Zimbabwean teachers in South Africa: A transient greener pasture

Zimbabwean teachers constitute the largest group of migrant teachers in South Africa (Department of Higher Education & Training (DHET), 2013). The main reason South Africa welcomes migrant teachers is to ease the country’s own teacher shortage. The purpose of this qualitative study was to explore Zimbabwean teachers’ motives for migration to South Africa and their future career plans. Fifteen migrant Zimbabwean teachers in public high or combined schools (private schools) took part in semi-structured, face-to-face interviews. Several sampling techniques (purposive, quota, convenient and snowball sampling) were used to select the teachers in Gauteng Province. The data was analysed qualitatively using open coding. The findings revealed that the economic and political instability in Zimbabwe (a push factor) played a much stronger role in migration decisions of the migrant teachers than did pull factors such as the close proximity of South Africa, and the existence of a migration network in South Africa. The findings of the study also revealed that some of the migrant Zimbabwean teachers migrated to reunite with their families, as they preferred not to split their immediate families between two countries. Migration networks were effective in assisting the migrants to find employment. The future plans of the majority of the teachers were ambitious. They involved improving their academic qualifications, getting employment in the tertiary education sector, and migrating to other, better paying countries. Migrant teachers are playing a crucial role while balance is being sought between demand and supply of teachers in South Africa. They ought to be given fair contracts that would encourage those who want to stay on, to do so.Keywords: migrants; migration; South Africa; Zimbabwean teacher

Prospective biology teachers\' attitudes toward animal dissection: implications and recommendations for the teaching of biology

No Abstract.South African journal of Education Vol. 25(4) 2005: 247-25

The animal experimentation controversy : ethical views of prospective teachers

Vivisection (live animal experimentation) is a controversial issue for many people. The purpose of this case study is to examine the attitudes of prospective teachers toward vivisection in education and research, to determine if gender has an influence on these attitudes, and to discuss the implications of these attitudes with regard to teaching of the disciplines in the life sciences. A sample of 100 prospective life sciences and natural sciences teachers from a South African university responded to a questionnaire on vivisection in education and scientific research. The responses were analysed qualitatively and quantitatively. The results showed that most prospective teachers are in favour of animal rights and that females are more averse to vivisection than males. A number of suggestions are made with regard to vivisection in schools and tertiary institutions.http://journals.sabinet.co.za/ej/ejour_persed.htmlgv201

Student teachers’ views : what is an interesting life sciences curriculum?

In South Africa, the Grade 12 ‘classes of 2008 and 2009’ were the first to write examinations under the revised Life Sciences (Biology) curriculum which focuses on outcomes-based education (OBE). This paper presents an exploration of what students (as learners) considered to be difficult and interesting in Grades 10–12 Life Sciences curricula in the Further Education and Training (FET) phase. A sample of 125 first year, pre-service Life Sciences and Natural Sciences teachers from a university responded to a questionnaire in regard to their experiences with the newly implemented FET Life Sciences curricula. The responses to the questions were analysed qualitatively and/or quantitatively. Friedman tests were used to compare the mean rankings of the four different content knowledge areas within each curriculum, and to make cross-curricular comparisons of the mean rankings of the same content knowledge area for all three curricula. All four content areas of Grade 12 were considered as being more interesting than the other two grades. In terms of difficulty, the students found the Grade 10 curriculum themes the most difficult, followed by the Grade 12 and the Grade 11 curricula. Most of the students found the themes under the content area Diversity, change and continuity (Grades 10–12) more difficult to learn than the other three content areas. It is recommended that more emphasis needs to be placed on what learners are interested in, and on having this incorporated into Life Sciences curricula.http://www.journals.co.za/ej/ejour_educat.htmlgv201

South African teachers as mobile knowledge workers in a global labour market

Globally, the popularity of South African teachers is increasing. The recruitment of South African teachers has become an easy solution to fix a shortage of teachers in many industrialised countries. It is being speculated that the aggressive recruitment has a negative impact on South Africa as a source country. This theoretical study addresses South African teachers’ motives for migration, marketing strategies of recruitment agencies, the implications for South African teachers due to the revised migration policies of the United Kingdom, and the impact of teacher migration on the South African education system. Career dissatisfaction, poor salaries and unemployment were identified as push factors. Higher salaries, international teaching experience, family or friends overseas, travel opportunities and recruitment agency persuasion were identified as pull factors. Recruitment agencies are using several methods to recruit teachers such as direct marketing activities on university campuses, online marketing, newspapers and magazines. Online ‘pitching’ to schools and teachers is discussed. It is predicted that South African teachers will seek greener pastures (especially the United Arab Emirates) due to the implementation of the recent United Kingdom Youth Mobility Scheme. South Africa’s education system is being stifled by international recruitment. Huge loss of teachers to receiving countries has a serious negative impact upon the education system of South Africa.http://www.krepublishers.com/02-Journals/T-Anth/Anth-00-0-000-000-1999-Web/Anth-00-0-000-000-1999-1-Cover.htmgv201

