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Dictionary Visions, Research and Practice. Selected Papers from the 12th International Symposium on Lexicography, Copenhagen 2004
15 August 2012
Stellenbosch University

Smit, Maria

Review: Henrik Gottlieb and Jens Erik Mogensen (Editors). Dictionary Visions, Research and Practice. Selected Papers from the 12th International Symposium on Lexicography, Copenhagen 2004. 2007, XI + 321 pp. Terminology and Lexicography Research and Practice. Volume 10. ISBN 978-90-272-2334- 0. Amsterdam/Philadelphia: John Benjamins. Price: €105.
Connectedness as a core conservation concern: An interdisciplinary review of theory and a call for practice
01 September 2015
Stellenbosch University

Zylstra, M.J.;Knight, A.T.;Esler, K.J.;Le Grange, Lesley

Calls for society to ‘reconnect with nature’ are commonplace in the scientific literature and popular environmental discourse. However, the expression is often used haphazardly without the clarity of the process involved, the practical outcomes desired, and/or the relevance to conservation. This interdisciplinary review finds that the Western disconnect from nature is central to the convergent social-ecological crises and is primarily a problem in consciousness. Connectedness with nature (CWN) is therefore defined as a stable state of consciousness comprising symbiotic cognitive, affective, and experiential traits that reflect, through consistent attitudes and behaviors, a sustained awareness of the interrelatedness between one’s self and the rest of nature. CWN sits on a continuum comprising information about nature and experience in nature but is differentiated as a more holistic process for realizing transformative outcomes that serve oneself and their community. Various instruments are available to measure the CWN construct, although their cross-cultural transferability is unclear. Multiple benefits of CWN linked to physical and psychological well-being have been identified and CWN is distinct in that it supports happiness and more purposeful, fulfilling, and meaningful lives. CWN has been found as a reliable predictor and motivation for environmentally responsible behavior (ERB). CWN may benefit conservation discourse by providing: a more compelling language; hope and buffering frustration in the face of environmental crises; a more enduring motivation for ERB; and an accepted avenue for tackling ‘fuzzy’ concepts often avoided in conservation. Bolstered by interdisciplinary collaborations and action-oriented education, CWN presents itself as a radical but necessary prerequisite for realizing desired conservation and environmental behavior outcomes.
Interdisciplinary and multi-institutional higher learning: reflecting on a South African case study investigating complex and dynamic environmental challenges
26 July 2016
Stellenbosch University

Esler, K.J.;Downsborough, L.;Roux, D.J.;Blignaut, J.;Milton, S.;le Maitre, D.;de Wit, M.P.

Complex social-ecological problems need sustained interdisciplinary engagements across multiple disciplines, yet academic offerings continue to reflect disciplinary silos. To address this, a five-year program, within a developing country context, was conceived to follow an interdisciplinary research mode using a team of students and supervisors from various institutions across the disciplines of ecology, hydrology and economics. By using a flexible student training model, regional/site specific knowledge was developed while simultaneously developing a shared vision and a model to combine information from each student project. Graduates felt enabled by the program that actively encouraged interdisciplinary interactions and engagements while simultaneously furthering disciplinary development. Cross disciplinary communication, was achieved through multiple engagement opportunities and common research outputs, all facilitated by an external boundary organization. While lengthy time frames are required for such collaborative interdisciplinary programs, researchers, higher learning institutions and funding agencies should not avoid this type of program and investment.
Levers and leverage points for pathways to sustainability
04 February 2021
Stellenbosch University

Chan, K.M.A.;Boyd, D.R.;Gould, R.K.;Jetzkowitz, J.;Liu, J.;Muraca, B.;Naidoo, R.;Olmsted, P.;Satterfield, T.;Selomane, O.;Singh, G.G.;Sumaila, R.;Ngo, H.T.;Boedhihartono, A.K.;Agard, J.;de Aguiar, A.P.D.;Armenteras, D.;Balint, L.;Barrington-Leigh, C.;Cheung, W.W.L.;Díaz, S.;Driscoll, J.;Esler, K.J.;Eyster, H.;Gregr, E.J.;Hashimoto, S.;Hernández Pedraza, G.C.;Hickler, T.;Kok, M.;Lazarova, T.;Mohamed, A.A.A.;Murray-Hudson, M.;O'Farrell, P.;Palomo, I.;Saysel, A.K.;Seppelt, R.;Settele, J.;Strassburg, B.;Xue, D.;Brondízio, E.S.

Humanity is on a deeply unsustainable trajectory. We are exceeding planetary boundaries and unlikely to meet many international sustainable development goals and global environmental targets. Until recently, there was no broadly accepted framework of interventions that could ignite the transformations needed to achieve these desired targets and goals. As a component of the IPBES Global Assessment, we conducted an iterative expert deliberation process with an extensive review of scenarios and pathways to sustainability, including the broader literature on indirect drivers, social change and sustainability transformation. We asked, what are the most important elements of pathways to sustainability? Applying a social–ecological systems lens, we identified eight priority points for intervention (leverage points) and five overarching strategic actions and priority interventions (levers), which appear to be key to societal transformation. The eight leverage points are: (1) Visions of a good life, (2) Total consumption and waste, (3) Latent values of responsibility, (4) Inequalities, (5) Justice and inclusion in conservation, (6) Externalities from trade and other telecouplings, (7) Responsible technology, innovation and investment, and (8) Education and knowledge generation and sharing. The five intertwined levers can be applied across the eight leverage points and more broadly. These include: (A) Incentives and capacity building, (B) Coordination across sectors and jurisdictions, (C) Pre‐emptive action, (D) Adaptive decision-making and (E) Environmental law and implementation. The levers and leverage points are all non-substitutable, and each enables others, likely leading to synergistic benefits. Transformative change towards sustainable pathways requires more than a simple scaling-up of sustainability initiatives—it entails addressing these levers and leverage points to change the fabric of legal, political, economic and other social systems. These levers and leverage points build upon those approved within the Global Assessment's Summary for Policymakers, with the aim of enabling leaders in government, business, civil society and academia to spark transformative changes towards a more just and sustainable world.
Random drug-testing: the duty to act against learners who use drugs
27 May 2009
North West University

De Waal, Elda

This article explores educators’ duty in terms of running their own schools. It weighs the importance of a drug-using learner’s right to privacy against that of the school community’s security on the issue of random drug-testing. A comparison is drawn between the American and the South African situation. The point of departure is a pro-active stance on the sportsfield, leading to assistance in resistance training, the identification of the need for professional help, and the creation of a drug-free school environment. The ultimate issue is the random drug-testing of all learners.
An alternative interpretation of tense and aspect in Black South African English
02 September 2009
North West University

Van Rooy, Albertus Jacobus

Terminology for identifying and describing what counts as a linguistic feature is identified as a problem that prevents an understanding of tense and aspect features in Black South African English (BSAE). In this paper, an alternative set of assumptions is proposed for linguistic analysis of new varieites. Grammar should not be regarded as aprioristic, but rather as emergent. The syntagmatic structure of language in context is highlighted as a more useful starting point for the identification of regularities in the description of a variety such as BSAE. After indicating a number of quantitative trends, a detailed qualitative analysis of three texts is undertaken. The analysis leads to the identification of a number of previously unidentified patterns. The timeless use of the present tense creates idealised and generalised verbal processes, rather than historically and/or contextually situated presentations of events. Aspectual meanings are more salient than temporal sequencing of events relative to one another or to the reference point established by the time of writing, speaking or reading. Spatial grounding in the nominal groups seems more important to the writers/speakers than temporal grounding in the verbal group. The observed patterns show that the use of tense and aspect forms, supported by various lexical selections in the texts, is highly consistent and shows regularity, despite the fact that the data may differ from a Standard English rendition of the same content. The paper concludes that it is misleading to judge the data in terms of other varieties of English, rather than in their own terms.
Job insecurity , work-based support, job satisfaction, organisational commitment and general health of human resources professionals in a chemical industry
09 November 2009
North West University

Rani, Nomhlangano Florence

The work environment in which South African employees have to function is highly demanding, offering them little in terms of job security, but simultaneously expecting them to give more in terms of inter alia flexibility, competency, and effort. Tracking and addressing chemical industry employees' functioning in areas that could affect their general health and consequent standard of service is essential. Job insecurity, work-based support, job satisfaction, organisational commitment and general health are specific focus areas in this research. It is important to use reliable and valid measuring instruments to measure these constructs. It appears that job insecurity results in reduced organisational commitment as well as reduced job satisfaction. In the long run all this may have a negative impact on the psychological well-being of employees. Therefore, the right kind of support h m the right kind of people can be of significant value in reducing occupational stress, improving health, and buffering the impact of stress on health. A lack of South African research exists regarding job insecurity, work-based support, job satisfaction, organisational commitment and general health - hence the importance of this research. The primary objective of this research was to investigate the relationship between job insecurity, work-based support, job satisfaction, organisational commitment and general health of Human Resources Professionals (N = 114) in a chemical industry. A cross-sectional survey design was used to collect data. It was found that affective and cognitive job insecurity demonstrated a statistically significant negative correlation with emotional social support (supervisor and other), but practically and statistically negative correlation with intrinsic and extrinsic job satisfaction. With regard to affective and cognitive job insecurity and general health, a statistically significant positive correlation was obtained for somatic symptoms, social dysfunction and severe depression, and a practically and statistically significant correlation with anxiety and insomnia. Affective commitment demonstrated a statistically significant negative relationship with cognitive job insecurity. The regression analysis indicated that job insecurity has some predictive value with regard to the intrinsic and extrinsic job satisfaction and general health subscales, namely somatic symptoms, anxiety and insomnia, social dysfunction and severe depression. With regard to the two components of job satisfaction, intrinsic and extrinsic, job insecurity predicted 14% and 5% respectively of the variance. No predictions were found between affective commitment and job insecurity. With regard to general health, job insecurity predicted 5% (somatic symptoms), 11% (anxiety and insomnia), 1 % (social dysfunction) and 8% (severe depression). Conclusions were made, limitations of the cumin research were discussed and recommendations for future research were put forward.
Pragmatic validation of a test of academic literacy at tertiary level
23 February 2010
North West University

Van der Walt, Johannes Lodewyk;Steyn, Hendrik Stefanus

Validity is a fundamental consideration in language testing. Conceptions of validity have undergone a number of changes over the past decades, and validity is now closely connected with the interpretation of test scores. Validity remains an abstract concept, however, and can only be accessed though a process of validation. This article illustrates an approach to the validation of a test by postulating a number of claims regarding an administration of an academic literacy test (Toets van Akademiese Geletterdheidsvlakke) and presenting various kinds of evidence to investigate these claims.
Drummistic piano composition: an approach to teaching piano composition from a Nigerian cultural perspective
25 February 2010
North West University

Onyeji, C.

The search for Nigerian-based content and methodology for music education has been one of the primary concerns of music educators in contemporary Nigeria. Debates and criticisms surrounding the existing curriculum are ongoing. A natural response to these criticisms is the suggestion of alternative solutions that aim to develop a Nigerian-based approach to music education. Such an approach places an acknowledgement of the cultural background of the learner as a necessary basis for music education. The objective of this article is not to add another voice to those calling for changes to the content and style of music education in Nigeria without providing reference models. A theoretical framework that uses a practical approach to teaching piano composition to Nigerian students that is based on Nigeria's cultural context is proposed. Far from claiming to be a final solution to music education problems in Nigeria, it is an approach that solicits responses and contributions from others in order to foster music education that acknowledges a Nigerian perspective.
A multidimensional analysis of student writing in Black South African English
26 February 2010
North West University

Van Rooy, Bertus

Evidence for the status of Black South African English (BlSAfE) as a variety of English is ambiguous. This paper examines 67 linguistic features of a corpus of BlSAfE student writing, the Tswana Learner English Corpus (TLE), in comparison to a Standard English reference corpus, the Louvain Corpus of Native English Speaking Students (LOCNESS), within the framework of Biber’s (1988) multidimensional model, to determine if evidence for indigenisation and systematicity exists. Linguistic features that occur more frequently in LOCNESS than the TLE suggest that LOCNESS is characterised by greater elaboration of information and information density, more syntactically complex subordination, more reference cohesion and more specialised meanings. The TLE shows evidence of greater involvement of reader and writer of the text, although some features of informality also occur in LOCNESS. Based on comparison of the coefficients of variation in the two corpora, it is concluded that they exhibit similar ranges of variation and that variety status cannot be denied to BlSAfE on the grounds of variability. The application of the multidimensional model shows that the reference corpus, LOCNESS, is similar to academic writing in four of the six dimensions, but differs in being more involved in style and more overtly persuasive. Superficially, the TLE appears to be quite similar to LOCNESS in terms of the various dimensions, but closer examination reveals a number of differences, which largely confirm the findings that were made on the basis of individual feature comparisons: The TLE carries a lower informational density, and information is more often presented in hypothetical ways. It shows a number of similarities with the style and the information processing strategies attributed to spoken registers, but it still remains very clearly distinguishable from spoken language. Many similarities between the corpora are observed, which should be attributed to the register features of student writing. The paper concludes that there is sufficient evidence to acknowledge BlSAfE as a variety of English, on the ground of the stylistic differences between the TLE and LOCNESS, particularly its greater interpersonal as opposed to informational focus, as well as discourse-functional differences in the use of linguistic forms.
A mathematics vocabulary questionnaire for use in the intermediate phase
10 May 2010
North West University

