What we have learned : student teachers' views on the quality of mentoring and teaching practice in township schools

Published ArticleIn South Africa a high premium should be placed on the value of effective education and training to achieve an array of economic and social objectives. The development of a strong and functional education system is closely linked with the quality of teaching and learning taking place at schools. In this regard, the nagging shortage of skilled educators underscores the importance of effective training of student teachers to address the shortages and ultimately contribute to the establishment of a competitive and sustainable education system. The present article examines the effectiveness of mentoring and teaching practice experiences of student teachers at a South African university who completed their practical training at township schools. These schools are typically under-resourced, overcrowded and situated in socioeconomically disadvantaged areas. Not only are many of these schools' teachers under-qualified, but the schools also experience acute shortages of teachers in scarce subjects. An empirical study was conducted that targeted all final-year education students who had completed their teaching practice at 34 township schools. The empirical findings provide food for thought as to the success of mentoring in these schools. While 16 aspects of mentoring rendered a positive result ranging from 'positive' to 'strongly positive', seven aspects of mentoring were regarded as 'mildly adequate' and five skills were evaluated as between 'below adequate' to 'inadequate'. Even though the findings of this study cannot be generalised to mentoring at all township schools, some noteworthy trends were identified

Coeliac disease

Coeliac disease is an autoimmune enteropathy triggered by the ingestion of gluten-containing cereals, such as wheat, rye and barley. It is estimated to occur in one per cent of people of European ancestry, and in 0.3% of black Africans. Coeliac disease has a strong genetic component as nearly all patients with the disease share the same genetic predisposition in the form of the presence of either the human leukocyte antigen (HLA)-DQ2 or HLA-DQ8 alleles. The spectrum of symptoms ranges from asymptomatic to chronic diarrhoea, flatulence, abdominal pain and weight loss. Although serological testing for tissue transglutaminase antibodies is both sensitive and specific for the disease, and reflects disease activity, small bowel biopsy is considered to be the standard when diagnosing the disease. The therapy for coeliac disease is a gluten-free diet, which may be difficult and expensive to follow. Nonadherence to a gluten-free diet is the main cause of persistent or recurrent symptoms. Coeliac disease increases the risk of malignancies, such as small bowel adenocarcinoma and  enteropathyassociated T-cell lymphoma; pathologies which should be excluded in patients who are compliant with the diet but who are either persistently symptomatic or have a reoccurrence of symptoms. Because coeliac disease is an important cause of common gastrointestinal  symptoms and may have significant long-term complications if left  untreated, it is paramount that the family practitioner should consider it in the differential diagnosis of patients who present with suspected  symptoms. The perception of coeliac disease has changed in recent years from an uncommon enteropathy to a common multisystem disease with a strong genetic predisposition

Extend of e-learning at universities of technology - our strength for our future?

Published ArticleThe current status of e-learning implementation at the Universities of Technology (UoTs) in South Africa is explored in terms of specific aspects of teaching and learning. In this study the process categories, dimensions and perspectives for the benchmarking of e-learning of the e-maturity model (eMM) of Marshall (2005), the Pick & Mix benchmarking of Bacsich (2009), the six dimensional approach (HELAM) of Ozkan and Koseler (2009), the six dimensions of Sun, Tsai, Finger et al (2008), the benchmarking of the Australasian Council for Open, Distance and E-learning (ACODE) and the six areas for the dotLRN environment of Ellis and Calvo (2007) are compared and a six dimension approach, called SILSTI, is identified as base for the benchmarking of the implementation of e-learning at universities. Aspects of these dimensions were investigated at UoTs by means of a questionnaire. The results are discussed according to the six dimensions. A conclusion is then reached on the level of e-learning implementation at UoTs in South Africa and areas for further research are recommended

Duelling prospecting rights: a non-custodial second?

This decision of the Northern Cape division dealt with competing "old order prospecting rights" and prospecting rights in terms of the Mineral and Petroleum Resources Development Act 28 of 2002 (MPRDA). The decision represents an important contribution to the resolution of tensions between the old mineral law order and the new regime of Act 28 of 2002

Trial and Error? An Inquiry into Implementing a ‘Straight-for-English’ Approach with Foundation Phase Students with Inadequate English Proficiency

Published ArticleThe language of instruction in South Africa is currently an extremely controversial issue. As a result of South Africa’s political history, English is almost always chosen as the language of instruction. However, in many cases, students have not been adequately exposed to English when they enter the Foundation Phase. This study reports on research conducted at an Ex-Model C (formerly privileged) primary school in South Africa where an immersion-type model is followed with English as the instructional language. The aim of the study was to explore the practices implemented by Foundation Phase teachers to teach students through the medium of English, and to ascertain how the school has managed to maintain a consistently high academic standard, despite the language difficulties of their students. The findings of the study can make a significant contribution when similar strategies are implemented in schools which are faced by challenges similar to those of the sample school