Name of School:
ROUTINE INFORMATION University of Natal –Edgewood Campus
Student surname and name:
Maphumulo Mthokozisi
Student Number:
207503878
Phase of Study
PGCE - FET
Subject:
EDPD 630
Topic:
Identify a barrier to learning that learners may experience and develop an intervention strategy to address this barrier which you have identified.
Content /Concept Area:
Teaching for Diversity Inclusive Education Social Justice Education Barriers to Learning Forms of Oppression Teaching for Emancipation and Liberation.
Development followed
Step 1: Identify a Barrier Step 2:Present Intervention Strategy Step 3: Monitoring and Evaluation Step 5: Conclusion
Research Duration
Semester 2
Due date
August 2018
This is a brief investigative essay report on which a barrier of learning that learners experience is identified from the anonymous high schools found in Durban. The school name is Hillview Secondary School , a Model-C School that has undergone though transformation, following the opening for learning channels to allow African children from previously marginalise urban township areas to have right to choose to studying into this former White school. Previously schools remain segregated because the Apartheid rule forced the education department to separate African schools education system from m Government schools education system. The idea of separation was based in the terms of racism which denied association of different races to exist within single school or channel of learning. Likewise, In contrast to the idea of African School, Hillview Secondary School happened to remain a Government school on which only White children enjoyed learning association within it. This means that there were no African Children who were coming from different race group other than White. Most African children remained from their African school most of which were located in poor urban township areas where majority of African people who live underclass status were found. Black schools remained segregated from White schools, so are education curriculum as were African
school curriculum and Government school curriculum. For example African schools received their traditional education where an African learner from African school was expected to learn Read from Standard Reader and learn to talk and write story fluently . That meant that African learners must learn to translate what they are taught from English into their perspective biological / mother languages. In addition that the education they received was meant to reinforce African inferiority status , which also carried racist remarks for grooming a child to his career expectations of being subservient and also to subordinate to White bureaucratic needs . In addition that black were being exposed to exploitation and manipulation through how Apartheid segregation defined race and class status. Hence majority of African peoples groups failed to gain access to socio-economic opportunities in the cities. In Government schools , White children and where possible some few students of colour other than Balck counterparts were allowed to enjoy association from sharing equal access to White owned schools. Like all former White schools , Hillview Secondary School used to contain majority of White learners . This school only began to receive children from African township communities after year 1994, following the accumulation of democracy . The African children were then set free from racial oppression which prevented them from studying in their school of choice . The action of movement of African children crossing into Model-C schools created inclusive learning. How does Inclusive learning
which you will be associated with student of colour other than White. This essay identified passive education as a barrier to learning. We shall explain how traditional classroom created a barrier to learning. In this investigation we adopted two approaches. The first one is narrative of history of SA education based on Bantu education in African schools and White education from Government school before 1994. In this case we identified traditional classroom and learner-centred teaching style as barrier to education. We shall then use race , Apartheid segregation , language barrier and mathematics literacy to illustrate how traditional classrooms became barrier to education. The second approach shall give a report of cases concerning the practical experiences of African learners and learning in multicultural school in Durban called Hill view Secondary School. This school is former White owned school in which we have identified passive learning as a major barrier of education to be researched. This is semi-urban school and it has been turned into a multicultural school following the abolition of segregation. Segregation was informed by Apartheid policy which was designed to since the year 1994 as South Africa gained its independence to earn its democracy. This school is a good example of most SA school on which cases of multicultural schools to span a gap for segregation and lack of inclusive education. (Norbert M, Cater, J. and Otmar, V. (2009) This research identified
passive education / traditional education as a barrier to learning, which demands the critical evaluation of the impact of traditional approach to teaching style used in the anonymous school. The school in question is a Model-C school which is associated with highly resourced schools around KZN, it has high quality of educators, good school leadership and management and it also produce excellent matriculation result from each and every year. Barriers to learning refers to difficulties that arise within the education system as a whole, the learning site and/or within the learner himself/herself, which prevent access and progress to learning and development. (Gerald, 2001: OECD) Actually, barrier to learning is anything that stands in the way of child, preventing her from being able to learn effectively. For example a learner may experience one or more barriers to learning in his or her education (learning experience). It far worse where there are no political policy or psychologist including social workers who shall help with ability to identify and define learning barrier before it presents itself before the eyes of educators. The post- Apartheid era created education system which prioritises inclusive learning with an intention to bring about multicultural schools, on which learners state seek to carry its mandate of a new modern education that seeks to promote the full participation and inclusion of children from previously marginalised societies. This also sought to stop discriminating learners with disabilities from gaining their right to gain access to education. However, this essay in particular has dealt with passive education system recurrent in classroom