South African Education Research Association Promoting and supporting research in education Website: www.saera.co.za

SAERA 2019 CONFERENCE BOOK OF ABSTRACTS

DATES 22 – 25 OCTOBER 2019

VENUE ELANGENI-MAHARANI HOTEL, DURBAN, SOUTH AFRICA

CONFERENCE THEME BEYOND BOUNDARIES; EXPLORING POSSIBILITIES THROUGH RESEARCH AND INNOVATION

PROGRAMME

TUESDAY, 22 OCTOBER 2019

08:30 – 12:00 North Ilanga Workshop: Writing for Publication - Prof Carol Bertram 08:30 East Ilanga Workshop: Doctoral Supervision - Prof Michael Samuel 14:00 – 17:00 North Ilanga Workshop: Proposal Development - Prof Ronicka Mudaly and Prof Vimolan Mudaly 14:00 – 17:00 East Illanga Innovative Research Methodologies - Prof Relebohile Moletsane and Prof Naydene de Lange 16:00 – 18:00 Conference registration

WEDNESDAY, 23 OCTOBER 2019 DAY 1: SESSION 1

07:30 Registration: 08:00-8:15 Venue: Great Ilanga - Session Chair: Dr N Mthiyane

Opening Address: Dr Isaac Machi: Deputy Vice Chancellor: People and Operations (Durban University of Technology) Prof Lesley Wood – SAERA presidential opening address.

Venue: East Ilanga (SIG presentation – Knowledge Building) – Session Chair: Prof AF Fataar 08:30-11:00 2019-305

Knowledge – building in educational practices Prof AF Fataar – Stellenbosch University, Prof L Rusznyak – University of the Witwatersrand, Dr MB Blackie – Stellenbosch University, Dr MN Hlatshwayo– University of KwaZulu-Natal, Dr SE Mthiyane– University of the Witwatersrand

Venue: North Ilanga (Individual presentations) – Session Chair: Dr L Masinga 08:30-09:00 2019-001

Teacher Preparation in South Africa: History, Policy and Future Directions Prof L Chisholm – University of Johannesburg

09:00-09:30 2019-340 Understanding occupations for the purpose of training Miss NS Alphonsus – University of the Witwatersrand

09:30-10:00 2019-045 Weaving an African tapestry for engagement beyond the rhetoric of university and community collaboration Dr B Damons, Dr D Geduld, Dr H Sathorar – Nelson Mandela University

10:00-10:30 2019-098 Financial-Intellectual Complex Revisited: Framing Education Research in Africa Prof J Samoff – Stanford University

10:30-11:00 2019-306 What’s inside the packet? Using objects as an innovative tool for exploring our diverse teacher educator identities Dr L Masinga – University of KwaZulu-Natal, Dr A Hiralaal – Durban University of Technology

Venue: South Ilanga (Individual presentations) – Session Chair: Mrs J West 08:30-09:00 2019-004

Exploring education boundaries: Preparing the 21st century student teacher for the unique South African classroom Ms R Marais-Botha, Ms J Chalmers – North-West University

09:00-09:30 2019-006 Crossing disciplinary (and contextual) boundaries: Empathetic-Reflective-Dialogical Restorying - a teaching-learning strategy in Higher Education Dr J Jarvis – University of KwaZulu-Natal

09:30-10:00 2019-190 Exploring novice teacher educators (NTEs) experiences of relational learning in a private higher education institution Ms P Kistan, Dr ME Swart – Embury Institute for Higher Education

10:00-10:30 2019-007 Exploring the adoption and integration of Open Educational Resources in the teaching and learning of Journalism in Eswatini Ms C Lunga, Dr K Ferreira-Meyers – University of Eswatini

10:30-11:00 2019-019 The use of Google sites to promote quality teaching and learning in higher education Mrs J West – University of Pretoria

Venue: Suit 1 (SIG presentations – Action Research ) – Session Chair: Ms KE Venter 08:30-11:00 2019-231

A case study: An integrated praxis framework for Appreciative Inquiry and development of Appreciative Leadership in Community-Higher Education Partnerships Ms KE Venter – University of the Free State

Venue: Suite 2 (Individual presentations) – Session Chair: Miss J Sheokarah 08:30-09:00 2019-018

Reflection of research subjects in BTech qualifications to inform curriculum and pedagogic practices in Advanced Diplomas Dr D Scholtz – Cape Peninsula University of Technology

09:00-09:30 2019-066 Exploring formative assessment practices, strategies and tools used by university academics in facilitating a first year accounting module Mr MX Majola – University of South Africa

09:30-10:00 2019-069 Academic and social goals of Teaching Practice: how learning is materially and socially organized Prof M Robinson – Stellenbosch University, Prof L Ramrathan – University of KwaZulu-Natal

10:00-10:30 2019-072 The use of cooperative learning in teaching English First Additional Language in the Intermediate Phase Dr M Maja – University of South Africa

10:30-11:00 2019-016 Beyond classroom walls: The use of a beach activity to enhance learners’ attitudes towards spelling Miss J Sheokarah – University of KwaZulu-Natal

Venue: Suite 3 (Individual presentations) – Session Chair: Mr K Mamutse 08:30-09:00 2019-012

Challenges and Achievements of Migrant Students in a Progressive US Secondary School Prof K Biraimah, Ms B Kurtz – University of Central Florida

09:00-09:30 2019-153 A case study of intercultural education in a Language Instruction for Newcomers to Canada (LINC) Program E Amery – University of Calgary

09:30-10:00 2019-169 History Teaching and Social Justice in the 21st century in South African schools Dr VT Mabalane – University of Johannesburg

10:00-10:30 2019-217 The Andragogical Value of Content knowledge Method: The case of a Non-formal education Programme in Kwa-Zulu Natal Province of South Africa Mr M Akintolu, Prof R Nzima, Dr I Kapueja – University of Zululand

10:30-11:00 2019-023 Exploring teachers and learners’ understanding of ethics in the teaching and learning of Life Sciences to avert the Anthropocene Mr K Mamutse – Embury Institute of Teacher Education

Venue: Suite 4 (Individual presentations) – Session Chair: Dr S Kwatubana 08:30-09:00 2019-131

Indicators of personal mastery in the life narratives of high school principals: organisational perspective Dr S Kwatubana – North-West University

09:00-09:30 2019-394 Revealing the mysteries of a methodology chapter: My experiences as a postgraduate student and supervisor Dr MA Nthontho – University of Pretoria

09:30-10:00 2019-162 Exploring servant leadership in multiple-deprived rural contexts: A multiple case study of four schools in KwaZulu-Natal Mr SG Mthembu, Dr SE Mthiyane – University of the Witwatersrand

10:00-10:30 2019-163 Exploring ethical leadership in four Zimbabwean schools in the context of turbulence and multiple deprivation Mr S Chibaya, Dr SE Mthiyane - University of the Witwatersrand

10:30-11:00 2019-194 Guiding principles for assessing and selecting ESL CALL programs in the senior phase at schools in the Gauteng province Mr SE Ditaunyane – Umalusi

Venue: Suite 5 (Individual presentations) – Session Chair: Ms C Lotz 08:30-09:00 2019-141

Fostering metacognition within student-teachers by means of a flipped-classroom approach to mathematics education Ms C Lotz, Dr CG Kruger, Prof JAK Olivier – North-West University

09:00-09:30 2019-144 Mathematical consciousness and the learning of mathematics: Students’ lived experience in a pre-service teachers’ mathematics classroom Dr A Krishnannair, Dr S Krishnannair – University of Zululand

09:30-10:00 2019-223 The 4th industrial revolution and the skills shift for students to be workplace ready in Industry 4.0 G Govender – Pearson South Africa

10:00-10:30 2019-106 Technical Vocational Education and Training and workplace alignment: Opportunities and Challenges, at the Capricorn district, Limpopo Province Mr AM Mthanji, Prof LT Mabasa – University of Limpopo

10:30-11:00 2019-172 Enhancing students’ and lecturers’ competency in ICT in pre/paration for Industry 4.0: A self-reflexive practice Mrs H Oosthuizen, Mr JC Jacobs – Nelson Mandela University

Venue: Great Illange (Individual presentations) – Session Chair: Dr S Makhasane 08:30-09:00 2019-164

Exploring service delivery in the Botswana basic education sector: A case of one education district Ms AK Koboyatau, Dr SE Mthiyane – University of Witwatersrand

09:00-09:30 2019-158 Implementing Blended Learning in Early Childhood Development Ms N Mtshali, Mr S Akandwanaho – Richfield Graduate Institute of Technology

09:30-10:00 2019-180 Enhancing student engagement in a large class: use of technology in a rural university Dr S Makhasane – University of the Free State

10:00-10:30 2019-314 Effect of Noise on Learning: Perceptions of Grade 10-12 Girl Learners Dr P Goldschagg, Dr T Bekker – University of the Witwatersrand

10:30-11:00 2019-315 Introducing the C.O.S.T.A. Postgraduate Research Coaching Model – A Complementary approach to Supervision Dr K Costa – Global Centre for Academic Research

Venue: Room 1720 (Individual presentations) – Session Chair: Prof A Chigona 08:30-09:00 2019-212

The impact of teacher enrichment workshops with focus on best practices in teaching reading in Foundation Phase Mrs RB Mabasa-Manganyi – University of Limpopo

09:00-09:30 2019-214 Gender Equality in Education: Transforming accountability for the SDGs Prof E Unterhalter – University College London, Prof R Moletsane – University of KwaZulu-Natal Dr H Longlands – University College London

09:30-10:00 2019-216 Stop bullying: Strategies to manage bullying in schools Mrs MF Mashishi, Prof LT Mabasa – University of Limpopo

10:00-10:30 2019-307 Teacher educators’ preparing pre-service teachers to pedagogically integrate technology in the 21st century classroom Ms N Tunjera, Prof A Chigona – Cape Peninsula University of Technology

10:30-11:00 2019-219 Teachers’ Pedagogical Content Knowledge of teaching decimal fractions: A case study of Rakwadu circuit Mrs NS Moremi, Ms KM Themane, Ms BK Maphutha – University of Limpopo

Venue: Room 1820 (Individual presentations) – Session Chair: Dr S Goburdhun 08:30-09:00 2019-228

To Be or Not to Be: The Social Studies Dilemma for 21st Century Education Dr S Goburdhun, Mr J Ramsaha, Dr O Varma – Mauritius Institute of Education

09:00-09:30 2019-002 Lessons current attempts at the decolonisation of the curriculum can learn from the African philosophies of education Dr KJ Maluleka – University of South Africa

09:30-10:00 2019-086 Exploring age-old Xhosa values in the teaching of sexuality education Dr NV Msutwana – Nelson Mandela University

10:00-10:30 2019-289 Exploring pre-service teachers’ understanding, views and value positions on eco-tourism Dr RP Pillay

10:30-11:00 2019-303 Indigenous System and Relevance in the Contemporary Educational System Dr MFK Megbowon, Prof CMU Uwah – University of Fort Hare

Venue: Room 1920 (Individual presentations) – Session Chair: Dr A Philipp 08:30-09:00 2019-317

Investigating job demands and resources of Mathematics teachers in relation to their strain levels Mr SH Cele, Dr A Philipp – University of KwaZulu-Natal

09:00-09:30 2019-318 An investigation of challenges and coping strategies of Senior and Master Teachers at selected public schools in KZN Mrs OP Zondi, Dr A Philipp – University of KwaZulu-Natal

09:30-10:00 2019-319 Unpacking the transformational potential of Community Engagement Projects within a South African educational landscape Dr AP Watson – University of Johannesburg, Dr SL Jones – University of Hull

10:00-10:30 2019-320 The use of cooperative instructional strategies to enhance grade 12 learners in exponential and logarithmic function Mr A Boateng Ofosu, Prof JK Alex – Walter Sisulu University, Mrs S Boateng – University of the Witwatersrand

11:00-11:30 Refreshments

DAY 1: SESSION 2

11:30-13:00 Venue: Great Illanga Panel discussion: Critical educational responses to the ‘fourth industrial revolution’: meanings, appropriations, and critiques’ Panellists: Prof Ruksana Osman (University of the Witwatersrand), Prof Aslam Fataar (Stellenbosch University), Prof Nazir Carrim (University of the Witwatersrand) Chair: Prof Lesley Wood (North-West University, SAERA President)

13:00-14:00 Lunch

DAY 1: SESSION 3

Venue: East Illanga (Individual presentations) – Session Chair: Prof CA Bertram 14:00-14:30 2019-107

That’s schoolified!” Curriculum, pedagogy and assessment shaping the relevance of poetry in subject English for Black high school learners in Johannesburg Dr AL Cooper – Human Sciences Research Council

14:30-15:00 2019-042 Re-making history: shifting discourses in the South African school history curriculum 1994 – 2018 Prof CA Bertram – University of KwaZulu-Natal

15:00-15:30 2019-230 Where Does Pre-Colonial Begin and Why? Some Considerations in View of the South African History Dr RN Ndille – University of the Witwatersrand

Venue: North Ilanga (Panel Discussion) – Session Chair: Prof L Wood 14:00-15:30 2019-253

Developing an inclusive, ethical and sustainable framework for community-university partnerships Prof L Wood – North-West University. Dr D McLean – Rhodes University, Mr M Matlopang – Gatelepele Youth Development Consultancy, Dr H Sathorar, Ms N Mntwini – Nelson Mandela University, Dr H Bolton – SAQA

Venue: South Ilanga (Round table) – Session Chair: Prof Y Sayed 14:00-15:30 2019-235

Teaching For All – Mainstreaming Inclusive Education in South Africa Prof Y Sayed – Cape Peninsula University of Technology, Prof P Nareadi – University of South Africa, Ms JN Newton – British Council, Mr T Salmon – Rhodes University, Ms L Balie, Dr C Mosito, Ms C Nissen – Cape Peninsula University of Technology, Ms L Collair, Ms C Jacobs – Stellenbosch University, Mr J Mamabolo – University of Limpopo, Mrs S Deysel – Nelson Mandela University, Dr X Khalo – University of Fort Hare, Dr HR Maapola-Thobejane – University of South Africa

Venue: Suite 1 (Panel presentations) – Session Chair: Prof K Pithouse-Morgan 14:00-15:30 2019-053

Objects as entry points for self-reflexive research: Towards social cohesion in South African higher education Prof D Pillay – University of KwaZulu-Natal, Prof T Chisanga – Walter Sisulu University, Dr A Hiralaal – Durban University of Technology, Dr L Masinga, Prof K Pithouse-Morgan, Prof I Naicker – University of KwaZulu-Natal

Venue: Suite 2 (Individual presentations) – Session Chair: Dr A du Plessis 14:00-14:30 2019-129

Enabling school-based support for professional learning: Experiences of final year student teachers at a private Higher Education Institution Dr ME Swart, Ms P Kistan – Embury Institute for Higher Education

14:30-15:00 2019-187 Uses, challenges and training needs regarding business skills for fashion entrepreneurs in the Emfuleni Local Municipality Miss K Nana, Dr H van Staden, Dr N Coetzee – Vaal University of Technology

15:00-15:30 2019-156 A mentorship intervention for professional identity development of student-teachers Dr A du Plessis – University of Pretoria

Venue: Suite 3 (Individual presentations) – Session Chair: Mr DTS Sotsaka 14:00-14:30 2019-090

A closer look at how engineering graphics and design pre-service teachers read and interpret assembly drawing Mr DTS Sotsaka– Durban University of Technology, Dr A Singh-Pillay – University of KwaZulu-Natal

14:30-15:00 2019-091 Use of Decision Tree Algorithm in determining challenges faced by Students in lectures Mr A Dewa – University of the Witwatersrand

15:00-15:30 2019-095 ‘The paradigm wars’ in research on history of education Prof J Seroto – University of South Africa

Venue: Suite 4 (Individual presentations) – Session Chair: Dr MF Tlali 14:00-14:30 2019-165

Exploring ethical leadership at three Gauteng East Education District: Perceptions and experiences of teachers Mrs S Mudadigwa, Dr SE Mthiyane – University of the Witwatersrand

14:30-15:00 2019-167 Collaborative initiatives for sustainability of leadership in rural schools: a conceptual paper Dr N Gcelu – University of the Free State

15:00-15:30 2019-260 Service learning project: leadership guiding principles and practices for science education teachers Dr MF Tlali – University of the Free State

Venue: Suite 5 (Individual presentations) – Session Chair: Dr N Nzimande 14:00-14:30 2019-175

Designing transformational mentoring programme in academia Dr N Sheik Abbass – Mauritius Institute of Education

14:30-15:00 2019-177 A theoretical perspective on education in rural environments Dr DP Larey – University of the Free State

15:00-15:30 2019-179 Mentor-mentee relationships in school based mentorship during teaching practice: A case of three pre-service teachers Miss LH Sokhulu, Dr N Nzimande – University of KwaZulu-Natal

Venue: Great Ilanga (Individual presentations) – Session Chair: Dr PO Merisi 14:00-14:30 2019-174

Exploring pre-service teachers’ beliefs about teaching and learning grammar: Implications for teacher education Dr PO Merisi, – University of KwaZulu-Natal

14:30-15:00 2019-325 An exploration of factors contributing to organisational commitment of Early Career Teachers at selected under-resourced secondary schools in KZN Mr B Vere, Dr A Philipp – University of KwaZulu-Natal

15:00-15:30 2019-183 The psychological well-being of female university students who experienced gender-based violence at the University of Fort Hare, Alice Campus Ms VN Hoho, Ms M Nonyana – University of Fort Hare

Venue: Room 1720 (Individual presentations) – Session Chair: Mr AH Nhlongo 14:00-14:30 2019-309

University lecturers’ perspectives of Moodle Usage in teaching postgraduate modules: A case study of the School of Education Mr AH Nhlongo – University of KwaZulu-Natal

14:30-15:00 2019-310 Community based primary healthcare education for physiotherapy undergraduates: perceptions of participating academics Mrs NCT Chemane, Dr S Cobbing, Prof V Chetty – University of KwaZulu-Natal

15:00-15:30 2019-311 Re-visioning new epistemologies in the 21st century African university: a critical purview Dr AP Ndofirepi – University of Johannesburg

Venue: Room 1820 (Individual presentations) – Session Chair: Dr PS Mafunda 14:00-14:30 2019-322

A code of conduct for learners: a strategy for improving discipline in South African schools? Prof V Mncube, Ms S Zondeo – University of Fort Hare

14:30-15:00 2019-146 Do South African School Governing Bodies understand and accommodate ulwaluko in their formulation of school policies? Mrs N Gqeba, Prof N Duku, Dr PS Mafunda – University of Fort Hare

15:30-16:00 Refreshments DAY 1: SESSION 4

Venue: East Ilanga (Individual presentations) – Session Chair: Dr J Naidoo 16:00-16:30 2019-027

Teacher knowledge and practical work: Exploring knowledge domains of Grade 10 Life Sciences teachers Mrs P Majozi – Provincial Department of Education, Dr J Naidoo – University of KwaZulu-Natal

16:30-17:00 2019-089 “An art of empowering teachers”: Exploring the role of principals in supporting school-based professional learning communities TW Nene – Provincial Department of Education, Dr J Naidoo – University of KwaZulu-Natal

17:00-17:30 2019-176 Flexible Learning Pathways; Lifelong Learning; Articulation Dr H Bolton – South African Qualifications Authority

Venue: North Ilanga (Round table) – Session Chair: Dr T Mapasa 16:00-17:30 2019-308

The dance between hegemonic academic practices and authentic community engagement: When the choreography doesn’t fit the music Dr B Damons, Dr A Cherrington, Dr T Mapasa – Nelson Mandela University

Venue: South Ilanga (Panel presentations) – Session Chair: Prof YM Sayed 16:00-17:30 2019-245

Improving Teacher Professionalism: Lessons from ‘Research and Development Prof A Chigona – Cape Peninsula University of Technology, Mr T Salmon – Rhodes University, Prof YM Sayed – University of Sussex, Ms LB Balie, Mr T Nakidien, Dr Sadeck, Ms N Tunjera – Cape Peninsula University of Technology

Venue: Suite 1 (Individual presentations) – Session Chair: Mr TA Biyela 16:00-16:30 2019-336

Beyond boundaries: Teaching Mathematics in the Intermediate Phase Mr TA Biyela – University of KwaZulu-Natal

16:30-17:00 2019-339 Gender Equity in South African Higher Education: A Decolonial Feminist Perspective Dr SB Sader – University of KwaZulu-Natal

17:00-17:30 2019-017 Reframing TVET colleges into 21st century Learning Organizations Dr Y Mpu, Prof EO Adu – University of Fort Hare

Venue: Suite 2 (Individual presentations) – Session Chair: Ms R Notshulwana 16:00-16:30 2019-050

Gender stereotyping in education: An exposure of the nature and extent of gender stereotyping in Mthatha high schools Dr S Madambi, Prof A Coetser – Walter Sisulu University

16:30-17:00

2019-067 Gender sensitive practice: FP pre-service teachers exploring the ‘continuous line of difference’ Ms R Notshulwana – Nelson Mandela University

17:00-17:30 2019-110 Telling Our Stories, Sharing Our Culture: Women as Knowledge Bearers and Storytellers Dr GJ Quintero – University of the Philippines

Venue: Suite 3 (Individual presentations) – Session Chair: Dr NS Ndlovu 16:00-16:30 2019-070

The assessment practices in classrooms and practical workshops at Technical and Vocational Educational and Training colleges, South Africa Prof M Makgato, Mr RD Sephokgole – Tshwane University of Technology

16:30-17:00 2019-083 The effect of relevant workshop materials and equipment on teaching and learning in TVET colleges Prof M Makgato, Dr FM Adelabu – Tshwane University of Technology

17:00-17:30 2019-173 TVET college lecturers’ perceptions on ICT affordances: preparing students to meet the demands of current South African industrial needs Dr NS Ndlovu, Mr AD Dewa - University of the Witwatersrand

Venue: Suite 4 (Individual presentations) – Session Chair: Prof L Athiemoolam 16:00-16:30 2019-124

Exploring lecturers’ Technological Pedagogical Content Knowledge (TPACK) in Vocational education: Teaching case of Automotive (Engineering); Repair and Maintenance: University of the Witwatersrand (2018) Mr K Morudu, Dr VS Naiker – University of the Witwatersrand

16:30-17:00 2019-125 The integration of ICTs in Technical and Vocational Education and Training, towards a new pedagogy in Vocational Education Miss TL Manqele, Dr VS Naiker – University of the Witwatersrand

17:00-17:30 2019-126 Pre-service Teachers’ Engagement with Social Justice Issues Through Theatre-in-education presentations Prof L Athiemoolam – Nelson Mandela University

Venue: Suite 5 (Individual presentations) – Session Chair: Dr M Blackie 16:00-16:30 2019-181

Teachers’ reflections on the teaching of Mathematics in Grade 4 Mr BL Zulu – University of KwaZulu-Natal

16:30-17:00 2019-206 Challenges faced by internal auditing students at national diploma level: a case of a rural university in the Eastern Cape of South Africa Mr T Mavenyengwa, Dr N Marongwe – Walter Sisulu University

17:00-17:30 2019-301 Science education for Africa Dr M.A.L Blackie – Stellenbosch University

Venue: Great Ilanga (Individual presentations) – Session Chair: Dr X Khalo 16:00-16:30 2019-182

Teaching Accounting threshold Concepts SG Ndovela – University of KwaZulu-Natal

16:30-17:00 2019-196 The language difficulty as a factor related to the errors committed by learners in Financial Mathematics Dr X Khalo, Prof EO Adu – University of Fort Hare

17:00-17:30 2019-036 Investigating opportunities to learn created for electrical engineering students at Northern Cape urban TVET College Dr T Masvosve – Sol Plaatje University

Venue: Room 1720 (Individual presentations) – Session Chair: Dr MB Luckay 16:00-16:30 2019-188

Huddles in the afternoon: Beginner teachers’ tales of struggle, strife, support and survival Ms MA Sadeck – Cape Peninsula University of Technology, Dr MB Luckay, Dr T Moodley – University of the Western Cape

16:30-17:00 2019-191 Pervasive skills in the modern day accounting profession: Enhancing accounting graduates’ employability: A South African perspective Mrs F Mhlongo – University of KwaZulu-Natal

Venue: Room 1820 (Round Table) – Session Chair: Prof J Papier 16:00-17:30 2019-342

Special Interest Group: TVET, HIGHER EDUCATION AND WORK – A ROUND TABLE DISCUSSION: Building the Post-School Research Community Prof J Papier

Venue: Room 1920 (Individual presentations) – Session Chair: Dr R de Villiers 16:00-16:30 2019-327

Culture influence on animal colours in English descriptive essay writing: A Case of three high schools in Maputsoe-Lesotho Mr PG Tlali – Durban University of Technology

16:30-17:00 2019-326 Unlocking key competences learners need to achieve success beyond school: E3 - a DBE intervention to address future-focused learning and teaching Dr R de Villiers - E3 Entrepreneurship, Employability and Education

18:30 Venue: Tugela Room – Maharani Hotel Cocktail function and book launch Teacher Preparation in South Africa: History, Policy and Future Directions: Chisholms, L (Prof) Action Learning and Action Research – Genres and Approaches: Ortrun Zuber-Skerrit (Griffith Univerisyt, Australia) Lesley Wood (North-West University, South Africa) Participatory Action – Learning and Action Research – Theory, Practice and Process: Lesley Wood

THURSDAY, 24 OCTOBER 2019

DAY 2: SESSION 1

07:30 Registration: Venue: East Ilanga (SIG presentation – SELF-Study) – Session Chair: Prof K Pithouse-Morgan 08:30-11:00 2019-082

Exploring possibilities through methodological inventiveness in self-reflexive research Prof K Pithouse-Morgan, Dr B Campbell, Ms M Kortjass – University of KwaZulu-Natal, Dr F Kruger – University of the Free State, Ms T Meskin – University of KwaZulu-Natal, Dr M Muller – University of the Free State, Prof I Naicker – University of KwaZulu-Natal, Dr E Nyamupangedengu – University of the Witwatersrand, Prof D Pillay, Dr L Prinsloo-Markus – University of KwaZulu-Natal, Dr W Rawlinson – Durban University of Technology, Dr T van der Walt – University of KwaZulu-Natal, Dr L Masinga – University of KwaZulu-Natal, Dr A Hiralaal – Durban University of Technology, Ms N Mbatha – University of KwaZulu-Natal

Venue: North Ilanga (Individual presentations) – Session Chair: Dr E Charamba 08:30-09:00 2019-222

Exploring socio-cultural complexities and the teaching of HIV & AIDS education in Life Orientation at FET phase E Muza – University of KwaZulu-Natal

09:00-09:30 2019-209 Revisiting the pedagogy of normative induction in South African universities Prof M Cross – University of Johannesburg

09:30-10:00 2019-043 Exploring experiences of educators in inclusion and exclusion of learners with Autism: A case study of three special schools in KZN Dr MD Nhlapo – University of KwaZulu-Natal, Miss BJ Gumede – Thuthukani Special School

10:00-10:30 2019-044 Bridging discourses in science education through translanguaging Dr E Charamba – University of the Witwatersrand

10:30-11:00 2019-047 Selected Millennial History Teachers’ engagement with Rainbow Nation Discourses in relation to post-apartheid South African history Miss FC Gxwayibeni – University of KwaZulu-Natal

Venue: South Ilanga (Individual presentations) – Session Chair: Dr MSA Maeko 08:30-09:00 2019-010

Exploring New Teaching and Learning Possibilities through Technology Innovations: Lessons from the Gauteng Paperless Schools Pilot Project Mr DM Na-Allah, Dr R Dlamini – University of the Witwatersrand

09:00-09:30 2019-030 Barriers to sustainable integration of ICT in secondary education in KwaZulu-Natal, South Africa, a case of Pietermaritzburg Secondary Schools Dr J Mangundu – Durban University of Technology

09:30-10:00 2019-080 A Grounded in Theory Approach to Technology Adoption based on TAM Dr O Sadeck, Prof A Chigona – Cape Peninsula University of Technology

10:00-10:30 2019-136 Effectiveness of online tutorials as a tool to enhance student engagement: Tutors’ experiences BL Motaung, R Makombe – University of the Free State

10:30-11:00 2019-013 The demise of technical and vocational subjects in South Africa, a case of technical schools in UMgungundlovu district of KwaZulu-Natal Dr MSA Maeko – Durban University of Technology

Venue: Suite 1 (SIG presentation – Assessment and Testing) – Session Chair: A Kanjee 08:30-11:00 2019-338

Assessment in Initial Teacher Education Programmes: For, Of or As learning J Ramollo,– Tshwane University of Technology, M Matthews, H Dippenaar – Cape Peninsula University of Technology, N Roberts - University of Johannesburg, Candice Livingston, N Mashiyi – Cape Peninsula University of Technology, L Dison , P Pillay – University of Witwatersrand. Z Mthembu, A Kanjee - Tshwane University of Technology

Venue: Suite 2 (Individual presentations) – Session Chair: Mr C King 08:30-09:30 ICSS 2019-337 (SIG Presentation 2 on Curriculum)

(i) Decolonisation of higher education curriculum, and on (ii) curriculum capture Prof L Ramrathan, Prof D Pillay - University of KwaZulu-Natal, Prof S Blignaut – Nelson Mandela University, Prof L Le Grange – Stellenbosch University, Prof P du Preez – North-West University

09:30-10:00 2019-120 Mathematics education through a cultural lens Dr JR Jhagroo – Auckland University of Technology

10:00-10:30 2019-142 The positioning of men as technologically competent: Unmasking ideological assumptions through a critical discourse analysis of SADC school textbooks Dr P Pillay – University of Witwatersrand

10:30-11:00 2019-143 Corrective rape on the Cape Flats and how (journalism) curricula built on a foundation of empathy will benefit our democracy Mr C King – Cape Peninsula University of Technology

Venue: Suite 3 (Individual presentations) – Session Chair: Prof M Makgato 08:30-09:00 2019-068

The integration of theory and practical activities in vocational subjects at Technical and Vocational Education and Training Colleges Prof M Makgato, Dr O Moila – Tshwane University of Technology

09:00-09:30 2019-313 Developing standards for inclusive teaching in South Africa: A dilemma analysis Prof L Rusznyak – University of the Witwatersrand, Prof E Walton – University of Nottingham

09:30-10:00 2910-103 Resilience and self-acceptance among gays and lesbian students at the institutions of higher learning Miss N Chabula, Prof JG Kheswa – University of Fort Hare

10:00-10:30 2019-108 Transformation of a Wits Faculty of Health Sciences postgraduate population (2008 – 2017) Mr MM Meela, Prof E Libhaber, Prof B Kramer – University of the Witwatersrand

10:30-11:00 2019-117 Data cost as a threat to digital inclusion and impact on at-risk students in higher education institutions Dr C Bitso, Ms C Musonza, Dr V Lawal – University of Fort Hare

Venue: Suite 4 (Individual presentations) – Session Chair: Mr H Awude 08:30-09:00 2019-112

Teacher learning insights from South African and New Zealand teachers Prof S Bansilal – University of KwaZulu-Natal, Dr JR Jhagroo – Auckland University of Technology

09:00-09:30 2019-109 The effect of using concrete method in the teaching and learning of integers Mr GJ Cloete, Dr M Rabaza – University of the Free State

09:30-10:00 2019-215 Exploring the implementation of the concurrent model of training pre-service teachers at South Africa universities LY Mpaha, E Nyamupangedengu, M Mosabala – University of the Witwatersrand

10:00-10:30 2019-294 The role of higher education in addressing the climate crisis Prof TLH McCowan – University College London

10:30-11:00 2019-250 An overview of Ghana’s technical and vocational education and training and reforms since independence Mr H Awude – University of the Witwatersrand

Venue: Suite 5 (Individual presentations) – Session Chair: Dr DC Geduld 08:30-09:00 2019-105

The brewing storm in the valley of hope: The case of dropout youth in South African schools Dr JM Mamabolo – University of Limpopo

09:00-09:30 2019-193 Rural school community girls exploring possibilities of addressing Gender-Based Violence: Trying out a Digital Dialogue Tool Ms N Yamile – Nelson Mandela University

09:30-10:00 2019-204 Constraints of knowledge based-economy on the skills of elementary occupations: Case of Clothing and Textile in South Africa Mr A Tsotsi – University of the Witwatersrand

10:00-10:30 2019-210 Their capital has value too: Single mothers’ narratives of educational support to their high school learner Mrs CJ Jacobs, Prof DD Daniels – Stellenbosch University

10:30-11:00 2019-229 Reflecting on B Ed students’ experiences of changing schooling contexts during School Based Learning: A proposition for transformative learning Dr DC Geduld, Dr HH Sathorar, Mr M Moeng – Nelson Mandela University

Venue: Congella Room – Maharani Hotel (Individual presentations) – Session Chair: Dr P Naidoo 08:30-09:00 2019-192

Beyond the rhetoric of teacher job satisfaction: The interplay of empathy and powerlessness Dr N Nzimande, Prof N Amin – University of KwaZulu-Natal

09:00-09:30 2019-195 Incorrect or rigidity of thinking as an underlying factor related to learner errors in Mathematical Literacy Dr X Khhalo – University of Fort Hare, Prof A Bayaga – University of Zululand

09:30-10:00 2019-185 Teacher perceptions and experiences of high school learners with the calling of "ukuthwasa" in the Amahlathi Local Municipality. Miss NM Plaatjie, Mrs NS Sandlana – University of Fort Hare

10:00-10:30 2019-201 Emotional demands and coping styles of teachers in KwaZulu-Natal in relation to their burnout and commitment levels Dr A Philipp – University of KwaZulu-Natal

10:30-11:00 2019-057 Instructional leadership development for principals Dr P Naidoo, Prof R Mestry, Prof P du Plessis – University of Johannesburg

Venue: Great Ilanga (Individual presentations) – Session Chair: Ms PM Molebatsi 08:30-09:00 2019-197

Academics’ perceptions on scope change and autonomy of oral health professions Mrs G Vergotine – University of Witwatersrand

09:00-09:30 2019-213 The Public Good Role of South African Universities: Three Ideal Types Ms PM Molebatsi – University of the Witwatersrand

09:30-10:00 2019-203 Rupturing or reinforcing inequality? The role of education in South Africa today Prof S Allais – University of the Witwatersrand, Dr AL Cooper – Human Sciences Research Council, Dr Y Shalem – University of the Witwatersrand

10:00-10:30 2019-211 The impact of psychosocial factors on the academic performance of undergraduate students in a university setting: A Scoping Review Ms T Fennie, Ms Y Mayman, Ms C Louw, Ms M Kombora – University of the Western Cape

10:30-11:00 2019-269 Diversified identities in the school curriculum: education as a practice of freedom and liberation? Mr Y Duze – University of KwaZulu-Natal

Venue: Room 1820 (Individual presentations) – Session Chair: Dr A Hiralaal 08:30-09:00 2019-134

Teachers’ collaboration practices in developing inclusive education Miss S Fodo, Dr S Stofile – University of the Western Cape, Prof E Swart – Stellenbosch University, Prof E Struyf – University of Antwerp, Prof P Van Avermaet – Ghent University, Prof K Petry – KU Leuven, Mr D Vansteenkiste – University of Antwerp, Mrs Z Jansen, Ms M Schreuder – Stellenbosch University

09:00-09:30 2019-298 Health Literacy on Prescribed Medication Instructions by Diabetes Mellitus Patients at a Selected Clinic in the Capricorn District of Limpopo Province, South Africa: A Pilot Study Mrs C Ngoatle, Prof MJ Themane, Prof MT Mothiba – University of Limpopo

09:30-10:00 2019-283 Managing conflict at institution/s of higher learning; a post-positivist perspective Mr Y Lukman, Prof S Balkaran, Dr Z Gobingca – Walter Sisulu University

10:00-10:30 2019-135 Exploring the use of technology in formative assessment: lessons from the TARMII online assessment resource Dr KC Motha – Human Sciences Research Council

10:30-11:00 20190-259 Perceptions of teacher mentors on mentorship Dr A Hiralaal, Mr C Makwara, Ms E Khonyane – Durban University of Technology

Venue: Room 1920 (Individual presentations) – Session Chair: Dr N Norodien-Fataar 08:30-09:00 2019-328

Insights into the use and affordances of arts-based methods for pre-service teachers towards HIV and AIDS education: An asset-based approach Dr FP Khanare – University of the Free State

09:00-09:30 2019-329 Using LCT research findings to support the transition from first to second year mathematics Dr CH Conana, Dr DM Solomons, Prof D Marshall – University of the Western Cape

09:30-10:00 2019-330 Reading Test-taker Performance through a Legitimation Code Theory Lens: How and Why Dr NS Msusa – University of Cape Town

10:00-10:30 2019-335 Pedagogising my book anthology on the ‘Search for Islamic Ethical Agency in the Post-Apartheid period’ Prof A Fataar – Stellenbosch University

10:30-11:00 2019-063 Exploring lecturers’ accessing of institutional support programmes to augment their teaching at a University of Technology Dr N Norodien-Fataar – Cape Peninsula University of Technology

11:00-1:30 Refreshments DAY 2: SESSION 2

11:30-13:00 Venue: Great Ilanga Panel discussion: Education and Work: Debating a central problematic of our field Panellists: Dr Jean Gamble (University of Cape Town), Prof Stephanie Allais (University of the Witwatersrand), Mr Shakeel Ori (Durban University of Technology), Prof Moses Makgato (Tshwane University of Technology) Chair: Prof Volker Wedekind (Associate Professor in Vocational Education at the Centre for International Education Research, University of Nottingham)

13:00-14:00 Lunch

DAY 2: SESSION 3

Venue: East Ilanga (Individual presentations) – Session Chair: Mr K Mamutse 14:00-14:30 2019-282

Transactional ethics and ‘damaged centred’ research: of banality and oblivion! Prof S Maistry – University of KwaZulu-Natal

14:30-15:00 2019-021 Our journeys: postgraduate supervision at a University of Technology Dr A Hiralaal, Dr G Mistry, Dr S Ghuman – Durban University of Technology

15:00-15:30 2019-022 Pre-service teachers’ views of teaching practice Mr K Mamutse – Embury Institute of Teacher Education

Venue: North Ilanga (Round table) – Session Chair: Prof N de Lange 14:00-15:30 2019-116

Bridging ‘uncertain spaces’ in teacher education: Humanising pedagogical tools to cultivate responsive student teachers and agents of social change Prof N de Lange, Ms RA Notshulwana, Ms NV Msutwana, Dr AM Cherrington, Dr M Childs, Dr C Jordaan – Nelson Mandela University

Venue: South Ilanga (Panel presentation) – Session Chair: Prof E Unterhalter & Prof S Allais 14:00-15:30 2019-200

Reflecting on higher education, inequalities and the public good in four African countries Prof E Unterhalter – University College London, Prof S Allais – University of the Witwatersrand, Dr C Howell – University College London

Venue: Suite 1 (Panel presentation) – Session Chair: Prof YM Sayed 14:00-15:30 2019-246

Unpacking Teacher Professional Development Prof YM Sayed – University of Sussex, Ms ZM McDonald, Dr TM Nyatsanza – Cape Peninsula University of Technology, Prof N Carrim – University of the Witwatersrand, Ms M Singh – Cape Peninsula University of Technology

Venue: Suite 2 (Individual presentations) – Session Chair: Mr JB Mpanza 14:00-14:30 2019-071

TVET for sustainable skills for the Fourth Industrial Revolution: snapshot at challenges TVET colleges Prof M Makgato – Tshwane University of Technology

14:30-15:00 2019-096 Exploring Pedagogical possibilities through poetry Dr WA Rawlinson – Durban University of Technology

15:00-15:30 2019-293 Exploring the role of micro histories in the school history curriculum: A case study of Richmond and Imbali townships, South Africa Mr JB Mpanza – University of KwaZulu-Natal

Venue: Suite 3 (Individual presentations) – Session Chair: Dr M Tanga 14:00-14:30 2019-333

Technical and vocational Education and Training in the knowledge economy Dr NJP Teis – University of the Free State

14:30-15:00 2019-028 The role of departmental heads as curriculum and instructional leaders in selected secondary schools Dr AS Mawela – University of South Africa

15:00-15:30 2019-280 Teachers’ Perspectives on Multicultural Education in Chris Hani West District in South Africa Dr M Tanga, Mrs S Matshikiz, Dr S Luggya – University of Fort Hare

Venue: Suite 4 (Individual presentations) – Session Chair: Dr AA James 14:00-14:30 2019-132

Information gaps along the higher education access trajectory: A case study of low-income rural South African university students Dr P Mukwambo, Prof M Walker, Dr M Mathebula – University of the Free State

14:30-15:00 2019-133 Collaboratively developed social justice praxis: imagining critical service-learning as pedagogical process for teacher education Mrs A Schoonen, Prof L Wood, Dr C Kruger – North-West University

15:00-15:30 2019-137 Pre-service teachers’ courage to explore beyond the boundaries in an A E I O U Mindfulness programme at a South African University Mr R Moodley – Yolab, Dr AA James – University of KwaZulu-Natal

Venue: Suite 5 (Individual presentations) – Session Chair: Dr PJ Sefara 14:00-14:30 2019-140

Ignorance of fieldwork in the teaching and learning of geography in Secondary Schools of Mankweng Circuit Dr PJ Sefara – University of Limpopo

14:30-15:00 2019-154 Female secondary science teachers’ experiences of school and university science Dr CCN Mthiyane – Durban University of Technology

15:00-15:30 20019-160 Emerging constellations of Earth’s movement in space: A case of South African Primary school children Mrs N Mushaikwa, Prof L Rusznyak – University of the Witwatersrand

Venue: Congella Room – Maharani Hotel (Individual presentations) – Session Chair: Dr C Bosch 14:00-14:30 2019-198

The use of tablet technology for teaching mathematics in poor schools: A case of two township schools Mr MR Rafiki – University of the Witwatersrand

14:30-15:00 2019-207 Establishing a Learning Presence: Cooperative Learning, Blended Learning, and Self-Directed Learning Dr C Bosch, Dr J Pool – North-West University

15:00-15:30 2019-276 A Fourth Industrial Revolution (4th IR) Solution to Assessing the Teaching Practicum in an Open-Distance e-Learning Context: Contextualising Open Source Software (OSS) to Student learning Dr N Davids – University of South Africa

Venue: Great Ilanga (Individual presentations) – Session Chair: Dr DP Long 14:00-14:30 2019-291

Potential Educator’s Environmental Worldviews Pre and Post an Introductory Course in Environmental Studies at a Higher Education Institution Dr PL Goldschagg, Dr DP Long – University of the Witwatersrand

14:30-15:00 2019-272 Blurring the boundary between teaching and research: Experiences of a Scholarship of Teaching and Learning programme through the lens of specialization in LCT Prof SL Hassan – Cape Peninsula University of Technology

15:00-15:30 2019-232 The performance of fourth-year intermediate phase student teachers on selected grade 4-7 mathematics topics Dr M Rabaza – University of the Free State, Dr Z Ndlovu – University of Kwazulu-Natal, Prof M Mosemege – University of the Free State

DAY 2: SESSION 4

15:30-16:00 Refreshments Venue: East Ilanga (Individual presentations) – Session Chair: Ms M Kortjass 16:00-16:30 2019-011

Strategies for effectively managing human resource: Lessons from principals of deprived schools Mr S Ngidi – University of KwaZulu-Natal

16:30-17:00 2019-038 Going beyond boundaries by creating collages in my self-study doctoral journey Ms M Kortjass – University of KwaZulu-Natal

17:00-17:30 2019-058 Ethical school leadership amidst turbulence: Insights from school principals in KwaZulu-Natal Dr SE Mthiyane – University of the Witwatersrand

Venue: North Ilanga (Round table) – Session Chair: Dr N Gcelu 16:00-17:30 2019-166

“It starts with me”: collaborative initiatives for sustainable leadership in South African schools Dr N Gcelu, Dr P Larey, Ms AS Padayachee, Dr FP Khanare – University of the Free State, Ms P Nwokedi – University of KwaZulu-Natal

Venue: South Ilanga (Panel presentations) – Session Chair: Dr E Nyamupangedengu 16:00-17:30 2019-155

Exploring possibilities for integrating Content and Methods when teaching science to preservice teachers Dr E Nyamupangedengu, Dr M Mosabala, Dr C Mandikonza University of the Witwatersrand, Dr L Mavuru – University of Johannesburg

Venue: Suite 1 (Individual presentations) – Session Chair: Dr FQB Zulu 16:00-16:30 2019-014

Using cultural historical activity theory to examine learning in a teacher learning community: a case study of commerce teachers’ association Dr FQB Zulu – University of KwaZulu-Natal

16:30-17:00

2019-100 How Deputy Heads are prepared for their roles: A Zimbabwean case study Mr P Chuma – University of the Witwatersrand

17:00-17:30 2019-100 How Deputy Heads are prepared for their roles: A Zimbabwean case study Mr P Chuma – University of the Witwatersrand 2019-020 Quality and nature of teachers’ in - service professional development in two selected African countries Mr OA Ajani – University of Zululand

Venue: Suite 2 (Individual presentations) – Session Chair: Dr M Mathebula 16:00-16:30 2019-127

Exploring the connection between arithmetical thinking and the reversal error Mr RG Govender – University of KwaZulu-Natal, Mr C Soneira – University of A Coruna, Prof S Bansilal – University of KwaZulu-Natal

16:30-17:00

2019-077 Advancing Sector-Wide Higher Education Development Dr R Dhunpath – University of KwaZulu-Natal

17:00-17:30 2019-085 Enhancing students’ narrative capability and capability for epistemic contribution: reflections on the value of photovoice Dr M Mathebula, Prof M Walker, Dr C Martinez-Vargas – University of the Free State

Venue: Suite 3 (Individual presentations) – Session Chair: Prof LT Mabasa 16:00-16:30 2019-104

Sexual experiences of the adolescent females raised by single-parents in Mntshezi Location, Maclear, Eastern Cape Miss SP Marubelela, Prof JG Kheswa – University of Fort Hare

16:30-17:00 2019-118 Save the children: The case of Grade 12 learners heading households in South Africa Ms KS Maila, Prof LT Mabasa – University of Limpopo

Venue: Suite 4 (Individual presentations) – Session Chair: Ms NT Ramulongo 16:00-16:30 2019-202

Integrating inclusivity into the curriculum at Technical and Vocational Education and Training Colleges LP Sako, JM Mamabolo – University of Limpopo

16:30-17:00 2019-205 TVET college lecturers’ perceptions on ICT affordances: preparing students to meet the demands of current South African industrial needs Dr NSN Ndlovu, Mr AD Dewa – University of the Witwatersrand

17:00-17:30 2019-249 The Demand for General Education over Formal Technical Vocational Education and Training in an Informal Sector Ms NT Ramulongo – University of the Witwatersrand

Venue: Suite 5 (Individual presentations) – Session Chair: Mrs A Vermaak 16:00-16:30 2019-168

Boundaries and belonging in post-apartheid South Africa: Views of students and teachers Ms M Singh, Prof Y Sayed – Cape Peninsula University of Technology

16:30-17:00 2019-227 Practitioners’ perceptions and understanding of the approaches underpinning pedagogy in an early childhood classroom Miss KMR Leshabane – Umalusi

17:00-17:30 2019-123 Enhancing pre-service teachers’ creativity and cross-cultural connectedness through technology education: My self-reflexive journey Mrs A Vermaak – Nelson Mandela University

Venue: Congella Room Maharani Hotel (Individual presentations) – Session Chair: Mrs MG Botha 16:00-16:30 ICSS 2019-334

Place and education in the Anthropocene: An ecosophical consideration Dr F Kruger – University of the Free State

16:30-17:00 2019-218 Capabilities for media graduate employability: a case study of private higher education in South Africa Ms FA Somerville – University of the Free State

17:00-17:30 2019-226 Expectations of Grade 10 learners of sexuality education Mrs MG Botha, Mrs E Swanepoel – AROS

Venue: Great Ilanga (Meet the editors) – Session Chair: 16:00-17:00 This session is an opportunity to engage with editors of some education journals in South Africa. Editors will present briefly on the focus and scope of their journal, and then will

respond to questions from the audience. Prof Petro Du Preez: Editor of Transformation in Higher Education Prof Lesley Wood: Editor of Educational Research for Social Change Prof Carol Bertram: Editor of Journal of Education Prof Busi Alant. Editor: African Journal of Research in Mathematics, Science and Technology Education

Venue: Room 1820 (Round table) – Session Chair: Dr AS Mawela 16:00-17:30 2019-041

The role of departmental heads in the budgeting and procurement of teaching and learning resources Mr SB Mahlambi, Dr AS Mawela – University of South Africa

17:30 – 18:30

Venue: Suite 5 AGM

19:00 Venue: Great Ilanga Gala Dinner Keynote speaker: Prof Thandwa Mthembu: Vice Chancellor and Principal: Durban University of Technology SAERA Best doctoral thesis award SAERA Research Honours award

FRIDAY, 25 OCTOBER 2019 DAY 3: SESSION 1

07:30 Registration: Venue: East Ilanga (SIG presentation - Curriculum) – Session Chair: Prof Lesley le Grange 08:30-11:00 ICSS 2019-299

Scoping the curriculum scholarship in South Africa over the last 25 years Prof L Ramrathan – University of KwaZulu-Natal, Prof L Le Grange – Stellenbosch University, Prof S Simmonds, Prof P du Preez – North-West University Prof C Reddy – Stellenbosch University, Prof S Maistry – University of KwaZulu-Natal

Venue: North Ilanga (Individual presentations) – Session Chair: Dr NSF Fongwa 08:30-09:00 2019-085

Investigating Accounting classroom conditions impacting on successful learning in the Further Education and Training Phase Dr A Petzer, Prof M Nel, Prof MM Grosser – North-West University

