The delivery of primary school physical education in South African public schools : the perceptions of educators

Abstract: Background: Physical Education (PE) is a fundamental cornerstone for childhood development as it promotes lifelong participation in physical activities for holistic health. School educators play a key role in creating school environments that lead to developmentally appropriate and high-quality PE lessons. Aim: The aim of this study was to determine educators’ perceptions on the state and status of PE in selected public primary schools in all nine provinces of South Africa. Setting: Data were collected on the campus of the selected primary schools within 150 km of a university. In the absence of a university within the stated radius, an airport was used as an initiated point of departure. Methods: The mixed-methods approach (quantitative: questionnaires and qualitative: semistructured interviews and focus group discussions) was used to collect data. The purposive sampling method was used to select the participants. Quantitative data were analysed using descriptive statistics in the form of percentages, and presented using graphs and tables. Qualitative data were analysed using themes. Results: The findings revealed that the educators from quintile 4 and 5 schools especially are of the opinion that challenges, such as a lack of resources, qualified PE specialist educators, and facilities and equipment negatively affected the delivery of PE at their schools. Conclusion: Participants perceived that there are varying contextual and socio-economic school settings affecting the delivery of PE in the Curriculum Assessment Policy Statement (CAPS) curriculum. The researcher recommends that all learners have access to the adequate provision of PE programmes

Developing Inclusive Education Policy in Sierra Leone: A Research Informed Approach

In common with many countries in Africa and globally, the Government of Sierra Leone has given a commitment to address the requirements for ensuring universal primary education (Education for All) as demanded by the Sustainable Development Goals (UNESCO 2015). This chapter reports a process of inclusion policy development based upon research conducted within Sierra Leone in order to obtain the perspectives of service users and providers to inform an agenda for educational change across the country. Sierra Leone, situated on the Atlantic coast of Africa and bordered by Guinea and Liberia, has a proud history of education but in recent years has been devastated by warfare and an outbreak of Ebola and both natural and manmade disasters that have had a negative impact upon the country’s infrastructure and economic and social stability. This has resulted in significant numbers of children, and particularly those with disabilities or from remote areas of the country being out of education. Data were collected during a period of field work through the use of interviews and focus groups conducted with key respondents, including education professionals, disabled persons groups, parents and NGO personnel. These focused upon the current challenges of providing accessible schooling, a well prepared workforce and appropriate resourcing to enable all children to take their place within the Sierra Leone education system. Following analysis of the data, a series of consultation meetings were held across the country prior to developing a policy document which included key action points aimed at providing education for all children, including those who have been previously marginalised or excluded