Research in Educational Policy and Management

Beyond Punishment: Unraveling the Integrative Empowerment Model for Youth Violence Prevention

2024-08-17T00:48:55+03:00

This paper methodically analyses the Integrative Empowerment Model for Youth Violence Prevention (IEMYVP), a model developed by the author. The primary objective is to evaluate the effectiveness of the IEMYVP in reducing instances of bullying within educational settings. Employing a hypothetical dataset that reflects the demographic and behavioral dynamics of a primary and secondary school, the study utilizes multiple regression analysis to assess the impacts of the model’s five key components: awareness, empowerment, participation, support systems, and community engagement. Grounded in human rights principles, the IEMYVP incorporates Joseph Raz’s interest theory and John Rawls’ concept of justice as fairness, advocating a comprehensive strategy for bullying prevention. The IEMYVP proposes a holistic approach to bullying prevention by focusing on enhancing awareness, empowering individuals, promoting active participation, supporting victims, and engaging the community. The study’s results indicate that each component notably decreases bullying, with awareness and empowerment showing the most significant impact. These components collectively account for approximately 67.75% of the variation in bullying reduction, demonstrating the model’s strong potential to create safer educational environments. The findings highlight the necessity for empirical testing of the IEMYVP across diverse educational landscapes to refine its elements and verify its effectiveness. The study promotes integrating this model into broader anti-bullying strategies to improve student well-being and security, emphasizing fairness and respect. The paper concludes by advocating for extensive implementation trials, aiming to establish a robust, evidence-based framework for youth violence prevention in schools.

Lack of Parental Involvement in the Education of Their children in the Foundation Phase: Case of Selected Schools in the Thabazimbi Circuit

2024-08-17T00:48:55+03:00

The importance of parental engagement in a child’s life is well-documented in academic literature, with studies linking it to positive outcomes such as improved academic achievement, higher self-esteem, better school attendance, enhanced work performance, and improved social behaviour in children. The purpose of this study is to examine the challenges faced by schools in the Thabazimbi circuit due to a lack of parental involvement in their children's education and to suggest potential solutions. This research employed a qualitative design, guided by Epstein's model of parental involvement, to examine practices related to parental involvement in the foundation phase of public primary schools in the Thabazimbi circuit. The study's participants included teachers, Heads of Department (HoDs), school principals, and parents. Purposive sampling method was used to select the study sample. Data was collected through questionnaires, focus group interviews, and face-to-face interviews. The study revealed that parents value parental involvement and wish to engage in their children's education during the foundation phase. However, they reported several obstacles to greater involvement, such as a lack of time and uncertainty about how to assist their children effectively. Additional challenges included high levels of illiteracy and parental substance abuse. The study recommended extensive training for both principals and teachers to enhance parental involvement. Furthermore, the Department of Basic Education and the participating schools should adjust their approaches to better fit parents' life circumstances, supporting their involvement in their children's education.

Alternatives to Establishing Conducive Learning Environment (AECLE) Model for Schools: Assertive Discipline Perspective

2024-08-17T00:48:54+03:00

Effective classroom management necessitates a continuous adaptation of teachers' tactics, due to the dynamic nature of the classroom, which comprises learners from diverse backgrounds. These individuals are influenced by the continuous changes that occur in response to the dynamic nature of the world. This paper presents a conceptual model framework for managing learner classroom indiscipline. This model is derived from a theoretical framework that was adopted during an empirical investigation, carried out in four Quintile 3 secondary schools in South Africa. The paper exclusively concentrates on a literature review of empirical studies pertaining to indiscipline in South African secondary schools, the studies that either adopted or explored the implementation of the assertive discipline model and relevant South African education legislation and reports from government websites. Based on assertive discipline theory, the alternatives to establishing a conducive learning environment model offers alternate solutions for managing learners' behavioural issues. The core component of the strategy focuses on proactive behaviour management strategies that encourage the school to take full responsibility for student conduct and disregard extraneous influences. The model emphasises implementing a behaviour management strategy that encompasses the articulation of expectations, the establishment of classroom rules, the communication and instruction of these rules to learners, the demonstration and reinforcement of desired behaviour, and the utilisation of consequences.

Curriculum Leadership Training Modalities for Departmental Heads: Perceptions from South African

2024-08-17T00:48:56+03:00

This qualitative interpretative study explores the modalities of curriculum leadership training and development for departmental heads. Participant sampling was purposeful, and data were generated through semi-structured questions. Twelve department head (DH) participants were purposefully selected from six secondary schools. The participants had three or more years of experience in their positions. The theory of adult learning supported by principles of adult learning anchored the arguments in the article, supported the literature review, and assisted in answering the research questions. The literature review revealed that training and development vary from country to country. The findings showed that induction, professional support forums, modules and short learning programmes are the primary modalities used to train and develop DHs in South Africa.

