Gregory Alexander

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.

Outcomes in South African Higher Education: Imagine that!

Abstract Constructivism reasserts the importance of ‘meaning making’ in the sense that it assists students to internalise, reshape or transform new information .From this teaching perspective, students should be able to construct knowledge for themselves through goal- orientated activity. In other words, they need to engage with content in such a manner that it becomes meaningful and useful to them within their own context. Furthermore, it is only when students can apply what they have learned, that knowledge becomes meaningful. The fundamental principle informing constructivist learning is not what students learn, but how they learn, whilst the skills they learn are more critical than the given content. With the acquisition of effective learning skills, such as found within project work, excursions, interviewing, group- work, fieldwork, simulations, role play, research and debates, learners place themselves in a position to learn whatever they wish to learn. The South African education system, including Higher Education (for consistency this term, Higher Education, is preferred throughout the article), is based on outcomes. Outcomes-Based Education (OBE) seems to be embedded within constructivist theory. However, the outcomes of OBE are predetermined and therefore seem to be behaviourist. Our contention is that predetermined outcomes that are seemingly behaviourist in nature, stunt critical and creative thinking and learning. The contention is that the critical outcomes should be re-conceptualised in terms of imagination. In this paper, we will explore outcomes reconceptualized in terms of imagination that can possibly break from behaviourist tendencies and thus open alternative possibilities to teaching and learning.

The Legitimation of Recognition of Prior Learning (RPL) as Redress Mechanism for Work Spaces in Post-Apartheid South Africa: Narrative of a Black Master Builder

Abstract Prior to the first democratic elections in 1994, historically disadvantaged populations (blacks) in South Africa were subjected to Eurocentric learning content that discriminated against any validation of examples relevant to their lives. Invariably, the site and practitioners in prior learning processes are located in work spaces which are often outside formal institutions. RPL as endorsed by post-Apartheid legislation and structures, such as the South African Qualifications Authority (SAQA) and the National Qualifications Framework (NRF) recognise knowledge and skills learnt from experiences through informal settings. In this paper, the narrative of a black master builder is presented as a case for RPL. Our contention is that learning experiences acquired from work spaces such as the building industry, are equally legitimate, so too are their ‘knowers’. Transformative redress mechanisms should recognise diverse ‘ways of knowing’ and the assessment of quality and enskilment. Our case, reflected in narrative form, will indicate the quality and social benefit of workspaces, historically undervalued and unaccredited due to what SAQA (1995) terms lack of ‘certification’ rather than merit.

Interrogating Narrative Approaches: Career Counselling in South African Schools

This article uses an eclectic mix of theoretical underpinnings ranging from constructivism to postmodernism to argue that narrative approaches may be both constructivist and postmodernist. Career counselling is grounded in the narrative approach, meaning that the inquirer, in finding out, is engaged in relational practices making the self an enquirer in relation to the other. Consideration is given to career counselling practices in South African schools. Narrative approaches to career counselling are viable within the Life Orientation subject in the schools.

Per ceptions of Women Teachers on Condom Availability in Schools: South African perspective

Abstract The former Minister of Education in South Africa recently stated that education authorities will not be making condoms available to learners at school. In her opinion, “…holding teachers responsible for distributing condoms would make teaching very, very difficult”. On the contrary, despite acknowledging a dissident view which says that condom availability in schools may encourage sexual activity, one may argue that one way of increasing condom access for adolescents is to make condoms available in schools. Utilising a sample of 281 women teachers from primary and secondary schools in the eastern Free State region, South Africa, the study investigates perceptions of women teachers on condom availability in schools through a structured questionnaire. The majority of women teachers in the sample were aware that some schools in their area distribute condoms to learners and regard the distribution of condoms in schools not as a responsibility of teachers.

Academic Behavioural Confidence of First-entering Humanities 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 the Humanities (HUM) degree. The study adopts a quantitative-descriptive (survey) design. The respondents, 141 HUM 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. Thus, a hundred percent return on the questionnaires was secured. A generally moderate level of academic confidence was discovered. This clearly indicates that these students need a greater and comprehensive support in order to succeed.