Comparative & Science Education

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Browsing Comparative & Science Education by Author "Dlamini, E.T."

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    A comparative analysis of methods used in ABET facilitation
    (2007) Sibiya, Octavia Sibongile; Makhathini, N.S.E.; Dlamini, E.T.
    The fundamental problem addressed in this study revolve around methods of facilitation in Adult Basic Education and Training (ABET). The democratic government in South Africa is at present focusing on learners at the adult basic education level to ensure that the needs of adults are met, and that basic demands evident in contemporary society are addressed. While the introduction of Adult Basic Education and Training (ABET) in South Africa is progressing towards the right direction, there seems to be problems underlying the methods of facilitation used in various programmes aimed at improving the lives of adult learners. Methods of facilitation indicate insufficient implementation techniques and continuity which results in adult learners relapsing to illiteracy. The more specific objectives of this study were to investigate if the methods of facilitation used in ABET provide implementation techniques which enable adult learners to be independent; provide skills necessary for self-development; answer to the needs of the adult learners; provide for sustained self-development through continuity. The study is broadly structured around five chapters. Chapter one introduces the study, presents the problem under investigation, gives and aim and significance of the investigation and relevant analysis of concepts in the study. Chapter two gives literature review on methods of facilitation used in ABET. Chapter three explains the research design and methodology that was followed. Chapter four contains an analysis and interpretation of research data. Chapter five covers a summary of findings and recommendations. Major findings of the study attempts to reveal the role played by higher institutions in monitoring the methods of facilitation. A comparative analysis to formal schooling methods should be engaged in order to establish a sound relationship between formal, informal and non-formal education. A number of supporting programmes must be put in place for adult learners, after the completion of literacy courses in order to promote a continuous learning culture and ensure the retention of skills and technology acquired.
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    Medicinal plant sales : a case study in Northern Zululand
    (2006) Ndawonde, Busisiwe Gude; Dlamini, E.T.
    Most tribes in South Africa still make use oftraditional medicines and use prescriptions ofherbs and other natural materials (Matsiliza and Barker 2001). Medicinal plants from Northern KwaZulu-Natal (KZN), particularly areas such as UIundi, Empangeni, Eshowe Mtubatuba and Nongoma are no exception and are a constituent of a traditional culture. The informal trade in indigenous plants for medicinal use (umuthi) is growing constantly (Mander, 1998). There are many reasons for this, including an expanding population coupled with modernisation of society that is hastened by the development of roads, improved communication methods and the migration of people from villages to cities. The prohibitive cost of modern medicines, together with the high rate of unemployment is forcing many people to revert to traditional medicines and even to gather and sell medicinal plants as a living. This results in over-exploitation of some plant species, sometimes to the brink ofextinction (Matsiliza and Barker 2001). This study aims at investigating the implications of plant harvests that are sold at bus ranks in northern KwaZuluNatal, and at identifYing target species for threatened plant programmes with the help of data gathered via direct interviews with medicinal plant sellers. It also aims at identifying and remedying knowledge gaps that may exist among plant gatherers about propagation techniques applicable to the medicinal plants they harvest.
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    Nutrition education : a case study at Mohlabetsi High School
    (2004) Sihlangu, Paulinah Thembeni Mashopane; Dlamini, E.T.
    The case study explored the knowledge and understanding of nutritional issues by Mohlabetsi Senior Secondary School grade 12 learners. The information was collected through a test that was administered to the learners under test conditions. The test consisted of multiple choice type questions, short answer questions and definition of terms. Analysis of the results were limited to multiple choices questions because they cover a wide portion of the syllabus, and the definition of terms because they could help the researcher determine whether the learners are learning with understanding or not. The second tool used in the research was a hands on-activity where the subjects determined their Body Metabolic Indices to deterrnine their nutritional status. The results of the study showed that the learners harbour misconceptions about nutrition issues. For instance, the subjects had problems in defining a list of given terms relating to types of nutrition. The terms referred to different options of feeding. In defining terms the subjects combined words they had heard or used phrases which did not respond to the question asked or did not make sense. Language problems were prominent in the answers the subjects gave. One example was for a subject to define malnutrition as "the impairment of the diet from the body". Only 35% of the students obtained marks above 50 in the multiple choice questions. The low scores could also be attributed to poor comprehension of the language of instructions that is not their mother tongue. In terms of the nutritional status of the subjects, weight problems already exist in some of them. Because of the highly active lives of teenagers one does not anticipate weight problems among youth. There were 14.54% students with BMI above 30, that is, subjects that were overmass. Other subjects (9.10%) were obese. If these students do not loose mass and carry their present mass to adulthood, they are at risk. These subjects are an insurance liability and likely candidates for diabetes, hypertension and strokes. That is why nutrition education should be a lite learning process. A few subjects (10.90%) were underweight as a result of inadequate food security in their families. It was good that 65.45% of the subjects had normal weight which they were advised to maintain, particularly because obesity is becoming an epidemic among Black Africans. Recommendation from the study are to the effect that teachers at Mohiabetsi Senior Secondary school need to encourage learners to speak English The poor English language expression of the subjects in answering questions showed very poor competence in using the medium of instruction to communicate. It was also difficult to determine whether subjects got poor marks out of ignorance or from an inability to express, what they know, in a foreign language. A second recommendation was that it is important to teach learners how to answer questions in complete sentences that makes sense. The third and last recommendation was that all learners need to be empowered with skills to assess their nutritional status in order to stay healthy and avoid future pain.