09:00-09:30 2019-295 Examining National Policy Frameworks for Teacher Education in South Africa and Sweden – A Critical Discourse Analysis Approach Dr S Risenfors, Prof K von Bromssen – University West

09:30-10:00 2019-074 Using a Critical Realist perspective to understand visible rewards Ms S Akabor – University of the Witwatersrand

10:00-10:30 2019-049 Exploring Autoethnography as Learning and Teaching in Higher Education Prof K Pithouse-Morgan, Prof D Pillay, Prof I Naicker – University of KwaZulu-Natal

10:30-11:00 2019-097 Higher education as a public good in South Africa: A three-tier perspective of conditionalities Dr NSF Fongwa – Human Sciences Research Council

Venue: Suite 1 (Individual presentations) – Session Chair: Dr L Powell 08:30-09:00 2019-092

Having fun seriously matters: A visual arts based narrative of self-reflexivity and methodological inventiveness Dr M Muller – University of the Free State

09:00-09:30 2019-050 Gender versus Transgender: LGBTI communities at crosshairs Dr S Madambi, Prof A Coetser – Walter Sisulu University

09:30-10:00 2019-290 Typical classroom practices of two South African physical sciences teachers Dr R Gudyanga, Prof LC Jita – University of the Free State

10:00-10:30 2019-296 Examining the contribution/impact of the TVET programmes to inclusive industrial growth and transformation- an analysis of Automotive sector in South Africa Mr AT Sibiya – University of the Witwatersrand

10:30-11:00 2019-302 Bringing theory to our understanding of Vocational Education and Training (VET) and the role(s) that it can play in expanding sustainable livelihoods Dr L Powell – Nelson Mandela University

Venue: South Ilanga (Individual presentations) – Session Chair: Dr P Gathara 08:30-09:00 2019-024

Pre-service primary science teachers’ perceptions of the problems that they face in their training Mr K Mamutse – Embury Institute of Teacher Education

09:00-09:30 2019-031 Square pegs for round holes: First-year student experience of the tutorial programme for a University of technology Mr C Makwara – Durban University of Technology

09:30-10:00 2019-040 Teaching Chemistry in IsiZulu: A critical investigation of the benefits and challenges in delivery Dr MA Thamae – Durban University of Technology

10:00-10:30 2019-046 Exploring Lecturers’ Emotional Challenges on Their Work Performance at One of The Rural Universities in Eastern Cape Province Dr N Marongwe, Dr H Kasumba, Dr S Chiphambo – Walter Sisulu University

10:30-11:00 2019-061 Exploring Enabling Interventions for Increasing Female Students’ Participation in Science, Technology, Engineering and Mathematics (STEM) Disciplines in Kenyan Public Universities Dr P Gathara, Dr L Mbirianjau – Kenyatta University

Venue: Suite 2 (Individual presentations) – Session Chair: Mr MP Moeketsane 08:30-09:00 2019-059

Conceptualisation and enactment of ethical leadership amidst turbulence in four Zimbabwean schools Dr SE Mthiyane, Ms B Chingwanangwana – University of the Witwatersrand

09:00-09:30 2019-076 Drawing from multiple identities: The narratives of novice principals in a deprived school context Mrs N Satimburwa – University of KwaZulu-Natal

09:30-10:00 2019-093 Employee turnover intentions at a historically disadvantaged South African university Dr PW Bwowe – Walter Sisulu University

10:00-10:30 2019-130 Mental models of school leaders and coordinators in making schools health-promoting: creation of new mental models Dr S Kwatubana, Dr VA Nhlapo – North-West University

10:30-11:00 2019-281 Mapping instructional leadership practices and perspectives of primary school HODs in South Africa Mr MP Moeketsane, Prof LC Jita, Dr T Jita – University of the Free State

Venue: Suite 3 (Individual presentations) – Session Chair: Dr B Manyonga 08:30-09:00 2019-128

The integration of Information and Communication Technologies (ICTs) in teaching and learning in South African primary schools Dr PN Munje, Dr T Jita – University of the Free State

09:00-09:30 2019-139 Beyond limits: lectures’ reflection of Moodle uptake in South African universities Dr CB Mpungose – University of KwaZulu-Natal

09:30-10:00 2019-225 Child labour as a legal and an illegal practice: content knowledge in South Africa’s explicit school curricula Dr A Visser – North-West University

10:00-10:30 2019-248 Transformative teaching for students and graduates with disabilities in open and distance learning context: A capabilities approach Dr B Manyonga, Prof SN Mokiwa – University of South Africa

Venue: Suite 4 (Individual presentations) – Session Chair: Dr M Childs 08:30-09:00 2019-101

Sketching beyond the boundaries: An account of an arts-based study of teacher education curriculum development Dr M Childs – Nelson Mandela University

09:00-09:30 2019-240 Integrated Assessment: A Progressive Approach to Support Learners Learning in Economic and Management Sciences Dr MR Msimanga – University of Johannesburg

09:30-10:00 2019-264 The teaching and learning of abstract science ideas for understanding and conceptual change: a case of evolutionary genetics Mr T Tshuma – Walter Sisulu University

10:00-10:30 2019-054 Industrial Revolution 4.0: Exploring challenges and possibilities for education Dr S. Al-Busaidi – Sultan Qaboos University

10:30-11:00 2019-275 Sewing without a thread: Applying a Critical Participatory Action Research approach to blur the boundaries of school improvement Ms NNS Rangana – Nelson Mandela University

Venue: Suite 5 (Individual presentations) – Session Chair: Dr M Fourie 08:30-09:30 CURRICULUM STUDIES SIG SYMPOSIUM 2

2019-112 South African teachers’ perspectives on using the computer as a tool towards teaching and learning Mr M Sikhakhane, Dr S Govender, Prof MC Maphalala – University of Zululand

09:30-10:00 2019-268 Enables and constraints in the implementation of inclusive education through a short learning programmes for in-service teachers: lessons for teacher education Prof MJ Themane, Mr MSJ Themane, Dr JM Mamabolo – University of Limpopo

10:00-10:30 2019-271 Mentorship during Work Integrated Learning: Experiences and expectations of student-teachers and teachers Dr K Whittles, Dr M Combrinck – Cape Peninsula University of Technology

10:30-11:00 2019-297 Instructional leadership in Education for continuous professional development: The balancing act Dr M Fourie – North-West University

Venue: Great Ilanga I (Individual presentations) – Session Chair: Mr MH Kali 08:30-09:00 2019-242

Learning from one African postgraduate woman’s stories of experience of transcending beyond boundaries in pursuit of creative alternative self Dr S Saloojee, Prof D Pillay – University of KwaZulu-Natal

09:00-09:30 2019-244 Academic productivity, performance management, presupposed efficiency: The emergence of the corporate, neoliberal university in South African higher education Dr M Hlatshwayo – University of KwaZulu-Natal

09:30-10:00 2019-258 Perspectives of pre-service teachers on an employability improvement programme at a university of technology Dr A Hiralaal, Ms E Khonyane, Dr M Thamae – Durban University of Technology

10:00-10:30 2019-286 Developing student teachers critical thinking skills through an e-portfolio Dr PK Mudau – University of South Africa

10:30-11:00 2019-277 Impetus of student leadership actions towards realisation of strategic objectives of the university Mr MH Kali – Walter Sisulu University

DAY 3: SESSION 2

11:00-11:30 Refreshments 11:30-13:00 Venue: Great Ilanga

Panel discussion: Recovering the epistemic agency of the marginalised in knowledge production: towards a more human, just and authentic research community Panellists: Prof Leketi Makalela (University of the Witwatersrand), Prof Muxe Nkondo (University of South Africa Council member and former Vice Chancellor: University of Venda), Ms Nadeema Jogee (Nelson Mandela University) Chair: Prof Yusuf Sayed (University of Sussex)

13:00-14:00 Lunch DAY 3: SESSION 3

Venue: East Ilanga (Individual presentations) – Session Chair: Miss CE Pieterse 14:00-14:30 2019-159

Experiences of the Supervision in Curriculum and Assessment Policy Statement (CAPS) Mr LG Nene – University of KwaZulu-Natal

14:30-15:00 2019-208 Thinking anew about sexuality education from lecturers' experiences: Reflections on the main findings of a Master’s study Miss CE Pieterse – North-West University

15:00-15:30 2019-029 The perceptions of Teachers towards the integration of computer technology in schools Miss NG Mthembu – University of KwaZulu-Natal

Venue: North Ilanga (Individual) – Session Chair: Mr ME Maebana 14:00-14:30 2019-233

Implementation of Education White Paper: A strategy for decolonisation of the previously disadvantaged learners in Mankweng Circuit, Limpopo Province Mr ME Maebana – University of Limpopo

14:30-15:00 2019-041 The role of departmental heads in the budgeting and procurement of teaching and learning resources Mr SB Mahlambi, Dr AS Mawela – University of South Africa

15:00-15:30 2019-114 Teachers perceptions on the implementation of the progression policy: A focus on consultation Miss ML Mogale, Mrs MC Modipane – University of Limpopo

Venue: Suite 1 (Panel presentation) – Session Chair: Mrs NP Mbatha (Bele) 14:00-15:30 2019-138

The Possibilities, Pitfalls and Pleasures of early career academics in South Africa Mrs NP Mbatha (Bele), Ms TA Zondi, Mr VJ Msiza, Ms N Satimburwa –University of KwaZulu-Natal

Venue: South Ilanga (Individual presentations) – Session Chair: Mr MM Makgamatha 14:00-14:30 2019-034

Moving beyond the boundaries of conventional computer programing: A physical approach to the introduction of coding Mr RG Govender, Prof DW Govender– University of KwaZulu-Natal

14:30-15:00 2019-102 The Schools Wellbeing Centre: Breaking barriers through a university-school-community partnership at the University of Cape Town Dr P Silbert, Ms T Mzozoyana – University of Cape Town

15:00-15:30 2019-287 An online assessment system to support teaching and learning in South African schools Mr MM Makgamatha, Ms C Namone – Human Sciences Research Council

Venue: Suite 2 (Individual presentations) – Session Chair: Dr R de Villiers 14:00-14:30 2019-121

Push and pull forces in the continuum of transformation in teacher educators Dr R de Villiers – University of Pretoria

14:30-15:00 2019-122 The Psycholinguistic and Neurolinguistic Nature of Communications and Education in Early Development of Bi/multilingual Autistic Children Mr OA Kehinde, Dr BXS Ntombela, Dr C Hermann – University of Zululand

15:00–15:30

2019-015 Structural discrimination/limitations contribute to the plight of the poor Dr JR Ramdhani – University of KwaZulu-Natal

Venue: Suite 3 (Individual presentations) – Session Chair: Mr LM Mangongwa 14:00-14:30 2019-032

Decolonising University Curriculum: An exploration of inclusion of African Psychology within an Educational Psychology module Dr MD Nhlapo, Dr VZ Masuku – Durban University of Technology

14:30-15:00 2019-254 A critical analysis of the current discourses on the decolonisation of the history curriculum for schools in a democratic South Africa Mr JB Mpanza – University of KwaZulu-Natal

Venue: Suite 4 (Individual presentations) – Session Chair: Prof S Allais 14:00-14:30 2019-273

The colonization of sociology of education by economists: hope and disappointment in explaining and tackling educational inequalities Prof S Allais, Prof Y Shalem – University of the Witwatersrand

14:30-15:00 2019-279 Support provided by the district for inclusion of learners with special education needs in primary schools in Amathole West District Dr TM Adewumi, Prof VS Mncube – University of Fort Hare

15:00-15:30 2019-284 Teachers’ experiences of inclusive education for professional development, in Lebopo Circuit, Lebowakgomo District Ms IB Makofane, Prof MJ Themane – University of Limpopo

Venue: Great Ilanga: Session Chair: Dr SHH Ssembatya 14:00-14:30 2019-048

Does the Philosophy of Early Literacy Development through Mother-tongue Languages Facilitate Future Literacy Learning Outcomes? Dr SHH Ssembatya – Kyambogo University

14:30-15:00 Best Doctoral Thesis awardee based on her PhD thesis 15:00-15:30 Best doctoral thesis award presentation

Day 3: Session 4

15:30-16:15

Venue: Great Ilanga Closing Address: Prof Linda Chisholm (University of Johannesburg) Prof Lesley le Grange (University of Stellenbosch) SAERA president elect 2019 – 2021

16:15 Refreshments

POSTER PRESENTATIONS

2019-009 Impact of COL-sponsored projects on diversification of ODL programmes at the University of Eswatini Dr KAF Ferreira-Meyers – University of Eswatini 2019-189 The ART of becoming (P)ART: A professional framework for novice teachers in Art Education Dr GM Meyer – North-West University 2019-285 A socially inclusive teaching strategy: A liberating pedagogy for responding to challenges relating to teaching strategies Dr ML Malabese – North-West University 2019-316 Sustainability of the Room to Read Literacy Program after commitment is fulfilled Mr NM Nkonwana, Ms K Phaweni – Room to Read

Call for Papers 2019 SAERA Conference Special Edition

Date of publication: October 2020 Guest Editors: Dr Nonhlanhla Mthiyane and colleagues (Durban University of Technology) Conference presenters are invited to make a submission to the Conference Special issue. Contributions must have a strong focus on the conference theme. Submission of full papers (7 000 words) should be made by 30 January 2020 on the Journal of Education website https://journals.ukzn.ac.za/index.php/joe. Click on ‘Information for Authors’ to register and to see the Journal Guidelines and criteria. You will upload a copy for blind review, so your name and publications must not appear on the document. Please note in the comments section that this is a submission for the Special Conference Issue. All selected papers will be undergo a blind review process with two or three reviewers. Please address all editorial queries for this Special Issue to Dr Nonhlanhla Mthiyane (cynthiam@dut.ac.za) Administrative queries should be sent to Rosemarie Milburn rose@saera.co.za The Journal of Education is accredited by DHET and indexed by SciELO. It is an open access, peer reviewed journal that makes scholarly articles available under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Copyright resides with the author. Article Processing Charges of R4 500 are charged when an article is published.

ABSTRACTS: DAY 1: SESSION 1

Venue: East Ilanga

2019-305 KNOWLEDGE – BUILDING IN EDUCATIONAL PRACTICES Prof AF Fataar – Stellenbosch University, Prof L Rusznyak – University of the Witwatersrand, Dr MB Blackie – Stellenbosch University, Dr MN Hlatshwayo– University of KwaZulu-Natal, Dr SE Mthiyane– University of the Witwatersrand Keywords: Knowledge – building; Curriculum; Educational practices; Social justice Abstract: The ‘Knowledge-building in educational practices’ special interest group focuses on research that examines knowledge in academic and professional practices across the field of education. The need for this SIG arises from an observation that generic approaches are increasingly being advocated to prepare students for an unknown future. Our collective concern is the way these approaches potentially undermine the value of education for developing expertise. Ultimately, we are concerned that knowledge-blind approaches disempower students, especially those with historical and educational disadvantage. Understanding cumulative knowledge-building across educational practices has important implications for enabling student achievement in more intentional ways. This SIG therefore has at its core a social justice agenda. It creates a space for researchers who use a range of conceptual frameworks to make knowledge-building the focus of their research. This SIG would be of value to researchers interested in educational practices including academic literacies; teacher education, the study and teaching of academic subjects/disciplinary knowledge; and the debates around decolonisation in particular subject areas.

1. 20 minutes: Why a focus on knowledge in the research of educational practices? Prof Aslam Fataar (Stellenbosch University)

2. 15 minutes: Studying knowledge-building in political science: Dr Mlamuli Hlatswayo (UKZN) 3. 15 minutes: Studying knowledge-building in teacher education: Prof Lee Rusznyak (Wits) 4. 15 minutes: Studying knowledge building in Science Education: Dr. Margaret Blackie & Dr. Hanelie

Adendorff: 5. 10 minutes: Respondent to formation of SIG and the presentations: Dr Siphiwe Mthiyane 6. 30 minutes: SIG Meeting

Venue: North Ilanga 2019-001 TEACHER PREPARATION IN SOUTH AFRICA: HISTORY, POLICY AND FUTURE DIRECTIONS Prof L Chisholm – University of Johannesburg Keywords: Teacher education, history and policy of teacher education Abstract: Colleges of education dominated the landscape of South Africa’s system for the preparation of primary school teachers throughout the twentieth century. Although racially differentiated and tightly controlled, the closure of the majority and incorporation of selected colleges into higher education in 1999, five years after the transition to democracy, continues to be contested. While there is a substantial literature on apartheid teacher education policy and the process of incorporation of colleges into universities in post-apartheid South Africa, there is little understanding of the longer history of colleges and their relationship to universities. This paper will probe this history, showing how a racially differentiated system came into being at the beginning of the twentieth century with conditions for teacher training that enabled linkages with universities for white but not black teachers-in-training. How this relationship unfolded for black and white colleges over the century will be the subject of this paper. It will be based on secondary and primary sources. The paper draws on a range of archival and historical sources, including institutional histories, oral interviews and theses to analyse developments in two key periods, the inter-war and apartheid years.

2019-340 UNDERSTANDING OCCUPATIONS FOR THE PURPOSE OF TRAINING Miss NS Alphonsus – University of the Witwatersrand Keywords: Occupations, Occupational Qualifications, Tasks, Curriculum Abstract: This paper will present preliminary findings of my PhD research project that is investigating the process of the occupational qualifications and associated curriculum framework development in South Africa. This research project investigates how this process attempts to connect education and work with the deliberate inclusion of a diverse group of stakeholders (educators, employers, professional body members trade unionists, government regulatory body members) through workshops in which the occupational qualification and associated curriculum framed is developed. There repetitive sentiment in this process is that the inclusion of stakeholders produces greater relevancy of the qualification and curriculum framework to the workplace. I am currently in the process of performing these interviews and will present themes that emerge relating to how the education and work connection is conceptualised in this paper. The fieldwork involves interviews with stakeholders and observations of the development process which have thus far revealed that the performance of the tasks for the occupation is central to the dialogue in the development process. However, arguments found in academic literature may contradict a task driven development process in training. For example, Standing (2009) would highlight that an occupation can be broader than skills, tasks and duties performed as an occupation is situated in a broader society with complex economic and social elements. In order to analyse the information emerging in my fieldwork, I had to find a systematic method of understanding occupations and the key influences that effect the training and practice of an occupation. In this paper I am proposing a framework for occupations developed from academic literature to analyse the connection between work and education presented in my findings. The framework consists of three broad categories of knowledge, society and skill which explain different ways in which an occupation’s training and practice are influenced (Abbott, 1989; Friedson, 1973, 2001; Standing, 2009; Winch, 2010). The framework will be used to develop occupational profiles that look in-depth at occupations (specially electricians and computer technician) in order interpret the themes emerging from the interviews with the stakeholders who were involved with developing the occupational qualification and curriculum framework for these occupations. References Abbott, A. (1989). The New Occupational Structure What are the Questions? Work and Occupations, 16(3), 273–291. Friedson, E. (1973). Professions and the Occupational Principle. In The professions and their prospects (pp. 19–57). London: Sage Publications. Friedson, E. (2001). Professionalism The Third Logic. Cambridge: Blackwell Publishers. Standing, G. (2009). Work after Globalization Building Occupational Citizenship. Cheltenham: Edward Elgar. Winch, C. (2010). Dimensions of Expertise A Conceptual Exploration of Vocational Knowledge. London: Continuum International Publishing Group.

2019-045 WEAVING AN AFRICAN TAPESTRY FOR ENGAGEMENT BEYOND THE RHETORIC OF UNIVERSITY AND COMMUNITY COLLABORATION Dr B Damons, Dr D Geduld, Dr H Sathorar – Nelson Mandela University Keywords: CPAR; PALAR; university community engagement Abstract: University research and engagement are mainly conducted on communities, reinforcing the Eurocentric notion that the University is at the centre of knowledge generation. This notion of research and engagement on communities is causing personal, psychological, spiritual, economic, cultural, and political discontent. This is due to our particular history in South Africa, where universities are still perceived as institutions which extract knowledge from communities without making any meaningful contributions to these communities, including not recognizing the voice and agency of the people on/with whom they are doing research. This insidious extraction of knowledge is evident in university research and engagement pedagogy. In this paper, we describe our experiences as aspiring critical pedagogues to understand the perceived contradiction regarding university community engagement. A Critical Participatory Action Research (CPAR) approach is utilized to describe our experiences using Participatory Action Learning and Action Research (PALAR) as a methodological approach during our community engagements. Our description is further guided by the following principles of PALAR, namely; communication, commitment, competence, compromise, critical

reflection, collaboration, and coaching. In this paper, we endeavour to weave our experiences into a metaphorical African tapestry that contains our stories of “What would enable us to participate authentically in community-university partnerships?” Our experiences indicate that this tapestry; although fragilely woven should be an organic process, covering multiple spaces of engagement, built on different knowledges and values, and that is mutually beneficial to all participants for the public good. 2019-098 FINANCIAL-INTELLECTUAL COMPLEX REVISITED: FRAMING EDUCATION RESEARCH IN AFRICA Prof J Samoff – Stanford University Keywords: Research; aid; frame, Africa; higher education Abstract: As colonial rule shaped and constrained education in Africa, it provided a model and frame for education research. Expanding, desegregating, and modernizing education, independent Africa largely maintained its organization, objectives, and orientations. So too for education research. The persisting framing, increasingly mediated through the foreign aid relationship, has been pervasive and consequential. I am concerned with the intersection of foreign aid, education research, and the education policy process in Africa. Education research has become enmeshed in the web of the foreign aid relationship. The analytic challenges are to understand how that has happened and how to confront it. Earlier I explored the direct consequences of the funding link. Here, I am concerned with embedded ideas. The analytic prism is framing, the generally unstated context that shapes how research problems are posed and how they are addressed, and then how research is applied to public policy. Through that prism I explore forms of framing in education research in Africa and their consequences. How is that framing institutionalized? African universities’ organization and reward systems play an important role. Globalized higher education and African universities’ attention to the comparative quality assessments make the academic disciplines and the high-status academic journals specifiers of research methods and arbiters of research quality. Method validates findings, in turn addressed to public policy. Since the specification of science and rigor are shaped by context (think Galileo), “quality” becomes a framing tool that functions to limit sharply divergent ideas, innovative approaches, and critiques. There have of course been sharp challenges, among them Fanon, Memmi, Mudimbe, Depelchin, and Mbembe, and for research, Mkandawire and Zeleza. Still, the framing endures. Activist education organizations have also challenged these forms of framing in Africa, with some gains for schools but little support to scholars and research. Indeed, regularly, the framing that guides research shapes the understandings and politics of education activists. This analysis highlights several challenges for critical African scholarship. The first is to recognize the dominant frame and to address it critically, even as those who provide research funding insist on it. The second is to cross disciplinary borders. The third is to create opportunities for research deviance. Developing alternative framing requires space for scholars to be contrarian, to challenge academic authority, to take the risks and consequences of deviance, and to proceed without significant foreign funding. Making that possible requires education researchers to be much more self-reflective and much more self-critical.

2019-306 WHAT’S INSIDE THE PACKET? USING OBJECTS AS AN INNOVATIVE TOOL FOR EXPLORING OUR DIVERSE TEACHER EDUCATOR IDENTITIES Dr L Masinga – University of KwaZullu-Natal, Dr A Hiralaal – Durban University of Technology Keywords: Object inquiry, self-reflexive, higher education, identities. Abstract: This paper is a collaborative self-reflexive exercise of how we, two female teacher educators involved in an object inquiry for social cohesion collaborative project, used found objects to make it possible to visually navigate the complexities, the contradictions, and the constant shifting of our identities. We also hoped to explore the rewards and challenges of dealing with our identities in a diverse South Africa after apartheid. In an object inquiry for social cohesion symposium, one of the collaborative activities of the project, we found that using everyday objects innovatively, helped us to visualize the past and see complex events as something tangible or relatable. Therefore, we selected an object from our everyday lives to tell our story because objects tell a story that words or images aren’t

able to convey quite as effectively. The methodological approach used was a collaborative, arts-based inquiry which drew on arts-based and collaborative methods such as collage-making and poetic inquiry as well as object inquiry. This required us to work creatively with objects for meaning making in relation to the rewards and challenges of dealing with our identities in a diverse context. Arts-based object inquiry has boundless possibilities and encourages immersion in the uncertainties of the experience of working with objects because of the unpredictable process of exploration. Therefore, we envisaged that by immersing ourselves in the creative process of selecting an everyday object and constructing meaning from the objects and then creating conduits with our meanings and our identities through collage and poetry, we were able to highlight the rewards and challenges of dealing with our identities in a diverse era.

Venue: South Ilanga 2019-004 EXPLORING EDUCATION BOUNDARIES: PREPARING THE 21ST CENTURY STUDENT TEACHER FOR THE UNIQUE SOUTH AFRICAN CLASSROOM Ms R Marais-Botha, Ms J Chalmers – North-West University Keywords: Education, training, technology, senses, tangible Abstract: International studies on the 21st Century learner and student place a very strong emphasis on the role and influence of technology as is evident from the following quote: “With the changing face of education, it is essential to implement new and emerging technologies in order to keep pace with the needs of the techno-hungry and techno-savvy Millennial and Generation-Z students!” – (Jones et al, 2007) As lecturers in Education training, the presenters have identified various risk factors in the training of teacher students that focus primarily on technology. Firstly, the South African classroom differs from the international classroom in the sense that the classroom setup differs from one school to the next. Characteristics of both first and third world classrooms can be found in close proximity. The responsibility lies with the lecturer of the 21st century student teacher to equip the student teacher with the skills and knowledge to teach in the South African classroom that has access to technology, as well as the classroom that barely has the basic resources. The presenters determined that there are two “camps” of lecturers, those who embrace technology and those who prefer to deny technology’s existence and its role in education. Yet by propagating technology as the central teaching tool in the classroom we risk losing the very essence of education. However lecturers can also not continue to view student teachers as individuals that simply absorb ideas spoken at them. Student teachers need to be actively engaged in constructing knowledge to ensure that theory becomes praxis, as supported by the fundamental idea of constructivism. Students teachers need to put their hands on paper, in ink, in paint – use the capacity of all of their senses and act, feel, think even smell. Theory needs to come alive, it needs to become tangible. Student teachers should be taught by lecturers to find a balance between the use of technology and a more tactile approach when eventually teaching the learner of the 21st century. This will be exemplified by referring to feedback from lecturers and students involved in a recent Practical Orientation Programme held on the Vaal Campus of North-West University.

2019-006 CROSSING DISCIPLINARY (AND CONTEXTUAL) BOUNDARIES: EMPATHETIC-REFLECTIVE-DIALOGICAL RESTORYING - A TEACHING-LEARNING STRATEGY IN HIGHER EDUCATION Dr J Jarvis – University of KwaZulu-Natal Keywords: Boundary talk; Communities in Conversation; Communities in Dialogue; Communities for Transformation; Empathetic-Reflective-Dialogical Restorying; Trans-disciplinarity Abstract: This paper presents Empathetic-Reflective-Dialogical Restorying as a teaching-learning strategy which can be employed to facilitate trans-disciplinary boundary talk. Both self-dialogue and self-narrative are used to create open space stories. This provides a platform for restorying as Bachelor of Education Honours in Social Sciences in Education students at a South African Higher Education Institution engage in the space between, across and beyond academic disciplines. Three small-scale research projects conducted with three different student cohorts (2017 – 2019) have shown that this strategy has been effective in engaging students in trans-disciplinary dialogue. Human Rights Education can provide a framework for trans-disciplinary boundary talk as a possible way to create cohesion among the multiple disciplines embedded within the Social Sciences in Education. The first cohort (2017) focused

on gender (in)equality and the second (2018), on the right to bodily self-determination. In 2019 the same teaching-learning strategy was employed to cross not only disciplinary boundaries, but also geographical/contextual boundaries. The 2019 South African cohort of students, together with students in a Norwegian context, engaged with one another focusing on what constitutes good teaching practice. Restorying takes place as students engage in a safe space in Communities in Conversation, Communities in Dialogue and Communities for Transformation. This created cohesion among both academics and students in the Social Sciences in Education. Students expressed the view that employing this teaching-learning strategy has the potential to be transformative for both the individual and indeed, for the classroom and possibly the greater society. This paper argues for the inclusion of Empathetic-Reflective-Dialogical Restorying in Higher Education teaching-learning contexts. 2019-190 EXPLORING NOVICE TEACHER EDUCATORS (NTES) EXPERIENCES OF RELATIONAL LEARNING IN A PRIVATE HIGHER EDUCATION INSTITUTION Ms P Kistan, Dr ME Swart – Embury Institute for Higher Education Keywords: Relational Learning, Communities of Practice, Relationships, Professional Learning and Initial teacher education Abstract: The development of meaningful and productive relationships between early career or novice teacher educators (NTEs), experienced teacher educators, student teachers, management and support staff in Higher Education Institutions (HEI) (public and private) is a fundamental element in providing quality education and training for pre-service teachers and for quality professional development of teacher educators. The purpose of the study is to explore Novice Teacher Educators' (NTEs) experiences of Relational Learning in a private HEI in South Africa. The main purpose of this study was to gain a deeper understanding of how NTEs involved in initial teacher education experience Relational Learning in a private HEI. It further attempted to gain an insight of how these experiences of Relational Learning influenced their learning as teacher educators and their work as NTEs in a private HEI context. Literature used in this research highlighted the need to develop competent NTEs due to the increase demand for access into higher education institutions, public and private, the limited structured induction and mentoring for NTEs and the limited research on the relational experiences of NTEs. Key debates on national and international higher education contexts were also foregrounded. The literature review also focused on understanding the phenomenon of Relational Learning as a progressive approach to learning, through and about relationships. Relational Learning is viewed as a catalyst for learning with others. Situated Learning Theory (SLT) and Relational Cultural Theory (RCT) was employed as the theoretical framework for the study. The study focuses on six NTEs who are newly appointed teacher educators in their first three years of employment primarily involved in the teaching of pre-service teachers (or student teachers) in a private HEI's as research context. The NTE participants moved from a school context into a HE context. This research study is a qualitative interpretive case study. All participants in this research were purposively selected by the researcher. A qualitative approach was used to generate data and the data generation instruments used were questionnaires, individual semi structured interviews and a collage with presentation. The findings of the data revealed that NTEs experienced many challenges in their first few months of being NTEs and considered this to be an exceptionally overwhelming shift. To overcome these difficult times NTEs moved to develop relationship with colleagues and more than often self-selected their mentors to guide and assist them as there was limited structured and mentoring with the institution. The relationship developed between NTE and self-selected mentor is a growth fostering relationships as foregrounded in Relational Cultural Theory. The findings of this research showed that mutual relationships between NTEs and teacher educators paved the way for NTE to become active members of communities of practice (COP). The responsibilities of HEIs is to provide relational opportunities for NTEs so they may ease into the profession. Relational opportunities such a mentoring, inductions, conversations and social activities to name a few have a fundamental role to play in enculturating a NTEs into HEI. Relational Learning has a pivotal role to play in the growth and development of NTEs thus improving the quality of teacher education

2019-007 EXPLORING THE ADOPTION AND INTEGRATION OF OPEN EDUCATIONAL RESOURCES IN THE TEACHING AND LEARNING OF JOURNALISM IN ESWATINI Ms C Lunga, Dr K Ferreira-Meyers – University of Eswatini Keywords: Open Educational Resources, adoption, integration, teaching and learning, journalism, Eswatini Abstract: Open Educational Resources (OER) are teaching, learning, and research materials found in the public domain or that have been released under an open license permitting no-cost access, use, adaptation and redistribution by others. For this reason, educators across the globe can use them to enhance the teaching and learning process. However, before this can be done, there is need to remix or rework OERs in order to align them with the curriculum and make them relevant to the local context. Research on OERs has shown that remixing OERs has its challenges and benefits. The challenges include the difficulty in decontextualising and re-contextualising OER to a different learning context/purpose, lack of curriculum alignment and copyright issues among others (Amiel 2013; Marshall et al. 2010). The opportunities include that OER are cost-effective and can enhance the teaching and learning experience. This paper explores how OERs in Journalism and Media Studies can be adopted and integrated to make them relevant and appropriate for teaching and learning in a developing nation such as Eswatini. It first identifies which OERs are available for teaching a course such as Media Law and Ethics. It explores the processes involved in making the OERs speak to the local context. What are the opportunities and barriers in appropriating these OERs? Which tools are required for this process? How much time, effort and skills are required in the appropriation and what are the perceived benefits for the teaching and learning process. The paper will critically examine these questions through desktop research and a survey and propose recommendations for further use of OER in the field of journalism training in Eswatini and beyond. 2019-019 THE USE OF GOOGLE SITES TO PROMOTE QUALITY TEACHING AND LEARNING IN HIGHER EDUCATION Mrs J West – University of Pretoria Keywords: Google sites, higher education, self-regulated learning, student teachers, technological knowledge, technological skills Abstract: The integration of technology within higher education, specifically teacher education, has become vital in preparing student teachers for the 21st century classroom. The literature shows that the integration of technology provides students with the opportunity to engage deeply with content and it promotes self-regulated learning. The Technological Pedagogical and Content Knowlegde (TPACK) theory guided this study. In this study, 200 student teachers enrolled for a language-teaching module, were tasked with making their own websites. Their websites had to include a blog, informative text and a Youtube video, describing a language related topic (as part of the module’s content). The use of google sites allowed the student teachers to create free websites and share their knowledge about language teaching on an international platform. This study adopted a qualitative research design, with an interpretivist paradigm. To gain an in-depth understanding of the student teachers experiences with Google sites, the student teachers had to complete a reflection questionnaire with open-ended questions. The results of this study revealed that the use of Google sites enabled student teachers to engage deeply with the content of the module and promoted self-regulated learning, while developing their 21st century, technological skills. Due to the interactive nature of Google sites, it also enhanced collaborative learning. The findings also show that even though the majority of the students found the assignment challenging, they still enjoyed it. The students also pointed out that the guidance and training they received throughout the module’s duration benefitted them greatly in designing their sites. Challenges the students experienced included a lack of internet access in central places (for example, lecture halls), load shedding, as well as a lack of technological knowledge and skills. The students also struggled with the academic and research component of the study, where they had to write a blog for their website. From the findings can be inferred that the use of Google sites as part of teaching and learning is beneficial, but that lecturers should allow for sufficient time and provide proper guidance and training on the use of Google sites as well as on the writing and academic components of such an assignment.

Venue: Suit 1 2019-231 A CASE STUDY: AN INTEGRATED PRAXIS FRAMEWORK FOR APPRECIATIVE INQUIRY AND DEVELOPMENT OF APPRECIATIVE LEADERSHIP IN COMMUNITY-HIGHER EDUCATION PARTNERSHIPS Ms KE Venter – University of the Free State Keywords: Appreciative Inquiry; Appreciative Leadership; Positive Praxis; Values-in-Action Community-Higher Education Partnerships; Global University for Lifelong Learning Abstract: Traditional Action Research often uses a problem-based or deficit approach for educational learning and inquiry to solve relevant challenges in society. Within the application context of Community-Higher Education Partnerships (CHEPs), such an approach might expose more problems. As a result, practitioner-scholars and community members can miss the opportunity to discover and improve on existing best practices for the collective design of a preferred future to serve the common good of all in society. Furthermore, although practitioner-scholars value reciprocity and social justice for democratic community engaged learning and inquiry, in reality true reciprocity remains an ideal - especially with regards to reward for change through engaged learning. Higher education institutions are thus challenged to find innovative ways for broadening access to learning by sharing of resources, providing structure, strengthening and rewarding the action learning gained by community partners. Appreciative Inquiry (AI) is a contemporary strength-based genre of Action Research, which serves as a “cooperative, co-evolutionary search for the best in people, their organizations, and the world around them ... when it is most effective, alive, and constructively capable in economic, ecological and human terms” (Cooperrider et al., 2008). Being grounded in positive psychology, the philosophy and methodology of AI is underpinned by social constructionist and generative perspectives. Where action is based on the improvement of already existing best practices – society can flourish, even beyond sustainability. A flourishing practice can be evidenced by positive social change, brought about by action which brings “goodness, generativity, growth, and resilience” (Fredrickson, 2006) into society. A collective of best practices, strengths and positive values of partners in a CHEP, can serve as a positive core, which in turn can form a sound basis for generating improved future action for positive societal change. This SIG Workshop shares lessons from a case study, to demonstrate the effect of an integrated positive praxis framework that was co-developed and applied in action to flourish the professional learning and development of all partners (practitioners, scholars and community members) in a long-term CHEP. The case-study also shares an example of affiliation with the Global University for Lifelong Learning (GULL). Here, reciprocal appreciation, recognition and reward of participatory action learning, was provided in parallel with credit-bearing academic learning for engaged scholarship. GULL provided a professional bachelor pathway qualification framework, system and process which enabled the practice of community partners as well as scholar-practitioners to advance by making a difference in their personal life, respective workplaces and communities. This interactive workshop invites practitioners, scholars and community partners, to actively engage in a snapshot implementation of the framework with reference to: 1) Appreciative Inquiry principles; 2) 5D methodology (define, discover, dream, design, destiny/delivery); 3) the Values-in–Action classification of character strengths and virtues (Petersen & Seligman, 2004; Dahlsgaard, Peterson & Seligman, 2005); 4) PERMA (Positive emotions, Engagement, Relationships, Meaning and purpose, Accomplishment) as a reflective tool to measure positive social change; as well as the strategies of Appreciative Leadership (inquiry, illumination, inclusion, inspiration, integrity).

Venue: Suite 2 2019-018 REFLECTION OF RESEARCH SUBJECTS IN BTECH QUALIFICATIONS TO INFORM CURRICULUM AND PEDAGOGIC PRACTICES IN ADVANCED DIPLOMAS Dr D Scholtz – Cape Peninsula University of Technology Keywords: Higher education; BTech/Advanced Diploma; undergraduate research; universities of technology Abstract: The default understanding of research theory and practice in higher education is located mainly at post-graduate level, yet it is at undergraduate level where research foundations should be inculcated and scaffolded towards post-graduate studies. Students’ engagement in research in undergraduate qualifications is a powerful way to

stimulate students’ desire to learn more about particular subject areas and to challenge students intellectually. This work in progress explores undergraduate research components in non-HEQSF qualifications, i.e. BTech degrees (NQF level 7 qualifications) to inform curricular and pedagogical decision-making in terms of research components in the new HEQSF qualifications such as Advanced Diplomas (NQF level 7), Postgraduate Diplomas and B Honours degrees (NQF level 8) at CPUT. Since very little research has been done on students’ engagement in research in non-HEQSF qualification types such as BTech degrees offered by Universities of Technology, this research project provides insights into the nature, purpose and scope of BTech research projects and associated pedagogic practices which in turn could contribute to inform curricular and pedagogical decision-making of research components in HEQSF qualification types at NQF level 7 and NQF level 8. Advanced Diplomas (NQF level 7) and Postgraduate Diplomas/B Honours degrees (NQF level 8) are pivotal progression routes to Master’s and Doctoral degrees within the professional pathway of study. The research component of six BTech qualifications in three faculties was reviewed to determine the purpose, content and research outputs in terms of where research was positioned for horizontal alignment within the qualification and vertical alignment for progression to the Postgraduate Diploma. Data for this study were generated by means of interviews with lecturers, while document analysis was conducted with reference to subject documentation such as subject guides and research outputs. The research-based frameworks of Healey and Jenkins (2009) and Brew (2013), provided the backdrop to the literature framework as well as the basis for data analysis. While this study revealed the disparities in offerings across the six qualifications, it foregrounded the importance of equipping students with appropriate underpinning research knowledge and skills at Level 7, for academic and professional progression. There is much to be gained from this study into the current research-based learning practices to inform and improve future curricula and pedagogic practices. [Note: According to the HEQSF (2013), the Advanced Diploma will replace the BTech qualification which will no longer be offered at UoTs. The last year of BTech registration is 2019, with the Advanced Diplomas being offered as from January 2020. Hence the import of this study since all BTech qualifications will be phased out in the imminent future.] 2019-066 EXPLORING FORMATIVE ASSESSMENT PRACTICES, STRATEGIES AND TOOLS USED BY UNIVERSITY ACADEMICS IN FACILITATING A FIRST YEAR ACCOUNTING MODULE Mr MX Majola – University of South Africa Keywords: Assessment; Formative Assessment; Facilitator/Academic; Accounting; Strategies Abstract: Teaching accounting is driven by fostering lifelong learning, and focus on developing critical thinking skills, creating a climate of enquiry, encouraging divergent thinking, providing feedback, focusing on process not on content, and designing assessment that reflects higher order problem solving. Assessment of students in accounting allows students to demonstrate reasoning, and provides students with experience in applying and further developing generic skills, meta-cognitive skills, analysis, critical thinking and reflective learning. The purpose of the study was to identify and analyse formative assessment strategies and tools the accounting university facilitators use in assessing students, and to critically analyse how they employ them to assess students in accounting. Case study of one university in South Africa, exploring the practices of formative assessment strategies and tools by accounting university facilitators in assessing first year accounting students. University academics for a first year accounting module were purposively identified as sample for this study. Observation, document analysis and interviews were identified as appropriate data generation methods for this qualitative research. The findings of this study suggested that facilitators use a variety of formative assessment strategies and tools to assess first year accounting students. University academics use exercises, questions and answers, research projects, research assignments, concept tests, unseen questions, homework written reports, peer assessment, group work, case studies and problem-solving. Using a variety of formative assessment strategies helps facilitators and students identify difficult areas in the subject accounting to the students. Interpretive study exploring the formative assessment strategies and tools. The researcher employed grounded theory to analyse data generated where open coding was used to identity themes and categories which were interpreted by the researcher and presented as a case study. There are formative assessment strategies and tools that are critically important in assessing student which are interspersed assessment material that are designed to stimulate the sort of quick-fire questions the facilitator might throw during the lecture in order to check whether students understood what has been covered. Facilitators need to be more creative when designing formative assessment strategies and tools to assess students.

2019-069 ACADEMIC AND SOCIAL GOALS OF TEACHING PRACTICE: HOW LEARNING IS MATERIALLY AND SOCIALLY ORGANIZED Prof M Robinson – Stellenbosch University, Prof L Ramrathan – University of KwaZulu-Natal Keywords: Initial teacher education, Teaching Practice, knowledge infrastructure, practical learning, situational learning Abstract: Over the last two and a half decades teacher development in South Africa, through initial teacher education programmes, has been informed by three substantive policies, each responding to particular national goals in providing quality education. In each of these policies, learning to become a teacher was underpinned by particular knowledge and skill components that were deemed essential for initial teacher education. The place of the school practicum (or Teaching Practice) in these policy guided programme designs for initial teacher education evolved over time and was identified as a vehicle to promote particular academic and social goals of becoming a teacher. It is in this curriculum space – using the analytic framework of knowledge infrastructure - that we explore how learning to become a teacher is materially and socially organised. Ramos (2019) argues that infrastructures play an important role in organizing everyday life and shaping our embodied experience. Such infrastructures may appear natural and undetected, yet they shape our experience through the ways in which they articulate, facilitate and legitimize the distribution of resources, people and ideas. Juror et al (2018) distinguish between the social dimensions of infrastructure, namely the relationship between people and institutions, and the material dimensions, namely the physical and technical organization of the environment, including the artefacts and tools within it. Our key interest is whether and how the infrastructure of Teaching Practice can be seen as a site of innovation towards promoting the policy goals of practical and situational learning in initial teacher education (MRTEQ, 2015). The process of exploration is through a desk top review that involves document analysis of published and research project works within the South African context, a review of literature published over the last five years in selected South African journals, as well as an account of curriculum interventions at two local universities. The findings emerging out of this desktop review contribute to discourses and debates on curriculum design for initial teacher education, the nature of knowledge and skills developed through Teaching Practice and how learning is materially and socially organised for the promotion of practical and situational learning in a South African context. References: Jurow, S., Horn, I. & Philip, T. 2019. Re-mediating knowledge infrastructures: a site for innovation in teacher education, Journal of Education for Teaching, 45:1, 82-96. Ramos, F. 2019. Towards a theory of schooling as infrastructure. Teachers College Record, May 22. https://www.tcrecord.org ID Number: 22802 2019-072 THE USE OF COOPERATIVE LEARNING IN TEACHING ENGLISH FIRST ADDITIONAL LANGUAGE IN THE INTERMEDIATE PHASE Dr M Maja – University of South Africa Keywords: cooperative learning, learning difficulties, group work, Curriculum and Assessment Policy Statement, English First Additional Language, teachers Abstract: South Africa is a rapidly growing country with many developments in technology and fast growing business markets. The country has to attain certain standards in order to match the competitive international environment. Therefore, meeting the standards of the escalating business markets, a shift from the home language and an increasing competitive international environment are some factors that make proficiency in English necessary for learners. Since English is an additional language for most of the Intermediate Phase (grade 4 to 6) learners, cooperative learning could serve as an alternative way of teaching and engaging learners with the learning material in order to diminish complexity and resistance when leaning the English First Additional Language (EFAL). This study was conducted in the disadvantaged rural area of Mogodumo Circuit in Limpopo Province as community engagement. The engagement was necessary as living in the rural area, has many obstacles to reach a better quality education. The purpose of this article was to explore how the Intermediate Phase teachers use the cooperative learning in teaching English First Additional Language. The study was grounded in interpretivist/constructivist paradigm informed by social development theory. This was a qualitative exploratory case study design in nature. Six Intermediate Phase EFAL teachers from four public primary schools were purposely selected to participate in the study. Document analysis,

observations and semi-structured interviews were utilised to collect data. Data collected were categorised and themes were identified. It was found that teachers still use the lecture method, even though learners were divided into small learning groups while other learners are passive. The study concludes that teachers need development in the use of cooperative learning. Further recommendations suggest that teachers should be trained on how to use cooperative learning to enhance learners’ learning that leads to independent. 2019-016 BEYOND CLASSROOM WALLS: THE USE OF A BEACH ACTIVITY TO ENHANCE LEARNERS’ ATTITUDES TOWARDS SPELLING Miss J Sheokarah – University of KwaZulu-Natal Keywords: empowerment, innovative, social change, confidence Abstract: South African education is confined to numerous policies, frameworks, contexts and dogmas. While such boundaries are said to be created for the betterment of education, teachers and learners are being oppressed by and confined to ideologies that may prove to be less effectual in their contexts. As a teacher of English in a high school, I have recognised the arising challenges related to such issues and attempt to go beyond boundaries in education by exploring and implementing innovative activities for teaching and learning for the purpose of empowerment and social change. This paper considers an English activity on a beach in KwaZulu-Natal where learners’ well-being was considered, eradicating the constraints of the classroom context. This paper aims to answer the question, how may learners’ attitudes towards spelling be enhanced by an activity outside the classroom? This paper emerges from a larger action research study and works within a critical paradigm and qualitative approach. Using observations and fieldnotes, it was revealed that learners are more likely to transcend their fear of spelling in a relaxed and playful environment rather than in the conventional classroom. It was also noted that learners value the learning of spelling more when their interests are considered. Moreover, it is important to consider that when rewarded for their efforts, learners’ self-confidence appears to increase, and they reveal willingness to participate in activities that they initially showed reluctance towards. This paper therefore argues for the exploration of alternative teaching methods such as the use of more fun, innovative activities and field trips, rather than the classroom context and conventional assessment, to enhance learners’ motivation towards and confidence in the learning of English.

Venue: Suite 3 2019-012 CHALLENGES AND ACHIEVEMENTS OF MIGRANT STUDENTS IN A PROGRESSIVE US SECONDARY SCHOOL Prof K Biraimah, Ms B Kurtz – University of Central Florida Keywords: Migrant Education, Secondary Schools, Ethnic Discrimination, Technology Abstract: Issues of migrants and immigrant education are foremost on the minds of citizens worldwide. Moreover, these issues are particularly impactful in the US, which takes pride in its history as a nation of immigrants, though these concepts continue to be criticized by a current conservative government intent on building walls rather than bridges. Fortunately, multiple schools throughout the country have demonstrated an ability to provide immigrant students with a supportive environment and effective curriculum designed to prepare them to be contributing members of the nation, regardless of the negativity emanating from Washington, DC. Moreover, while the issue of students with immigrant status in government-funded schools in the United States has become a politicized debate within the country, it is important to know that for students whose status is that of voluntary immigrant, their scholastic performance has been noticeably and significantly higher not only when compared to students of involuntary immigrant origins, but also when compared to domestic students. This paper will consider the case of a government-funded secondary magnet school for information technology in the southeastern United States with a significant population of first and second-generation voluntary immigrant students. The authors will share the special programs at this technical secondary school that students from across the world have taken advantage of, and will discuss their educational experiences at this institution. Through data obtained from questionnaires and extended focus group discussions and interviews, the authors will explore the challenges and struggles experienced by these students as residents in the continental United States, and what role their secondary school environment has played in helping to create a sense of belonging and opportunities for success. It will also explore how the students’ families, the schools, and the students themselves have transformed

formidable challenges into opportunities to successfully navigate and survive within the culture of an American public secondary school. 2019-153 A CASE STUDY OF INTERCULTURAL EDUCATION IN A LANGUAGE INSTRUCTION FOR NEWCOMERS TO CANADA (LINC) PROGRAM E Amery – University of Calgary Keywords: Immigrants, Intercultural Competencies, Language Instruction for Newcomers to Canada Program, Refugees

Abstract: This paper discusses the findings from a single qualitative case study that explored how intercultural competencies were perceived and fostered in a Language Instruction for Newcomers to Canada (LINC) program. The specific research questions were: (1) How are intercultural competencies perceived and (2), How are intercultural competencies fostered? Semi-structured interviews with the program administrators, the instructors, and students, in-depth analysis of program documents and field notes from classroom observations were the data sources for this study. This study used the intercultural praxis model (Sorrells & Nakagawa, 2008) and experiential learning principles (Dewey, 1938; Jarvis, 1987) as the theoretical framework. The findings revealed that students, instructors, and the program administrators perceived intercultural competencies in terms of (1) attitudes, (2) skills, and (3) knowledge. The students prioritized social interactions as intercultural competencies and the instructors focused on self-reflection. In regard to how intercultural competencies were fostered, they were fostered in four different ways which included, (1) environment, (2) classroom activities, (3) extra-curricular program activities, (4) professional development. While the instructors implemented intentional activities to foster intercultural competencies, such as asking students to compare their culture to Canada and with one another's cultures, most of the activities were based on real-world activities such as learning how to fill out a job application and rent an apartment. Hence, opportunities to foster intercultural competencies were embedded into the activities and not intentional. Professional development related to intercultural education was mainly informal and instructors were expected to seek out opportunities on their own and with one another. Implications for practice related to intercultural education are made for instructors, program administrators and policymakers.