Van der Walt, Marthie;Maree, Kobus;Ellis, Suria

Teachers and psychologists need an instrument to assess learners’ language proficiency in mathematics to enable them to plan and evaluate interventions and to facilitate best practice in mathematics classrooms. We describe the development of a mathematics vocabulary questionnaire to measure learners’ language proficiency in mathematics in the intermediate phase. It covers all the steps from designing the preliminary questionnaire to standardising the final instrument. A sample of 1 103 Grades 4 to 7 Afrikaans-, English- and Tswana-speaking learners in North West Province completed the Mathematics Vocabulary questionnaire (Primary) (MV(P)), consisting of 12 items. We analysed the data by calculating discrimination values, performing a factor analysis, determining reliability coefficients, and investigating item bias by language, gender, and grade. We concluded that there was strong evidence of validity and reliability for the MV(P)
Story skills and hierarchies of needs and values: a defence of the humanities
11 May 2010
North West University

Viljoen, Hein

This article1 1The article was developed as a thought paper in the NRF's project Shifting Boundaries of Knowledge – The Role of Social Sciences, Law and Humanities. A first version was presented at a regional workshop of the project at Tshwane University of Technology on 28 May 2004. View all notes is a defence of the humanities that emphasises the nature and value of humanistic knowledge. I firstly outline the present negative perceptions of the humanities and the factors that constrain their development in South Africa. Chief among them is the privileging of technical rational knowledge above Bildung and self-development. Against the background of views on social dedifferentiation and the end of the book I emphasise the career value of the humanities. I try to reverse the opposition between technical rationalist knowledge and Bildung by analysing Maslow's hierarchy of needs and confronting his theory with a number of findings of our recent research into identity and literary space. Two keywords that feature strongly are centrality and narrativity. The implications of this view are explored in a brief analysis of Eben Venter's novel Foxtrot van die vleiseters (1993) [Foxtrot of the Meat-eaters].
Towards more effective academic liaison between academics, students and practitioners in the field of public administration and management in the North West Province
12 May 2010
North West University

Nealer, Eric

In view of South Africa’s diversity, its unresolved issues of race and complex social legacy, election campaigns are highly sensitive. From a Reformed Christian perspective, a critical question is: To what extent is the political culture infused by the Biblical imperatives of brotherly love, respect and compassion? Given the growing use of adversarial political advertising the following two questions arise and are specifically addressed: • Could it realistically be expected of Christian political communicators in a secular country such as South Africa to communicate with full respect to people at all times, or should they be excused if they try to win at all costs? and • How do political theorists view the issue? In answering these questions, social responsibility and the need for social harmony as precondition for free and fair political activities, as well as a Biblical perspective on communication are addressed. In view of these theoretical points of departure the role of emotional messages is discussed and evaluated. It is argued that all advertising, but specifically political advertising in an emotionally charged atmosphere such as an election campaign, could have a direct negative impact on social harmony and is therefore Biblically unacceptable. Examples from previous South African general elections are discussed and evaluated from a Biblical viewpoint. It is argued that parties should not merely campaign with the aim of winning an election, but rather with the intention of respecting voters while campaigning. Simultaneously they could promote democracy within a fragile social context. Any victory outside of these parameters will not stand the test of a Biblical critique. However, it would seem extremely difficult, if not impossible, to prescribe in any detail which types of negative advertisements are acceptable and which are not.
Functional multilingualism at the North-West University as part of the institution's transformation agenda
17 May 2010
North West University

Verhoef, Marlene;Venter, Theo

The aim of this article is to explore the link between language management and the sociopolitical environment in which institutions of higher learning, particularly the North-West University, operate. Along the lines set by Candlin (1991: vi–vii), it is argued that language management should take due cognisance of the various historical, structural and social environments in which the management activity takes place. In the light of the foregoing, particular emphasis is placed on the current sociopolitical transformation agenda within South African higher education and the role of language management as part of this process. The article also investigates ways in which the drafting of an inclusive language policy and plan could be utilised as a change management instrument in contributing towards institutional transformation. To this end, an analysis is presented in respect of the general tendencies and patterns of responses to an institutional language audit conducted during the last semester of 2005 at the North-West University as a means of paving the way towards the formulation of an inclusive multilingual language policy.
Towards transdisciplinary education
06 January 2011
North West University

Nicolescu, Basarab

The methodology of transdisciplinarity is founded on three postulates: there are, in Nature and in our knowledge of Nature, different levels of Reality and, correspondingly, different levels of perception; the passage from one level of Reality to another is insured by the logic of the included middle; and the structure of the totality of levels of Reality or perception is a complex structure: every level is what it is because all the levels exist at the same time. After giving an exposition of these postulates the author contends that transdisciplinarity does not rest on a transfer from modern science. Instead, modern science, via its most general aspects, makes it possible to identify the postulates of transdisciplinarity. However, once they are formulated they have a much wider validity then in modern science itself, namely they could be applied in the field of education and culture. It is argued that transdisciplinary education, founded on the transdisciplinary methodology, will allow scientists to establish links between persons, facts, images, representations, fields of knowledge and action.
A logical and structural thinking development tool (LST) to enhance fundamental problem-solving skills of learners of information technology
06 January 2011
North West University

Jordaan, Annelie;Jordaan, Dawid

The role of information technology in modern education has increased significantly over the past two decades [14]. The opportunity to develop an interactive software system with the aim of enhancing fundamental problem-solving skills of learners enrolled for the Computer Science, Information Technology and Mathematics programs at tertiary institutions is possible with object-oriented programming techniques and multi-dimensional graphic design. The definition of fundamental problem-solving skills includes cognitive functional skills such as logical thinking, conceptualism with prior knowledge, relationship forming and objective analysis. Experiments done for this research indicate that given the right educational tools, cognitive functional skills of learners can be stimulated, developed and enhanced. This, in turn, may lead to an increase in the graduation rates of learners enrolled for the Computer Science, Information Technology and Mathematics program and ultimately contribute to the reshaping of the educational experience.
HIV/AIDS Perceptions, attitudes and awareness of undergraduate students
07 January 2011
North West University

Van Wyk, Christo

The central question to be examined revolves around the perceptions, attitudes and awareness regarding HIV/AIDS among undergraduate students at the North-West University (Vaal Triangle Campus). Therefore, the objective of this research was to assess these perceptions, attitudes and awareness regarding HIV/AIDS. A convenience sample of undergraduate students was used in a cross-sectional design (N = 290). A semi-standardised questionnaire as well as a biographical questionnaire was administered. The semi-standardised questionnaire was proven to be reliable. Cronbach’s alpha coefficient of between 0.65 and 0.71 was obtained. Descriptive statistics were used to analyse the data. Results indicated that students experienced and perceived differences with regards to their biographical variables in terms of their perceptions, attitudes and awareness regarding HIV/AIDS. Differences were also found between students in different study modules and study years. The findings revealed that the majority of the students were quite knowledgeable regarding HIV/AIDS. While some students had detailed knowledge of the disease and its prevention, others (the minority) were either completely ignorant about it or deny its existence. Recommendations were made for future research in the area of HIV/AIDS within the context of tertiary education.
Transdisciplinary research in the cooperation between intercultural philosophy and empirical sciences
11 January 2011
North West University

Kimmerle, Heinz

This article will examine how philosophy and empirical sciences can cooperate in research. It is presupposed that in philosophy and in the empirical sciences different types of discourses are used. This difference causes a large gap between them, which has to be bridged. Intercultural philosophy is understood as a specific approach to philosophy as a whole. It is necessary to make philosophy fit into a world in which exchanges are happening on a global level in many fields. In the dialogues between the philosophies of different cultures, support is needed from certain empirical sciences for the understanding of the philosophy, which is based on the the participation of philosophers in everyday life and everyday language. Therefore, in addition to the the support by empirical sciences, living in a foreign culture, participating in its life, is necessary for intercultural philosophers.
Knowledge is everywhere: a philosophical exploration
12 January 2011
North West University

De Beer, C S

In this article, I would like to argue that interdisciplinarity belongs to the very nature of knowledges in their diverse manifestations and any disregard for this idea would mean a distortion of knowledge while creating at the same time a situation that puts not only individuals but humanity in general in danger. The role of myths, paradigms, the position beyond-method, and the impact and interference of knowledges on each other, that illustrate the point of a universally distributed intelligence, is used as arguments in the development of this statement. The nature and scope of the danger is spelled out as well. Ways and strategies are proposed that should be invented to avoid this danger for the well-being of all human beings in their societies.
In search of a merged identity: the case of multi-campus North-West University, South Africa
18 January 2011
North West University

Kamsteeg, F

South Africa’s post–apartheid governments have taken far–reaching policy measures to transform the system of higher education, do away with its strongly segregated character, and develop an efficient and internationally recognised system that provides equal chances for all ethnic groups. Since 2002 higher education has become the explicit target of a government policy, geared to cultural development and intervention, including the enforcement of a series of mergers between traditionally white and black universities and former technikons (currently universities of technology). This process has caused intense debate at the level of leadership and among policy makers in these institutions, but little is known of how this ideological battle over educational development has affected daily academic practice. This paper gives a first, somewhat tentative discussion on the current effects of the changes in higher education in South Africa, and in particular at one of the institutions affected: the newly merged North-West University (NWU). The article is based on documentary research and three personal visits to the university; in the process a joint research project was initiated between the VU University of Amsterdam (VUUA) and NWU. This paper attempts to shed some early light on how efficiency and social equity goals are met within NWU’s institutional merger, beginning from a cultural perspective that focuses on the construction of ‘merger narratives’. The paper also gives a voice to critical reactions, narratives of resistance that have emerged from the university shop floor.
Enhancing social skills through cooperative learning
26 January 2011
North West University

Booysen, M J;Grosser, Mary M

The National Curriculum Statement of South Africa envisages qualified and competent teachers to deal with the diversity of learners and their needs in the classroom. One of the needs refers to all learners (Gr R-12) who need to acquire the necessary social skills to enable them to work effectively with others as members of a team, group, organization and community. These skills refer inter alia to: learning to work with others, listening to others, giving attention, asking clarifying questions, learning how to evaluate, and to praise others, handling conflict, reflecting on group work and allowing all group members to participate. The most obvious place to deal purposefully with the development of social skills is the classroom. This implies that alternative ways and methods of teaching must be introduced to develop the necessary social skills. This article reports on the findings obtained from a combined quantitative and qualitative study that set out to determine the levels of social competence achieved by a group of Grade 2 learners, and the possible association of a cooperative teaching and learning intervention programme for enhancing the social skills of these learners. The results revealed the latent potential of cooperative learning to enhance the social skills of Grade 2 learners. The significance of this research lies in the contribution it makes to establish the social competence of a group of Grade 2 learners and to determine the possibilities for enhancing their social skills through cooperative learning.
We know what we are, but not what we may be
27 January 2011
North West University

Schauffer, Dennis

This essay attempts to trace a personal journey from a liberal humanist stance to an awareness of non-dualism within the altering landscape of contemporary advances in technology. My fundamental argument is that the single inimitable characteristic of human consciousness is an ability to encompass non-dual thought and that this capacity can a priori not be copied, scanned or uploaded into an informational matrix that operates through bi-polar antimonies.
The necessity of an intergral Christian woldview: reconnoitring of the challenges for influencing the unbelieving world
05 July 2011
North West University

Theron, Ptvila M;Lotter, George Adrian

Christians often conclude from the apostle Paul's warning : "Do not be yoked together with unbelievers" (2 Cor. 6 :14), that he condemns all contact with non-Christians and advocates total withdrawal from the world. However, Christians are called to "influence the world". They need to find the fine balance between an exclusive and an accommodating Christianity. Being continuously aware of and grounded in the Christian worldview will guide Christians to realise their calling to be "reformers" in all spheres of life. Christians are called to contribute to society's transformation by means of a comprehensive view of full-time service to God in every area of life. Christianity can only influence the world effectively if it is grounded in an integral Christian worldview and continually addresses the economy, politics, society, culture, religion, education and society as a whole. Flowing from the discussion, proposed guidelines for influencing the unbelieving world will be given at the end of the article
Fragmentation: Friend or foe in the effective implementation of the Cultural Diversity Convention in South Africa?
08 July 2011
North West University

Rautenbach, Christa;Du Plessis, Anél

It seems as if South Africa has never been as energetically involved in the international law-making arena as she was in the making of the UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions 2005 (the CDC). The CDC is the first legally binding international document protecting cultural diversity. It was adopted by UNESCO on 20 October 2005 and ratified by South Africa on 21 December 2006, three months before it entered into force on 18 March 2007.
Change, organisational culture and the development of the South African Military Academy to 2009.
19 January 2012
North West University

Visser, G E;Van Dyk, G A J

This article investigates the impact of change and organisational culture on the growth and development of the South African Military Academy. It explores the impact of Nationalist Party rule since 1948 and black majority rule since 1994 on the institutional culture of the South African military and how that influenced the development of the Military Academy. This is intertwined with an investigation of the nature and impact of the diverging military and academic subcultures at the Academy. The article contends that, together with the historical exclusion of blacks and women from the military, the marginalisation of white English-speaking citizens by Nationalist Party rule denied the Academy the exploitation of a significant portion of the country’s human resource potential in the interest of institutional development. The same happened with the introduction of racial quotas and the marginalisation of whites since 1994. The Military Academy has, furthermore, historically been too reflective of the organisational culture of the South African National Defence Force and its predecessors instead of informing that culture to meet the challenges of military professionalism. The Academy has a potentially vital educational role to play in the South African and Sub-Saharan African militaries, but requires some changes in its organisational culture to fulfil that mission.
Revisiting the value of rubrics for student engagement in assessment and feedback in the South African university classroom.
19 January 2012
North West University

