Implications of the Articulation Gap between Geography Learners in Secondary Schools and University

There is a concern in South Africa that most learners arrive at university underprepared. This is also a major concern for students who enroll for the BEd programme specialising in geography education. Due to the learners’ articulation gap, they are unable to cope with the standard that is expected of them. Hence this study investigated the level of geography learners’ prepared-ness when they arrive at university. The aim of the study was to investigate the challenges experienced by geography students in their first-year of study. The researchers used a qualitative approach grounded in phenomenology as the research design. Purposive sampling was used to select students who failed geography education in both semesters in their first-year of study, the academic year 2016. Two lecturers who teach geography in the first-year were sampled. The geography curriculum used in the secondary schools and university were also reviewed to determine the extent of alignment between the two. A the-matic approach was used to analyse the data. The results of the study revealed that geography students enter university without proper preparation, and are therefore unable to cope with their first-year of study. The study further revealed that teachers who teach geography in secondary school are not sufficiently trained to teach geography, which results in their engaging in surface learning as opposed to deep learning. The study recommends that there be collaboration between secondary schools and universities to discuss the university’s expectations with regard to learner preparedness. Moreover, geography teachers should be trained on an on-going basis in order for them to keep up with current trends in the area of geography education

Challenges and successes of research capacity building at a rural South African university

In the South African context, rural universities are labelled ‘historically disadvantaged’ and are faced with numerous challenges regarding research capacity development. It is against this background that this article examines the challenges faced at the University of Limpopo, in the area of research capacity building. A multi-pronged approach was adopted by the university to build research capacity. This approach involved increasing the number of accredited publications by staff, training supervisors, increasing the number of staff who has doctorates, providing support for female researchers, increasing awareness around funding opportunities, research support for postgraduate students and incentives for staff that publish and supervise postgraduate students. Data was obtained from research statistics compiled by the university, approved policy and incentive documents of the university, and evaluative and reflective feedback from participants in different support programmes. The data was both quantitatively and qualitatively analysed. The findings revealed that there is an increase in the capacity building initiatives of the university in the last four years. This is reflected in an increase in research output. The paper recommends that institutional research capacity building be approached from a context-specific perspective

The implementation of outcomes-based education in grade 9 : a critical analysis

D.Ed.The aim of this study is to investigate the extent to which secondary school educators are coping with the implementation of outcomes-based education (OBE). This will be done by conducting research in secondary schools in the Richards Bay Circuit. Through this research, the aim of this study is to provide guiding principles for implementing OBE through investigation and analysis of classroom practices of grade 9 educators by using lesson observations, educator journals, learner portfolios and interviews with relevant school management members. Ever since outcomes-based education (OBE) was first introduced in grade one in 1998, it has been fraught with controversy. Initially, there was a lot of debate about introducing a system of education that has failed in other leading countries of the world. However, the Department of Education has remained firm in its decision that outcomes-based education is the ideal system of education to put in place in South Africa, given the historical background of education in this country. They feel that 2 it can adequately redress the imbalances of the past and develop citizens who are highly skilled and marketable. As outcomes-based education was slowly phased into primary schools, educators began to come to grips with this system and implementation was made easier. Another area of implementation that has received a lot of attention is the implementation of OBE in grade seven in the senior phase. Many educators and educational critics felt that isolating one grade for implementation interrupted the pattern of normal schooling. This meant that in 2000, OBE was implemented for the first time in grades three and seven. However, due to the support that was given to grade seven educators by foundation phase educators, they were able to partially overcome initial difficulties. One of the greatest challenges facing officials from the Department of Education was introducing OBE to secondary schools. Educators from secondary schools were in the past not directly involved in implementing OBE in their schools. In 2001, when OBE was introduced to secondary schools, educators were faced with similar uncertainties and confusion as grade one educators in 1998. Educators were finding that their learners knew more about OBE than they did because they had encountered it in grade seven in 2000. They were faced with administrative changes and restructuring of the school curriculum. As with any process of change, there is fear, denial, unacceptance, negative criticism and outright rejection. It is against this backdrop of OBE implementation that the researcher has developed an interest in this area. The researcher has previously conducted research into training in the foundation phase and has concluded that educators experience difficulties due to the lack of adequate training and various other contextual factors. As an OBE facilitator for the senior phase (1999 - 2001), the researcher has encountered a similar situation as experienced by foundation phase and grade seven educators. During facilitation, some of the observations made by the researcher include : educators from different schools are implementing OBE at varying levels , educators are confused 3 because they do not have clear guidelines or a step by step process of implementing OBE. After voluntarily visiting a few rural and urban schools in order to assist them with implementation, the researcher noticed that vast discrepancies exist between the theory presented in workshops, that the researcher has facilitated and the actual implementation in schools. Many schools have unique contexts and OBE has to be adapted to suit these contexts. Based on these observations, the researcher consulted with the Superintendent of Education Management (SEM) of the Richards Bay Circuit about problems experienced by educators with OBE implementation in secondary schools. He has acknowledged the need for further investigation and supported the proposal to investigate how educators are coping with implementation of OBE in secondary schools. He has also recognised the need for checks and balances to be put in place for effective implementation to take place. The fact that both educators and schools are experiencing problems with OBE implementation indicate that there is a problem that needs investigating. The researcher's interest in this field is motivated by two reasons. Firstly, the researcher feels that there is a need for research to be conducted in the Empangeni Region of Kwazulu-Natal due to the geographical extent of the region; its vast rural population and the lack of research in this field. Secondly, the researcher has a genuine interest in providing assistance to both the Department of Education and educators with practical guidelines for implementing OBE in secondary schools. Overcoming the initial hurdles of implementing any. new system is integral to the success of the entire approach. The researcher is of the opinion that educators are the most important factor in the success of implementing OBE in schools across South Africa. A motivated, resourceful and committed educator can overcome many of the obstacles facing schools, learners and the education system in general. Therefore, the researcher feels that assisting educators with problems and difficulties that they 4 may have with implementation of OBE will actually ensure the future success of OBE in the education system of South Africa

Current trends and challenges in South African higher education

In the last five years, higher education teaching and learning in South Africa has experienced a significant shift as focus has turned inwards to teaching, learning and research practice of individual institutions. A specific area of interest has been on teacher education as South Africa struggles to train enough teachers to meet its high demand. A need for increased postgraduate throughput has forced higher education institutions to focus on research capacity building in the areas of supervision, publications and staff qualifications. Amidst these are the challenges of large classes, recurriculation, and development and use of local African languages. Reflecting on these issues is the focus of this introductory article

Exploring teacher training in outcomes based education in the foundation phase : a case study

M.Ed.The introduction of Outcomes - Based Education (OBE) is perhaps the single most important event in the history of education in South Africa. Since education is a `driving force' in any country, the introduction of this new educational system has many underlying implications for the future of education in South Africa. Taking into consideration the national implications of this new system of education, the researcher's interest in this topic was fueled by the role every teacher has to play in this transformation process