situation with reference to teaching approach and evident cases of grade 10, 11 and 12 on which learners experience problems in pure applied mathematics and English language. In South African context inclusive education is defined as the one that acknowledges the diversity of its learner population. According to an inclusive education system, most learners who are coming from different background with varying abilities and needs socio-economically must gain support to meet their education needs. This education is informed by the post-Apartheid education system which seeks to accommodate diversity while not failing to recognise or respond from challenges, meaning barriers to education need to be addressed to promote and support the development of more inclusive practices right from state level to school, especially within classroom atmosphere. It became clear that the new education system foster for increased support of children with learning difficulties, disabilities or other support needs. In the case study area learners coming from different cultural backgrounds attend one school in which they use English as their medium language of communication and learning. These are learners who are coming from different socio-economic background. Before 1994, this school remained a monoculture school other than multicultural school since it carried majority of kids who were coming from White own families. However, with the end of Apartheid, oppressive discrimination policy of segregation are overcome, which meant that children from previously marginalised society backgrounds must begin to attend from former White schools (Model - C schools). Most of these communities are the ones whose population groups are dominated by African people other than Whites, Indians and Coloureds. Therefore, the children from rural homelands and urban townships
flock into Model-C schools, which makes those schools to become inclusive education schools. That is because their parents resided on a view that White schools are a privilege so that might multiply their opportunity to gain access to opportunities most which are in line with better income earning working opportunities after successful completion of university degrees. Previously those working opportunities are confined from majority of African ethnic groups as the Apartheid policy of segregation defined them as inferior over Whites. The White in contrast to inferior obtained their superior status, which began to materialise socio-economically, as they gained access to infrastructure and good service delivery. Black people in contrast to the White elite status, had poor settlement, poor class status and their education was downgraded through Apartheid segregation and Bantu Education. This policy SA apartheid had clear deliberate lack of social justice which learners pushed majority of learners into their township schools and homeland schools most of which appeared lacking infrastructure and means to support learning. June 16, 1976 Soweto uprising took place as majority of learners protested against oppressive Bantu education that isolated African people from enclaves of economic gains. In addition to that, they were opposing to reluctant decision by Afrikaner government to stop from enforcing the use of Afrikaans language as medium of communication and learning from all schools. Indeed, in this this essay it is clear that language has major implication from imperative of consideration of which method should we use to communicate leaning in our education spheres. Nevertheless Curriculum 2005(C: 2005) came as solution to SA education predicament as it was viewed as a new curriculum innovation. It is underpinned by redress, access, equity and development factors. C: 2005 emerged with OBE, which sought to transform education system through introducing education and training that shall remain sensitive and responsible to diverse range of learning needs. (de Waal, 2004 and Education White Paper 6: 2001) Since democratic transition, parents have gained their participative role to extend their parental control to schools. Implementation of OBE itself has its problems, as teachers were not trained prior to its full operation from schools. There was lack-learning material. Therefore, the OBE curriculum did not made any significant impression towards liberating learners from the previously disadvantaged schools. Its operation reinstated status quo of Bantu education as it remain difficult to reinforce education from schools on which parents are still poor with no power to organise school infrastructure for facilitation of new curriculum learning. What was not achieved was the status of the fact that C: 2005 was meant to be used as an instrument to transform education eradicating the socio —economic inequalities of learners of learners from poor historical backgrounds. Majority of learners who were forced to move away from their previously marginalised African schools were escaping barriers for learning informed by improper implementation of C: 2005. Among those problems constraints such as classroom size, lack of learning material, and lack of financial banking to initiate further banking training. In addition to that, the historical factors of discrimination and segregation were still entrenched from many African township schools and majority of rural homeland schools. In
that time, people who hold pessimistic view about historical factors such as discrimination, poverty and perception of inferiority were inclined to move their children into Model- C because they are perceived as well off schools. (de Waal, 2004) The good things about OBE came with learner centred initiatives, however with no proper installations of implication from classroom practical level. The C2005 sought to change teacher’s identity because teacher-centred way of teaching would soon replace by learner-centred way of teaching in which leaners are expected to participate from meeting the desired learning outcomes as defined by a teacher. The traditional approach is seen as passive because teacher often pursue education through explaining the concepts and terms which position traditional learners in a place where they should only take notes, memorise facts and or use given methods to determine answers from the already known methods and solutions. Therefore one can see that OBE is has been a democratic informed whose goals are informed with deliberate aims and visions for inclusive education. C2005 employs methodologies used in the progressive pedagogy such as learner centeredness, teachers as facilitators, relevance, contextualised knowledge and cooperative learning. Although the researcher is aware that educational change in South Africa was initiated in order to bring about equality and equity, politics was also present in choice and decision of structures of change.C2005 can therefore be viewed as a political strategy employed to drive change. (de Waal, 2004)
