The capacity for monitoring & evaluation systems in the North West provincial government departments

A Thesis submitted to the Graduate School of Public and Development Management in fulfilment of 50 percent of the requirement for the degree of Master of Management in Public Policy University of Witwatersrand, Johannesburg March 2015The South African government has extended the constitutional mandate of the Auditor-general to cater specifically for performance information in the public sector, which has resulted in the rollout of a Government-wide Monitoring and Evaluation system designed to enhance efficiency, accountability and transparency in the public sector. This study investigated the capacity gaps and systems problems in the M&E systems that caused a majority of the North West provincial government departments to receive qualified opinion on performance information between 2010/11 and 2013/14 financial years. A qualitative approach was used, supported by interviews and documentary analysis to extract rich data. The capacity gaps and systems problems in the M&E systems in the provincial departments manifested themselves in the form of inadequate oversight role; poor leadership; malicious compliance; lack of approved M&E policies; lack of uniformity in M&E structure and location; lack of M&E skills, inadequate budget; lack of accountability and transparency. The overall conclusion of the study is that adequate oversight role and effective leadership, and political stability are central in the implementation process of M&E systems. Key recommendations of the study include amongst others capacitating the institutional oversight structures and leadership; approved M&E policies; streamline M&E systems; all programme managers should account for the M&E function; M&E systems should be fully resourced; and capacitate the M&E fora

Democratising the Classroom for Epistemological Access: The Role of RtL Pedagogy in an Eastern Cape Secondary School, South Africa

Using documentary evidence (learners’ written, DoBE’s curriculum documents, lessons plans, and prescribed workbooks) semi-structured interviews and Reading to Learn pedagogy, to generate data, this paper reports on the positive effect Reading to Learn (RtL) has on literacy development of Grade 10 English First Additional Language learners from a township school in South Africa. The main thrust of this paper is to trace how RtL positively influences literacy development of a cohort of learners whose teaching was informed by Reading to Learn principles. This paper argues that learners whose learning is informed by RtL principles experience accelerated literacy development. The approach is built on the theory of scaffolding proposed by Vygotsky, 1978 and Bruner, 1983; genre theory (Martin, 1985: Christie, 1990); and on the functional model of language developed by Halliday (1985). Systemic functional linguistics was used as the analytical framework; the study situates itself within the critical paradigm, subjective epistemology, and mixed-method research approach. The study revealed that RtL can be part of the solution towards resolving literacy development challenges faced by underprivileged learners in South Africa and other similar environments. Keywords:Reading to Learn pedagogy; scaffolding; systemic functional linguistics; critical paradigm; subjective epistemology and mixed-method. DOI: 10.7176/JEP/13-27-08 Publication date:September 30th 202

Perceptions of factors contributing to psychological distress in HIV positive children on antiretroviral therapy in Mochudi, Botswana : a family caregiver and health care worker analysis

Master of Public Health - MPHBackground: The repercussions of being HIV positive coupled by the complications of antiretroviral therapy are likely to cause distress, emotional and psychological problems particularly among children infected by the virus. The limited support services for children experiencing distress intensify the urgency to address this challenge. Despite the availability of social workers and nurses' interventions currently in place, the number of children in need of psychological care continues to increase. This is particularly true at Deborah Retief Memorial (DRM) hospital, one of the main antiretroviral therapy facilities in Kgatleng district, Botswana. Method: The purpose of this study was to explore and describe the perceptions of social workers, nurses and caregivers on key factors contributing to psychological distress of HIV positive children. A descriptive, exploratory qualitative study design that employed the use of in-depth interviews was used to conduct this study. Participants included four caregivers of HIV positive children who seek antiretroviral therapy at DRM hospital Infectious Diseases Control Clinic, together with five nurses and two social workers who worked in the same clinic. Conventional content analysis was used to analyse the in-depth interview transcripts. Results: Perceived psychological stressors for HIV positive children included disclosure of HIV status, orphanhood, social problems, lifelong treatment, stigma, poor caregiver-child relationship and lack of caregiver‟s love, care and support. However the caregivers did not fully understand the psychological distress the HIV positive children were experiencing, hence were unable to recognize it in these children. The study highlighted that major challenges faced by the health-workers included lack of qualified personnel, lack of adequate knowledge and skills, and a non-conducive working environment required to effectively assist children with psychological distress. The findings also indicated the need for education and support of caregivers and HIV positive children by the educators, family and health-worker systems. Conclusion: The profile of key stressors of psychological distress, the challenges and support needs suggested by the participants in this study can provide a framework for improving the existing services for HIV positive children with psychosocial problems. This information is important for use in training nurses and social workers involved with children with psychological behaviours

