Navigating the pathways to opening a new, effective community school : a case study in the Nelson Mandela Metropolitan Municipality of South Africa

The provision of low cost housing has become one of the current South African government‟s top priorities. With the establishment of these new housing developments comes the need for accompanying social infrastructure. This includes the provisioning of schools, police stations, clinics and sports fields. In this study, I attempted to identify and explore the key basic elements that needed to be present when opening a new community school in one of these low income housing developments. The study gives voice to what key stakeholders thought these elements should be. The stakeholders were the teachers and community volunteers, which included parents of the learners. They actively participated in this study through the methodology of participatory action learning and action research (PALAR). The participants identified strong, compassionate and visionary leadership as an essential element that need to be present when opening up a new school. The study further shows that this leadership must have some knowledge of effective management systems in order to support the establishment of a new school. The findings also show that leadership and the effective implementation of these management systems rely heavily on the support of a variety of internal and external stakeholders, especially when support was lacking from the Department of Basic Education. The study further shows that the roles of the various stakeholders should be clearly defined and managed, so as to avoid tensions that might arise by having a large number of people involved in a confined space like a school. Teachers and community volunteers emerged as the key stakeholders who contributed to the effective functioning of the new school. Their continued involvement in the school requires on-going professional development and support

Marching to a different beat : conversations about diversity with minority women students at a historically white university

Thesis (MEd)--Stellenbosch University, 2006.ENGLISH ABSTRACT: Transformation of South Africa's historically white universities IS evidenced by a diversification of their student and staff populations. The transition from exclusion to inclusion of minority cultures in these university campuses has not been without its challenges for those students. This study provides a record of the experiences of five coloured women who are undergraduate students at Stellenbosch University (SU), a predominantly white institution. The approach used is feminist, grounded participatory action research. Despite institutional policy initiatives, the Coloured undergraduate students in the study did not experience the university environment as inclusive. What emerged was that the women had an acute awareness of othernesses and their own minority status. Factors such as the small number of minority students and the absence of symbols or icons that reflect and acknowledge the presence of diverse cultures exacerbate their feeling of being in the minority or 'tolerated otherness'. The women experienced SU as a university where established practices and traditions continue despite the changing demographics of the student population. This type of organisational culture in which covert and overt resistance to transformation is the norm acts as a constraint on the political will to move from policy to practice and entrenches the marginalisation of minority groups. The study found that integration is left largely to personal initiative. Personal variables such as resilience, strategies for coping with stress and the resolution of identity issues, appear to playa key role in academic success. However, academic success is not always accompanied by successful social integration. Social isolation was found to have a negative impact on personal and academic confidence. Although the women in the study have had relatively negative experiences of transformation, their willingness to engage in reflexive praxis and dialogue could serve as a challenge to SU to engage in a process which acknowledges the concerns, resistance and experience of all role-players.AFRIKAANSE OPSOMMING: Die transformasie van histories-blanke Suid-Afrikaanse universiteite word gekenmerk aan die diversifisering van hulle studente en personeel. Hierdie proses vind plaas deur die geleidelike wegbeweeg van die algehele uitsluiting van die minderheidsgroepe op die betrokke kampusse tot hulle volledige insluiting by aIle bedrywighede. Die proses is nie sonder uitdagings vir die betrokke studente nie. In hierdie studie word die ervaringe beskryf van vyf bruin vroulike voorgraadse studente aan die SteIlenbsoch Universiteit (US), 'n oorwegend-blanke tersiere instelling. Vir hierdie studie is 'n feministiese benadering wat gebaseer is op deelnemende aksienavorsing gebruik. Ten spyte van institusionele beleidsinisiatiewe om genoemde transformasie te bespoeding, het die voorgraadse bruin studente wat aan hierdie studie deelgeneem het, nie die universiteitsomgewing as inklusief ervaar nie. Dit het eerder duidelik geword dat die dames baie bewus was van hulle andersheid en hulle minderheidstatus. Faktore soos die klein aantal minderheidstudente en die afwesigheid van simbole of ikone wat die teenwoordigheid van diverse kulture reflekteer en erken, het hulle ervaring as behorende tot 'n minderheidsgroep versterk. Die dames het die US ervaar as 'n universiteit waar ingewortelde praktyke en tradisies voortgesit word ten spyte van die veranderende demografie van die studentebevolking. Hierdie soort organisatoriese kultuur waar bedekte en openlike teenstand tot transformasie die norm is, plaas 'n demper op die politieke gewilligheid om van beleid na praktyk te beweeg en verdiep die marginalisering van minderheidsgroepe. Die bevindings van die studie is dat integrasie grootliks oorgelaat word aan persoonlike inisiatiewe. Persoonlikeheidseienskappe soos gedetermineerde optrede, die benutting van strategiee om stres te hanteer en identiteitskrisisse op te los, speel blykbaar 'n sleutelrol in akademiese sukses. Akademiese sukses loop egter nie altyd hand aan hand met sosiale integrasie nie. Daar is bevind dat sosiale isolasie 'n negatiewe impak op persoonlike en akademiese vertroue het. Alhoewel die ervarings van die dames wat aan die studie deelgeneem het relatief negatiewe was ten opsigte van transformasie, was hulle tog gewillig om deel te neem aan die reflektiewe praksis en dialoog. Hierdie feit dien as 'n uitdaging aan die Stellenbosch Universiteit om betrokke te raak by 'n proses waarin die bekommemisse, weerstande en ervaringe van aIle rolspelers hanteer word