The curriculum is never static; rather it is keeps on changing to suit the needs of the mobile modern globalised society. Likewise, South Africa has never stop from looking itself in relation to the global market, so are the education implementation that seek to use learning as reference for catching up with modern needs of socio-economic development. Likewise SA’s C2005 / OBE was revised to be diagnosed as being critically slow to respond from Apartheid system of injustice. This was subject to undergo criticism before the National Curriculum Statement (NCS) , which became a new paradigm shift itself , as NCS statement soon became a new approach in teaching and learning styles. ( de Waal, 2004) The Curriculum Assessment and Policy Statement (CAPS) is currently a revised design of the National Curriculum Statement (NCS) to improve the quality of teaching and learning in South Africa. The Revised New Curriculum Statement emerges with response to failures of OBE curriculum, which is aid to have failed to meet OBE demands of OBE framework for education. Therefore, if CAPS is a brainchild of NCS as it is said to eradicating education gaps evident from OBE implementation. (de Waal, 2004 and Krishna, 2013) (From passive to active education) Krishna A.R. (2013) ‘From OBE to CAPS: Educator’s Experiences of The New Life Skills Curriculum in The Foundation Phase’, University of Kwa-Zulu Natal.
https://researchspace.ukzn.ac.za/bitstream/handle/10413/11370/Krishna_Afsana_Rabi_2013.pdf? sequence=1&isAllowed=y .
The curriculum under the apartheid system was replaced with Curriculum 2005 (C2005) in 1998 in an attempt to remediate the injustices of the past through an outcomes-based curriculum reform (Cross, Mungadi & Rouhani, 2002, p.1). C2005, which was later revised to form the National Curriculum Statement (NCS), was the vehicle through which OBE was introduced in South Africa (Rooth, 2005, p. 36). Outcomes-based education (OBE) being a new approach, required a paradigm shift in teaching and learning styles, as well as a change in the approach to teaching and learning (Rooth, 2005, p. 31). Educators had to re-orientate their thinking, teaching methods and practices in line with the demands of an OBE framework for education.
https://repository.up.ac.za/bitstream/handle/2263/132/Jansen%20%281998%29a.pdf Doing away with OBE de Waal, T G. ( 2004) ‘ Curriculum 2005: Challenges Facing Teachers in Historically Disadvantaged Schools in the Western Cape : A Research Report submitted in partial fulfilment of the requirements for the degree of Master of Public Administration in the School of Government, University of the Western Cape, pp( 1 – 101)
Diverse home background come to partake multicultural learning association. We have to acknowledge the fact that before 1994 a majority of African population used to speak in their own indigenous ethnic mother languages whether isiZulu, isiXhosa, IsiNdebele etc. Only 10% of population used English as their home language, which simple expose the potential for commotion which is ought to be created by an act of seeking to transform education system through abolition of the former Bantu education with desegregation informed by flow of learners from former African schools to former White schools, now referred to as Model –C schools. While opening doors to diverse culture of learning institutional challenges emerges with language barriers to learning. The gradual influx of African pupil from former Bantu schools, mainly in rural homelands and surrounding city township areas to Model C schools transformed these schools into centres of multilingual language communications. English is regarded as main official language of learning and instruction, however all SA language are made official. Inside the classroom , where the actual practical learning experiences are supposed to take place complex issues arise with reliance on English language as the main medium of language and information communication. The first problem
observed was lack of educators eager to design leaner-centred instruction which shall guarantee their participation to share ideas and develop opinions. English teacher of the anonymous school remained to teach even before Apartheid era, she is unwilling to adopt the teaching approach informed by post OBE, instead who seem to enjoy her teacher centred system. We are not looking at English language teaching by itself, however we are watching at the pace of using English for learning in addition to learn it. In this school , this research did set an objective to uncover what might be procrastinate a pace of learning English as majority of African kids are found pursue their own ethnic mother language in the classroom in a school known as the English channel school. In addition to that the objective of uncovering the relative drop of their performance in pure applied mathematics relating to how they are taught in English to accentuate understanding of maths such as algebra , geometry , trigonometry and . Beside that through observation from I have taught social science where I have also observed that the pace of learning and understanding in English in the classrooms of the case study area (the any nomos school) is lowering or down. Then the passive education is diagnosed as one of the cause for the barriers of learning that are being experienced in the classrooms of the case study area. The issues or rather problems of learning barrier being experienced were recorded from classroom experience in one of Durban Model- C School on which there are evidences of poor performance by leaners due to educators reluctant to change their teacher –centred teaching approach even after introduction of new curriculum which motivate teachers to facilitate education through seeking inclusive education practices where learners participation and presentation is given recognition during the construction of his learning . Most schools do undergo through the learning barrier experience, therefore uncovering learning barrier experience has become a principal focus for education department. However, some learning barriers may creep to remain hidden due to lack of their knowledge of study by educators. In other hand those learning barriers may present serious problems in our classrooms and also to learner’s academic progress. Behaviour, passive education, neurological disorders, psychological disturbances, genetic alterations, low cognition and drug abuse are all examples of things represents barriers to education. However, in this essay is intrigued with passive education, where we exposed learning barrier for traditional approach using English language and pure applied mathematics in grade 10, 11 and 12.