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    Primary school in-service educators' perceptions of cholera
    (2003) Mhlongo, Patricia Nompumelelo; Dlamini, E.T.
    The study was conceived after the incidence of cholera outbreak that disrupted or seriously disturbed the normal running of many schools. The learners were moving in and out of hospitals in great numbers in certain areas in the Northern parts of KwaZulu Natal. The curriculum was difficult to follow, particularly the programme of the year's specific outcomes was hardly achievable because of the high level of absence of learners. I was one of the educators that experienced this disruption of learning by learners through ill health. Many schools in Esikhawini cater for many children from informal settlements. The study was therefore designed to find out the level of information or knowledge educators have about cholera. The researcher wondered what role educators could play in educating learners about cholera. It was observed that educators, particularly in rural areas, could be major players in bringing light where there is none. Long time ago teachers were respected as sources of useful knowledge. The researcher thought that if educators are knowledgeable in cholera issues their knowledge could filter to the learners and assist in the lowering of cholera incidents resulting in the lack of ignorance about the disease. The researcher therefore decided to explore and find out answers to the following:- • To explore the level of information and understanding of cholera among primary school teachers. • To discover misconceptions that primary teachers have about cholera and its management. • To explore the kind of accommodation and living conditions teachers in rural areas experience, which might give light to the periodic epidemics of cholera in KwaZulu-Natal. Data was collected using a questionnaire. A questionnaire was found to be the most suitable instrument for the study, because it gave the respondents enough time to think over about their environment that could lead to the spread of cholera and give appropriate responses. The interview could have been a better tool to use because it would allow probing, but the large number of teachers would not have made it possible. The main findings of the study are presented below:- The respondents did not have any difficulty in responding to the questionnaire, since it was within their level of comprehension. The responses of educators in the study, however, showed lack of conceptual understanding or misconceptions about the nature of cholera. For instance, some educators did not realise the need to protect themselves at all when handling the soiled clothes of the infected persons or when nursing them Possible infection could come from handling clothes soiled with faecal matter and washing one's hands in infected water. This would cause a vicious cycle of infection and re-infection. There seemed to be a lack of understanding among 21.37% respondents on how to handle soiled clothes of infected people. Unless handled hygienically, soiled clothes could be a source of infection or re-infection. Other respondents realised that one had to protect one's hands with gloves or disinfect the soiled clothes with jik or boil them. These are some methods of disinfection suggested by various media, which some in-service teachers seem to have picked up (see appendix 2). This question of handling soiled clothes of the infected needed the educator to think critically. For instance, while boiling the clothes might be fine; jik would work but probably spoil coloured clothes. People in rural areas are poverty stricken and would not appreciate a method that would spoil the few clothes they have. Sustainability and economic use of our resources is important in rural areas. In some cases it was difficult for the educators to come up with a clear expression of their thoughts because of language problems. English is a second language to all the educators but for 15.17% of them there was a problem of understanding English language. This led to confused responses. For instance, one respondent said, "Handle clothes on the side where there is no soil". Soil in this case did not refer to the top layer of the land surface of the earth but referred to making something dirty. Another candidate underlined soiled and said, "I don't know", conveying that the meaning of "soiled" was not understood. A few respondents thought soaking the clothes for the whole day or putting starsoft might kill cholera vibrio. It is such misconceptions made by teachers, which highlight the importance of giving relevant contextualised in-service training to educators. If the educators are to make a difference in the lives of children of cholera infested areas, the government needs to conduct effective in-service programmes so that educators are empowered with accurate information. A very high percentage of the educators knew about the signs and symptoms of cholera and the first aid that is given to the infected person. Good hygiene was reported to be practised by all the respondents. Ninety five percent (95%) in the study acknowledged the need to wash hands after using the toilet. Only 5% of the respondents thought washing hands once a day was enough. The five percent of teachers who did not place any significance in washing hands regularly is significant because teachers are in contact with many children and they need to pass on accurate information to their learners. A number of the respondents (40.74%) had attended formal workshops in hospital or clinics in the rural areas. However, a higher number of respondents (59.26%) had not had any formal training in cholera. From the responses of the whole group it was, however, clear that the respondents had picked up some information on cholera from other sources. Some 24.53% teachers still live in one or two-roomed houses alone or with their families. Such conditions do not promote good health conditions. Overcrowding leads to the quick spread of diseases. Poor housing of teachers in rural areas underlies the general poverty that is experienced by rural communities. Such poverty leads to poor sanitation and easy spread of diseases. Dehydration is the main killer of cholera patients. Unfortunately only 24.53% of the respondents knew at least one symptom of dehydration. In schools where cholera is prevalent, it is important for educators to be able to identify a dehydrated child. A good 75.47% respondents had no clue about symptoms of dehydration. Many of the respondents (54.72%), however, knew how to make a rehydration solution as a first aid measure before taking the patient to hospital. Knowing what solution to use to rehydrate an individual is not enough if you cannot identify people who need t his kind of assistance. Many parents of learners in rural areas are illiterate and may not pick up signs of dehydration in their children, but educators must be able to do so. The study showed that primary school educators have a patchy knowledge base about cholera with a high percentage being well informed only on the symptoms of cholera. Educators can form a very effective tool of informing learners about the dangers of cholera and how it can be prevented and managed once one is infected. In KwaZulu-Natal, in particular, with its prevalent episodes of cholera, it is important that educators are literate on issues around cholera infection. The educators can play an active role of educating learners who in turn can educate their families. For lessons on cholera to be effective, the teachers themselves must have accurate information on cholera issues.
University of Zululand