EASA: Vol 21 (4)

Education Association of South Africa (EASA)
SAJE: Vol 21(4)
Executive summaries

Executive summaries of the South African Journal of Education focus on issues with direct or implied consequences for education policy and are presented to decision-makers and other stakeholders in education with the compliments of the editorial committee.

Contents

4. Transformation, diversity and organisational change within institutions of higher education

BD Norris
bdnorris@petch.ac.za

An equitable and effective education system has become a top priority. This requires a transformation process that will necessitate the management of diversity, and organisational changes within our institutions of higher education.

5. The contribution of teacher unions in the restoration of teacher professionalism and the culture of teaching and learning

J Heystek & M Lethoko
jheystek@hakuna.up.ac.za

The professional attitude of teachers and the perspective of teaching as a profession play an important role in the enhancement of a culture of learning and teaching (COLT). It is important to recognise the role that the teacher unions can play in the enhancement of COLT.

6. Customer service factors of a telematic learning BBA degree

CA Bisschoff & A Bisschoff
University of Potchefstroom

In order to supply the ultimate learner experience to students, the concept of client relations is becoming increasingly important. This article reports on a research project as part of continuous client satisfaction research. A pertinent finding was the importance of efficiently trained front-line staff who are educated in clients= expectations of service levels.

7. Multicultural education and its politics

MT Gumbo
gumbo-mt@marlin.vista.ac.za

Multicultural education, as a transformative concept or movement, is vital to prepare members of society and learners in the schools to develop intercultural skills. This article is an account of how multicultural education is experienced within the US society and its national school curriculum. Implications for South Africa are indicated.

8. Image-ining teachers: Policy images and teacher identity in South African classrooms

JD Jansen
University of Pretoria

This article explores a relatively new line of inquiry which suggests that Apolicy images@ of teachers make demands that conflict with their Apersonal identities@ as practitioners, and that this identity conflict might lie at the heart of the implementation dilemma in education reform.

9. An investigation of educators= views on education-related sources of racism

C de Wet
dewetnc@hum.uovs.ac.za

The aim of this article is to offer a brief literature and press review of the role played by education-related resources in either the establishment or the counteracting of racism at individual, institutional and cultural levels.

10. Stress and coping skills of teachers with a learner with Down=s syndrome in inclusive classrooms

P Engelbrecht, E Swart & I Eloff
peng@maties.sun.ac.za

Preliminary findings from a qualitative study indicate that stressors and coping skills vary. The variation appears to be related not only to teachers= perceived professional and personal ability to handle the needs of learners but also to external factors such as collaboration with support groups and parents.

11. A constitutionalised perspective on freedom of artistic expression

IJ Oosthuizen & CJ Russo
dopijo@puknet.puk.ac.za

This article takes a few pages from American litigious experiences and together with a few South African statutory directives, it tries to determine when, how and under what circumstances freedom of artistic creativity is to be limited.

12. Transformative learning in school principals

J Barkhuizen & S Gravett
sjg@edcur.rau.ac.za

It is argued that the political changes in the post-apartheid South Africa cause a disparate experience for and challenge the perspectives of many Afrikaner school principals. The study revealed a transformative learning process similar to that proposed by Mezirow, beginning with a disorientation dilemma, and ending with the integration of new perspectives.

13. Indicators of creativity in a technology class: a case study

S Vandeleur, PJ Ankiewics, AE de Swardt & EJ Gross
pja@edcur.rau.ac.za

Teachers seem to lack the skills and knowledge needed to recognise when creativity is taking place. From a qualitative study, various indicators of creativity emerged. Schools must encourage learners to be creative and Technology Education provides an ideal opportunity.

14. Models for mergers in higher education

MM Botha
botha-mm@pelican.vista.ac.za

This article provides some basic information on various models for merging institutions. A possible model for higher education mergers is presented against the background of the National Plan for Higher Education.

15. Community involvement in the promotion of education in schools

MAJ Olivier, DJL Venter & C Briesies
ttamao@upe.ac.za

In the light of the school=s need for support from the community, this research was undertaken with the primary aim of determining the perceptions of role players from the community regarding their involvement in the school. The findings clearly indicate which facets of involvement should be improved.

16. A strategy for teacher involvement in curriculum development

R Ramparsad
reenar@gpg.gov.za

This study focuses on an effective strategy for teacher involvement in curriculum development. The strength of the strategy is that it involves formal teacher training with semesterised courses.

17. Corporal punishment in South African schools: a neglected explanation for its existence

R Morrell
University of Natal

This article offers an explanation for the ongoing use of corporal punishment in township schools, namely that corporal punishment persists because parents use it a home and support its use in schools. Thus there is tension between the prohibition of corporal punishment and increased parent involvement in the affairs of schools.

18. South African education and the ideology of patriarchy

D Coetzee
coetzeed@hum.uovs.ac.za

This article investigates the ideological nature of patriarchy and illustrates strategies that are applied to perpetuate relations of domination that serve this ideology.

19. The perceived roles and functions of school science subject advisors

KE Dilotsothle, JJA Smit & NJ Vreken
nwtjjas@puknet.puk.ac.za

On the basis of interviews with senior officials and a questionnaire survey amongst science teachers, recommendations are made on optimising the services rendered by science subject advisors.

20. The role of the principal, teachers and students in restoring the culture of learning, teaching and service in black secondary schools in the Pretoria region

MX Lethoko, J Heystek & JG Maree
jheystek@hakuna.up.ac.za

This article examines factors that have led to a loss of a culture of learning and teaching (COLT) in South African schools. Results indicate that although principals are attempting to influence this culture, there is little support for such changes from teachers and students.

21. Concept formulation for environmental literacy

CP Loubser, CH Swanepoel & CPC Chacko
loubsecp@unisa.ac.za

In this article the concepts which relate to environmental literacy of individuals are addressed. The focus is on the way in which concepts are formed and how these could have an impact on teaching of environmentally related issues.

22. Possible barriers to the advancement of women to leadership positions in the education profession

ER Mathipa & EM Tsoka
Vista University, Mamelodi Campus

This article is a follow-up on a previous article, and discusses seven more barriers that women experience in aspiring and proceeding to promotion to senior positions in the education profession.

23. Social isolation: a learning obstacle in the primary school

G Bester & RS Budhal
besteg@unisa.ac.za

The teaching methodology of Outcomes-based Education (OBE) is mainly based on group work. For this reason one can assume that it would be difficult for social isolates to benefit from OBE. The findings of an empirical study indicate that social isolation is indeed an important variable in predicting academic achievement at primary school level.

The family plays an important role in determining academic achievement. This article reports on how family variables can be included in an analysis of the determinants of science outcomes (science achievement and attitude).

In this study the learning of Blissymbols by preschoolers with Down=s syndrome was investigated. The findings suggest that the children did indeed derive some benefits. Key issues were identified that need to be considered in the use of Blissymbols for literacy and language learning.

This article gives an overview of the problems facing inclusive education in South Africa, and discusses three instruments that have been developed to empower teachers to meet the needs of all learners in their classrooms.