Research Outputs (ACCE)https://hdl.handle.net/10500/104672024-03-29T09:20:19Z2024-03-29T09:20:19ZProfessional Development as a Panacea for Lively Classrooms in South Africa: Experiences of Life Sciences teachers in the Bojanala District (Northwest Province).Teane, Florah Molekohttps://hdl.handle.net/10500/300382023-05-16T12:55:15Z2019-01-01T00:00:00ZProfessional Development as a Panacea for Lively Classrooms in South Africa: Experiences of Life Sciences teachers in the Bojanala District (Northwest Province).
Teane, Florah Moleko
This chapter focuses on how the professional development of teachers influ ences the teaching and learning process in schools. In the chapter, the experiences
of Bojanala East District (North West Province) Life Sciences teachers with regard
to the professional development support they received from the Department of
Education and Training are explored. Subsequent to 1994, South African Life
Sciences teachers were subjected to a plethora of educational policy reforms, all
of which affected the content of and the teaching approach to Life Sciences as a
subject. In all these reforms, the Department of Basic Education organised profes sional development workshops as an in-service teacher training (ITT) to empower
teachers in respect of the new policies. The study sheds light on whether or not
the training (according to teachers) enhanced the teaching and learning processes
in the classrooms. A qualitative research approach was used in the study and a
purposeful sampling technique was employed to select participants. The researcher
used one-on-one interviews and a single focus group to collect data. Drawing on
the findings of this study and on support uncovered in the literature, indications
are that the in-service training programmes left teachers incompetent in terms of
dealing with both the new approach and the new content due to the programmes
not addressing teachers’ needs.
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2019-01-01T00:00:00ZThe value of the Kha Ri Gude literacy campaign in attaining the 2030 Agenda for Sustainable Development Goals. A case study of rural communities in three South African provinces.Teane, Florah Molekohttps://hdl.handle.net/10500/300372023-05-16T12:49:11Z2020-01-01T00:00:00ZThe value of the Kha Ri Gude literacy campaign in attaining the 2030 Agenda for Sustainable Development Goals. A case study of rural communities in three South African provinces.
Teane, Florah Moleko
This research evaluated the extent to which the long-term goals of the Kha Ri Gude (KRG) mass literacy
campaign have been achieved by using the 2030 Agenda for Sustainable Development Goals (SDG) as a benchmark. The
literacy campaign, which arose from the Education for All (EFA) goals of the United Nations’ Educational, Scientific and
Cultural Organization (UNESCO), was initiated to empower disadvantaged people to become self-reliant and participate
more effectively in the economic activities of their communities. In this study, the achievements of the literacy campaign
introduced in South Africa in 2008 (called Kha Ri Gude) are weighed up against the first five SDGs to find out if there
was any policy cohesion, which is one of the tools for effective community development. This study forms part of an
initiative by the Adult Basic Education and Training (ABET) and Youth Development Department of the University of
South Africa (Unisa) to assess the implementation of the KRG mass literacy campaign in the Eastern Cape, KwaZulu Natal, and Limpopo. Since the researcher did not form part of the Unisa team who visited these provinces, secondary
sources (such as interview transcripts, journals, and a voice recorder) employed by Unisa’s ABET Department from
2013 to 2015 were used. A qualitative approach and purposeful sampling technique were used to source information-rich
participants. The sample consisted of KRG graduates, voluntary educators, and coordinators of the KRG project. The
study found that the program had a positive effect on participants and their communities. To some extent, it eradicated
poverty, encouraged healthy living, and enhanced female empowerment. This is what the South African government
aspires to achieve with the 2030 Agenda for Sustainable Development Goals. However, funds are needed for start-ups to
boost livelihoods and to ensure further development
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2020-01-01T00:00:00ZSelf-Efficacy as a Tool to Enhance Students’ Classroom Participation: TVET/FET College’s Student Views on the Causes of Student PassivityGombwe, RoyTeane, Florah MolekoGombwe, Royhttps://hdl.handle.net/10500/300362023-05-16T12:43:26Z2022-01-01T00:00:00ZSelf-Efficacy as a Tool to Enhance Students’ Classroom Participation: TVET/FET College’s Student Views on the Causes of Student Passivity