Lombard, B J J

The so-called ‘massification’ of higher education challenges all spheres in institutions serving this education sector. The university classroom and its pivotal areas of teaching, learning and assessment is no exception. While the literature suggests that assessment has a strong influence on learning, it is also maintained that feedback related to assessment is a key determinant of learning attainment. However, conditions in higher education environments are not always conducive to feedback and therefore it remains a complex matter. By acknowledging these complexities and in pursuit of improving student performance by also enhancing their quality of learning, this paper explores the value of rubrics for promoting student engagement in the assessment and feedback processes by means of a conceptual analysis. The theoretical discourse is concluded by suggesting some areas in which applied research could be undertaken in order to establish the tangible value of rubrics for promoting student engagement in the assessment and feedback processes in the South African university classroom.
Beyond cause and effects in the teaching of history: examining human relevance and importance in the classroom through personal stories.
23 January 2012
North West University

Wilson, James R

Cette recherche appelle à la reconnaissance des différentes façons dont les étudiants en Afrique du Sud ont connue l’histoire dans les salles de classe et la nécessité de confronter les questions délicates qui en découle en raison des croyances. La pédagogie de l’histoire, dans cet article, n’est pas conçu en particulier en tant que ‘théorie de cause et conséquence’ par rapport au racisme. On le voit comme multidimensionnel impliquant une série infinie de combinaisons et d’expériences. Les professeurs de sciences sociales et d’histoire ont entrepris le défi de faire usage des riches et de l’enrichissantes textures des voix personnelles en examinant le programme d’études ainsi que la situation actuelle de la discorde raciale et ethnique. A travers un examen des attitudes, des valeurs et du message. Nous espérons qu’une conscience critique se consolide, et qui reconnaisse, détruise des’’ perspectives silencieuses. ‘’ En tant que professeurs d’histoire et d’études sociales nous sommes appelés à engager les étudiants à travers un programme d’études constructif, qui reconnaisse un changement du coeur et l’esprit de tous, ce qui permet aux étudiants de se comprendre eux-mêmes et de comprendre le monde qui les entoure.
The neglected purposes of educating art history: isomorphism and facilitation.
23 January 2012
North West University

Botha, John R.

Die basiese vertrekpunt van argumentasie van hierdie artikel is gesetel in die suggestie dat die huidige stand van kunsgeskiedkundige onderwys nie totaal in voeling is nie met die ontsaglike moontlikhede wat binne hierdie vakdissipline verskuild lê. Dit wil dan as rigtingwyser dien om minstens een moontlike aspek van die toekomstige belangrikheid van kunsgeskiedkundige opvoeding te beklemtoon, met spesifieke verwysing na die wyse waarop ’n visuele kultuur van toenemende belang word. Hier word ten doel gestel om te dui op die wyse waarop kunsgeskiedenis beter geposisioneer kan wees om aan die behoeftes van ’n post-moderne gemeenskap (spesifiek leerders en/of studente) te voldoen, en dit impliseer ’n hertaksering van wat ten beste beskryf kan word as die persoonlike funksies met kuns. Die argument ontplooi verder deur die rol van fasilitering wat moontlik gemaak word deur die boodskap wat in die (‘n) kunswerk vervat is, te benut met die oog op homeostase van die persona. Die begrip wat hiervoor gebruik word, is isomorfisme, en die metode of tegniek waardeur dit gebeur, kan beskryf word as isomorfiese fasilitering. Kortliks gestel kom dit neer op die aan wending van feite wat met die omstandigheidsfaktore van kunsgeskiedenis en kunswerke verband hou. Hierdie feite word vervolgens as gereedskap gebruik ten einde dialoog te stimuleer en ‘n atmosfeer te skep waarbinne die leerder of student kunswerke mag gebruik ten einde tot isomorfiese identifikasie te kom ten opsigte van soortgelyke aspekte binne haar- of homself. Hierdie identifikasie word wederkerend gebruik om die proses van homeostase te bevorder, en dit impliseer dat die onderwyser of dosent kuns(geskiedenis) kan gebruik in die proses van fasilitering ten einde stres te verlig. Hierdeur word uiteraard ’n enorme bydrae gelewer tot die geestesgesondheid van die individu.
'Oh! for a blessing on Africa and America', the Mount Holyoke system and the Huguenot Seminary, 1874 - 1885.
23 January 2012
North West University

Duff, S E

In November 1873, at the invitation of Andrew Murray, two American teachers arrived in the Cape Colony to establish a school to train middle class Dutch-Afrikaans girls to be teachers and missionaries. The two women were both alumni of the Mount Holyoke Seminary, and the institution that they founded in Wellington – the Huguenot Seminary – was modelled on the so-called 'Mount Holyoke system' of women’s education. While during Huguenot's first decade of existence this system was, with very little modification, able to achieve a great deal of success in the Colony – the school was popular with the Dutch-Afrikaans middle class and many of its students went on to teach and do mission work after graduating – in 1884 and 1885, the values and ideals underpinning the existence of the Seminary came under a sustained attack from the pupils at the school. This article seeks, thus, to investigate the implementation and reception of the 'Mount Holyoke system' in the Cape during Huguenot’s early years, and then examine why they were so strongly rejected in the mid-1880s.
Christian National Education (CNE) and People’s Education (PE): historical perspectives and some broad common grounds.
23 January 2012
North West University

Van Eeden, Elize S;Vermeulen, L M

A recognition of the legitimate origins of the idea of Christian-National Education in a people’s struggle for freedom does not mean endorsing the idea as such. Especially in its later development, it seems that the Christian-National idea has taken on wholly unacceptable features…For those who identify with the people’s education movement, the Christian-National idea will be a symbol of the system of oppression against which they now struggle so that it will be difficult for them to appreciate its origins in an earlier struggle against oppression that closely parallels their own...
The value and role of cemeteries : designing a possible methodology for teaching heritage to history learners.
24 January 2012
North West University

Warnich, Pieter

Teaching heritage to History learners is imperative as an aid to help them discover their uniqueness but also their commonalities. A sense of heritage does not only contribute to a feeling of belonging and identity, but also promotes social cohesion, mutual understanding and unity in a multi-cultural, multi-national country. Due to its perceived value, heritage as a theme is recognised as one of the knowledge focuses for History as prescribed in the National Curriculum Statement. However, for various reasons, heritage does not receive the attention in the teaching and learning of History it deserves. By concentrating on the value and role of cemeteries, the purpose of this article is to provide History teachers with a step-by-step methodology in support of the effective teaching of heritage.
The portfolio as an authentic assessment tool for learning: is it serving its purpose?
24 January 2012
North West University

Van Wyk, Milton L;Carl, Arend E

This article focuses on the utilisation of the learner portfolio in the learning area Social Sciences as an alternative, authentic assessment tool to demonstrate the performance, progress and growth of learners in relation to the expected learning outcomes. The purpose of the portfolio, namely to promote learning, is not disputed, but the question is whether this assessment tool is really being used to its best advantage, and if not, why not. An attempt is made in this article to shed light on the apparent under-utilisation of learner portfolios. Although the use of portfolios is widely commended, the purpose of this assessment tool is not being realised in practice. This begs the question: why use a portfolio if it is not optimally utilised?
Educating the nation about union - whose heritage?
14 February 2012
North West University

Koekemoer, Michelle

On the 31st of May 2010, South Africa, as a geopolitical creation, had been in existence for a century; a momentous occasion for the country. However, the day passed with little acknowledgement of this event. The question that needs to be asked is why? Surely, the centenary of the geopolitical creation of a country should be commemorated as it is a time to reflect where the country has come from? Thus the focus of this article is the lack of commemoration of Union in 2010 and History Education. The centenary of Union was not commemorated and this phenomenon needs to be unpacked and understood. The Union forms part of the heritage of all South Africans but this it not deemed so by the state. In terms of education, the history of Union will be forgotten as it is not studied and the importance of the creation of South Africa as a geopolitical unit will fall by the waste side. Therefore, the purpose of this article is to unpack the notion of heritage and Union, its exclusion from the National Curriculum Statement (NCS), the non commemoration of its centenary, the significance of Union to society and its recent inclusion into the new Curriculum and Assessment Policy (CAPS) document.
The school as a microcosm of communities and their heritage and the need to encapsulate this in the writing of school histories.
14 February 2012
North West University

Haupt, P M

The writing of school histories is a neglected sub-discipline in the study of heritage. It is, however, imperative that this aspect of the broad tapestry of our local and national heritage is analysed and preserved. As a microcosm of the community which it serves, a school reflects and engages with the greater political, social and economic issues and dynamics at any particular stage in its development. Often relegated to a purely celebratory document marking a centenary, half or quarter century, the account could be purely anecdotal or touch only on those aspects of the school which have contributed to school traditions, neglecting the broader framework within which it functions and with which it engages. It is critical that this aspect of heritage is preserved by historians who take the effort to research and write about this tiny snippet of our national heritage.
Exploring local histories in the use and appreciation of heritage and history in history curricula.
14 February 2012
North West University

Van Eeden, Elize S

With the Internet so easily available nowadays, I decided (just for the fun of it but also out of curiosity) to do a Google search to see how many entries I could find for "heritage and history". In a split second no fewer than 840 000 results appeared. I felt exhausted even before I even started surveying the results. This gives a sense of how history educators must sometimes feel when they have to teach content or facilitate, but still have to find the time on a daily or weekly basis to engage with meaningful ideas and activities as part of the History curriculum. This is especially true for heritage assignments that from 2012 will, among others, be the focus in the Grade 10 History curriculum. In September 2010 the South African Society for History Teaching held its second conference since its founding on the theme of heritage and its inevitable associations with history. As I do not wish to repeat here the theories and practical suggestions1 which other educators of history with expertise in heritage have recently developed, my focus is more practical. It is practical in the sense that it will motivate educators to use existing content in local histories and local heritage within history curricula frameworks (in all educational phases) to serve as examples of broader trends – apart from this, heritage is also to be appreciated for its own sake as well as acting as a micro anchor and milestone from which broader historical developments evolve. In this regard my focus therefore was more on identifying historical content in past debates and research deliberations with the intention to support educators with content that they can explore inside and outside the formal classroom set-up. Therefore the discussion merely: • Gives glimpses of local history and heritage in the writing of historians and others; • Deals with one local heritage example in the classroom (to connect with the SASHT 2010 conference theme: The "how to of yours, mine and ours in a still divided community; environment"),namely the 2010 Shaka statue debacle; • Gives some concluding suggestions on heritage, history and the History curriculum.
The value of open distance learning (ODL) in assisting History teachers with heritage investigation.
14 February 2012
North West University

Lubbe, Henriëtte J

This article highlights some of the challenges facing history teachers in designing and assessing heritage investigation projects in the Further Education and Training (FET) band and the need for teachers to be proactive in terms of their professional development. It also explores ways in which open distance learning (ODL) can address these challenges by providing guidance, encouragement, practical skills training and resource material, especially to those teachers who cannot take their learners to a museum or heritage site for material or logistical reasons. The article is anchored in a qualitative research methodology and reports on student feedback on the Short Course in School History Enrichment offered by the Department of History at the University of South Africa (UNISA) as well as ongoing inquiry into teacher experience of teaching heritage investigation. It also shares the author’s personal reflections based on informal communication with course candidates and other teachers over a period of more than ten years. The article argues that ODL can play a significant role in history skills development at secondary school level in general and in enhancing the self-confidence and skills of teachers having to teach heritage investigation in particular. It also emphasises the value of informal partnerships between the ODL institution and role players in the heritage field and makes a plea for closer cooperation between academic historians, history teachers, the Department of Basic Education and the heritage sector.
Setting up a school museum.
14 February 2012
North West University

Marwick, Matthew

The creation of a school museum offers an opportunity for a school and its broader community to celebrate the institution’s no doubt unique history and heritage, and to offer an “open book to the world” of its history, contribution to society and its character. Whilst professional museum planners might be employed to take on the task of managing the overall project and tackling the rather daunting list of “To Do’s”, their services are expensive, and might cause a school’s Governing Body to balk at the anticipated costs. In this article, Pietermaritzburg teacher, Matthew Marwick, summarises the journey undertaken by the members of the Museum Planning Committee at Maritzburg College, as they upgrade the school’s existing museum, which currently is primarily made up of ad hoc displays of photos and memorabilia, in the build-up to the school’s 150th celebrations in 2013. In the article, he points out some of the difficulties already experienced during this venture (which is ongoing), and offers practical advice to educators who might be considering a similar undertaking.
Trans-European convergences in national textbooks for history education? An approach to the comparison of image sources in schoolbooks.
14 February 2012
North West University

Popp, Susanne

According to findings of textbook analyses since 2004 all across Europe, students encounter a group of about 15 historical paintings and historical photographs in their history textbooks which are shown more often than average. This article will introduce this corpus and analyse those popular pictures according to historical-didactical standards. The questions of implicit historical theories as well as the proportion of national history and European education thereby seem to be especially important.
Framework for the development and evaluation of educational DVDs and web-based multi-media clips for grade 8 and 9 History.
15 February 2012
North West University

Bester, Susan;Els, Christo J.;Blignaut, Seugnet

The White Paper on e-Education promotes the use of various information communication technologies (ICTs) to achieve the expected learning outcomes in the different learning areas of the school curriculum. Because most teachers and learners are not yet computer skilled, resource-based learning, supported by digital versatile disc (DVD) technology, is one of the most cost-effective and self-contained educational media that involve minimal infrastructural investment. Educational DVDs provide the opportunity to deliver a constructive multi-media learning experience to learners in rural areas who do not have access to libraries and the Internet. This is especially valuable for history education because DVDs allow learners to "go time travelling" through history, guided by different learning media and artefacts such as historical photographs, illustrations, film material, music, speeches, newspaper reports, political cartoons, maps, etc. Multi-media learning tools stimulate different learning styles and broaden the range of the learning experience in general. This paper provides a research framework for the development and evaluation of educational DVDs and Web-based multi-media clips for grades 8 and 9 history in the social sciences learning area. These clips are currently being developed at the Faculty Education Sciences of the North-West University. These educational media, with accompanying teacher manual and learner word-cards, are intended as inexpensive support of quality education and sustainable social development in South Africa.
Clear-cut to high-tech: History teaching and learning support material (TLSM) drawing on information and communication technology (ICT).
15 February 2012
North West University

De Sousa, Luiza O.;Van Eeden, Elize S.

