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University education has been massified in South Africa and this has disrupted conventions and practices of assessment. Universities are perceived as promoting complex achievements and complex skills through rigorous curriculum specifications and assessment instruments. Due to experiences in high school and the novelty of university education, students have begun to enquire about the "scope of the paper." This enquiry has tended to destabilise the reliability of assessments and judgments in universities in South Africa. Grades and symbols certified by some universities have become both indeterminate and ambiguous. A qualitative, quantitative design was adopted to identify and interrogate university research participants' views on experiences about examinations at university level. In the process, the meanings that first-year degree-level test-takers ascribed to the concept of "the scope of the paper" were unpacked. It was determined which aspects of the test scope students had studied in order to prepare for tests. Inferences were made about the concepts that the students marginalised because they were perceived to be "out of the scope" of the examination. A holistic and broad educational experience for university students is recommended in spite of the daunting numbers enrolled in certain university courses.

Fragmented connectivity in South Africa is the dominant barrier for digitising initiatives. New insights surfaced when a university-based nursing programme introduced tablets within a supportive network learning environment. A qualitative, explorative design investigated adult nurses' experiences of the realities when moving from paper-based learning towards using tablets within a blended learning environment. Purposive sampling was applied. 45 (N) participants were included, each receiving a preloaded tablet (15 running on iOS, 15 on Android 4.2.2 Jelly Bean and 15 on Windows® 8 operating systems), being WiFi-dependent, integrated into a supportive learning network. Participants completed eleven compulsory Internet-based activities. Three reflective focus groups with 18 (n) participants concluded the project. Through self-empowerment and supportive environment, students adopted seamlessly, overcame network and resource-related challenges. Valuable lessons were learned within the digital divide, integrate tablets into distance learning from a resilient and pragmatic approach.

Background: South Africa is reporting higher rates of adolescent pregnancy as compared to other countries. There are different types of interventions that are in place to address teenage pregnancy. However, these interventions were developed using top-down strategy without the inclusion of different stakeholders and adolescents which makes it hard to implement those interventions particularly in countries like South Africa. Hence, this study aimed to develop strategies to enhance sexual health education for prevention of teenage pregnancy in Vhembe District, Limpopo Province of South Africa. Methods: The research design of this study will be Co-operative Inquiry.The study will take place in Vhembe District in Limpopo province of South Africa through collaborating with a Non-governmental Organisation (NGO). The study population will be the teenagers and all the different stakeholders caring for teenagers in their areas of specialization. Purposive sampling will be used to sample the targeted participants of the study. The data collection method will be done in phases and focus group discussions will be used to collect data. Content analysis will be used to analyse data. Discussion: This study will add to the body of knowledge regarding the strategies that maybe used to enhance sexual health education for prevention of teenage pregnancy. [ABSTRACT FROM AUTHOR]

In this article, I connect globalization and qualitative methodological practice, describing a semester-long intensive interview project about the anti-apartheid movement. I provide a detailed overview of the project as well as considerations for those who might want to adapt it for their own courses. Using students' reflections on the projects and their final papers, I demonstrate that this project successfully introduces students to a transnational social movement and provides valuable methodological practice.

Background: Rapid reviews have emerged as an approach to provide contextualized evidence in a timely and efficient manner. Three rapid review centers were established in Ethiopia, Lebanon, and South Africa through the Alliance for Health Policy and Systems Research, World Health Organization, to stimulate demand, engage policymakers, and produce rapid reviews to support health policy and systems decision-making. This study aimed to assess the experiences of researchers and policymakers engaged in producing and using rapid reviews for health systems strengthening and decisions towards universal health coverage (UHC). Methods: Using a case study approach with qualitative research methods, experienced researchers conducted semi-structured interviews with respondents from each center (n = 16). The topics covered included the process and experience of establishing the centers, stimulating demand for rapid reviews, collaborating between researchers and policymakers, and disseminating and using rapid reviews for health policies and interventions and the potential for sustaining and institutionalizing the services. Data were analyzed using thematic analysis. Results: Major themes interacted and contributed to shape the experiences of stakeholders of the rapid review centers, including the following: organizational structural arrangements of the centers, management of their processes as input factors, and the rapid reviews as the immediate policy-relevant outputs. The engagement process and the rapid review products contributed to a final theme of impact of the rapid review centers in relation to the uptake of evidence for policy and systems decision-making. Conclusions: The experiences of policymakers and researchers of the rapid review centers determined the uptake of evidence. The findings of this study can inform policymakers, health system managers, and researchers on best practices for demanding, developing and using rapid reviews to support decision- and policymaking, and implementing the universal healthcare coverage agenda. [ABSTRACT FROM AUTHOR]