Partial and virtual return : the willingness of migrant Zimbabwean teachers in South Africa to participate in skills transfer

With an estimated 40,000 migrant Zimbabwean teachers in neighbouring South Africa, the question of tapping into their skills for the development of their country hinges on their willingness to participate. This study sought to understand the disposition of the resident migrant Zimbabwean teachers in South Africa to participate in a skills transfer programme through partial and virtual return. The study established that all the participants would be willing to volunteer to contribute to the development of their patria through partial and virtual return and that some of them were already engaged in some voluntary developmental work in certain communities. However, a lack of time and a stifling political environment were cited as the major challenges to their possible participation.http://link.springer.com/journal/121342021-08-27hj2020Science, Mathematics and Technology Educatio

Recruiting teachers online : marketing strategies and information dissemination practices of UK‐based agencies

A review of the websites of 43 UK-based agencies that are recruiting teachers in South Africa and other countries finds that important information about what to expect often is missing. An analysis of the marketing strategies shows that agencies overall are promising schools thorough vetting of candidates and low fees, are promising prospective teachers good pay while inviting them to imagine an exciting life outside the classroom, and are assuring both that the agency can make the “right” match. The article concludes with a list of recommendations for candidates and for agencies.http://www.tandfonline.com/loi/cedr20hj201

Zimbabwean teachers in South Africa : a transient greener pasture

Zimbabwean teachers constitute the largest group of migrant teachers in South Africa (Department of Higher Education & Training (DHET), 2013). The main reason South Africa welcomes migrant teachers is to ease the country’s own teacher shortage. The purpose of this qualitative study was to explore Zimbabwean teachers’ motives for migration to South Africa and their future career plans. Fifteen migrant Zimbabwean teachers in public high or combined schools (private schools) took part in semi-structured, face-to-face interviews. Several sampling techniques (purposive, quota, convenient and snowball sampling) were used to select the teachers in Gauteng Province. The data was analysed qualitatively using open coding. The findings revealed that the economic and political instability in Zimbabwe (a push factor) played a much stronger role in migration decisions of the migrant teachers than did pull factors such as the close proximity of South Africa, and the existence of a migration network in South Africa. The findings of the study also revealed that some of the migrant Zimbabwean teachers migrated to reunite with their families, as they preferred not to split their immediate families between two countries. Migration networks were effective in assisting the migrants to find employment. The future plans of the majority of the teachers were ambitious. They involved improving their academic qualifications, getting employment in the tertiary education sector, and migrating to other, better paying countries. Migrant teachers are playing a crucial role while balance is being sought between demand and supply of teachers in South Africa. They ought to be given fair contracts that would encourage those who want to stay on, to do so.The National Research Foundation (NRF)http://www.sajournalofeducation.co.zaam2017Science, Mathematics and Technology Educatio

'Teacher Shortages' in the U.S. and the politics of recruiting abroad

This commentary calls attention to the “importation” of overseas-trained teachers to teach in the U.S., to the assumption of a widespread teacher shortage in the U.S. (used as a rationale for this practice), and to the authors’ fears that both local and overseas-trained teachers are being used as pawns in a high-stakes political battle.http://www.tcrecord.org/gv201

Migrant Zimbabwean teachers in South Africa : challenging and rewarding issues

The research carried out regarding the experiences of migrant teachers in South Africa mainly highlights the challenges that these teachers face. This article reports on a case study that sought to document the experiences of 15 Zimbabwean teachers working in the Gauteng province of South Africa. Data were collected through semi-structured, face-to-face interviews and analysed qualitatively using open coding. The study revealed that migrant teachers encountered several challenging issues including a lack of job security, short and unreliable contracts, difficulties in accessing loans for those employed on short contracts, exploitation, xenophobic discrimination, lack of induction and lack of learner discipline. Professional development, good financial rewards, social acceptance and political freedom were some of the rewards that they enjoyed in South Africa. Understanding the experiences of migrant teachers is crucial to the promotion of their rights, reduction of the risks associated with their migration and to the improvement of their professionalism. Further research is necessary to find ways of protecting migrant teachers against discrimination and exploitation. It is also recommended that policy is drawn up that would facilitate the compassionate termination of migrant teachers’ employment contracts once the required number of South African teachers has been reached.http://link.springer.com/journal/121342020-01-04hj2019Science, Mathematics and Technology Educatio