Grade R Teachers’ Experience in Preparing Grade R Readiness: How Grade R Readiness Impacts Grade One Teaching

2024-08-17T00:48:54+03:00

The development of Grade R readiness in South Africa's Foundation Phase presents ongoing challenges that significantly impact Grade One teaching. This study sought to investigate how Grade R readiness influences Grade One instruction, focusing on the methods, skills, and strategies employed by Grade R teachers and their subsequent effects. To conduct this investigation, the study adopted a qualitative research design with a cross-sectional case study format, utilising Bronfenbrenner's ecological systems theory. This theoretical framework provided a comprehensive approach to exploring the multi-level developmental processes related to Grade R readiness. Specifically, it examined how learners interact within various systems, their understanding and physical engagement with their environment, and how these factors influence the educational context. Data were collected through semi-structured interviews, observation, and document analysis. The findings indicated that, while both schools developed readiness, their understanding of how readiness is developed, and the approaches used in Grade R classes differed. Additionally, the study highlighted those policies from the Department of Basic Education often created setbacks in practice and implementation within schools. These policies tended to lack clarity or support for effective application, thereby hindering the development of a cohesive and comprehensive approach to Grade R readiness.

Strategies for Sustaining the Accreditation of Bachelor of Social Work in South Africa

2024-08-17T00:48:54+03:00

The Council on Higher Education (CHE) and the South African Council for Social Service Professions (SACSSP) play vital roles as accreditation bodies in ensuring the quality of Bachelor of Social Work (BSW) programmes in South Africa. However, the intermittent de-accreditation of BSW programmes poses a significant and recurring challenge for numerous South African higher education institutions (SAHEIs). This article, grounded in William Pinar's curriculum theory within a constructivist paradigm, proposes strategies to sustain BSW programmes in alignment with CHE and SACSSP norms and standards. Given the limited literature on this topic, a narrative literature review methodology was employed, drawing thematic insights from related articles, CHE and SACSSP documents, and my firsthand experience being involved in institutional audits. The thematic analysis of the findings reveals challenges, such as gaps in curriculum design, misalignment of norms and standards with CHE and SACSSP objectives, a shortage of qualified staff, infrastructural deficiencies, and insufficient capacity development. Therefore, the article proposes practical strategies to address the complex issues associated with de-accreditation of BSW programmes, aiming to help SAHEIs sustain accreditation for this crucial programme.

Are You the First Lady? A Demand for Resilient Leadership Practices for Women Leading Selected South African Rural Primary Schools

2024-08-17T00:48:55+03:00

This paper examines the leadership practices of three women school principals in leading schools in rural contexts. Some rural contexts are confronted with challenging circumstances and multiple deprivations which are unique to them. Women school principals experience unfair gendered expectations which demand them to provide exceptional leadership skills and prove to be resilient amid these contextual factors. The aim was to explore how women in rural school leadership cope with the demand of gendered performance and must prove to be resilient, amid the contextual challenges that rural schools face. Embedded within the social role theory, which argues that society has expectations for individuals to comply with actions that are proportionate to their social roles. These roles may be formed based on race, age, religion, or gender, but for the purposes of this paper, we focused on gender. Couched within the qualitative interpretive paradigm and using phenomenology as the mode of inquiry, and through individual face-to-face interviews, this paper focused on the lived experiences of three rural primary school female principals. Data were analysed thematically. Findings revealed the resilient leadership strategies used by female school principals in rural areas, with an emphasis on the intricate problems brought on by gendered expectations. The paper recommends a comprehensive strategy for dismantling ingrained gender prejudices in educational leadership including implementing gender-sensitization programs, specialized leadership training, promotion of inclusive leadership styles, community engagement, and advocacy for policy changes.

Synthesizing Policy and Practice: An Examination of Child-Related Policy Implementation in Elementary Education within Nyeri County, Kenya

2024-08-17T00:48:53+03:00

Since independence, Kenya’s education system has undergone significant reforms aimed at enhancing access, equity, and quality. The Basic Education Act 2013 underscored the government’s commitment to free compulsory education, laying the foundation for policy interventions in elementary education. While policies aimed at safeguarding children's rights and ensuring their holistic development exist at the national and regional levels, translating them into effective practice within schools remains a challenge due to limited resources, infrastructure deficits, bureaucratic hurdles, cultural norms, and socioeconomic disparities. These factors influence access and retention rates, thereby impeding policy implementation efforts. The objective of the study was to establish the status of the provision and utilization of education-related policies. This article, therefore, delves into the critical issue of policy-practice disparities in the implementation of child-related policies within primary schools in Nyeri County, Kenya. The findings show that most schools were aware of and had the requisite resources and capacity to implement policies governing early childhood programs. However, they were not strictly adhering to those on childcare and protection. Thus, policy enforcement should be strengthened to curb malpractices in some primary schools.

