“You should give a child love and take them warm-heartedly from their parent”: Preschool teachers’ practice and understanding of care

This paper is based on the exploration of township preschool teachers’ perspectives of the act of caring. Caring has always been associated with women as they are seen as nurturers. Their role as mothers is regarded as a natural part of their being. This study explored preschool teachers’ understanding of caring as well as its implementation. Literature confirms that caring has moral nuances and definite emotive features and that the one cared for is likely to develop intellectually. This paper interrogates “caring”, as one of the features of quality. The paper is drawn from a larger qualitative study conducted on teachers’ perspectives on quality. The study was conducted by using photovoice and observation. Caring was highlighted as a key element of quality in the preschools that were studied. Caring was understood within cultural practices of the communities that formed the sites of this study. Data revealed that caring should not be viewed in an exclusionary way that does not take into account the context in which it is practised. It is this caring that has positive spinoffs and has the capability of enhancing the quality of learning

The role played by the church management and the court of law in legitimising the status of Lebowakgomo congregation

Text in EnglishLebowakgomo congregation is situated in the Northern Province the growth point of former Lebowa Government The study was based on the understanding the procedures and processes which were followed when legitimising the congregational secession . Secession is an act to withdraw formally from a union, especially from a religious organisation. The secession of Lebowakgomo congregation from Lerato congregation took a decade before it was implemented. The secession was delayed by technical problems such as the expulsion of the minister, the death of an eider's son, the arrival of three ministers and various interpretations of the Church Order. The Process of secession was affected by the legacy of change within the community. That is, the idea of secession was introduced to the congregation by the minister in trying to curb congregation administration problems. This process could not take off because some of the congregants had not fully conceptualised the idea. The process of secession ended into conflicts of ideology and also in the interpretation of the Church Order of which lead to additional attitudinal developments within the management structures of the NGKA. The church council of Lebowakgomo also developed an attitude against the Synodical commission which lead to the involvement of the court of law as an arbitrator. The hypothesis tested in this thesis is: "Is Lebowakgomo congregation a legitimate congregation within the structures of the NGKA?" Lebowakgomo congregation is the first to challenge a decision made by the Synod. It is the first to demand its rights through the court of law. This was a drastic change with regard to the Church history of the NGKA. Thus, this study has traced the development of Lebowakgomo secession until it was legitimised by the court of law. The main thrust of this study was to provide academic reasoning to the following questions, Is secession legitimised after being approved by: - the Church council? - the Presbytery council? - after a secession ceremony was held? - after registration by the Synodical commission secretary? - after being published in the Church news paper? The positive ruling by the court of law in legitimising Lebowakgomo congregation within the structures of the NGKA, was noted in spite of dissatisfaction expressed by some church structures and church management. This clearly indicated that the role of church managers in a changing society is one in constant metamorphosis with regard to reconstructing and developing church organisation and management.Church HistoryTh. M. (Church History

Analysis of socio-economic impact of comprehensive agricultural support programme on agrarian reform farmers of Sedibeng disrict municipality in Gauteng province South Africa

This study examined the impact of the Comprehensive Agricultural Support Programme (CASP) on the livelihood of land and agrarian reform farmers in Sedibeng District Municipality of Gauteng Province, South Africa. The programme serves as a post settlement support to agricultural projects. Post settlement support is very critical to achieving many projects of South Africa and other neighbouring countries. The study diagnosed the key variables that could be used in reforming, correcting and tightening in order to have a sustainable agricultural project. The study also indicated the variables that could have positive and negative contributions on the effects of obtaining the socio-economic deliverables of the CASP agrarian reform farmers. A comprehensive structured questionnaire was designed and used to collect data from 300 agrarian reform farmers in Sedibeng District Municipality. The study employed Probit Regression model and Propensity Score Matching to estimate the impact of CASP on farmers’ income. The key findings were that CASP promoted the livelihood of the rural economy by increasing farmers’ incomes. CASP had a high impact on the income of agrarian reform farmers who benefited on it than non-benefited. Socio-economic and institutional factors were found to influence participation in CASP. The survey data indicate that the majority of respondents who participate in CASP (74.4%) were males while 25.6% were female. About (32%) of CASP participants had attained primary school education, 28.3% had secondary school education, and 23.3% had education at the college level while 16.4% acquired high school education. For non- CASP participant, 71.6% was male and 28.4% was female. About (32.1%) of non-CASP participants had acquired primary education, 23.5% had secondary school education, 25.9% had education at the college level while 18.5% acquired high school education About 53.9% representing the CASP participants was married while only 6.8% was single, 19.2 was divorced and 20.1 are widowed. The percentage of non-CASP participant that were married was about 51.9% and 8.6% are single, 23.5% are divorced while 16.0 are widowed. About 22.8% of the CASP participant indicated that their household heads were employed while 77.8% are unemployed. About16.9% of CASP participants had obtained qualification in agriculture while the majority (83.1%) did not have any qualification in agriculture. Only 18.5% of non-CASP participant obtained qualification in agriculture while 81.5% have not obtained any qualification in agriculture. The study recommended that CASP be extended to more agrarian reform farmers and it will promote food security and sustainable strategy to achieve the post 2015 development agenda (2030 agenda-succeed the Millennium Development Goals) for sustainable development goals targets ending poverty and hunger. In order to achieve more participation, factors identified to influence CASP participation needed to be given more attention critical in policy formulation.Agriculture, Animal Health and Human EcologyM. Sc. (Agriculture