Background: Low- and middle-income countries (LMICs), including South Africa, are currently experiencing multiple epidemics: HIV and the rising burden of non-communicable diseases (NCDs), leading to different patterns of multimorbidity (the occurrence of two or more chronic conditions) than experienced in high income settings. These adversely affect health outcomes, increase patients' perceived burden of treatment, and impact the workload of self-management. This paper outlines the methods used in a qualitative study exploring burden of treatment among people living with HIV/NCD multimorbidity in South Africa. Methods: We undertook a comparative qualitative study to examine the interaction between individuals' treatment burden (self-management workload) and their capacity to take on this workload, using the dual lenses of Burden of Treatment Theory (BoTT) and Cumulative Complexity Model (CuCoM) to aid conceptualisation of the data. We interviewed 30 people with multimorbidity and 16 carers in rural Eastern Cape and urban Cape Town between February-April 2021. Data was analysed through framework analysis. Findings: This paper discusses the methodological procedures considered when conducting qualitative research among people with multimorbidity in low-income settings in South Africa. We highlight the decisions made when developing the research design, recruiting participants, and selecting field-sites. We also explore data analysis processes and reflect on the positionality of the research project and researchers. Conclusion: This paper illustrates the decision-making processes conducting this qualitative research and may be helpful in informing future research aiming to qualitatively investigate treatment burden among patients in LMICs. [ABSTRACT FROM AUTHOR]

Research papers take a long time to write and in an academic environment where the "publish or perish" clause applies, writing retreats are a way of creating time and space to write academic articles in a concentrated period of time. This article examines ways in which academics can write more articles for publication. In particular it focuses on the writing retreat as a possible model that institutions can follow in order to increase publication output without over-burdening academic staff. The aim is to examine how the writing retreat model can be used to suit the needs of individual academics. It is often argued that academics' heavy workloads are not conducive to productivity in research. In higher education institutions (HEI) were there is an established culture of research and where there is adequate funding for research, publication output is relatively high. However, in historically black universities (HBUs), this is not the case. The problem is that research output is low and shows no trend of increasing. Therefore, this article argues for use of the "writing retreat" model to promote writing for research. The literature reviewed suggests that this type of model is commonly used at HEIs with positive impact on research output. The research conducted on writing retreats was based on the experiences of academics who attended writing retreats for various purposes. Data was collected from three sources. The first was from postgraduate students who went on a writing retreat with their supervisor; the second source was a group of 15 academic staff who attended a Ph.D. writing retreat; the third source was the personal experiences of the researcher who attended a few writing retreats aimed at women academics and postgraduate students. Data was qualitatively gathered using interviews, evaluation forms and accounts of personal experiences. The findings from the research indicated that academics and postgraduate students welcomed this model of writing for research. It was found that the respondents wrote more in a concentrated period of time; they could concentrate better without distractions; they were motivated within the group and their research progressed at a faster pace. Based on the findings, a writing retreat model is proposed. The purpose of this model is to encourage academic writing for various purposes. It is also intended to motivate writing for publication in a research environment for different groups of academics so that HEIs, and in particular HBUs, can begin to increase research activity. Finally, a writing retreat model can be used for wider purposes like encouraging excellence in writing, reading and researching. (Contains 1 figure.)

Global transformation in higher education over the past two decades has led to the implementation of national policies in order to measure the performance of institutions in South Africa. The Higher Education Quality Council (HEQC) adopted the quality assurance (QA) model for the purposes of accountability and governance in South African Higher Education. The first Council of Higher Education (CHE) audit, encouraged a compliance mentality through a "tick box" mentality, thereby encouraging compliance of minimum standards. Thus, quality assurance audits became a "feared" phenomenon in all higher education institutions in South Africa. The complete lack of stewardship in addressing the culture of quality and its' implications for continuous improvement has led to inefficiencies in the entire higher education landscape. In this paper the "fuzzy" and perhaps "slippery" nature of quality is addressed through a critical analysis of the concepts of development, enhancement and assurance in relation to the quality of teaching and learning in higher education through a case study methodology using qualitative analysis in an open distance learning institution (ODL). The key argument is that although quality is important for improvement, practices at the institution are not changing in the way they should because of a quality culture that is determined by the Department of Higher Education and Training. Hence the research question is to determine the status of quality with a view of recommending total quality management as a strategy that would enhance the practice of quality in the organization. Therefore, this paper explores the current quality practices with the intent to improve the delivery of teaching and learning in an ODL environment.