This not is not going to bias itself as to look at a behaviour with respect to behaviour disorder exclusively but the investigation sought to look this in relation to education needs and inclusive education. What is conduct disorder:-
We are all aware that schools are becoming multicultural societies. This follows after social transformation of society, with the end of Apartheid and segregation of schools according to their racial and ethnic backgrounds. The department of education realise that the South Africa’s struggle to reinforce democracy and build sustainable human rights culture begins with integrating previously segregated educational infrastructure. The charity for liberation should start to flourish at school, mainly in learners classrooms – where pupils across different social diversities have to reveal excellent cohabitation. This research report is going to document what behaviour may cause barrier to learning. Learners are expected to respect one another, share resources and learn to respect each other’s rights. This research shall take place in multicultural schools where we are going to look at how the attitudes and practices of exclusion and social justice present themselves before the multicultural society in question. This research is likely to generate knowledge that will remain useful for equipping us with understanding diversity and pro-active ways we should follow to be able to maintain teaching for diversity, inclusion and social justice. In this research my specific focus was in behaviour of learners at school, more specifically in classroom, looking at how they communicate with educators and how they conduct themselves with each other.
What is Social Inclusion? What is inclusive education? Education White Paper 6: With social inclusion we are considering to give recognition to give extra care to diverse needs for learners towards meeting or facing their education requirements. The intention is to develop responsibility and supervision for supporting with provision of education-needs for learners from previously marginalised social groups. (Education White Paper 6: 1995). Over the last few years following the end of Apartheid in South Africa, its government has been trying by all possible means to reinforce to integrate its diverse racial groups who used to share most brutal historical segregation. Majority of White people enjoyed their upper class status for having access to resources, well maintained infrastructure and enjoyed better access to means for capital assets. That took place at expanse of the so-called inferior, less privileged African people who have to experience joblessness,
hunger and poverty due to their dislocation / disconnection from urban landuse. Features of separation between African people and former colonial rulers have already began even before 1910s. The essence for separation became the rise of industrial development for trade and wealth possession. Majority of Blacks are removed from their arable lands for commercial farming, mining and establishment of white settlement to remain separate to African settlement. Since then several acts have been used to keep black people away from South African economic enclaves such as mining sectors, capital development urban township areas and other intensive commercial development areas such as CBD.
Social exclusion and segregation used to reign from the past, during Apartheid era because the South African government not only designed but he also entertained it through giving incentives to the state officials who would help for bringing about its proliferation. This became more evident in urban township areas where former White owned schools remained separate from so-called Bantu Educational schools. This became evident with the 1976 Morris Isaacson High School, where a group of students took a decision to march in the street of Soweto fighting against the so-called Bantu education system with Afrikaner stereotype for forcing SA schools to use Afrikaans language as medium language of learning and instruction. (Christie, 1991 and Saunders & Southey, 1998).
The research report writing coincides with the wide range of literature written in the awake of South African school’s department of education over concerns for lack of inclusive education within education system. The move for considering reducing barriers to education follows after the act of the Department of Education Republic of South Africa Directorate to come up with inclusive education following the beginning of Curriculum 2005 (C2005). In this specific case one could site passive education because learners received.
Barriers might in one way or another prevent the learner from giving a true account of his/her knowledge and skills when assessed and might require adaptive methods of assessment.
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