This session will be of interest to practitioners, policymakers, community members, and researchers who are interested in the topic of intercultural competencies and gaining an understanding of the practical implications of including approaches to foster intercultural competencies in adult language programs.

References:

Dewey (1938). Experience and Education. United States, Kappa Delta Pi. Jarvis, P. (1987).Adult learning in the social context. New York: Croom Helm. Sorrells, K. A. & Nakagawa, G. (2008). Intercultural communication praxis and the struggle for social responsibility

and social justice. In O. Swartz (ed.) Transformative communication studies: Culture, hierarchy, and the human condition. Leicester, UK: Troubador.

2019-169 HISTORY TEACHING AND SOCIAL JUSTICE IN THE 21ST CENTURY IN SOUTH AFRICAN SCHOOLS Dr VT Mabalane – University of Johannesburg Keyword: History, teaching, social justice, 21st century teaching Abstract: Social justice has been one of the core principle and focus of the education policies from the dawn of the democratic era and in all the 3 policies- C2005 and the National Curriculum Statement and Curriculum and Assessment Policy Statement (CAPS). The policies required teachers to ensure social justice in their teaching and transference thereof to learners’ different societies. At the same time the 21st century teaching with its technological, innovative and promotion of critical thinking skills demands has placed enormous challenges on teachers with limited resources in some cases. Higher education institution and schools are also required to respond to the demands of the Fourth Industrial Revolution (4IR) in their teaching. This is also the case with History CAPS that promotes teaching for social justice. History teachers as per policy are also expected to ensure social justice when they teach regardless of whether they understand the concept or not. Thus, it is for this reason that the study explores History teachers’ understanding of social justice in the 21st century. The study was necessitated by the need and the ongoing discourse and debates on social justice and the 4IR. Consequently, the study explored teachers conceptualisation of social justice, how teachers ensured that elements of social justice are contextualised and incorporated in their history lesson using the 21st century teaching skills; and how their professional identity impact their teaching of social justice.

Qualitative research methods like observations, document analysis, photographs and interviews were used. Data was collected from 2 schools and 6 history FET teachers. The preliminary findings showed that history teachers have varied conceptualisation and interpretation of social justice. Furthermore it was found that not all teachers understand the history policy document and that their knowledge thereof is limited, thus impacting negatively on their teaching. Furthermore, one of the requirements of History CAPS which is teaching for critical thinking is impacted on by their professional identity and teaching philosophy resulting in reproduction of the textbook. It was also found that the requirements and expectations of the 21st century teaching has placed strain on history teachers. 2019-217 THE ANDRAGOGICAL VALUE OF CONTENT KNOWLEDGE METHOD: THE CASE OF A NON-FORMAL EDUCATION PROGRAMME IN KWA-ZULU NATAL PROVINCE OF SOUTH AFRICA Mr M Akintolu, Prof R Nzima, Dr I Kapueja – University of Zululand Keywords: Andragogy, Adult learners, Adult education, KwaZulu-Natal Province, Content Knowledge, Facilitator Abstract: The South African government has made significant progress in the area of policy development and practice in adult education since independence in 1994. Still, there has been a tremendous increase in the number of adults without education. For example, KwaZulu-Natal, one of the provinces in South Africa, still record an increased number of illiteracy rate among adults, which further causes poverty and unemployment. An additional problem is a fact that many participants enrolled in educational programmes graduate without knowledge and skills needed for the employment, matching the needs of the labour market, which seems to be one of the major causes of the unemployment, more than lack of jobs. Thus, the questions emerged: what kind of knowledge is thought to the participants, how relevant is the content and if it is based on scientifically approach to adult education and on the concept and ideas of andragogy? The aim of the paper is to explore how far the concept and ideas of andragogy are used by adult facilitators in delivering the content knowledge and how is andragogy effectively used in the knowledge transfer in the education programmes. The qualitative research method was used for the study. The literacy adult centers in KwaZulu-Natal province was purposefully selected for this research, and within it, eight adult literacy centers with eight facilitators were selected. The objectives of the study are:

• To explore how far the concept and ideas of andragogy are used by the facilitator in delivering the content knowledge

• To examine the effectiveness of the concept and ideas of andragogy in delivering the content knowledge • To examine the effectiveness of the concept and ideas of andragogy in promoting learners’ active

participation in courses • To identify the suitability of the andragogical methods to the learners.

The theoretical framework for the study is the concept and theory of andragogy. The thematic data analysis revealed that the stakeholder involved in the planning and policy-making could do more to improve the curriculum by making it adult friendly and adjusting the teaching method by considering the experience of adult learners during teaching and learning process. This will make in support of the theory of andragogy which beliefs in the art and science of teaching an adult. Also of importance is the fact that the study shows the level of involvement of adult learners in determining the learning method. 2019-023 EXPLORING TEACHERS AND LEARNERS’ UNDERSTANDING OF ETHICS IN THE TEACHING AND LEARNING OF LIFE SCIENCES TO AVERT THE ANTHROPOCENE Mr K Mamutse – Embury Institute of Teacher Education Keywords: Anthropocene, entities, ethics, non-human animals, boundaries Abstract: This qualitative study focuses on the exploration of the teachers and learners’ understanding of the concept of ethics in Life Sciences. Such an understanding is important as it forms a basis for the aversion of the Anthropocene. The Anthropocene is associated with how human actions have recklessly led the earth towards another mass extinction

as a consequence of their unethical treatment of other elements within the global ecosystem. The learner participants were in grade 10, with an average age of 15 years. After the seeking and granting of ethical clearance, data was collected from both Life Sciences teachers and grade 10 learners so as to get an understanding of their views regarding the recognition of ethics as a precursor to dealing with the Anthropocene. To gather the data, interviews, lesson observations and documentary evidence were used. The use of the various methods is done in order to triangulate the findings. This paper uses posthumanism as a theoretical framework to explore the extent to which issues related to the Anthropocene are understood in teaching and learning of Life Sciences. Posthumanism emphasises the elaborate entanglement that exists among all entities in a collective, be they living or non-living. Posthumanism therefore calls for the ethical treatment of all entities in a manner that is non-segregatory. It is the role of Life Sciences as a subject to present this front. By embracing posthumanism in Life Sciences, there is a possibility that ethical accordance would become broadened to the extent that behaviours triggering the Anthropocene may become minimised. The study concluded that the concept of ethics in Life Sciences is only understood with regards to animals, both human and non-human. Non-animal things, both living and non-living, are found to be regarded as deserving no ethical treatment. The study further concludes that the introduction of posthumanism is critical in the teaching and learning of Life Sciences. Posthumanism would perhaps expand both the teachers and the learners’ understanding of concepts such as ecology, within which ethics are of paramount importance in order to foster an understanding of how the various levels of the existence and relationality of fauna, flora and earthly others are performed. The author suggests that the Life Sciences curriculum needs to be reworked so that the recognition of ethics across all elements is emphasised. This might go a long way in addressing issues related the Anthropocene.

Venue: Suite 4 2019-131 INDICATORS OF PERSONAL MASTERY IN THE LIFE NARRATIVES OF HIGH SCHOOL PRINCIPALS: ORGANISATIONAL PERSPECTIVE Dr S Kwatubana – North-West University Keywords: Personal mastery, personal vision, creative tension, life narratives Abstract: Research indicates that personal mastery has a positive influence upon principals and their ability to demonstrate effective school management. Personal mastery has been found to have an influence on organizational performance in the field of bussiness. This influence is directly and indirectly through organizational learning and innovation. Although from an organizational perspective, personal mastery has been found to lead to a higher probability of innovation and learning for organizations (Garcia-Morales et al. 2007), it has not been fully interrogated which elements are responsible for this positive outcome. Scholarly research on personal mastery is still in its nascent stage. Therefore there is also a need for a greater understanding of the nature of personal mastery especially in the context of school leadership in South Africa. Life narrative interviews were conducted with the participants to elicit data. Farmer, Mackinnon and Cowie (2017) opine that life narratives (autobiographical stories about one’s life) are essential to understanding the whole person. Examining these narratives will provide a novel perspective into the lives of the individual participants, and how their indicators of personal mastery manifest within their autobiographical narratives. Thus, the study of indicators of personal mastery in the stories of principals using McAdams’s (2008) life narratives interviews is likely to advance our understanding of personal mastery in education leadership. The topics of each interview session were wide enough to allow the participants to develop a long history, from initial situations including incidences while growing up, going through past events, leading to the events of their current situation. Biographical stories of two principals (in rural and township settings) were obtained. The findings of this research indicate that self-reflexivity was the most influential factor that contributed to their ability to cope with a highly demanding role of being principals. Self-reflexivity had a positive impact on the organisational performance of the schools.

2019-304 REVEALING THE MYSTERIES OF A METHODOLOGY CHAPTER: MY EXPERIENCES AS A POSTGRADUATE STUDENT AND SUPERVISOR Dr MA Nthontho – University of Pretoria Keywords: Critical reflection; methodology chapter; methodology for a dissertation; research design and methods; research methodology Abstract: Methodology appears to be the most challenging and laborious part of research work since it generally acts as a guideline or plan to exactly how one intends to carry out the research. Essentially, the methodology helps to understand the broad philosophical approach behind methods of research one choses to employ for his/her study. In other words, the methodology chapter should clearly state the approach through which study will be conducted. That is, whether through quantitative, qualitative or a mixture of both. It should also state and discuss the methods one intends to engage during data collection and analysis processes of which one needs to provide justifications as to why he/she prefers a certain method over the others. My aim with this paper is to share my experiences and understanding of writing the methodology chapter as both a postgraduate student and supervisor. In so doing, I aim to uncover the mysteries that are hidden within this key area of research. I use critical reflection as the framework because of its three underpinnings – reflection-on-action (my past experience as a postgraduate student), reflection-in-action (current experience as the supervisor) and reflection-for-action (future experience as the supervisor and scholar). Search engines such as YouTube video, Google and Google scholar and SAGE journals are used to search for the literature that could suit my focus in this paper. Search terms like research methodology, research methods, methodology chapter, research design and methods and methodology for a dissertation are used to keep my search within focus. I kept my search within the range of ten years (2008 – 2019) in order to cover the period when I was a postgraduate candidate till the time I am the supervisor. Any work outside these search perimeters is discarded. Getting this chapter to its knees, I supposed can accelerate our postgraduate throughput. 2019-162 EXPLORING SERVANT LEADERSHIP IN MULTIPLE-DEPRIVED RURAL CONTEXTS: A MULTIPLE CASE STUDY OF FOUR SCHOOLS IN KWAZULU-NATAL Mr SG Mthembu, Dr SE Mthiyane – University of the Witwatersrand Keywords: Ethics, multiple deprivation, rurality, servant leadership, transformational leadership; ubuntu leadership Abstract: This paper presents the findings of a qualitative case study on participants’ conceptualisations, practices and challenges when enacting servant leadership in multiple-deprived rural school contexts in KwaZulu-Natal. The study further sought to ascertain what we could learn from this leadership theory to enhance leadership and management in the researched schools. The study was actuated by the noticeable lack of servant leadership in many multiple-deprived rural schools which often manifests itself in a myriad of professional malpractices, a clear decline in ethical and moral fibre and educational values leading to poor learner performance. Four schools were identified within which twelve participants were conveniently selected to share their conceptualisations, practices and challenges of servant leadership with the researcher. Further, interpretivism was used to foreground the study. Content analysis was utilised to meticulously analyse the data which were generated through semi-structured interviews and documents reviews. The findings seem to suggest that some educators had very limited knowledge of servant leadership principles despite the Batho Pele policy which has existed in the public service since 1996. This policy promotes servant leadership behaviour by ‘putting people first’ and improving service delivery in the public service and schools in particular. Consequently, despite the anticipated servant leadership practices such as school vision, centrality of teaching and learning, educator professional development, implementation of educational laws and policies and rewarding excellence, there was still evidence of a multiplicity of professional malpractices such as educator-learner sexual relationships, late-coming and absenteeism by educators and rampant fraud, corruption, educator union militancy and dominance in a number of schools. In addressing some of the above ills, this paper concludes that the school stands and falls on its vision adopted by the leadership. Notwithstanding the challenges faced by participants, school principals should learn to be agile, be adaptable and transformational leaders, be excellent communicators, and promote the culture of selfless service and Ubuntu-based values and these skills are likely to assist them to implement the servant leadership practices (Batho Pele policy and other policies) meant to transform their schools into effective educational institutions.

2019-194 GUIDING PRINCIPLES FOR ASSESSING AND SELECTING ESL CALL PROGRAMS IN THE SENIOR PHASE AT SCHOOLS IN THE GAUTENG PROVINCE Mr SE Ditaunyane – Umalusi Keywords: CALL - Computer Assisted Language Learning ESL – English Second Language LoLT – Language of Learning and Teaching Guiding principles - heuristic statements that guide the design, development and appraisal of instructional materials Abstract: English is one of the eleven official languages in South Africa, which is widely used as a lingua franca by 4.9 million South Africans, who interact daily in social or official settings (SA Census, 2011; Ditsele, 2014). More importantly, English is the predominant Language of Learning and Teaching (LoLT) in South Africa. Learners whose mother tongue is not English, e.g. Setswana, IsiZulu, Sesotho, Xitsonga, IsiXhosa etc. are able to learn in their mother tongue from Grades 1 to 3. From Grade 4, these learners are taught through the medium of English. The use of English as a LoLT presents a number of challenges for both the learner and teacher in the intermediate phase (Grades 4-6), and the senior phase (Grades 7-9), especially for learners whose home language is not English. The transition to English as LoLT from Grade 3 to Grade 4 is not always easy, because most learners in township schools have to contend with a new language (Nel & Theron, 2008; Sibanda, 2017). In view of the significance of English as a second language and LoLT at most schools in Gauteng, the study was undertaken to address the need for appropriate guidelines in the assessment and selection of suitable English Second Language (ESL) Computer-Assisted Language Learning (CALL) programs for senior phase learners (Grades 7-9). The study focused on the development of a set of guiding principles on which the evaluation and selection of ESL CALL applications could be based. The study followed a mixed-methods research approach with greater emphasis on the qualitative. The study sought to answer the following two research questions: (1) what assessment, selection and implementation elements should be considered when formulating guiding principles for the assessment and selection of ESL CALL programs, (2) what contextual factors should be considered when formulating guiding principles for the assessment and selection of ESL CALL programs? A developmental research approach was adopted to inductively develop these guiding principles based on Van Den Akker’s (1999:9) formulation of guiding principles. The paper intends to share preliminary findings with the conference on guiding principles to use in the evaluation of ESL CALL programs. 2019-163 EXPLORING ETHICAL LEADERSHIP IN FOUR ZIMBABWEAN SCHOOLS IN THE CONTEXT OF TURBULENCE AND MULTIPLE DEPRIVATION Mr S Chibaya, Dr SE Mthiyane - University of the Witwatersrand Keywords: contextual factors; ethical school leadership; political violence; socio-political and economic turbulence; multiple deprivation; turbulence theory Abstract: This paper presents a proposal for a PhD study utilising multiple case study and employing an interpretivist paradigm on ethical leadership in the context of turbulence and multiple deprivation at four schools located in Mbare Education District, Zimbabwe. In essence, the study seeks to explore the conceptualisation, enactment and experiences of ethical leadership among school heads, heads of department and teachers amidst socio-political and economic turbulence in Zimbabwe. The proposed study is important and relevant in the field of Educational Leadership and Management as it focuses on ethical leadership in a context of turbulence and multiple deprivations and what we can learn from the ethical leadership theory to enhance school leadership and management in the researched schools. Semi-structured interviews with the four school heads, eight heads of departments and twelve teachers will be conducted. Questionnaires with the eight heads of department and twelve teachers will also be issued. Observations and document reviews will also form part of the methods for data gathering and triangulation. The data gathered from all the data sources will then be compared and analysed utilising the lenses of the three pillared theoretical frameworks comprising of the Multiple Ethical paradigm, Turbulence theory and Ubuntu. Issues of trustworthiness (credibility; comparability; transferability; dependability and confirmability) and ethical considerations (voluntary participation, no harm to the participants, anonymity and confidentiality, deceiving of participants, analysing and honesty in reporting, beneficence, respect and justice) will be taken into account when conducting and reporting the study findings.

Venue: Suite 5 2019-141 FOSTERING METACOGNITION WITHIN STUDENT-TEACHERS BY MEANS OF A FLIPPED-CLASSROOM APPROACH TO MATHEMATICS EDUCATION Ms C Lotz, Dr CG Kruger, Prof JAK Olivier – North-West University Keywords: Flipped-classroom approach; metacognition; mathematics education; teacher education; design-based research Abstract: (Problem) South Africa urgently needs self-directed, self-regulated 21st century teachers with good metacognitive skills. Higher education institutions are required to design and evaluate strategies that support students in this regard. The literature concurs that the flipped classroom has the potential to support metacognitive skills. The question is asked as to how higher education institutions should support this kind of learning in pre-service mathematics teachers. (Context) Since the literature concurs that the flipped classroom has the potential to support metacognitive skills, this approach was used to deliver a specific mathematics module within the first year of the BEd programme delivered by the North-West University (Potchefstroom Campus). It is recognised that the flipped-classroom approach itself does not foster metacognition but rather the way in which this approach is implemented. The initial implementation of the flipped-classroom approach provided an ideal opportunity to learn from this experience and to investigate how this approach should be designed in order to foster the metacognition and consequently the self-directed learning of mathematics student-teachers. (Paradigmatic orientation) The study was guided by a constructivist-interpretivist paradigm whereby the researcher’s role was to understand and interpret the social reality as experienced by the participants. While the study aims to foster metacognitive skills of student-teachers of a specific higher institution, it is important to interpret student-teachers’ experiences of the ways in which design features support them in developing metacognitive skills in light of their specific backgrounds, prior knowledge and learning needs. It was also deemed important to hear the voice of the lecturer, who collaborated in the designing of the flipped-classroom strategies, and who have first-hand experience of the strengths and weaknesses of the design principles as well as barriers that may hinder the development and assessment of student-teachers’ metacognitive skills. (Method and findings) This study followed a qualitative approach and data were collected by means of a designed-based research implying a cyclic process of design, implementation, reflection and revising of the design, based on the reflections of both the students and the lecturers involved. Guidelines for future design of a flipped-classroom approach is based on the successes and challenges experienced during the process. 2019-144 MATHEMATICAL CONSCIOUSNESS AND THE LEARNING OF MATHEMATICS: STUDENTS’ LIVED EXPERIENCE IN A PRE-SERVICE TEACHERS’ MATHEMATICS CLASSROOM Dr A Krishnannair, Dr S Krishnannair – University of Zululand Keywords: Mathematics consciousness, mathematical experience, lived learning, enactivism Abstract: Intricacies of mathematical learning continue to baffle educational theorists in spite of a set of extant theoretical propositions that have dominated the discourse. From cognitivism to constructivism and then to cognitive constructivism, mathematical learning as an activity or an attribute or a preferred quality has defied comprehensive theorisations. In this context, this research makes yet another attempt to learn about learning and mathematical learning in particular. Prospective teachers’ mathematical learning offered and excellent platform from which this exploration could be launched. This is due to the fact that preferences of learning styles of pre-service teachers are a function of their own professional learning. The notion of ‘enactivism’ as put forward by Jenkinson (2017) in his work “A new framework for Enactivism” offered a convenient theoretical frame for this research. As an intersecting idea of phenomenology, cognitive science and biology, enactivism opens a whole new dimension in the complexities of cognition. Essentially dealing with the interconnectedness of body and mind, enactivism dwells upon the way in which the body interacts with the world to which the body responds purposefully. At a finer level, this can be considered the interaction between the physiological characteristics of our bodily existence and the consciousness embodied in the abstractness of the ‘brain’. This interaction, according to enactivism, constitutes the centrality of consciousness. In the same vein, this research attributes the centrality of mathematical consciousness to such an inter action. Further more, enactivist

notions emphasise an integrated nature of cognitive, conscious, affective and agentive ways of being that manifest clearly in the intertwined nature of cognition and consciousness. The method involved observing a group of 10 pre-service teachers (purposefully selected) engaging in ‘lived learning’ through their varied ‘cognitive, conscious, affective and agentive’ natures. The learning session was planned around the concept of ‘inequalities’ as applied in the solution of numerical problems. The session that lasted for 40 min was recorded and transcribed. Using the “cognitive, conscious, affective and agentive ways of being” as a categorising concept, the conversations were categorised thematically to produce ‘a theory’ of learning in line with the notion of ‘enactivism’. By taking the learning experience as lived by the participants and as the combination of different ways of being (“cognitive, conscious, affective and agentive”) the theoretical gap between consciousness and the brain could be closed. In other words the themes that emerged from the analysis revealed the complexities of mathematical learning that take place as a result of ‘cognitive to agentive’ physiological and bodily mechanisms. 2019-223 THE 4TH INDUSTRIAL REVOLUTION AND THE SKILLS SHIFT FOR STUDENTS TO BE WORKPLACE READY IN INDUSTRY 4.0 G Govender – Pearson South Africa Keywords: 4th Industrial Revolution, future skills, automation, tech-driven workplace Abstract: An intriguing presentation on the impact of the 4th Industrial Revolution on the South African post-school landscape will take you through the journey that students must embark on in order to be workplace ready in Industry 4.0. Technology is fast taking over many manual processes. Where does this leave the university student and the skills they need at university or college level? There are opportunities for students to upskill themselves and be ready to integrate seamlessly into the tech-driven workplace. We will talk about some of the monumental skills that students can use to further themselves and be more than just employable. New technologies such as AI, automation and robotics are shaping the educational landscape as we know it today. The question can be posed; what are the implications for universities and students? Career readiness presents itself with new skills requirements so that students are better prepared for a more digital future. A few years ago, you may have been told to study operations management and step into the banking industry. Today, Standard Bank has closed 91 branches around the country. So how does a student make choices and better equip themselves for new job opportunities within technology? According to UNESCO, pupils who are being prepared for the 21st century workplace will have to be, among others, innovative, problem-solvers, collaborators, information and media literate, critical thinkers, creative and civically engaged. In an increasingly digitised world, the question is no longer whether digital literacy skills should be included in the curriculum for teacher training, but how best to address the dire need for these skills. Skills in ICT should also be integrated within a teaching curriculum, as they do not replace the non-ICT skills, but enhance them. Critical thinking skills developed with the current curriculum are vitally important but the power comes with the addition of skills and knowledge that empower students to not only succeed, but excel in the working environment of today and tomorrow. South Africa’s National Development Plan names ICT skills development as one of four key variables for economic growth. The question is, how are universities using blended learning models to enhance students’ digital literacy skills? 2019-106 Technical Vocational Education and Training and workplace alignment: Opportunities and Challenges, at the Capricorn district, Limpopo Province Mr AM Mthanji, Prof LT Mabasa – University of Limpopo Keywords: Alignment; stakeholders; business sectors; TVET sub-sector Abstract: The paper focuses on the TVET colleges-workplace alignment as a significant requirement for the post-school education and training sub-sector successful provisioning. Alongside this requirement, emerge opportunities and

challenges related to TVET sub-sector service delivery. The passing of the FET Act of 1998 and the inauguration of the TVET sub-sector in 2009 led to the transformation and reconfiguration of the post-school education and training in South Africa. Consequent to these changes is the need to rebalance the TVET colleges-workplace alignment, which is affected by innovation of new programmes such as the NCV Programme. This unfortunate eventuality has negatively affected TVET colleges provisioning resulting in poor socio-economic development of the country. From this development, the major question that arises is, to what extent is the TVET sub-sector skills training aligned with the workplace needs for socio-economic prosperity of the communities. The paper is based on the study that was conducted on the recontextualisation of the TVET colleges within the South Africa context. This is a case study focusing on two TVET colleges situated each in a major town at Capricorn district in Limpopo Province. The study employed qualitative research approach. The population comprises of stakeholders in the TVET colleges in the form of college personnel, students, the business sectors and not for profit partners. A purposive samplings strategy was adopted for use in the study. Data was constructed by using three major research techniques, which are interviewing, documents and observations. Thematic data analysis process was used within the grounded theory approach. The finding from different data sources is that the TVET colleges-workplace alignment is at a minimal level, which raises the challenge to provisioning of TVET colleges and consequently poor students workplace placement and employability. Based on this finding, we argue that the process of the design of the TVET sub-sector curriculum should involve the business sectors to maximise opportunities for students’ placement for workplace-based experience (WBE) and employability. There is also a need that practice-based skilling of the TVET sub-sector be placed in the Department of Labour which focuses on employments and skills requirements and has a direct interaction with industries and workplace and for ease of funding accumulated from skills levy. The business sectors and SETAs could best be mobilised by the Department of Labour for collaborative engagement. 2019-172 ENHANCING STUDENTS’ AND LECTURERS’ COMPETENCY IN ICT IN PRE/PARATION FOR INDUSTRY 4.0: A SELF-REFLEXIVE PRACTICE Mrs H Oosthuizen, Mr JC Jacobs – Nelson Mandela University Keywords: Technology in education; Industry 4.0; Digital divide; Self-reflexive practice; Intercultural awareness; ICT Abstract: The focus of this paper is a self-reflexive account of the strategies used by a lecturer and her facilitator in teaching technology in education to lecturers and students to enhance their competency in using technology in their classrooms and during school-based learning. Basic Computer Literacy is a compulsory module for first year students aimed at teaching them basic computing skills in an in-house module. Historically, this module was always offered by the computing sciences department. With the development of the new B Ed programmes it was decided to move the module in-house, as it was hoped that the students would acquire the necessary skills specific to their educational needs. In reflecting on the teaching of the module we have come to realise the significance of this module, in not only developing the students’ creative skills, but also in preparing them to incorporate ICT in their teaching. Industry 4.0 has taken the concept digital divide further and refers to a new phase in the Industrial Revolution that focuses heavily on interconnectivity, automation, machine learning, and real-time data. Learners of today are more technologically inclined than ever before and educators need to be able to hold their own in their classrooms.The class activities set for the students enhances their abilities and challenges them to find new and innovative ways of incorporating ICT in their teaching. During the implementation of the programme we also realised that focusing on students’ learning was not the only priority area and that we needed to empower our lecturers as well. This was done through developing lecturers’ skills in interactive moodle design practices and the creation of digital stories, amongst others. This is significant as students need to model best practice, as demonstrated by their lecturers, in a teaching environment. In this paper we reflect on the programme with reference to students’ and lecturers’ ICT readiness for engagement through discussions with them based on their experiences, their own learning and insights gained.

Venue: Great Ilanga 2019-164 Exploring service delivery in the Botswana basic education sector: A case of one education district Ms AK Koboyatau, Dr SE Mthiyane – University of Witwatersrand Keywords: Implementation challenges; service delivery; conceptualisations; experiences and practices; public service dominant theory and expectancy theory; Botswana education district

Abstract: This paper presents the findings of a qualitative multiple case study employing social constructivism on service delivery in the basic education sector in Botswana. The study sought to explore the conceptualisation, practices and experiences of Principal Education Officers, school heads and teachers regarding service delivery in the Botswana basic education sector and was located in one education district. Thematic analysis was used to analyse data which were generated through interviews, documents reviews and questionnaires. The findings of the study showed that all the participants did not effectively and efficiently deliver services to customers due to challenges such as top down approach, insufficient support during training, not being provided with resources on time, inadequate visits by the regional staff to schools, not being rewarded for effort and performance were found to have impacted on the employees to do their work efficiently and effectively. While we recognise the impact of the implementation challenges on the employees in the researched sites, we argue that knowledgeable, accountable and efficient school leaders who consult widely should be able to ensure successful implementation of policy reforms meant to improve accountability in the education system. Democratic decision-making, continuous and efficient in-service training, timely provision of resources and rewarding employees for performance should enhance service delivery. Hence, we postulate that despite the participants’ implementation challenges and varied experiences, they have a social responsibility to ensure they deliver their mandates effectively at their levels of operations if they are to achieve sustainable improved service delivery in the basic education sector in Botswana. 2019-158 IMPLEMENTING BLENDED LEARNING IN EARLY CHILDHOOD DEVELOPMENT Ms N Mtshali, Mr S Akandwanaho – Richfield Graduate Institute of Technology Keywords: e-Learning, Information Technology, Blended Learning, Early Childhood Development Abstract: The purpose of this abstract is to explore possibilities through research and innovation when implementing a blended learning solution in Early Childhood Development through Information Technology (I.T). Blended learning is a pioneering concept that squeezes the advantages of composed old-style teaching in the classroom and ICT reinforced learning including both offline and online learning through. The insights are based on the experience of delivering a blended learning module to successive cohorts of early childhood development candidates in South African Education System. Both qualitative and quantitative research methods will be used and data collection methods include interviews, observations, focus groups and open-ended questionnaires aiming all concerned in the process such as students, teaching, administration and technical staff. Moreover, for the department of literature research is essential, and will make use of surveys. Data will be analysed using a software tool called NVivo, designed to assist with the analysis of qualitative data, in the same way that SPSS, SAS and Minitab assist with quantitative data. The research will be conducted on all nine provinces in South Africa and in 10 schools of each province. Early childhood development is a time that widths the prenatal period to eight years of age and it is the most concentrated period of brain development throughout the lifespan. This era is the most acute time for the progression and growth of the child and needs the extreme attention and suitable care. Applying Blended learning will be a huge advantage and a great investment as it is an innovative approach through e-learning. The notion of blended learning has arrived and is here to stay. When covering a blended learning solution, the importance of human interactive factors cannot be ignored. For the establishment of blended learning in educational establishments, a surge of educational finances is needed, it can be done by taking help of Non-Government Organisations (NGOs) and also synchronising with the industrial and corporate subdivision. These sectors can be enthused to give their financial involvements for blended learning triumph as these sectors will be most profited if, the output from these educational institutes are more resourcefully dressed for the international marketplace. Executing blended learning prerequisites a complete loyalty on educational system and organisations of educational institutes. In conclusion, it can be understood that blended learning is to some level the answer to problems predominant in our informative arrangement. If applied in a well-planned, organised way with factual type of attitudes it can develop the future of our educational system. It is in our own benefit that steps for familiarising blended learning are soon initiated. Executing blended teaching is not a relaxed task. It involves certain fundamental arrangements in all the elements of the teaching learning process: teacher, student, content designing, and infrastructure. Basic necessities for implementing a successful blended learning include: well skilled teachers, teachers with a scientific approach,

teachers with a broader outlook and positive approach towards transformation, comprehensive facilities like well-furnished computer lab, internet construction, delivery for video chatting, students should have entry to internet at their private computers, elasticity in the system, fully conscious and agreed parents, determinative evaluation and ongoing internal assessment. References: Mitchell, A and Honore, S.2007. Criteria for successful blended learning. Industrial and Commercial Training, 39(3): 143-149. [Online] Available at: https://doi.org/10.1108/00197850710742243 (Accessed on 20 May 2019) Sloman, M. 2007. Making sense of blended learning. Industrial and Commercial Training, 39(6): 315-318. [Online] Available at: https:// doi.org/10.1108/00197850710816782 (Accessed on 20 May 2019) Lalima, K.L. 2017. Blended Learning: An Innovative Approach. Universal Journal of Educational Research, 5(1): 129-136. [Online] Available at: http://www.hrpub.org/download/20161230/UJER16-19508256.pdf (Accessed on 21 May 2019) Harding, Ansie. 2005. Evaluation of blended learning: Analysis of qualitative data. Symposium Presentation UniServe Science Blended Learning Symposium Proceedings, 56. [Online] Available at: 2019-180 ENHANCING STUDENT ENGAGEMENT IN A LARGE CLASS: USE OF TECHNOLOGY IN A RURAL UNIVERSITY Dr S Makhasane – University of the Free State Keywords: Cell phone, engagement, large class, technology Abstract: South African universities are faced with multiple challenges including students success and retention. Research indicates that students’ engagement has a positive impact on student learning. However, engaging students in large classes remain a challenge. The enrolment in South African universities has seen significant increase since the dawn of democratic dispensation. Another contributing factor to this continuing increase in student enrolment is the recent student fees must fall movement, which culminated, into the introduction of ‘free higher education’. On the one hand, the increase in student enrolment is a positive indicator in an effort to achieve international and national imperatives such as sustainable development goals, African Union agenda 2063 and the South African transformation agenda. On the other hand, the increase in student enrolment leads to teaching of students in large classes. Lack of student engagement is one of the challenges in teaching large classes. The purpose of this paper, therefore, is to explore strategies of enhancing students’ engagement in a large class using technology. The motivation to conduct this research project emanated from my experience of teaching large classes and the realisation that there is a lack of students’ engagement is such classes. Research pertaining to student engagement has largely been done in the developed countries especially North America and Australia. Little has been done in developing countries in general and South Africa in particular. This paper is intended to contribute knowledge in the emerging literature about students’ engagement in South African universities. The paper employed qualitative approach involving data generation with PGCE students. The findings suggest that the use of technology such as cell phones and internet increased students’ engagement with one another, content and the lecturer during lecturers and after the lecture. They worked in groups to use cell phones in creating video presentations and used them to facilitate discussion during the lectures. Students used both blackboard and WhatsApp platforms to communicate during preparations for creation of video presentations. However, they tended to use WhatsApp (informal) platform more than blackboard (formal platform). 2019-314 EFFECT OF NOISE ON LEARNING: PERCEPTIONS OF GRADE 10-12 GIRL LEARNERS Dr P Goldschagg, Dr T Bekker – University of the Witwatersrand Keywords: Ambient noise, noise perception, FET, effect of noise on learning Abstract: Noise has been recognised as a problem in schools, affecting the intelligibility of speech. International and local studies show that noise exposure affects educational outcomes. However, whilst research has explored and explained various effects of noise on learning, little is known about specific learner populations’ perceptions of the effect of noise on their learning. Different from other research, this paper compares the noise perceptions of populations of FET learners at two all-girls schools (one comprising mostly English home language speakers; the

other English second-language speakers). The paper presents the main findings of a purposive questionnaire survey that was carried out during the period March to June 2019 with girls aged 15 to 18. A sound level meter was used to measure levels of ambient classroom noise in classrooms where a variety of subjects are taught. These measurements are considered alongside questionnaire data and published standards for acceptable classroom noise. Findings suggest that the majority of FET girl learners from both schools are highly aware of noise in their learning environment; and that they perceive noise from a variety of sources as interfering with their ability to concentrate and follow what the teacher is explaining. Higher levels of noise interference were reported by second-language learners, which suggest that increased language processing demands make these learners more susceptible to the negative effects of noise. Findings also point to contextual factors such as school and classroom construction and layout as accounting for varying levels of noise interference in each of the schools. The implication of these findings points to the need for schools to recognize and minimize the negative effects of noise particularly when learners are engaged in tasks of higher order cognitive demand or when teachers are verbally presenting new or complex concepts. This is particularly true for girl learners who report high levels of noise awareness, annoyance and disturbance. 2019-315 INTRODUCING THE C.O.S.T.A. POSTGRADUATE RESEARCH COACHING MODEL – A COMPLEMENTARY APPROACH TO SUPERVISION Dr K Costa – Global Centre for Academic Research Keywords: Research, coaching, universities, Masters, PhD, Costa Abstract: Postgraduate research is a massive stumbling block to students who had never had an opportunity of exposure to research methods. A study conducted by the researcher (Costa, 2018) revealed challenges in postgraduate supervision—one of these challenges was lack of exposure to research language by students. Qualitative research and its complexities due to a variety of approaches including rigour determination pose a plethora of challenges to novice researchers. This document presents C.O.S.T.A model as a tool suitable for use by academics and students, with a panoramic view of steps to be taken first to understand foundational concepts and the language of research and secondly to make informed choices on the research methods and design strategy options available for the prospective researcher. Conclusions drawn on the reliability of the model are based on empirical evidence of application of the model observed over a period of 12 months, with some students testifying to have passed their research projects satisfactorily at their respective leading universities in South Africa. Secondary research also provides voluminous sources of success of similar research supervision programmes both in South Africa and abroad.

Venue: Room 1720

2019-212 THE IMPACT OF TEACHER ENRICHMENT WORKSHOPS WITH FOCUS ON BEST PRACTICES IN TEACHING READING IN FOUNDATION PHASE Mrs RB Mabasa-Manganyi – University of Limpopo Keywords: Best practices, enrichment workshops, Foundation Phase, reading Abstract: Reading skills in the Foundation Phase is a pre-requisite for learners to be qualified as literate (competent) and ready to proceed with their academic journey. The Progress in International Reading Literacy Study (PIRLS) (2016) indicates that assessment of reading comprehension is so crucial, and the study further revealed that 78% of our learners cannot read for meaning in any language after three years of schooling. PIRLS research team recommended that there is a need to “strengthen the teaching of reading literacy and training pedagogical content knowledge across all languages in the foundation phase and especially African languages” (Howie et al 2017, p.12). However, it is still a call for concern that many learners in South Africa display incompetencies when it comes to reading fluently and with comprehension. The problem is either with the teachers’ approaches towards teaching reading or learners’ abilities in reading fluently. This paper reports on the feedback from needs analysis that was conducted from a group of Foundation Phase in-service teachers who have been in the teaching profession for quite some time. This is as a results of an intervention programme on workshopping teachers in teaching reading and writing in the Foundation Phase. The study applied a mixed method approach in which interviews and questionnaires were used to elicit data from the enrichment workshops that were held with the focus on best practices for teaching reading in Foundation Phase classrooms. The study found that 67% of Foundation Phase in-service teachers have challenges of teaching

reading in both Home language and First additional languages, specifically the aspect of phonics and phonemic awareness. In addition, 43% of Foundation Phase in-service teachers reflected that they lack professional development in areas of teaching reading and writing. The study concludes that enrichment of teachers in teaching reading in the Foundation Phase should be prioritised, not only by the Department of Basic Education, but by other relevant stakeholders including higher institutions of learning. 2019-214 GENDER EQUALITY IN EDUCATION: TRANSFORMING ACCOUNTABILITY FOR THE SDGS Prof E Unterhalter – University College London, Prof R Moletsane – University of KwaZulu-Natal, Dr H Longlands – University College London Keywords: Education, gender equality, Sustainable Development Goals, measurement, accountability Abstract: This paper reports on a collaborative initiative between colleagues in South Africa, Malawi and the UK to develop an innovative indicator dashboard for gender equality in education linked with the United Nations’ Sustainable Development Goals (SDGs). This cutting-edge initiative recognises the harsh critique of metrics inserting forms of distancing, distortion and deformations of democratisation and inclusion, and places these against the arguments of those who see the development of alternative metrics around equalities as helping take debates and actions around social justice to new terrains and concerns. This paper introduces the new dashboard, which draws on some of the conceptual distinctions associated with the capability approach as a means for determining forms of gender inequality and equality to, in and through education, and underlying processes. Our conceptualisation thus recognises the crucial interrelationships between institutions and individuals, and between resources, opportunities, outcomes, agency and choice. And it identifies three different kinds of inequalities and equalities: horizontal, concerned with cultures and forms of belonging; vertical, associated with distribution of income, wealth and health; and process, associated with interactions within education institutions and through educational systems. The dashboard we propose has been developed and refined through critical participatory discussion at local, national and international levels through fieldwork conducted in and from South Africa, Malawi and the UK. The discussion in the paper draws, in particular, on data collected in South Africa through stakeholder interviews and workshops concerned with gender equality and education, which explored opportunities and constraints to developing a transformative, usable dashboard. Informed by responses from participants representing government, civil society and academic communities, the paper engages with different experiences, perspectives and questions regarding the value and purpose of, and the possibilities and challenges for, using metrics and indicators in international, national and local level accountability processes concerning education, gender equality and rights. 2019-216 Stop bullying: Strategies to manage bullying in schools Mrs MF Mashishi, Prof LT Mabasa – University of Limpopo Keywords: Bullying, impact, strategies, learners, stop bullying Abstract: Bullying is a major challenge that affects learners in schools world-wide. Negative effects of bullying on learners are physical and psychological including depression, anxiety and school declining performances. Every learner is entitled to a safe school environment without being a victim or a bystander of bullying. Therefore the main objective was to explore strategies that could be implemented to manage bullying in schools. Qualitative approach with a case study was used to provide understanding of the phenomenon of bullying and how it could be managed. The grade three and six learners of two former model-c schools in Potgietersrus circuit in Limpopo Province were purposively selected as participants. Observation, interviews and document analysis were used as data collection methods. The data collected was developed through thematic data. The results indicated that bullying is receiving increasing attention with appropriate responsiveness and effective management strategies. Additional measures that can help reduce its prevalence and impact were explored and included intervention, playground supervision, behaviour modification , encouraging learners to report bullying incidents and the adoption of School Based Support Team. It is recommended that the department of education, educators and learners can adopt the explored strategies as part of intervention process to combat bullying in the school environment and to ensure that schools are still seen as safe places for all learners.

2019-307 TEACHER EDUCATORS’ PREPARING PRE-SERVICE TEACHERS TO PEDAGOGICALLY INTEGRATE TECHNOLOGY IN THE 21ST CENTURY CLASSROOM Ms N Tunjera, Prof A Chigona – Cape Peninsula University of Technology Keywords: Digital Technology, Pedagogy, Pre-service Teachers, SAMR, TPACK, Teaching Strategies Abstract: Today’s teacher preparation programs are expected to provide pre-service teachers with adequate teaching strategies enriched with innovative educational technology for their future practices. The purpose of this study was to examine what teaching strategies teacher educators (TrEds)’ are using in preparing pre-service teachers to teach with technology. This was an initial phase of a longitudinal qualitative study that seeks to establish how TrEds are preparing pre-service teachers to teach with digital technology. An electronic semi-structured questionnaire was sent to sixty-five teacher educators at a teacher preparation institution in Cape Town, Western Cape in South Africa. This paper engages with current literature on pedagogically teaching with technology using TPACK as a guiding framework. The preliminary finding suggests that TrEds understand the affordances of digital technology in today’s classroom but they lack appropriate knowledge to pedagogically incorporate it into their teacher preparation practices. The researchers recommend that teacher educators should integrate technology into their teacher preparation programmes when instructing the pre-service teachers, so as to effectively model teaching with technology into their 21C teaching practices. 2019-219 TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE OF TEACHING DECIMAL FRACTIONS: A CASE STUDY OF RAKWADU CIRCUIT Mrs NS Moremi, Ms KM Themane, Ms BK Maphutha – University of Limpopo Keywords: Fractions, decimal fractions, Pedagogical Content Knowledge, conceptual knowledge Abstract: This paper aims to explore Grade 6 mathematics teachers’ Pedagogical Content Knowledge (PCK) in Rakwadu circuit; Limpopo Province. The educational context provides information on how teachers’ lack of PCK affect their teaching of decimal fractions. Particularly, the ordering and comparing of decimals, working with operations like addition, subtraction, and conversion as well as place value. Amongst others, the reason why learners fail mathematics is because the teachers lack PCK. My argument is based on Shulman (1986)’s theory which states that teachers must have knowledge of the content and how to teach that particular content in order to make the subject matter accessible to learners. The study followed a qualitative approach whereby a case study design was adopted. Three Grade 6 mathematics teachers were purposively selected to form part of the study. The data were collected through observations, semi-structured interviews and document analysis. Thematic analysis was used to analyse the collected data. Data analysis followed Argyris, Putman and Smith’s (1985) model: the Ladder of Inference. The study found that Grade 6 mathematics teachers were confused, not confident and lacked PCK in the teaching of decimal fractions. Furthermore, decimal fractions were found to be difficult for teachers to teach and for learners to learn. These findings provide useful information for further research and insights of what grade 6 mathematics teachers may experience in their classrooms. The findings may help mathematics teachers improve their teaching. Implications for teacher- education institutions to restructure their teaching programmes were presented. This led to the conclusion that lack of teachers’ Pedagogical Content Knowledge impacts negatively on learners’ mathematical achievement on decimal fractions.

Venue: Room 1820 2019-228 TO BE OR NOT TO BE: THE SOCIAL STUDIES DILEMMA FOR 21ST CENTURY EDUCATION Dr S Goburdhun, Mr J Ramsaha, Dr O Varma – Mauritius Institute of Education Keywords: social studies curriculum, civic education, utilitarian function, social education, educated global citizens Abstract: In the school curriculum, the development of social, moral and civic education is more central to Social Studies than any other subject area. This paper explores the competing interpretations of what the content and the purposes that a Social Studies could entail within a secondary school formal curriculum subject. It raises questions about dominant

parental expectations that Social Studies constitutes an utilitarian function to prepare the next generation merely for entry into the job market or establishing a career. However, in the global context of competing economic, ethical and environmental challenges, the terrain of Social Studies is expanding to intersect not only knowledge and skills in becoming a member of the international community, but also values and attitudes as educated global citizens. Over the years, Social Studies as a subject has evolved with a diversity of approaches emanating from ideologically competing groups, summarised as three trends: namely a traditional subject-based curricula, a more child-centred inquiry-based pedagogy, and thirdly, an issue-oriented curriculum, often existing concurrently. Mauritius, too, has witnessed similar trends with often an uneasy coexistence of different trends owing to a latent power structure that usually dictates the official curriculum. Thus, even today after fifty years of independence there is no consensus over the content of the subject. On one hand, concerns are expressed over a void in social education, mostly from political activists with their agenda as to which aspects of social education to foreground, and on the other hand, by academics who would wish to situate the rationale for a social education. Using discourse analysis as a methodology, this study examines primary documents such as memos, reports, curriculum documents and draws from interviews with social studies curriculum writers and consultants to trace the evolution of social studies curriculum in Mauritius and analyses the current debates and conflicts over the future development of social studies education. The paper has potential contribution to a global discourse about shifting the school curriculum beyond instrumental to ethical border crossings. 2019-002 LESSONS CURRENT ATTEMPTS AT THE DECOLONISATION OF THE CURRICULUM CAN LEARN FROM THE AFRICAN PHILOSOPHIES OF EDUCATION Dr KJ Maluleka – University of South Africa Keywords: African philosophy, Afrocentric philosophy of education, Ubuntu, Ujamaa/unhu, #FeesMustFall, Abstract: One of the most debated issues about the curriculum of the previously colonised countries is emphasis on contextualising learning and local knowledge. There is a need for integrating the sociocultural perspectives of the indigenous people into the curriculum. The purpose of this article is to determine the lessons current attempts at the decolonisation of the curriculum can learn from the African philosophies of education in the previously colonised countries. In determining lessons, current attempts at the decolonisation of the curriculum can learn from the African philosophies of education, this qualitative research rely on interviews to collect data to address the main purpose mentioned above. The sample included eight academics who have written extensively about indigenous education system, specifically African philosophy of education. Building from the relevant literatures and data collected from academics, it can be argued that there are lessons that can be learnt from the African philosophies by those who aimed at decolonising the curriculum. Literature reviewed indicate that African philosophies of education can preserve cultural heritage, bring self-reliance, liberation of the mind and to restore the eroded education values to bring back respect. The findings, confirm the lessons that could be learn from people such as Julius Nyerere of Tanzania who through his philosophy of Ujamaa attempted to decolonise education. The findings of this study have a number of important implications for decolonisation. Decolonisation of the previously colonised countries is a heated discussion that absorbed the thinking of many people. Students who recently demand the change of the curriculum to make it relevant have now joined the call (decolonisation) that was only made by politicians, academics and other interested people. This study is of importance since decolonisation of the curriculum using the western philosophies will not work as suggested by writers such as Ngũgĩ Wa Thiong’o Decolonisation is a highly contested research space and this empirical article is of great value because it contributes insights and understanding of the lessons that can be drawn from the African philosophies of education. This article is of great significance because it focuses on the efforts that were taken by leaders who wanted to Africanise or decolonise education. Their successes and failures are important for those who need to pioneer the same agenda.