This article reflects on the tensions I encountered as an insider researcher during a qualitative study exploring academics' integration of educational technology in a South African higher education institution. While critical qualitative approaches acknowledge research participants' vulnerability to the researcher's interpretation and presentation of their experiences, this article reflects on researcher vulnerability engendered by my insider status. Through a critical ethnographic lens, I reflexively interrogate the shifting nuances of power, positionality and being in educational technology research with regard to: (1) the struggle to adopt a colonialist methodology in a context still reeling from colonial legacies; (2) sensitively negotiating conflicting role requirements as a researcher, an employee and a PhD student in the same institution; (3) reflecting on the 'politics of the gaze' and how my insider status influenced what data I collected and how I perceived it; and (4) grappling with the tensions inherent in attempting to represent the experiences of the Other through my own.

This paper focuses on an e-portfolio pilot initiative at the Faculty of Education at a South African university and aims to determine whether the theoretical underpinning and expectations of an e-portfolio aligns with the current practices and attributes of students' training during school practicum as teachers at a South African university. In the South African context, e-portfolios are increasingly being considered in teacher training programmes, to enable student teachers to reflect in, on and about practice in a structured way, whereby they demonstrate their growth and development as professionals. A self-selected sample of 11 student teachers placed in different urban and rural school contexts were provided with tablets and data bundles. Equipped with varying digital skills, daily reflections and regular online interaction with peers and project members was expected. Data gathering was done by means of semi-structured interviews which were analysed by means of framework analysis. Results suggest that student teachers still require support in reflective writing; that the social and collaborative aspects of e-portfolio use within the given context is underdeveloped, and that the level of digital skills of students will impact the potential success of the integration of e-portfolios as reflective tools. This paper contributes to the growing interest in South African literature regarding the use of e-portfolios for teacher training, by highlighting contextual and dispositional variables as essential considerations before adopting such a learning approach as part of teacher training.

The Post-school Education and Training (PSET) policy seeks to address the education and training needs of post-school youth not in education, employment nor training (NEET). The problem of youth NEET has been researched from many perspectives. However, there is a dearth of knowledge about the responses, views and actions of post-school youth NEET living in this precarious situation. This paper analyses the resistance, critical agency and initiatives of youth; organisers; and facilitators at a youth development and organisation centre in a township in Gauteng. The study is framed by the notion of "critical" agency (Gramsci: 1971) and Bourdieu's concept of "strategies" that mediate structure and agency. These concepts enable a focus on critical agency that emerge within severely constraining social conditions. Data were collected through the following sources and methods: from a "youth dialogue" amongst engaged youth; ethnographic interviews with post-school youth themselves; interviews with key individuals such as organisers, leaders and facilitators of programmes; and observations of literacy classes offered at the centre. Data analysis revealed resistant counter discourses amongst the youth to school and current PSET; acceptance of education for employment; desire for higher quality education; and clear ideas of alternative pedagogies. In addition to these counter discourses the paper highlights the critical agency of key individuals in the face of debilitating structural constraints. Implications for the post school education and training system are raised and some recommendations are made.

In this study, the variables having impact on the student motivation have been analyzed based on the articles, conference papers, master's theses and doctoral dissertations published in the years 2000-2017. A total of 165 research papers were selected for the research material and the data were collected through qualitative research techniques through document review and content analysis. According to the research results, the most important factors affecting student motivation are the fields of teacher, teachers' classroom management skills and their teaching methods. In this research, factors having less influence on the student motivation are parental communication, student characteristics and study fields. In addition, relational search type was used more than others, mostly students were selected as the study group and most researches were conducted in USA and Turkey.

This paper explores what, from school principals' perspectives, constitutes leadership for coping with and adapting to policy change within deprived school contexts. Using qualitative interpretive research, we drew from the practices of five principals that were purposively selected from a broader study, which focused on school principals' leadership in the changing education system within the rural context. The study included principals, heads of department, teachers and parents. The five principals selected for this paper were renowned for their positive image and their schools' success. From their stories we deduced three conclusions, which are important for theorising successful leadership for change in the deprived school context within a developing world. The findings suggest that principals' utilised creative and innovative ways to adapt and cope with change. Learning from their practices, this paper makes three important conclusions about leadership for coping with and adapting to change in the deprived context. We conclude that leadership practices are not fixed, but are fluid, and evolving, where leadership is not about compliance, but is about one's ability to identify what works at a given context. Leadership is also about being aware of the societal needs.

The continued use of corporal punishment in some South African schools and the reasons advanced for it make this subject topical even now, twenty years after the abolition of this practice. Corporal punishment is a worrying issue among human rights activists and scholars. This paper reports on contestations and paradoxes regarding the use of corporal punishment arising from a qualitative study in two high schools, and the implications thereof for school leadership. Data was generated through interviews with the principals, selected teachers and learners. These participants were purposively selected with the understanding that they were information-rich regarding the issues at stake. The paper was informed by a two-pronged theoretical framework, involving the social learning and distributed leadership theories. The former was adopted to seek explanation regarding the use of corporal punishment, while the latter served as a lens through which to draw implications for school leadership. Findings show that on the one hand, some community members at the two schools saw corporal punishment as an acceptable, tried and tested disciplinary measure, and that on the other hand, it is viewed as a form of violence, and a thing of the past. Overall, it seemed that the two schools were failing to root out the use of corporal punishment. The paper argues leadership to be the missing link in the two schools' apparent failure, and that the stronger and more distributed leadership was, the more likely corporal punishment would be to be eradicated, and other disciplinary means practised.