The integration of Information and Communication Technology (ICT) and multimedia within History teaching and learning is an outcome of the curriculum of the National Education Department of South Africa. History lessons for the classroom situation can become more active and learnercentred, slowing the widening gap between South Africa and the developed world with respect to ICT integration and the use of multimedia resources in History teaching and learning at schools. The purpose of this article is to show teachers where to locate sources and resource materials that can be used in History lessons, inform teachers on some of the History-related features of each website, and expose teachers to the use of new teaching strategies aided by the Internet. High-tech TLSM possibilities can promote greater integration of ICT and multimedia into History lessons to improve a broader understanding of content and enhance quality teaching.
Conceptualising historical literacy – a review of the literature.
15 February 2012
North West University

Maposa, Marshall T;Wassermann, Johan

In a context of a continually widening range of disciplines and subjects available for learners to specialize in, it becomes increasingly critical for the value of particular subjects to be examined. Thus, while debates rage over the relevance and worth of school history, we contribute to the conceptualization of what school history is for. In other words, we examine what history learners acquire as a result of studying the subject. We argue that learners gain a certain form of historical literacy which cannot always be generalized to different contexts. As such, the historical literacy that learners gain varies according to context, place and time. In this article we specifically review literature related to the functional realm of History Education and, particularly, historical literacy. We then construct benchmarks of historical literacy as informed by the literature. This research thus avails a foundation for further empirical research on the purpose of school history.
History curriculum, nation-building and the promotion of common values in Africa: a comparative analysis of Zimbabwe and South Africa.
15 February 2012
North West University

Ndlovu, Morgan

A challenge for Africa is how to derive common values from the values of diverse communities. The challenge becomes even more difficult in the face of notions such as autonomy, multiculturalism and respect for difference which are accompanying the emergence of neo-liberalism, globalisation and cosmopolitanism. While it is important to respect diversity in a postcolonial society, it is equally important that nation-building should strive for the promotion of common values among the citizenry. This article uses the example of Zimbabwe and South Africa as a comparative case study to investigate how the ruling elites in these two southern African countries have endeavoured to apply the curriculum for nation-building and the promotion of common citizenship by inculcating common values in young citizens. The article also explores the role of the curriculum from the perspective of social constructivism, where 'curriculum' is defined as an agency to foster social, cultural and political ideals in society. The academic discipline that is highly vulnerable to the imperatives of nation-building and the interests of the political elite is history, as it is prone to manipulation by political regimes in their hegemonic projects.
Student History teachers' personal theories on teaching: autobiographies and their emerging professional identities.
15 February 2012
North West University

Wassermann, Johan

Philosophy of teaching statements are autobiographical reflective statements on teaching and learning. Such statements can therefore be regarded as a window into the professional identities of teachers, and are increasingly called for internationally when promotion and appointments are considered. In this paper the philosophy of teaching statements of final-year History Education student teachers, are used as the units of analysis. Although meaningful themes on their emerging professional identities as prospective History teachers materialised, in the article I argue that their philosophy of teaching statements were burdened by constraints such as a lack of experience and the educational context they found themselves in. In conclusion I contend that although the philosophy of teaching statements provided nothing more than a porthole into the multilayered emerging professional identities of the History student teachers it gave the latter the opportunity to develop a picture of themselves as History teachers.
The nurturing of creativity in the History classroom through teaching methods – the views of teachers and learners.
15 February 2012
North West University

Bunt, Byron

Nurturing creative thinking abilities in all learning areas and subjects is one of the cornerstones and ideals of Outcomes-Based Education (OBE) in South Africa. This article reports on the results obtained with a pilot study that set out to determine the extent to which creativity is presently nurtured in the History classroom. A qualitative study by means of semi-structured, one-on-one interviews with learners (n = 4) and teachers (n = 2) of History at a secondary school was conducted to determine learner and teacher perceptions related to the nurturing of creativity through the instructional practices of teachers applied during teaching and learning. The results revealed that the nurturing of creativity has not yet become reality in the History classroom. It was disconcerting to note that direct instruction dominates the teaching and learning of History and that very little opportunity for practical experience and interaction during teaching and learning exists. The article concludes with recommendations to teachers on how to purposefully enhance creativity during the teaching of History. This pilot study was conducted as partial fulfillment of the requirements for a BEd Honours degree, and to set the scene for a more extended study on creative thinking in History with larger groups of learners and teachers.
Transcontinental reflections in the revised South African History curriculum on globalism and national narratives.
16 February 2012
North West University

Van Eeden, Elize S

The early twenty-first century evidenced a worldwide change in History teaching through the means of several revised History curricula in the further education and training (FET) phase (high schools) and the developments of textbooks as a result of this. In South Africa, these trends have coincided with a period of educational transformation since the African National Congress took over as the leading political party in 1994. After close to 15 years, the transformational outcome also marked a change in the approach to History in the school curriculum and textbooks. This paper is structured to concisely debate globalisation and national narratives as foci in South Africa's revised History curriculum within current transcontinental reflections in history teaching. The implementation of these aspects in the revised South African History curriculum in the FET phase for specifically the Grade 12 level regarding textbook writing is only shortly discussed, accentuated, and critically analysed.
An investigation into the implementation of oral history in the Further Education and Training (FET) phase based on the views of first year history education university students.
16 February 2012
North West University

Wahlberg, Barbara

With the introduction of Outcomes Based Education (OBE) in South Africa in 1998, simultaneously a new curriculum, Curriculum 2005 (C2005), was developed. This curriculum confronted past problems with the way history had been taught in schools – both in terms of the methodology and content. It was envisaged that learners should now play an active role in their learning experiences through investigation, researching, debating and interpreting history through various sources. One practical means of doing so is emphasised through the study of hidden and neglected histories, such as, for example local histories. In this regard the Department of Education (DoE) purposefully emphasised the importance of oral history as an alternative and effective methodological approach to constructing a social history with learners in schools. As such oral history can be seen as a link between the intended aims of the curriculum for history education, and a pragmatic means of achieving this. The skills that are involved in oral history are also key to what C2005 envisaged for history in terms of being learner-centred, outcomes based and being able to form a part of the historical process of researching, recording, documenting and writing. This paper will critically examine the implementation of oral history in schools, as seen through the experiences of first year history education students, who have recently completed an oral history project in their Grade 12 year at school.
Secondary school History teachers assessing Outcomes Based Education (OBE): a case study.
16 February 2012
North West University

Warnich, Pieter

In 2008 was dit 'n dekade gelede dat Kurrikulum 2005 met ‘n uitkomsgebaseerde benadering deur die ANC-regering geïmplementeer is om onder meer die ongelyke Suid-Afrikaanse onderwysstelsel van die apartheidsbewind te herstruktureer. Hierdie nuwe onderwysbenadering is deur sommige opvoedkundiges beskryf as 'n "paradigma skuif" omdat dit op radikale wyse afgewyk het van die vorige kurrikulum in terme van teoretiese begronding, struktuur, organisasie, die onderrig- en leerprosesse en assessering. Uitkomsgebaseerde Onderwys (UGO) verteenwoordig 'n gewysigde metodologie van 'n suiwer inhoudgerigte transmissie-model onderwys (waar die onderwyser hoofsaaklik kennis aan passiewe leerders oordra) na 'n interaktiewe en leerdergesentreerde benadering. Voorsiening moet vir elke leerder in die klas gemaak word om teen sy eie tempo en volgens sy eie doelwitte te kan vorder na die bereiking van die leeruitkomste. Van die onderwyser, as die fasiliteerder van leergebeure, word verwag om 'n groter mate van individuele aandag aan elke leerder te skenk, addisionele leerbehoeftes te diagnoseer en om verrykende en alternatiewe remediërende leergeleenthede te ontwerp. Op sy beurt beteken dit dat addisionele assesseringsgeleenthede en -strategieë ook deurentyd geskep moet word. Al hierdie veranderinge het outomaties ook die Geskiedenisonderwyser beïnvloed. In hierdie artikel word gepoog om deur middel van 'n gevalle-studie sekondêre Geskiedenisonderwysers (n=85) van voorheen bevoordeelde Model C-skole sowel as benadeelde skole se houding, ingesteldheid, oortuigings en ervarings te peil ten opsigte van hierdie onderwysmodel. Die vernaamste bevindings is dat meer as die helfte van die deelnemers 'n positiewe ingesteldheid teenoor UGO gehad het en gemaklik daarmee was om dit in hulle onderrig- en leerpraktyke te inkorporeer. Ten spyte hiervan is ook probleme geïdentifiseer, waarvan die belangrikste was: 'n toename in werkslas wat meegebring word deur groot klasse en administratiewe take wat met te veel assessering verband hou; die aard en omvang van indiensopleidingskursusse; die beskikbaarheid en toeganglikheid van onderrig-en leersteunmiddele en om die leeruitkomste en assesseringstandaarde te belyn.
Teaching how to make specific historical causal claims.
16 February 2012
North West University

Mazibuko, Edmund Zizwe

The theme of the conference is a celebration of history teaching in the 350th year of schooling in South Africa. A lot of developments have happened during with regard to the teaching and understanding of history as a subject. In order to appreciate these developments in the classroom, students should be able to make specific historical claims. Making specific historical causal claims of the form 'A caused that B' is one of the most important things that a person learns. However, the making of causal claims is not confined to the teaching and learning context. School children of whatever age, are in a position of making specific historical causal claims, and do this in varying degrees of skill and standards. The purpose of effective history teaching should be to develop in students a deeper understanding of historical processes. Whilst historical claims can be made about all sorts of things, in this paper, attention will be confined to those claims that have direct relevance to the teaching and learning situation in history. The paper identifies critical issues that need to be considered to make this succeed in the history classroom.
Windows Movie maker and the teaching of History.
16 February 2012
North West University

Makhasane, Sekitla Daniel

Competence in the use of Information Communication Technology (ICT) is a buzz word today given the fact that ICTs have impacted almost all sectors of the global society. Most employers, for example, require people who possess skills in certain ICT when they look for potential employees. Thus, Department of Education's White paper on e-Education indicates "The ICT revolution has had impact of curriculum development and delivery and continues to pose new challenges for education and training systems around the world." In this regard, schools as social institutions charged with the responsibility of developing human resources cannot overlook the need for inclusion of ICT in the process of teaching and learning so as to empower and equip learners with necessary skills that they will need to function and meet challenges awaiting them. It is against this background that educational researchers are advocating the integration of ICT in the learning and teaching of history in particular and other subjects in general. The purpose of this article, therefore, is to discuss the implications of the turn to ICT for history teaching and learning with particular reference to Windows Movie Maker and history teaching. The essay will mainly focus on: opportunities, costs, the implications on history teachers' professional practice and challenges in integrating Windows Movie Maker into history education. Possible solutions to the challenges will also be emphasised.
Can power point enable history learners to "do history?".
16 February 2012
North West University

Maposa, Marshall Tamuka

The use of technology in History teaching is not a new phenomenon, but its impact has been varied depending on the context, teachers and, more importantly, the nature of the innovation. For years, I have come across the "history is boring" comment ad nauseum. For some History teachers, the adoption of technology in the classroom might seem to be the antidote to this problem. One of the most common pieces of Information and Communications Technology (ICT) to be used in the classroom is Microsoft's Power Point program. A common, but not necessarily proven assumption is that if the History teacher employs this program then the classroom will be set alive with learner participation and enjoyment. The contention in this essay is that the technology in the History classroom is what the teacher makes it – implying that on its own Power Point can not create an active teaching and learning process. To be more specific, from a constructivist point of view, History teaching and learning is an interactive process whereby the learners are expected to "do History", that is, to practice the construction of their own histories with the guidance of the teacher and it is up to the teacher to create a particular learning atmosphere and culture in his/her history classroom.
Investing in formal education: can indigenous knowledge studies enhance graduates' response to development needs of African communities?
17 February 2012
North West University