Exogenous carbohydrases do not improve the physiological and meat quality parameters of female Japanese quail fed canola-based diets

In an internally controlled environment, a feeding trial using 210 six-week-old female Japanese quail (189.63 ± 11.891 g liveweight) was conducted to evaluate the effect of carbohydrase-treated (endo-1.4-beta-xylanase 5600 TXU/g and endo-1.4-beta-glucanase 2500 TGU/g) canola-based diets on growth performance, haemo-biochemical parameters, carcass characteristics, and meat quality traits. Five isocaloric and isonitrogenous experimental diets were formulated: the control diet (CON) (commercial growers diet with no canola meal (CM) included); the control diet in which 17.5% of soybean meal was replaced with CM (CM0); and the CM0 diet in which a carbohydrase multi-enzyme was added at a rate of 5%, 10% and 15% (CM50, CM100 and CM150, respectively). Diets and clean water were offered ad libitum during the four-week experimental period. Average weekly feed intake (AWFI) and average weekly weight gain (AWG) were used to calculate feed conversion efficiency (FCE). In week 7, no dietary influence was observed on AWFI. In week 8 and week 9, CON stimulated lower AWFI compared with diet CM100. Diets had no significant influence on AWG, FCE, and haemo-biochemical parameters of Japanese quail. Adding carbohydrases had no significant effect on internal organs, carcass and meat quality traits of quail. It was therefore concluded that inclusion of exogenous carbohydrases alone did not improve the utilization of a canola meal-based quail diet. However, there is a possibility that utilization of higher canola levels would be enhanced through multi-enzyme combinations.Keywords: Blood parameters, carcass traits, exogenous enzymes, growth, soybean mea

A study of transition from preschool and home contexts to Grade 1 in a developing country

The introduction of Grade R (Reception Year) and its curriculum in early childhood education has been a key policy initiative, but despite the importance of this level of education the demands of the transition from Grade R to Grade 1 are not explicitly discussed. Official documents note the likely difficulties and challenges inherent in the transition of children from preschool and home into the primary school environment but they do not explicitly say how these difficulties can be dealt with. This study investigated the implementation of transition policy and existing practices for children transiting from preschool or the home into Grade 1 in South Africa’s schools. A case study of two purposively selected schools, from two different provinces, explored the impact of transition on both children’s adjustment to their new environment and the school itself. Key policy documents were initially analysed, and key informants in government and non governmental organisations (NGOs) were interviewed in relation to aspects of the policy guidelines and practices for transition to school. Participating principals, teachers, parents and children as subjects were interviewed to identify their perspectives about transition and how they deal with it. The social, behavioural and academic adjustment of 6 children from each of the two schools was investigated using the Social Skills Rating Scale (SSRS). The results show that although some differences in the adjustment of children between the two case study schools were noted, it appeared that preschooled children were more likely to make better adjustments than non-preschooled (home) children. The study also revealed that schools’ strategies for dealing with transitions are not informed by the government’s transition policies and guidelines. Instead, the two schools devised their own in-house strategies to deal with transitions and these differed from one school to another. The study also highlights that teachers are not familiar with policies governing their working lives. The schools studied also lamented the lack of continuity in the curricula and the way of life between the school and preschool despite policies enacted to deal with this disjuncture. Whilst the findings show a disparity between the adjustments of preschooled children and their home counterparts a longitudinal study involving more case schools would provide greater insight into preschool grade 1 transition in a developing South Africa. The educational and policy implications of the study are discussed with regard to important processes and structures put in place for the transition process of children entering into primary schools. While case study findings cannot be generalised the results can be beneficial in informing other similar contexts grappling with transitions. The study highlights important processes undertaken in the adjustment of children into primary schools, however it also revealed some shortcomings which have serious implications for policy and practice. “Policy literacy” should be embarked upon to familiarise teachers as end users with what policy entails. Every school should have a transition programme that would help orientate and settle in the new entrants into the school environment.Thesis (PhD (Education Policy Studies))--University of Pretoria, 2007.Education Management and Policy StudiesPhDUnrestricte

