Education as Change - Volume 7, Issue 1, 2003
Volume 7, Issue 1, 2003
Author Wilhelm Van RensburgSource: Education as Change 7, pp 1 –2 (2003)More Less
A number of the articles in this edition of Education as Change probe new ways of understanding, interpreting, and theorising about educational policy and practice, for example, Jane Castle, Ruksana Osman and Vera Henstock's Coupling School Experience with Community Service, Bernard Fridman, Nazreen Dasoo and Ray Basson's Computer-assisted Instruction and Academic Achievement in Accounting at South African High Schools, and Lesley Le Grange's Opportunities of the South African OBE curriculum for addressing environmental concerns.
Source: Education as Change 7, pp 3 –20 (2003)More Less
This case study examines the benefits and challenges of combining service learning with 'school experience' in pre-service teacher education. Lave and Wenger's theory of situated learning is used to illuminate the nature and process of learning through such coupling. Interviews with students and staff involved in a service learning project, and scrutiny of evaluation forms and students' portfolio assignments were the main tools used to gather data for the study. The case study indicates that combining community service with 'school experience' provides rich and appropriate sources of experiential learning for pre-service teachers.
Source: Education as Change 7, pp 21 –33 (2003)More Less
In the twenty-first century, computers and information technology are a critically important part of the commercial, financial and industrial environment. The Accounting curriculum and milieu in South African schools has lagged behind this technological advancement, as Accounting teachers still predominantly use the traditional 'chalk and talk' method of instruction, to the exclusion of computerassisted instruction. This study was carried out at two South African high schools, to investigate the effect of computer-assisted instruction on learner performance in Accounting. Firstly, a quantitative research methodology was used to evaluate which of the two pedagogies would be optimal for learning Accounting. Secondly, qualitative analysis was used to ascertain the effect that computer-assisted instruction might have on the Accounting milieu. The findings of this study suggest that in the first instance the use of the two pedagogies showed no statistical difference in the performance of the learners. In the second instance a significant finding showed that if computer-assisted instruction was used in conjunction with the traditional 'chalk and talk' method of instruction, it had many positive effects on the Accounting milieu. The research provided evidence that computer-assisted instruction increased the learner's problem-solving skills, motivation and interest in Accounting. Learners' understanding of the relevance of computers in the commercial, financial and industrial environment was enhanced.
Opportunities that the South African OBE curriculum framework provides for addressing environmental concernsAuthor Lesley Le GrangeSource: Education as Change 7, pp 34 –49 (2003)More Less
In this article I explore opportunities that the South African outcomes-based education (OBE) curriculum framework generally, and the Natural Sciences Learning Area more specifically, provide for addressing environmental concerns in South African schools. My exploration is guided by literature that I reviewed and an analysis of South African policy documents. In the paper I discuss possible tensions within outcomes-based education and how these might be overcome. I also give an historical-philosophical account of some of the tensions between science (education) and environmental education (EE) and suggest how these may be overcome. I argue that some of the learning outcomes of the Natural Sciences Learning Area are in line with new thinking in science (education), thus providing an enabling framework for environmental concerns to be addressed in science learning programmes.
Language and cultural recognition in South Africa : challenges towards culturally meaningful pedagogyAuthor Maropeng ModibaSource: Education as Change 7, pp 50 –60 (2003)More Less
This paper argues for a concept of 'multi-lingualism' as a cultural construct that could make South Africa's constitutional right possible through education. It illustrates how a broader understanding of linguistic, ethnic and racial expressions and artefacts could help refine the existing narrow and deeply entrenched conceptions of the country as multi-lingual. The paper argues that recognising all heritages would, in the first instance, require critical engagement with the conception of culture existing in the country and subsequently the self-concepts of its various peoples. On the basis of, amongst others, Giroux's viewpoints, it argues for a conception that can facilitate satisfactory cooperation in various spheres of involvement in a people's lives. Finally, particular attention is given to challenges that need to be addressed in developing dialogues that can promote culturally relevant ways of educating across ethnic, national, regional and continental boundaries.
Author Belinda MendelowitzSource: Education as Change 7, pp 61 –89 (2003)More Less
Traditionally, personal and impersonal writing have been treated as being located at opposite ends of the objective / subjective spectrum in school and university based writing courses. However, there is a growing recognition that writers' identities play a significant role in text production, regardless of the genre being produced. In this paper I argue against a rigid divide between personal and impersonal writing and show how writing an argumentative essay can be deeply personal and tap identity issues in powerful ways. I develop this argument by examining the response of a multicultural group of students in a South African context to a local and controversial issue that raged in the South African media in 1999 and 2001.
Author Maboreng MaharasoaSource: Education as Change 7, pp 90 –108 (2003)More Less
The policy initiatives of the post 1994 era have been a major step towards the leveling of the playing field with regard to access to higher education in South Africa. Access policy developments ranging from the National Education Policy Investigation (NEPI 1992) to the National Plan on Higher Education (NPHE 2001) are indicative of government's commitment to ensuring equitable opportunities for the majority of South Africans to pursue Higher Education. Some ground has been covered towards implementing these policies but a lot more still needs to be done in order to translate policy statements into practice. This paper serves to highlight some of the hurdles that hinder the implementation of academic access policy at Higher Education Institutions in South Africa.
Unlocking the mission of higher education to find a place for the Acquired Immuno-Deficiency Syndrome (AIDS)Author Mabokang MapeselaSource: Education as Change 7, pp 109 –127 (2003)More Less
If higher education does not accelerate its efforts to combat AIDS and HIV, then education is becoming a worthless endeavour. In its traditional mission, higher education promises to teach, research, become the critical societal watchdog, in addition to empowering people to solve social problems. Yet not much seems to be happening regarding AIDS and HIV, factors which are proving to be highly problematic for African countries in the present dispensation. Although there is growing interest for institutions to integrate AIDS / HIV into their academic programmes, some institutions award little attention to the problem, while others seem to reflect little concern. Meanwhile graduates fail to reach the world of work and are heading for the grave. The purpose of this paper is to stimulate an awareness of, and to generate debate among academics around, the issue of AIDS and its impact on the society and higher education. The paper argues that higher education does not seem to claim its role in the society as effectively and as fully as it can.