Exploring Grade 6 mathematics teachers’ use of the language of learning and teaching in assessment for learning

Abstract   The aim of this study was to exploring grade six mathematics teachers’ use of the language of learning and teaching in assessment for learning in selected primary schools in Alexandra Township, South Africa. Research has shown that in primary schools, where learners are taught using their home-language (Grades 1-3), performance seems better than where the use of English as a First Additional Language (EFAL) (Grades 4-6) is used for teaching and learning. Guided by qualitative cases study design, semi-structured interviews and no-participatory observation were used to collect data from the nine purposefully sampled Grade 6 mathematics teachers. Themes were used to analyse, interpret and discuss data collected in conjunction with the literature reviewed and the theory underpinning the study. The findings of this research revealed that learners struggle to learn using English as the LoLT and to augment concept development and understanding, teachers and learners use code-switching. However, because of the different language backgrounds of learners and teachers in the same class, code-switching is often not effective, but in many instances, code-switching has become the norm to ensure understanding where learners have limited language proficiency. Keywords: English first additional language, the language of learning and teaching, assessment for learning, mathematics, Grade 6, code-switchin

Relevance of selected Social Science Degree programs on skills development and graduate employability in Zambia

A pragmatic approach was used to explore the extent to which four selected social science degree programs were relevant for the skill needs of the job market in Zambia. Both qualitative and quantitative data were collected from 162 participants using interviews and questionnaires. The SPSS version 24 and Atlas. Ti Version 8 were used to analyse and interpret data within the framework of the Capability Approach. The findings reveal that the relevance of each of the four social science degree programs depend on how key stakeholders in higher education and the labour market perceive them and that graduate employability was affected by factors such as the need and importance of social sciences to the labour market; employer and student perceptions of employability skills in the degree programs; demand for the programs; graduate work readiness, and the availability of graduate job prospects. It could be concluded that although all four social science degree programs were important, their relevance to the needs of Zambia’s labour market varied from program to program

Effectiveness of Internships as Pedagogical Practices in Promoting Employability Skills Amongst Graduating Students in Selected Social Science Degree Programmes in Zambia

To explore their role in enhancing graduate employability, the study investigated the effectiveness of student internships as pedagogical practices in promoting employability skills amongst graduating students in four Social Science Degree programmes of selected universities in Zambia. Qualitative and quantitative data were collected from 162 participants through the questionnaires and interview guides using a mixed-methods approach. The participants included different actors in the labour industry as critical informants; graduating students taking Social Science Degree Programmes; Lecturers, and Employers. The quantitative and qualitative data were analysed using the SPSS version 24 and Atlas. Ti. Version 8, respectively. This study employed the Human Capability Approach and Human Capital theories. Findings indicated that although internship practices were considered an essential component in the social science degree programmes for skills development, their effectiveness in promoting employability skills amongst graduating students varied from one programme to the other. The findings have implications on how universities and the labour industry could work together to design and implement internship experiences for students in social science degree programmes that are more effective in promoting the acquisition of employability skills in Zambia

Exploring the use of assessment for learning in the mathematics classroom

The study explored mathematics teachers’ use of assessment for learning (AfL) to create a classroom culture that responds to learners’ acquisition of knowledge in classrooms in Alexandra Township, South Africa. Within an interpretivist paradigm this study was guided by a qualitative approach, using a case study design. Nine Grade 6 primary school mathematics teachers were purposively selected for face-to-face semi-structured interviews to determine their understanding of AfL practices. Thereafter, participants were observed on their use of assessment for learning. Subsequently, documents were analysed. The findings revealed that mathematics teachers have an understanding AfL and that they depend on textbooks for AfL activities, which do not always take learners’ contexts into account. The study revealed AfL challenges because teachers teach mathematics in a language other than learners’ home language. Lastly, the study revealed the need for teachers’ pedagogical knowledge in using AfL practices to create an environment that responds to learners’ needs