Ndlovu, Morgan

I-Africa isaqhubeka ibonakala njengezwekazi elingafinyeleli intuthuko jikelele. Imizamo lezinqumo ezehlukile sezike zathathwa ziqondiswe kuntuthuko yezwekazi lase-Africa kodwa lelizwekazi lisaqhubeka bhekane lobunzima. Imfundo isikeyabonakala sengathi izasheshe ilethe intuthuko e-Africa kodwa namhla lokhu asikatholi ushintsho ebesilulindele. Imbuzo isiyabuzwa ngamaqhinga okulwa lobunzima kulelizwekazi kudingidwa ukuthi lamaqhinga engabe ekulungele ukuqondana nesimo njengoba sinjalo. Eminye yale mibuzo iqodiswe kwezemfundo. Imbuzo ecwaningisisayo ngemfundo kwele-Africa ifuna ulwazi ngokuthi izifundiswa ziyazizwisisa izidingo zalabo abafuna intuthuko na? Imbono yezikhwicamfundo ingabe ifana laleyo eyabantu abafuna intuthuko na? Lelipheshana lifumana ukuthi ulwazi lwalabo abangafundile ngokwesilungu kufuneka lugoqelwe kulemfundo yaphesheya ukuze izifundiswa zikwazi indlela yokucabanga kwalabo abadinga usizo. Lokhu kubalulekile ngoba kuzokwenza ukuthi kungabi khona ukudonselana phakathi kwezifundiswa lezi eziphethe usizo nalabo abadinga lolusizo ngoba kuzobe sekukhona ukubona izinto ngesolinye. Lelipheshana liphetha ngokuthi izifundiswa zingathola amadla ekulweni lobunzima kuzwekazi-laseAfrica ngenkathi bezwisisa imbono lemicabango yalabo abafuna usizo.
South Africa in the context of curriculum transition in an emerging democracy within a global world. (A study of mentoring history educators in the WCED:EMDC Metropole East, 2005 – 2007)
17 February 2012
North West University

Kirchner, Geraldine

South Africa is currently undergoing a transformation of the education system as the last vestiges of the apartheid curriculum are being phased out and a new curriculum introduced. This paper presents findings from a 2005 to 2007 study of the processes of the implementation of the new History curriculum by History education at various Further Education and Training (FET) public schools in very diverse contexts. It follows an action research approach. This paper is primarily concerned with outlining possible solutions to the diverse needs and practical challenges faced by History educators with regard to implementing the new History curriculum. This discussion is based on an analysis of interviews, written reports and observation data drawn from multi-site studies in an urban nodal context. The contexts of the schools that I work with as a History Curriculum Adviser are very diverse. The first phase of orientation to the new curriculum suggested that a 'one size fits all' approach to educator support would not be appropriate. The contexts that needed to be taken into consideration were big classes, the unequal distribution of resources ranging from well-resourced to under-resourced schools, inexperienced Heads of Departments, the deployment of General Education and Training (GET) educators (Grades 1 – 9) to the Further Education and Training (FET) band (Grades 10 – 12) and the language of teaching and learning. Intervention in the form of a mentoring programme developed as a response to the period of consolidation after the initial orientation of FET educators to the demands of the new History curriculum. School visits in the education districts of the Western Cape Education Department (WCED) take place in a multi-functional team context, placing time-constraints on the possibilities of in-depth subject support to educators within a school context. Individual needs identified during these visits necessitated a rethinking of educator support for more effective curriculum implementation. In setting up a system of mentoring I aimed not only at setting up a differentiated and more effective support system, but also at nurturing a reciprocal, professional relationship with History educators. One of the major aspects of the mentoring programme is language support. Many educators are teaching and learners learning in a second or third language. Language therefore becomes a major barrier to teaching and learning. This is particularly acute in a subject such as History which is language-based, making a significant contribution to failure rates in the Grade 12 exit examination. An ultimate goal in my mentorship programme is to improve the language proficiency and conceptual understanding of educators that will ultimately, it is hoped, result in raised levels of learner achievement.
Building a communities of practice for the continuing professional development of History teachers: insights from the TEMS project.
17 February 2012
North West University

Maistry, Suriamurthee M

In a period of rapid curriculum change, many South African teachers are faced with the arduous task of new curriculum development and implementation. This is particularly true of the challenges facing history teachers as they embrace new curricular expectations. While some teachers view this as a daunting endeavour, others disturb this assumption, embrace the challenge and seek out opportunities for personal professional development. This paper draws on the findings of TEMS teacher development project. It argues for a community of practice approach to continuing professional development (CPD) of teachers of history. The peculiar demands of teaching this discipline in post-apartheid South Africa necessitates the creation of 'safe spaces' for teachers of history to engage with the new discourse in history education. Communities of practice as espoused by Wenger offers a useful theoretical approach for CPD in history especially in the absence of substantive support from the Department of Education for teachers of history.
History in danger: the (non) quest for a national history in Botswana.
17 February 2012
North West University

Mafela, Lily

The socio-political context for history teaching in postcolonial Botswana did not provide for multicultural history approaches, and in fact it discouraged multiple approaches to national history. One of the ways in which the government sought to do this was through constant discouragement of what was regarded as tribalism, and an emphasis on a monolithic, monoethnic and homogenous national history. Part of this has to do with the government policy and practices that propound and subscribe to a monoethinic and monolingual society and education system, where history's role in that education system has been to tow the monoethnic line and to present a singular view of the country's origins and evolution. In all syllabi in the formal education system, national history is presented as a singular one, with the predominance of a Tswana ethnicity as the national curriculum's defining characteristic. This situation is deeply embedded in history, and reflects the social tensions that are generally being articulated in the wider society, particularly by minority groups, which are dissatisfied with the total neglect of their histories, cultures, and traditions. Hence, as communities continue to reflect on their place in Tswana society, the history syllabus will become highly contestable ground, and requires a rethinking and repackaging in order to avoid this pitfall. This paper seeks to explore the historical dimension of this current scenario, and reflects on curricula control and urges a rethinking on the question of a national history within the multiethnic and "multi-historied" Botswana.
Developments in History teaching at secondary school level in Swaziland: lessons from classroom research.
17 February 2012
North West University

Mazibuko, Edmund Z

History is a complex subject and teaching history is even much more complex than people think. It is more propositional than procedural in nature and involves adductive reasoning, where historical evidence and facts are reconstructed through speculation, imagination and empathy (Nichol, 1984; Booth, 1983). The effective teaching of history is more than the transmission of knowledge, but rather it is a process where students and teachers interact in the classroom as they share ideas, reflect and engage in reasoning. It is through this interaction that thinking and understanding will occur. This paper is a reflection on the developments in the teaching of history at secondary and high school level in Swaziland. The paper is based on research on a new history curriculum introduced in Swaziland in January 2006. In particular, the paper will highlight the research on the implementation of the new history syllabus. The paper will highlight the major challenges facing history teaching in the context of the new curriculum. Implications for the preparation of history teachers in Swaziland will be identified.
Learners, teachers, professors and historical conciousness.
17 February 2012
North West University

Du Pisani, Kobus

The following main points will be covered: • What is historical consciousness and why is it significant?; • The level of development of historical consciousness among SA learners; • Possibilities of a historical consciousness approach to history teaching; • Obstacles in the way of closer co-operation in this regard between stakeholders such as history professors, teachers and learners; • Recommendations to try and forge a stronger partnership between these stakeholders in the development of historical consciousness.
An educational tour of the Hector Pieterson Museum for high schools development by learners using OBE principles.
17 February 2012
North West University

Carr, Michaela;Barclay, Heather

As South African history is being rewritten, contested and reveled, so museums are being opened, revamped and developed. The classroom must follow suit. This paper documents the integration of the Hector Pieterson Memorial and Museum in Soweto and the teaching of History using OBE principles of the RNCS. The project was developed as a practical solution to a frustration experienced by both the Museum and visiting school groups. In the first instance, it provided the opportunity for grade 10 learners from Roedean School to practise investigative and analytical skills and to extend their historical knowledge and critical thinking skills. Secondly, the tools created, namely a teacher's newsletter, detailing the museum tour; a publicity pamphlet for the museum's scholastic groups, and a tour booklet specifi cally designed for learners, were created. Thirdly, the project was learner-centered and activity based, with a practical application to the working world: the learners had to work with a variety of professionals other than their teachers and make their products educationally viable.
An analysis of Grade 10 History assessment tasks.
17 February 2012
North West University

Bertram, Carol

This paper examines the nature and scope of the assessment tasks that three Grade 10 history classes were required to complete in 2005. Data were collected from three different secondary schools located in different socio-economic areas in KwaZulu Natal. Three tests from each school are analysed using Bloom's revised taxonomy in terms of knowledge dimension and cognitive process. The findings show that the assessment tasks across the schools differ substantially in both the level and the range of cognitive demand required of learners. While the study cannot make strong claims about causal explanations for the differences, the data do support an explanation of curriculum continuity in the historically advantaged sector in that previously white and Indian schools have been using evidence and source-based teaching and assessment for a number of years.
In the beginning.... Where to start in history teaching?
20 February 2012
North West University

Siebörger, Rob

This paper originates in two separate professional experiences I had last year. The first occurred while I was presenting workshops to curriculum advisers and teachers on the Turning Points in History series of booklets and CD. It was that, on more than one occasion, I was confronted by strident disagreement when I said that one had to begin with the content ("Content and contexts for the attainment of the Assessment Standards"), not the Learning Outcomes and Assessment Standards when planning to teach history. The second took place when I disagreed with the majority of the members of a committee about the way in which unit standard qualifications should be constructed in history. I maintained that when one studied history, the historical content had to be foregrounded, rather than the method, "skill" or purpose of studying the history. In both cases I argued that planning that began with the outcomes and assessment standards/criteria was antithetical to history – that if one began with them one ended with something that was not history. As I explained in e-mails I wrote at the time, "it's never the skills that make the history, it's the history that is explored, developed etc. by means of skills", and "it does not work successfully to write content in the form of outcomes, and it does not work to make the outcomes on their own decide what the content should be" (Siebörger 2005a and b).
The visual medium in the history classroom.
20 February 2012
North West University

Zimmerman, Sven

The discussion I am going to have today is nothing unique and has been used in many History classrooms and other subjects' classrooms. However I do not think it has been explored as a teaching medium in a great deal before and it is this that I would like to present today. The generation of pupil being taught today is a pupil who is firstly challenged by new strategies and secondly inspired by the visual medium. The old "chalk and talk" approach does not inspire (not that I think it ever inspired) or motivate the pupil of the 21st Century. I will present two different visual medium examples: • The use of a dramatized History film, ALL QUIET ON THE WESTERN FRONT in Grade 8; • The use of the overhead projector for a focus on APARTHEID SOUTH AFRICA, in Grade 9.
History teaching, learning and Junior Certificate (JC) examination results in Lesotho, 2000 - 2006: implications for teacher education.
20 February 2012
North West University

Ntabeni, Mary

This paper addresses the status of History teaching and learning in Lesotho which is at its lowest ebb. Very few schools teach the subject and the poor Junior Certificate (JC) examination results exacerbate the situation. An analysis of the examiners' comments in the last seven years points to poor and/or lack of essay writing skills among the candidates as one of the main reasons behind the high failure rate in JC History. In recognition of the situation's implications for 'quality' teacher education, this study proposes (1) rigorous pre- and in-service training in the teaching of History essay writing, and (2) vigilant monitoring that ensures constant practice and dedicated delivery of the required skills by trainees to JC History learners in order to improve the examination results.
The status of history teaching, learning and examination results in Lesotho, 2000 - 2004: implications for teacher education.
22 February 2012
North West University

Ntabeni, Mary

This paper addresses the issue of History teaching and learning in Lesotho which is at its lowest ebb. Very few schools teach the subject and their poor performance, particularly in the senior classes, exacerbates the situation. On the basis of the examiners' comments in the last five years, the study has identified lack of essay writing skills among the candidates as the main reason behind the high failure rate in History. It also suggests pursuit of quality pre-service & in-service teacher education as well as constant practice of the basics of essay writing skills by student-teachers, teachers and learners alike.
Reconceptualising history teachers' identities within the context of changing curriculum.
22 February 2012
North West University

Seetal, Suren

Teachers are considered by most policymakers and school change experts to be the centerpiece of educational change. Therefore, it is not surprisingly that many current educational reform efforts in South Africa are directed at teachers, and their involvement in educational reform is seen as critical. Reforms must address the core processes of teaching and learning if they are to markedly change what happens in schools. Yet teachers respond to educational reforms in a variety of ways: some teachers push or sustain reform efforts, whereas others resist or actively subvert them. The question of addressing curriculum change in our schools has recently become a matter of contention. Teachers are finding it difficult to adjust to the changing educational policies that seek to coerce teachers into addressing curriculum change in their classrooms. In response to the changes in educational policy in the new dispensation, the teaching of history, a subject that had already experienced numerous transformations in the past, was once again faced with the challenges of a renewed curriculum framework. This paper aims to capture the complexities and contradictions that are associated with a transforming educational system. More specifically the question of how history teachers see themselves within this transformation process and the impact that it has on their identities to curriculum change. Identity formation theories were used as a lens to understand the various forces that influence the identities of teachers. A number of theories were examined in order to unfold identity development from various approaches to allow for a more holistic understanding of a teachers' life career. The main question that guided this investigation was how history teachers construct their identities within the context of curriculum change. In attempting to unpack the messiness of the curriculum transformation process and at the same time to capture how history teachers are negotiating their roles and identities in post apartheid South Africa, this research study employed a qualitative method of data collection based on a life history research tradition. The richness of information that was obtained from lengthy, open-ended interviews with six history teachers from the Kwasanti circuit, provided a sound platform on which to respond to the critical questions of the study. The data was collated to develop narrative stories with the intention of understanding teacher thinking and experiences within a broad social and historical context. The wealth of information provided by the interviews enabled the researcher to examine how these teachers were constructing their identities within the context of curriculum change. An analysis of the findings indicated that the conceptions that history teachers have about the changing curriculum are influenced by their past experiences. The study revealed that some of the major forces of influence that shaped the teachers' understanding of the changing curriculum were pragmatic and educational. Teachers come with many realities into the profession often reconstructing and creating their context based on past experiences and perceptions. Evidence from the data reveals that the plethora of policy initiatives seeking educational transformation in South Africa are to a large degree not congruent with existing teachers' beliefs. Teachers have to redefine and renegotiate their roles and identities, which is problematic because they come embedded with experiences gleaned during the apartheid era. The study concludes with a synthesis of the findings, and it makes recommendations for addressing the present needs of history teachers in South Africa. The reconceptualisation of education through new policy initiatives therefore has to refocus and look more closely at teachers’ understanding of their day-to-day realities in the work environment. Teachers need to 'own' the process of change, and reform efforts need to be grounded in an understanding of teachers' professional lives and development. Teachers must see themselves as experts in the dynamics of change. To become experts in the dynamics of change, teachers must become skilled changed agents.
George Bremner, Graaff-Reinet and "A State of Feeling", 1848 - 1859.
08 June 2012
North West University