2019-086 Exploring age-old Xhosa values in the teaching of sexuality education Dr NV Msutwana – Nelson Mandela University Keywords: Adolescent learners, HIV and AIDS, participatory visual methods, sexuality education, Xhosa culture, Xhosa secondary school teachers Abstract: Education is not value-neutral, it is value-laden. Research demonstrates that teachers’ cultural perspectives influence how they teach sexuality education, but it is not clear how these perspectives do that. Moreover, in the South African context, teachers tend to shy away from sexuality education or tend to be moralistic when teaching it. On the other hand, adolescents seem disinterested in these lessons. I therefore explored the following question: In what way do teachers’ cultural perspectives of adolescents learning about sexuality influence their own practice of teaching sexuality education to Xhosa adolescent learners? Working in the critical paradigm, I purposively selected nine Xhosa women teachers who teach Life Orientation, Life Sciences and Natural Sciences and took them through a photovoice process in answering this question. The theoretical framework used in the research study to contextualise the literature and make meaning of the findings was the Cultural-Historical Activity Theory (CHAT). The findings revealed two themes; one, that the women teachers used the past as lens. They did not merely hand down intergenerational teachings to the next generation, but scrutinised and revisited them to ensure utility for the 21st Century Xhosa adolescent. Two, that women teachers shifted towards innovative practices for teaching sexuality education. The women teachers facilitated their teaching using ‘new’ strategies, which opened up opportunities for further participatory methods. This work has implications for pre-service teachers in teacher education and in-service teachers through teacher professional development, as the innovative and participatory methods are appropriate for use within the sexuality education curriculum. This is especially important in working with the Xhosa adolescent learner in township secondary schools where sexual violence and teenage pregnancies are rife. 2019-289 EXPLORING PRE-SERVICE TEACHERS’ UNDERSTANDING, VIEWS AND VALUE POSITIONS ON ECO-TOURISM Dr RP Pillay Keywords: Eco-Tourism, Environmental philosophy, Environmental Dimensions, Sustainability Abstract: In South Africa, and probably in other parts of the world, eco-tourism has been introduced in the formal school Life Science’s curriculum and teachers are expected to engage learners on this topic, which has controversial ethical value positions. There is a dearth of literature on preservice and in-service teacher understanding and views on eco-tourism and their value positions, which may consciously and unconsciously influence their teaching of the topic. This paper reports on an exploratory study of pre-service teachers’ understanding and views (n = 50) of eco-tourism within an interpretivist paradigm. The study involved a convenient sample of students at year level three, at a South African residential university, doing a Life Science’s teaching methods module with one of the sub-themes being environmental philosophy: environmental value positions. Students were asked about their understanding of eco-tourism and to briefly explain their views on eco-tourism. Students anonymously responded to a questionnaire, post discussion on the sub-theme. The data was analysed deductively using a conceptual holistic framework of the environment (social, economic, natural dimensions) and according to tenets of ethical value positions (viz. anthropological, ecological, radical and pragmatic). Each of the dimensions and value positions were coded. These codes were applied to the responses of the students in the questionnaire and interpreted. Descriptive statistics and qualitative responses show that overall; the students (both male and female) supported eco-tourism underpinned by an anthropocentric ethical value position. The study concludes that undergraduate Life Science’s methodology students need to have in-depth knowledge of controversial issues such as eco-tourism as they are in a powerful position of influence as educators in the classroom, especially where such topics are in reality controversial and categorically included in the formal school curriculum. 2019-303 INDIGENOUS SYSTEM AND RELEVANCE IN THE CONTEMPORARY EDUCATIONAL SYSTEM Dr MFK Megbowon, Prof CMU Uwah – University of Fort Hare Keywords: Indigenous, Africa, Proverbs, Education, Moral

Abstract: African proverb as a component of the indigenous system is a cultural template and framework upon which African societies engrave their footprints on the sand of time. The beauty of these proverbs is in their relevance which cut across segments of the societies, which include being a mode of impacting wisdom, education and moral. Hence, considering African countries colonization experiences, displaced and consequently replaced African identity, and the call for decolonization across educational system, the paper aims to explore and appraise the relevance of African proverbs in a dynamic and largely imparted colonizers educational pattern. This paper used a textual analysis of relevant proverbs documented in African literary texts. Among other things it observed that the content and instructional component of African proverbs provides moral education, historical education, easy understanding of abstracts and reflective learning. This study concludes that application of African proverbs dynamics by educators can be a useful tool in enhancing improvement in learning process and improving morals in a highly educated but morally deficient society.

Venue: Room 1920 2019-317 INVESTIGATING JOB DEMANDS AND RESOURCES OF MATHEMATICS TEACHERS IN RELATION TO THEIR STRAIN LEVELS Mr SH Cele, Dr A Philipp – University of KwaZulu-Natal Keywords: Job demands, job resources, strain, burnout, mathematics teachers Abstract: Many teachers express that their job is highly demanding and they express experiences of stress and burnout. Frequently mentioned job demands are large classes and learner misbehaviour or high workload. On the other hand, such job demands can be counterbalanced by job resources (e.g., support from colleagues or school management). The theoretical framework employed in this study is the Job Demand-Resource (JD-R) model (Bakker & Demerouti, 2007) which has been used predominantly in Work and Organisational Psychology but has been adapted for the teaching context (Hakanen et al., 2006). The JD-R model suggests that strain is the response to an imbalance between job demands and job resources. This research focuses on Mathematics teachers in particular allowing for conclusions that are specific to this subgroup of teachers which is highly relevant because of the existing shortage of teachers in this subject. The objective is to investigate the effects of job demands and job resources on the strain levels of mathematics teachers at selected secondary schools in KwaZulu-Natal. The study is currently conducted at ten conveniently selected secondary schools in two districts in the eThekwini region. In each district, five schools were sampled. In this positivist study with a quantitative approach, purposive sampling is used to approach mathematics teachers in the respective schools. Results of the study are obtained by questionnaire (based on established instruments) aimed at assessing levels of job demands (e.g., large classes, learner misbehaviour) and job resources (e.g., support from school management, colleagues and community of mathematics teachers) and their effects on the strain levels (e.g. burnout) of Mathematics teachers. The discussion will highlight how such results will foster our understanding how mathematics teachers can be retained in the profession. Moreover, only healthy teachers who experience manageable job demands and have sufficient job resources available are able to provide high quality teaching to learners in such a central subject. References: Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of Managerial

Psychology, 22, 309-328. Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of

School Psychology, 43(6), 495-513. 2019-318 AN INVESTIGATION OF CHALLENGES AND COPING STRATEGIES OF SENIOR AND MASTER TEACHERS AT SELECTED PUBLIC SCHOOLS IN KZN Mrs OP Zondi, Dr A Philipp – University of KwaZulu-Natal Keywords: Job-related challenges, coping strategies, Senior and Master Teachers Abstract: Many in-service teachers describe their profession as highly challenging and express feelings of burnout. In South African schools, some of these teachers also become Senior or Master Teachers. As part of these roles they have additional tasks to fulfil and they thus form a specific level in the school hierarchy. Research from Occupational Psychology has coined the term middle managers for such positions (also called “sandwich positions”). This term

implies that employees in such positions face a specific set of job-related challenges. The same can be assumed for Senior and Master Teachers. Yet, little is known about the job-related challenges of these two groups of teachers (managing not only challenges of an in-service teacher but also managing additional tasks) nor which strategies they use to cope with this specific set of challenges. Thus, the aim of this study is to investigate the job-related challenges and coping strategies of Senior and Master Teachers at selected public schools in KwaZulu-Natal (KZN). This research draws on the Transactional Model of Stress and Coping (e.g. Lazarus, 1999) as a theoretical framework which allows to look at the daily challenges of individuals and their coping strategies and how both may affect their wellbeing. The study was conducted in one secondary and one primary school in the Umlazi District using a sequential mixed-method design (quantitative followed by qualitative data generation) based on a pragmatic paradigm. Data was generated using questionnaires (N=40) developed based on established scales to assess challenges and coping strategies as well as semi-structured interviews with selected Senior and Master Teachers (n=5). Quantitative data on the levels of challenges and choice of coping strategies of Senior and Master Teachers will be presented enriched by qualitative data which was analysed thematically. Preliminary results indicate that teachers experience a lack of training and limited recognition of their roles in the schools. In conclusion, results will allow to shed light on the specific roles of Senior and Master Teachers and how they can be supported to maintain their wellbeing in order for them to fulfil their specific tasks more effectively. References: Lazarus, R. S. (1999). Stress and emotion: a new synthesis. New York, NY: Springer Publishing Company. 2019-319 UNPACKING THE TRANSFORMATIONAL POTENTIAL OF COMMUNITY ENGAGEMENT PROJECTS WITHIN A SOUTH AFRICAN EDUCATIONAL LANDSCAPE Dr AP Watson – University of Johannesburg, Dr SL Jones – University of Hull Keywords: Community Engagement Projects, transformation, Abstract: The privilege and wealth associated with South Africa’s independent schools, and in some cases, former white (Model C) schools, is well-known and uncontested. Most have so called Community Engagement Projects (CEPs) with a variously strong or weak transformation and inclusion intention and effect. However, whether or not they are leveraging their resources to help those trapped in a dysfunctional state system has not been sufficiently interrogated. It is possible that they are a force for good which has the potential to effect transformation both intensively and extensively across our fragmented and unequal educational landscape. Or, they continue to replicate the epistemic and socio-economic inequality that lingers in the apartheid structured educational topography, using CEPs merely to assuage the consciences of the privileged – to literally ‘pay back’ into the community. This presentation attempts, as the first iteration of a series of research processes, to open out the black box of CEPs in five secondary Independent Schools Association of South Africa (ISASA) schools – three in KwaZulu-Natal and two in Gauteng, one secondary DBE government school and one quintile 1 combined DBE school, both located in KZN. The aim of the project began as a quest for an ideal model of best practice for community outreach focusing on academic literacy in science and maths. What soon became apparent, however is that deriving a theoretical model of best practice required a much broader and more extensive vision than originally conceptualised. Approaching the project as a mixed methods ethnographic study, seeking a grounded analysis and richly textured understanding of each context, quickly changed into an interrogation of assemblages of variables interacting with each other in complex ways. For example, some schools have what might be described as both strong and weak versions of CEP distinguished from each other by variations in the knowledge, intentions, relationships, communication, and power dynamics between the actors across both networks and hierarchies. Therefore, we have turned to Latour’s Actor Network Theory (2007) and the later work of Watts (2014), and Lopez-Pintado (2008), specifically the notion of small worlds, and Burt’s concept of structural holes (1992), amongst others. What we seek is to gain a richly textured understanding of the multiplicity of points of interconnection, or disconnection, immanent to the plane across which actors in our educational, social, political, spatial and economic assemblages must move. We seek to understand why some CEPs seem targeted, coherent and successful – are strong CEPs – and others, apparently loosely bound bundles of good intentions – weak CEPs. Most interestingly, we seek to understand how the beneficiaries of CEPs themselves structure their own CEPs. It is hoped that, by analysing the networked nature of CEPs, an understanding of enablers and constraints might emerge, pointing ahead to further research and theorising a model of best practice such that, for the greater good, more South African schools might be able to leverage, across scales of relative affluence, what they do have. Works Cited Burt, R. S., 1992. Structural Holes: The Social Structure of Competition. Cambridge: Harvard University Press. Dunia Lopez-Pintado and Duncan J Watts, 2008. Social Influence, Binary Decisions and Collective Dynamics. Rationality and Society, 20(4), pp. 399-443. Latour, B., 2007. Reassembling the Social: An Introduction to Actor-Network Theory. Oxford: Oxford University Press.

Watts, D., 2014. Common Sense and Sociological Explanations. American Journal of Sociology, 120(2), pp. 313-351. 2019-320 THE USE OF COOPERATIVE INSTRUCTIONAL STRATEGIES TO ENHANCE GRADE 12 LEARNERS IN EXPONENTIAL AND LOGARITHMIC FUNCTION Mr A Boateng Ofosu, Prof JK Alex – Walter Sisulu University, Mrs S Boateng – University of the Witwatersrand Keywords: Achievement, Co-operative learning, Exponential and logarithmic function, Instructional strategies, learners, Mathematics Abstract: Continuous use of traditional method of teaching Mathematics in most senior secondary schools in South Africa has contributed to the underperformance of learners in the subject. This has triggered research interests about the teaching strategies that could be used to improve learners’ performance in Mathematics. Accordingly, this study aimed to use Student Teams Achievement Division (STAD) Cooperative Instructional Strategy to enhance learners’ achievement in exponential and logarithmic functions. Mixed-methods design was adopted for the study. The choice of mixed methods was meant for both quantitative and qualitative research methods to complement each other for the purpose of data triangulation. The target population comprised Grade 12 learners from two selected schools in the Mthatha Education District. Purposive sampling technique was used to select the two schools. This was composed of 83 Grade 12 learners. In all, 40 learners were selected from school A (Experimental group) whereas 43 learners were selected from school B (Control group). In the quantitative phase, student achievement test on exponential and logarithmic functions (SATELF) in mathematics were used as the main instrument for data collection. In the qualitative phase, interview and observation schedules on the use of cooperative instructional strategy were used as the main instruments for collecting data. The quantitative data were analysed using the independent sample t-test while the qualitative aspect was analysed through thematic content analysis. It was found that cooperative instructional strategies improved learners’ performance in Mathematics. The improvement in the performance of the experimental group may be strongly attributed to the use of cooperative instructional strategy that engaged leaners to work in groups, as opposed to the teacher-centred teaching method used for teaching the control group. It is hoped that the findings of this study would improve the teaching and learning of Mathematics in the Grade 12 classrooms across South African schools.

DAY 1: SESSION 2

Venue: Great Ilanga Panel discussion: Critical educational responses to the ‘fourth industrial revolution’: meanings, appropriations, and critiques’ Panellists: Prof Ruksana Osman (University of the Witwatersrand), Prof Aslam Fataar (Stellenbosch University), Prof Nazir Carrim (University of the Witwatersrand) Chair: Prof Lesley Wood (North-West University, SAERA President) The discourse of 'fourth industrial revolution' (4IR) is fast becoming the ‘discourse that speaks us,’ with the potential to fundamentally re-arrange our educational worlds. This session focuses on 4IR definitions, how it intersects with existing educational discourses and how it connects with, re-arranges, confounds or advances transformative objectives, and most crucially how it affects the educational sector, curriculum knowledge processes, and questions of educational transformation, decoloniality and social (in)justice in education. These are enormous questions, which we simply cannot avoid or ignore. The session is interested in developing a language that allows us to grasp the problematique at hand. It will speak into the moment with critical intellectual voices. It aims to guide educational research and practice in respect of critical interaction with the hegemonic educational discourses and practices associated with the 4IR discourse. In this respect, it is apparent that the 4IR discourse is much more than hype. It has become a very powerful framer for governmental policy discourse, driven by our country’s President and the recently established Presidential Commission on 4IR. It has landed in uneven ways in all governmental departments including higher education and training, basic education, and science and technology.

Concomitantly, universities are giving expression to this imperative in diverse and interesting ways. The Department of Basic Education has targeted IT literacy in schools and specifically has begun to implement the subjects Coding and Robotics in Grade One. The DHET had an ‘Education and 4IR' symposium in September 2019. All of this is happening in complex, uneven, neoliberal developmental terrain. The thinking about 4IR is rudimentary; SAERA would do well do begin to think more carefully about the multidimensionality of 4IR, its impacts on society, the nature and purposes of education, what universities are for, their shape and institutional configurations, teacher education, and curriculum knowledge selection questions in complex knowledge regions and future knowledge articulations. The session is thus intended to sharpen the educational focus, consider educational alignment, and the concomitant curriculum, learning and teaching dimensions in the context of vastly unequal and challenging social and educational circumstances.

DAY 1: SESSION 3

Venue: East Ilanga 2019-107 THAT’S SCHOOLIFIED!” CURRICULUM, PEDAGOGY AND ASSESSMENT SHAPING THE RELEVANCE OF POETRY IN SUBJECT ENGLISH FOR BLACK HIGH SCHOOL LEARNERS IN JOHANNESBURG Dr AL Cooper – Human Sciences Research Council Keywords: Poetry, curriculum, pedagogy, assessment Abstract: This paper explores the teaching of English poetry in two Gauteng high schools, one a former Model C school in the suburbs and another in Soweto. Both schools were predominantly attended by Black learners for whom English was not their first language. Nine in-depth, semi-structured interviews were conducted with educators at the two schools. Poetry holds much potential to connect with and interest learners because unlike many other school-based learning areas, poetry uses knowledge of human emotions and it engages with everyday life. In this paper I explore how the potential of poetry may or may not be realized, arguing that this is dependent on curriculum choices, pedagogical methods and assessment practices. The research illuminated how poetic practices and knowledge become “schoolified”, as one educator described the process. This meant that poetry was transformed in the school context, as the curriculum, pedagogy and assessment changed it from a living practice into a form that was able to be communicated, consumed and tested, limiting its relevance. Themes that emerged from the research included the choice of poems and the language used in them. Writers from similar backgrounds, with common race or class-based identities, helped to make the poetry relevant but was no guarantee that learners would relate to these poets. Teaching poetry was described as an intimidating experience both for learns and educators, resulting in many teachers retreating to the safe space of a defined set of teaching practices focused on figures of speech, literary devices and a line by line analysis of the poems. While some intentions existed to teach poetry in a way that encouraged a range of interpretations and possible answers to assessment questions, the standardized matric examination shaped pedagogical practices, as educators wanted to support learners to excel in this ordeal. Curricula choices, pedagogy and assessment practices therefore need to be addressed simultaneously, if poetry taught in the classroom is to become relevant to the lives of learners. Poems with great potential to engage and stimulate learners will have little effect if they are only taught by analyzing figures of speech in a ‘line by line’ fashion. Similarly, methods of teaching that allow learners to experience poetry, while also generating insights into the techniques used by poets, are unlikely to engage learners if the poems chosen for analysis are irrelevant to their worlds. I argue that making poetry in the classroom relevant for learners is the best way to expose them to poetry and to stimulate academic development.

2019-042 RE-MAKING HISTORY: SHIFTING DISCOURSES IN THE SOUTH AFRICAN SCHOOL HISTORY CURRICULUM 1994 – 2018 Prof CA Bertram – University of KwaZulu-Natal Keywords: School history curriculum, knowledge, discourses Abstract: A History Ministerial task team has recently been tasked to overhaul the school curriculum which is critiqued for continuing to be colonial and western. This will be the fourth history curriculum reform since 1994. This paper traces these shifts in the South African school history curriculum. I use Bernstein’s pedagogic device as a framing heuristic to show how different discourses and practices operate at different levels of the system. It describes how knowledge is represented in various iterations of the curriculum, as well as in how regulative discourses have informed these shifts. The move to an outcomes-based curriculum embraced an enquiry, skills-based approach to history, which aimed to develop historical thinking. I argue that an unintended consequence has been the weakening of narrative and chronology which are key aspects of school history. At the level of classroom practice and assessment, often the form, rather than the substance of enquiry history is practiced. The state’s overwhelming obsession with measuring learning achievement, and a strong focus on mathematics and science in the last decade has not helped the espoused aim of developing learners’ historical thinking. Together with the growing calls for decolonization, in the past four years there is a growing discourse arguing for an Afro-centric history curriculum that will support African identities. A key question is the extent to which a disciplinary, enquiry approach (espoused by the current curriculum), and a collective identity approach can both sit comfortably in the same curriculum. 2019-230 WHERE DOES PRE-COLONIAL BEGIN AND WHY? SOME CONSIDERATIONS IN VIEW OF THE SOUTH AFRICAN HISTORY Dr RN Ndille – University of the Witwatersrand Keywords: Pre-colonial Africa; History Curriculum; Decolonization of the Curriculum in South Africa Abstract: Within the field of history education in South Africa, questions of chronology, contents relevance, skills and competencies have been some of the main considerations for curriculum reform. Regarding contents selection, I have observed that apart from ancient Egypt, and local South African history (which is not necessarily limited to pre-European contacts) the existence of Africa in history in the South African schools stretches only as far back as Mapubungwe (1075-1220); Zimbabwe (1000-1500) and Ancient Mali (1235-1400). Hardly are these portrayed as exclusively indigenous achievements as the influence of external factors are brought to neutralize indigenous African potentials in political, economic and social progress. Besides earlier developments which stimulate the pride of Africa as a progressive society long before European contacts such as the Nok culture (1500 BC-500AD); the Sao Civilization (600BC-1500 AD); Kush and Meroe (1069BC-590 AD) Ancient Ghana (AD 300-AD1240) etc. are silenced. While recognizing the various justifications for selectivity, I probe into the major motivations for contents choice in the current history curriculum. I argue from a Decolonial perspective that despite several post-apartheid attempts at reform, the disregard for indigenous African developments prior to external contacts is purposeful and that there is need for the Hegelian ghost to be exorcised for a decolonized curriculum to begin to take root.

Venue: North Ilanga 2019-253 DEVELOPING AN INCLUSIVE, ETHICAL AND SUSTAINABLE FRAMEWORK FOR COMMUNITY-UNIVERSITY PARTNERSHIPS Prof L Wood – North-West University. Dr D McLean – Rhodes University, Mr M Matlopang – Gatelepele Youth Development Consultancy, Dr H Sathorar, Ms N Mntwini – Nelson Mandela University, Dr H Bolton – SAQA Keywords: Community based educational research; community engagement; ethics; participatory action learning and action research; partnership; sustainability; Abstract: In this era of the Fourth Industrial Revolution (4IR), the education sector is struggling to keep up with the changing social, learning and work environments emanating from current innovations. The relevance of formal qualifications

based on rigid curricula, the content of which is determined by academic 'experts', mostly out of touch with the 'real' world, is being called into question in some sectors. In addition, the fact that many understand education as a formal process only, limits the potential of the university to contribute to social change through the provision of community-based learning opportunities. In this panel presentation, we argue that community-based research can help to transcend rigid framings of education by offering opportunities for relevant, community-driven learning and development at grass-roots level. Community-based educational research is defined as a partnership of students, and/or faculty and community members who engage collaboratively in the research with the purpose of solving a pressing community problem or affecting social change in ways that generate knowledge, skills and processes that enhance sustainable learning and development. Community-based research is thus a vital activity in socially responsive universities, yet it is an under-theorised field. Three concerns emerge from a review of current literature in the field: i) a lack of capacity among academics to conduct CBR that is true to its democratic, participatory and emancipatory principles; ii) absence of a set of ethical processes that align with the principles of authentic CBR; and, iii) while the university benefits in terms of research outputs, the learning of the community tends to go unrecognized, which, apart from raising ethical concerns, also potentially diminishes the sustainability of the learning. Through a collaboration between six universities in South Africa, funded by the National Research Foundation, we are aiming to address these issues, and others which may emerge, to develop a framework for improved university-community research partnerships that addresses the three areas of concern emanating from previous research. In response to the conference theme: Beyond boundaries: Exploring possibilities through research and innovation, we wish to open up debate around the potential of community-based research as an alternative and self-directed means of learning and development for the many people in our country who have not been able to access formal education and training. After the presentations, the discussion will be opened up to the audience, asking them to discuss the following critical questions: • How can academics and community based organizations improve their understanding of and capacity to develop

community-university research partnerships for mutual benefit? • What is the best way to motivate and recognize community learning and development and facilitate university-

community partnerships for CBR? • What ethical guidelines can be drawn up specifically to cater for CBR projects? • What policy guidelines and framework for more effective university-community partnerships for CBR can be

derived from the knowledge generated in this study?

Venue: South Ilanga

2019-235 TEACHING FOR ALL – MAINSTREAMING INCLUSIVE EDUCATION IN SOUTH AFRICA Prof Y Sayed – Cape Peninsula University of Technology, Prof P Nareadi – University of South Africa, Ms JNNewton – British Council, Mr T Salmon – Rhodes Unversity, Ms L Balie, Dr C Mosito, Ms C Nissen – Cape Peninsula University of Technology, Ms L Collair, Ms C Jacobs – Stellenbosch University, Mr J Mamabolo – University of Limpopo, Mrs S Deysel – Nelson Mandela University, Dr X Khalo – University of Fort Hare, Dr HR Maapola-Thobejane – University of South Africa Keywords: Inclusive education, teacher education, curriculum, evaluation Abstract: Inclusive education reforms provide an opportunity for society to critically examine its social institutions and structures, to bring about shifts in underlying values and beliefs across the entire education system. In South Africa, efforts to reconceptualise education in this way to resonate with the rights of access and equity established by the Constitution and Education White Paper 6 have engendered discussions surrounding specialist segregated provision, integration and mainstreaming to frame inclusive education as a policy response to meeting the educational needs of all different marginalized groups. This round-table will engage stakeholders with an expository discussion of 3 aspects of an European Union funded DHET initiative (Teaching For All) involving a consortium of partners supporting these efforts with the development of flexible and modular teacher education curricula for inclusive education led by the British Council. The discussants will initially provide an overview of the implementation strategy and curriculum development, informed by background research conducted by UNISA. Secondly, an overview of the approach to M&E will be provided to report on baseline data gathered from 2018-19 conducted by the researchers at Rhodes University and the Centre for International Teacher Education at CPUT. Finally, Teaching For All partner institutions (CPUT, SUN, UL, NMU, UFH) will draw on their own experiences as teacher educators involved both in the process of roll-out and evaluation, to try to

understand how appropriate training of mainstream teachers focused upon attitudes, beliefs and values, as well as knowledge and skills might be achieved through the intervention. The concluding round-table discussion will seek to challenge participants to critically consider how efforts to accelerate inclusive education reforms within teacher education and teacher professional development departing from this global framing might be contextually translated into pre-service programmes and into teacher development in effective and relevant ways, seeking to identify a potential roadmap for change linked with this intervention and its key mechanisms.

Venue: Suite 1 2019-053 OBJECTS AS ENTRY POINTS FOR SELF-REFLEXIVE RESEARCH: TOWARDS SOCIAL COHESION IN SOUTH AFRICAN HIGHER EDUCATION Prof D Pillay – University of KwaZulu-Natal, Prof T Chisanga – Walter Sisulu University, Dr A Hiralaal – Durban University of Technology, Dr L Masinga, Prof K Pithouse-Morgan, Prof I Naiker – University of KwaZulu-Natal Keywords: Autoethnography; higher education learning and teaching; productive resistance; self-reflexive research Abstract: This workshop focuses on objects as entry points for self-reflexive research, in the interest of promoting social cohesion which is a national priority for South African public higher education. The former colonial and apartheid administrations circumscribed South African people’s daily lives and fragmented South African society as a whole. As a historical consequence of these traumatising regimes, South Africa is burdened with a deteriorating social fragmentation infused with, among others, experiences of violence and abuse, poverty, discrimination, oppression, and alienation. Pervasive residues of social separateness and a lack of social cohesion persist in the contemporary South African public higher education landscape. In higher education institutions, teachers can act to promote social cohesion, or respond in ways that intensify the chasms of class, race, religion, national origin, and culture, hence further fragmenting society. Object-inspired self-reflexive research is motivated by the idea of appreciating the local and the everyday in higher education as sites for bringing forward plural, human-centred ways of knowing, being, and doing that can offer a challenge to hierarchical educational practices that can deny, people voice and agency. Engaging creatively with everyday objects can serve as conduits for self-reflexive research by higher education teachers. The study of objects can facilitate reflection on experiences, increasing awareness of how daily routines, habits, and conventions have obscured connectedness with the other. Object stories that are generated in the workshop will offer useful clues about experiences and dynamics in relation to social cohesion. Overall, this workshop will bring into dialogue diverse self-reflexive stories of everyday lived experiences as groundwork for creative engagement and imaginative commitment with the aim of fostering meaningful and culturally sustaining higher education practices that can nurture social cohesion.

Venue: Suite 2 2019-129 ENABLING SCHOOL-BASED SUPPORT FOR PROFESSIONAL LEARNING: EXPERIENCES OF FINAL YEAR STUDENT TEACHERS AT A PRIVATE HIGHER EDUCATION INSTITUTION Dr ME Swart, Ms P Kistan – Embury Institute for Higher Education Keywords: School-based support, enabling support, teaching practice, professional learning, student teacher Abstract: Teaching Practice in schools has been regarded as the most essential and favourably viewed component of Initial Teacher Education (ITE) in contributing to student teachers’ professional learning. Yet, concerns have been raised about the quality of teaching practice and student teachers learning in schools. As partners in ITE, schools approach their ITE tasks differently. Within each school context there are forces that can enable or constrain the development of student teachers. The purpose of this study was to explore how final year students in the B. Ed Foundation and Intermediate Phases at a private Higher Education Institution in South Africa experienced and made sense of enabling school-based support during teaching practice. It also aimed to understand how enabling school-based support influenced the professional learning of the student teachers. The private Higher Education Institution uses an immersive teaching practice model that includes both block and alternate week teaching practice in schools. Students spend on average twenty-three weeks in schools for teaching practice over a four-year period. Data was drawn from an online questionnaire and individual semi-structured interviews supported by drawings. This study used a three-faceted student teaching context model as the theoretical framework to understand the experiences of

student teachers of enabling school-based support during teaching practice. The three facets of the model namely the action context, the socio-professional context, and the supervisory context provided a useful lens for the analysis of data. The preliminary findings are categorised based on the various forms of enabling support in schools which influenced student teachers professional learning namely systematic dialogical reflection, emotional support, modelling, mentors and mentoring, participation in social and cultural practices, professional dialogue, relational interactions and tertiary teaching practice assessor practices. This study contributes to the ongoing discussion of developing schools and mentors to provide enabling support for quality student teaching practice. It also assists in preparing student teachers to understand how to access and use various support mechanism in schools for professional learning. 2019-187 USES, CHALLENGES AND TRAINING NEEDS REGARDING BUSINESS SKILLS FOR FASHION ENTREPRENEURS IN THE EMFULENI LOCAL MUNICIPALITY Miss K Nana, Dr H van Staden, Dr N Coetzee – Vaal University of Technology Keywords: Business skills; fashion entrepreneur; peri-urban; small, medium and micro enterprise (SMME); survivalist; training needs Abstract: Fashion entrepreneurs with no formal fashion-related education or training are hereafter referred to by the acronym FEWFFET (fashion entrepreneurs without formal fashion-related education or training). Entrepreneurship provides a feasible means of employment in a country where national unemployment rates are alarmingly high. To succeed, entrepreneurs require business knowledge and skill to operate profitable and sustainable businesses. However, entrepreneurs who were previously disadvantaged often possess only low levels of education, limited qualifications and training. This applies to survivalist fashion entrepreneurs in the Sedibeng District Municipality (SDM) who produce various items of clothing apparel and even interior products. Over a third of these fashion entrepreneurs are not formally educated in business management and may not possess the adequate knowledge to operate their fashion business successfully. The aim of this research study was to investigate the uses and challenges pertaining to business skills amongst FEWFFET to determine their business skills training needs. The sample population included 105 black fashion entrepreneurs, operating micro, survivalist enterprises within peri-urban, resource-poor communities in the Emfuleni Local Municipality (ELM) of Sedibeng, Gauteng. A quantitative study using non-probability purposive sampling and snowball sampling was performed. Interviewer-administered questionnaires were conducted with respondents at fabric and haberdashery stores or within their home-business environments. The outcome-related objective for this study was to suggest the focus for fashion-business skills training programmes to target and train FEWFFET in the ELM, contributing to the long-term sustainability of local fashion businesses in South Africa (SA). These suggestions were made according to the specific needs identified within the study, as a list of priorities, whereby future interventions (by government or private training institutions, schools and higher education institutions (HEIs)) should be designed. The results indicated that respondents lacked business plan development skills and showed only moderate skills in finance and marketing. Respondents indicated business skills training needs for developing a business plan, conducting basic bookkeeping, determining correct product pricing, drafting quotations and invoices, developing a budget, conducting basic market research and advertising their products and services. 2019-156 A MENTORSHIP INTERVENTION FOR PROFESSIONAL IDENTITY DEVELOPMENT OF STUDENT-TEACHERS Dr A du Plessis – University of Pretoria Keywords: South African higher education; Abysmal line; epistemic freedom; curriculum knowledge; Bernstein; pedagogic device; structures of knowledge Abstract: The clarion call for South African higher education transformation and decolonisation have been loud and clear in bringing to our diner tables, the challenges of transforming curricula, institutional cultures, enabling epistemological access and others (see Badat, 2016; Heleta, 2018; Mbembe, 2016). Largely influenced by the 2015-2016 students movements who have re-centred the epistemic challenges of learning about “dead white men” (Pett, 2015) - these calls have often foregrounded curriculum transformation in general and the need for epistemic freedom in particular as a necessary condition for higher education transformation and decolonisation (see for example Ndlovu-Gatsheni, 2013, 2018a, 2018b). In this paper, I bring Fanon (1963), Santos (2007) and Mamdani (2018) together to conceptualise an epistemic life in the abysmal line beyond looking at the wretched of the earth and their struggles,

suffering as well as the dichotomies between citizens and subjects across the line. Rather, I re-conceptualise the abysmal line and its subalterns as dialectically representing the unequal epistemic structures of knowledge, and that in order to respond to this crisis at the level of thought, we need to analyse the structures of knowledge regarding how knowledge is valued and legitimated in South African higher education curriculum. I suggest that re-turning to British Sociologist Basil Bernstein’s theoretical tool of the pedagogic device is useful in seeing the epistemic progression of knowledge regarding how knowledge is produced, recontextualised and evaluated in curricula. I suggest that the pedagogic device is a useful tool in not only seeing the epistemic gaps in the calls for higher education transformation, however it helps also helps in exploring the possibilities for epistemic freedom curriculum decolonisation.

Venue: Suite 3 2019-090 A CLOSER LOOK AT HOW ENGINEERING GRAPHICS AND DESIGN PRE-SERVICE TEACHERS READ AND INTERPRET ASSEMBLY DRAWING Mr DTS Sotsaka– Durban University of Technology, Dr A Singh-Pillay – University of KwaZulu-Natal Keywords: Assembly drawing, read, interpret, engineering and graphics design pre-service teachers, Abstract: Engineering drawing, (in particular assembly drawing) is one of the fundamental skills needed by all engineers, as it is a way to communicate graphically. In order to be able to read and interpret engineering drawings one is expected to be adept at spatial visualization skills. Spatial visualization is the ability to mentally manipulate, rotate, twist, or invert a pictorially presented stimulus object. The ability to read and interpret engineering drawing is linked to one’s spatial visual reasoning. This means that learners of Engineering Graphics and Design (EGD) must have well nurtured spatial visual skills in order to be equipped to read and interpret engineering drawings. An assembly drawing (AD) is a specific type of Mechanical drawing that covers the technical regulations or requirements of drawing and spatial visual skills such as drawings of multi-views, sections, and assemblies, the visualization of three-dimensional objects. The basics of engineering drawing are taught to learners in EGD at school from grades 10 to 12. Literature reveals that the major challenge in educating prospective professional engineering students is the poor quality of school teaching. Studies have focused on skills students need to succeed in engineering courses. However not much is known about what students do or how they read and interpret an engineering drawing such as assembly drawing. Thus, this study seeks to address the gap identified in the literature by shedding more light on how EGD per- service teachers’ (PST) read and interpret AD. Knowing how PSTs read and interpret AD will assist teacher educators to develop and design programme to help PSTs and prospective learners to overcome this challenge. This presentation reports on a larger mixed method study that sought to explore how EGD PSTs pre-service read and interpret assembly drawing. Vygotsky’s zone of proximal development theory; and Gardner’s theory of Multiple intelligence framed this study. Data was generated in two stages from 40, purposively selected, EGD PSTs enrolled at a University of technology. For the purpose of this presentation, we report on stage one of data generation. Purdue Spatial Visualization test was used to establish EGD PSTs’ level of spatial visualization ability. The findings is divergent from the literature and highlights that some female EGD PSTs have a higher level of spatial visualization ability than male EGD PSTs. 2019-091 USE OF DECISION TREE ALGORITHM IN DETERMINING CHALLENGES FACED BY STUDENTS IN LECTURES Mr A Dewa – University of the Witwatersrand Keywords: Decision Tree, Classification, regression, prediction Abstract: Generally majority of the lecturers conduct assessment very late in the learning process. This present pressure on lecturers as to determine the challenges that have accumulated over time and what is to be re-taught. Decision trees represent rules, which can be understood by humans and used in knowledge system such as database. This study seeks to present the significance of decision tree algorithm to detect the topics or challenge students face at an earlier stage of learning. A decision tree is a type of supervised learning algorithm mostly used in classifying problems. It is a flow chart like structure where each internal node denotes a test on attribute and each branch of the tree represents a possible decision, occurrence or reaction. It asks a question and classifies the result of the question based on the answer. In this study the author presents how classification method analysis can be used to predict students’ challenges on a concept that is taught in Delphi programming language. Hence, a decision tree system was programmed using python to capture a topic and all possible concepts that can be taught within the sphere of

the topic. The classifying analysis of the decision tree uncovered hidden challenge patterns which students face and informs the lecturers on how to go about offering the remedy. The outcome of the classifying analysis serves as a feed-back mechanism which provides lecturers with the opportunity to make decisions that can help them to re-teach the topic using different approach, if need be. This can go a long way to bridge the gap of missed concept(s) earlier before many challenges could accumulate with time. 2019-095 ‘THE PARADIGM WARS’ IN RESEARCH ON HISTORY OF EDUCATION Prof J Seroto – University of South Africa Keywords: History of education, paradigm wars, qualitative and quantitative research Abstract: Research on history of education, a barely recognised field of research before the 1980s, has grown exponentially in the last 15 years (Epstein & Salinas, 2018: 61). History of education has become a nascent area of inquiry for researchers around the globe. For many years, research in history of education has dealt with major and complex concepts such as ‘historical consciousness’, ‘historical thinking’, ‘sociocultural learning’, ‘historical learning’, ‘historical thinking’ and ‘historical narratives’. History of education researchers have preferred qualitative methods above other methods, for example, the quantitative or the mixed method, to examine social phenomena. To date, social and educational scientists are still grappling with the question of which research method is the ‘correct’ one for investigating the empirical world. The use of either qualitative or quantitative methods has been informed by separate scientific regimes which focus on answering different research questions directed at different subjects. The two research models/approaches of research (the quantitative and qualitative) are problematic if they are scrutinised separately. The compartmentalisation of the two approaches has led to fierce controversies and the legitimisation of one approach at the expense of the other. Gage (1989) describes the polemic between differentiated scientific communities ‘paradigm wars’. In these ‘wars’ adherents of both approaches call each other into question based on standards of ‘good’ research developed according to their own tradition. In most cases proponents of each approach have developed divergent quality criteria and standards which often conflict. The aim of this paper is to suggest a theoretical basis for considering and implementing newer, reform-based conceptual/methodological approaches that can strengthen the research profile of history of education in the 21st century. The newer and yet under-utilised methodologies will assist history of education researchers to raise interesting questions about how they make sense of and use the past. This paper is divided into three sections. Section one provides a concise analysis of empirical controversies (paradigms wars) surrounding social and educational research. Section two outlines some of the methodologies employed in history of education research, their strengths and weaknesses. In section three I suggest more recent, under-utilized methodologies/approaches to research in history of education that may prove relevant and fruitful for this century. References: Epstein, T. and Salinas, C.S. (2018) ‘Research methodologies in history education’. In Metzger, S.A. and McArthur Harris, L. (eds) The Wiley International Handbook of History Teaching and Learning. Hoboken, NJ: Wiley-Blackwell, 61–91. Gage, N.L. (1989) ‘The paradigm wars and their aftermath: A “historical” sketch of research on teaching since 1989’. Educational Researcher, 18 (7), 4–10.

Venue: Suite 4 2019-165 EXPLORING ETHICAL LEADERSHIP AT THREE GAUTENG EAST EDUCATION DISTRICT: PERCEPTIONS AND EXPERIENCES OF TEACHERS Mrs S Mudadigwa, Dr SE Mtihiyane – University of the Witwatersrand Keywords: Accountability; ethical school leadership; integrity; Gauteng schools

Abstract: This paper presents the research findings of a multiple case study using qualitative research, employing interpretive paradigm on ethical leadership in three schools located in Gauteng East Education District. Specifically, the study sought to explore the conceptualisations, experiences and enactment of ethical leadership among school principals, heads of department and teachers in the researched schools. Thematic analysis was used to analyse the data that were generated through interviews, questionnaires and documents reviews. All issues of trustworthiness in research (credibility; comparability; transferability; dependability and confirmability) and ethical considerations (voluntary participation, no harm to the participants, anonymity and confidentiality, deceiving of participants, analysing and honesty in reporting, beneficence, respect and justice) were observed. The findings suggest that most participants had very little knowledge of ethical leadership at school and classroom levels, despite the fact that the teaching profession does not only focus on teaching but goes beyond the presentation of subject content and requires school leaders and teachers to be beyond ethical reproach, hence there was a multiplicity of ethical challenges in the researched schools. Most participants failed to demonstrate appreciation of their agency role in promoting an ethical culture both in leadership and teaching despite the prescripts of SACE Code of Professional Ethics and other laws governing their employment. The participants highlighted a variety of unethical practices such as recording of marks for unmarked assessments, leakage of examinations by teachers, general laziness and laissez faire attitude to work, greediness and abuse of positions of authority. Despite these negative findings, a minority of participants indicated that they promoted an ethical culture, integrity and honesty among the learners that they taught. Amidst all these challenges, the findings suggest that there was minimal presence by the Provincial Department of Education and SACE to equip the school management and teachers on ethical leadership. While there were numerous ethical leadership challenges in the researched schools, we posit that various role players such as the Provincial Department of Education, SACE and the school management teams led by the school principals have a direct responsibility to intervene with credible and workable continuous professional development programmes to address ethical lapses. Further, comprehensive and compulsory courses should be offered as part of pre-service teacher development to develop ethical teaching and leadership at an early age. 2019-167 COLLABORATIVE INITIATIVES FOR SUSTAINABILITY OF LEADERSHIP IN RURAL SCHOOLS: A CONCEPTUAL PAPER Dr N Gcelu – University of the Free State Keywords: Collaboration, collaborative initiatives, rural schools, sustainability of leadership, teamwork Abstract: This is a conceptual paper to discuss evidence used for sustainability of leadership in rural schools. The study reviews literature by various researchers on aspects such as collaboration, collaborative leadership, sustainability of leadership and teamwork. The evidence for sustainability of leadership is analysed using collaborative leadership as a theoretical framework that underpins the foundation of this study.Collaboration leadership theory hinges on the conviction that all of us together can be more smarter, more creative than anyone of us alone (Chrislip & Larson, 1994).The theory is appropriate for this study because it allows the reader to understand how leaders can use collaborative leadership to promote sustainability in leadership. The practical application of sustainability of leadership remains a challenge in rural schools and that negatively impacts in the smooth running of the schools. Furthermore, rural schools are faced with complex socio-educational issues that need leaders that work together to promote sustainability of leadership. Each one of the aspects discussed is linked to how it influences collaborative initiatives for sustainability of leadership in rural schools. Methods for conducting future research on collaborative initiatives for sustainability of leadership in rural schools are provided. The findings of this paper from literature includes a number of collaborative initiatives and how they are enhanced for sustainability of leadership. Conclusions from literature are drawn that leaders should lead in such a way that their leadership is sustained even when they are no longer in those schools. Leading in such a way that they create inclusive, collaborative and reflective leadership that is sustainable in rural schools. The paper ends with recommendations on future research on how collaborative initiatives can be enhanced for sustainability of leadership in rural schools. 2019-260 SERVICE LEARNING PROJECT: LEADERSHIP GUIDING PRINCIPLES AND PRACTICES FOR SCIENCE EDUCATION TEACHERS Dr MF Tlali – University of the Free State Keywords: Service learning, leadership, curriculum; social justice, science education, participatory action

Abstract: Social justice, equity and inclusivity are among the principles that underpin the curriculum that purposes to equip learners with skills, knowledge and values for self-fulfilment and meaningful participation in the community and South African society in general. This makes the need for integration of learning goals and community needs explicit and urgent. One way of contributing towards achieving the integration of community needs and learning goals, is by using service-learning projects. The use service learning projects requires befitting leadership practices and principles in view of its relatively larger scope of work. It is worrisome that service learning is un-utilised when teaching science in this case, due to inadequacies related to leadership practices and principles. This raises the question: how can service learning leadership contribute towards guiding the integration of service and learning goals without compromising the achievement of one at the expense of the other goal? In response, I worked with a team of five co-researchers and seventy grade ten learners on a community awareness campaign on maintenance of municipal waste water system, as service-learning project. We adapted and used the principles of participatory action research (PAR), with critical emancipatory research underpinnings, as an approach to implement service-learning project. We generated data using brainstorming, and principles of free attitude interview as techniques and the socio-cognitive critical discourse analysis helped to make sense of the data we organised according to the constructs developed from the empirical data and literature. The main finding suggests that leadership of service learning project(s) that foregrounds principles of social justice and respects participants’ values, engenders hope, impels positive action and eases the integration of service and learning goals.

Venue: Suite 5 2019-175 DESIGNING TRANSFORMATIONAL MENTORING PROGRAMME IN ACADEMIA Dr N Sheik Abbass – Mauritius Institute of Education Keywords: ( mentoring, early academics, higher education, career advancement Abstract: The multifaceted nature of academic work and complexities in Higher Education have made the integration and professional development of less experienced academics increasingly challenging to thrive in ambiguous work spaces and uncertain environment. Academic organisations have developed even higher expectations from early academics to integrate and demonstrate high standards of efficacy and high performance in a world characterized by constant accelerating change. The conflictual situations arising between organisations dynamics and the integration of early academics have brought mentoring as a phenomenon of organizational life, retention of early academics, efficacy, efficiency, institutional advancement and sustainable development. This paper takes into an in-depth analysis of established mentoring programmes specifically designed for early academics in a teacher education institution. It also explores the levels of professional development that the programme potentially offer and its impact on the mentees who are subject to the programme. To better understand the mentoring process, practices, quality and value, mentees’ evaluation and perspectives of the programme are considered the most important part of this study because it has not been explored using a theoretical framework. This study draws from the theoretical lenses that mentoring programme can be multi-dimensional; traditional, transitional and transformational. Literature purports that transformational and person-centered are the most powerful development approaches available to individuals and organisations over programmes that are traditional or transitional. This paper is a case study of five early academics recruited by a teacher education institution in Mauritius. The research methodology is a qualitative study using multiple methods- exploratory, participative, semi-structured interviews, conversational analysis and journalistic reporting. Evidences collected for a period of nine months have been analysed to scrutinize the processes and outcomes of academic mentoring relationships on the professional development of early academics. The main findings indicated that mentees’ acceptance of mentoring programmes is expected and sought as a support to successful recruitment process within the academia. They expect that mentoring programmes have helped them for survival, norming, building confidence, setting a career pathway in academia. At another level, a series of proposals have been made to curb the existing loopholes in the mentoring programmes to attain transformational professional development. Eventually, several adjustments have been proposed by mentor as well to improve mentoring programmes that help more consolidated integration of early academics.

2019-177 A THEORETICAL PERSPECTIVE ON EDUCATION IN RURAL ENVIRONMENTS Dr DP Larey – University of the Free State Keywords: Dominant culture, place consciousness, rural environments, rurality, rural schools Abstract: Rural environments have its distinctive nature opposite to urban and semi-urban environments. This paper aims to highlight current debates regarding rurality and rural education, specifically in non-Anglo-American contexts. Scholars working in the field of rurality have argued that the larger society does not value rurality. Prejudices against rural people are robust, stereotyping is socially endorsed and rural citizens inhabit internalized messages of inferiority from the dominant culture. In addition to these ideas, rural schools often suffer from the perception that the primary goal of education is to get students out of their home environments to seek opportunities elsewhere. Therefore, the study take a critical theoretical stance and argue that people living on the margins, such as rural environments, have to reimage their worlds through thinking differently what they experience in these places. Theories of rurality must seek to work against the agreement on the negative categories already available to us, as those categories are as much used to disempower people. A literature review was undertaken to unearth discourses about what rurality is and specifically how rural education can help students to be able to live well in their home communities. The paper advocates that we move away from ideas that rurality is damaging and rather perceive rural places and rural schools with a place consciousness. The point of place-conscious education is the development of students who know how to be active citizens and who know how to act locally. In this way, we attend to the particular aspects of rural places, predominantly the schools that we serve. 2019-179 MENTOR-MENTEE RELATIONSHIPS IN SCHOOL BASED MENTORSHIP DURING TEACHING PRACTICE: A CASE OF THREE PRE-SERVICE TEACHERS Miss LH Sokhulu, Dr N Nzimande – University of KwaZulu-Natal Keywords: Pre-service teachers, mentoring, teaching practice, mentors, mentees Abstract: Mentorship is a global phenomenon where a skilled individual trains a less skilled individual. During teaching practice, pre-service teachers often learn necessary skills that they would use when practising as teachers. This kind of learning usually results from the mentoring processes that occurs between pre-service teachers and their school-based mentor teachers. However, over the recent years, institutions have been presented with challenges for pre-service teacher mentoring. Thus, the findings of the study indicated that some pre-service teachers have uncomfortable relationships with mentors. This study draws data from a Masters dissertation which employed a qualitative approach within a case study methodology. Five mentees (pre-service teachers) were purposively selected and interviewed to generate data on their mentoring experiences. However, this presentation only focuses on three of the five mentees’ experiences of mentoring. Semi-structured interviews were used for data generation. Thematic analysis was used with the help of Cognitive Apprentice Model to analyse and interpret the data. The findings of the study indicated that, although pre-service teachers were allocated in different school settings, they to a greater or lesser extent, experienced similar challenges. We concluded therefore, that the participants in this study, used what seemed to be negative experiences, as learning curves for their future teaching career. Moreover, the study recommended that both the higher education institutions and the Department of Basic Education can organise compulsory workshops for both mentees and mentors in order to familiarise themselves with their expected roles during mentoring.