An analysis of teacher's skills in the identification of learners with behavioural and emotional problems

This study aimed to explore teachers‟ abilities to identify learners with behavioural and emotional problems, to examine the strategies that they implement to address the challenges and their measure of success in addressing these. This study was qualitative in nature and semi-structured interviews were conducted with 10 volunteer teachers located in the northern areas of Port Elizabeth and an additional 50 teachers completed open ended questionnaires. The learning areas taught by the teachers varied. Descriptive and content analysis procedures were utilized to analyze the findings. The findings indicated that teachers lack the skills and knowledge to assist learners with behavioural and emotional problems. The teachers tended to view their roles as imparting knowledge rather than tending to the mental health of learners so they did not adopt approaches to assist the learners with their behavioural and emotional challenges. This was in spite of the fact that the learners' psychological and physical well-being impacted their academic achievement

A collaboratively constructed process model for understanding and supporting the work of the community volunteer in a community school

This thesis sought to explore how community volunteers could be recruited, supported and sustained to assist a community school operating in difficult socioeconomic conditions in achieving basic school functionality. Through a collaborative process, the participants in the study attempted to address a significant gap in the literature, namely how this could be achieved in a way that would be beneficial both to the community volunteers and to the school itself. Based on existing literature, the vast majority of South African schools are struggling to reach the basic functionality levels required in terms of legislation. My interest in this topic was piqued while serving as principal of one such school; hence the focus in this thesis on whether schools would benefit in terms of achieving functionality if they partnered with the communities in which they are located. However, communities are seldom actively involved in the schools and school activities on an ongoing daily basis. In this thesis, I argue for an opportunity for schools and the community to collaborate in a way that would be mutually beneficial. In this, I was guided by the School-Based Complementary Learning Framework (SBCLF) in gaining a greater understanding of how multiple stakeholders could support a school to obtain basic functionality. A key stakeholder is the community in which a school is located, and the multidimensional framework provided a framework to understand why the community would want to get involved in the school. Following a Participatory Action Learning and Action Research (PALAR) design, I recruited 15 community volunteers from the existing pool at my then school; some of whom had been volunteering for over twelve years. We formed an action learning set where we collaboratively sought to understand the processes and conditions needed to recruit, support and sustain community volunteers and their involvement in the school. From this action learning set emerged a key advisors’ set, comprising five members of the action learning set, who were entrusted with the responsibility of planning, preparing and analysing the action learning set meetings. Transcripts and visual artefacts from the action learning set meetings and a focus group meeting of the school management team were analysed to generate data, complemented by secondary sources, such as documents. This participatory approach to data generation allowed the voice of every participant to be heard; agency was increased through active participation; and the sense of affiliation to the group was deepened. The iterative design of the research process further ensured that the participants also engaged in a critical discourse analysis of the emerging data, of which the trustworthiness was enhanced through the use of dialogic and process, catalytic, rhetoric, democratic and outcome validity. The emergence of the data through this collaborative engagement was underpinned by the ethical values of mutual respect; equality and inclusion; democratic participation; active learning; making a difference; collective action; and personal integrity. The findings revealed that community volunteers did add immense value to the school by supporting teaching and learning processes. However, the community volunteers also harboured expectations of material support and opportunities to develop skills. In addition, the study revealed that the hierarchical culture and structures present in most South African schools need to become more democratic and collaborative, with those working to make the school more functional, including community volunteers, being valued, acknowledged and supported. The participants also constructed their understanding of what a community school should be and do and how it should serve the interests of the children from the community. A process model was constructed from these findings regarding on ways to recruit, sustain and support community volunteers involved in community schools, specially designed so that schools could adapt it to suit individual contexts. This study is unique; I am not aware of any similar study ever having been conducted in a community school in South Africa. Furthermore, the collaborative approach used in the study helped ensure that the methodology used could be of value to principals and other school stakeholders in addressing the various complex challenges that confront schools in these contexts. Also, the findings will add to the theoretical body of knowledge around volunteerism, especially in difficult socioeconomic conditions

