who need support. Learners with observable disabilities also benefit from learning with their peers. The results reveal that learners believe that teachers work hard to enforce interaction among learners as well as helping them achieve academically, but it is difficult for them to accommodate diversity, which points to further training needs for teachers and support personnel so that all learners get equally benefitted. There are also not enough resources, like workstations in classrooms, teaching materials, rails and ramps to accommodate availability to learners with special needs.

Challenges of Continuing Professional Teacher Development in Inclusive Lesotho Schools

Abstract The purpose of the present paper is to explore the challenges of Continuing Professional Teacher Development (CPTD) in inclusive Lesotho schools. The study is based on the concept that many teachers in inclusive schools do not have sufficient knowledge and skills required for teaching in inclusive schools and that in the multitude of schools there is presumably the little understanding of disability, pedagogy and least desire to handle the additional challenges of teaching a diverse learner population. Challenges of CPTD were discovered within the Special Education Unit (SEU), the schools and within individual teachers. Some of the reasons stated are that they do not have time because of a heavy workload; they also feel that they are forced to implement inclusive education while on the other hand their views are not taken into consideration. The research was located within a qualitative paradigm, individual face-to-face interviews and focus group interviews were used to collect data from ten primary school teachers and one assistant inspector from the SEU. Themes and sub themes which form central focus of the study emerged during the analysis of data.

An evaluation of the implementation and management of an HIV/AIDS prevention programme in Lesotho schools

Abstract Lesotho has, amongst other strategies, implemented an HIV/AIDS prevention programme that sought to enmesh HIV/AIDS content into the school curriculum. It is however, not clearly stated that teachers, deemed to play a pivotal role in respect of implementation of the programme, were adequately prepared, trained and convinced to make what seems to be a selfless and necessary contribution, that is, effectively implementing the prevention programme. Data were collected using mixed methods. Structured questionnaires were used to collect data from 191 randomly selected teachers in both primary and secondary schools in Lesotho and these data were analysed by the Statistical Package for the Social Sciences (SPSS) version 17.0. In addition, semi-structured interviews were used to collect data from ten school principals. The study revealed that HIV/AIDS content has been enmeshed into the school curriculum. The majority of teachers and learners are in possession of textbooks containing HIV/AIDS content and most teachers were found to have undergone inadequate training. It was further found that the monitoring of the programme was very poor. This means that the programme may not be a s effective and intended results may not be achieved.

Academic Behavioural Confidence of First-entering Mathematics and Science University Access Program Students

Abstract The current study seeks to gain insight into the Academic Behavioural Confidence (ABC) of first-entering university access program students intending to enroll for mathematics and science degree programs at a historically disadvantaged campus that was incorporated into a historically White university. The study adopts a quantitative-descriptive (survey) design. The respondents, 169 university access program students, completed the questionnaires on their own, at the same time and the author was present to respond to concerns raised. This measure ensured that respondents did not collude and give responses that were not authentic and secured a hundred percent return on the questionnaires. The study found that a significant difference can be expected amongst individuals than between groups of different ages, gender groups whilst a lesser difference can be expected between different home languages. On the whole, a significantly high level of academic behavioural confidence was discovered for the respondents. This clearly indicates that, should the ceteris paribus principle apply, these students are likely to perform well academically.