Venue: Great Ilanga 2019-174 EXPLORING PRE-SERVICE TEACHERS’ BELIEFS ABOUT TEACHING AND LEARNING GRAMMAR: IMPLICATIONS FOR TEACHER EDUCATION Dr PO Merisi, – University of KwaZulu-Natal Keywords: Beliefs, pre-service teachers, grammar teaching and learning, teacher education, metacognition theory, attribution theory

Abstract: Research shows that English is poorly taught in South African schools, and learners perform badly in English as a content subject, and in general literacy skills. Poor literacy scores result in university students (including pre-service teachers) entering universities underprepared. Yet, students arrive with a belief system that underpins their engagement at university. This article argues that it is essential to acknowledge the beliefs with which pre-service teachers enter universities as their beliefs could shape how they teach in the future. By a way of definition, Puchta (1999) opines that beliefs are “guiding principles” of people’s behaviors and that beliefs “are generalizations about cause and effect, and [that] they influence our inner representation of the world around us. They help us to make sense of that world, and they determine how we think and how we act” (pp. 68-69). In our qualitative study, underpinned by metacognitive and attribution theories, we consider English Education pre-service teachers’ beliefs about learning and teaching grammar and the implications thereof for teacher education. The findings revealed that participants’ beliefs were shaped by their experiences of the pedagogic practices in their schools, and teacher education programmes cannot assume pre-service teachers’ competences and need to take cognisance of their backgrounds and levels of preparedness for university. 2019-325 AN EXPLORATION OF FACTORS CONTRIBUTING TO ORGANISATIONAL COMMITMENT OF EARLY CAREER TEACHERS AT SELECTED UNDER-RESOURCED SECONDARY SCHOOLS IN KZN Mr B Vere, Dr A Philipp – University of KwaZulu-Natal Keywords: Organisational commitment, Person-Environment Fit, Early Career Teachers, under-resourced schools Abstract: Organisational commitment refers to an affective state describing the level of attachment of an employee with an organisation. The concepts further describes how much an employee shares the values of an organisation and how likely it is that (s)he does not only remain in the organisation but also how likely it is that this person invests extra effort to contribute to the success of this organisation. In line with this argumentation, the commitment of teachers is crucial for the development of their schools. Such a commitment needs to be developed from an early stage in the teaching career. Early Career Teachers (ECTs) within their first five years of teaching represent the sector of human resources available to the school for, potentially, the longest period and their commitment can provide a potential contribution to the development of the schools. This is especially relevant in the context of under-resourced schools. In the absence of financial and material resources, the possibility of utilising the committed efforts of ECTs represents a viable prospect for these schools to function. The Person-Organisation fit theory used extensively in the field of Organisational Psychology served as the theoretical framework for this study describing the degree to which an individual and their environment are compatible. This study seeks to explore the factors contributing to the organisational commitment of ECTs with the specific focus of fostering these factors to keep ECTs committed to their schools. A mixed-method study using a sequential design was conducted at two under-resourced schools in KZN. Six questionnaires were collected assessing levels of organisational commitment of ECTs on the basis of exiting organisational commitment scales. Semi-structured interviews with six ECTs allow for an exploration of factors contributing to the commitment of ECTs. Results on the levels of organisational commitment of these ECTs will be presented accompanied with in-depth data obtained through a thematic analysis of interview responses. The implications of this study have positive spinoffs for under-resourced schools which operate in difficult circumstances without material resources. This study seeks to unearth alternative means for these schools to develop. 2019-183 THE PSYCHOLOGICAL WELL-BEING OF FEMALE UNIVERSITY STUDENTS WHO EXPERIENCED GENDER-BASED VIOLENCE AT THE UNIVERSITY OF FORT HARE, ALICE CAMPUS Ms VN Hoho, Ms M Nonyana – University of Fort Hare Keywords: Psychological well-being, female students, gender based violence. Abstract: Gender based violence (GBV) is a global public health problem, especially in institutions of higher education. It commonly affects female students, more than male students, and it has health implications such as unwanted pregnancy, HIV/AIDS and psychological complications. This paper sought to describe the psychological well-being of female students who experienced gender based violence. A purposive sampling of 15 undergraduate and postgraduate female students registered at the University of Fort Hare were used as the participants. Qualitative research design using snowball sampling and in-depth interviews, was conducted for the collection of data. Data was analysed thematically, which yielded themes based on the interviews conducted. These were grouped according to Ryff’s theory of psychological well-being, which has the following aspects: self-acceptance, positive relations with

others, autonomy, environmental mastery, purpose in life and personal growth. This study found that female students who experienced GBV were languishing and likely to develop mental ill health with resultant stagnation and lack productivity after their experiences of sexual abuse. They further expressed rejection and being forced to settle in relationships where their boyfriends had multiple sexual partners as compared to their flourishing counterparts whose sense of self-acceptance, autonomy, purpose in life, positive relationships and mastering their environment are healthy. Consequently, the study recommends that existing psychoeducational programmes be improved to help female students exposed to gender based violence and that counselling services should be readily available at all times for abused students.

Venue: Room 1720 2019-309 UNIVERSITY LECTURERS’ PERSPECTIVES OF MOODLE USAGE IN TEACHING POSTGRADUATE MODULES: A CASE STUDY OF THE SCHOOL OF EDUCATION Mr AH Nhlongo – University of KwaZulu-Natal Keywords: Moodle; Technological Knowledge; Curriculum; Perspectives Abstract: Innovation in our education system is driving our education to new directions and new heights. The 21st century generation, unlike our elders, owing to the advances in technology, learn best with technology. One of the HEIs in South Africa has had Moodle as its learning management system, yet for a very long time lecturers did not use it as a teaching resource. Finally, the university introduced a regulation stipulating Moodle as a mandatory teaching and learning platform from undergraduate to postgraduate. Most studies conducted on Moodle are about the experiences of lecturers and students after the system has been already introduced and used. Introducing a change for lecturers, and expecting them to move with it without understanding their perspectives on the new changes, may pose challenges to the implementation of such changes. With that in mind, this study explores lecturers’ perspectives of using Moodle in teaching postgraduate modules in the education department of a higher institution in South Africa. Thus, this study presents an interpretive case study of five lecturers from different disciplines within the department of education, to understand their perspectives on the use of Moodle in teaching postgraduate modules. This study combined the technology, pedagogic, and content knowledge (TPACK) with the technology acceptance model (TAM) to form a framework for this study. This was done in the belief that, without TPACK, lecturers may find it difficult to accept and use Moodle. Purposive and snowball sampling has been used to select participants for this study. Documents, Moodle analysis, and semi-structured interviews were used to generate data for this study. The study used the guided analysis method as a frame for data analysis, with TPACK and TAM used as a frame of enquiry. The findings of this study revealed that lecturers were not well introduced to Moodle before they had to start using the system. There were no professional development workshops or training which would have assisted lecturers with the necessary information to continue using the system. More so, lecturers were concerned that, to all of them, regardless of their knowledge about Moodle, the technology was introduced as a one-size-fits-all entity. With these findings supported by the literature reviewed, this study recommends that TPACK should be a number one priority for lecturers who wish to successfully use Moodle in their teaching. 2019-310 COMMUNITY BASED PRIMARY HEALTHCARE EDUCATION FOR PHYSIOTHERAPY UNDERGRADUATES: PERCEPTIONS OF PARTICIPATING ACADEMICS Mrs NCT Chemane, Dr S Cobbing, Prof V Chetty – University of KwaZulu-Natal Keywords: Clinical education, community based primary health care, Physiotherapy Abstract: This project is aligned to a current need for healthcare within a South African context to address poor resources in rural and peri-urban settings, shifting focus from an overserved urban region. Traditionally clinical education for undergraduate physiotherapy students has been centred around acute services in large teaching hospitals. Final year physiotherapy students requires active workplace and community engagement to learn practices and values essential for developing an independent practitioner. Currently there is a lack of an integrated model guiding clinical education for physiotherapy students in South Africa.

To explore perceptions of physiotherapy academics on a novel community based primary healthcare approach to clinical education for students at a South African University in order to inform the development of an evidence-based model for physiotherapy education. A qualitative explorative approach using eight semi-structured interviews with eight physiotherapy academics at the institution was used to explore their perceptions of the community based primary health care training . Data was analysed using thematic analysis and was classified into themes and categories. Four overarching themes emerged namely: curriculum review, constraints to decentralized learning, community based clinical education benefit and recommendations for learning platform. Academics believed that community based primary healthcare training was an approach that influences students to be socially responsive while addressing access to healthcare services such as rehabilitation in resource poor communities in SA. The perceptions of academics was crucial in understanding the implementation clinical education of physiotherapy students in a Primary Health Care setting. The benefits of the community based primary healthcare approach included in the development of core competences of undergraduate students in preparation for independent practice as well as a call for students to be more socially responsive as future health care practitioners. 2019-311 RE-VISIONING NEW EPISTEMOLOGIES IN THE 21ST CENTURY AFRICAN UNIVERSITY: A CRITICAL PURVIEW Dr AP Ndofirepi – University of Johannesburg Keywords: decolonisation, epistemologies, Africanisation, African Renaissance, modernisation; development. African universities Abstract: Another African institution— the university is an analogue to a multinational corporation: born as an extension of a metropolitan university whose direction and instructions come from a European country, the African university continues to serve other than African interests. (Mazrui 1975) In this theoretical chapter, I enter the discourse of the decolonisation of Africa by arguing for the re-visioning new epistemologies in the university curricula in the 21st century. Africa as a continent, has earned itself negative descriptors including, “the world’s tragedy” characterised by political instability, the concoction of avarice, dehumanising poverty, indecent wealth and pervasive public and private corruption habits. I argue that universities and the knowledge they produce and disseminate have a critical role in foregrounding the change and development agenda for the rebirth of Africa. I engage an African Renaissance lens as the latest revival plan for Africa, aimed at stabilising, reconstructing and redeveloping the world’s poorest continent. The presentation pays special tribute to the scholarly contributions of the late Ali. A. Mazrui who is recognised as one of the top 100 first class public intellectuals in the world. I unpack his analysis of the relationship that existed between the European colonisers and African colonies characterised by cultural and economic dependency on the Europeans from the part of Africa. Whereas there have been some changes in curricula, universities in Africa are still largely based on assumptions about knowledge from the North. Ultimately, generations of African university graduates grow up ridiculing their own ancestry and culture, and choose to imitate others, admitting a spectre of intellectual enslavement to continue unimpeded. I take his case to argue against universities in Africa that continue to ape and mimic western epistemologies years after the attainment of political independence. My thesis focuses on how, as a decolonial project, a re-visioning of the new epistemologies in the university can adopt the Mazruian approach of African development through domesticating modernity, diversifying modernity and counter-penetrating it by shifting away from Eurocentric epistemologies to Africanisation and internationalisation of the content of every African university. I conclude that the critical role of the 21stcentury university as an engine of development rests with a rebirth of the curricula that epitomizes the African challenges and priories first before going global.

Venue: Room 1820 2019-322 A CODE OF CONDUCT FOR LEARNERS: A STRATEGY FOR IMPROVING DISCIPLINE IN SOUTH AFRICAN SCHOOLS? Prof V Mncube, Ms S Zondeo – University of Fort Hare Keywords: Code of conduct, democracy, discipline, qualitative approach, learner, school governing body, South Africa, teacher representatives

Abstract: The democratic changeover of the South African national education system was introduced after the eradication of the legacy of apartheid from the South African education system in 1994. After the ban of corporal punishment, a code of conduct became one of the main strategies used to ensure positive discipline. This paper therefore sought to investigate how a code of conduct for learners can be used as a strategy for improving discipline in schools in Durban, KwaZulu-Natal province of the Republic of South Africa. The theoretical framework, which underpins this study, is the democratic theory of education whose proponents is by Dewey (1916). A qualitative methodological approach was utilized to obtain information from one principal, one chairperson of the School Governing Body (SGB), two parent representatives, two learner representatives and two teacher representatives from two public secondary schools. Semi-structured interviews, unstructured observation and document review were employed as data collection instruments. Thematic approach was employed to analyze data collected. The findings of the study revealed despite the introduction of the code of conduct for learners as a strategy of improving discipline in schools, schools continue to experience a high level of learners’ ill-discipline. While all schools indicated the presence of the code of conduct however, there are still challenges in the implementation thereof due to the following challenges: inadequate training of SGB members, lack of concern and time to attend meetings on the part of parents and power relations within the SGB. Findings further suggests that parents and learners stakeholders only participate to a limited degree in the formulation and implementation of a code of conduct. As such, the paper concludes that schools encounter challenges in the formulation and implementation of a code of conduct for improving discipline in schools. Hence, the paper recommends adequate training of relevant stakeholders for them to be well equipped. 2019-146 DO SOUTH AFRICAN SCHOOL GOVERNING BODIES UNDERSTAND AND ACCOMMODATE ULWALUKO IN THEIR FORMULATION OF SCHOOL POLICIES? Mrs N Gqeba, Prof N Duku, Dr PS Mafunda – University of Fort Hare Keywords: Cultural practices, decolonization, Euro-centrism, African-Centrism, Indigenous knowledge Abstract: Ulwaluko is one of the resilient African traditions that have lived and evolved from colonial, apartheid and the democratic South Africa. It is the right of passage from boyhood to manhood. In the current dispensation, young men as young as nine years old undergo this rite of passage. This therefore means that after undergoing this cultural practice, they go back to school where they experience a cultural clash between ulwaluko and school governance and management. It is evident that school governing bodies should incorporate indigenous knowledge system such as the practice of ulwaluko in their school policies as they have been delegated by SASA. Ulwaluko should be assimilated in school’s systems and processes, which the majority of young African male learners undergo in their respective communities. Currently ulwaluko is a topical issue in the media reports, about mostly the negative and painful effects on learner behaviour, learner death, etc. Very few, if any studies in school governance explicitly locates ulwaluko in school policies. This is after SASA has conceptualized school governance as a unifying factor between the community and the schools, also to promote local democracy. SASA itself is not explicit on cultural practice in schools, though it offers a window of opportunity for SGBs to address such in school policies. This conceptual paper using the lenses of Hall’s Third Space as well as decolonization calls for the integration of ulwaluko into the mainstream education system through school governance policy and planning, as well as through curriculum integration that may include Life Orientation. The study recommends government involvement in ensuring bias towards Afro-Centric management systems and decolonization of the schooling system in all forms.

DAY 1: SESSION 4

Venue: East Illanga 2019-027 TEACHER KNOWLEDGE AND PRACTICAL WORK: EXPLORING KNOWLEDGE DOMAINS OF GRADE 10 LIFE SCIENCES TEACHERS Mrs P Majozi – Provincial Department of Education, Dr J Naidoo – University of KwaZulu-Natal Keywords: Teacher knowledge, practical work, knowledge domains, Life Sciences, case study Abstract:

Practical work forms a key component and plays a significant role in science subjects taught at schools. Science teachers are tasked with the enormous responsibility of providing essential knowledge, skills, attitudes and values to develop scientific concepts and stimulate learners’ interest. This study aimed to explore teacher knowledge of grade 10 Life Sciences teachers during practical work. The purpose of this study was to explore the types of knowledge domains that grade 10 Life Sciences teachers draw on when they plan and execute practical work and how these types of knowledge are utilised to facilitate practical work. This study adopted a qualitative, case study approach and used a purposive sample of four grade 10 Life Sciences teachers from four different schools located in the Umgungundlovu district in the province of KwaZulu-Natal, South Africa. Data was generated from semi-structured interviews and lesson observations. Grossman’s categories of knowledge domains and Windschitl’s categorisation of teacher knowledge in relation to practical work were used as the conceptual frameworks to analyse teacher knowledge domains related to grade 10 Life Sciences practical work. The study found that teachers had an understanding of the four types of knowledge identified by Grossman, however, teachers focussed more on General Pedagogic Knowledge and Pedagogic Content Knowledge. Findings also highlighted that teachers drew on the four types of knowledge identified by Windschitl when they performed practical work, and drew more on General Pedagogic Knowledge and Disciplinary knowledge than Subject Matter Knowledge and Pedagogic Content Knowledge. Based on the findings, the study concluded that it is vital for Department of Education to conduct effective professional development workshops to strengthen Life Sciences teachers’ Content Knowledge and expose them to practical work. The study recommended that a practical work component should be incorporated into teacher training programmes to equip student teachers with the relevant knowledge and skills to implement practical work at schools. Moreover, time allocation for practical work in Life Sciences should be clearly indicated in curriculum documents for each grade. 2019-089 “AN ART OF EMPOWERING TEACHERS”: EXPLORING THE ROLE OF PRINCIPALS IN SUPPORTING SCHOOL-BASED PROFESSIONAL LEARNING COMMUNITIES TW Nene – Provincial Department of Education, Dr J Naidoo – University of KwaZulu-Natal Keywords: role of principals, teacher professional development, professional learning communities, case study Abstract: The crucial role that school principals play in providing leadership in professional development of teachers at school is widely recognised. School principals are responsible for supporting professional development of teachers by providing academic support as well as engaging teachers in developmental activities that will enhance their teaching practice. In addition, principals should create supportive learning environments at schools which encourage teachers to engage in staff development activities to enhance their knowledge and skills. Professional learning communities offer opportunities for teachers to learn collaboratively and improve their teaching practice. However, literature highlights that principals are confronted with various challenges at their schools which hinders their ability to encourage school-based professional development. This raises concerns about the role of principals in effective professional development of teachers. The purpose of this study was to explore the role of principals in supporting school-based professional learning communities. This study adopted a qualitative, case study approach and used a purposive sample of four school principals from uMgungundlovu and uMzinyathi districts in the province of KwaZulu-Natal, South Africa. Data was generated from semi-structured interviews and document analysis of minutes of staff development meetings, staff development policies and minutes of staff development sessions. Desimone’s framework of effective professional development was adopted as the conceptual framework to analyse the extent to which principals support professional development in school-based professional learning communities. The study found that principals had a good understanding of teacher professional development and played a significant role in supporting teacher professional development. Findings also highlighted that principals support school-based professional development through the establishment of functional subject committees and encouraged teachers to participate in workshops and seminars. Principals also promoted teamwork, collaboration and mentoring. This study is valuable since it draws attention to the significant role of principals in supporting school-based teacher professional development. The study recommended that teacher professional development sessions take place during the school holiday and not affect teaching and learning at schools. In addition, the study recommended that the Department of Education organise regular workshops to empower principals to support school-based teacher professional development. 2019-176 FLEXIBLE LEARNING PATHWAYS; LIFELONG LEARNING; ARTICULATION Dr H Bolton – South African Qualifications Authority Keywords: Flexible Learning Pathways; Lifelong Learning; Articulation

Abstract: Education and training in South Africa before democracy, like all the systems in the country, were racially segregated, unequal, and unfair. Most people were denied access to formal learning; quality assurance was uneven; different types of learning did not enjoy equal respect, and qualifications could lead to dead-ends. The South African National Qualifications Framework (NQF) was the means chosen to integrate this system, to make it accessible to everyone, and to enable quality learning, and transparency. The South African Qualifications Authority oversees inter alia, the implementation and further development of this differentiated and coordinated NQF. The context of NQF implementation in South Africa, includes poverty, inequality, growing unemployment, the need for skills across the board, and the realities of the Fourth Industrial Revolution (4IR) which include the automation of many routine tasks, and increasing demands for technical competence, communication skills, and inter-cultural sensitivity. Flexible learning pathways potentially enable alternative access, ‘stopping in and stopping out of learning and work’ to meet the demands of study and life, and articulation between qualification offerings, and between learning and work opportunities. This paper considers key achievements to date, regarding the Recognition of Prior Learning (RPL), learning pathways, articulation, and lifelong learning in South Africa. It draws on four of SAQA’s long-term research partnership projects which focused on these aspects, as well as two NQF impact studies, and a number of NQF initiatives, to reflect on progress and challenges regarding flexible learning pathways in the country. The paper goes on to present an argument in favour of multiple access points and the recognition of diverse forms of learning, articulated learning and work pathways, and the flexible education and training institutions, and relationships to sustain these practices. It shows how these features can enable flexible learning pathways, and argues for the potential role of such pathways, in addressing the skills and employment needs in the country. It closes by urging education and training institutions, and workplaces, to support flexible learning and work pathways.

Venue: North Ilanga 2019-308 THE DANCE BETWEEN HEGEMONIC ACADEMIC PRACTICES AND AUTHENTIC COMMUNITY ENGAGEMENT: WHEN THE CHOREOGRAPHY DOESN’T FIT THE MUSIC Dr B Damons, Dr A Cherrington, Dr T Mapasa – Nelson Mandela University Keywords: Communities of Practice; Hegemonic academic practices; Humanising pedagogy; Funded academic research projects; University-community engagement. Abstract: The Centre for the Community School, an engagement unit of the Faculty of Education at a public university has embarked on a three-year NRF funded university-community engagement research project focused on school improvement initiatives working with Communities of Practice. The core team brings together six academics working across two faculties, including a research fellow from an associated chair and the director of the engagement unit, as well as five postgraduate students and multiple project associates connected with the Communities of Practice. Our enthusiasm since successfully negotiating the funding application process has been constantly challenged as we experience the discomfort and frustration of trying to fit our relational, humanising, democratic praxis into the rigid structures of the funding instrument and the hegemonic cultural and bureaucratic practices within academic spaces. From the rushed recruitment of postgraduate students and completing preliminary proposals in impossibly tight timeframes to ensure registration and access to funding, to the immense faculty commitments which prevent some team members from fully engaging and participating in the project. We soon realised that to succeed we would have to adapt to the dance of diplomacy; ensuring accountability to funders and conforming our language and practices to the positivistic labels of academic research discourses while finding ways to remain true to our idea of fostering authentic relational spaces for creativity and multiple voices. However, learning the steps to someone else’s dance simply serves to legitimize this power asymmetry and negated our need as academics and researchers for free expression and intellectual growth. Instead we began to conceptualise our engagement as a ‘liberating third space’ in which we are seek to choreograph our own steps to the prevailing tune. This would accommodate alternative discourses, multiple ways of being engaged, and generate an imagination for what could be possible when doing a university-community engagement differently. We posit to the audience a single question for conversation: In what ways might members of a university-community engagement research project create a ‘liberating third space’ to better manage the tensions between the reality of hegemonic academic funding structures and the ideal of participatory, collaborative praxis? This roundtable is intended as an open discussion of shared experiences and reflections towards a re-imagining of possibilities and alternative discourses. We will begin by sharing our own insights and experiences as a multi-disciplinary project team navigating an NRF funded university-community engagement project. The conversation will then be opened for what we hope will be a space for collective sharing and stimulating critical inquiry.

Venue: South Ilanga 2019-245 IMPROVING TEACHER PROFESSIONALISM: LESSONS FROM ‘RESEARCH AND DEVELOPMENT Prof A Chigona – Cape Peninsula University of Technology, Mr T Salmon – Rhodes University, Prof YM Sayed – University of Sussex, Ms LB Balie, Mr T Nakidien, Dr Sadeck, Ms N Tunjera – Cape Peninsula University of Technology Keywords: Inclusive education, teacher professionalism, teacher standards, assessment for learning, 21st Century classrooms, pedagogies

In the 21st Century, dominant discourses surrounding teacher learning, such as those related to professional standards, teacher professionalism and teacher quality tend to focus on auditable notions of skill acquisition and competency development, while alternative conceptualisations have adopted more generative notions, focusing on 'identity work' and professional identity. But the questions remains: What does research and practice in teacher development programs do to improve teacher professionalism for quality teaching for all in 21st Century classrooms? This panel through the presentations and discussion of three different research project interventions conducted by the Centre for International Teacher Education (CITE) seeks to shed light on this topic. Specifically these projects focus on improving teacher professionalism for quality teaching for all in the 21st Century. Below are the individual paper abstracts that form this panel discussion.

Paper 1: Improving teacher professionalism: Teaching For All – Mainstreaming Inclusive Education This study examines Teaching For All: Mainstreaming Inclusive Education in South Africa, a European Union funded DHET initiative supporting inclusive education reforms in South Africa with the development of flexible and modular teacher education curricula which complement emergent standards for inclusive teaching. Adopting a realist evaluation approach this study seeks to understand the current state of contexts and actors targeted by mechanisms at work within this intervention, as part of the monitoring and evaluation (M&E) process linked to this initiative. Drawing on M&E data and interviews with policymakers the paper will try to understand how appropriate training of mainstream teachers focused upon attitudes, beliefs and values, as well as knowledge and skills might be achieved through the intervention. Based on emergent findings, the paper will then discuss how attempts to fashion standards and core values might operate in this context to foreground inclusion as both a key competency and as a lens for ‘identity work’ within ITE programmes. This paper will discuss how standards and ‘identity work’ both underpin efforts to frame inclusive education as the responsibility of all teachers’ and to frame the preparation of all teachers for work in inclusive settings as the responsibility of all teacher educators. Finally, it will reflect on how this initiative may assist in effective translation of inclusive education as a global imperative into the contexts of ITE provision within South Africa and contribute to enhanced teacher professionalism.

Paper 2: AFL- Improving Pedagogy and Assessment for Mathematics in Foundation Phase classrooms This paper focuses on the efficacy of a professional development (PD) Assessment for Learning (AfL) intervention used with Foundation Phase (FP) teachers located in quintile 1 and 2 schools in a rural district of the Western Cape Province, South Africa. The framework that characterised the PD was based on action research approach to enhancing teacher pedagogy for using assessment for learning. Both teachers and subject advisors (SA) participated in the training workshops with the focus on teachers apply AFL strategies and techniques in their classrooms. The paper notes that after five training workshops over a period of eight months, there were varied levels of uptake in the schools that participated in the programme. These ranged from basic to complete adoption of the pedagogic approach. The reasons for this varied from levels of attendance at workshops to teachers’ individual engagement with the AfL techniques and strategies. This paper reflects on these and other findings to understand in what ways teacher are able to enhance their use of assessment to enhance the learning of marginalised leaners. Paper 3: Initial Teacher Education for realities of 21st Century classrooms Initial teacher education (ITE) is expected to prepare pre-service to teach and progress digital learning in 21st Century classrooms with competence and confidence. ITE programs are required to emphasise the importance of enhancing the theory practice nexus and on constantly developing a strong sense of teacher identity and teaching competencies (Liu & Low 2015). An educator must not only have knowledge of technology, pedagogy and content but have knowledge of how these three constructs are interconnected, i.e. have technological pedagogical and content knowledge (TPACK) (Koehler & Mishra, 2006). However this is not sufficient to enable teachers to develop appropriate technology integrated learning activities and task that not only enhance learning but also extend beyond mere content acquisition. This calls for a method that mediates TPACK and practice.

The ‘Initial Teacher Education for realities of 21st Century classrooms’ project designed an intervention that aims to develop pre-service teachers with ICT integration competencies -for quality teaching and learning. The intervention focuses on bridging the divide between theory and practice related to 21st Century knowledge and skills. A series of focused teaching sessions will be conducted with the pre-service teachers. The pre-service teachers will (a) prepare technology integrated lessons and (b) practically teach a micro-lesson based on their lesson plan. The researchers will provide support to the pre-service teachers during the learning and application phases. A pre-study was undertaken through a survey of 101 pre-service PGCE students using a validated TPACK instrument. The purpose of the pre-survey was to understand student’s current self-efficacy beliefs and their experiences of technology integration. While 84% responded that they did not hear of, or know what TPACK referred to, their TPACK self-efficacy responses claim that they are relatively comfortable with knowing how to plan and use technology for teaching. Their use of technology suggests that they are au fait with standard technology devices, web services and SNS, and less with the kinds of hardware devices available at schools.

Venue: Suite 1 2019-336 BEYOND BOUNDARIES: TEACHING MATHEMATICS IN THE INTERMEDIATE PHASE Mr TA Biyela – University of KwaZulu-Natal Keywords: Attitude experience, experience, Knowledge experience, Mathematics, Policy document, Skill experience Abstract: The teaching of Mathematics in the intermediate phase is facing big challenges such as low self –esteem on teachers, lack of resources, resignation of teachers and learner poor results. Additionally, teachers seem to draw much from one level of experience in order to follow one style of teaching Mathematics. Therefore, the purpose of the study was to explore teachers’ experiences on the teaching of Mathematics in the Intermediate Phase. Thus, this paper presents the qualitative case study of six teachers teaching mathematics in the intermediate phase. Further to this, the following two key questions were asked: what are teachers’ experiences of teaching Mathematics in the Intermediate Phase? And why are teachers’ experiences of teaching Mathematics in the Intermediate Phase are in a particular ways? The focus group interviews, one on one semi-structured interviews were used to generate data with an intention of exploring the teachers’ experiences. Both convenience and purposive sampling were used to select the six participants because they were easily accessible and specifically teaching Mathematics in the Intermediate Phase. This paper paid attention to the following dimensions namely credibility, transferability, dependability and conformability in order to ensure trustworthiness. I successfully applied and be granted the ethical clearance by the university’s Ethics committee and Department of Basic Education (DBE). This study adopted the Cultural Historical Activity Theory (CHAT) as a framework for understanding and describing the teachers’ experiences for teachers teaching Mathematics. The findings revealed that teachers are lacking knowledge experience (qualifications and professionalism) while they are more driven by skill experience (drawing on opinions) and attitude experience (based on personal needs) in the teaching of Mathematics. Thus, the study recommended that, the Department of Basic Education appointment policy should be reviewed in order to appoint qualified teachers; principals should allocate the teaching of Mathematics to qualified Mathematics teachers, and the School Governing Bodies (SGB) and the School Management Teams (SMT) should support Mathematics teachers with the necessary resources. The study concludes that for the teachers to go beyond boundaries in the teaching of Mathematics, they should draw much from professional experience in order to address the need of the DBE. 2019-339 GENDER EQUITY IN SOUTH AFRICAN HIGHER EDUCATION: A DECOLONIAL FEMINIST PERSPECTIVE Dr SB Sader – University of KwaZulu-Natal Keywords: Gender equity, higher education, African feminism, decoloniality, decolonization

Abstract: Universities globally have undergone significant changes in the current context of globalization and neoliberalism, which have resulted in restructuring within universities as they “re-position and re-invent themselves in globalizing contexts” (Blackmore, Brennan & Zipin, 2010, p. 1). South African Higher Education, in the context of neoliberal globalization has been significantly reformed and restructured over the last twenty-five years. The tension over the nature and role of higher education in social, political and economic transformation, the continuing students protests, as well as calls for decolonization of higher education and the curriculum, warrants a critical review of how South African Higher Education in relation to how it is positioned to respond to local and global pressures? More importantly, if universities are to play a significant role in social transformation, then they need to begin by ensuring that higher education institutions are places that uphold and promote the goal of social justice. African women have played a central role in the struggles against colonialism and consequent racism, sexism and class struggles. In this paper, I begin with a brief ‘herstorical’ analysis of African feminists’ contribution to the decolonization of African higher education. I approach this analysis from an African decolonial feminist perspective and locate this within a critique of the “capitalist/patriarchal western-centric/Christian-centric modern/colonial world-system” and its influence on higher education reform (Grosfoguel, 2011, p.13). I relate this to higher education reforms in South Africa and combine this analytical framework with critical futures studies to critique whether we are seeing all the possibilities or being impeded by universal Eurocentric worldviews and mental models and to explore possibilities for a decolonized feminist higher education (Ramos, 2003; Inayatullah, 2008; Kadoda, 2018). References: 1. Grosfoguel, R. (2011). “Decolonizing Post-Colonial Studies and Paradigms of Political Economy:

Transmodernity, Decolonial Thinking and Global Coloniality”. Transmodernity: Journal of Peripheral Cultural Production of Luso-Hispanic World, 1(1), 1-38.

2. Inayatullah, S. (2008) Six pillars: futures thinking for transforming. Foresight, 10 (1):4-21 3. Kadoda, G. (2018). The Landscape of Possibilities. Education in A “New Sudan”. In Al Karib, A. K. (Ed.). “Towards

Education That Achieves Social Justice in Sudan. p. 81-104. Khatoum: Friedrich Ebert Stiftun Sudan Office and Sudanese Organization for Research and Development.

4. Ramos, J. R. (2003) Critique to Cultural Recovery, AFI Monograph Series 2:1-31. 2019-017 REFRAMING TVET COLLEGES INTO 21ST CENTURY LEARNING ORGANIZATIONS Dr Y Mpu, Prof EO Adu – University of Fort Hare Keywords: Blended learning, e-Learning, flipped classrooms, MOOCS, MOODLE Abstract: Technical and Vocational Education and Training institutions are a hub for most students who did not meet the University entry requirements nowadays. There is a need to remove the stereotype that they are for learners who do not cope with the formal education offered in institutions. It must be taken into account that TVET colleges offer full curriculum but their focus is on skills development. With the emergence of Artificial Intelligence, their formation needs a revamp so as to suit the new and changing system of Education. This can be done by changing the traditional methods of teaching by implementing blended learning and using flip classroom model. Blended learning is a term increasingly used to describe the way e-learning is being combined with traditional classroom methods and independent study to create a new, hybrid teaching methodology. It represents a much greater change in basic technique than simply adding computers to classrooms but it represents a fundamental change in the way teachers and students approach the learning strategies anywhere. It has already produced an offshoot called the flipped classroom – that has quickly become a distinct approach of its own. Flipped classroom model — in which students watch or listen to pre-recorded lectures over the Web, on their own time rather than during class — liberates instructors to finally make real connections with their students outside the school times. By focusing into traditional classroom settings like in the olden days, instructors are supporting the part of the learning process that students really need and are interested in. This paper intends to deal with the advantages of learning through MOOCS and MOODLE platforms where learners can learn, respond to questions and collaborate with each other and submit work through remote platforms. This is where students learn the most by implementing theories they've learned into real-life and to apply logic when responding to peers around the globe remotely and sharing best practices. This is in conformity with the types of students we deal with who have a very short listening span and with the fact that we are dealing with digital citizens.

Venue: Suite 2 2019-050 GENDER STEREOTYPING IN EDUCATION: AN EXPOSURE OF THE NATURE AND EXTENT OF GENDER STEREOTYPING IN MTHATHA HIGH SCHOOLS Dr S Madambi, Prof A Coetser – Walter Sisulu University Keywords: Gender, gender equality, otherness, sexual orientation, and transgender Abstract: This article explores the challenges experienced by the lesbian, gay, bisexual, transsexual and intersexual (LGBTI) students in Mthatha high schools. A qualitative case study to investigate the challenges experienced by LGBTI students in these schools was conducted. The population of the study was the students and educators from Mthatha Education District from where a purposive sample of 204 respondents (180 students and 24 educators) was constituted. Questionnaires and semi-structured interviews were used as instruments to collect data from the participants. Data was qualitatively analysed. Content analysis; which is a method used to systematically analyse the meaning of collected information was used to analyse data. Of central interest were the core themes that the participants referred to; the information or messages that they wanted to pass on. Some of the methods used included the simple counting of the questionnaire responses and finding patterns in the qualitative data where many participants referred to similar challenges. Findings suggest that the LGBTI students encounter insurmountable challenges such as labelling, discrimination/marginalisation and unfairness in the learning processes. The findings underline the importance of addressing the challenges faced by LGBTI learners in high schools if ever gender equality is to be attained. This article concludes with a set of recommendations on some of the strategies to address the identified challenges. 2019-067 GENDER SENSITIVE PRACTICE: FP PRE-SERVICE TEACHERS EXPLORING THE ‘CONTINUOUS LINE OF DIFFERENCE’ Ms R Notshulwana – Nelson Mandela University Keywords: Foundation Phase Teacher Education, Gender Sensitive Practice, Participatory Visual Methodologies Abstract: Despite policies that promote gender equitable practices in schools and society, most South African teachers still engage in gendered practices that perpetuate inequality and gender-based violence. Whilst the topic of gender currently features in a South African university Foundation Phase (FP) curriculum, the teaching to enable FP pre-service teachers to understand how gender works in education seem to do nothing more than describe the problem and give cursory suggestions for creating a gender equitable practice. In this study, working with five purposively selected women FP pre-service teachers, I utilized participatory visual methodologies (PVM) as an intervention, to see, if at all, the methodology could facilitate a deeper awareness of gender sensitive practice. Using the visual method, drawing the participants and I explored what gender sensitive practices could look like in a FP classroom. Using feminist poststructuralism and feminist pedagogy as a theoretical framing I identified five themes: seeing beyond interchanging roles, seeing myself first, seeing learners as knowing, seeing the pedagogical moments, and seeing beyond the classroom. PVM seemed to create a space for the pre-service teachers to consider the nexus between their conceptual understandings of gender, their daily lives and classroom teaching practices. In doing so, pre-service teachers began to question Thorne’s (1998) idea of the ‘continuous line of difference’ that is prevalent in classroom practices. Therefore, the pre-service teachers began to consciously reflect on themselves and their practice to move towards a more gender sensitive practice. The findings support the use of PVM as a pedagogical intervention in a FP teacher education curriculum as it enabled pre-service teachers to begin to think critically about gender and gender sensitive practice through making the unknown known, rethinking, and making meaning for themselves and their practice. 2019-110 TELLING OUR STORIES, SHARING OUR CULTURE: WOMEN AS KNOWLEDGE BEARERS AND STORYTELLERS Dr GJ Quintero – University of the Philippnes Keywords: Folk Literature, Lola Basyang, Magdadawot, Oral Traditions, Storytelling

Abstract: Storytelling, since prehistoric times, has been the medium for passing knowledge and sharing experiences in human societies. Oral traditions such as myths, legends, folktales, riddles, folk epics, and folk songs bear essential information that provide us with a deeper understanding of the historical past especially of the indigenous communities. The skill of storytelling has been widely attributed to the elder women in the community in many cultures (such as the Philippines and South Africa). In the Philippines, for instance, the portrayal of the grandmother as storyteller is popularized and immortalized in the anthology of short stories Mga Kuwento ni Lola Basyang (The Stories of Grandmother Basyang). Among the indigenous communites in the country, the magdadawot (from the Mandaya cultural community), the binukot (from the Panay Bukidnon cultural community) and the balyan or babaylan (term for priestess used in most cultural communities in the Philippines) have been the repository of their oral and folk traditions. They chant and sing these oral traditions during cultural festivals and when granting special requests from the academe. Many of these oral traditions have been recorded and published, but more are still out there. There is urgency to collect and record them before they are lost; there is the urgency to find storytellers who can still narrate them in their mother tongue before they too are gone, and the storytellers are getting older and getting fewer. When one passes away, a whole library of cultural knowledge is gone. This paper discusses the important role women play as knowledge bearers among the indigenous communities. Through the stories they share, we learn and understand more about their culture and their history which is significantly intertwined with mainstream culture and society. The paper also highlights the implication of folk literature and the oral traditions as relevant texts that reflect the experiences of pre-colonial culture, and can be used in schools in aid of decolonizing curriculum.

Venue: Suite 3 2019-070 THE ASSESSMENT PRACTICES IN CLASSROOMS AND PRACTICAL WORKSHOPS AT TECHNICAL AND VOCATIONAL EDUCATIONAL AND TRAINING COLLEGES, SOUTH AFRICA Prof M Makgato, Mr RD Sephokgole – Tshwane University of Technology Keywords: Classroom assessment, Workshop assessment, Assessment practice, Formative assessment Abstract: Assessment practices in classroom and workshop is fundamental to strengthen and measure the practical knowledge and skills needed in today’s world. The need to assess practical knowledge and skills means to cap the high unemployment rate mostly caused by lack of skilled graduates. Therefore, the aim of the study was to investigate whether formative assessment serves the purpose to measure the quality of knowledge and skills students’ attained. The purpose of this study is to investigate the extent to which classroom and workshop assessment can be used to assess the practical knowledge and skill needed to create jobs and fit in the labour market. The paper employed a qualitative method as a descriptive and exploratory case study. The study was planned for seven (7) Technical and Vocational Educational and Training colleges in Limpopo province with 130 academic staff. Purposive sampling was used to collect data on three (3) colleges offering engineering subjects and four (4) lecturer's interview data were used in this paper. The recorded data of lecturers' semi-structured interview was transcribed and analyzed to explore the general purpose of assessment practice in classroom and workshops. Qualitative data analysed themes and categories for trends in order to identify patterns for relevant coding. This paper presents the results of assessment practices on occupational skills in engineering coursed of both National Certificate Vocational and National Accredited Technical Education Diploma programs. The findings indicated that lecturers are incompetence to design appropriate assessment papers meant to measure practical knowledge and skill needed to solve the unemployment situation. Lecturers struggle to design appropriate assessment papers to measure students’ practical knowledge and skill. The study recommended that in order to address the lack of skilled graduates, lecturers should be developed to design assessments used to measure relevant practical knowledge and skill for job creation and fit in the labour market. 2019-083 The effect of relevant workshop materials and equipment on teaching and learning in TVET colleges Prof M Makgato, Dr FM Adelabu – Tshwane University of Technology Keywords: Workshop, materials and equipment, practical skills, TVET colleges, teaching and learning Abstract: One of the active means of contributing to industrial change that would safeguard enhancement industrial expansion of any nation is Technical and Vocational Education Training (TVET). A quality teaching and learning facilities for dynamic training is required in TVET Colleges in order to produce graduates that can execute expertly in their preferred skill without a requirement for pre-employment training. Technical and Vocational Education Training workshops offer chances for practical training of students in the achievement of skills in diverse trade capacities.

Workshops and laboratories provide supported environment in which students work together with the content to achieve the intended educational outputs specifically curriculum coverage, achievement of employability skills and life-long skills. To implement practical projects in the curriculum in the colleges there is need for relevant workshop materials and equipment. This improves students’ learning and allowing them to be involved in demonstrations, and practices and as well help them to continue to build up their skills. On the other hand, non-availability of relevant workshop materials and equipment such as automobile engines, sewing machine, computers, computer software, textbooks, stationery and internet access are among the resources that most often inadequate or unavailable, makes the TVET colleges perform below standard in their workshop and practical projects. The aim of this study is to investigate the effect of relevant workshop materials and equipment on teaching and learning in TVET colleges. A quantitative method was used and data was collected through student questionnaire. A closed ended Likert-type questionnaire on relevant workshop materials and equipment administered to the students. Convenient and purposive sampling were used for the selection of the participants. The study sample were 49 students. Data collected was through students’ questionnaire. The percentage of each item of questionnaire was analysis inform of frequency distribution using Microsoft Excel. The findings showed that relevant workshop materials and equipment prepare students for industry and world of work. Furthermore, there are competent lecturers that handle the workshop materials and equipment. In addition, there are shortage and inappropriate of workshop materials and equipment in the college. Based on the findings the study suggested that more relevant and appropriate workshop materials and equipment should be provided in TVET colleges. In addition, there should be competent lectures, who can operate the equipment and teach with the materials and equipment. 2019-173 TVET COLLEGE LECTURERS’ PERCEPTIONS ON ICT AFFORDANCES: PREPARING STUDENTS TO MEET THE DEMANDS OF CURRENT SOUTH AFRICAN INDUSTRIAL NEEDS Dr NS Ndlovu, Mr AD Dewa - University of the Witwatersrand Keywords: TVET lecturer perceptions on ICTs, ICT pedagogical integration, pedagogical value Abstract: The main purpose of TVET colleges in South Africa is to respond to the country’s national vision of skills development needed for economic growth. The influx of Information and Communication Technologies (ICTs) in industries has led to the exposure of the inadequacy and unpreparedness of TVET colleges for fulfilling this national mandate. Institutional, structural and curricular modifications have had to be introduced in order to close the gap between academic and vocational education by merging theory with practical relevance. While ICTs are perceived as catalysts for change, educators, and in this case, lecturers are agents for educational change. It is therefore imperative that in addition the infrastructure that may model that of the work environment in this transformation, lecturers are exposed to effective use of available modern technologies to help them adopt teaching methods that promote learner acquisition of desired knowledge and skills. This paper presents lecturer perceptions on the potential ICTs have in alleviating pedagogical challenges that could help bridge the gap between classroom and work environments required in today’s economy. Five TVET lecturers from two colleges were interviewed in this study to understand the pedagogical value they assign to these technologies in their teaching and learning experiences. The findings indicate that lectures at TVET colleges acknowledge the benefits of using ICTs for making explicit the theoretical understandings students need to effectively operate workshop machinery. However, they are unable to do so due to ICT low technical and pedagogical skill levels. Lack of ICT infrastructure in their institutions make it impossible to expose students to digital technology that is being used in work spaces. The paper concludes by responding to lecturers’ ICT views and proposing possible pedagogical use of available ICTs for such learning environments.

Venue: Suite 4 2019-124 EXPLORING LECTURERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) IN VOCATIONAL EDUCATION: TEACHING CASE OF AUTOMOTIVE (ENGINEERING); REPAIR AND MAINTENANCE: UNIVERSITY OF THE WITWATERSRAND (2018) Mr K Morudu, Dr VS Naiker – University of the Witwatersrand Keywords: Automotive Repair and maintenance; Technical school; Technological and Pedagogical Content Knowledge; Mechanical technology

Abstract: The study sought to explore teachers’ Technological and Pedagogical Content Knowledge (TPACK) in Vocational education: Teaching case of Automotive Repair and Maintenance subject. The study used qualitative methods and employed the use of interviews and observations. The study employed TPACK framework as it “emerged as a useful construct for researchers working to understand technology integration in learning and teaching” (Koehler & Mishra, 2009). Three teachers were part of the population, within them was an HOD of Mechanical technology; all the three teachers were observed and interviewed. The teachers were observed in different times when they taught different topics to different classes, each teacher was observed at least twice. Existing literature provides various factors that give advantages and disadvantages towards the difficulties of knowledge acquiring in Mechanical Technology. The aim and motive behind this research was to investigate and explore vocational Teachers’ knowledge, beliefs and attitudes regarding the teaching of Mechanical Technology with the integration of ICT. Furthermore to discover how teachers use their subject expertise to ascertain that maximum results are produced in their schools and that the full potential of learners is reached. The researcher found that teachers relied on the use of ICT’s and machines in the workshops. It was also found that for successful teaching, it is of paramount importance for teachers to combine content knowledge, pedagogical knowledge and technological knowledge. Furthermore, it was found that there is a limited number of learners within Mechanical Technology classroom, which is one of the major reasons why consequently there is a limited number of skilled artisans. Teachers’ strategies should focus more on changing their pedagogical methods, more specifically shifting from the traditional way of teaching to active and engaged learning, where students can learn constructively using methods such as research and experiments. Thus in turn reducing the frustration, anxiety and lack of motivation which are prominent in classrooms during teaching. 2019-125 THE INTEGRATION OF ICTS IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING, TOWARDS A NEW PEDAGOGY IN VOCATIONAL EDUCATION Miss TL Manqele, Dr VS Naiker – University of the Witwatersrand Keywords: Technical and Vocational Education and Training, Automotive Repair and Maintenance, Smart Technology, National Certificate Vocational, Technology and ICTs Abstract: Technical and Vocational Education and Training (TVET) Colleges are an avenue that allow individuals to take control of their lives. They aim to support social and economic development, create national wealth and eradicate poverty in South Africa. According to the Department of Basic Education (DBE), TVET institutions play a fundamental role in developing knowledgeable and highly skilled citizens, who will contribute efficiently towards the social, political and economic development of our country. One key skill that students are required to have in this current information and technology-based world is: the ability to use technology. This study presents the results of qualitative research conducted with five TVET College lecturers that were purposefully selected to take part in the study. These lecturers teach Automotive Repair and Maintenance in two TVET Colleges in Johannesburg. Face-to-face, semi-structured interviews as well as classroom observations were conducted with the five TVET college lecturers to observe how they are integrating various forms of technologies and ICTs into their instructional practices, with an aim of unearthing a new vocational pedagogy. This was done to see if there is a correlation or lack of correlation between the instructional practices that were being exhibited in the classroom, and the practices that the lecturers mentioned during the semi-structured interviews. The classroom observation schedule used for observations was drafted using Technological and Pedagogical Content Knowledge (TPACK) model by Mishra and Koehler (2006). Pseudonyms were used to identify respondents. The study took an interpretive paradigm approach to make meaning of individual experiences, which are socially and historically constructed to develop response patterns. Furthermore, thematic data analysis was utilized to analyze the data. The themes emerged from various aspects of the study, they were shaped by the sub-research questions and the questions that lecturers were asked during the semi-structured interviews. The interview findings revealed that: all the lecturers agreed that ICT integration would enhance students’ understanding of content in Automotive Repair and Maintenance. Lecturers were attempting to incorporate technology into their pedagogical practices. However, this was more evident in the practical workshop sessions, as opposed to the theory classroom sessions. The study therefore proposes that an ICT integration model be used to facilitate ICT integration. Additionally, it advocates for a paradigm shift that is known as Smart Technology be adapted as a new vocational pedagogy. This is all in the effort to assist TVET colleges to create boundaries of distinction in terms of Technology usage within these specialized institutions.

2019-126 PRE-SERVICE TEACHERS’ ENGAGEMENT WITH SOCIAL JUSTICE ISSUES THROUGH THEATRE-IN-EDUCATION PRESENTATIONS Prof L Athiemoolam – Nelson Mandela University Abstract: Theatre-in-education was implemented within the context of a third year Education module entitled ‘Issues and Challenges in Education’ (PGED 302), which is a compulsory module for all B.Ed (Bachelor of Education) students. In my role as a lecturer teaching one of the groups; B.Ed (Intermediate Phase – Languages), I implemented drama and theatre-in-education as pedagogy to teach the module. During our interrogation of ‘Theme 3’ on social justice issues in education, the students were quite vocal on how certain schools continued to marginalise learners based on race, class, religion and language, amongst others; with reference to their school based learning experiences. The richness of their insights led me to request that they produce theatre-in-education pieces in which they focus on one of the issues of social justice that affected their group the most. The class consisted of 64 students; all of whom participated in the theatre-in-education productions. They were divided into groups comprising 8 members per group; hence there were 8 groups and by implication 8 plays. I facilitated a workshop session during which each of the groups deliberated on the issue they intended highlighting in their productions and the various drama strategies they intended using to convey their concerns. Each of the 8 groups presented their theatre-in-education productions to the class, which we discussed and analysed in relation to issues of social justice within educational contexts. The aim of this study was to establish how students’ understanding of social justice was enhanced through their participation in the theatre-in-education process and their perceptions of their experiences arising from the process. Data was collected by means of the 64 students’ written reflections, 8 focus group interviews comprising each group of participants who participated in each of the 8 productions and the 8 theatre-in-education productions. The rich data from multiple sources was collated and analysed thematically. The findings of the study indicate that students’ understanding of social justice, within education, was enhanced through their active participation in their theatre presentations and through observing and reflecting on the issues arising out of their peers’ productions. They furthermore perceived theatre-in-education as a powerful pedagogy as it enabled them to be active participants, to share in the lived experiences of others and enhanced their insights into the key issues associated with social justice. In reflecting on the theme of the conference, the paper demonstrates how research could be innovative by including arts based approaches such as theatre-in-education, as a research process, for the purposes of researching education related issues.