An analysis of teacher's skills in the identification of learners with behavioural and emotional problems

This study aimed to explore teachers‟ abilities to identify learners with behavioural and emotional problems, to examine the strategies that they implement to address the challenges and their measure of success in addressing these. This study was qualitative in nature and semi-structured interviews were conducted with 10 volunteer teachers located in the northern areas of Port Elizabeth and an additional 50 teachers completed open ended questionnaires. The learning areas taught by the teachers varied. Descriptive and content analysis procedures were utilized to analyze the findings. The findings indicated that teachers lack the skills and knowledge to assist learners with behavioural and emotional problems. The teachers tended to view their roles as imparting knowledge rather than tending to the mental health of learners so they did not adopt approaches to assist the learners with their behavioural and emotional challenges. This was in spite of the fact that the learners' psychological and physical well-being impacted their academic achievement

Non-formalised cohabitation : does the Swedish model of statutory regulation provide a solution for South Africa?

Magister Legum - LLMSouth Africa has come a long way from the rigid family structures which existed in the past. This is demonstrated by the recognition afforded to couples in same-sex relationships as well as those in customary marriages. Proposals have also been set forth regarding law reform to protect the rights and interests of those involved in domestic partnerships. The Domestic Partnership Bill was promulgated in 2008 but to date has not been passed into law. The ensuing consequence is that cohabitation relationships are therefore self-regulated. This relationship has no legal status as a union in South Africa. The court have, however, recognised that a universal partnership could be established if certain criteria are met. Furthermore, heterosexual couples are now also recognised as a "dependant" in actions against the Road Accident Fund for loss of support as a result of death of the breadwinner. Unlike South Africa, cohabitation in Sweden is regulated by a dedicated law called the Cohabitees Act 2003. The Act provides comprehensive protection than that afforded to cohabitants in South Africa. It offers a clear definition of cohabitation and criteria in order to qualify as a cohabitee. The Act, further, regulates the proprietary consequences of entering into such a relationship and the effects of termination. Cohabitation has status as a legal union in Sweden. My research will deal with non-formalised cohabitation and a comparison shall be made between the current systems in South Africa and Sweden. My work will suggest that the statutory model of regulation in Sweden may provide a solution for South Africa. In South Africa, cohabiting couples are not afforded the same rights as married couples. In contrast, married couples are afforded rights automatically as a result of the institution. Unmarried partners have no automatic duty of support, to acquire an interest each other's separate property and a cohabitee may not inherit intestate from the estate in the event of death of one of the partners. In Sweden, intimate relationships are treated similarly to married relationships, with the law applying the principle of "neutrality" with regard to its family laws. Several cases have emerged recently in South Africa which will provide a clearer understanding of the current state of the law. The reason for undertaking this study is to illustrate the changing mores of society and the necessity of the law to keep up with these values. As South Africa has not yet passed its domestic partnership law it may be useful to compare it to Sweden in order provide South Africa with a possibly better approach. Sweden has passed laws on cohabitation and these have been in place for years. Thus we might still learn from them prior to our law being passed. Legislative and judicial activity have soared recently and it may be beneficial to look at another jurisdiction more carefully. These observations will be undertaken more comprehensively in the body of the thesis

An assessment of the contribution of surface and subsurface flows to river flows of the Sandspruit in the Berg River Catchment, South Africa.

Magister Scientiae - MSc (Environ & Water Science)Studies have shown that the primary origin of salinity in river flows of the Sandspruit in the Berg Catchment located in the Western Cape Province of South Africa was mainly a result of atmospheric deposition of salts. The salts are transported to rivers through surface runoff and subsurface flow (i.e. through flow and groundwater flow). The purpose of this study was to determine the contributions of subsurface and surface flows to the total flows in the Sandspruit, Berg Catchment. Three rain events were studied. Water samples for two rain events were analysed for environmental tracers ?18O, Silica or Silicon dioxide (SiO2), Calcium (Ca2+) and Magnesium (Mg2+). Tracers used for two component hydrograph separation were ?18O and SiO2. The tracers, Ca2+ and Mg2+, revealed inconsistent contributions of both subsurface flow and surface flow. Two component hydrograph separations indicated is that groundwater is the dominant contributor to flow, while surface runoff mainly contributes during the onset of the storm event. Groundwater response to precipitation input indicated that boreholes near the river have a quicker response than boreholes further away from the river. Boreholes nearer to the river also indicate higher water levels in response to precipitation, in comparison to boreholes further from the river

Disease, activity and schoolchildren's health (DASH) in Port Elizabeth, South Africa: a study protocol