Curriculum leadership is a complex and demanding practice, which goes beyond the research and disciplinary expertise of the curriculum leader. Engaging and leading educators in a process of curriculum change is not easy: it can be a difficult, and sometimes chaotic journey which is often characterised by philosophical debate, the calling into question of current practices, fear, and even openly acknowledged resistance. In order for change to succeed, leaders of curriculum change must facilitate a shared ownership of the change process. This will require the bringing together of individuals with different personal priorities and rallying them around a common goal, e.g. designing quality Bachelor of Education (B.Ed) programmes. Our curriculum renewal journey involved the use of problem-posing pedagogies and required us to employ transformative types of leadership strategies. In this paper, we reflect critically, on our roles, as members of the "Abakhwezeli", in stoking the fires of curriculum change in the Nelson Mandela Metropolitan University (NMMU) Faculty of Education. Furthermore, this paper will highlight particular defining moments during the curriculum renewal journey, where stakeholder consultation and the use of transformative methodologies assisted in prompting deep, critical reflection on the (re)designing of our B.Ed programmes.

This paper examines the possible characteristics and the value of designing learning activities grounded in connectivism--an emerging learning theory. It is an exploratory attempt to connect the theory to the prevailing technology adoption archetypes used in African contexts with the aim of extracting influences that could shape pedagogical technology adoption in African higher education contexts. A reflection on the process of designing learning activities that employ "blogging" in an experimental training intervention provides a unique context in which to try and infuse connectivist principles while outlining the challenges that surface. The questions driving the argument in this paper include: What do connectivist perspectives offer learning activity design and practice? What can the prevailing technology adoption models used in African contexts offer to learning activity design? Can we combine connectivist perspectives and African-based technology adoption models to inform pedagogical technology adoption in African higher education contexts? These questions are exploratory and are based on one single subjective experience of the author. They are part of an argument put forward as a proposal which is yet to be tested in practice.

That rural schools suffer from issues of "hard to staff" and "harder to stay" has been well documented in extant literature. However, the literature seems to indicate inadequate teacher preparation for work in rural schools. Literature also demonstrates that teaching in rural settings ostensibly requires relevant knowledge and, skills to cope with various eventualities, and complexities in those contexts. One way to cope with these complexities is for teacher education programmes to adequately prepare pre-service teachers for work in rural environments. This paper reports the experiences and understandings of 15 Bachelor of Education student teachers who took part in a four-week residential teaching practice whilst living alongside the community in a rural South African setting. The researcher sought to understand their experiences and conceptions of rural school teaching during their professional "journeys to becoming" professionals through this form of residential practicum in a rural setting. The pre-service teachers' daily reflective journals and audio-taped collaborative reflection sessions constitute the data of evolving constructions of the value of this rural residential practicum towards their understanding of rurality, rural teaching and rural life as they develop as teachers. The paper illustrates that exposure to rurality in teacher preparation promotes better understanding of rural issues and pedagogy, dispelling myths and misconceptions and, broadening students' career prospects in these settings which may ultimately foster interest in country teaching.

This paper reports on a needs analysis that sought to explore students' reading challenges as an initial step in designing an appropriate reading intervention programme for first-year Sociology students. The aim of the paper is to suggest conditions for the production of an effective reading intervention programme by determining the needs of the students in the first-year Sociology class. A survey using an open-ended questionnaire was used to explore students' reading challenges. The responses were analysed using content analysis. The analysis showed a variety of learner needs and revealed that most of the students have difficulty in reading their first-year Sociology texts. Comprehension was the main challenge, but other specific areas such as vocabulary, length of texts, language, and affective issues such as motivation and interest were also mentioned. The findings show that this cohort of first-year Sociology students had reading challenges that involve cognitive, language and affective issues. Based on the results of the needs analysis an intervention programme that addresses cognitive, language and affective issues is recommended for this cohort of students.