Venue: Suite 5 2019-181 TEACHERS’ REFLECTIONS ON THE TEACHING OF MATHEMATICS IN GRADE 4 Mr BL Zulu – University of KwaZulu-Natal Keywords: Assessment, Curriculum, mathematics teaching, objectives, reflections, teachers Abstract: The teachers’ reflection in the teaching of Mathematics is crucial because it helps teachers to reflect on verbal, written and personal level. Teachers’ reflection has been dominated by societal reflection in the teaching of Mathematics in grade 4 and this result in poor performance of teachers which yield in poor results. Therefore, this article present an action research of four teachers from four primary schools, who teach Mathematics in grade 4 in Nongoma Circuit Management Centre (CMC). The purpose of the study was exploring teachers’ reflection in the teaching of Mathematics in Grade 4 in Nongoma Circuit Management Centre. The research questions for the study that were: What are the teachers’ reflection on the teaching of Mathematics in Grade 4 in Nongoma Circuit Management Centre? And, why do teachers reflect in the particular way when teaching Mathematics in Grade 4 in Nongoma Circuit Management Centre? The teachers’ reflective activities, one-on-one semi-structured interviews and observation were used to generate data. Ethical issues (transferability, confirmability, and credibility) were used to ensure trustworthiness. Purposive and convenience sampling were used to select four teachers as participants. The findings of the study revealed that there is a need on the prominence of reflections when teachers are teaching Mathemetics in grade 4 and the that there is inadequate exploration that focus on teacher’s reflection on Mathematics implementation. The study concluded that if teachers could reflect on their practices when teaching Mathematics in Grade 4 the intention of intended, implemented and attained curriculum could be realised. This article recommends that teachers should reflect on their teaching practices to improve their performance, and the Department of Basic

Education should organise on going capacity building workshops so that teachers are well capacitated in the teaching of Mathematics in Grade 4. 2019-206 CHALLENGES FACED BY INTERNAL AUDITING STUDENTS AT NATIONAL DIPLOMA LEVEL: A CASE OF A RURAL UNIVERSITY IN THE EASTERN CAPE OF SOUTH AFRICA Mr T Mavenyengwa, Dr N Marongwe – Walter Siisulu University Keywords: governance, risk management, control processes. Abstract: The studying of Internal auditing by students who are doing National diploma in Internal Auditing and National Diploma in Financial Information systems recently faced numerous issues and challenges due to the rapidly changing economic, regulatory, social, technological and global environment. Internal Auditing graduates are no longer only expected to have the technical internal auditing skills but also to be competent in a wide range of non-technical and generic skills to find meaningful employment and be competent in the job market. The recent corporate scandals which gave birth to corporate governance codes, advancement in technology, globalisation, and changes in International Professional Practice Framework (IPPF) means that universities should also align their internal auditing curriculum to the changes in the internal auditing profession if they are to produce marketable graduates. To this effect this poses some challenges to already challenged internal auditing students. The paper reviewed current literature in internal auditing education to provide an update on the challenges faced by internal auditing students with the aim of providing solutions to these challenges. The study adopted a mixed method approach of quantitative and qualitative focussing on students studying Internal auditing at diploma level at one rural university in the Eastern Cape Province of South Africa. A stratified random sample of 300 students and purposively selected 5 lecturers from the various campuses within the university participated in the study. Data was gathered through questionnaires, face-to-face interviews, focus group interviews and observations. A pilot study was done to ensure the validity of the instruments used in this study. Quantitative data were analysed and presented using descriptive statistics and qualitative data used content analysis method and verbatim quotations of the participants without alterations. For qualitative and quantitative data, thick descriptions and descriptive statistics were used respectively. Results were presented from the point of view of the participants. The paper showed that students lack the understanding of the various elements of the curriculum. It also revealed that the quantity of the material which needs to be learnt was too much. The paper recommended among other things that the need for curriculum development, teaching development and student development. 2019-301 SCIENCE EDUCATION FOR AFRICA Dr M.A.L Blackie – Stellenbosch University Keywords: Decolonisation; Lonergan; Legitimation Code Theory Abstract: Chemistry education is primarily focused on the accurate appropriation of chemical concepts. Even at the end of undergraduate education very little emphasis is given to critical engagement with one’s own level of understanding. Against what can be seen as the triple threat of the call for decolonisation, the poor level of secondary science education, and the fourth industrial revolution, one must ask if our current offering is sufficient for our time. In order to begin to critique what we currently offer, the use of the specialisation dimension of Legitimation Code Theory (LCT) affords a way to see what is at stake in the decolonisation conversation. The analysis indicates that what is at stake for science is different to what is required in the humanities. We need to preserve the rigor and powerful knowledge necessary for a science curriculum But at the same time begin to pay attention particularity of the person who enters higher education and the development of the capacity to critique one’s own knowledge. Focusing on the knowledge code which is appropriate for science education in particular, the epistemic plane of LCT can then be used to critique our current offering. We tend to presume that if a student has mastered the procedure that it implies mastery of the underlying principle. This is not necessarily the case, and indeed is often an unwarranted and unsubstantiated claim. Having provided a critique of our current offering, the model of insight development devised by Lonergan then provides us with a way to move forward. The intent is to provide a robust science education offering which will afford critical graduates who know both what they know and the limits of their knowledge, precisely so that they will be able to engage with and appropriate new knowledge as required by the uncertainty presented by the fourth industrial revolution. Lonergan, B. (1992). Insight: A study of human understanding (Vol. 3): University of Toronto Press. Maton, K. (2014). Knowledge & knowers: towards a realist sociology of education: Routledge.

Venue: Great Ilanga 2019-182 TEACHING ACCOUNTING THRESHOLD CONCEPTS SG Ndovela – University of KwaZulu-Natal Keywords: Accounting, threshold concepts, medium of instruction, resources, mother tongue Abstract: This paper presents the findings on a study that explored the teaching of Accounting Threshold Concepts in English Second Language (ESL) context. This study focuses on exploring how Accounting teachers teach Accounting Threshold Concepts. The review of the literature on the teaching in ESL shows that little has been done on the teaching of Accounting Threshold concepts in secondary schools. Land and Meyer’s (2003) Threshold Concepts theory and Vygotsky’s (1978) Zone of Proximal Development (ZPD) underpinned the study. This theory is deemed to be relevant to the study. It is a qualitative approach located in the traditions of Intepretivism paradigm. It utilises the multiple case study design. Meaning, the phenomenon was explored in three secondary schools. The idea was that each secondary school would reveal unique pedagogical approaches in teaching Accounting Threshold Concepts. The study was conducted in three secondary schools located in Pinetown Education district. I purposively selected three Accounting teachers. Each Accounting teacher came from each participated secondary school. All participating teachers were selected because of their convenience. Hence, convenient sampling was used in the study. Semi-structured interviews, direct observation, video recording and video stimulated recall were employed to generate data from three Accounting teachers. Key findings showed that Accounting teachers predominantly used IsiZulu when teaching Accounting Threshold Concepts, more emphasis technical recording for conceptual clarity, using learners’ lived experiences to illuminate the understanding of concepts, Practical application of taught concepts, the use of question and answer as a teaching strategy and using team-teaching, extra-classes and groupwork. Findings also suggest that learners were given an opportunity to demonstrate on the board their understanding. Textbooks, chalkboard, handouts and calculators were commonly used resources when teaching Accounting. Challenges faced by teachers when teaching Accounting threshold concepts are discussed. Some participants mentioned chat used as resource when teaching Accounting threshold concepts. 2019-196 THE LANGUAGE DIFFICULTY AS A FACTOR RELATED TO THE ERRORS COMMITTED BY LEARNERS IN FINANCIAL MATHEMATICS Dr X Khalo, Prof EO Adu – University of Fort Hare Keywords: Financial Mathematics, Mathematical Literacy, irrelevant rules, prerequisite skills, language difficulty Abstract: The main objective of the study was to test the relationship between language difficulties and errors committed by learners in Financial Mathematics. It was hypothesised that, there is a relationship between language difficulties and errors committed by learners in Financial Mathematics. A positivist paradigm with the case study as a research design guided the researcher in formulating laws to account for the errors committed by Mathematical Literacy learners in solving financial mathematics problems, thus providing firm bases for prediction and control. The selection of the case included selecting three East London district schools and the research population consisted of Grade 10 Mathematical Literacy learners from the selected schools. However, the respondents were selected using a simple random sample technique. The researcher randomly selected 40 learners from each of the 3 different schools in the East London district thus giving a sample size of 120 learners. A content-based and a structured questionnaire were used as the primary data collection instruments and the secondary data was collected through the documentary analysis. Quantitative research with descriptive statistics using the frequencies to analyse the questionnaires was used. Descriptive statistics wherein measures of central tendency were applied revealed that: the relationship between language difficulties and the errors committed illustrated t-test results of -2.236 proved to be significant. The study revealed that there is a significant relationship between language difficulties and errors learners commit in Financial Mathematics. Improved language competencies can thus reduce learner errors in Financial Mathematics.

2019-036 INVESTIGATING OPPORTUNITIES TO LEARN CREATED FOR ELECTRICAL ENGINEERING STUDENTS AT NORTHERN CAPE URBAN TVET COLLEGE Dr T Masvosve – Sol Plaatje University Keywords: College, Electrical, Engineering, learn, opportunity, TVET. Abstract: The low throughput and high unemployment rates of graduates of Technical and Vocational Education and Training (TVET) college graduates are cause for great concern globally, and in South Africa, specifically. Despite the well-meaning intentions the Department of Higher Education and Training to provide for effective practical training, TVET colleges are currently not succeeding in developing practical skills in Electrical Engineering Studies. Thus, the aim of this study was to investigate opportunities to learn (OTL) created for electrical engineering students at Northern Cape Urban TVET College. The research focused on the OTL for students who enrolled for the subject Electrical Trade Theory in the N1 programme. The research sought to achieve the aim stated above through reviewing literature related to OTL and TVET, and obtaining students’ and lecturers’ perceptions on the nature of OTL created at a TVET college. To achieve this aim, the study was conducted using a mixed method research case study at a TVET college in the Northern Cape Province, where questionnaires were distributed and interviews conducted with the students and the lecturer teaching the subject. Document analysis was also employed to gather vital curriculum information for the N1 Electrical Trade Theory subject. The research resulted in a number of significant findings, namely, the theory that is taught is not complemented by practice; teaching methods and learning activities do not promote active participation on the part of students; classes are composed of both young and so-called mature students; there are not enough assessment opportunities; lecturer lack the minimum qualifications to teach technical and vocational subjects, such as electrical engineering; and instructional resources are not adequate. This research, therefore, recommends that lecturers are appropriately qualified, so that they are informed about teaching and learning methods that are suitable for classes with students of mixed abilities, ages and backgrounds, and that they employ teaching methods that are learning-centred, which result in students actively creating knowledge through their own experiences. It became clear that, the more a lecturer practices this type of the teaching, and takes into consideration relevant contextual factors, the more a lecturer enhances the creation of OTL for electrical engineering at a TVET college.

Venue: Room 1720 2019-188 HUDDLES IN THE AFTERNOON: BEGINNER TEACHERS’ TALES OF STRUGGLE, STRIFE, SUPPORT AND SURVIVAL Ms MA Sadeck – Cape Peninsula University of Technology, Dr MB Luckay, Dr T Moodley – University of the Western Cape Keywords: Beginner teachers; agency; resilience, mentorship; compliance Abstract: The research study examines an aspect of a three-year longitudinal study that tracks the experiences of a small cohort of beginner teachers (BTs) in the Western Cape Province, South Africa, as they exit the academy and enter schools as fully-fledged professional teachers. The study utilises a qualitative research methodology and is underpinned by a social interpretive philosophy. Data was collected at different points during their first year of teaching through focus group interviews and reflective diaries. A group of eight purposively selected BTs teaching at different schools described their experiences in their first year of teaching within their context through semi-structured interviews. The interviews were transcribed and themes unpacked across the interviews. The findings suggest that the BTs experienced a range of challenges, largely contextual. The way the BTs addressed the challenges within the context was primarily impacted by teacher agency. Teacher agency influenced the practice of the BTs within the specific context, also shaped by the identity of the individual BT. Some BTs were able to draw on their previous years’ teaching practice experience and external mentors’ response to these. These factors were observed across the three main themes, namely, (1) out of phase and/ or subject teaching; (2) administration overload, and (3) lack of support, giving depth to the findings. The authors argue that beginner teachers are resilient and are able to cope with the many challenges they experience within the varying schools in the study. However, the study findings point to many ways to guide and support the beginner teachers, thereby drastically reducing the “shock” many of them face in their first years of teaching, particularly in the South African context. The findings in the current study is important because it has important and relevant implications and recommendations for teacher education policy, curriculum development, school leadership and classroom practice.

2019-191 PERVASIVE SKILLS IN THE MODERN DAY ACCOUNTING PROFESSION: ENHANCING ACCOUNTING GRADUATES’ EMPLOYABILITY: A SOUTH AFRICAN PERSPECTIVE Mrs F Mhlongo – University of KwaZulu-Natal Keynote: Graduate Employability, pervasive skills, content analysis, technical skills Abstract: In today’s global and digital accounting world, the role of accounting practitioners has evolved, and so have the skills requirements expected in the profession, resulting in pervasive skills coming to the fore. Employers of accounting graduates have also responded to the changes in the profession by changing the skills expected of accounting graduates. This has, in many instances resulted in a ‘skills gap’ between what employers of accounting graduates want and what accounting graduates have to offer upon entering the workplace. Various interventions have been adopted by universities offering accounting programmes accredited by the South African Institute of Chartered Accountants (SAICA) in South Africa. Such interventions include changes made to the accounting degree curricula with the view of incorporating pervasive skills and implementing teaching strategies that are believed to influence the development of pervasive skills. However, it remains unknown as to whether prioritising the pervasive skills provides an incentive for accounting students in the job-seeking process. In as much as the possession of pervasive skills is believed to be associated with life and employment success, existing local studies do not indicate whether employers are actually seeking these skills in addition to technical accounting skills when advertising entry-level and senior accounting jobs in printed and online platforms. This suggests that the preferences of employers have not been clearly determined as whether they prefer candidates with strong technical skills and inadequate pervasive skills or vice-versa. The advertisements provide an insight into the preferences of employers when employing. Additionally, it is not clear as to which specialization area in accounting (financial accounting, auditing, taxation and management accounting) and sector (public practice and private sector) requires more pervasive skills in the work context. Using a quantitative study, this study sought to investigate the need for pervasive skills in the modern day accounting profession by undertaking a content analysis of printed and online advertisements for accounting vacancies in South Africa. The results were compared with the pervasive skills indicated in the SAICA Competency Framework. The findings suggested that critical thinking, problem solving and communication skills are important for enhancing accounting graduate employability, in both sectors and in all specialization areas. Some pervasive skills in the SAICA Framework did not feature in the advertisements.

Venue: Room 1820 2019-342 SPECIAL INTEREST GROUP: TVET, HIGHER EDUCATION AND WORK – A ROUND TABLE DISCUSSION: BUILDING THE POST-SCHOOL RESEARCH COMMUNITY Prof J Papier, University of the Western Cape Keywords: Post-schooling; TVET; Continuing Education; Adult and Community Education and Training; Work; Professional development Abstract: This session takes the form of a ‘round table’ discussion that is intended to share current relevant research and development initiatives that are under way in post-schooling i.e. in TVET, Higher Education, Continuing Education, and Work contexts. The focus of this session is on building a community of researchers, practitioners and scholars in these domains, particularly around research that cuts across traditional epistemological boundaries. Participants in this session are asked to prepare short 5-10 minute (maximum) inputs on the research they are currently doing, or are about to undertake. The input should cover, in broad brush strokes, the following: the research focus and aim; its conceptual framing; and its research design/methodology. For those who have already conducted fieldwork, it would be good to also share indicative findings. Points of clarification on the contributions will be taken during the session, and 15 minutes will be allocated at the end for any SIG business to be conducted.

Venue: Room 1920 2019-326 Unlocking key competences learners need to achieve success beyond school: E3 - a DBE intervention to address future-focused learning and teaching Dr R de Villiers – E3 Entrepreneurship, Employability and Education Keywords: 4IR thinking skills changing world project-based learning experiential learning Abstract: South Africa is struggling with an unprecedented level of youth unemployment and resultant poverty. In 2011, Dr Taddy Blecher of C.I.D.A (Community Individual Development Association) chaired a Task Team of the Human Resource Development Council, specifically to research approaches to address the youth unemployment crisis. This research included a recommendation to government which informed a new national policy: to provide focused, system-wide school reform, to better prepare all youth systematically over their 12-years of schooling, for economic survival in a modern economy. This has now been named the E3 programme: Entrepreneurship, Employability and Education – by 2030 every school leaver should be employable, sufficiently ‘educated’ to move to tertiary education or equipped to start his/her own enterprise, i.e. an entrepreneur. E3 is a system change initiative that will ultimately impact all 13.9 million learners in the SA school system. The programme is owned by the DBE, as a national policy, with C.I.D.A. leading the technical advisory team. This partnership with the DBE provides the C.I.D.A.-E3 team with powerful levers to achieve success at scale. The E3 programme will run from 2018 to 2030 and forms part of the National Development Plan to 2030. Project-based learning will be piloted as an initial strategy from 2018 to 2021 after which learnings will be shared, and the institutionalisation phase will begin (2022 to 2030.) During 2018, 73 schools in 3 provinces were trained in activity-based pedagogies with a focus on Project-Based Learning (PBL) as a point of departure in the development of curriculum reform to prepare learners for the new world of work beyond school. During 2019 the number of pilot schools grew to 351 and all 9 provinces participated. Teachers were trained in PBL and teacher writers created authentic, CAPS-aligned projects for Term 3, in which the formal CAPS assessment is a project. 2018 and 2019 results will be presented and plans discussed to deepen PBL and ITE (Initial Teacher Education) as well as to enhance continuous professional teacher development. The time has come to engage every teacher and every learner to be purpose driven and successful. Dr Taddy Blecher, Project Director, sums up the raison d’étre of this very important DBE programme: “My hope is that every single person lives up to his full potential and finds a career they love and have the skills and values to live the life of their dreams.” 2019-327 CULTURE INFLUENCE ON ANIMAL COLOURS IN ENGLISH DESCRIPTIVE ESSAY WRITING: A CASE OF THREE HIGH SCHOOLS IN MAPUTSOE-LESOTHO Mr PG Tlali – Durban University of Technology Keywords: Culture, influence, animal colours, Opponent Process, indigenous language, LGCSE Abstract: After the colonial subordination, a number of anthropological linguists in ex-colonies became uncomfortable with language as an encapsulated formal system that was isolated from the rest of society’s culture and social organization. Different countries then engaged in developing language policies different from those developed by their colonial masters. This practice resulted from a number of studies that suggested that language should be deployed as a constitutive feature of indigenous settings and events that constituted social life of the society. However, most studies were done on societal use of both English and indigenous languages. There is little done on how learners get affected by the current language situations in different countries. This study therefore investigated culture influence on animal colours in English descriptive essay writing at Lesotho general certificate of secondary education. The study employed a qualitative case study of three high schools in Maputsoe-Lesotho. Qualitative methodology shares its philosophical foundation with the interpretative paradigm which is used to obtain an understanding of the world from individual perspective. This study used an interpretative paradigm to understand the subjective experiences of learners and teachers about animal colours in English descriptive essay writing. A test was given to 206 learners at Form D and only 45 scripts were selected randomly for marking. Then followed face-to-face interviews with 18 learners and 5 teachers purposively selected. This study was guided by two theories

namely the Opponent Process Theory which provided the pairings for animal colours. It also used Attribution Theory of Failure and Success which provided themes for culture influences. The data was analysed and discussed through the use of pairs and themes. It reflected that most animals were described as black and white and this influenced some learners to immediately tell whether the animal is a male or a female. It is reasonable to think that this was influenced by the fact that Sesotho animal colours indicate the gender of the animal which English does not explicitly state. These colours were only used in the description of a cow, horse and dogs. They are famous animals in which a cow is said to have colours “black” and “white”. One therefore sees some similarities in the use of these colours in both Sesotho and English. The researcher identified much influence of English colours on Sesotho animal colours brought by the fact that a mostly spoken language can influence the other. Reference: Lebese, M. S., 2018. The Role of the Word-Acaid Philosophy in Directing Huan Behaviour and Performance in All Situations.. s.l., Preprints (doi: 10.20944/preprubts201812,0312.v1).

DAY 2: SESSION 1

Venue: Great Ilanga

2019-082 EXPLORING POSSIBILITIES THROUGH METHODOLOGICAL INVENTIVENESS IN SELF-REFLEXIVE RESEARCH Prof K Pithouse-Morgan, Dr B Campbell, Ms M Kortjass – University of KwaZulu-Natal, Dr F Kruger – University of the Free State, Ms T Meskin – University of KwaZulu-Natal, Dr M Muller – University of the Free State, Prof I Naicker – University of KwaZulu-Natal, Dr E Nyamupangedengu – University of the Witwatersrand, Prof D Pillay, Dr L Prinsloo-Markus – University of KwaZulu-Natal, Dr W Rawlinson – Durban University of Technology, Dr T van der Walt – University of KwaZulu-Natal, Dr L Masinga – University of KwaZulu-Natal, Dr A Hiralaal – Durban University of Technology, Ms N Mbatha – University of KwaZulu-Natal Keywords: methodological inventiveness; self-reflexive research Abstract: This year’s SIG symposium will focus on Exploring possibilities through methodological inventiveness in self-reflexive research. Self-reflexivity is a multifaceted and ‘hard to pin down’ phenomenon and practice that requires us as researchers to pose challenging questions to and about our selves as we become attentive to how our positionings, perceptions and priorities as researchers interact with research processes and influence the knowledge we produce. Self-reflexive researchers employ diverse, often multiple methods. Recent research in South Africa and internationally suggests a synergetic relationship between self-reflexivity and methodological inventiveness. Methodological inventiveness denotes imaginative engagement to awaken creative – often arts-based, participatory and transdisciplinary – modes of generating, representing, and analysing data in ways that push the boundaries of what counts as evidence for generating new knowledge. The term “methodological inventiveness” was coined by Marion Dadds and Susan Hart (2001, p. 169), who pointed to a synergy between practitioner researchers “[taking] an unconventional, innovative direction in their research” (p. 1) and the growth of their self-reflexivity. Dadds and Hart (2001) further highlighted how imaginative engagement to stimulate alternative methodological modes could contribute to new and generative ways of knowing, with wider implications for social change. In the South African context, Claudia Mitchell (2008, p. 365) has called on educational researchers to “[expand our] repertoire of being and doing” in order to engage critically with questions of our own social responsibility. Studies conducted within South Africa have shown how self-reflexivity and methodological inventiveness in research can illuminate significant issues that have resonance beyond the self and can point to avenues for exploration and growth in the wider educational arena. Questioning how to enact self-reflexivity in ways that can be transformative is a key component of educational research for social change in contemporary South Africa, as it is elsewhere if we are to take up critical issues of self and social change. In the Self-Reflexive Methodologies SIG Symposium, we will explore why and how self-reflexive researchers are enacting methodological inventiveness and we will consider what might be made possible and visible though researching in imaginative and innovative ways. Each presenter will engage with one or more of these questions in relation to her or his own self-reflexive research, drawing on a range of creative research practices and sources, including (but not limited to) collage, film, drawing, narrative, performance, poetry, photography, or storytelling. We will use an interactive presentation format that will allow for multiple short presentations and engagement with the audience. References Dadds, M., & Hart, S. (2001). Doing practitioner research differently. London, UK: RoutledgeFalmer.

Mitchell, C. (2008). Getting the picture and changing the picture: Visual methodologies and educational research in South Africa. South African Journal of Education, 28(3), 365-383.

Venue: North Ilanga 2019-222 Exploring socio-cultural complexities and the teaching of HIV & AIDS education in Life Orientation at FET phase E Muza – University of KwaZulu-Natal Keywords: Socio-cultural complexities, HIV & AIDS education, Life Orientation teachers, teaching Abstract: This paper reports on a PhD research study in progress. Life Orientation teachers play a crucial role in the teaching of HIV & AIDS information. HIV & AIDS education aims to scale down the rate at which HIV & AIDS is affecting and infecting people especially, school-going children who are seen as the ‘window of hope’ and the future leaders of the nation. It is crucial to put socio-cultural complexities at the forefront as other intervention methods such as free circumcision, free distribution of condoms, virginity testing and the introduction of sexuality education in LO have yielded little results in mitigating factors against the escalation of HIV & AIDS infection. The aim of this study is to examine the socio-cultural complexities faced by Life Orientation teachers when teaching HIV & AIDS education in the FET phase. This study puts social and cultural complexities related to HIV & AIDS education under the microscope with the hope of addressing the missing link in our knowledge and understanding of high levels of HIV & AIDS infections despite many campaigns. Such knowledge will be valuable in assisting stakeholders in the fight against the HIV & AIDS pandemic. South Africa in general and KwaZulu-Natal province in particular, remains by far the most severely affected country and province respectively. Kwazulu-Natal is outstanding among other provinces with a very high HIV & AIDS prevalence rate, which served as a rationale to conduct a research study in this province. Drawing on a qualitative, narrative study, located within the interpretivist paradigm, this paper examines how socio-cultural complexities influence the teaching of HIV & AIDS education. A purposive sample of six FET Life Orientation teachers was selected. Data generation methods include lesson observations, collages and narrative frames. A conceptual framework underpinned by sociological theory, drawing on Griswold’s Cultural Diamond and its adaptation by Helleve et al. is adopted to make sense of how socio-cultural complexities influence LO teachers in teaching HIV & AIDS education. Thematic analysis will be used to interpret and make sense of the data. This paper aims to broaden the scope of knowledge on preventive measures that can be employed to address HIV & AIDS challenges in Kwa-Zulu-Natal, South Africa in general and faced by LO teachers in the FET phase in particular. Given that data generation is on-going, this paper reports on literature reviewed, the conceptual framework and methodological approach of the study. 2019-209 REVISITING THE PEDAGOGY OF NORMATIVE INDUCTION IN SOUTH AFRICAN UNIVERSITIES Prof M Cross – University of Johannesburg Keywords: Norms, values and standards, normativity, disabling normativities, normative induction Abstract: The paper uses the notion of open codes to distinguish how the university manipulates normative meanings as opposed to more regimented institutions that rely on closed codes. A university operates primarily through open codes, drawing on both vertical and horizontal discourses, depending on the circumstances. Verticality prevails though in some cases students feel fascinated by the apparent openness of the university environment. The paper also distinguishes between visible normativities - underpinned by strong classification of their norms, rules or standards and strong framing in their transmission (‘Do not make noise in the classroom’), and invisible normativities - underpinned by weak classification and weak framing (e.g. ‘this is how things are done at Wits’). With reference to this conceptual map, the paper commends South African universities for their efforts towards enacting suitable moral codes and constitutive rules conducive to healthy academic environment. It cautions against the tendency to privilege visible normativities - articulated through rules and procedures - at the expense of the invisible normativities embedded in the artefacts, arquitecture, ceremonials, rites, rituals and official narratives, assumed as unproblematic institutional facts. Given the colonial and apartheid legacies, these can be highly disempowering. Overall, the paper argues that given the openness of the university environment necessitated by concerns with autonomy and academic freedom, dealing with disabling normativities requires greater attention to the pedagogy used to induct and socialize students into the academic environment and institutional culture - the pedagogy of normative induction. It suggests important pathways to deal with this challenge.

2019-043 EXPLORING EXPERIENCES OF EDUCATORS IN INCLUSION AND EXCLUSION OF LEARNERS WITH AUTISM: A CASE STUDY OF THREE SPECIAL SCHOOLS IN KZN Dr MD Nhlapo – University of KwaZulu-Natal, Miss BJ Gumede – Thuthukani Special School Keywords: Autism spectrum disorder, special school, mixed classrooms, parents’ involvement, social interaction. Abstract: The constitution of South Africa provides for healing divisions of the past and establishing a society based on social justice, fundamental human rights and to free the potential of each person. Similarly, Education For All (EFA) 1994 conference in Salamanca, declares that the practice of mainstreaming of children with disabilities be an integral part of the national plans for achieving education for all. EFA claims that, “even in those exceptional cases where children are placed in special schools, their education need not be entirely segregated.” CAPS document also affirms to equip learners with knowledge and skills irrespective of their socio-economic background, physical ability or intellectual ability. Unfortunately, implementation these policies would be detrimental to the learning of children with Autistic Spectrum Disorder (ASD) because they require individual attention as they do not conform to basic social interaction norms, such as making friends, touched, cuddled, sharing interests and achievements. The purpose of the study was to explore educators’ experiences in teaching learners with autism in mixed classrooms in KZN. The study focused on challenges facing educators and solutions they employed in dealing with learners with autism. The study is underpinned in ecological systems theory of Bronfenbrenner. The theory focuses on how individuals and groups in a social context are linked on each other. The second theory is the Relational leadership model which suggests that, the context is established by relationships we value and most leadership happens in an interactive context between individuals and among group members. The two theories are complemented by Kant’s theory of mind which explains that knowledge goes beyond a posteriori judgements (experience), to a priori judgements. This case study of two “mixed” special schools in eMpangeni and Imbali (PMB) produced data through semi-structured interviews and auto-ethnography. One researcher collected data of her experience teaching in a semi-rural special school. Grounded theory was used since she analysed data as she was collecting it. The semi-structured interviews data from another special school in a rural area were analysed where emerging themes were linked to auto-ethnographic data. The results reveal that educators experienced a challenge teaching children with ASD in a mixed classroom due to their complex and difficulty in social interaction. Again, as parents’ involvement is crucial in teaching children with ASD, it was a challenge to involve them because some parents were showing signs of autism themselves, and therefore they were not of any help to educators. 2019-044 BRIDGING DISCOURSES IN SCIENCE EDUCATION THROUGH TRANSLANGUAGING Dr E Charamba – University of the Witwatersrand Keywords: Science education; translanguaging; multilingualism; academic achievement Abstract: The quality of passes in South African science classes keeps decreasing by the year and local educational analysts have repeatedly singled out the difference between the students’ home language and the schools’ language of instruction as the major cause. Although multilingualism is acknowledged and scripted in the South African Language in Education Policy and in the country’s constitution, monolingual oriented pedagogies in science education remain default educational policy in the country. The study sought to investigate the role played by language in the academic performance of Natural Sciences students at a primary school in the Free State province, South Africa who are taught through a language different from their home language. The paper reports on the pivotal role language plays in the comprehension and subsequent academic performance of these science students and the positive effects of translanguaging in a multilingual African science classroom. The study adopted a mixed method research design in which the participants were randomly assigned to either the control or experimental group using Research Randomizer. Participants in the experimental group were given intervention in form of lessons and learning materials in their mother tongue. Responses were drawn from a sample of 30 sixth grade students on the role language plays in the tutelage of sixth grade Natural Sciences. Data was gathered from 3 tests (English language proficiency; pre- and post- tests) written by the participants as well as from interview responses. A paired t- test disclosed statistically significant difference in the academic achievement of the two research groups in the post- test. The study demonstrates that the use of African languages in today’s science classrooms promotes the interdependence of multilayered language systems by a simultaneous use of more than one language within one lesson and addresses the urgent need to decolonise education. Regardless of the fact that South Africa boasts of eleven official languages,

education for the country’s multilingual students is still typically conducted monolingually in a language different from most students’ home language. 2019-047 SELECTED MILLENNIAL HISTORY TEACHERS’ ENGAGEMENT WITH RAINBOW NATION DISCOURSES IN RELATION TO POST-APARTHEID SOUTH AFRICAN HISTORY Miss FC Gxwayibeni – University of KwaZulu-Natal Keywords: Millennial history teachers’, History, Rainbow Nation, Engagement Abstract: This paper presents an Interpretative Phenomenological Analysis (IPA) on how the millennial history teachers’ engage with the discourses of the Rainbow Nation in relation to post-apartheid South African history. Millennials are understood as “digital natives” relatively born after 1980, and thus a cohort of history teachers’ with a generational experience of communicating, working, creation and maintaining relationships through internet-based technology. With the changing political discourse in South Africa, the Rainbow Nation has come to be contentious phenomenon both as a nation-building metaphor and notion capable of serving socio-economic justice. This contention was visibly manifested amongst South African millennials who expressed their frustrations through the #MustFallMovement, and some of whom are history teachers. For the purpose of this study, 10 millennial history teachers were conveniently as participants. Data was generated through three stages of 1) focus group with mini album photo-elicitation, 2) video-recorded individual semi-structured interviews and 3) further focus group presentations and discussions. The preliminary findings are thematically presented and show that the millennial history teachers’ engage differently with the rainbow nation discourses depending mainly on the environment (space) in which the engagement occurs. While most of them are personally critical of the rainbow nation, they seem to be prepared to teach in its favour when in the classroom. I therefore argue that there are tensions in the engagement which this study found to be inextricably linked to the context of engagement.

Venue: South Ilanga 2019-010 EXPLORING NEW TEACHING AND LEARNING POSSIBILITIES THROUGH TECHNOLOGY INNOVATIONS: LESSONS FROM THE GAUTENG PAPERLESS SCHOOLS PILOT PROJECT Mr DM Na-Allah, Dr R Dlamini – University of the Witwatersrand Keywords: Gauteng, ICT integration, Paperless Schools, Teaching and Learning Possibilities, Technology Innovations, UTAUT Abstract: ICT integration in South African schools is still characterised and limited by teacher-related and context-related issues especially in township schools where teaching and learning is still dominated by old methods and resources. This paper presents evidences from a critical review of literature and empirical data obtained from an exploratory study on teachers’ beliefs and experiences of ICT integration in classrooms. A qualitative research approach was adopted to obtain data from 22 teachers purposely selected from five pilot paperless high schools in Gauteng province of South Africa. Using an exploratory case study design, individual face to face interviews and focus group interviews were conducted to generate data from participants. Data generated was subjected to thematic analysis. Five themes namely; understandings of ICT integration, affordances, training, challenges and factors influencing ICT integration in schools emerged. The themes were inductively discussed in relation to the literature and the Unified Theory of Acceptance and Use of Technology (UTAUT) as a theoretical framework. Findings reveal that teachers are dissatisfied with the approaches to implementation of ICT integration in paperless schools. Particularly teachers are dissatisfied with the ICT integration trainings, teachers also complained about lack of consultations with relevant stakeholders prior to the introduction of innovations in schools. Given the evidences, the paper argues that ICT integration in South African schools is still limited by lack of teacher competence and confidence to integrate ICT in classrooms due to poor irregular training of teachers on pedagogical ICT integration skills, lack of incentives to motivate teachers and disparities between high schools on ICT resources. Finally, the paper recommends that only competent experienced training personnel with technological and pedagogical competencies should be engaged in facilitating trainings on ICT integration in schools. Government should first of all conduct baseline research about communities, schools, teachers and learners prior to the introduction of technology innovations in order to ascertain the level of stakeholder’s readiness to adopt and use new technologies in schools. 2019-030

BARRIERS TO SUSTAINABLE INTEGRATION OF ICT IN SECONDARY EDUCATION IN KWAZULU-NATAL, SOUTH AFRICA, A CASE OF PIETERMARITZBURG SECONDARY SCHOOLS Dr J Mangundu – Durban University of Technology Keywords: Information Communication Technology, Sustainable, Technology Acceptance Model, Barriers, Computer, ICT integration Abstract: Several attempts have been made by the South African government through the Department of Basic Education to integrate Information Communication Technology (ICT) in basic education in South African schools, but no real intended objectives have been achieved. The percentage of government schools using ICT in teaching and learning or having ICT as a subject in KwaZulu-Natal has dropped drastically over the years, which is opposite to the general growth of ICT use in education around the world. Such concern gave rise to the research question: What are the barriers to sustainable integration of ICT in secondary education in KwaZulu-Natal, South Africa? Literature reveals that various studies have been conducted in South Africa, around the use of ICT in the classroom. However, the studies mainly focusing on KwaZulu-Natal are still scarce. This paper reports on a research study that sought to determine the barriers to sustainable integration of ICT in secondary education. In order to answer the research question and achieve the research objectives, the research was conducted through the lenses of the Technology Acceptance Model (ATM). A qualitative study was conducted by purposively interviewing 10 principals from selected government schools around Pietermaritzburg which previously offered computer applications technology and had computer labs. In addition, interviews were done with 20 Bachelor of Education honours students who are currently teaching at various schools around KwaZulu-Natal. Thematically analysed qualitative data reveals that theft of computers and computer related equipment having been prevalent at their schools. Security of the computer labs and ICT equipment as the main barriers to integration of ICT in secondary education. ICT infrastructure maintenance and replacement costs have been cited as escalating, suffocating the schools’ budgets to the extent that closing ICT facilities was imminent. Furthermore, lack of trained teachers equipped with skills to integrate ICT in teaching and learning has been reported as a barrier. Lack of adequate financial support from the department of education to maintain the computer labs and computer related equipment, pushed the schools to close the computer learning facilities and convert them into classrooms. Department of basic education should provide further ICT training to the educators, in addition to continued financial support to the schools for ICT infrastructure maintenance. 2019-080 A GROUNDED IN THEORY APPROACH TO TECHNOLOGY ADOPTION BASED ON TAM Dr O Sadeck, Prof A Chigona – Cape Peninsula University of Technology Keywords: TAM, Value proposition, Motivation, Benefits, Technology Adoption, Cognition Abstract: Understanding adoption and actual use of technologies is complex. A persons’ eventual use of technologies is dependent on conscious decisions to use a technology, which constitutes the human element. Findings over a range of studies have highlighted that even if inhibiting factors of technology adoption and use were addressed, findings do not show convincingly that their resolution would result in actual use. It is acknowledged that decisions to use technology are determined partly on a rational calculation of benefits. In examining expectancy and motivation one needs to consider why someone would engage with technology if it has no meaning or benefit value, that is, no value-laden outcome. TAM is theoretically sound and capable of explaining user behaviour across a broad range of technologies and user populations. However TAM and its subsequent iterations, TAM 2 and TAM 3, do not sufficiently extend the interrelationship between the mediating and influencing factors of the psychological (cognitive and affective), and the sociological and physiological aspects of a person’s intentions and actions. Many studies have used TAM with extensions or adaptations to the original core concepts. The contextual nature of the research studies have prompted such adaptations. In seeking to understand the ‘why’ question regarding people’s use of technologies in this study, TAM was adapted for contextual relevance. This was to understand the expectancy–value relationship. Having examined TAM through its iterations of TAM 2 and TAM 3 and UTAUT and overlaps with TRA and TPB, and social cognitive theory’s motivational variables of expectancy and self-efficacy, an adaptation to TAM was contextualised for the study. This was to understand the mediating factors for people’s adoption and use of

technologies. The concepts of: value propositions; motivation; benefits and self-efficacy were incorporated into the core concepts of TAM. This paper discusses the process of adapting TAM and the resulting TAM used in the study. This paper will be of interest to novice researchers using TAM. 2019-136 EFFECTIVENESS OF ONLINE TUTORIALS AS A TOOL TO ENHANCE STUDENT ENGAGEMENT: TUTORS’ EXPERIENCES BL Motaung, R Makombe – University of the Free State Abstract Online tutorials have potential to address challenges that higher education has grappled with for many years. Increased access to higher education by members of previously disadvantaged groups has caused severe strain on existing infrastructure and posed new challenges for lecturers in the classroom. Online tutorials do not only address infrastructure challenges related to shortage of physical learning space in universities but also create a platform where students can engage with learning content outside the classroom. However, online tutorials are not necessarily the “ultimate solution” to teaching and learning challenges in higher education. Effective student engagement remains a problem. This study seeks to investigate the effectiveness of online tutorials in higher education by analysing experiences of online tutors at a South African University. We will gather data from selected participants using structured questionnaires and the data will be analysed using the Online Engagement Framework for Higher Education. 2019-013 THE DEMISE OF TECHNICAL AND VOCATIONAL SUBJECTS IN SOUTH AFRICA, A CASE OF TECHNICAL SCHOOLS IN UMGUNGUNDLOVU DISTRICT OF KWAZULU-NATAL Dr MSA Maeko – Durban University of Technology Keywords: Technical subjects, Practical Hands-on Skills, youth unemployment Abstract: The integration of practical hands-on skills in technical subject specialisations within Mechanical, Civil and Electrical technologies is critical for schools in a country desperate for technological emancipation. This is to produce skilled manpower for job creation and to help improve the economy of the country. However, it looks like the case of using school’s practical hands-on skills is not yielding the required results considering the skyrocketing high unemployment rate in South Africa amongst the youth. This paper is to explore ways in which technical subject specialisations can be resuscitated. The study was delimited to Construction, Civil Services, Woodworking, Automotive, Welding and Electronics and was conducted on 5 technical schools offering a range of technical subject’s specialisations. Data was collected using Questionnaires, semi-structured interviews, classroom observations with the purpose of ascertaining how learners were exposed to hands-on activities. The findings revealed, among others inadequately qualified teaching personnel, tools and equipment, obsolete tools and equipment and a rather weak support of technical subject departments by the district. The study calls for responsible district office, ministry and business to assist in the revitalisation of technical subject’s specialisations, as these are considered the panacea to a country’s unemployment burden.

Venue: Suite 1 2019-338 Assessment in Initial Teacher Education Programmes: For, Of or As learning J Ramollo,– Tshwane University of Technology, M Matthews, H Dippenaar – Cape Peninsula University of Technology, N Roberts - University of Johannesburg, Candice Livingston, N Mashiyi – Cape Peninsula University of Technology, L Dison , P Pillay – University of Witwatersrand. Z Mthembu, A Kanjee - Tshwane University of Technology The centrality of assessment to effective and deeper learning in higher education has been asserted in a number of research studies, both nationally and internationally. For initial teacher education programmes (ITEPs), the effective use of assessment is especially critical given the dual role of teachers – that of using assessment as ‘lecturers/teachers’ as well as modelling and supporting students develop their theoretical knowledge and practical skills in the effective use of assessment as teachers. In his review of assessment in higher education in South Africa, Beets (2007) argued for

“Reframing assessment that is primarily used to support more efficient learning – that is developing the ability to use useful and timely feedback in order to understand and recognise quality with the aim of improving performance and fostering self-regulation – will open up possibilities for lecturers to develop a better understanding of students’ learning and to reflect on the effectiveness of the teaching practice involved: (p. 581).

However, whilst there has been substantial improvement within many parts of the higher education sector in South Africa over the past decade, there has been limited research on assessment practices within initial teacher education programmes, and in particular of teacher educators. In contributing towards current debates and discussions on what assessments are conducted within ITEPs and how data is obtained, this panel session seeks to share experiences of teacher educators from different ITEPs in South Africa. Specifically, the session aims to:

Determine the nature, form and format of assessment data available across different ITEPs, and how this data is obtained;

Review how assessment data is used within ITEPs to enhance teaching and learning; Identify challenges faced within ITEPs, and in particular by teacher educators, regarding the effective use of

assessment for improving learning and teaching. This session will be presented as a “town-meeting” to enhance greater engagement and input from participants, and will begin with short presentations from the following panel members: Mpho Matthews and Hanlie Dippenaar – Cape Peninsula University of Technology

The evaluation of English Language proficiency skills in English of 1st year students in the Faculty of Education at a university of technology Nicky Roberts - University of Johannesburg, Candice Livingston, Nomakhaya Mashiyi – Cape

Peninsula University of Technology

Core Academic Language Skills (CALS) in English of 1st year students in the Faculty of Education at a comprehensive university and a university of technology. Laura Dison and Preya Pillay – University of Witwatersrand

Enhancing assessment knowledge and skills in large classes: Implementing group work portfolios without compromising ‘assessment for learning principles’ Zama Mthembu and Anil Kanjee - Tshwane University of Technology Reflections on the development and implementation of an integrated assessment module to enhance student teachers’ formative and summative assessment knowledge and skills.

Venue: Suite 2 ICSS 2019-337 (SIG Presention 2 on Curriculum) FOCUS ON DECOLONISATION OF HIGHER EDUCATION CURRICULUM AND ON CURRICULUM CAPTURE Prof L Ramrathan, Prof D Pillay University of KwaZulu-Natal, Prof S Blignaut – Nelson Mandela University, Prof L Le Grange – Stellenbosch University, Prof P du Preez – North-West University Keywords: Decolonisation of higher education curriculum; Curriculum studies; Curriculum capture; Abstract: In this symposium specific research on curriculum studies will be presented. Focus 1 of this symposium includes a set of papers on decolonisation of higher education curriculum drawing from institutional studies across four higher education institutions within South Africa. Authors: Sylvan Blignaut; Lesley le Grange; Petro du Preez; Labby Ramrathan Title: Stuck in the rhetoric of decolonisation: Curriculum Studies in South Africa through the lens of Pinar’s complicated conversations The #feesmustfall sustained student protest that commenced in 2015 brought into sharp vogue decolonised curriculum for higher education, a call that once emerged within higher education curriculum debates in the late 90’s

within South Africa. It has become a more urgent transformational need in recent times due largely to the heightened student protests in recent years demanding relevant higher education for an expanding public higher education. Widening access to include students from marginalised communities in higher education studies was one of the transformational goals declared in White Paper 3 (Department of Education, 1996). Current statistics suggests that the demographics of higher education participation has transformed significantly in terms of population demographics (CHE, 2014). While acknowledging this transformational success, there has been serious concerns regarding the efficiency of higher education in terms of student throughput, dropout and success (Letsaka and Maile, 2008, Ramrathan, 2013, CHE, 2013). Part of this concern was linked to curriculum, both of school education and higher education (CHE, 2013), citing issues of transition into higher education, subject choices and preparation of learners for higher education studies. Discourses and debates on curriculum issues related to widening of higher education access and success contributed to the demand for decolonised education. The paper is developed from institutional case studies of higher education institutions across four Provinces in South Africa. Four of the twenty six public higher education institutions were purposively selected for this paper. Each of the authors are members of the special interest group on Curriculum Studies of the South African Educational Research Association (SAERA) researching curriculum studies within their institution. Each of the authors have identified and examined the complicated conversations that have and are unfolding within their respective universities on decolonising the curriculum. The cross-case analysis revealed that, despite pockets of curriculum changes (largely related to teaching methods and cosmetic changes to the curriculum content), little progress have been made with respect to fundamentally decolonising the curriculum. The reasons for little progress are, amongst others, a superficial understanding of curriculum, little consensus on what decolonisation is, what a decolonised curriculum is and what aspects of the curriculum should be transformed. In addition there is little consensus related to which histories and cultures should inform a decolonised curriculum. The positive aspect arising out of the cross-institutional analysis is that deep conversations about curriculum are taking place and that these conversations are diverse, contested, highly complex and involves various stakeholders. In addition academics are becoming more involved in matters of curriculum with some realising that they are central to curriculum design and development process. Concerns were raised about curriculum rigour, curriculum benchmarking and internationalisation of higher education formed part of the complicated conversation related to decolonisation. Unpacking some of these findings reveal the nature and extent of the complicated conversations related to matters of curriculum. Focus 2 explores the concept of curriculum capture and draws parallels with the unfolding state capture judicial inquiry within South Africa. Authors: Labby Ramrathan and Daisy Pillay Title: Curriculum capture of educational reforms: Accountability to whom and for whom in re-situating the complicated conversations in South Africa Inspired by the judicial commission of inquiry into state capture in South Africa wherein afflicted individuals are presenting testimonies of their experiences in this regard, we use this opportune moment to reflect on the hegemonic and complicated conversations of curriculum reforms in school education. We draw parallels with the current state capture inquiry process and curriculum reforms in school education to uncover the entangled web of conversations that have come to define the way in which curriculum is decided and implemented. We take, in this paper, the testimonies of teachers who have come to describe themselves as being afflicted by the curriculum reforms that have unfolded and continue to unfold within the South African school education system. In this paper we argue that, despite senior political and government officials and policy makers on curriculum reform knowing the contextual realities of South Africa, they continue to develop policies that appeal to a minority of learners. We further argue that, in attempting to unravel the entangled network of influences on curriculum reforms, the complicated conversations are across spheres of rationality and reality. For example, learner performances, which are used as benchmark to judge the health of the school education system, are continually being compromised through cosmetic changes in assessment grading and subject combinations to meet political accountability regimes. Drawing from our research project on school categorisation and learner performances we present testimonies teachers that allude to curriculum capture. The testimonies are based on the situational realities that teachers face daily, as professional, in their teaching practices whilst at the same time being accountable to the regimes of performativity on learners’ learning and curriculum prescriptiveness. Through these testimonies, we disentangle these conversations that teachers’ perceive as curriculum capture. We attempt to make sense of how particular discourses are privileged over education for relevance in the South African context. Some of these complicated conversations against education for relevance include international performativity discourse; global quality discourse; hegemony of STEM subjects, political foot-printing, economic outlook, pipeline to the world of work and bilateral country conversations. Teachers from across four Provinces were interviewed to produce the empirical evidence for this paper. Narrative style interviews were held with five teachers from each of fifteen schools within each of the four provinces. Extracts from these interviews are used to support the arguments being made. Pinar’s notion of complicated conversation

assist us to untangle the curriculum capture discourses as articulated by teachers. We use Aoki’s notion of curriculum as lived to show the kind of curriculum that is needed and relevant to the masses of learners in South Africa as they make sense of their immediate realities and to find ways to negotiate these imploding realities for a better future, both materially and intellectually. We conclude this paper with a provocative suggestion to shift the gaze from education for all to education for relevance. 2019-120 MATHEMATICS EDUCATION THROUGH A CULTURAL LENS Dr JR Jhagroo – Auckland University of Technology Keywords: ( Cultural framework, mathematics education, curriculum Abstract: Mathematics education has traditionally been viewed as culture-neutral and value free. This presentation theorises the philosophical positioning of mathematics education within the cultural frameworks. In the New Zealand context, we explore two documents: Tātaiako for pre-service teachers of Māori learners and Tapasā for pre-service teachers of Pasifika leaners. Each framework will be explored for implementation in mathematics teaching and learning. The key competencies in each document will be unpacked for their relevance to mathematics teaching and learning. Tātaiako offers five competencies to teachers Wānanga: participating with learners and communities in robust dialogue for the benefit of Maori learners’ achievement. Whanaungatanga: where the learning actively engages in respectful working relationships with Maori learners, parents and whanau, hapu, iwi and the Maori community. Manaakitanga: when learning demonstrates integrity, sincerity and respect towards Maori beliefs, language and culture. Tangata Whenuatanga: learning that affirms Māori learners as Maori. Providing contexts for learning where the language, identity and culture of Maori learners and their whānau is affirmed. Ako: involves teachers taking responsibility for their own learning and that of Maori learners. Manaakitanga: there is an environment of care for the students as culturally located human beings above all else. Tapasā offers three competencies [turu], that form the basis of the framework for the document. In Turu 1, identities, languages and cultures are the focus where teaching and learning demonstrate awareness of the diverse and ethnic-specific identities, languages and cultures of Pacific learners. Turu 2 embraces collaborative and respectful relationships and professional behaviours within the teaching and learning context that enhance learning and wellbeing for Pacific learners. Finally, Turu 3 is about effective pedagogies for Pacific learners. In this paper, the use of cultural competencies for mathematics teaching and learning is theorised. Together these cultural frameworks will be critically considered for their applicability for teaching and learning of mathematics in the New Zealand and internationally. 2019-142 THE POSITIONING OF MEN AS TECHNOLOGICALLY COMPETENT: UNMASKING IDEOLOGICAL ASSUMPTIONS THROUGH A CRITICAL DISCOURSE ANALYSIS OF SADC SCHOOL TEXTBOOKS Dr P Pillay – University of Witwatersrand Keywords: Gender, representation, textbooks, critical discourse analysis, Information and Communication Technology (ICT), Business Studies Abstract: The information contained in school textbooks provides an educational backing for the curriculum. Textbook authors then use the national curriculum as a guiding template to select disciplinary content and write up a programmatic curriculum. Yet content selection is not value-free and is likely to present particular ideological positions about the world, the specific nature of which remains hidden from the uncritical reader. This paper reports on and discusses a study that explored gender representation in four Southern African Business Education high school textbooks, with a specific focus on how users of Information and Communication Technology (ICT) are constructed in these textbooks. A critical discourse analysis and a critical visual analysis of the textbooks revealed a systematic, pervasive association of men with technology, as predominant users of technology, and as more knowledgeable and competent in information technology than women. In photographs and drawings men were more frequently shown using technological equipment such as smart boards, computers, laptops and iPhones. In comparison, women featured far less as technologically competent agents. In this paper, we challenge these constructions with a view to developing a heightened sensitivity among teacher educators, teachers and learners to such gendered positioning.