Ludlow, Helen

This article explores a young Scottish teacher’s attempt to implement the ambitious plans for government education in Graaff-Reinet in the mid 19th century. Designed for the whole population, the New System (or Established System) represents a moment in the racialised history of South Africa when there was an imagination of an inclusive, though very British, education system. The focus of the article is on the identity of an able, well-qualified teacher attempting to fulfil his charge in Graaff- Reinet, a town of growing affluence and regional importance. While Bremner, as government teacher, proves to be a catalyst for local efforts to improve the quality of education, this is largely a sad story of frustration and failure. Entrenched racial attitudes, class aspirations, and the failure of the state adequately to resource the New System combine to undermine his ambitious efforts and challenge his personal worldview. So too does the teacher’s fiery defence, particularly in his public writing, both of his project and the status and reputation which he believed to be his due.
Collecting and organising multimedia components for the development of educational DVD's and multimedia clips for grade 10 history: the French Revolution – some practical guidelines.
03 July 2012
North West University

Bester, Susan

Today’s learners are born in a multimedia world and they feel quite comfortable in an electronic learning environment. Therefore South Africa, as the rest of the world, had to respond to the pressure and challenges posed by the information revolution. Although research shows that there is an increase in the availability of computers for teaching and learning, it does not necessary mean a growth in the use and integration of Information and Communication Technologies (ICTs) in the learning and teaching of subjects in South African schools. For Social Sciences it was an unacceptable low 22% in 2000. A lack of resources for use by teachers and learners is indicated as one of the main factors, preventing teachers from using computers in teaching and learning. The educational DVD and multimedia clips can be used as an exciting interactive resource in the integration of multimedia in the Social Sciences classroom when teaching and learning the French Revolution in History, Grade 10. This article gives an overview with some practical guidelines on the process followed in the development and construction of the concept text and also the collecting and organisation of the multimedia components for the DVD and multimedia clips.
History as evidential study in teaching of the Holocaust.
03 July 2012
North West University

Bikwana, Nokuzola

This paper will discuss how various programmes support the teaching of the Holocaust through evidence. The Holocaust also provides an ideal backdrop for a study of racism, victimisation and persecution. Mindful of the difficulty of comparing historical events, we nonetheless maintain that of a study of the Holocaust can show the learner evidence of the negative impact of racism, oppression, persecution, prejudice, stereotyping and victimisation in any society. We argue that the study of the Holocaust can encourage the learner to resist racism, discrimination and xenophobia, and develop empathy with the victims of prejudice. In so doing, learners can come to an understanding of their role as active members of the society, and those of others as bystanders or collaborators. We maintain that this aim is defeated when the educator or facilitator fails to provide enough evidence that will elicit empathy, understanding and develop this sense of agency among the learners. History is explored as an evidential study using various sources ranging from primary ones like photographs, artefacts, documents as well as secondary sources. To this end this complex study is brought to life through the use of evidence provided, and the learners learn valuable skills.
South African History Online's Education Programme.
03 July 2012
North West University

Jardine, Varushka

This paper outlines South African History Online as a NGO that focuses on the enhancement of history especially at school level. The advent of digital and social media platforms has changed the way scholars learn and the way they perceive their world. The book, paper and journals should no longer provide the exclusive model for historical knowledge to be passed on. With this in mind, SAHO has developed a comprehensive online programme that focuses on the current curriculum as laid out by the Department of Education. The development of this website into an online classroom will assist both teachers and learners. Learners should be exposed to the wonders of digitisation and have the advantage of viewing primary source documents in their classrooms. This turns a normal classroom into a virtual archive making the learners instant historians who can now investigate their own case studies. Teachers have the opportunity of telling stories in new ways and in different means, and can use various materials from SAHO’s online media and library section to give the learners the opportunity to relive the story. SAHO has various projects such as the development of the online curriculum material and aids for history from Grades 4 to 12. The aim is to build up this project into a comprehensive online encyclopaedia. An Arts and Culture classroom will soon be developed in a similar format. SAHO’s teacher outreach programme, online support and e-learning focuses on the development of an online forum for both teachers and learners. Other campaigns include the ‘history matters’ campaign which is aimed at increasing interest in history at school and tertiary level. Monitoring and evaluating SAHO’s classroom support will be done through counters on the web pages.
Bernstein’s theory of the pedagogic device as a frame to study history curriculum reform in South Africa.
19 July 2012
North West University

Bertram, Carol

This article reflects on the usefulness of Bernstein’s theory of the pedagogic device to frame a (previously reported) study of history curriculum reform in South Africa: to what extent, and in what ways does the concept of Bernstein’s pedagogic device assist in describing the recontextualising of the history curriculum? The article sets out the reasons for using the pedagogic device in that study as both a theoretical and methodological frame and a structuring frame which ordered the study and held the various parts together. This perspective locates the study in a field that engages with knowledge from a sociological lens. The article discusses the ways in which Bernstein’s theoretical language supported and strengthened the research, and also shows how it was not specialised enough to engage specifically with the subject of history. Thus it was necessary to weave the field of history education and sociology of knowledge perspective together.
History in senior secondary school CAPS 2012 and beyond: a comment.
19 July 2012
North West University

Kallaway, Peter

History Education has been a neglected aspect of the great educational debate in South Africa in recent times. Despite its high profile in anti - apartheid education the subject has not received the same attention as science and maths in the post 1994 debates, and was to a large extent sidelined by Curriculum 2005 and OBE reforms because of the emphasis on constructivist notions of knowledge which devalued formal historical learning. Although partially rescued by Asmal’s reforms in the Revised National Curriculum Statement (RNCS) of 2002, it has taken the CAPS curriculum of 2010-2011 to put it back at the centre of the educational picture by recognising the importance of history as a key aspect of the worthwhile knowledge to be offered at school. This article looks at the new CAPS curriculum for senior school (Grades 10-12) and recognises its value but also turns a critical eye to question the credibility of the new curriculum in terms of knowledge criteria and pedagogic viability.
Citizenship education for Africans in South Africa (1948 - 1994): a critical discourse.
19 July 2012
North West University

Seroto, Johannes

The paper presents a critical discussion of the provision of citizenship education for Africans in South Africa during the period 1948-1994. A conceptual analysis of Johnson and Morris’ critical citizenship framework and its four dimensions, namely, ideology, the collective, self and praxis, is presented. Utilising this framework, the author examines the goals and aims of the former National Party government in their project to provide citizenship education through history, social science and civics teaching in schools for African students. The study suggests that the goal of the state in promoting citizenship education during the former political dispensation as seen through the four dimensions did not create space for critical thinking and dialogue, crucial elements for critical citizenship education. Recommendations with regard to the form and content of citizenship education in future are made.
Stereotypes, prejudices, self and ‘the other’ in history textbooks.
19 July 2012
North West University

Morgan, Katalin

This article is a literature review of conceptions of stereotype, prejudice, underlying assumptions and images of self and other as relevant to history textbooks and related research. History textbooks are seen as representations of a nation’s official history as they build identity and form conceptions of morality in their readers. I address questions like, what are the underlying assumptions of history texts that lead to picturing ourselves and others? Could an understanding of the other be seen as a liability, given the moral responsibility it introduces? In seeking answers, instead of a sociological approach analysing the social systems of power and oppression, the perpetuating of stereotypes is viewed from an individual, psychological perspective. Hence, I ask how the psychology of hatred could be understood and what this implies for viewing the self in relation to the other through history education. I conclude by stressing that moral responsibility starts with the self and not with the other; and that the bigger enemy of history teaching is not prejudice and stereotype contained in pedagogic texts, but indifference or bystander behaviour that such texts could encourage.
The potential and possibilities of oral history for skills development at undergraduate level.
19 July 2012
North West University

Du Bruyn, Derek;Oelofse, Marietjie

Since 2003 the History Department of the University of the Free State (UFS) has been offering a third-year module on oral history. From the time of its inception this module has aimed at providing a balance between oral history theory and methodology, thus enabling students to master and apply the oral history technique in practice. Students are taught how to manage an oral history project from start to finish. The teaching approach is resource-based with a stronger emphasis on learning than on teaching, which is in line with a current international trend towards constructivism. During the past nine years it has become clear to the authors that apart from the theoretical knowledge gained by the students, various skills are also taught and developed in the practical session of this module. This is clearly revealed when the questionnaires, interviews and student evaluation forms are assessed and analysed. The main purpose of this article is to identify and interpret certain trends and patterns regarding skills development as both a direct and an indirect outcome of this oral history module by using data obtained from the mentioned questionnaires, interviews and evaluation forms. The article addresses certain questions which are crucial for understanding the potential and many possibilities of oral history as a tool for skills development in a transforming society. It is argued that oral history’s potential creates new methodological approaches for developing a diversity of new skills required by a changing social environment. Understanding this potential and its possibilities provides a basis for further developing oral history as a skills development tool, which may also lead to the improvement and expansion of existing oral history courses offered at tertiary level.
From a concentration camp to a post-apartheid South African school: a historical-environmental perspective in developing a new identity.
19 July 2012
North West University

Raath, Schalk;Warnich, Pieter

The overall goal of the Decade of Education for Sustainable Development 2005-2014, as proclaimed by the United Nations, is to integrate the principles, values and practices of sustainable development into all aspects of education and learning. This integrated and multi-dimensional approach is supported in South Africa by the White Paper for Education and Training and the National Curriculum Statement (NCS) for History as part of the Social Science learning area. The aim of this article is to report on how a historical-environmental approach to education had been realised in the context of Eenheid primary school in Nylstroom (Modimolle) located on grounds used for a concentration camp during the South African War (October 1899 to May 1902).1 In particular, the researchers wanted to establish how a diverse group of learners experienced and internalised their historical-environmental events in creating their present identity. The findings of the school’s learners (n=51) who participated in a case study suggest that the historical memory which developed from the unique location of the school not only expanded the learners perspectives on intercultural understanding, but also contributed to a better appreciation and responsibility of environmental and socio-cultural issues in a post-apartheid South Africa. In the process an ethic of sustainable living and the creation of a “new” South African identity developed.
Analysing the construction of South African youth in historical-related images and texts around the time of 16 June 2011.
19 July 2012
North West University

Glanvill, S

This paper aims to investigate how young people in post-apartheid South Africa are being constructed in negative waysin the light of how we commemorate and teach the Anti-apartheidstruggle. Is it possible to teach the stories of the past without burdening this generation with guilt and paralysing the youth in terms of their own struggles? It specifically focus on how the media are currently reconstructing the struggle icons as superhuman, and in so doing, implying that the youth can never live up to the achievements of these heroes. I am interested in how history, as it is taught in our schools can play a role in restoring agency and a healthy respect for the past.
Teaching about social justice: black lecturer, white students
17 August 2012
North West University

Nel, William Nico (Willy)

Abstract: Teaching about social justice: black lecturer, white students This article reports an analysis of white students’ reflections on the teaching of social justice issues by their black lecturer. These reflections follow their seemingly resistant behaviour in respect of the social justice-laden content, and the conscious effort by their lecturer at disrupting their silencing behaviour. At face value the reflections contradict the resistance initially displayed in class, with their journals reflecting an overwhelmingly accepting tone towards the social justice issues taught. This article aims to contribute to discussions regarding teaching about social justice. Opsomming: Onderrig oor sosiale geregtigheid: swart dosent, wit studente Hierdie artikel rapporteer ’n analise van wit studente se nadenke oor die onderrig van sosiale geregtigheidskwessies deur hul swart dosent. Dit volg na hulle skynbaar weerstandige gedrag teenoor die sosiale geregtigheidsgelade inhoud en die bewuste poging deur die dosent om hulle stilmakende gedrag te onderbreek. Oppervlakkig beskou weerspreek hul nadenke die weerstand wat hulle in die klas vertoon. Hul joernale weerspieël ’n oorwegend aanvaardende toon rakende die sosiale geregtigheidskwessies. Hierdie artikel poog om by te dra tot gesprekke oor die onderrig van sosiale geregtigheid.
Young Christians in Norway, national socialism, and the German occupation of 1940-1945
21 August 2012
North West University

Hale, Frederick Allen

The German occupation of Norway during the Second World War caused unprecedented problems for the Evangelical Lutheran Church of Norway and other Christian denominations. The subordination of the church to the de facto Nazi state eventually led its bishops and most of its pastors to sever their ties to the government while remaining in their ministries. Churchmen and scholars have explored dimensions of this challenging episode in Norwegian church history, but little has been published about the plight of most of the para-church organizations. This article explores crucial dimensions of the ministry of the Norwegian Christian Student Association. Particular attention is paid to how both its pietistic heritage and tradition of social ministry continued to nurture its members and to how the exigencies of living under an oppressive regime compelled the leadership as well as the members of the organization to shift certain emphases in their proclamation and ministry.
Religious and cultural dress as school: a comparative perspective
03 September 2012
North West University