Gombwe, Roy; Teane, Florah Moleko; Gombwe, Roy
The purpose of this study was to shed light on the role of self-efficacy in enhancing the classroom participation of students at Vocational Education and Training (TVET) Colleges in an attempt to improve performance in general. The context of the study was TVET/Further Education and Training (FET) colleges that came into being in South Africa to fill the critical skills gap. The efficiency of TVET colleges in meeting their mandate of developing qualified artisans has continued to be a matter of intellectual debate. This study used Bandura’s theory to explore students’ views on how self-efficacy contributed to their passivity in class, a situation resulting in the poor performance of students. A qualitative research design was used and 30 participants from three TVET College campuses were selected, using a purposeful sampling technique. Data was collected by conducting three focus group interviews and a document analysis. The thematic qualitative data analysis approach was used to analyze the collected qualitative data. The findings of the study established that the low self-efficacy of teachers and students has led to student passivity in class, something that ultimately led to students’ poor performance. Among the recommendations made were the prioritization of professional training programmes for TVET lecturers by the Department of Education and the creation of a conducive teaching and learning space.
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2022-01-01T00:00:00ZHow do we best engage young people in decision-making about their health? A scoping review of deliberative priority setting methodsWatson, DaniellaMhlaba, MimiMolelekeng, GontseChauke, Thulani A.Simao, Sara C.Jenner, SarahWare, Lisa J.Barker, Maryhttps://hdl.handle.net/10500/297522023-02-16T14:47:57Z2023-01-25T00:00:00ZHow do we best engage young people in decision-making about their health? A scoping review of deliberative priority setting methods
Watson, Daniella; Mhlaba, Mimi; Molelekeng, Gontse; Chauke, Thulani A.; Simao, Sara C.; Jenner, Sarah; Ware, Lisa J.; Barker, Mary
Abstract
Introduction
International organisations have called to increase young people’s involvement in healthcare and health policy development. We currently lack effective methods for facilitating meaningful engagement by young people in health-related decision-making. The purpose of this scoping review is to identify deliberative priority setting methods and explore the effectiveness of these in engaging young people in healthcare and health policy decision-making.
Methods
Seven databases were searched systematically, using MeSH and free text terms, for articles published in English before July 2021 that described the use of deliberative priority setting methods for health decision-making with young people. All titles, abstracts and full-text papers were screened by a team of six independent reviewers between them. Data extraction followed the Centre for Reviews and Dissemination guidelines. The results are presented as a narrative synthesis, structured around four components for evaluating deliberative processes: 1) representation and inclusion of diverse participants, 2) the way the process is run including levels and timing of participant engagement, 3) the quality of the information provided to participants and 4) resulting outcomes and decisions.
Findings
The search yielded 9 reviews and 21 studies. The more engaging deliberative priority setting tools involved young people-led committees, mixed methods for identifying and prioritising issues and digital data collection and communication tools. Long-term and frequent contact with young people to build trust underpinned the success of some of the tools, as did offering incentives for taking part and skills development using creative methods. The review also suggests that successful priority setting processes with young people involve consideration of power dynamics, since young people’s decisions are likely to be made together with family members, health professionals and academics.
Discussion
Young people’s engagement in decision-making about their health is best achieved through investing time in building strong relationships and ensuring young people are appropriately rewarded for their time and contribution. If young people are to be instrumental in improving their health and architects of their own futures, decision-making processes need to respect young people’s autonomy and agency. Our review suggests that methods of power-sharing with young people do exist but that they have yet to be adopted by organisations and global institutions setting global health policy.
2023-01-25T00:00:00Z