While the practice of inclusive education has recently been widely embraced as an ideal model for education, the acceptance of inclusive education practices has not translated into reality in most mainstream classrooms. Despite the fact that education policies in South Africa stipulate that all learners should be provided with the opportunities to participate as far as possible in all classroom activities, the implementation of inclusive education is still hampered by a combination of a lack of resources and the attitudes and actions of the teachers in the classroom. The main purpose of this paper was to develop a deeper understanding of a group of South African teachers' personal understanding about barriers to learning and how their understanding relates to their consequent actions to implement inclusive education in their classrooms. A qualitative research approach placed within a cultural-historical and bio-ecological theoretical framework was used. The findings, in this paper, indicate that the way in which teachers understand a diversity of learning needs is based on the training that they initially received as teachers, which focused on a deficit, individualised approach to barriers to learning and development, as well as contextual challenges, and that both have direct and substantial effects on teachers' classroom practices. As a result, they engage in practices in their classrooms that are less inclusive, by creating dual learning opportunities that are not sufficiently made available for everyone, with the result that every learner is not able to participate fully as an accepted member of their peer group in all classroom activities.

In an endeavour to find solutions to the country's improving but ailing education system the South African government through some of its departments is attempting to find out if the introduction of technology in the class room has the potential to improve teaching and learning. The paper is based on a pilot study currently underway in Cofimvaba in Eastern Cape Province where tablets were introduced to teachers in eleven schools. The paper used the Cofimvaba ICT4RED initiative as a case study to ascertain how teachers accepted the introduction of tablets at their schools for teaching and learning. The main research methodology is qualitative multiple case study research with interpretivism as paradigm. Data were gathered though the use of questionnaires administered to teachers. The results showed that most teachers embraced tablets and were using them in the classroom, for their own professional development and personal use. Therefore, within the South African education system the introduction of tablets in learning and teaching is an important step towards improvement of education particularly in poorly resourced schools.

The paper explores conceptions of the nature of scientific inquiry (NOSI) held by five teachers who were purposively and conveniently sampled. Teachers' conceptions of the NOSI were determined using a Probes questionnaire. To confirm teachers' responses, a semi-structured interview was conducted with each teacher. The Probes questionnaire was based on six tenets of the nature of scientific inquiry but only three tenets are presented in this paper, namely: (1) scientists use a variety of methods to conduct scientific investigations; (2) scientific knowledge is socially and culturally embedded; and (3) scientific knowledge is partly the product of human creativity and imagination. The study found that the teachers held mixed NOSI conceptions. These conceptions were fluid and lacked coherence, ranging from static, empiricist-aligned to dynamic, constructivist-oriented conceptions. Although all participants expressed some views that were consistent with current, acceptable conceptions of NOSI, some held inadequate (naïve) views on the crucial three NOSI tenets. The significance of this study rests in recommending explicit teaching of NOSI during pre-service and in-service training which enables teachers to possess informed conceptions about NOSI. With these informed conceptions, teachers may internalise the instructional importance of the NOSI which, in turn, may help avoid the lack of attention to NOSI currently evidenced in teachers' instructional decisions. This might result in teachers' orientations shifting towards an explicit inquiry-based approach from that of an implicit science process and discovery approach.

The quality of experiential learning in distance education is a dominant concern of all major stakeholders and the public at large. Institutions of higher learning which train school teachers at a distance are often blamed for the poor quality of teachers and teaching. The perception among some sections of the society is that teachers trained at a distance are of poor quality compared to those trained via the conventional face-to-face mode. While this perception can be disputed it gives distance education institutions food for thought. Debunking the wrong perception is to ensure quality in the training of teachers at a distance. Students of the University of South Africa (UNISA) are scattered all over the country and beyond and this makes effective and quality organization, managing, supervision, mentoring and evaluation of experiential learning quite daunting. Effective experiential learning cannot be organized and managed effectively without the involvement of key stakeholders. This paper used the qualitative research approach to explore the views of major stakeholders from two Provinces in South Africa on quality assurance of experiential learning for teacher trainees in distance education. The findings indicate that all the major stakeholders involved in providing experiential learning in the UNISA teacher training program support the idea of collaboration as the basis of quality teacher training.

The kinds of questions teachers ask may thwart or promote learner high-order thinking; teachers themselves must have expertise in questioning skills to promote higher order cognition among learners. Drawing on experiential knowledge of assessment, and as an English-teaching professional development programme (PDP) facilitator, I demonstrate that within the framework of a carefully structured subject-specific PDP, teachers can be taught how to enhance thinking skills in the English visual literacy (VL) learning classroom. Guided by an earlier taxonomy of cognition, and using qualitative methodology, the paper analyses data obtained from: (i) observation notes and examination equivalents of 40 teachers from various public schools in Gauteng who were engaged in the Advanced Certificate in Education (ACE), English specialization programme; and (ii) a case study of three teachers by means of semi-structured interviews, and a study of their lesson plans and worksheets.The paper examines, specifically, teachers' choice of texts and questions asked, for English second-language learners for the teaching of VL. It concludes by suggesting that if teachers themselves are first engaged in the cognitive processes they wish learners to acquire, they are better positioned to promote higher order among their learners.