The Journey Starts Now: Infusing Peace Education into LO Teaching in South African Secondary Schools

2024-10-27T06:34:43+03:00

Peace education as part of the school curriculum can transform school functioning by equipping learners with conflict resolution skills. Currently peace education is not part of the existing curriculum in South Africa. Literature indicates that peace education can be appropriately integrated into the compulsory subject, Life Orientation (LO), in South African secondary schools. Informed by Danesh’s integrative peace theory and the extant literature on peace education, a qualitative study explored the possible integration of peace education into LO to assist learners develop conflict resolution skills. Six teachers who teach LO in two secondary schools in the Western Cape, South Africa, which have implemented an extramural peace education programme through the agency of a non-governmental organisation, were purposefully selected. Data were gathered in focus group interviews with the teachers and thematic analysis carried out. Findings of the study highlight the significance of integrating peace education in LO in order to foster a more peaceful schooling environment. Furthermore, aspects of peace education already overlap or complement topics taught in LO, such as respect and tolerance for diversity. Barriers to effective integration of peace education in the LO curriculum are lack of targeted teacher training, rigid curriculum design, teachers’ workload and poor resource allocation. It was recommended that the integration of peace education in LO be prioritised and that the LO curriculum should be expanded to accommodate more explicit themes of peace education. Implementation should be supported through targeted teacher training, attention to teachers’ work schedules, additional teaching time and allocation of appropriate resources.

Principals’ Leadership Competencies: Implications for Educational Excellence

2024-10-27T06:51:33+03:00

The study utilized a qualitative case study research design entailing an in-depth exploratory examination of principals' leadership competencies and their impact on educational excellence within the O R Tambo Inland education district. Semi-structured interviews were conducted with five principals selected from secondary schools in the district. A convenient sampling technique was used to select the participants from whom empirical data were gathered. A narrative analysis was employed to analyze the collected data, allowing for a comprehensive understanding of the principals' experiences, perspectives, and practices regarding leadership competencies and their implications for educational excellence. The findings revealed that principals play a pivotal role in shaping the school's image and reputation, attracting learners, families, and talented educators through positive attributes and effective leadership practices. Clear and measurable academic objectives aligned with the school's mission and vision are emphasized as essential for guiding educational endeavors and promoting continuous improvement. Thus, the study recommended that a collaborative approach to decision-making, professional development, and community engagement is essential for creating supportive and inclusive learning environments that empower students to thrive academically and personally.

Strategies Used by Students in Correctional Facility for Accessing Educational Resources: The Case of a Namibian Correctional Facility

2024-10-27T06:57:23+03:00

The purpose of the study was to examine strategies used by students at a Namibian Correctional Facility in accessing educational resources while studying in prison. The paper's central claim is that, despite their severe living conditions, inmates are motivated to further their studies. This research was carried out in a correctional facility in Namibia. This study was qualitative in nature, using interviews as a means of data collecting while adhering to an interpretive paradigm. A skilled transcriber transcribed the audio-recorded interviews verbatim, and the author was provided with the transcripts for interpretation. The analysis was conducted thematically. With regard to correctional facility services, Namibia's legal system saw significant transformations as it moved from an approach centred on punishment and isolation to one that emphasises rehabilitation and community reintegration.

Engineering Academics and Students’ Views on the Phases of Teaching and Learning of Engineering Mathematics in an Antenna Design Course

2024-10-27T07:05:54+03:00

An antenna design course, naturally, aims to teach students to produce an antenna device, which is a vital tool in technological development. Typically, this course is taught and designed in an abstract manner, which may be an inappropriate approach to teaching it. This approach could be due to engineering academics and students’ poor understanding of how to model mathematics concepts. As a result, antennae experts suggest that antenna technology is a difficult device when it comes to mathematical descriptions, which has resulted in a sudden loss of interest among students in a school of engineering. Thus, this paper reports on the four phases of teaching antenna design using mathematical modelling approaches, with the specific aim of resolving the difficulties encountered in teaching an antenna design course. In achieving this teaching, the study explains the approaches and impact of teaching Mathematical Modelling (MM) in antenna design among engineering academics. In this study, the sample population included one engineering academic and four engineering students. The data were collected using a qualitative research approach, utilising an interview guide and an open-ended questionnaire. Finally, the results of this study confirmed the four major phases of teaching antenna design using engineering mathematics.

