Philosophy of Education
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Browsing Philosophy of Education by Author "Khubisa, N.M."
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- ItemThe analysis of anti-racist perspectives and policies of the new education dispensation in South Africa(1998) Shezi, Nomusa Hottentia; Luthuli, P.C.; Khubisa, N.M.The researcher sought to investigate the antiracist approach in education which has been adopted by the Government of National Unity (GNU). The changes that have taken place in education since 1994 inform this research. The study therefore purports to reveal some of these changes as they relate to anti-racism. In the early 1990s the open school system was incepted. Historical White schools were open to other racial groups particularly Africans. That was an antiracist approach which confronted institutional racism. The researcher established a view that African education was fraught with crisis as emanating from unequal educational opportunities between Africans and Whites in particular. In this. study the researcher has tried to document various aspects of inequality in education. These aspects resulted to the movement of African learners to traditional White schools. White learners were not attracted into traditional African schools. This study attempted to emphasise the importance of anti-racist education in creating equal educational opportunities between Africans and their White counterparts. The researcher decided to state her problem in a question form like this: Does anti-racist education in South Africa have any role to play in eliminating inequalities that characterise the South African education system? The aims of the study included investigating: strategies employed by the GNU in implementing equal education. The role of educators in restoring the culture of learning in African schools. These aims necessitated the utilisation of literature review, interview and empirical survey as research tools. This study revealed that African schools are underdeveloped as compared to historical White schools. The findings also pointed out that some Whites still adhere to the idea of White superiority and African inferiority. This master-servant attitude also became the major focal point of the discussion of anti-racist education. Among some recommendations that the researcher made, the following can be cited: The provision of African schools with additional resources in order to bring equity which would yield equal educational opportunities. The compensatory programme should be launched to change personal views of inferiority held by culturally deprived, disadvantaged learners to enable them to compete in the new cultural and socio-economic demands. There should be racial awareness programmes in order to inculcate common values of respect, tolerance and acceptance across racial groups.
- ItemAn analysis of the educational role of single parents(1999) Mpofana, Gladys Phumzile.; Khubisa, N.M.The study on "an analysis of the educational role of single parents" was aimed at: * investigating the role of single parenthood in education. * investigating the educational role of single parents in and out of school. * establishing problems encountered by single parents in performing their educational role. * establishing the effects of single parenthood on the academic performance of children. * deterroining the extent to which single parents can be helped to improve their parenting skills. The above are some of the aims of this study which are stated in Chapter one. The method of investigation was described and major concepts were clarified in Chapter one. Chapter two discussed the family in relation to socialization and education. It also discussed the functions of the family and the family rektionships. Chapter three dealt with the impact that living in a single parent family had on the academic performance of children. Chapter four dealt with single parents' involvement in education. Chapter five dealt with the research technique, analysis, evaluation and interpretation of data gathered by means of questionnaires. Chapter six focused on the further statement of the programme of study, findings and conclusions, suggestions and recommendations. This study bas revealed that single parents are unable to adequately participate in their children's education mainly due to time and resource constraints. Issues related to child upbringing for lone parenting were a matter of concern. A plethora of pressures and challenges caused conflict and stress for single parents. Some of the recommendations are that schools should help single parents and their children by:- * encouraging single parents to organise their own single parents' groups at school through which parents can create their own support network, receive practical single parenting advice and share child care duties. * educating the public on the importance of accepting single parents. * organising single parents' family support and children's support groups on school's premises and linking these support groups with comrminity agencies that help single parent families in crises. * organising parenting education courses through Parent Teacher Association (PTA's) which offer child care, car pools or other transportation assistance, and a sliding fee or scholarship and fund for low-income single parents. * frequently reviewing children's progress with single parents through the telephone or in-person conferences. * providing single parents with the school's year plan so that parents can make prior arrangements with employers to attend some of the school's important activities/events. * opening therapy and counseling centres for single parents. * updating those single parents who are unable to attend parents meetings by making minutes for meetings available for them. * educating single parents on strategies of coping with stress and resolving conflict. The researcher hopes that future research suggested in chapter six will help reveal some of the important issues on single parenthood.