I report on postgraduate students conducting survey research on information and communications technology (ICTs) in South African schools, focusing on the notion of e-maturity. The dual emphasis of the paper is on students' collaborative experience of the authentic research process including their experience of e-maturity within the target schools and leads to a discussion in two parts around notions of "novice student research" and "e-maturity." Fifty students, most of them practising teachers, participated collaboratively in the design and implementation of the survey. Discussion in this paper is based on the qualitative analysis of 50 research reports submitted on completion of the survey field work. I analysed the reports inductively for their content using simple "in vivo" coding techniques and structured quotations into flowing narratives to illuminate both issues. Findings show that the participatory and collaborative nature of the research process contributed markedly to the composition quality of student research reports. Student understanding of the research process through meaningful engagement in authentic field work has also greatly improved their insights into ICTs in education and the current e-maturity of participating schools.

The paper focuses on analysing grade 12 learner errors and the misconceptions in calculus at a secondary school in Limpopo Province, South Africa. As part of the analysis the paper outlines the nature of mathematics errors and misconceptions. Coding of learners' errors was done through the lens of a typological framework. The analysis showed that most of the errors and misconceptions were due to knowledge gaps in basic algebra. Also noted was that errors and misconceptions in calculus were related to learners' over-dependence on procedural knowledge which had no conceptual basis. On the other hand, learners sometimes had sound conceptual knowledge for which they had not acquired allied procedural knowledge needed to perform in particular questions. Implications of the study to the wider mathematics education community are highlighted.

I report on an analysis of the alignment between the South African Grade 12 Physical Sciences core curriculum content and the exemplar papers of 2008, and the final examination papers of 2008 and 2009. A two-dimensional table was used for both the curriculum and the examination in order to calculate the Porter alignment index, which indicates the degree of match between the two. Alignment indices of 0.8 and 0.6 for Physics and Chemistry, respectively, were computed and remained constant for Physics, but fluctuated initially for Chemistry before levelling off. Using the revised Bloom's taxonomy, discrepancies were found in terms of cognitive levels as well as content areas in both Physics and Chemistry. The cognitive level Remember is under-represented in the Chemistry and Physics examinations, whereas the cognitive levels Understand and Apply were over-represented in Chemistry. It is argued that the shift to higher cognitive levels is in line with the reported increase in cognitive complexity of the Physical Sciences curriculum. The significance of the study for Physical Science teachers is highlighted, and the potential for further research is also indicated.

Purpose: The ongoing theory vs practice debate reinforces the problems facing teacher training institutions which need to challenge traditional programmes and work towards a tighter coherence between coursework and practical experience. Working more closely with schools to restructure teaching practice is necessary in order to create better tuition experience for students. The paper aims to discuss these issues. Design/methodology/approach: This project is situated within an interpretivist paradigm and is qualitative in nature. A sample of four South African education faculties was included. Semi-structured and focus group interviews were used to collect data from fourth-year BEd students, lecturers and in-service practitioners. Findings: The findings indicated that the participants believed that the lack of actual classroom experience, and ineffective organisation of teaching practice, resulted in students feeling ill-equipped. Suggestions are made to improve the organisation of teaching experience and mentorship programmes. Originality/value: This is an original research paper and it has value for teacher education.

This article is a response to a qualitative study that examined how the indigenous African notion of "ubuntu" informs how some school teachers in a Black township in South Africa conceptualize Western-oriented narratives of democracy. While the study acknowledges important differences in how ubuntu is understood and defined, the author argues that it nonetheless tends to overlook them in order to harness ubuntu as a force for positive social change and national development. The author argues that ubuntu could potentially serve as a powerful cultural force for change, but this requires a context in which some of the moral qualities associated with ubuntu are more widely practiced and visible in communities and in the policies and practices of government at all levels. It also requires a reconceptualization of ubuntu as an inclusive and nonessentialized notion that is responsive to the practical needs of contemporary South African society. [The article is in response to "The Cultural Contours of Democracy: Indigenous Epistemologies Informing South African Citizenship." To view this article, see EJ1120063.]

This paper focuses on the ways in which five- to seven-year-old primary school children in a Black/African township in South Africa construct and experience 'free play' in the classroom. Findings highlight the gendered manner in which play is constructed and constantly policed by these young children during 'free play'. By foregrounding the young children's gendered constructions and experiences of 'free play', the paper challenges the common sense teacher perceptions and constructions of children's play that suggest children have 'free choice'. The paper reveals that play is far from a 'free' activity as it is heavily constrained by specific contextual gender norms and expectations which limit possibilities by reproducing polarised versions of gender and perpetuate gender inequalities. Implications focus on the ways in which teachers can work with children to challenge the boundaries of gender during 'free play'.

