Browsing by Author "Xulu, Victor Sibusiso"

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    An analysis of the extent and effects of politics on KwaZulu-Natal secondary schools
    (2001) Xulu, Victor Sibusiso; Shezi, N.H.
    This study sought to determine; "the extent and effects of politics on KwaZutu-Natal Secondary Schools". The study was influenced by the fact that politics is inescapable so are the consequences of politics. As an introduction the History of Politics and Education in South Africa was reviewed. It was determined how politics affected South African education in general. Literature also revealed that KwaZulu-Natal was affected by party politics. The study then explored the political effects on Culture of Learning and Teaching Services (COLTS); Provisioning; School Governance and Morale (discipline and confidence) of educators and learners. The study found that there is a considerable extent and a number of political effects that had a negative impact on a number of KZN-Secondary Schools. The most significant effects were: low morale among educators and learners; poor provisioning and distribution of resources; poor staffing; below average school governance; absence of the culture of learning and teaching. The study showed that the educators had been exposed to terrible political violence, intimidation and interference in their schools. The study found out that there is considerable dissatisfaction in that stakeholders fail to resolve political problem of the secondary schools. The findings of the study suggest that politics especially party politics affected KZN-Secondary School environments. Secondary Schools for Africans had been the target for political influence. They need the most conducive, disciplined learning and teaching environments; free of political interference in order to produce envisaged excellent academic results. The most aspects of the recommendations were aimed at addressing the effects of politics in KZN-Secondary Schools' Education - the underlying purpose of this study. Relevant stakeholders need to attend to these political effects in an unbiased attitude, for enjoyment in and culture of learning and teaching to be fully resuscitated.
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    The place of African Renaissance in the South African education
    (2004) Xulu, Victor Sibusiso; Mkabela, N.Q.;
    This research focused on describing "The Place of African Renaissance in the South African Education". The motivating factor is how African cultures can be restored through education. The research is intended to explore how the present education system can direct African education when faced with challenges that the African Renaissance would usher in. There is need to grapple with the problem of how the process of educational transformation as embodied in the current Philosophy of Education can transmit African values, cultures, norms and beliefs. The relevant literature reviewed the African Renaissance idea and its conceptualization. It debated two perspectives surrounding it; philosophies underlying the African Renaissance; Afrocentricity and the notion of this ideal; the dichotomy between African Renaissance call and the present education system. African Renaissance and education were studied with particular reference to African centered Psychology, African Philosophy and African centered curriculum. The qualitative ideographic research method was used in this research. Data was collected through interviews. Conversational analysis drew full transcript and recorded conversations that were carried out. Qualitative research was relevant in that the phenomenon under study was "seen throush the eyes" of the African people, thereby rejectins the deleterious formulations of theories and concepts in advance. Throush qualitative research, the perceptions, the feelinss and the attitude of the African people about the place of African Renaissance in the South African education were critically analysed. The findinss of the study significantly revealed that there is a place for African Renaissance in the South African education. The study further found that: African Renaissance could revive self-esteem amons Africans and renew African consciousness; African Renaissance was an ideal worth striving for; important education considerations should not ostracise African cultural backgrounds; the incorporation of African Renaissance at school level demands broad-minded educators with a particular character. The study furthermore revealed critical challenges facing the South African Education system, the African traditional culture of Ubuntu hold much promise and should receive significant consideration in education for the realisation of African Renaissance; there is an essential need for reconstruction of African consciousness among African learners; African educators are not better positioned to facilitate African Renaissance; and there is dire need for the reawakening of African languages. The most significant aspects of the recommendations address the incorporation of African Renaissance in the South African education. Both the indigenous African education and Outcomes Based Education (OBE) Curriculum frameworks are recommended in good stead for incorporation. The implementation thereof demands unbiasness and apolitical objectives. There is demand for making the present curriculum relevant to the needs of the African people in South Africa. African education needs to be globally competitive, and emancipatory without losing the notion of African identity.