De Waal, E;Russo, C J;Mestry, R

This article investigates and compares the different approaches towards the dress code of learners1 in South Africa and the United States of America (US), as the US mainly base litigation concerning school dress code on their freedom of speech/expression clause, while similar South African court cases focus more on religious and cultural freedom. In South Africa, school principals and School Governing Bodies are in dire need of clear guidelines on how to respect and honour the constitutionally entrenched right to all of the different religions and cultures. The crisis of values in education arises from the disparity between the value system espoused by the school and the community, and that expressed in the Constitution of the Republic of South Africa, which guarantees learners' fundamental rights, including those of freedom of religion, culture, expression and human dignity. On the one hand, the South African Schools Act requires of School Governing Bodies to develop and implement a Code of Conduct for learners, and on the other, that they strictly adhere to the Constitution of the country when drawing up their dress codes. The right of a religious group to practise its religion or of a cultural group to respect and sustain its culture must be consistent with the provisions of the Bill of Rights (which is entrenched in the Constitution) and this implies that other rights may not infringe on the right to freedom of religion and culture. In the US, although there is no legislation that protects learners' freedom of religion and culture at schools, their First Amendment guides the way. Their Supreme Court respects the religious values of all citizens provided that they are manifested off public school premises. While we acknowledge the existence of religious and cultural diversity at South African schools, this paper focuses on the tension among and on the existence of different approaches towards the human rights of learners from different religious and cultural backgrounds in respect of dress codes.
The obligation to provide free basic education in South Africa: an international law perspective
03 September 2012
North West University

Arendse, L

In South Africa many learners are denied the right to basic education because of the levying of school fees and other educational charges, in spite of the international obligation imposed on government to provide free primary education. This article examines the exact nature and extent of this obligation by exploring the concept of "free" basic education. The applicable international instruments and their interpretation as well as the significance of the right to education as a central, facilitative right are examined in order to establish the content of the right to basic education and the legal obligations that ensue. Against this background, the implications of the South African Constitutional Court's approach to the realisation of socio-economic rights and the possibility of the establishment of a core minimum obligation are analysed. It is argued that learners in South Africa may come from different socio-economic backgrounds but as learners in the same public school domain and as equal bearers of their constitutional right to basic education all of them are entitled to the same type and quality of free basic education.
The right to dignity and restorative justice in schools
03 September 2012
North West University

Reyneke, M

A retributive and punitive approach is normally adopted in dealing with misbehaviour in South African schools. Despite the legal abolition of corporal punishment, more than 50 percent of schools still administer it. Other forms of punishment generally applied are also punitive in nature. The right to dignity of all of the parties affected by misbehaviour in schools is considered in this analysis. The possibility of adopting restorative justice as an alternative disciplinary approach is examined as a way of protecting, promoting and restoring the dignity of the victims of such misbehaviour.
Personal values and intended self-presentation during job interviews: a cross-cultural comparison
03 September 2012
North West University

Sandal, Gro Mjeldheim;Bye, Hege Høivik;Sandal, Gro Mjeldheim;Van de Vijver, Alphonsius Josephus Rachel;Sam, David Lackland;Çakar, Nigar Demircan;Franke, Gabriele Helga

This study examined the impact of personal values on intended selfpresentation during job interviews among German, Ghanaian, Norwegian, and Turkish students (total N = 1,474). We also sought to explain cultural differences in self-presentation among these groups. The Cultural Impression Management Scale for applicants (CIM-A) and the Portrait Values Questionnaire were administered. A multigroup MIMIC model with invariant measurement and structural weights was supported, in which achievement, security, and benevolence values predicted a latent impression management factor. Intended impression management scores were significantly higher in the Ghanaian and Turkish samples than in the Norwegian and German samples. Values (achievement and security) accounted for 19.6 per cent of the cross-cultural differences in self-presentation. Adding acquiescence as an additional predictor (interpreted here as a measure of communication style) decreased the cross-cultural differences by 52.8 per cent. It is concluded that values are similarly related to intended self-presentation across these four groups, even though the cross-cultural differences in mean scores in both sets of variables were considerable.
The use of a therapeutic jurisprudence approach to the teaching and learning of law to a new generation of law students in South Africa
03 September 2012
North West University

Fourie, Elmarie;Coetzee, Enid

In rapidly changing social, economic and intellectual environments it is imperative that teaching and learning should be transformed from being primarily concerned with the transmission of knowledge (learning about) to being primarily concerned with the practices of a knowledge domain (learning to be). Law lecturers are faced with a new generation of law students, many of whom may be the first in their families to enter university, and one of the important challenges that we face, when educating law students, is how to enable these students to take their place in a very important profession. To meet this challenge it is necessary to instill skills that will be beneficial to the profession, future clients and the community as a whole. We at the University of Johannesburg are endeavouring to do so through embracing a therapeutic jurisprudence approach that focuses on the well-being of the student, the client and the community. The integration of therapeutic jurisprudence throughout the law student's studies, starting with orientation and continuing through to the final-year clinical experience, will enhance the therapeutic outcomes for all of the parties involved. A therapeutic jurisprudence approach, combined with appropriate teaching and learning methods, will enhance the student's interpersonal skills and writing and reading skills. The teaching methods invoked include role-play to transform formal knowledge into living knowledge, thereby stimulating students' natural practical curiosity and creating a learning environment that supports collaboration and encourages students to act purposefully in such an environment. This article discusses the teaching of first-generation students and how to overcome the existing social, cultural, economic and linguistic barriers by using a therapeutic jurisprudence approach, while upholding the values that should guide legal practice, such as integrity and respect for diversity and human dignity. The constitutional imperative of access to justice for all underlines the importance for law teachers of incorporating therapeutic jurisprudence in their teaching methods. In South Africa, law lecturers face many challenges in teaching law students and first-generation students. Passionate teachers will produce passionate students and realise that they have the power to transform thoughts, policies and lives. Students should be reminded that law is not just about financial rewards, but the ultimate reward of contributing to the betterment of society. The legal profession expects us to produce a well-rounded graduate for entry into the profession. This necessitates that our teaching methods be appropriate to prepare the student for an entry level of competence for the legal profession. Therapeutic jurisprudence creates the opportunity for the lecturer not only to equip the student with the skills required by the profession but to implement teaching methods that will prove to be beneficial for all of the role-players involved. The honing of skills such as legal writing and oral advocacy from the first year of study creates the opportunity for the students to develop to their full potential. In order to support a meaningful, integrated teaching approach, the development of skills is expanded on during each year of study and can prove beneficial to all role-players during clinical education, where the student has the opportunity to apply the acquired skills in real-life situations. The impact of a therapeutic jurisprudence on the development of legal skills can now be measured through the student's ability to focus on the well-being of the client and the community.
The implications of fedralism and decentralisation in socio-economic conditions in Ethiopia
03 September 2012
North West University

Zimmermann-Steinhart, P;Bekele, Y

This paper analyses impacts of the federal system and the decentralisation of functions to the district level on Ethiopia's socio-economic development. Firstly we will highlight the principles of the Ethiopian federal system as well as those of the 2001/2002 decentralisation process. Secondly we will show how the decentralisation has impacted on two of the decentralised sectors, health and education, by comparing pre-federal, pre- and post-decentralisation data. In both cases an overall increase in allocated budgets and an increase in the scale of the services offered since decentralisation started in 2001 has been found. Studies also show that the increase in services is not homogenous across regional states. Within the four larger regions, strongly disadvantaged woredas at the outset of the decentralisation process have profited most, which shows that the constitutional imperative of equal access to services is being implemented. Some of the regions where decentralisation was started later have still not caught up with the other regions, a phenomenon which is mostly due to capacity deficits. The article concludes that decentralisation in combination with consistent development policies has led to an overall improvement in service delivery, while some challenges regarding quality and equity still need to be addressed.
Students' expectations of motivations for studying comparative education: a comparative study across nine countries in North America, Europe, Asia, Africa and Latin America
02 October 2012
North West University

Wolhuter, Charste Coetzee;O'Sullivan, M.;Anderson, E.;Wood, L.

The aim of this research was to determine what comparative education students expect from comparative education courses. Students from nine countries in North America, Europe, Asia, Africa and Latin America were surveyed. These countries were the United States of America, Ireland, Greece, Bulgaria, Oman, Thailand, Tanzania, South Africa and Cuba. The results showed startling differences regarding students’ perceptions of and motivations for studying comparative education. Their diverse motivations, the study concludes, are linked to contextual factors. In conclusion the implications of these findings for comparative education course curricula, for the conceptualization of the significance of comparative education, and for the comparative education research agenda are highlighted.
An integrated competency-based training model for theological training
11 October 2012
North West University

Mwangi, James Kamau;De Klerk, Barend Jacobus

This article examines the relationship between theological training and practical ministry with the purpose of addressing the fundamental problems that hinder theological training from becoming relevant. There exists a general concern about the way theological schools are preparing men and women for church ministry, with the church leadership feeling like graduates are not up to the task of ministering despite the theological training. The research has established that there is a relationship between theological training and practice of ministry and that practical ministry can only be improved through enhancing theological training. Ultimately the article establishes the need for a competent training programme modelled after the New Testament Discipleship Model approach. This model integrates knowledge, being and practical training. The article tries to outline a model of training (i.e. the Integrated Competency-Based Training Model) that will seek to address many of the inadequacies in the training of church ministers with the aim of making theological training translate into the practice of ministry.
Understanding the anatomy of religion as basis for religion in education
11 October 2012
North West University

Van der Walt, Johannes Lodewicus

This article sprung from previous structural analyses of religion as onticity, but went somewhat further by placing more emphasis on encounters with the numinous as the core of religion, as well as on the dynamic character of religion. In doing so, this analysis methodologically transcended the limitations of a structuralist view of religion. The post-structuralist approach that was followed, assigns greater prominence to the interpretive and constructivist activities of the actors involved in religious experience. Application of this expanded view of religion to the South African Policy on Religion and Education (2003) demonstrated that the Policy caused a break between the various facets of religion education and resultantly disrupted the wholeness of religion education.
The juridification of sport : a comparative analysis of children's rugby and cricket in England and South Africa
22 October 2012
North West University

Greenfield, S.;Osborn, G.;Rossouw, Johannes Petrus

This article takes as its point of departure the notion of juridification in sport and, in particular, the perspective that the term has previously often been used in sport and law literature in a too narrow and limiting sense. Using the work of Ken Foster as a platform, the article examines a more nuanced notion of juridification. It does this by first unpacking two levels of juridification – the more well-known notion of increased legal intervention is considered before moving on to a more sophisticated application of the idea in terms of its impact upon rules and practices in sport. Foster termed this juridification as domestication. The article then applies these ideas in a practical context by examining two applications of the two children’s sports (rugby and cricket) in England and South Africa. The article concludes as to the future developments that are likely to occur. Despite the economic and cultural differences it seems likely that South Africa will continue to follow England, as is the case with the first level of juridification, and that the rules and their enforcement will themselves become more domesticated. It is likely that coaches and educators will find themselves under increased pressure to conform from both a general fear of litigation and a changing internal regulatory regime of sport codes.
An evaluation of technology teacher in training in South Africa: shortcomings and recommendations
23 October 2012
North West University

Pool, Jessica;Reitsma, Gerda;Mentz, Elsa

Compared to other subjects Technology Education (TE) is regarded as a new subject both nationally and internationally. In the absence of an established subject philosophy Technology educators had little alternative than to base their professional teaching and learning practices on approaches from other fields of knowledge and to adapt these. TE is one of the compulsory subjects for learners in South Africa from grade 4–9 since 1998. One of the challenges was the fact that no previous teacher training programmes existed for Technology thus new ones had to be developed. This research described what the necessary knowledge, skills and values are that a qualified Technology teacher should possess and determined if teacher training institutions in South Africa provide opportunities to develop this qualities. Qualitative research was used to provide insight into the nature of pre-service Technology training programmes in South Africa, in order to identify shortcomings in the pre-service training of Technology teachers. The population consisted of senior faculty who have experience in the developing of pre-service training programmes and the training of Technology teachers. Findings of the study suggest a greater focus on the training of Technology teachers as subject specialists by establishing standards that is appropriate for tertiary training in order to enhance the development of subject knowledge; subject specific pedagogical content knowledge by implementing micro lessons; revision of time, planning and facilities for the practising of subject skills; and sufficient opportunities to practise, analyse and reflect on teaching processes to develop appropriate teaching strategies.
Teachers educators in South Africa: something amiss with their academic performance?
29 October 2012
North West University

Potgieter, Ferdinand Jacobus;Van der Walt, Johannes Lodewicus;Wolhuter, Charste Coetzee (Charl);Higgs, Philip;Higgs, L.G. (Leonie);Ntshoe, I.M. (Isaac)

According to some observers, academics responsible for teacher education in South Africa and elsewhere traditionally have not enjoyed great esteem as academics from their colleagues in other disciplines and university structures. This is not only because of the nature of their subject, but also because they prepare students for one of the less esteemed professions, namely school teachers. Data from the South African part of the 22 country survey known as the Changing Academic Profession Research Project (CAP)(2007/8) confirm that their academic performance was not quite as high as that of their peers in other academic fields. The CAP data further suggest that their lower academic performance, operationally defined as research publication output, might among others be related to them feeling less in control of their professional environment than their peers in other disciplines, especially at departmental level. The discussion also reveals several shortcomings in the CAP survey and the data it provides.
A theoretical approach to the experience of diversity management: mead revisited
01 November 2012
North West University