Purpose: The paper aims to examine, within the context of professional practice and learning, how designers collaboratively working in international teams experience practice-based learning and how such occasions contribute to professional development. Design/methodology/approach: The paper introduces the cooperation project between Tibro Training Centre and Furniture Technology Centre Trust and its workshop context organized as practice-based learning. Participants' learning context consisted of a mixture of professional practices allowing different logics and different cultures make up an innovative working site. Qualitative analysis of semi-structured interview data suggests that three phenomenographic hierarchical categories constitute the learning process: getting a recognized professional identity; perceiving new elements and expanding knowledge and seeing new aspects of design work and new steps of development in profession. Findings: Cooperative practice-based learning is understood as social practice in a community of practice, and as continuous changes of the learning object due to that new aspects are discerned by the learners. These categories illustrate how participants' meaning making and understanding of the learning object were expressed in cooperation as doings and sayings, as translation and as situated activities in a community of practice. Accordingly, it contributed to participants' professional development in spite of their different professional educations and professional experiences. Practical implications: More studies of practice-based learning environments in work places are needed that could help societies and companies to advance integrative efforts of new employees and new immigrants into an increasingly diverse globalized labour market. Originality/value: The results suggest that understanding as well as content structure and meaning making of the learning object are intertwined constituent aspects of practice-based learning.

Purpose: The purpose of this paper is to examine the reduction of school violence from the management point of view. It reflects on the utterances by teachers, principals, learners and members of school governing bodies (SGBs) to establish the influence that school management practices can have on the prevalence of school violence. Design/methodology/approach: This was a qualitative case study. Thus, semi-structured interviews with teachers, principals, learners and members of SGBs were conducted. In addition, focus group interviews with pupils and observations were used to collect data. Findings: Findings suggest that most schools were still run in an authoritarian manner. Resultantly, it was also found that an authoritarian school management style practiced seemed to encourage the persistence of violence in schools. Practical implications: Policies should incorporate and emphasise the use of pragmatic, critical democratic style of management to address school violence. This is important because a well-run, inclusive and more democratic school can help to reduce external and internal forms of violence. The results from this study further indicate that a poorly run and badly organised school is more prone to various forms of violence. Originality/value: The paper adds to the growing body of knowledge in the field of educational management and offers a reference point for further research in the pursuit to eliminate violence in schools. The findings may also be a useful resource for school principals, teachers, policy-makers and other stakeholders who are seeking to eliminate violence in schools.

This paper reports on the inclusion of an oral component of assessment in science at two tertiary institutions in South Africa. The purpose of this paper is not to report on the results of the assessments conducted, but to focus on some of the unexpected rewards of conducting qualitative research in assessment. Using focus group discussions within a qualitative framework allowed me insights into the thoughts and experiences of the students and assessors, making the benefits of oral assessment apparent. These benefits included how assessment can be used as a learning opportunity, the advantages of homogeneous versus heterogeneous groups, and the benefits of face-to-face interaction, all of which led to improved relationships between students and assessors.

This paper addresses the controversial issues of improving the reading skills of young learners through technology-assisted reading programmes. On reporting the results of primary school learners from grade 2 to grade 7 who participated in a computer-based reading programme for seven months, we try to answer the critical questions of whether computer-assisted reading programmes should be embraced or avoided. We also have looked at the possible benefits of such an intervention apart from the improvement of reading skills. The poorly developed reading skills of South African learners slowly became evident over the last couple of years as teachers, parents, employers and professionals were confronted with this ongoing crisis. The Department of Education (DoE) stated that the South African youth do not read as well as their foreign counterparts and actions were put in place to address the growing problem. However, despite this acknowledgement, decision makers are still indecisive in effectively addressing the problem. Many theories exist on why children are reading impaired and who should accept responsibility for it. Data of the findings in this paper was collected over a period of seven months and reflects the reading results of learners who followed a combination of a computer-based reading programme, visual accuracy and visual memory computer exercises as well as the application of specific paper-based activities. Groups were small, with continuous personal intervention and communication from the facilitator with each learner. This paper also qualitatively reflects on the additional benefits or negative experiences of learners who participated in the electronic reading programme. The qualitative data was accumulated from interviews with learners and teachers involved. The efficacy of the reading programme was evaluated through continuous assessment of learners' performance on different aspects of reading, including reading speed, reading comprehension, spelling and language. The reading results obtained were compared with the initial reading assessment before implementing the programme. The overall experience of learners who participated in this programme provided valuable information in evaluating the reading programme as a whole. Results obtained from this study indicate that improvement in reading speed, comprehension and spelling was unique to every learner individually. The benefits beyond the improvement of reading skills obtained as a result of the programme encompass many areas of the learners' development, such as social learning, collaborative learning, finer perceptual motor skills, confidence and a general improvement in marks in other subjects. This paper attempts to provide insights into the value and challenges of computer-assisted reading for primary school learners and into the importance of adapting teaching methods in response to a crisis.