BACKGROUND: An in-depth epidemiological investigation on intestinal parasite infections in an impoverished area of Port Elizabeth, South Africa provides a unique opportunity for research on its impact on children's physical fitness, cognitive performance and psychosocial health. Additionally, we will screen risk factors for the development of diabetes and hypertension in adulthood. METHODS/DESIGN: A 2-year longitudinal cohort study will be conducted, consisting of three cross-sectional surveys (baseline and two follow-ups), in eight historically black and coloured (mixed race) primary schools located in different townships in Port Elizabeth, South Africa. Approximately 1000 Grade 4 primary schoolchildren, aged 8 to 12 years, will be enrolled and followed. At each survey, disease status, anthropometry and levels of physical fitness, cognitive performance and psychosocial health will be assessed. After each survey, individuals diagnosed with parasitic worm infections will be treated with anthelminthic drugs, while children with other infections will be referred to local clinics. Based on baseline results, interventions will be tailored to the local settings, embedded within the study and implemented in half of the schools, while the remaining schools will serve as controls. Implementation of the interventions will take place over two 8-week periods. The effect of interventions will be determined with predefined health parameters. DISCUSSION: This study will shed new light on the health burden incurred by children in deprived urban settings of South Africa and provide guidance for specific health interventions. Challenges foreseen in the conduct of this study include: (i) difficulty in obtaining written informed consent from parents/guardians; (ii) administration of questionnaires in schools where three languages are spoken (Afrikaans, Xhosa and English); (iii) challenges in grasping concepts of psychosocial health among schoolchildren using a questionnaire; and (iv) loss to follow-up due to the study setting where illiteracy, mobility and violence are common. Finally, designing the health interventions together with local principals and teachers will allow all concerned with the research to bolster a sense of community ownership and sustained use of the interventions after the study has ceased

Intestinal parasites, growth and physical fitness of schoolchildren in poor neighbourhoods of Port Elizabeth, South Africa: a cross-sectional survey

BACKGROUND: As traditional lifestyle and diets change with social and economic development, disadvantaged communities in low- and middle-income countries increasingly face a double burden of communicable and non-communicable diseases. We studied the relationship between physical fitness and infections with soil-transmitted helminths (STHs), intestinal protozoa and Helicobacter pylori among schoolchildren in Port Elizabeth, South Africa. METHODS: We conducted a cross-sectional survey among 1009 children, aged 9 to 12 years, from eight primary schools in socioeconomically disadvantaged neighbourhoods of Port Elizabeth. Physical fitness was determined using field-deployable tests of the Eurofit fitness test battery. Stool samples were analysed with the Kato-Katz thick smear technique to diagnose STHs and with rapid diagnostic tests (RDTs) to detect intestinal protozoa and H. pylori infections. Haemoglobin (Hb) levels were assessed and anthropometric indicators determined. RESULTS: Complete data were available for 934 children (92 %). In two schools, high STH prevalences were found (Ascaris lumbricoides 60 and 72 %; Trichuris trichiura 65 % each). For boys and girls co-infected with A. lumbricoides and T. trichiura (n = 155) the maximal oxygen uptake (VO2 max) was estimated to be 50.1 and 47.2 ml kg(-1) min(-1), compared to 51.5 and 47.4 ml kg(-1) min(-1) for their non-infected peers (n = 278), respectively. On average, children without helminth infections had greater body mass (P = 0.011), height (P = 0.009) and a higher body mass index (P = 0.024) and were less often stunted (P = 0.006), but not significantly less wasted compared to their peers with a single or dual species infection. Among 9-year-old boys, a negative correlation between helminth infections and VO2 max, grip strength and standing broad jump distance was observed (P = 0.038). The overall mean Hb level was 122.2 g l(-1). In the two schools with the highest prevalence of STHs the Hb means were 119.7 and 120.5 g l(-1), respectively. CONCLUSIONS: Intestinal parasite infections appear to have a small but significant negative effect on the physical fitness of infected children, as expressed by their maximal oxygen uptake. We observed a clear impact on anthropometric indicators

Higher Education in the melting pot

The idea of this book emerged from the Education Deans Forum (EDF) meeting held in Johannesburg in 2018. The forum discussed the twin issues of the 4IR and Decolonisation and how these were likely to impact the future development of Higher Education in South Africa. Essentially, this book provides scholarly analyses of a range of possible impacts of the two discourses. On one hand, the discourses are discussed as representing convergences and divergences in relation to their epistemological, ontological, axiological and methodological assumptions. On the other, they are portrayed as competing for dominance in the contemporary and future discourses in Higher Education. As a scholarly compilation of high-end research, the book is a must-read resource for academics generally and those in teacher education disciplines particularly. Issues of the automation of academic workspaces, impact of digital divides, the opportunities and constraints of the technologisation of curricula, pedagogies, teaching and learning and the intractable challenges of remote modalities of university instruction are dealt with by some of the leading thinkers in the South African academies