Asili, Matumizi, na Mtazamo wa Salamu ya “Shikamoo” katika Jamii ya Watumiaji wa Lugha ya Kiswahili

Shikamoo ni moja ya salamu zinazotumiwa na jamii ya watumiaji wa lugha ya Kiswahili kusamiliana. Watu mbalimbali katika majukwaa tofautitofauti wamekuwa wakijadiliana kuhusu salamu hiyo endapo inawafaa watumiaji wa lugha ya Kiswahili au la. Makala haya yanajadili asili, matumizi, na mtazamo wa shikamoo wa jamii mbalimbali zinazotumia Kiswahili. Data za makala haya zimetokana na njia nne: upitiaji wa nyaraka, hojaji, usaili, na ushuhudiaji. Nadharia ya Ethnografia ya Mawasiliano (EM) imetumika kuongoza utafiti huu. Matokeo ya makala haya yanabainisha kwamba asili ya neno shikamoo ni: “nashika miguu” ambayo inaweza kuwa na fasili kuwa “nipo chini ya miguu yako”. Asili hii ya neno shikamoo inanasibishwa na utumwa na ukoloni; inatajwa kuwa ni salamu iliyotumiwa na watwana kuwasalimia mabwana wao wakati wa ukoloni. Matumizi ya salamu hii kwa sasa kama ambavyo imebainishwa pia katika miongozo ya Kiswahili sanifu, ni salamu ya heshima kutoka kwa mtu mdogo kiumri kwenda kwa mkubwa. Aidha, utafiti huu umebaini kwamba 51% ya watumiaji wa lugha ya Kiswahili walioshiriki katika kujaza hojaji walidai salamu ya shikamoo ni nzuri wakati 30% walisema kuwa salamu hiyo ni mbaya kwa sababu ina asili ya utumwa/ukoloni na 19% walitoa majibu mengine yakiwemo kuiona salamu hiyo ina mapokeo mazuri na mabaya miongoni mwa watumiaji wa Kiswahili. Makala yanatoa rai kwamba ijapokuwa watu wengi wanapendezwa na salamu ya shikamoo, hatutakiwi kupuuza mawazo ya wale wanaoona salamu hiyo si nzuri; hivyo, inapendekezwa kwamba salamu hiyo isilazimishwe bali watu waitumie kwa hiari yao

Language and literacy development for a Grade 10 English first additional language classroom: a reading to learn case study

The problem of poor reading skills is a serious one in South Africa, with negative implications for learners’ educational achievement. The failure of learners to read at age- and grade-appropriate levels presents a major challenge to the teaching of reading in South African schools. It is against this background that this study aimed at ascertaining the positive impact of the Reading to Learn methodology in improving the literacy levels of learners in a Grade 10 English First Additional Language classroom in a township school. Reading ability levels were established via a passage extracted from a Grade Platinum English First Additional Learner’s book. Pronunciation and word recognition formed the basis of the reading assessment. Reading translates into writing, so the learners were also assessed in comprehension and creative writing. The results indicated that the learners’ reading abilities were weak, the methodology used to teach reading led to research findings that caused the study to yield findings that suggest that RtL may be the solution to reading problems in the classroom. In addition the study revealed that the ability to read corresponds with cognitive development. The study therefore calls for the adoption of RtL to assist in alleviating reading problems in the classroom

Reading to learn for secondary schooling: an interventionist action research study within a South African under-privileged setting