The use of computer-mediated communication in higher education presents opportunities for students to be part of an online learning community irrespective of their geographical location. However, students do not always avail themselves of this opportunity and pedagogic strategies for encouraging participation are therefore constantly being explored. One potential strategy to encourage participation is the use of the structured format of online debating. This paper proposes an underlying epistemological perspective on and an informing learning theory of online debating and its potential as a pedagogic strategy to encourage participation in online learning environments. The paper reports on student and staff perceptions of an online debate used during a BEd (Hons) course at a South African university. The findings underline the importance of providing explicit procedures to pave the way for student participation and highlight the potential value of an online debate as a pedagogic strategy to support the development of argumentation and to encourage reflexivity.

The paper presents a case study of the mathematics enculturation of a Grade 5 learner, (Sarah), at a school in Limpopo Province of South Africa. The case study sought to explore the attributes of mathematics enculturation in social interaction as a process of learning. A qualitative approach was adopted in collecting and analysing data. Data were constructed by capturing critical incidents and keeping a chronological account in a researcher journal of the discussion observed in Sarah's group during lessons. Qualitative data from Sarah's group, working together on activities, reveal the following constructs as key to understanding mathematics enculturation in the classroom: language, shaping of learners' ideas, and negotiation of meaning. The implication is that oral communication, which includes feedback, plays a major role in making social encounters into learning events that facilitate sense-making and understanding.

Although buoyed by the induction of a democratic government, and the high ideals of our constitution, the South African education system has in many ways not met the expectations of its people, in this case, the mathematics education community. With the birth of an expansive intended curriculum came the monitoring of the outcomes through systemic type testing, the so-called attained curriculum. In time, it became clear that the inevitable 'teaching to the test' would constitute a narrowing of the implemented curriculum. Two possible constraining influences of the systemic test were identified, namely, a narrowing of the curriculum, and reliance on only one source of external monitoring. To counteract these, a project titled Assessment Enhanced Teaching and Learning (AETL) has been initiated, involving Grade Nine mathematics teachers. The aim of the project is to provide intermittent markers of progress to the teachers and learners at strategic points throughout the year. Teacher involvement in the design and implementation of these formative assessment tasks is thus central to the project. In this paper, we report on a case study at one school in the Pretoria region, and explore the use of structured assessment tasks as an approach to professional development. The question posed here is, "How does the implementation of strategically designed assessment tasks support professional development and enable professional agency?" Our findings indicate a strong sense of agency motivated by the need to excel in systemic type testing.

This paper explores support in primary schools in a single South African school district. The literature suggests an increased need for educator support in South Africa due to a myriad of curricular changes in the aftermath of apartheid, as well as a teacher corps that is ill-prepared for the demands posed by curricular reform. Documented research showed educator support that is inadequate, leaving educators feeling unsupported and ill-equipped to face the challenges presented by the new education system. A qualitative approach located in an interpretive paradigm was adopted for this study while the requisite data were gathered by means of both individual and focus group interviews involving twenty participants from three primary schools in one school district. In addition, documents were requested from the schools, meetings were observed, and a cluster workshop was attended. The main finding of the study was that there is limited evidence of support for primary school educators in the South African school district studied. A key recommendation was that more curriculum instructors and heads of department be employed to increase the capacity of support for primary school educators.

Playing host to many leaders of South Africa's transition to democracy, the historic schools continue to contribute to the education of learners in disadvantaged rural communities. Within the leadership narratives of these schools are the lived daily experiences of female educational leaders whose voice has been largely absent from main stream leadership discourse. Problematizing this silence, this paper draws on critical feminist leadership theory to explore social justice interpretations of female leaders in South Africa's historic schools. Data were collected through a qualitative research paradigm and from a critical feminist perspective. The aim of the study was to analyse and conceptualise educational leadership in relation to power and social justice in the post-Apartheid era. Contained within the findings are multiple narrations of leadership for social justice and an alternative interpretation to feminist servant leadership. In addition, the findings unlocked insights into the relationship between curriculum management, instructional leadership and critical pedagogy.

This paper summarises experiences of efforts made by twenty individuals when implementing small-scale ICT development projects in their organizations located in seven developing countries. The main focus of these projects was the use of ICT in educational settings. Challenges encountered and the contributing factors for implementation success of the projects are systematically investigated using interviews and follow up surveys. Results show that the typical limitations of technology and infrastructure were the key obstacles. The commitment of individual project managers in the role of "change agents" and organizational support in the were the strengths behind the success of the projects. Based on the outcome of this study, professional development of the change agents is a key factor for the success of projects. IT and infrastructure limitations contributed to the failure of the majority of the ICT related projects.