Transition of children from preschool and home contexts to Grade 1 in two township primary schools in South Africa

In South Africa, the development of the 2001 White Paper No. 5 on Early Childhood Development (ECD) has been an instrumental policy in the development of changes to assist in preparing children for formal schooling, along with a strong focus on early childhood education. However the extent to which these are being enacted is relatively unknown. This study investigated understandings and practices of stakeholders involved in the transition of children moving from preschool or home into primary school in South Africa. A case study approach was adopted focusing on two schools situated in economically disadvantaged provinces of South Africa. School principals and teachers were interviewed to determine their knowledge of, and relationships with preschools, and practices around school transition. Grade 1 teachers were also asked about the factors influencing children’s transition to school. Parents were asked about their views of transition and how their children were supported as they started school. Taking note of the children’s own voices was imperative in determining how they experienced transition to school. While case study findings cannot be generalised, the results suggest that much needs to be done to increase awareness of early childhood education and for the government to move beyond universal accessibility to ensuring the quality of provision at the local level.http://www.tandfonline.com/loi/recr20hb2014gv201

Access to and the provision of preschool education : the trajectory since 1994

No abstract available.am2013gv201

Teachers' experiences in teaching HIV and AIDS education in Masvingo district, Zimbabwe

This study explored teachers’ experiences in teaching HIV and AIDS as a subject in secondary schools in Zimbabwe. The Concerns-Based Adoption Model (CBAM) guided the study. Twenty teachers, four school heads and two Ministry of Education officials in Masvingo district comprised the sample. A qualitative research design was applied. Data were collected via individual interviews, focus group interviews and open-ended questionnaires. The study found that teachers had diverse experiences in teaching HIV and AIDS. All twenty teachers (100%) experienced frustration, lack of direction, being overburdened and fear regarding teaching HIV and AIDS. Some teachers 15 (75%) experienced the subject as sensitive. Yet others experienced uncertainty and insecurity. 14 (70%) teachers experienced lack of information and confusion regarding the subject and its execution thereof. Overall, there were inconsistencies regarding teacher experiences in executing the subject due to lack of professional qualifications and the non-availability of policy and curriculum documents. It is recommended that the Ministry should become proactive in developing teachers’ knowledge and skills through ongoing professional development. HIV and AIDS teachers should lessen negative affects and low self efficacy. School heads should provide resources and develop teachers’ experiences in HIV and AIDS so that the subject area is well received in schools.http://jeteraps.scholarlinkresearch.orghb201

Ecological vulnerability indicators to drought: Case of communal farmers in Eastern Cape, South Africa

Estimation of ecological drought vulnerability indicators is the important step for drought mitigation management. This article identified and estimated ecological drought vulnerability indicators among communal farmers in the Eastern Cape province of South Africa, using an ecological vulnerability index based on a household survey of 121 communal farmers. The results identified overgrazing, soil erosion, land degradation, surface and groundwater supply, and land use management as the main ecological vulnerability variables. The results showed that climate is not necessarily linked to ecological vulnerability. High rainfall districts in this study showed higher ecological vulnerability to drought because of poor planning and management of water supply, poor grazing practices and land management that leads to serious land degradation. The identification and analysis of ecological vulnerability indicators to drought would aid in reconsidering priorities for the government to implement appropriate policy measures in response to drought and suggest strategies to reduce drought vulnerability. Such policies and strategies will strengthen climate change adaptation and ensure ecological and climate sustainability that comply with the Millennium Development Goals set out by the United Nations in 2000 and the subsequent 2030 development agenda for the Sustainable Development Goals