2019-143 CORRECTIVE RAPE ON THE CAPE FLATS AND HOW (JOURNALISM) CURRICULA BUILT ON A FOUNDATION OF EMPATHY WILL BENEFIT OUR DEMOCRACY Mr C King – Cape Peninsula University of Technology Keywords: empathy, critical thinking, journalism education, journalism curricula, university of technology, homophobia Abstract: A democracy filled with young graduates who lack empathy will inevitably breed more types of marginalization and stigmatisation, thus exacerbating rather than solving its problems. Renowned Indian educationalist Rabindranath Tagore wrote a century ago that history has come to a stage when the moral (sic) man, the complete man, is more and more giving way, almost without knowing it, to make room for the commercial man, the man of limited purpose. This process is assuming gigantic proportion and power, causing the upset of man’s moral balance, obscuring his human side under the shadow of soulless organization. As a journalism lecturer at a South African University of Technology - which draws students from poorer and disparate backgrounds ravaged by the effects of colonialism and apartheid educational legacies - I am expected to produce young journalistic cannon fodder for large and bottom-line driven ‘soulless [media] organisations.’ In the classroom, I have found that what the great educators and nation-builders - pre-neo-liberalism of course - understood about how the arts and humanities teach children the critical thinking that is necessary for independent action, and for intelligent resistance to the power of blind tradition and authority, is true. My paper argues that by basing journalism teaching in the disciplines of critical thinking and empathetic, or humility journalism, social, religious, racial and class impediments synonymous with these widely disparate backgrounds are levelled. Then, from this common ground, the basics of the craft – like news writing 101 - can successfully be taught. When students are taught to identify with common human predicaments and to see the world through the lens of many types of vulnerability, they will cultivate a rich imagination and will only then truly see people as real and equal.

Venue: Suite 3 2019-068 THE INTEGRATION OF THEORY AND PRACTICAL ACTIVITIES IN VOCATIONAL SUBJECTS AT TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING COLLEGES Prof M Makgato, Dr O Moila – Tshwane University of Technology Keywords: teaching, learning, classrooms, integration, theory, practical Abstract: The quality and effectiveness of all education systems largely depends on the quality of teaching and learning in the classrooms, workshops, laboratories and other spaces in which education takes place. Good teaching and learning, active, engagements of students, well-designed courses and resources are necessary for the excellent provision of education. The creation of highly knowledgeable and capable labour force is globally seen as influential to economic and socio-economic growth, increase in productivity, empowerment of citizens and alleviation poverty. This study presents the findings on the integration of theory and practical activities in the teaching and learning of vocational subjects at Technical and Vocational Education and Training Colleges in the Limpopo province, South Africa. This research study employs mixed methods, which entail face-to-face interviews with 10 lecturers from the 5 of the 7 TVET colleges at the Limpopo province. The data from the interviews were analysed manually by reading repeatedly the transcripts to identify the patterns, categories and themes using relevant codes. These themes were presented and discussed in a narrative way together with some verbatim. A survey questionnaire was administered to 194 students at 5 of the 7 TVET colleges at the Limpopo province. The data were analysed statistically using frequencies, percentages, and charts. It was found that there is a lack of the following: 1.coherence between different learning arenas - the classroom, the college workshop, and the workplace and between subjects; 2. theoretical knowledge that is supposed to be used to provide occupational relevance to work-related areas; and 3. how the curriculum should guide the integration of theory of vocational subjects with practical exercises in workshops. The study recommends an urgent need for TVET colleges and DHET to explore effective practices on the integration of theory and practical activities in the teaching and learning of vocational subjects at Technical and Vocational Education and Training Colleges in the Limpopo province, South Africa. 2019-313

DEVELOPING STANDARDS FOR INCLUSIVE TEACHING IN SOUTH AFRICA: A DILEMMA ANALYSIS Prof L Rusznyak – University of the Witwatersrand, Prof E Walton – University of Nottingham Keywords: standards, inclusive teaching, initial teacher education, dilemma analysis, professional judgement, Abstract: As inclusive education has gained traction internationally, there has been a demand for teachers who are equipped to teach diverse learners. This has led to attempts to capture the competences of inclusive teachers in scholarly literature and in the development of standards for professional teaching, generally, and for inclusive teaching in particular. Sets of national standards are expected to enhance the professional status of teaching, and to improve student outcomes by describing the knowledge of teachers, developing a shared language of practice, promoting accountability and directing professional development initiatives. This paper is concerned with the development of a set of standards for inclusive teaching to inform initial teacher education in South Africa. The conversations of people involved in the standards generation work were, with permission, recorded and analysed. Analysis of the data showed that, during deliberations, a number of dilemmas emerged. The first dilemma is whether standards for inclusive teaching should be described apart from the more general professional teaching standards applicable to all teachers. The second dilemma was a contest about whether the standards should adopt broad or narrow definitions of inclusive education. The third relates to the primacy of context, and the fourth dilemma concerns the significance of learner differences for teaching and learning. The resolution of these dilemmas is explained with Wiredu’s (1996) concept of the will to consensus and professional judgement of the participants. 2910-103 RESILIENCE AND SELF-ACCEPTANCE AMONG GAYS AND LESBIAN STUDENTS AT THE INSTITUTIONS OF HIGHER LEARNING Miss N Chabula, Prof JG Kheswa – University of Fort Hare Keywords: emotional support, gays, lesbians, resilience, self-acceptance Abstract: Previous studies have identified myriad negative consequence of being gay or lesbian on university campus as compared to studies which focus on the factors promoting psychological well-being and resilience. However, this study is aimed at determining the factors associated with self-acceptance and resilience of one’s sexual orientation amongst gay and lesbian students at one South African university in the Eastern Cape Province. This study is underpinned by Ryff’s six dimensions of psychological well-being, namely; self-acceptance, autonomy, personal growth, purpose in life, positive human relations and environmental mastery. In a qualitative study comprised of six self-identified lesbians and six self-identified gay students, aged 18 -28, from various faculties and levels of study, the researchers recruited the participants by means of snowball technique. Prior the commencement of the two separate focus group interviews, which lasted for approximately one hour, each, the researchers sought the permission from the Dean of Students. Confidentiality and privacy were adhered to, during data collection and none of the participants withdrew during interviews. To ensure trustworthiness of the study, Lincoln and Guba’ principles were opted, namely; credibility, dependability, transferability and confirmability. Following Tesch’s steps of thematic analysis, the participants mentioned their source of emotional support includes family members, sexual partners, gay-friendly atmosphere on campus and church attendance. Lesbians in particular, mentioned that belonging to predominantly male- dominated sporting codes such as rugby and soccer, contributed to their self-acceptance. Though gay participants demonstrated resilience, they highlighted to be living double standards for fear of ostracism by peers and family members from their respective villages. From these findings, there should be programmes at the universities to enhance the character- strength of gays and lesbians.

2019-108 TRANSFORMATION OF A WITS FACULTY OF HEALTH SCIENCES POSTGRADUATE POPULATION (2008 – 2017) Mr MM Meela, Prof E Libhaber, Prof B Kramer – University of the Witwatersrand Keywords: Transformation, postgraduate students, higher education, health sciences, population affinity, sex Abstract: Apartheid created disparities in all facets of South African society including the higher education system. When the new democratic government came into power in 1994, transformation of the higher education system became a national imperative. However, the goal of transformation in higher education seems far from being realised. Black students particularly Black African students are still underrepresented in higher education institutions. The Faculty of Health Sciences (FHS), University of the Witwatersrand (Wits) is no exception as it is still wrestling with the challenge of equity redress of its postgraduate student body. Thus, the aim of this study was to assess transformation in relation to population affinity and sex of first-time enrolments of postgraduate students in the Wits FHS over the period 2008 – 2017. A retrospective review of the Wits FHS postgraduate student database was used to assess transformation. Enrolments of South Africans for postgraduate studies ranged between 338 and 464 over the period 2008 – 2017. The percentages of first-time enrolments of Black African postgraduate students increased (42.5%) over the period under review, while White student enrolments decreased (34.2%) (p=0.028). More female postgraduate students than males were enrolled for the first time for all postgraduate degrees over the period 2008 – 2017. However, fewer Black African females than Black African males and White females were enrolled. Black African males predominated in the Masters by coursework degree (44.3%) whereas both Black African females and males were underrepresented in the Master by research (39.2%) and in the PhD (37%). The dominance of Black African males in the Master’s by coursework can be attributed to the mandatory Master of Medicine (M.Med) degree programme for all registrars undertaking clinical specialities. Transformation of postgraduate enrolments in the Wits FHS has thus occurred with regards to population affinity and sex. However, Black African females are underrepresented. This may be due to a variety of barriers impeding enrolment of these students for postgraduate degrees. Interventions to tackle the barriers impacting transformation need to be undertaken. 2019-117 DATA COST AS A THREAT TO DIGITAL INCLUSION AND IMPACT ON AT-RISK STUDENTS IN HIGHER EDUCATION INSTITUTIONS Dr C Bitso, Ms C Musonza, Dr V Lawal – University of Fort Hare Keywords: At-risk students; Data cost; Digital inclusion; Higher education Abstract: South Africa is one of the countries with steepest data costs coupled with the fact that many data service providers set data to expire after a certain period if it is not utilised. Taking a theoretical approach based on data mined from literature and social media, this paper elaborates on the impact of high cost of data on the digital inclusion of at-risk students in Higher Education Institutions (HEIs) and the prospect for the development of digital inclusive policies in this regard. Essentially, this study aims to shed more light on the digital divide, which entails closing the gulf between those who have ready access to ICTs and those who do not. With the dire need to create a well-informed, educated and empowered society, it is more critical than before to ensure universal access to efficient internet connection as it remains intrinsic to digital inclusion. This is because digital inclusion entails empowering people through the use of ICTs, digital technologies and e-services. These technologies have become a more powerful force for innovation in the 3rd and 4th industrial revolution for social and economic development, delivering substantial benefits for both individuals and society. In an academic setting, these technologies allow students to access library and information services that were previously unavailable to them. Literature has revealed that lack of accessibility, affordability and awareness remain fundamental challenges to Digital Inclusion world-wide. At-risk students academically perform below expected standards to an extent that they are less likely to complete their programmes within the stipulated time or end up dropping out altogether. From the literature, sources of risk are diverse depending on the economic, natural, political and social environment. These include financial constraints, socio-economic background, inadequate preparation at basic education, lack of family and community support, traits of students and social context. The Eastern Cape Province is not only poverty-stricken but also largely rural with highest unemployment rate, lowest matric pass rate, many under-resourced schools and increasing households with low socio-economic status. The concept of at-risk students is a reality in the Eastern Cape with many students bearing the brunt at higher education. Consequently, high cost of internet data would have an impact on digital inclusion for students and likely to be the greatest barrier to information access.

It is against this backdrop that this paper reports an ongoing research study which seeks to investigate the data cost threats to digital inclusion and its impact on Higher Education students.

Venue: Suite 4 2019-112 TEACHER LEARNING INSIGHTS FROM SOUTH AFRICAN AND NEW ZEALAND TEACHERS Prof S Bansilal – University of KwaZulu-Natal, Dr JR Jhagroo – Auckland University of Technology Keywords: Mathematics education, teacher professional learning Abstract: Practitioner inquiry has become part of the research tradition in many teacher professional development programmes across the world, and advocates a teacher-as–inquirer approach. This approach allows teachers to conduct research into their own practices by engaging in systematic inquiry into their personal classroom practices. It is important for practitioner inquiry to also include an active interrogation of personal beliefs and assumptions and how these underpin the pedagogic decisions made in the classroom. This process involves questioning the assumptions and practices of generic professional development that are intended to make our teaching lives easier but actually, work against our own best long-term professional learning interests. Our perspective is that schools are the primary site for teachers’ professional learning and the environments they provide can enhance or diminish teachers’ agency and motivation to engage in learning. Engagement in practitioner inquiry can promote transformative practice by encouraging teachers to taking ownership of their practice by recognising and managing the problems of practice they identify. A key element of this process is the development of teachers’ skills in reflection. Furthermore, such inquiries have the potential of contributing to a wider professional conversation which is important in developing capabilities through collaboration and shared knowledge. In this paper, we look at perspectives from two groups of teachers, both of whom participated in practitioner inquiry as part of two different programmes of study, one in South Africa and the other in New Zealand. The 41 South African participants were enrolled in a teacher training programme designed to help them teach a newly introduced subject Mathematical Literacy and were drawn largely from poorly resourced schools situated in rural areas. The 18 New Zealand participants were enrolled in an initial teacher education Masters in Teaching and Learning programme that was designed for graduates from non-teaching backgrounds to pursue a teaching qualification. The data that is analysed is drawn from the written reflections of the two groups of teachers about what they had learnt as a result of their participation in their individual practitioner inquiry projects. The study shows that although the teachers work in different contexts, their reflections contribute to an understanding of how teachers’ develop insights of their practice through purposefully generated local knowledge. 2019-109 THE EFFECT OF USING CONCRETE METHOD IN THE TEACHING AND LEARNING OF INTEGERS Mr GJ Cloete, Dr M Rabaza – University of the Free State Keywords: Integers, concrete-method, double negative, negative numbers, sign rules Abstract: This paper reports on the effect of using a concrete-method in the teaching and learning of integers to grade 7 learners. The concrete-method simplifies the procedure and the laws to calculate the integers using representations which slightly differs to the way sign rules are used in mathematics. This quantitative paper reports specifically on the quasi-experimental research design which used the treatment group and the control groups. The treatment group was taught using the concrete method, while, the control group was taught using the sign rules which use the traditional approach to teaching. The intervention method was provided to the treatment group, while the control group received the teaching using the traditional method. One teacher participated in the teaching of concrete-method in grade 7 classroom with 25 learners, while, the other teacher participated in teaching the sign rules in another classroom with 25 learners. Cronbach alpha was used to calculate the reliability of the sign rules test and was 0,702, while the concrete method test reliability was 0.8479 and these values were deemed acceptable and reliable. The findings revealed a significant difference in performance between the sign rules and the concrete method on the post-test scores. The pre-test and post-test scores of the sign rules test were higher than those of the concrete method. The findings also revealed that the concrete-method had little effect on the teaching and learning of integers as compared to the sign rules. The study recommends that the training of teachers should include the representations to teach integers using the concrete method, hoping that would yield better results.

2019-215 EXPLORING THE IMPLEMENTATION OF THE CONCURRENT MODEL OF TRAINING PRE-SERVICE TEACHERS AT SOUTH AFRICA UNIVERSITIES LY Mpaha, E Nyamupangedengu, M Mosabala – University of the Witwatersrand Abstract: The purpose of this study was to investigate how four South African Higher Education Institutions (HEIs) prepare science teachers using the concurrent model (CM) of training teachers with the aim of documenting the advantages and the challenges (if any) of using this model. The CM of training teachers is one in which students do the general component where they study teaching subjects also referred to as academic or content subjects alongside the professional component where they study the theories and practical skills needed for teaching. The four institutions were purposively sampled after a literature survey had shown that while many South African HEIs are using the CM in their teacher preparation programs, the model is structured in different ways at different institutions. Therefore, at two of the four institutions that were chosen for this study, students do the general component in one faculty then move over to the education faculty for the professional component (CM1). At the other two institutions, students concurrently study both the content subjects and how to teach those subjects in the same faculty or school of teacher education (CM2). The data for this study was collected during the piloting stage of a PhD study through personal communication with four lecturers, one from each institution which resulted in the collection of documents such as syllabi and course outlines as well as one on one informal conversations. The data was inductively analysed with content analysis being the approach that was used for analysing the collected documents. A phenomenographic lens was used in analysing the informal conversations with lecturers. So far, the analysis is showing that each of the two models (CM1 and CM2) has its own advantages and challenges. Some of these advantages and challenges are at institutional level and others at program and individual lecturer levels. The analysis is also showing that the four lecturers are mostly drawn towards CM2 of training teachers as the model allows them among other things, to teach their students content that is fit for purpose. The study recommends that stakeholders in the teacher education community begin productive conversations that would explore the possibilities of finding concurrent model of training teachers that takes into consideration the identified advantages and challenges. 2019-294 THE ROLE OF HIGHER EDUCATION IN ADDRESSING THE CLIMATE CRISIS Prof TLH McCowan – University College London Keywords: Climate change; community engagement; higher education; public good; sustainable development; universities Abstract: Climate change is one of the foremost challenges of our time, and despite the weight of available evidence, the global response as yet has left much to be desired. Universities are at the forefront of climate science and the development of new technologies for mitigation (e.g. geo-engineering and carbon capture) and adaptation to the effects already evident. Yet the role of universities goes far beyond climate science. As part of the education system as a whole, the university is instrumental in shaping the attitudes, knowledge sets and skills of the population, and beyond its direct influence on students, plays a key role in influencing public debate. Given the roots of climate change in political, economic, cultural and epistemic currents – at the micro as well as macro levels – higher education will be central to any proposed global response. This paper provides a theoretical mapping of the complex set of relationships between higher education and climate change. It presents a framework of five modalities of the university: education, knowledge production, public debate, service delivery and embodiment (the extent to which the principles of sustainability are incorporated within the day-to-day functioning of the institution). The paper then explores three dimensions of these modalities: first, the nature and extent of activity in relation to each, which varies significantly between institutions and contexts; second, the interaction between them, whether a relationship of porosity and positive synergy (for example, research findings being utilised in teaching, or within community engagement projects) or alternatively isolation and conflict; third, the impact on society, whether direct, as with the learning acquired by students, or the services delivered directly to a community, or indirect, in the case of the diffuse influences of ideas and technological innovations. These theoretical considerations can inform our understanding of the role that universities have played historically in exacerbating the climate crisis, and how they can participate more effectively in its future resolution. The paper ends by reflecting on the global landscape of higher education, drawing out implications for the changes needed in policy and practice.

2019-250 AN OVERVIEW OF GHANA’S TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING AND REFORMS SINCE INDEPENDENCE Mr H Awude – University of the Witwatersrand Keywords: Skills, TVET, labour Market, Occupations, Educational Reform Abstract: Technical and Vocational Education and Training (TVET) is a key ingredient in the education-work relationship and must be properly situated within and without the general school system to realize its potential in producing the requisite skills for industry in the ever-changing globalized economies of today, but developing education that produces skills for industry needs is an inherently problematic and not a straight forward one (Wheelaham, 2010; Wolf, 2002; Young & Gamble, 2006). Although the educational system in Ghana has been growing and developing with increasing enrolment at upper secondary and university level, the TVET aspect is still weak according the Ghana skills and Development Report 2016. In the face of the world bank report in 2014, the structure and organization of the general school system produced and concentrated on graduates and not middle-level skills products from TVET institutions. This report also confirmed unattractiveness of these institutions. Several objectives have been assigned to the reforms by different political regimes since 1957 but were not without challenges at implementation (Donkoh & Addo, 2016; William & Baffour-Awuah, 2015). The discussion in this paper will explore the underpinning objectives and necessitation of each reform, the role of research and how well TVET graduates fits into the labour market. Despite the constant economic growth in Ghana, the formal sector has been shrinking in terms of its contribution to total employment and nearly 90 percent of the workforce work in the informal economy (GSS, 2016, p. 83). However, the estimated unemployment rate in the country is 11.9 percent (GSS, 2016, p. 58). Specifically, the paper will look at the supply side of skills through TVET within the structures of Ministry of Education and Ghana Education Service and will give evidence on the successes and failures of reforms. Furthermore, the paper conceptually argues that the objectives assigned to the reforms did not necessarily produced the expected outcomes.

Venue: Suite 5 2019-105 THE BREWING STORM IN THE VALLEY OF HOPE: THE CASE OF DROPOUT YOUTH IN SOUTH AFRICAN SCHOOLS Dr JM Mamabolo – University of Limpopo Keywords: Drop-out, expectations, vision, prospects, hope, peer pressure, parenting Abstract: The rate of learner dropout in the South African schools has become an indelible menace in the minds of many a parent and it threatens the fabric of society. From the Western Cape to Limpopo, all provinces do not seem immune to the scourge of learner dropout. It is inconceivable that a country with such an adorable constitution that has been applauded by the civilised nations around the globe, should suffer perilously from the scourge of crime and youth dropping out of school with the consequent rise in various forms of crime. The literature suggests that there are context based multiple factors compounding the scourge of school dropout. These factors include poor parenting, poverty, teenage pregnancy, peer pressure, among other things. The current study was undertaken to determine the cause of youth dropout from schools in Limpopo Province. The study adopted phenomenological approach that enabled the researcher to get the reasons from the youth themselves through one-on-one semi-structured interviews. Over 20 youths participated in the study and they provided varied responses to the issues raised. I used differential association theory (Sutherland, 1939) to establish whether or not the link exists between dropout and offence in the present South African context. The theory explains the significance of deviance by an individual within the social relationships. Given the rising waves of crime in the country and the overcrowded prisons in the country, I felt it necessary that the youth should be engaged and to get it from them on what could be the positive alternatives for addressing the dropout crisis in the province. The study found, among other things, that family background, poverty, bad peer influences, pregnancies, general environmental situation in rural villages as well as academic struggle and lack of parental support, make up some of the major obstacles hindering interest for schooling. In fact, the causes may be categorised as economic, personal and social factors. The study recommends a community initiated model

within the framework of decolonisation of education that may have a bearing on minimising youth dropout in Limpopo schools. 2019-193 RURAL SCHOOL COMMUNITY GIRLS EXPLORING POSSIBILITIES OF ADDRESSING GENDER-BASED VIOLENCE: TRYING OUT A DIGITAL DIALOGUE TOOL Ms N Yamile – Nelson Mandela University Keywords: Rural school, Girls, Gender Based Violence, Participatory Visual Methodologies Abstract: Girls and young women are dealing with gender-based violence (GBV) in school, home and community; affecting their well-being. At global level research has been done to understand and address gender-based violence in and around schools, however little work has been done in relation to the development of intervention strategies that put young girls at the centre of the intervention programmes. There are several GBV interventions in South Africa, but they do not seem to be working well because GBV has not abated. It is my contention that interventions - steered by school girls and young women ‘from the ground up’ - might contribute to the collective efforts to create a safe learning space for girls and young women, a space also safe from GBV. In this paper I respond to the following research question: How might school girls create and use a digital dialogue tool to engage the rural school community in addressing gender-based violence? In this study, I purposively selected secondary school girls from a rural town who were willing to speak about gender-based violence. This qualitative study used participatory visual methodology (PVM) as ‘research as intervention’ intending to enable the seven participants to take co-ownership of the research process that could empower them to address gender-based violence in their school and community. Using the digital artefact that they had produced, the girls engaged in a dialogue with peers, school governing body (SGB) members, teachers and interested adults from the community. Analysing the focus group discussion, drawings, and field notes, and using critical audience engagement (CAE) as theoretical framework, three themes were identified: journeying towards confidence; seeing the bigger picture; and girls taking charge. The findings have implications for interventions in education as the use of PVM as critical ‘research as intervention’ with girls placed them in a position where they could explore and consider how they could bring about change in their rural school community. 2019-204 CONSTRAINTS OF KNOWLEDGE BASED-ECONOMY ON THE SKILLS OF ELEMENTARY OCCUPATIONS: CASE OF CLOTHING AND TEXTILE IN SOUTH AFRICA Mr A Tsotsi – University of the Witwatersrand Keywords: education, skills, deskilling, technology, knowledge Abstract: The raised status of knowledge in our society is partially due to the exponential growth of the scientific community (Wheelahan, 2010). This emphasis on the predominance of theoretical knowledge as the important factor within the knowledge economy reinforces the argument about the knowledge economy, that it is dependent on exponential investment in and greater use of science to create the key knowledge-based industries of the 21st century (Guile, 2010). This has considerable implication in the economy and the skills in particular. In some countries, the idea and practice of the knowledge economy have shifted the way in which investment in education and training is made. Whilst the increasing use of the latest technology such as robotics benefited some businesses, but a considerable number of other businesses in manufacturing closed or reduce the number of staff. Just like Karl Marx predicted, the increase of use of technology is in the interest of capitalists, not general society (see Fine & Saad-Filho, 2016). The typical example of this is the clothing and textile sector in South Africa. Although the challenges facing these manufacturing sub-sectors are immensely complex many of them are caused by the unrelenting and blind drive for profit (or surplus value) as determined by the logic of capitalism. I argue that the idea of the knowledge economy in developing nations like South Africa should be applied based on consideration of the nature of existing skills and form of the economy that the country operates at. My findings have shown that technology reduces work for elementary level occupations whilst creating work for a few technical workers. And the educational implication of this is the unintentional deskilling of the workforce. Whilst the critics of Braverman’s idea of deskilling paint an interesting picture of how workers could be upskilled through use of technology, but there is still clear merit in his idea that, the use of robotics has reduced human interaction in the workplace and workers could no longer apply their craft skills (Foster, 1994). In terms of strengthening, or in many instances activating, a critical understanding of the forces that generate the problems we are facing, it will be argued that Braverman’s notion of deskilling should be brought into the fore.

Reference: Fine, B., & Saad-Filho, A. (2016). Marx’s Capital (6th ed.). London: Pluto Press. Foster, J. B. (1994). ‘Labour and monopoly capital’ twenty years after: an introduction. Monthly Review Press, 46(6), 1–13. Guile, D. (2010). The Learning Challenge of the Knowledge Economy. London: Sense Publishers. Wheelahan, L. (2010). Why Knowledge Matters in Curriculum: A social realist argument. New York: Routledge.

2019-210 THEIR CAPITAL HAS VALUE TOO: SINGLE MOTHERS’ NARRATIVES OF EDUCATIONAL SUPPORT TO THEIR HIGH SCHOOL LEARNER Mrs CJ Jacobs, Prof DD Daniels – Stellenbosch University Keywords: Adolescence, educational support, parental educational support, single-mother families, vulnerable family Abstract: Parental educational support is a key contributing factor to the educational success of children (Epstein, 2018; Seginer, 2006). However educational research has shown that schools tend to engage with single-mother families from a deficit approach, labelling such parents as uninvolved and uncaring (Hoover-Dempsey, Battiato, Walker, Reed, DeJong, Jones, 2001). What is often not considered, is how situational and work constraints impact on their ability to engage with legitimate forms of parent involvement such as attending school meetings and being available for extramural activities. We argue that not enough is known about the embedded forms of capital present in single parent families and about the ways in which such parents invest in their children’s education. In this presentation, we report on the findings of a qualitative multiple case study of single mother families from a South African community. Through narrative inquiry, six single-parent family units were researched for the contributions they make to their children’s educational success. Our theoretical framework was informed by Yosso’s (2005) model of community cultural wealth. Our findings show that, despite severe societal adversity, these participating mothers invest in their children’s educational and emotional wellbeing by accumulating alternative forms of embedded community cultural wealth. Our findings have implications for how schools engage with and collaborate with such parent communities to advance positive school-family relationships. 2019-229 REFLECTING ON B ED STUDENTS’ EXPERIENCES OF CHANGING SCHOOLING CONTEXTS DURING SCHOOL BASED LEARNING: A PROPOSITION FOR TRANSFORMATIVE LEARNING Dr DC Geduld, Dr HH Sathorar, Mr M Moeng – Nelson Mandela University Keywords: Teacher Education, School Based Learning, Transformative Learning, Visual Methodology Abstract: As critical teacher educators we advocate for the transformational potential of School Based Leaning (SBL) to generate theory, practical and emancipatory outcomes, by exposing our students to alternative schooling contexts. This paper offers an illustrative case of how by exposing student teachers to alternative schooling contexts during SBL can foster emancipatory and transformative learning within a university context that is becoming ever more focused on throughput of students, rather than on the quality of their learning. Requiring student teachers to change schooling context during SBL offers them an excellent opportunity to develop transformative autonomy as public intellectuals and agents of change; yet anxiety often prevents them from making the most of this learning experience. We endeavour to explain how student teachers’ experiences of alternative schooling context enhanced their understanding of the different contexts in the South African schooling system and how this experience impacts their approach to teaching and learning. We employed visual methodology to generate data by asking students to illustrate their experience of the alternative schooling contexts in the form of drawings. The data generated through the drawings were confirmed by additional data gathered by engaging the student teachers in world café conversations regarding their experience. The findings of our investigation suggest that exposing student teachers to alternative schooling context during SBL can contribute to enriched learning experiences through fostering relationships, building trust, creating a supportive environment, enhanced collaboration, communication and the development of competence among them. Student teachers communicated that they not only developed skills, knowledge, confidence and deeper appreciation of learning opportunities through the changing contexts experience, but also gained an understanding of what teacher transformative learning entails.

Venue: Congella Room – Maharani Hotel

2019-192 BEYOND THE RHETORIC OF TEACHER JOB SATISFACTION: THE INTERPLAY OF EMPATHY AND POWERLESSNESS Dr N Nzimande, Prof N Amin – University of KwaZulu-Natal Keywords: Rhetoric, job satisfaction, teachers’ work, empathy, powerlessness Abstract: This presentation focuses on the rhetoric of teachers and parents about the relationship between job satisfaction and teachers’ work. The study draws on data from a PhD thesis. A qualitative approach comprising five high school teachers and four parents of high school-going children was deployed. Data were generated through one-on-one semi-structured interviews and focus group interviews. This presentation only focuses on a section of the focus group interviews about job satisfaction. The findings revealed a body of parents and teachers who saw teachers’ satisfaction with their work as dependent not only on the type of learners they teach but also on the social problems the learners bring with them to class. These perspectives from both teacher and parent participants presented convergent rhetoric about teacher job satisfaction. Furthermore, the participants also presented divergent perspectives whereby teachers viewed their dissatisfaction with the work as emanating from unappreciation by authorities at both school and district level; whilst parents strongly believed that teacher job dissatisfaction resulted from low salaries. We concluded that while parents empathised with teachers it did not assuage teachers’ experiences of powerlessness emanating from perceived lack of support by the Department of Education. 2019-195 INCORRECT OR RIGIDITY OF THINKING AS AN UNDERLYING FACTOR RELATED TO LEARNER ERRORS IN MATHEMATICAL LITERACY Dr X Khhalo – University of Fort Hare, Prof A Bayaga – University of Zululand Keywords: errors; financial mathematics; incorrect association; rigidity of thinking Abstract: The main aim of the study was (1) to identify the underlying factors related to errors due to incorrect association, and (2) to understand why learners continue to make such errors so that mechanisms to avoid such errors could be devised. The study was conducted by means of a case study guided by the positivists’ paradigm where the research sample comprised of 105 Grade 10 Mathematics Literacy learners as respondents. Having used Polya’s problem-solving techniques and the Threshold Concept as the theoretical frameworks for the study, a four-point Likert scale and a content-based structure-interview questionnaire were developed to address the research question. Four sets of structured questionnaires were used for collecting data, aimed at addressing the main objective of the study. In order to test the reliability and consistency of the questionnaires for this study, Cronbach’s Alpha was tested for standardised items (α = 0.705). Once the data was collected, it was analysed through content and correlation analysis. Based on the frequency table which summarises learner responses, it could be ascertained that the majority (n =63, 60%) of learners admitted to sometimes confusing addition with multiplication. The relationship between learners forgetting to write units and learners writing down an incorrect number/figure revealed a significance where p = .04 (r = +.17) illustrated a weak correlation between the afore-stated variables. 2019-185 TEACHER PERCEPTIONS AND EXPERIENCES OF HIGH SCHOOL LEARNERS WITH THE CALLING OF "UKUTHWASA" IN THE AMAHLATHI LOCAL MUNICIPALITY Miss NM Plaatjie, Mrs NS Sandlana – University of Fort Hare Keywords: Ukuthwasa, discrimination, learner diversity, barriers

Abstract: Many high school learners suffer discrimination and marginalisation as a result of their diverse cultural beliefs. This alienation is due to ignorance about traditional heling, on the part of teachers and fellow students. The affected students perform poorly academically leading to dropping out of school. Existing school policies on learner diversity are quiet about management of learners with ukuthwasa. The recent removal of a high school learner who has the calling of ukuthwasa at one of the Eastern Cape School hostels is the evidence of ignorance by school authorities (SABC News online, 2018). The school management disapproved the learner for using her ancestral gift to heal a fellow hostel mate. Ultimately, the learner was totally removed from the hostel.The main aim of the study was to investigate the perceptions and experiences of high school learners with the calling of ukuthwasa. The study was carried out in the Amahlathi Local Municipality. The researcher conducted an exploratory qualitative research design using in depth interviews. A non-probability purposive sampling was carried out and a sample of ten teachers and ten high school learners was obtained, making up a total of twenty participants. The participants were heterogeneous in terms of age, gender, levels of education and religion. Data was collected through interview schedules. Data was analysed using thematic analysis. A social ecological theory was utilized to conceptualise the findings and three themes emerged: (i)The teacher perceptions of traditional healing (ii) Learner experiences (iii) Social support. Ethical consideration such as, confidentiality, lack of harm and informed consent forms signed by parents for below eighteen years old. Research findings revealed that high school teachers perceive traditional healing as demonic, an indication of abnormal behavior and a backward practice. Learners with the calling of uluthwasa are labelled and discriminated against and sometimes called witches. Both teachers and learners with ukuthwasa agreed that there is no support provided by both teachers and parents. Recommendations included (i) Collaborative effort between local traditional healers, members of School Governing Bodies and teachers to provide insight and understanding of traditional healing and the behaviour of learners who have the calling of ukuthwasa. (ii) Continuing support to be provided to teachers on the implementation of the White Paper 6 and on Screening, Identification and Assessment Policy to assist with learner diversity including learners with the calling of “ukuthwasa”. 2019-201 EMOTIONAL DEMANDS AND COPING STYLES OF TEACHERS IN KWAZULU-NATAL IN RELATION TO THEIR BURNOUT AND COMMITMENT LEVELS Dr A Philipp – University of KwaZulu-Natal Keywords: Emotional demands, coping styles, burnout, commitment, teachers. Abstract: Many teachers report high emotional demands in the interaction with their learners. Such emotional demands may – over time – result in increased burnout levels of teachers and may also negatively affect the commitment levels of teachers to their profession. Yet, the relationship between emotional demands in teaching and burnout or commitment of teachers is of high relevance since it potentially contributes to teachers’ high absence and attrition rates which are a concern in South African schools. Thus, it is crucial to investigate such a relationship. Moreover, in order to understand how teachers may counteract such negative effects, it is essential to also investigate how teachers cope with the emotional demands associated with teaching to avoid increased burnout and decreased commitment levels. This presentation critically investigates a) the role of emotional demands of teachers in selected schools in KwaZulu-Natal (KZN) for their burnout and commitment levels and b) the mediating effect of coping styles for this relationship. Basis for this investigation is data from a questionnaire study with 84 teachers from 9 KZN schools (on average 37 years old (SD=10.38) and 12 years in the profession (SD=10.06), predominantly (56%) female). Results of regression analyses indicate that emotional demands are indeed relevant for teacher burnout (especially depersonalisation) and contribute to reduced commitment levels of teachers. These results support the notion that KZN teacher’ emotional demands are crucial for their wellbeing and need to be taken into consideration in the discussion regarding absence and attrition rates. On the other hand, regression analyses indicate that coping styles (e.g., humour, self-distraction) reduce the emotional demands and burnout or commitment relationship (partial mediation). The presentation will critically discuss the need to further investigate emotional demands of teachers in KZN to avoid increased burnout and decreases commitment levels. Furthermore, the relevance of personal resources (and coping styles in particular) as well as their potential contribution to teacher wellbeing will be critically discussed. 2019-057 INSTRUCTIONAL LEADERSHIP DEVELOPMENT FOR PRINCIPALS Dr P Naidoo, Prof R Mestry, Prof P du Plessis – University of Johannesburg Keywords: Instructional leadership; leadership for learning; principals; distributive leadership Abstract:

This paper begins with a general extrapolation of literature that examines education leadership, leadership for learning, instructional leadership of principals. We thereafter contextualize “leadership for learning” and “instructional leadership” to the schooling environment. We argue that principals become effective instructional leaders when they critically analyse existing curricula and the implications thereof for teachers’ teaching strategies and student outcomes. We also claim that principals only become effective instructional leaders when they engage teachers with more culturally relevant teaching strategies and practices which result in improved student outcomes. We support the notion that there is a dire need for principals to be empowered and professionally prepared for their roles as heads of schools, and to continually enhance their skills, attributes and competencies through structured preparation programmes that empower school heads in the area of instructional leadership. In keeping with the theme of the conference, we provide alternate ways of leading an organisation by aligning ourselves to most education scholars who believe that principals set the tone of the school, by becoming “leaders for learning”, providing effective instructional leadership practices and ensuring the professional management of schools. These are however, fundamentally different jobs requiring different leadership practices, skills, and functions. The lack of stringent criteria and the absence of a qualification for the appointment of principals in public schools have negatively impacted on the standards of education and student performance. Principals experience great difficulty in coping with numerous changes, partly because they are inadequately prepared for their leadership position or simply lack the necessary skills, knowledge and attitudes to lead and manage schools effectively and efficiently. Most principals are not able to fulfil their instructional leadership role and delegate this important function to middle management (heads of departments and deputy principals) resulting in poor student performance. Also, there are formal preparation for new principals. Educational authorities attempt to provide in-service development programmes but the execution of these programmes are generally of an inferior quality. The Advanced Certificate of Education in School Management and Leadership (ACE-SML)1 was initiated as leadership development programme. This ACE-SML qualification was the only formal Leadership for Learning programme for principals. Formal and informal professional learning communities among principals also began to surface and can be seen as a way of initiating leadership for learning.

Venue: Great Ilanga 2019-197 ACADEMICS’ PERCEPTIONS ON SCOPE CHANGE AND AUTONOMY OF ORAL HEALTH PROFESSIONS Mrs G Vergotine – University of Witwatersrand Keywords: regulations, scope of practice, curricula, autonomy, professions Abstract: Oral hygienists and dental therapists are midlevel dental practitioners that supplement dentists in offering basic dental services. In the past dentists have mainly worked autonomously while midlevel dental practitioners worked under the supervision of a dentist. Over the past two decades in South Africa, legislative changes have authorised opportunities for midlevel dental professions, which allow these practitioners to practice independently with additional procedures. This has initiated questions about the implementation of their training and labour practices. The aim of the study is thus, to examine the extent to which policy amendments have influenced academics’ perceptions on midlevel dental professions work practices and toward the education and training offered. Data collection involved an analysis of relevant regulations as well as semi-structured interviews with academics from the five universities offering qualifications for midlevel dental professions. This presentation will explore how the expanded scope and autonomy to practice of the Oral Hygiene profession have affected academics’ perceptions through the following; First, A description of relevant policy documents for the Oral Hygiene profession, specifically the changes to their scope and autonomy to practice. Second, reservations by academics of the common scope will be depicted, to reveal how these are experienced in the workplace. Third, how academics view changes scope and autonomy in relation to the training of midlevel dental professions will be shown. The study reveals how scope changes are perceived by academics’ in South Africa and in which ways it may be affecting the training and curriculum design, work relations and identities for midlevel dental professions. 2019-213 THE PUBLIC GOOD ROLE OF SOUTH AFRICAN UNIVERSITIES: THREE IDEAL TYPES Ms PM Molebatsi – University of the Witwatersrand Keywords: Higher education, development Abstract:

Debates regarding the public good role of universities in South Africa reveal a highly contested terrain. One of the major reasons for this contestation is the diversity in implicit ideas about development, and how these ideas underpin higher education stakeholders’ understandings of what the public good is. What is therefore required is a clarification of the development ideologies that stakeholders implicitly express when outlining what the public good is, how the university advances it, who benefits, and in what ways. These ideologies have shifted with the massification of South African universities since 1994. The result has been increasing pressure on the university to meet the material, financial and social needs of those students whose poor socio-economic conditions are a legacy of South Africa’s apartheid history. Thus, South Africa’s aspirations regarding the university’s public good role intersect with race, class and the socio-economic. This is reflected in the variety of distinct, but often overlapping, ideas among higher education stakeholders about what can improve the lives of students, academic and non-academic university staff, as well as the wider South African public. Current conceptions of the public good role of South African universities do not take into account that notions of the public good are framed by different development ideologies; implicitly informing aspirations for the university as a public good stimulus. A description of the ways in which stakeholders believe universities can, should or do serve the public good for the different publics therefore requires untangling these nuances. This paper clarifies conceptions of the public good by taking interview data, and establishing which ideologies respondents refer to when articulating the relationship between universities, their public good role and development in South Africa. To demonstrate that respondents’ answers signal specific ideas about what universities contribute to society and the economy, I show how three ideal types emerge from the interview data. Each ideal type refers to some model of a socially-responsive university, uniquely embodying a particular development theory. The three types, two of which are termed after their respective development theories, are the entrepreneurial university, the developmental university, and the welfare university. The findings of the interviews illustrate that stakeholders’ views do not always fit neatly within a single ideal type, but rather that they sometimes subtly, sometimes more overtly, cross-cut the three types. This notwithstanding, I conclude that the South African case does seem to suggest a growing move towards the welfare university. 2019-203 RUPTURING OR REINFORCING INEQUALITY? THE ROLE OF EDUCATION IN SOUTH AFRICA TODAY Prof S Allais – University of the Witwatersrand, Dr AL Cooper – Human Sciences Research Council, Dr Y Shalem – University of the Witwatersrand Keywords: Inequality, human capital, socio-economic, school quality Abstract: This paper explores the relationship between education and inequality in South Africa today. The dominant theory which has been used in South Africa to examine education and inequality is Human Capital Theory, which claims that enhanced levels of education raises people and countries’ productivity, stimulating economic growth and eradicating poverty. During the 1980s in South Africa this theory was severely criticized, but it has gained ascendency after liberation when combined with research into the crisis of learning in schools. HCT has been used by influential economists from the University of Stellenbosch to argue that the most effective way to reduce racialised inequalities is to improve the human capital of poor black South Africans so that they can compete more effectively in the labour market. We argue that this approach, underpinned by HCT, mis-diagnoses both the fundamental causes of poor education in poor schools (the education side of the theory) and of income inequality (the economic side of the theory) and the possibility of rupturing these. Evidence shows that poverty structures educational success, both for individuals and for the possibility of building successful schools. The research of the Stellenbosch School shows this in more detail than most educational research in South Africa today. However, while the group demonstrates that factors outside of schooling are linked to poor educational achievement, its recommendations are all focused on in-school factors. They demonstrate that poverty is the single most dominant binding constraint on improving educational outcomes, but argue that teacher unionization, weak teacher content knowledge and pedagogical skill; wasted learning time; and weak institutional functionality are the binding constraints which prevent improvement in education. A more apt conclusion would be that poverty needs to be eradicated in order to build human capital, rather than human capital being built to eradicate poverty. Finally, we argue that there is no theory of job creation in this dominant discourse, other than an assumption that there is a wide-spread skills shortage. It is assumed that a supply of educated workers will create a demand for jobs. There is no evidence that this is the case. 2019-211 THE IMPACT OF PSYCHOSOCIAL FACTORS ON THE ACADEMIC PERFORMANCE OF UNDERGRADUATE STUDENTS IN A UNIVERSITY SETTING: A SCOPING REVIEW Ms T Fennie, Ms Y Mayman, Ms C Louw, Ms M Kombora – University of the Western Cape

Keywords: impact, psychosocial factors, academic performance, undergraduate students, university, scoping review Abstract: The transition and educational journey from school to university is characterised by fear, anxiety, expectation and stress. Academic achievement is often considered as top priority for undergraduate students, as this does not only determine their academic, but is considered crucial for their personal future as well. Undergraduate students in the first- and second years of study are expected to perform academically according to the standards of their respective institutions of higher learning. Factors such as the transition from high school to university, as well as an individual’s socioeconomic background can be found amongst a plethora of psychosocial factors which surround the individual. This often has a significant impact on their academic performance. The proposed study thus aimed to investigate the impact of psychosocial factors on the academic performance of undergraduate students in a university setting, both internationally and nationally, thereby highlighting the gap within the South African context. The design of the study involved a scoping review that explored published findings around research reporting on the psychosocial impacts upon student academic performance at an undergraduate level within the context of a university. The electronic databases EbschoHost, ERIC, ScienceDirect and Sabinet Reference were systematically searched and all types of studies looking at the impact of psychosocial factors were identified. A preliminary and comprehensive search was done of the aforementioned databases in order to finalise the final keywords used in the study. The inclusion criteria included global and national English articles published between 2008 and 2019, as well as qualitative, quantitative and mixed method articles that focus on undergraduate university students (specifically first and second years). The results and collected information show that psychosocial factors indeed have a great impact on the academic performance of undergraduate students at university. It is also clear that transition into university has a great impact on how well students perform as it determines whether or not they are able to successful adjust to their university environment. It is thus recommended that universities emphasise the importance of and need for orientation. Further, it is more research needs to be conducted on the impact of psychosocial factors. The findings of the study may assist academics, who teach undergraduate university students as a basis for awareness and improving regarding psychosocial factors experienced by undergraduate students. 2019-269 DIVERSIFIED IDENTITIES IN THE SCHOOL CURRICULUM: EDUCATION AS A PRACTICE OF FREEDOM AND LIBERATION? Mr Y Duze – University of KwaZulu-Natal Keywords: Diversity, desegregation, curriculum, gender, culture, proliferation Abstract: Diversity has been at the helm of the South Africa’s education system. Hence South Africa’s education system has undergone numerous attempts of reconfiguration, through its optimistic legislative enactment. There is a plethora of research that has focused on the curriculum, teacher and learner style of learning and teaching (pedagogy). Throughout the strides of existing research, the central point of concern has continuously revolved around the South Africa’s prevalent diverse identities. Ranging from race, culture, gender, and sexuality, and how they are incorporated within the curriculum through an assimilatory process that accommodates all diverse identities, with intentions of detracting all bias and isolation, this paper is pronged by three integrated topics of inquiry in to the education system and school curriculum. It first seeks to engage the view on optimism and pitfalls of desegregation and assimilation of cultures in the education system. Secondly, it engages on the gender and sexuality representation within the curriculum and pedagogy in the classroom. Lastly, the paper draws its analogy from the ideology of the education system as a tool of freedom and liberation. The paper is guided by a perspective that the classroom is a microcosm of society and does not negate the external influences, which proliferate what transpires within the schools premises. This paper argues that cohesive motives and principles of unity in diversity within and outside the university premises should reflect a liberating education system.