- ItemAn evaluation of the significance of mutual trust between the educator and the educand and its effect on educative teaching with special reference to some selected schools in Maphumulo district(1996) Ntuli, Misrael Bhekukwenza; Luthuli, P.C.; Khubisa, N.M.This research was mainly informed by the role and significance of mutual trust between the educator and the educand in senior secondary schools in particular. These schools were selected on the basis of the fact that more often than not they are disturbed. There are instances where classes are suspended. There are times where the culture of learning is seen to be totally absent. In some cases there is tension and confrontation between educators and educands. Sometimes schools grind to a total halt. In the process educators blame educands or vice versa. This then motivated the current researcher to hypothesize that there is inadequate realisation of mutual trust between the educator and the educand in some selected schools. To delimit the study certain schools in Maphumulo district were chosen. Chapter 9 One dealt with the statement of the problem. Chapter Two and Three dealt with literature preview, that is, the literary base to the study. Chapter four explained the procedure that was followed in conducting this study. Chapter five dealt with the analysis and interpretation of data. Finally Chapter six dealt with conclusions, findings and recommendations. Among the findings the following can be cited. * There is inadequate realisation of mutual trust between the educator and the educand in Maphumulo district. * Channels of communication between educators and educands are not well opened in Maphumulo district. * Freedom with responsibility is not well taught in Maphumulo district. * Tension, and confrontation between the educator that occurs to a certain extent minimises chances of mutual trust between the educator and the educand. * Where educands are not included in decision-making processes problems of mutual trust abound. In short if teachers do not involve pupils in decision-making there will be misunderstanding. * The question of mutual trust does not only involve teachers and pupils but it also embodies the parent community. On the basis of the findings the following are some of the recommendations the researcher made. * Channels of communication between educator and educands have to be opened. * Teachers, parents and pupils have to be thoroughly educated about the significance of mutual trust. * Activities that combine parents, teachers and pupils are undoubtedly essential and the importance of parent-teacher-pupil associations cannot be overemphasized. * Educands should be involved in decision-making processes of the school as this will make them feel that they are accepted and loved. This is the base on which trust is built. * Any discipline that is administered by parents and teachers should be dispensed with friendliness and love. * Whilst teachers and parents are firm thy must also be friendly. * Pupils have to be given a chance of doing some tasks independently and with minimum interference of parents for this sometimes makes them responsible in taking decisions.
- ItemMedia as resource in an outcomes-based education class(1999) Mthimkhulu, Jennifer Winnifred; Khubisa, N.M.This study focused on the use of media as resource in art outcomes-based class (OBE). The research was conducted mainly in black schools. The researcher established that media could be used as an effective educational tool, for the new school curriculum- This study attempted to emphasise the feet that schools should be provided with both print and electronic media. It also tried to emphasise that rural schools should be taken into consideration, by improving the mfrastnicture and supplying them with media equipment and material. Of importance was the discussion of various critical outcomes and how media can make them practical. The study showed that educators need support from education authorities, school management and parents. Former, educators need more workshops where they could be equipped with sew teaching methods. This could motivate and inculcate confidence in educators. In order to have motivated and confident learners, we need dedicated educators. The we need dedicated educators. The researcher looked into various media resources and few steps on bow they can be employed were suggested The researcher looked at the new approach to teaching and learning, which is outcomes-based education. It was established that a learner-centred approach, group work and activity-based learning could be easier with the use of media. However, as has been mentioned above, in order to be successful an educator needs proper training. Since the researcher found that very few schools employed media for the effective implementation of OBE, it was suggested that parents, schools, NGO's, the government, the department of education and the private sector collaborate in order to devise mechanisms of making media available in schools. This collaboration would also help in the provision of infrastructure in schools as the available media will need to be kept in storerooms, strongrooms or locked classrooms and laboratories. It emerged from this study that the future of OBE was bright as educators were given a chance of attending workshops and seminars by their school managements). Of importance, however, is the suggestion mat the government, parents, the VTll NGO's, the private sector and schools should assist in establishing more media centres that may help augment the work that is done by schools alone. The researcher also found that there is a strong feeling that media have to be employed as early as the level of play and pre-primary schools. This is in line with the idea of activity-based learning which emphasises the fact that learning should be as concrete as possible. It also emerged from the study that the use of media can really help make the educator and the learner partners in the teachmg-Iearaing situation. It became abundantly clear that when educators used media on outcomes-based education, and more importantly as facilitators, a culture of learning was enhanced. Undoubtedly, learners learn when learning was enjoyable and they found success in it.
- ItemUndernutrition as a factor in the learning ability of primary school pupils(1996) Luthuli, Cleopatra; Luthuli, P.C.; Khubisa, N.M.The researcher sought to investigate the effect of undernutrition on the learning ability of primary school pupils in the Esikhawini and Kwa-Dlangezwa areas in the district of Empangeni in Kwa Zulu Natal. This study has six chapters. In chapter one the researcher introduces this report and mentions the significance of the study and the plan as to how the study will be carried out. Chapter two and chapter three are both based on research that other researchers have conducted on this topic. It is therefore background information. The researcher exposes the relationship that exists between undernutrition and intellectual development, how the learning ability is affected by undernutrition, for example, pupils who come to school having not had breakfast. Two methods were used in this study, viz literature review and empirical study. Literature review formed the basis of the study whereafter questionnaires were designed. Chapter four details the methodology used to collect data. In chapter five the data is analysed and interpreted whereas in chapter six the researcher summarises the study and makes conclusions and recommendations. This study confirmed that undernutrition impacts negatively on the learning ability of primary school pupils. The study showed that the teachers and pupils regard breakfast as the most important meal because pupils were found to perform better in class when they have eaten breakfast. The learning ability is generally affected when pupils have not eaten food. The study also revealed that most pupils do not bring lunch boxes to school, but they bring money to school so that they can buy something to eat. Teachers showed concern on the food items that pupils buy. They stated that it does not provide the necessary-nutrients for good nutrition. In conclusion, this study showed that the learning ability of pupils is affected by undernutrition, that is, by not getting enough food, especially breakfast and also nutritious food.