The study examined the contribution that Rose’s (2005) Reading to Learn (RtL) methodology made in development of advanced literacy abilities recommended in the schooling system. RtL was influenced by Bernstein’s theory of pedagogic discourse, Bruner, Vygotsky’s social learning theory and Halliday’s systemic functional linguistics theory. The study used the same cohort of learners during Grades 11 and 12 in a black township secondary school in Grahamstown, Eastern Cape, South Africa. RtL was birthed in Australia with the intention of accelerating literacy development of learners in disadvantaged communities. Based on its success in Australia, I implemented the methodology against a backdrop of continuously declining literacy standards in South African primary and secondary schools. Researchers on literacy acknowledge that socioeconomic and geosocial circumstances cannot be divorced from poor literacy performances in South African schools. Although these two factors play a role in regressing literacy, pedagogical approaches play a role. RtL was employed as an intervention strategy with learners whose literacy abilities were found lacking in comparison to curriculum demands. Despite the focus being on learners whose performance was below expected academic levels, the able learners were motivated to further their advanced abilities. The learners whose performance was previously compromised performed to par with their able counterparts. RtL provided all learners an opportunity to apply, with less difficulty, the language approved by the schooling system. The two research questions sought to illuminate the role RtL played in developing learners’ ability to read, so that they could converse with text and put into writing practice what they had read. In this regard, creative and transactional assignments were written, and performance assessed to evaluate the RtL intervention. Secondly, the research allowed me to get an insight through interviews with learners as to how they were positively or negatively influenced through RtL in learning English as a First Additional Language. The study was a longitudinal action research study which had a life span of 22 months. It was dominantly qualitative with a thin quantitative strand. Data to evaluate effectiveness was generated from learners’ written work and interviews. The learners’ work was analysed using an RtL assessment tool adopted from Rose (2018), for the purposes of uniformity and reliability. Findings from interviews highlighted various views regarding the positive impact of RtL. What emerged from the findings is a reflection of the positive impact RtL had on literacy development. Significantly, learners’ work improved across the board, true to Rose’s assertion that learners exposed to teaching using RtL principles experience accelerated literacy development. Based on these findings, RtL implemented in a township setting in South Africa yields results similar to those in Australia and other countries

A Multistep Inquiry Approach to Improve Pre-Service Elementary Teachers’ Conceptual Understanding

A quasi-experimental control group pre- and post-test study was used to determine the effect of a Multi-Step Inquiry (MSI) approach on pre-service elementary school teacher‘s conceptual understanding. The MSI study involved the development of a conceptual workbook, and a Physical Science Concept Inventory. The conceptual workbook has activities that explicitly target students‘ misconceptions in physical science. The inventory has three categories: forces and motion, heat and temperature, and electricity. Descriptive and inferential statistics were used to interpret the data. Independent t-tests were used to compare the experimental and comparison groups. Further, Cohen‘s d and Hake‘s g effect sizes were used to determine the effectiveness of MSI. Results indicated that the MSI approach as an effective teaching strategy for conceptual understanding. As such, the authors have made recommendations for both research and teaching

Using PhET Simulations to Improve Scientific Skills and Attitudes of Community College Students

In this study, conceptual and algebra-based physics students were engaged in scientific inquiry using Physics Education Technology (PhET) interactive simulations via semester-long group projects. The instructor and students used the Scientific Abilities Assessment Rubrics (SAAR) to evaluate project presentations and papers (formative assessment). The overall research project was evaluated using Lab Skills Self-Assessment (LSSA) survey (pre and post) and the post reflection survey. The Science Process Skills Inventory (SPSI) was used to analyze some of the students‟ responses to the reflection survey. Quantitative analysis of the LSSA survey showed a large effect size for both conceptual and algebra-based physics students (Cohen‟s d \u3e 0.8, in both courses). Qualitative analysis of the reflection surveys supported this apparent huge gain in lab skills and revealed considerable positive students‟ experiences of the PhET simulations (88% of students indicated positive satisfaction)

Big sugar in southern Africa : rural development and the perverted potential of sugar/ethanol exports

This paper asks how investment in large-scale sugar cane production has contributed, and will contribute, to rural development in southern Africa. Taking a case study of the South African company Illovo in Zambia, the argument is made that the potential for greater tax revenue, domestic competition, access to resources and wealth distribution from sugar/ethanol production have all been perverted and with relatively little payoff in wage labour opportunities in return. If the benefits of agro-exports cannot be so easily assumed, then the prospective 'balance sheet' of biofuels needs to be re-examined. In this light, the paper advocates smaller-scale agrarian initiatives