Mpho Dichaba

Does the Cascade Model Work for Teacher Training? Analysis of Teachers' Experiences

Abstract Throughout the world, education systems are changing, thus offering opportunities for serious and promising educational reforms. One of the key elements in most of these reforms is the continuing professional development of teachers. The real challenge facing most schools is no longer how to improve, but how to sustain the improvements these schools have made. Also, reform requires that teachers learn new roles and ways of teaching that translate into long-term developmental processes which require them to focus on changing their own practices. To meet all of these demands, the professional development of teachers is recognised as vital to enhancing the quality of teaching and learning in schools. Using a quantitative approach, the researchers explore the experiences of teachers on cascade model. They concluded that, although this model has come to be accepted as the way of disseminating information in most in-service training programmes, it appears to have failed to significantly improve the performance of educators.

Adult Basic Education Teachers' Experiences about the Cascade Model of Training: An Appreciative Inquiry

Abstract This article discusses the effectiveness of Appreciative Inquiry as a model to improve employee performance. The article describes Appreciative Inquiry and then looks at its use in the in-service training of Adult Basic Education teachers using the cascade model. Rather than focusing on the shortcomings of the cascade model, Appreciative Inquiry was used as a tool to focus on the positives that exist in it. A qualitative research design was used to ascertain the experiences of teachers regarding the effectiveness of the cascade model. Interviews were conducted with purposively selected four Adult Basic Education teachers. Therefore, this study adopted two phases of Appreciative Inquiry to research the hopes and dreams of Adult Basic Education teachers about their in-service training using the cascade model of training. From the success stories of Adult Basic Education teachers, the article recommends strategies to accelerate the effectiveness of the cascade model.

Andragogical Approach to Teaching and Learning Practical Work in Science: A Case of In-service Training of Teachers

Abstract Practical work always challenges teachers. The execution of practical work in the classroom is a major challenge. The study reported in this article explores how in-service teachers (adults) acting as learners model practical work in school laboratories. Empirical evidence shows that teachers learn best from one another’s lessons. A purposive sample of 46 teachers participated in this study. Eight video recordings of teachers doing practical work in science classrooms were analysed. The results of the study show that teachers can acquire valuable skills through role-play.

The perspectives of in-service trainers on the challenges of the Cascade model

Abstract This article seeks to establish the challenges that in-service trainers face when attempting to implement the cascade model as it relates to the training of ABET (Adult Basic Education and Training) in the North West province of South Africa. The Kirkpatrick model of training evaluation was employed. A qualitative approach was employed to gather information. Interviews were conducted with one Adult Basic Education and Training (ABET) provincial trainer and five Area Project Office (APO) ABET specialists from five Area Project Offices. The data was analysed by recording interviewees’ responses. Thematically, the results of this study shows that ABET educators are not adequately involved in the planning of their in-service training programme. It further identifies factors that impede the effectiveness of the cascade model of training. To circumvent these factors, this study recommends five intervention mechanisms.

School Drop-out and Success in the Trades: A Paradox or a Reality of South African Youths?

Abstract This article reports on the success of the drop-out youths in the trades who, during their school days were classified as being incapable of engaging successfully with academic school work. This paper interrogates how these youths, who have been labelled as “slow learners”, offer services to the labour market when they grow older. Therefore, this paper, which is a qualitative case study of ten youths who dropped out of school system in the rural areas of the North West province, examines the theory of multiple intelligences (MI) and unique characteristics of these learners. It also examines the route and/or process that these formal school education failures take to finally end up as drop-outs, and what they do thereafter. Through participants’ stories in this paper, drop-outs’ lives have narratives with themes of their formal school experiences and their out-of-school experiences. The findings bring out the success stories of these drop-outs.

Development and application of conceptual and analytic frameworks for community engagement at a South African higher education institution

University-community engagement is gaining momentum as the latest core business of South African universities in addition to teaching and learning. However, the lack of conceptual and analytic frameworks to assess the progress towards realising university-community engagement will eventually invite criticism that might harm genuine university-community relations. This paper uses a systematic literature review approach to develop conceptual and analytic frameworks that are later applied to critically assess the university-community engagement of a leading South African university. Results show that the poor conceptualisation of university-community engagement affects its operationalisation leading to dominant ‘weak’ as opposed to ‘strong’ university-community engagement initiatives. Last, the environmental management field offers great opportunities for genuine UCE with community members.