Fostering Inclusivity: A Critical Emancipatory Approach to Dyscalculia in Primary School Mathematics

2024-10-27T07:12:17+03:00

This research endeavoured to revolutionise primary school mathematics education by implementing an active learning approach tailored to addressing dyscalculia. The study used a critical emancipatory framework as the theoretical foundation, and participatory action research as the chosen methodology. The researcher employed purposive sampling to select two mathematics teachers, one school-based teacher, a district education psychologist, two learners displaying dyscalculia symptoms, and two parents. The research collaboratively engaged participants to identify challenges, crafting interventions, and reflecting on outcomes through the lens of the critical emancipatory framework and participatory action research,. The researcher assessed the effectiveness of the active learning strategy to enhance students’ mathematical abilities, self-efficacy, and attitudes toward mathematics. Critical discourse analysis shed light on the potential of active learning strategies to improve mathematical learning outcomes and create a supportive learning atmosphere. The results indicated that the implemented active learning strategy offers effective pedagogical practices for learners with dyscalculia by influencing positive changes in their attitude towards mathematics and the learning environment. The participating teachers gained insights into understanding the behaviour of learners with dyscalculia and the role of active learning in intervention strategies. The study’s findings can guide educators, policymakers, and researcher in developing inclusive mathematics instruction for diverse learners in primary school classrooms.

Enhancing Pre-Service Teacher Education: Crafting a Technology-Responsive Curriculum for Modern Classrooms and Adaptive Learners

2024-10-27T07:24:11+03:00

This study examines the incorporation of technology in pre-service teacher education, specifically emphasising creating a curriculum sensitive to the needs of contemporary classrooms and adaptable learners. The research examines the current literature using a scoping review methodology to find significant patterns, difficulties, and most effective approaches. After conducting an extensive search on various databases, a total of 345 publications were found. Of these, 54 articles that had undergone peer review and were published between 2010 and 2024 were chosen for in-depth examination. The results emphasise the crucial importance of technology in improving teaching and learning methods, underscoring the need for teacher education programmes to integrate digital tools and teaching methods properly. The review highlights several key topics, including the significance of practical training, the necessity for ongoing professional growth, and the influence of institutional support on promoting technology integration. Furthermore, the study emphasises the importance of creating versatile and responsive curricula to cater to learners' varied requirements in modern educational environments. This research offers helpful recommendations for policymakers, educators, and curriculum creators who want to provide future teachers with the necessary skills to succeed in technology-rich learning environments. These recommendations are based on a combination of empirical facts and theoretical ideas. The report asserts that a meticulously organised curriculum incorporating technology is crucial in equipping pre-service teachers with the skills to develop captivating, inclusive, and efficient learning opportunities for all students.

The Use of Technology in African Language Pedagogy – A Sociological Approach

2024-10-31T07:43:11+03:00

Technology has brought about new knowledge forms in all aspects of human life. The new knowledge forms have transformed not only human lives but also human ways of doing things. Education has also benefited from technological transformation which is witnessed through the delivery of teaching and reception of learning with technology. The use of technology in teaching has been a fundamental theme in the 21st century as the world tends towards the fourth industrial revolution. Using Bourdieu’s social theory, this paper seeks to gain an understanding of how the use of technology is impacted by the social context of language lecturers. This study aimed to investigate how language lecturers’ social context influences their use of technology in teaching African languages. To pursue the above aim, an in-depth interview was conducted with 8 language lecturers across 3 universities in KwaZulu-Natal using stratified and snowball sampling methods. This study analyses lecturers' social context regarding technology use in teaching. It also examines the value lecturers place on technology for teaching African languages. Finally, it provides recommendations for lecturers and stakeholders to effectively implement technology for teaching African languages within the social context of language lecturers.

Conceptualization and Development of a Web-based Platform for Multicultural Mathematics Resources

2024-10-31T07:48:49+03:00

This study reports on the conception and development of an online ethnomathematics instructional content repository for mathematics teachers. The study adopts a developmental research design to build a platform on WordPress, a free and open-source content management system (CMS) based on PHP & MySQL. The presentation in this paper begins with a broad background of the intent for building the website for multicultural mathematics resources. The conceptual discussion of ethnomathematics is next presented, followed by the theory of realistic mathematics education, which is a theoretical foundation of the study. Culture-based mathematics instructional design is then conceptualised. The details of the developmental research design follow this. The core deployment of the cleanroom software development model is presented and followed by the system specification of the developed web-based platform. A preliminary assessment of VillageMath’s navigation and structure indicated that the designed innovation has the potential to aid mathematics teachers in providing the necessary guided re-invention of the mathematics classroom along the culture-based continuum. The web-based platform for multicultural mathematics resources is designed to ground culture-based mathematics instruction and student learning in the values, norms, crafts, beliefs, practices, experiences, and language derived from existing indigenous knowledge systems.