Havenga, Werner;Linde, Herman Max;Visagie, Jan Christoffel

The growing importance of managing workplace diversity necessitates investigating leadership style as a component of diversity management experience. The article described the interactionist viewpoint as an underpinning theory in the study of leadership style as a component of diversity management experience. The employee experience of diversity management is interpreted through symbolic meaning. The individual is constantly reacting to an organized community in expressing himself and attitudes involved are gained from the group, but the individual has the opportunity of giving them an expression. Symbolic interactionism stresses the form of interaction that emerges from a particular situation. Leaders play a pivotal role in establishing the character and nature of the organisation experienced by employees. The leaders of organisations are tasked with differentiating their organisations through greater efficiencies in performance, within a changing environment in which nationality, colour, religion, ethnicity, disability, gender, sexual orientation and generational differences are key elements of the diverse workforce.
Life and worldview: development and transformation – The case of the Lamba of the Masaiti region in Zambia
01 November 2012
North West University

Compion, Johannes Christiaan;Steyn, Hendrik Johannes;Wolhuter, Charste Coetzee;Van der Walt, Johannes Lodewicus

This article reports on a case study regarding the development and educational transformation of a subgroup of the Lamba living in the Masaiti region of the Copper Belt Province of Zambia, where the Foundation for Cross-Cultural Education in Zambia (FCE) has been serving for the past thirteen years. It was concluded that the current life- and worldview of a community such as the one living in the Masaiti region can be transformed to a truly Christ-centred life- and worldview by firstly taking cognisance of how the community currently expresses itself in terms of each of the universals or components of a life and worldview, and secondly by subjecting each of those universals or components to a process of life- and worldview transformation. It was furthermore found that life- and worldview transformation should be seen as a prerequisite for the developmental transformation of such communities.
Paradigms, beliefs and values in scholarship: a conversation between two educationists
01 November 2012
North West University

Roux, Cornelia Delina;Van der Walt, Johannes Lodewicus

Scientific paradigms constantly play a role in scholarship, but researchers tend not to examine the roles of the belief and value systems associated with them. From time to time, however, a researcher may be confronted with a situation where such an analysis is unavoidable. This article takes the shape of a conversation between two researchers who have been working for several years in quite different research paradigms in the field of Religion Studies/Religion Education/Religion in Education. They investigate the possibility of collaboration as they were initially trained at the same university. After their graduate studies, their ways parted, and they developed quite different scholarly paradigms as well as belief and value systems. Their conversation not only highlights the differences in their respective current worldviews, belief systems, value systems, and academic approaches to Religious Studies, but also shows in practical terms how different scholarly paradigms (with their concomitant belief and value systems) can impact on researchers' (views of) scholarship, science practice and research in Religion Education and Religion in Education.
Leadership competencies for managing diversity
08 November 2012
North West University

Havenga, Werner;Linde, Herman Max;Visagie, Jan Christoffel

The new understanding of diversity involves more than increasing the number of different identity groups on the payroll. An important proposal is that the experience of diversity in an organisation results from pervasive styles of management. This article dealt with the specific paradigms of diversitymanagement and leadership style theory used to address the research problem in the empirical study, namely ‘Is diversity management experience related to leadership styles or competencies?’ The models of diversity and inclusion indicators are used to examine the experience of diversitymanagement. The population of this study into the experience of diversity management is two thousand six hundred and sixty nine (2669) respondents. Leadership styles were obtained from four hundred and forty (440) leaders. The Cronbach alpha values were determined in order to indicate internal validity and reliability.
Classroom assessment of reading comprehension: how are preservice Foundation Phase teachers being prepared?
19 November 2012
North West University

Nel, Carisma

A number of assessment studies in recent years have shown that the educational achievement of learners in South African schools is unacceptably poor. The Department of Education’s systemic evaluations, conducted in Grade 3 (first cycle in 2001, second cycle in 2007) show very low levels of literacy among learners. Reading comprehension and writing scores averaged 39% for the first and 36% for the second cycle. Research indicates that less attention has been given to children’s reading comprehension skills compared to decoding skills. Teacher preparation programmes should provide candidates with a rigorous, research-based curriculum and opportunities to practise a range of predefined skills and knowledge. The demands of competent literacy instruction and assessment, and the training experiences necessary to learn it, have been seriously underestimated by universities. Teacher education programmes should ensure that teachers, amongst other crucial aspects, know how to assess the progress of every student and change instruction when it is not working and also know how to communicate results of assessments to various stakeholders, especially parents. The purpose of this article is to report on the training that pre-service teachers receive, related to reading comprehension assessment practices, within a BEd foundation phase teacher preparation programme.
Design-reality gap assessment of an international distance education initiative
29 November 2012
North West University

Blignaut, Anita Seugnet;Kok, Illasha;Conradie, D.P.

This article assesses a recently completed discontinued internationally funded e-education initiative at a South African higher education institution (HEI). The e-Learning Initiative in South Africa (Elisa) project was a collaborative venture between a prestigious university in the United States (US) and a South African HEI, which unexpectedly had its funding withdrawn after a seemingly successful first delivery. Unfortunately, many information and communications technology (ICT)-related developmental interventions in developing countries fail. Heeks' (2003) ITPOSMO model distinguishes three types of design-reality gaps that increase the risk of failure on seven dimensions. This model was used to address, from a community informatics perspective, the research question: What factors contributed to the discontinuation of the initiative? Findings are presented as design-reality gaps on the seven dimensions. Different role-players had different perceptions of what such gaps constitute. Conclusions consider factors such as the restructuring at HEIs and the source of funding as crucial indicators of success in e-education projects, assessment by lecturers, mentor teachers, peers and the students themselves. The findings are significant to improve tutorial matter, provide guidelines for assessment and coordinate a platform for partnerships between the different role players regarding this issue.
ODL and access to higher education: the experiences of the University of Botswana
29 November 2012
North West University

Van Vollenhoven, Willem Johannes;Nage-Sibande, B.;Hendrikz, J.

This interpretive qualitative study investigated why open and distance learning (ODL) within some dual mode universities seemingly failed to achieve high participation rates, compared to the face-to-face mode of delivery in the same institution. Its scope was the Botswana higher education sector. The University of Botswana (UB), the only public dual mode university in Botswana, was closely studied. The main question explored why some dual mode universities in southern Africa enrolled lower figures through ODL than the face-to-face mode of delivery, though ODL had more potential to increase access substantially than the face-to-face mode. Data were collected through semi-structured interviews and document analysis. Purposive selection drew participants from UB, the Tertiary Education Council (TEC) and the Ministry of Education and Skills Development (MOESD), based on their experience in education planning, policy formulation and ODL delivery. Data were analysed through qualitative content analysis. The study confirmed internal and external attitudes that create equivalency challenges and impede ODL growth in dual mode universities, resulting in its limited contribution to participation. It established that dual mode institutions need relevant policies, structures and enhanced resources for ODL, in order to significantly increase participation. The study consequently advocates thorough planning for a dual mode setup, commitment of resources, monitored implementation and appropriately trained staff.
Towards a blended learning approach: a cooperative model for continuing teacher education
29 November 2012
North West University

Van Deventer, Idilette;Van de Merwe, Sakkie

The successful delivery of academic and logistical support and overall quality assurance processes will determine the survival of open and distance learning (ODL) in the higher education (HE) sector. The literature emphasises that barriers to success for ODL students are primarily concerned with student support, be it academically, administratively or financially. The social divide between student-lecturer and student-administrator is crucial and the need for sufficient student support - based on social justice principles - is inevitable in a developing country such as South Africa. The focus of this article is a case study of a partnership value-chain between a tertiary academic institution - North-West University (NWU) - and a private education and training institution - the Open Learning Group (OLG). It draws on blended learning and social justice theory which constitutes efficient student support in a cooperative partnership mode. It reports on what the praxis reveals in establishing success criteria towards the development of a mega-university. This model decreases risks, saves costs, ensures academic and logistical quality, and builds operational strength through best practices from both partners. The basis of this partnership is a service-level agreement that includes sufficient auditing and tracking systems to determine the quality of performance, implementation and feedback.
The paradox between technology adoption and student success: a case study
29 November 2012
North West University

Venter, Emmerentia Hendrika Antoinetta;Prinsloo, P.

There are different factors influencing the adoption of technology in the service of learning in open and distance learning (ODL) in a developmental state such as South Africa. While there is ample reason to increasingly adopt a range of technologies to enhance the effectiveness of teaching and learning, the relationship between the adoption of technology and student success is less certain. The hype surrounding the adoption and inclusion of technologies in teaching is often lacking evidence that they actually increase student success. This article reports on the introduction and adoption rate of computer technology to enhance learning in the ODL environment. In 2008, an open source software tool, Maxima, was introduced in a Mathematical Modelling module in order to help students learn and understand mathematical skills applied to problem solving. Though the results show that the introduction of a compulsory assessment improves the adoption rate of the package, the link between technology adoption and student success is less certain. The article explores a number of reasons for the lack of evidence that the adoption of Maxima by students has not had any impact on their success. Based on the concept of technological pedagogical content knowledge, and the technology acceptance model, the article concludes with a reflection on strategies to ensure that the adoption of technology is integrated into the Mathematical Modelling curriculum in order to improve student throughput.
Teachers' professional development needs in data handling and probability
03 December 2012
North West University

Nieuwoudt, Hercules David;Wessels, Helena

Poor Trends in International Mathematics and Science Study (TIMMS) results and widespread disappointing mathematics results in South Africa necessitate research-based and more efficient professional development for in-service mathematics teachers. This article reports on the profiling of mathematics teachers’ statistical knowledge, beliefs and confidence in order to inform the development of in-service teacher education programmes in statistics for Grade 8 and Grade 9 teachers. Ninety mathematics teachers from schools with culturally diverse learner populations in an urban region in South Africa were profiled using an adapted profiling instrument (Watson, 2001). Although statistics formed part of quite a number of these teachers’ initial teacher education and about half of them were involved in professional development in statistics education, they still teach traditionally, rather than using a more data driven approach. Teachers indicated high levels of confidence in teaching most statistics topics but showed low levels of statistical thinking when they had to apply their knowledge of concepts, such as sample and average in social contexts including newspaper articles and research reports.
Job characteristics, work-nonwork interference and the role of recovery strategies amongst employees in a tertiary institution
07 December 2012
North West University

Koekemoer, Frieda Eileen;Mostert, Karina;Oosthuizen, Jani

Orientation: Although work characteristics and recovery strategies are associated with work- family interference, the influence on specific types of work-nonwork interference (W-NWI) has not been investigated. Research purpose: The aim of this study was to investigate the impact of work characteristics and recovery strategies on four types of W-NWI. Motivation for the study: It is clear from the literature that job characteristics and W-NWI have adverse effects on employees’ health and well-being. It is therefore important to identify work characteristics and recovery strategies associated with W-NWI. Research design, approach and method: A cross-sectional survey design was used in this study. The target population was married employees with children working at a Tertiary Education Institution (TEI) in the North West Province (N = 366). Main findings: Work pressure and emotional demands significantly predicted all the work-nonwork role interference dimensions. A lack of autonomy predicted work-parent interference and work-religion and/or spirituality interference, whilst a lack of development possibilities predicted work-religion and/or spirituality interference. Relaxation and mastery recovery experiences significantly predicted lower work-parent interference. A lack of psychological detachment and relaxation were significantly associated with lower work- spouse interference. Relaxation and control significantly predicted lower work-domestic interference, whilst psychological detachment significantly predicted lower work-religion and/or spirituality interference. Practical/managerial implications: The results give managers insight into the specific work characteristics and recovery experiences that play a role in W-NWI, upon which interventions can be based to address these issues. Contribution/value-add: This study provides information on the relationship between work characteristics, recovery experiences and the effect on different types of W-NWI.
The leisure and sport participation patterns of high school learners in Potchefstroom
15 January 2013
North West University

Fourie, Johannes Jakobus;Saayman, Melville;Slabbert, Elmarie

Leisure and sport activities are thought to be developmentally important because it provides opportunities for skill development and the formation of social relationships during adolescence. Added to this the number and variety of leisure and sport activities create ample opportunities for participation. However, it became evident that leisure behaviour of adolescents today is not always constructive or positive and that the learners are becoming more passive. This passivity is influenced by various factors such as lack of time for leisure, too much exposure to technological means of spending leisure time, changing lifestyles and other influences. Leisure can be seen as an activity chosen in relative freedom for its qualities of satisfaction, whereas sport can be seen as organised activities focused on physical effort with some relative measurement of outcomes. The aim of this article is therefore to determine the leisure and sport participation patterns of high school learners and to indicate differences in preferences for leisure and sport activities based on socio-demographic variables. A survey was conducted at six high schools in Potchefstroom resulting in 1 036 questionnaires being used for statistical analysis. The results revealed that high school learners experience boredom in Potchefstroom, even though they have little time available per week for participation in leisure activities. When participating in leisure activities, they prefer socialising with friends, watching television or spending time on the computer. In terms of sport, respondents prefer typical school sports such as athletics, soccer and hockey. It was also noted that a large proportion of the learners visit a gymnasium. Correlations were determined between gender and sport, gender and leisure, race and sport, as well as race and leisure. It was noted that rugby and soccer were more associated with males. Although there were small practical significant differences between gender and leisure activities, it was found that males and females do not necessarily differ in their preferences of leisure activities. Females participated in leisure activities more than males. Soccer was preferred by predominantly black respondents and visits to the gymnasium by predominantly white respondents. Watching television, movies, visiting boys and socialising with friends were preferred by white respondents whereas black respondents enjoyed reading, studying, religious activities and visiting girls as leisure activities.

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