Browsing by Author "Mthimkhulu, Jennifer Winnifred"

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    Mainstreaming care and support to address barriers to teaching and learning in selected SADC member states’ education institutions
    (University of Zululand, 2019) Mthimkhulu, Jennifer Winnifred; Hlongwane, M.M.
    The purpose of this study was to examine the importance of mainstreaming care and support to address barriers to teaching and learning. The research explored both the potential and limitations of mainstreaming care and support, as a practical and an analytic strategy, by addressing key underlying issues, as well as comparatively assessing the implications of mainstreaming care and support in different settings. There were principles and values about placing a child in the centre of education and taking the importance of the rights of a child so that no child is differentiated or discriminated against. The education ministry ensured that all children access education because it is the right of children regardless of gender and socio economic status. In this study mainstreaming was presented as an approach that held and followed a variety of needs for teaching and learning. Mainstreaming attempted mostly to be socially, customarily, aesthetically, ethically, environmentally and circumstantially relevant and applicable. Mainstreaming called for multi-sectoral collaboration of different ministries that work with and for children, for an example the Ministry of Home Affairs for documentations (birth certificates), the Ministry of Social Development (grants), the Ministry of Health and civil societies. The formation and collaboration with appropriate and relevant partners and stakeholders was presented as an important element in the development of commitment and nurturing of the service delivery of care and support programmes and activities for children. Mainstreaming of care and support served as the amelioration in breaking down the barriers to learning. The addressing of barriers demonstrated that all children accessed school, increased enrolment and retention. It ensured that children stayed in school for the number of required years. Mainstreaming called for the participation and involvement of different role players at different levels in education, including the community, parents, and caregivers. It based its focus on local expertise by providing and prioritizing capacity building on knowledge, skills and guidance through mentoring, training and technical support. It also based its focus on existing initiatives or programmes that supported learners’ social needs. This study based its research in two SADC Member States, namely Swaziland and Zambia. The study compared what was pertinent, using questionnaires to collect information. It investigated what already existed and implemented to deliver care and vi support services. The research used both quantitative and qualitative research methods, however a qualitative research method was mostly used, as a natural science and social science tool, enabling the researcher to study social and cultural phenomena. The decision to use mostly the qualitative research method was based on the context, relevance and theses objectives’ satisfaction. The study enquired into what existed and implemented for care and support service delivery. Key informants in both Member States included senior officials from the key ministries in the National Co-ordinating Units (NCU), Southern African Development Community (SADC), Care and Support Programme Steering Committee, Monitoring Information Systems Units (EMIS), civil society organisations (NGOs), United Nations (UN) agencies, school support teams and teachers.
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    Media 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.