Venue: Room 1820 2019-134 TEACHERS’ COLLABORATION PRACTICES IN DEVELOPING INCLUSIVE EDUCATION Miss S Fodo, Dr S Stofile – University of the Western Cape, Prof E Swart – Stellenbosch University, Prof E Struyf – University of Antwerp, Prof P Van Avermaet – Ghent University, Prof K Petry – KU Leuven, Mr D Vansteenkiste – University of Antwerp, Mrs Z Jansen, Ms M Schreuder – Stellenbosch University Keywords: Collaboration; Facilitators and constraints; Teachers; Inclusive Education; Full-Service School Abstract: Inclusive education (IE) is an international movement and South Africa is in the process of developing systems to support the process. The aim of this study was to develop narratives of teachers’ trajectories of collaboration in developing IE. The Department of Education acknowledged that collaboration among teachers and other professionals and between teachers and parents and the community is a critical strategy and skill for developing IE successfully (Department of Education, 2001). This study was conducted at a full-service school in the Western Cape Province which was selected purposively. Snowball sampling was used to select 3 teachers who were interviewed individually and observed at their collaborative spaces. This study employed a qualitative case-study approach as research design. Cultural-Historical Activity Theory was used as the theoretical framework to understand how teachers become more responsive to the diverse needs of all learners and how they collaborate with others in developing more responsive pedagogies. Multiple methods of data analysis, such as thematic analysis and CHAT were used to analyze data collected. The study revealed that teachers collaborated in school owned activities as well as in Department owned activities. Teachers reported to have voluntarily participated in school owned collaboration practices as their school had a culture of sharing knowledge and skills and this enabled them to work closely with each other. Whereas in Department owned activities, teacher reported that they participated because they had to obey instructions from their employee. Teachers felt that the Department owned activities used top-down approaches which hindered some of their collaboration practices. Teachers reported to have encountered some facilitators as well as constraints of collaboration. This study concludes that if collaboration is a critical strategy for the successful implementation of IE in South Africa, the Department of Education (DoE) should give schools an opportunity to indicate their areas of needs so that teacher development opportunities can be designed accordingly. Secondly, the DoE should continuously support teachers’ collaborative practices in the context of their schools. Lastly, the DoE and the school should encourage and monitor teachers to continue to create environments where they work collaboratively in decision-making and problem-solving. This paper explores some possibilities to address collaborative practices in the context of schools. 2019-298 HEALTH LITERACY ON PRESCRIBED MEDICATION INSTRUCTIONS BY DIABETES MELLITUS PATIENTS AT A SELECTED CLINIC IN THE CAPRICORN DISTRICT OF LIMPOPO PROVINCE, SOUTH AFRICA: A PILOT STUDY Mrs C Ngoatle, Prof MJ Themane, Prof MT Mothiba – University of Limpopo Keywords: Instructions, diabetes mellitus, health outcomes, misinterpretation, Non-Communicable Diseases (NCDs), prescribed medication. Abstract: Misinterpretation of medications instructions due to poor health literacy is common in diabetic patients, leading to suboptimal medication therapy. The aim of this study was to investigate patients’ interpretation of prescribed medication instructions at a selected Clinic in the Capricorn District of Limpopo Province, South Africa. The study used a qualitative research approach. A non-probability purposive sampling was used to select five participants for the study. Semi-structured interviews with a guide were used to collect data. Tesch’s steps for qualitative data analysis were adopted. The study findings revealed inadequate explanation of instructions, poor health outcomes, lack of information related to poor health outcomes, lack of knowledge on using medication correctly and medication non-compliance was observed. The findings imply that there is poor education regarding medication use by diabetic patients.

The study indicated that diabetic patients have poor medication instructions comprehension such as inadequate explanation of the medication instructions. Therefore, healthcare professionals must provide in-depth explanation of medication instructions to enhance comprehension. 2019-283 MANAGING CONFLICT AT INSTITUTION/S OF HIGHER LEARNING; A POST-POSITIVIST PERSPECTIVE Mr Y Lukman, Prof S Balkaran, Dr Z Gobingca – Walter Sisulu University Keywords: stakeholder, conflicts, management, style, leadership, integration Abstract: South African Institutions of Higher Learning are annually challenged by violent student protests and demonstrations, mostly at the beginning of every academic year, which adversely impact the smooth academic program. Stakeholders’ expectations were at the apex of causes which destabilize the academic environment, academic almanac and which overall tarnishes the academic and professional reputation. In a highly adversarial and competitive academic environment, such volatility retards academic progress. This empirically grounded paper focuses on conflictual variables amongst universities but with reference to the Walter Sisulu University (WSU) spread across the Eastern Cape. Adopting the post-positivist approach, this study obtained data from over 180 respondents and was analysed by using descriptive and inferential statistics, including analyses of variance and Pearson Product Moment correlations. In addition, content analysis techniques were used to analyse the data obtained through an unstructured questionnaire. The findings highlighted four major variables that gave rise to conflicts, escalation of strikes and demonstrations at WSU and these findings are analogous to other institutions. This study suggests integration as the most appropriate style of managing conflicts at institutions of higher learning. 2019-135 EXPLORING THE USE OF TECHNOLOGY IN FORMATIVE ASSESSMENT: LESSONS FROM THE TARMII ONLINE ASSESSMENT RESOURCE Dr KC Motha – Human Sciences Research Council Keywords: Technology, formative assessment, teaching and learning, TARMII Abstract: Digital devices and online connectivity are becoming increasingly important in teaching and learning environments. For children from low socio-economic backgrounds, the school may be the only place where they will have the opportunity to access and use digital resources and online connectivity. It is through the Teacher Assessment Resource for Monitoring and Improving Instruction (TARMII) online assessment resource that an attempt was made to provide South African primary school teachers and their learners with an opportunity to use an online assessment platform to support and transform the way teachers view and use assessment in the classroom. While formative assessment or assessment for learning provide opportunities for teachers to collect and analyse information on the learning process, such practices are very limited in most South African classrooms. Teachers, therefore, require support and appropriate resources to effectively use assessment in the classroom. The central question guiding this paper is, “Can TARMII serve to support and transform the use of assessment in the classroom?” The paper reports on a qualitative case study employed to explore the use of TARMII with Grade 3 teachers and learners in a sample of primary schools. The findings revealed that (i) the assessments allowed for teachers to identify shortcomings in the learning process; (ii) teachers used electronic assessment activities as opportunities to assist learners with areas of difficulty in the subject content; (iii)teachers observed that learners were able to concentrate better and for a more sustained period of time when completing assessment tasks on mobile tablets, desktops and smartphones; (iv) learners who could read with understanding were able to complete online assessments with ease; (v) limited and intermittent internet connectivity, insufficient digital devices and teacher workload hindered regular use of the online assessment resource, which would have enabled teachers to collect assessment data and have the software analyse information about learners’ understanding of subject content. In conclusion, the effectiveness and utility of assessments in schools should be determined by the extent to which they transform teaching to promote learning.

20190-259 PERCEPTIONS OF TEACHER MENTORS ON MENTORSHIP Dr A Hiralaal, Mr C Makwara, Ms E Khonyane – Durban University of Technology Keywords: Mentorship, coaching, informal mentoring, mentoring models, Abstract: Mentorship occurs when a senior person (the mentor) in terms of age and experience undertakes to provide information, advice and emotional support for a junior person (the protégé) in a relationship lasting over a period of time and marked by substantial emotional commitment by both parties. If the opportunity presents itself, the mentor also uses both formal and informal forms of influence to further the career of the protégé. However, many teacher mentors have differing and sometimes conflicting view of what mentorship is. Many of the mentors confuse mentoring with coaching while there is distinct difference. Data to explore perceptions of teacher mentors on what they regard as proper mentorship was gathered at a workshop for teacher mentors. A qualitative research approach was adopted and a thematic analytical approach was used to analyse the data. A large majority of principals described mentoring as professional and personal support provided to student teachers during their teaching practice sessions whilst others described mentoring as providing leadership and guidance to student teachers. Another principal described mentoring as creating opportunities inside and outside the classroom to enable student teachers to grow and develop as aspiring future teachers. Another group comprising mainly female principals were off the opinion that mentorship was teaching student teachers the “tricks of the trade.” When probed into explaining what they meant by this, they responded that mentoring was a powerful source of information sharing where novice teachers can learn the ropes of what it entails to be a teacher in the classroom. This view resonated with a number of principals who felt it was their duty as principals to help novice teachers to become more effective teachers of the future. Herein lies the conflicting views between coaching and mentoring. Some principals confused coaching, which is more performance driven and designed to improve the professional’s on-the-job performance with mentoring, which is more development driven, looking not just at the professional’s current job function but beyond, taking a more holistic approach to professional development. These findings have major implications for the university mentorship training programme because a change in mindset about mentorship and coaching is needed. While the skills required are similar, and both are used as professional development tools, the structure and the outcome are quite different. Findings also revealed that the university was not doing enough to prepare principals to be effective mentors. They also stated that there was a lack of communication between the university and the school mentors.

Venue: Room 1920 2019-328 INSIGHTS INTO THE USE AND AFFORDANCES OF ARTS-BASED METHODS FOR PRE-SERVICE TEACHERS TOWARDS HIV AND AIDS EDUCATION: AN ASSET-BASED APPROACH Dr FP Khanare – University of the Free State Keywords: Arts-based methods, Draw-and-write, Creativity, HIV and AIDS education, Photovoice, Pre-service teacher Abstract: The current study reported here is one within a research project aimed at exploring pre-service narratives of HIV and AIDS through creative and expressive arts abstracts in three teacher-training universities in South Africa. Creativity is a graduate attribute that pre-service teachers need to acquire before transitioning from university into the workplace (in this case school). This exploratory research aims to provide insights into the use of arts-based research methods and collaborative assemblages by Foundation Phase pre-service teachers in Free State and the emergent affordances created with the use of the arts-based methods to reimagine approaches towards HIV and AIDS education. This study adopts the asset-based theory as a theoretical framework. Data were generated through draw-and-write activities and photovoice during the project’s planning phase and through subsequent group discussions and continuous oral and written reflections during its operational phase. Two types of analysis were conducted: participatory analysis and overarching thematic analysis. Findings show pre-service teachers’ scanty knowledge and utilisation of arts-based methods in teaching HIV and AIDS-related issues. In light of the pre-service active participation in the research project, the findings also reveal various arts-based method affordances that have the potential to improve pre-service teachers’ creativity in teaching HIV and AIDS and several implications were identified for creating inclusive, affirming and equitable learning environments for all learners, including those living with and/or affected by HIV and AIDS.

2019-329 USING LCT RESEARCH FINDINGS TO SUPPORT THE TRANSITION FROM FIRST TO SECOND YEAR MATHEMATICS Dr CH Conana, Dr DM Solomons, Prof D Marshall – University of the Western Cape Keywords: Knowledge, Transition, Mathematics, Second year Abstract: This paper uses tools from the Semantics dimension of LCT to examine students’ experiences of the transition from first year to second year mathematics, and then reports on an educational intervention aimed at addressing students’ difficulties with this transition. Internationally, the transition from first year to second year is noted as a challenge for many students in undergraduate programmes around the world (see, for example, Hunter et al, 2010; Yorke, 2015). Despite this, there is a paucity of research on the transition to second year, with most studies focused on students’ experiences of the first year, or on their exit-level outcomes. In South Africa, the challenging transition from first year to second year is especially the case for students moving from a foundation or extended degree programme into the so-called mainstream second year. Lubben (2007) in study of an undergraduate extended physics programme noted that students struggled with the discontinuity in teaching approaches between first and second year physics courses. Smith, Case & Walbeek (2014:636), question ‘the efficacy of a model that focuses largely on first year academic interventions’. They show that these models influenced students’ performance in the first year but did not improve the overall graduation rate of students. Rollnick (2010) has suggested that changes to the curricula and pedagogies beyond the first year are what are needed. This is also argued in a recent CHE (2013) report which highlights the importance of ‘epistemic transitions’ throughout the undergraduate curriculum, and notes that curriculum reform needs to address these key transitions. The report argues that foundational provision needed to extend beyond the first year of a programme. The context of this study is an extended curriculum programme in a Science Faculty, in which the first year Physics and Mathematics courses are spread over two years, allowing more curriculum time for foundational provision (developing conceptual foundations, mathematical understanding, modeling, academic literacy and numeracy skills etc.). Despite this foundational provision, students’ transition to second year remains an ongoing challenge. The first part of this paper uses tools from the Semantics dimension of Legitimation Code Theory (LCT) to better understand students’ transition challenges. Pedagogical practices in a first year physics foundation course and second year physics and mathematics courses are analysed as a means to develop insights into the challenges students face in making the transition to second year. The LCT analysis suggests that this transition may be exacerbated by mismatches and discontinuities in pedagogical practices between first year and second year. The findings suggest that attentiveness to particular pedagogical aspects (pacing, semantic range, representational modes and interactive engagement) would be likely support students in navigating the ‘epistemic transition’ to second year. The second part of the paper describes how the research findings from this LCT analysis of the transition to second year were used to frame an educational intervention. This intervention was developed through collaboration between an academic development practitioner and disciplinary lecturers in mathematics. Clarence (2015) similarly notes the usefulness of LCT tools to ‘assist both academic development practitioners and disciplinary educators, working collaboratively, to analyse and change pedagogical practice in higher education’ (p.3). Changes in pedagogical practices introduced at the second year level included a greater semantic range in the lectures, more semantic waving (including more explicit unpacking and repacking of representational modes used) and more interactive engagement (with students actively engaged in enacting semantic shifts). This paper will report on lecturers’ and students’ experiences of these interventions and the way in which these interventions led to significant and unprecedented improvement in student learning of mathematics at the second year level. 2019-330 READING TEST-TAKER PERFORMANCE THROUGH A LEGITIMATION CODE THEORY LENS: HOW AND WHY Dr NS Msusa – University of Cape Town Keywords: Legitimation Code Theory, National Benchmark Tests, alternative tests, access and placement

Abstract: Legitimation Code Theory (LCT) is a relatively new approach to analysing different aspects of life. In the sphere of education, LCT concerns itself with making explicit the rules that make up knowledge and its practice with the aim of encouraging the players within the sphere to teach, learn or change the rules of the game for greater knowledge-building. The purpose of this study is to explore the way in which LCT can be used to analyse test-taker performance on alternative tests used for admission or placement purposes into the first year of higher education. Much research has gone into finding ways of incorporating information taken from test-taker results into the foundation programme curriculum, for instance, in order to speak to students’ varying levels of preparedness and needs. The argument presented in this paper is that such research has had an over-focus on elements such as student-centred engagement, learning and teaching methods as well as the acquisition of academic skills; at the expense of focusing on the knowledge itself that is the actual subject of the learning. This paper, therefore, will highlight the affordances of LCT as a tool to interpret and tease out specific areas of alternative tests that reveal student academic under-preparedness, by focusing mainly on the structure of the test and the test-takers’ response to it. The analysis will focus on, among others, the constituents of a selected test as a knowledge practice, its purpose, underlying structure and nature of relations with players within and outside the knowledge. The paper concludes with a reflection on how this tool can be used to obtain complementary information that could be complimentary to existing assessment for access and placement processes. 2019-335 PEDAGOGISING MY BOOK ANTHOLOGY ON THE ‘SEARCH FOR ISLAMIC ETHICAL AGENCY IN THE POST-APARTHEID PERIOD’ Prof A Fataar – Stellenbosch University Keywords: Pedagogy, Islamic Ethics, Agency, Post-Apartheid, Reflections on an anthology Abstract: The paper presentation is based on my recently published book titled, Searching for Islamic Ethical Agency in Post-Apartheid Cape Town: An Anthology (published in October 2019, Africa Sun Media). In the presentation I will discuss the pedagogical entailments of the text. As part of this task I will reflect on the book’s 25 - year gestation, its mobilisation of a mix of intellectual and religious resources, and how I use ‘context’ as one of the primary organisers of the text. The key argument that I will be pursuing in the session is that the search for ethical agency, from a religious (Islamic) perspective, turns on an acute reading of the past into the present, using the present as the ground for its articulation, done in such a way that the possibility of future pedagogical readings are able to emerge to encounter the ever more complex world that we are living in. I will present the argument that ethical agency is, and ought to be ‘pedagogised as conversational engagement’ in the first and last instance, and I will show how my book works, and could work, as an evolving pedagogical text that encounters the remaking of the word and world. 2019-063 EXPLORING LECTURERS’ ACCESSING OF INSTITUTIONAL SUPPORT PROGRAMMES TO AUGMENT THEIR TEACHING AT A UNIVERSITY OF TECHNOLOGY Dr N Norodien-Fataar – Cape Peninsula University of Technology Keywords: University Lecturers, Institutional Support, Teaching and Learning Practices, Policies Abstract: This paper focuses on university lecturers’ responsiveness to institutional support structures and programmes at a South African university of technology. It explores the ways in which lecturers’ access the institution’s support structures to augment their teaching practices at the university. A key focus is on how lecturers are able to mediate the institutional constraints and enablements of the university and to respond to the lecturing challenges they experiences via their use they make of the institution’s academic support programmes. Based on a qualitative study that addresses lecturers’ responsiveness to institutional support programmes, it draws on findings from a study of six purposively selected lecturers at this university in the Western Cape Province of South Africa. Using Bourdieu’s concepts of field, it provides an analysis of how the selected lecturers mediate their university context and how they work to align their lecturing practices in respect of accessing such institutional support. The paper applies Bourdieu’s understanding of ‘field’ in terms of social rather than geographical or territorial spaces (Lingard 2013:9). This means that understanding higher education as a field allows us to understand how to “translate practical problems into empirical observations” (Thomson 2014:79). The aspect of the university as field which I locate my study concentrates on the ‘social – educational’ spaces that constitute the university’s educational support

platform, the courses that the selected lecturers teach; the teaching and learning support services and related university policies and practices associated with these dimensions of university life. Based on the findings, the paper discusses lecturers’ active engagement with the institutional support structures to augment their curriculum offerings, and their lecturing practices. Of specific interest here is their variable use of ICTs such as you-tube video clips, and Blackboard and social media tools. I will highlight the anxiety lecturers experience in their attempt to understand and connect with the students who come from diverse demographic, cultural, intellectual and linguistic backgrounds. The paper shows the agential capacity of lecturers as they navigate the departmental and institutional structures such as policies, professional bodies and committees to improve their teaching approaches. At the same time the paper illustrates the systemic constraints and misalignment between the lecturers’ needs on the one hand, and the institutions’ structures and academic support programmes on the other. The paper argues that lecturers’ responsiveness ought to be understood in the light of the demand for a more inclusive higher education curriculum, one that requires meaningful and deeper forms of engagement with students. It argues that lecturers need to adopt new forms of teaching and pedagogical practices in higher education, and that their use of the institution’s support structures ought to optimise their students’ success. Offering coherent institutional strategies and interventions that are aimed at transforming lectures’ teaching would provide a stable platform for lecturers to improve their teaching and learning approaches.

DAY 2: SESSION 2

Venue: Great Ilanga Panel discussion: Education and Work: Debating a central problematic of our field Panellists: Dr Jean Gamble (University of Cape Town), Prof Stephanie Allais (University of the Witwatersrand), Mr Shakeel Ori (Durban University of Technology), Prof Moses Makgato (Tshwane University of Technology) Chair: Prof Volker Wedekind (Associate Professor in Vocational Education at the Centre for International Education Research, University of Nottingham) Education has had a complex relationship with work since the earliest human societies started systematically organising the training and socialisation of the next generation. Philosophers and sociologists have debated the degree to which education is about a broader notion of human flourishing or whether it is primarily about the reproduction of power relations that channel people into certain occupations. Curriculum theorists argue about the relationship between knowledge taught and knowledge needed for work, and policy makers and economists attempt to align the system of education to the needs of the economy and labour market. Currently there is a strong push to vocationalise education with emphases on employability outcomes, transferable skills and revitalisation of apprenticeship systems. Relevance in the curriculum is an issue from primary through to higher education with particular focus on revitalising the TVET system. This panel brings together a number of scholars thinking about the relationship between education and work from different perspectives and asks them to engage with the fundamental questions about this relationship, the possibilities and risks, and how our society should and could arrange programmes and institutions to manage that relationship. After short presentations from the panel the session will consist of debate amongst the panellists and members of the audience about this central problematic in our field.

DAY 2: SESSION 3

Venue: East Ilanga 2019-282 Transactional ethics and ‘damaged centred’ research: of banality and oblivion! Prof S Maistry – University of KwaZulu-Natal Keywords: Research ethics, banality, oblivion, respect Abstract: The recent execrable article by Niewoudt, Dickie, Coetsee, Engelbrecht and Terblanche in 2019 entitled, Age and education-related effects on cognitive functioning in Colored South African women published in the journal Aging, Neuropsychology, and Cognition, has drawn considerable negative attention, leading to its official withdrawal from circulation. While it may be argued that this unfortunate piece of ‘scholarship’ had slipped through the cracks, there

is certainly a need for a more nuanced analysis of what constitutes ethical social research practice. In this article, I contemplate the issue of intentionality and (un)witting Othering by invoking Tuck’s notion of ‘damaged centred’ research, an approach that continues to frame contemporary investigations in the name of social justice. I argue that there is a need to reconsider the practice of transactional ethics. Hannah Arendt’s banality (of evil) has resonance as it speaks to the notion of ‘blissful oblivion of complicity’, even in the context of a widespread contemporary discourse of social transformation and decolonization in the South African Higher education. I argue that while a race analysis is necessary given SA’s infancy as a young non-racial society, it might be useful to engage a prospective analysis, an ‘immanent ethics’ (Deleuze & Guattari) rather than an exclusively unproductive retrospective racial analysis, as such an approach offers greater potential for research ethics learning, in an already racially polarized SA academic fraternity. 2019-021 OUR JOURNEYS: POSTGRADUATE SUPERVISION AT A UNIVERSITY OF TECHNOLOGY Dr A Hiralaal, Dr G Mistry, Dr S Ghuman – Durban University of Technology Keywords: Collaborative study, multidisciplinary, novice postgraduate supervisors, university of technology Abstract: In the process of transformation at universities across South Africa, the academic plan highlights the role of supervisors in developing capacity and postgraduate education with a high quality of emerging postgraduates. This is aligned with building capacity at higher education institutions to harness the potential of academic staff as future postgraduate supervisors. The basic premise; postgraduate supervision, is an important cornerstone of an academic. Postgraduate supervision is a vital link between research and teaching activities at a university. Therefore, there is extensive literature and studies on supervision of postgraduate students at traditional, comprehensive and research intensive universities. However, there is a paucity of knowledge on postgraduate supervision at universities of technology. Despite this expanse of literature, research and knowledge, effective postgraduate supervision is a concern at universities worldwide, even under optimal conditions where postgraduate students are studying full-time. However more significantly, postgraduate supervision presents an even more formidable task at a university of technology exacerbated by the dearth of literature and studies on postgraduate supervision at such institutions. Therefore, this paper, as collaborative work in progress, will focus on the different experiences at a university of technology of a cohort of multidisciplinary experienced and novice postgraduate supervisors participating in a training programme for enhancing postgraduate supervision. Postgraduate supervisors involved in the training are exposed to valuable information and sharing designed to enrich and empower them with new knowledge to navigate the complex journey of supervision. The aim of the training course is to grow human resources needed to embellish postgraduate supervision. In generating data, a qualitative research approach will be adopted where participant researchers will report on their supervision experiences and practices as experienced and novice supervisors at a University of Technology in KwaZulu-Natal, South Africa after completing the training course. A thematic analytical method will be used to analyse the data generated. The study findings will be of interest to lecturers and researchers dealing with the challenge of providing quality supervision to students whilst mentoring novice supervisors. Moreover, bringing forth accounts of novice supervisors’ experiences on postgraduate supervision may access useful information such as postgraduate students’ learning needs and allow other experienced supervisors to reflect on and share their practices. This may propel them to move towards better understandings of research supervision practices. Also, the study will highlight the impact of once- off workshops on postgraduate supervision. 2019-022 PRE-SERVICE TEACHERS’ VIEWS OF TEACHING PRACTICE Mr K Mamutse – Embury Institute of Teacher Education Keywords: Pre-service teachers; CDA; Issues; cycle of mediocrity; learning-hierarchy Abstract: The issue of problems faced in science teaching and learning in South Africa is reported abundantly in literature. A lot of studies have focussed on the issues that are faced by high school learners in their learning of science. Others have also looked at the problems that are faced by high school science teachers. The verdict is the same: there are some problems in the teaching and learning of science in the country. The aim of this qualitative study is to explore the problems that pre-service primary school science teachers in a South African institution face. These students face high failure rates in the science modules. In an average year for instance less than half a class would proceed from one year to the next. This has implications in their professional aptitude when they qualify as teachers. By looking at the issues that pre-service science teachers face, the study seeks to explore the science learning issues right from the primary school level, and plug any prevalent loopholes. Using Critical Discourse Analysis (CDA) as

the theoretical framework the study interrogates the issues that the students face. The use of CDA is characterised by the researcher’s use of their judgments and comments based on their analysis of the conversations they would have held with the participants. The data were collected using semi-structured interviews and focus group interviews. The interview data were then analysed using content analysis. The significance of the study lies in its potential to address issues related to science teacher training at the very foundation of the learning hierarchy. This in the long run has the potential to address the problems faced in the teaching and learning of science in South Africa. The study concluded that the pre-service primary school teachers received inadequately planned training. This could be the smoking gun in the issue of poor science teaching and learning in South Africa. If this is not addressed adequately, it could intensify into a cycle of mediocrity in the teaching and learning of science from primary school up to teacher training level.

Venue: North Ilanga 2019-116 BRIDGING ‘UNCERTAIN SPACES’ IN TEACHER EDUCATION: HUMANISING PEDAGOGICAL TOOLS TO CULTIVATE RESPONSIVE STUDENT TEACHERS AND AGENTS OF SOCIAL CHANGE Prof N de Lange, Ms RA Notshulwana, Ms NV Msutwana, Dr AM Cherrington, Dr M Childs, Dr C Jordaan – Nelson Mandela University Keywords: Humanising pedagogy; participatory visual methods; reflexive teacher education Abstract: In the drive to transform and decolonise higher education in South Africa and re-imagine universities as institutions that promote critical thinkers and agents of change, teacher educators are increasingly challenged to explore humanising, dialogic and reflexive teaching and research strategies that highlight the role of students’ agency, voice and power for bringing about educational change. We draw on Pinar’s notion of a ‘complicated conversation’ about the imperative of teacher educators and educational researchers to ‘bridge the uncertain space’ between academia and the social world, with an urgency to ensure relevance and accountability. Our work in academia, i.e. teaching, learning and research and engagement is bounded by enabling and restraining regimes, the latter often making it difficult or impossible to enable its relevance to the social world. Despite this, we work to create spaces that, as hooks suggest, can be places of ‘promise and possibility’. We advocate that participatory visual methods, which have been described as appropriate research tools for mediating engaged, creative and agentic spaces for shifting possibilities, might offer us the pedagogical means to disrupt current resistant and hegemonic teaching cultures/practices in higher education. At the roundtable the panel will engage with different levels of higher education, i.e. institutional structures, teacher educators and student teachers to address one critical question: How can we as teacher educators and educational researchers use participatory visual and arts-based work to bridge the ‘uncertain space’ between academia and society in contributing to social change?

Venue: South Ilanga 2019-200 Reflecting on higher education, inequalities and the public good in four African countries Prof E Unterhalter – University College London, Prof S Allais – University of the Witwatersrand, Dr C Howell – University College London Keywords: Higher Education; Public Good; Inequality; Africa Chairs: Prof Elaine Unterhalter & Prof Stephanie Allais This panel presentation will report on the work of a ESRC/Newton/NRF collaborative project: Higher education, inequality and the public good in four African countries: Ghana, Kenya, Nigeria & South Africa. Involving research teams in each of the four countries, the project investigated how the idea of higher education and public good has been understood and contested amongst different higher education role players and constituencies. A literature review was conducted together with key informant interviews with senior policy makers, academics, students, employers, and social activists. From the data some key issues of contestation emerge concerning who defines public good and how possible its realisation through higher education may be in different contexts, the nature of scholarship in the field, and the form of indicators that may be able to reflect different ideas and manifestations of higher education and the public good. These debates have implications for thinking about equitable and inclusive

education systems, how higher education articulates with schooling, is financed, and what kinds of scholarship are privileged in shaping understandings of its role in society. Four papers are to be presented:

• Elaine Unterhalter and Stephanie Allais – Higher education, inequalities and the public good in four African countries: Thematic overview (e.unterhalter@ucl.ac.uk/ stephanie.matseleng@gmail.com)

This paper gives an overview of the project, its design, and some of the key themes emerging from the data analysis regarding how to define public good in relation to higher education. Conditions of possibility frame whether or not these meanings can be realised. Key formulations articulated by respondents entail linking public good aspects of education to something the public as a whole can access, giving substantive meaning to the notions of building the public sphere and serving the needs of society, and thinking of public good as a form of social contract. How these perspectives are articulated by different constituencies and whether they think they can be realised will be explored.

• Colleen Howell (UCL, Institute of Education) – Elusive evocations: Writings about public good and higher education in Africa (chowell25365@gmail.com)

The paper draws from a rigorous review of literature relevant to the concerns of the project, considering in particular the work of scholars writing about the role of higher education in Africa and its associated relationship to the public good. The paper begins with a mapping of the contextual and conceptual foci of the literature and in so doing, presents a critical picture of what is being written about in relation to higher education and the public good in Africa. The paper is especially concerned with where this writing is coming from, what issues are being explored and the insights that this scholarship offers to understanding how this relationship is conceptualised and enacted in the African context. In conclusion, the paper critically considers the value and importance of these insights for deepening the scholarship around higher education and the public good in necessary and important ways.

• Mthobisi Ndaba (University of the Witwatersrand)- Being a Public Good Academic in a South African university: Costs and Trade-offs (sompisikandaba@gmail.com)

The paper documents the complex dynamics of South African academics’ engagements with higher education’s public good contribution. It discusses the commitments, costs and trade-offs academics recount in pursuit of public good in a higher education system, marked by a history of colonialism and apartheid. Interviews conducted in 2018 and 2019 with academics engaging with calls for free, decolonised education highlight the tensions and trade-offs.

• Palesa Molebatsi (University of the Witwatersrand) and Tristan MCCowan (UCL, Institute of Education) - Indicators, public good and inclusion in African higher education systems (pm.molebatsi@gmail.com/t.mccowan@ucl.ac.uk)

This paper draws on debates about how to measure the unmeasurable in education. We review a range of fields that an indicator of African higher education and the public good should encompass, and evaluate contemporary data sources to build it. Based on this and interviews conducted with key informants we develop a dashboard (a visual representation of components of the indicator). The paper explores proxies that could be developed in the dashboard to capture the complex meanings of access and quality arising from informants’ views framed in terms of ideas of intrinsic and instrumental manifestations of public good.

Venue: Suite 1 2019-246 UNPACKING TEACHER PROFESSIONAL DEVELOPMENT Prof YM Sayed – University of Sussex, Ms ZM McDonald, Dr TM Nyatsanza – Cape Peninsula University of Technology, Prof N Carrim – University of the Witwatersrand, Ms M Singh – Cape Peninsula University of Technology Panel abstract: The promulgation of the Sustainable Development Goals (SDGs), which came into force at the beginning of 2016, marked a shift in the conceptualisation of education as an inalienable right, and the duties of governments towards ensuring visible improvement in key indicators in their national public education provision. This shift was primarily in response to the shortcomings in reaching the earlier Millennium Development Goals and Education For All, which aimed to expand access to education globally and particularly to marginalised groups such as girls (Sayed & Moriarty, 2018). Goal 4 of the SDGs identified a need to ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ (UNESCO, 2015:7). The key outcomes and indicators of SDG-4 positioned teachers as a crucial input to achieving this goal, while recognising that implementing its vision at national and regional levels would require sensitivity to local contexts, resourcing, capacity and forms of governance. As such teachers matter for access to equitable and quality education and lifelong learning for all. In this context, this panel examines teacher development at stages of their professional career trajectory based on several research projects conducted by the Centre of the International teacher Education (CITE). These projects focus on the professional development of prospective teachers examining their experiences of learning to teach, their

experiences of being Newly Qualified Teachers, and their professional development needs and experiences as practicing teachers. The first paper is focuses on initial teacher development, from the perspective of student teachers enrolled in a BEd Foundation Phase programmes exploring tehri experiences of the learning to teach. Particular attention is paid to the development of their knowledge, skills and dispositions as well las their motivation and beliefs. The second paper focuses on initial teacher development, from the perspective of teachers who have newly qualified from teacher education programmes. This paper explores how newly qualified teachers (NQT) contend with bureaucratic processes, whilst managing their classrooms during their first year of teaching. The third paper focuses on the ongoing professional development experiences of existing teachers and how they navigate their professional needs in a highly unequal education context. This paper gives voice to teacher as professional and examines the implications thereof for policy and practice. Individual paper abstract Paper 1: Leaning to Teach: a Longitudinal Perspective Drawing on a longitudinal study of two higher education institutions’ initial teacher education programmes in South Africa, this paper provides an account of the experiences of becoming teachers including their motivations for wanting to become a teacher, their development of professional knowledge as well as learning to teach mathematics and languages. Specifically, this paper addresses the key question who becomes a teacher and why as a way of understanding how the best can be recruited for areas and subjects of most need in the South African context. It also considers the experiences and challenges of initial teacher education students who specialize in language and mathematics teaching as well as their experiences of the Teaching Practicum. This paper locates this discussion of student teacher experiences within the changing national policy context and global debates, and provides policy recommendations for consideration. Paper 2: Newly qualified teachers experience of bureaucracy in their first year of teaching Teachers operate in diverse contexts, demanding varied levels of capabilities that can place different constraints on teachers (Hammerness, Darling-Hammond, Bransford, et al, 2005). These constraints become even more challenging to address when the teachers are newly qualified. This paper explores how newly qualified teachers (NQT) contend with bureaucratic processes, whilst managing their classrooms during their first year of teaching in the Foundation Phase. Focus groups were conducted with 40 newly qualified teachers who had graduated from four different universities in South Africa, both in the Western Cape and Gauteng provinces. Darling- Hammond’s (1989) lines of accountability is used to analyse and structure the findings. The study found that firstly, newly qualified teachers are expected to engage with the administrative workings of the schools and to comply with demands that emanate from the district and/or provincial offices that they are linked to, without having covered these processes in their initial teacher education programme. Secondly, there is no formal induction processes in schools to assist NQT with understanding the procedures they are required to follow. Thirdly, administration and reporting causes immense pressure due to the sheer volume of administrative tasks needing to be completed. It also limits the kinds of learning interventions that NQTs institute in their classrooms because every intervention needs to be recorded as ‘proof’ and NQTs would rather avoid more administration. Lastly, the level of administration impacts the work-life balance of NQTs, as many take work home to be able to manage their administrative workload. The main implication of this is that when NQT are unable to teach in the manner that they were trained, it causes immense frustration, leads to feelings of isolation within the teaching fraternity, contributes to teacher attrition and low teacher morale. This is particularly concerning for Foundation Phase teachers who are concerned with teaching basic numeracy and literacy skills that are integral to successful schooling careers of learners. Paper 3: Continuing Teacher Professional Development in a context of inequalities Colonisation and apartheid have profoundly shaped teaching in South Africa. Teachers were differentially trained, supported and valued in ways that (re)produced race, gender and class power dynamics. It is within this context that the democratic government put in place several important interventions and policy measures to provide more equitable teacher professional support. This includes the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa, the Minimum Requirements for Teacher Education Qualifications, and the Action Plan to 2019. Despite this policy rich environment, however, the schooling system continues to reproduce these inequalities. This context has given rise to the concept of a “bifurcated” education system (Sayed and Soudien 2005;), in which historically black schools are systematically unable to convert resource inputs into learner outcomes relative to historically white schools in South Africa or schools in other (poorer) African countries. This paper is about teachers and their work in the context of embedded inequalities, and what this means for learners and learning. The panel examines two representative surveys on teachers and teacher education. The first surveyed teachers in the Western Cape regarding their views of professionalism and accountability, and was conducted in 2015 by the Centre for International Teacher Education with support from the Department of Basic Education (DBE). The second surveys teachers across South Africa regarding their experiences of professional development programmes and how these could be improved, and was conducted in the first half of 2018 by the DBE. These are the first representative surveys

of teachers in South Africa, and provide critical, new information on schools as institutions that reproduce the multiple interlocking inequalities of colonialism and apartheid, including race, gender, class and language.

Venue: Suite 2 2019-071 TVET FOR SUSTAINABLE SKILLS FOR THE FOURTH INDUSTRIAL REVOLUTION: SNAPSHOT AT CHALLENGES TVET COLLEGES Prof M Makgato – Tshwane University of Technology Keywords: TVET; CET; fourth industrial revolution; digital literacy Abstract: Technological advancement is a major driver of the economic growth and has raised living standards enormously (though unevenly) across the globe. Digital technologies radically transform the structure of organisations and employment models, including teaching and learning. Youth and people who lack high level technological and interpersonal skills are becoming vulnerable due to digital automated jobs. There is a need for targeted and strategic skills, that is responding to the changing technological world. The digital revolution and an increasing demand for designing and manufacturing are driving the growth of the creative sector, which extends from arts to science and technology, and involves cultural creativity and innovation. TVET college students should be equipped with designing and making skills for the 21st century jobs. There is growing polarization of labor-market opportunities between high- and low-skill jobs, unemployment and underemployment especially among young people. Globally, almost 75 million youth are officially unemployed. This paper present the driving forces for new jobs and skills for the future. The paper also advocate practical occupational skills and digital literacy from basics to an advance level. The implication of digital literacy for the fourth industrial revolution is highlighted. The empirical part of this paper present results based on the investigation done on the vocational educational and training practices at three TVET colleges in one province in South Africa. The empirical part focused on vocational pedagogic and didactic practices; workshop material and equipment for practical training; work integrated learning, and integration of theory and practice in vocational subjects. This investigation is a case study to gauge the extent of readiness of some TVET colleges for the fourth industrial revolution. The methodology of collecting data were questionnaires, interviews and observation. The participants of the study were students and lecturers. On the basis of these data the paper determine the extent of readiness of TVET as well as CET colleges in the country to provide sustainable 4IR skills. The paper recommend measures to position the TVET and CET colleges for the fourth industrial revolution. 2019-096 EXPLORING PEDAGOGICAL POSSIBILITIES THROUGH POETRY Dr WA Rawlinson – Durban University of Technology Keywords: Poetic inquiry, identity, undergraduate communication pedagogy Abstract: The reflexive writing of poems was an innovative means of presenting and analysing data. It jolted me into thinking more creatively about my communication pedagogy. This method illustrated how the imprints of my past experiences had left traces on my lecturer self and influenced my communication practices. Constructing poetry assisted in the answering of my research question; How does my communication lecturer identity inform what I do in a diverse undergraduate classroom at a UoT? Engaging in this arts-based form of research helped to activate complexity and resistance to my rigid ways of perceiving. It allowed me to open up my fixed meanings and experiences in relation to the cultural, historical context in which I was situated. I used poetry as a way to challenge my meaning making and to explore possibilities of alternate ways of teaching. Poetry, as a form of analysis, offered possibilities to extend the boundaries of my thinking about communication pedagogy and to foster social cohesion in my undergraduate classes. The meditative poetic writing space offered potential to extend the ethical, aesthetic lecturer self and to sustain the kind of flexible human being I desired to be in the classroom, who continually sought out different ways to re-configure power as communication lecturer. This alternative form of data representation generated insight and provided productive ambiguity because of its evocative nature. The poem I constructed in my final chapter, Uncovery to recovery, as a performative and creative activity helped to represent the process and findings of my study. The synthesis of ideas enhanced understanding of the processes of self-recovery and re-constitution. I found poetic

writing to be a space not only to express my emotions and thoughts but to undo my sedimented, instrumentalist patterns of thinking and acting. Furthermore it was a means to demonstrate “the ways we also engage constantly in constituting and reconstituting our sense of self and identity” Leggo (2005). Through this creative activity I was able to reconnect with my communication teaching practices as reflective, embodied communication lecturer - not merely a disembodied doer. I recognise that I broke some barriers in my own thinking, for example in understanding my complicity in apartheid, and crossed borders in desiring a community in which communication could attain levels of mutual learning. 2019-293 EXPLORING THE ROLE OF MICRO HISTORIES IN THE SCHOOL HISTORY CURRICULUM: A CASE STUDY OF RICHMOND AND IMBALI TOWNSHIPS, SOUTH AFRICA Mr JB Mpanza – University of KwaZulu-Natal Keywords: Micro-history, historiography, school curriculum Abstract: Start typing here: Many discourses have emerged on the role of micro-histories and how they influence the writing of history. Micro-histories are generated by individual accounts in smaller units within communities. This paper seeks to explore the role played by micro-histories through time and their capacity to embrace change and continuity. It will also attempt to fill the existing gap in the entire body of historical knowledge, by targeting those lived individual experiences that often receive minor historiographical attention. The current contestation of narratives on decolonising the curriculum across the academic spectrum, will be taken into consideration. At school level, learners should be familiarised with the dynamics of micro-histories which entail inter alia, projects on community histories, skills on data generation, analysis and documentation. Micro-history as an essential component of historical study, should be included in the school curriculum. In the case of Richmond and Imbali, the history of political violence and its impact on these communities, had been largely undocumented. Only a generalised version of the political conflict in the Natal Midlands is available. The scourge of political violence should be thoroughly interrogated by paying closer attention to smaller units within these communities. Micro-histories enable historians to interact with primary evidence thus maximising the production of original version of historical knowledge. The paper will therefore attempt to draw parallels between micro-history and the school curriculum and demonstrate their interdependence. The negation of such historical narrative, has had a crippling effect on the survivors of political conflict between the affiliates of the United Democratic Front (UDF) and Inkatha in the 1980s. The role of micro-histories is to unearth neglected historical accounts and ensure their documentation as well as preservation. Finally, micro-histories play a pivotal role in producing historical knowledge that represents the values of smaller communities in broader society.

Venue: Suite 3 2019-333 TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING IN THE KNOWLEDGE ECONOMY Dr NJP Teis – University of the Free State Keywords: Knowledge age; industrial revolution; technological literacy Abstract: Technical and vocational Education and Training (TVET) institutions are required to respond effectively towards the changing need of new generation student, experiential learning, as well the impact of the knowledge age (industry 4.0) on jobs. TVET institutions are thus mandated to contribute to the cultivation of technologically literate students that are able to engage in current and future industrial evolutions. TVET institutions should be geared to develop technologically literate citizens that can compete in the local and global market; and develop students who are able to demonstrate a sound knowledge and practical base for engineering, project management and lifelong learning. This paper explores the critical curriculum pathways required to cultivate industry relevant learning experiences at TVET institutions as it draws on research perspectives from related literature, policy and TVET engineering study programmes that focus on specialise technical and engineering related competencies. Furthermore, the paper draws on systems theory as a sound theoretical basis to interrogate and propose the conceptualisation of an effective technical vocational education framework. We argue that teaching and learning practices at TVET institutions of learning should be designed to (1) stimulate epistemic technical-vocational beliefs of students, (2) cultivate their understanding of future technological knowledge and skills requirements; and (3) enhance students understanding of the impact of such beliefs on the global footprint. Using a thematic analysis as a methodology, we found that such a perspective differs from the commonly accepted view that the technical vocational education and training is only concerned with teaching students to apply technical

skills in a vocational set-up. The knowledge age comes with new challenges that now requires teaching that focus on the conceptualisation, design, make and the improvement of artefacts and systems to meet human needs, using relevant knowledge, physical resources and skills. The findings thus suggest a holistic and deeper understanding of the interrelated systemic relationships that affect the educational intentions of TVE. The technical and vocational relevance of TVE, in the context of literacy, requires multifaceted entwined knowledge frameworks. TVET institutions that seeks to prepare today’s students with industry relevant knowledge and skills (graduate attributes) allows them to effectively engage in tomorrow’s technological complexities. 2019-028 THE ROLE OF DEPARTMENTAL HEADS AS CURRICULUM AND INSTRUCTIONAL LEADERS IN SELECTED SECONDARY SCHOOLS Dr AS Mawela – University of South Africa Keywords: departmental heads, curriculum, instructional leaders, secondary schools, transformative learning theory Abstract: Employment of Educators’ Act 108 of (1998) and Educators Labour Relations Council of (2003) explicate the roles and responsibilities of departmental heads in relation to curriculum implementation in schools. Despite the changes made in teaching and learning curriculum policy statement, such as the Outcome Based Education, Revised National Curriculum Statement and the current, Curriculum and Assessment Policy Statement, since 1994, the implementation of the curriculum seem to pose serious challenges in schools. As part of an intervention strategy, several professional developmental workshops were conducted by the Department of Basic Education to improve teachers’ proficiency in implementing the curriculum in schools. However, this exercise seems not to have yielded the expected results, since most grade twelve learners performance in mathematics and physical science subjects are not improving in most of the secondary schools. It is on this reason that this study was undertaken to shift the focus from teachers of mathematics and physical sciences to the departmental heads as they play managers’ role in the implementation of the curriculum in secondary schools located in Johannesburg East district South Africa. In this qualitative case study, the interpretive paradigm and the transformative learning theory were employed. Purposive sampling technique was used to sample ten (n=10) mathematics and physical science departmental heads from ten secondary schools. The sampled participants are believed to be possessing rich knowledge and experience regarding school-based curriculum implementation in secondary schools. Collected data through the use of semi-structured interviews were analysed and discussed through the use of themes and categories. Findings indicated that most departmental heads have only a secondary teacher’s diploma as their highest qualification and have taught for less than five years at a post level one, and therefore lack adequate experience of managing teachers and the implementation of the curriculum. It emanated from this study that most department heads do not know their roles and responsibilities as curriculum and instructional leaders. Some of the departmental heads are fearful of their colleagues, and as a result, they neglect their duties despite knowing their roles and responsibilities. Lack of pedagogical subject content knowledge in certain subject themes/topics contributed towards turning blind-eye in the implementing of the curriculum in schools. This study recommends the professional training of departmental heads on their roles and responsibilities as curriculum and instructional leaders, and also on the pedagogical subject content knowledge with special reference to the most challenging topics in mathematics and physical sciences. 2019-280 Teachers’ Perspectives on Multicultural Education in Chris Hani West District in South Africa Dr M Tanga, Mrs S Matshikiz, Dr S Luggya – University of Fort Hare Key Words: Multi-culture, Multicultural Education, Diversity, Implementation, Teachers Abstract The high failure rate and retention of most high school learners despite the policy to ensure inclusivity and multicultural education in South Africa, has necessitated an exploration on teachers’ perspectives in multicultural classrooms. The study was located in an interpretive paradigm, which align with qualitative approach and case study research design. Two high schools were purposively selected because of their involvement in multicultural education. Purposive sampling strategy was used to select 6 participants from the selected schools. Data were obtained from face- to- face interviews and focus group discussions. The data collected were coded and analysed to obtain the main and sub- themes. The study reveals that while some teachers understood the term multicultural education and did their best in making use of various approaches in teaching learners of diverse backgrounds, some teachers in the selected schools could

not. They have negative views on dealing with issues of cultural differences such as managing religious practices and learners’ sexual orientation in classroom. Their views were that, the teachers responsible for sexual orientation and religious issues are the Life Orientation teachers. It was concluded that most teachers are still stack in their old fashion and found wanting for not receiving adequate training to handle multicultural classes. Consequently, universities should keep pace with emerging changes in multicultural societies and make sure teachers are well groom on multicultural education before they graduate.

Venue: Suite 4 2019-132 INFORMATION GAPS ALONG THE HIGHER EDUCATION ACCESS TRAJECTORY: A CASE STUDY OF LOW-INCOME RURAL SOUTH AFRICAN UNIVERSITY STUDENTS Dr P Mukwambo, Prof M Walker, Dr M Mathebula – University of the Free State Keywords: access, rural youth, low-income, higher education, information capital Abstract: There is an implicit assumption on the part of universities and even policy-makers that all high school learners have access to information about higher education, regardless of their geographic location or their socio-economic contexts. However, according to Sheppard (2016) the majority of first-time entering students are from urban areas (68%) followed by students from townships (17%) and finally, those from rural areas (15%). This is because in South Africa, poverty has a spatial dimension; it remains concentrated in rural areas that were previously segregated along ethnic lines during apartheid (Walker and Mathebula, 2019; Sulla and Zikhali 2018), which has implications for access to quality schooling and higher education information. Rural communities account for 61% of the poverty burden (Moses, van der Berg, and Rich 2017) with KwaZulu-Natal, Limpopo and Eastern Cape provinces, where our project students originate from, accounting for the largest concentrations of people living in poverty. In relation to schooling, these three provinces have both the lowest Grade 12 results and the highest dropout rates (Metcalf 2019). Therefore, while a more varied student demographic is increasingly accessing higher education, especially through funding from the National Student Financial Aid Scheme (NSFAS) and the DHET bursary scheme, black low-income youth from rural areas (who qualify to enter university) are marginalized due to limited access to information (‘information capital’) about application (to university and for funding), admission or registration criteria and procedures. Although information dissemination has improved through the use of technologies such as the internet, and online application platforms are increasing, rural populations continue to be left behind as they have limited access to the internet, in addition to little or no contact with universities. This paper is based on data collected as part of the Miratho project, a longitudinal project on achieved higher education learning outcomes for low-income rural and township youth currently enrolled across five South African universities. Although the analysis is informed by life history interviews with 59 second year university rural students, the paper focuses on five selected students who strongly illustrate information gaps and their challenges. The findings reveal information and choice gaps during the transition from high school, on for example, grade 10 subject choices, university choice making, application or admission requirements, as well as funding requirements, including bursary applications. The findings also point to the importance of outreach activities by NGOs who travel to remote areas to disseminate information. While funding issues might eventually be resolved for some, the initial information gap influences students’ university choices, experiences and success. This lack of information compounds the historical injustices experienced by people in rural areas, precluding the equiatable and widespread realisation of SG4, which aims to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. Following a human development and capabilities-based analysis of the data, this paper makes the case that information about possibilities to enter university should easily be accessible to all, regardless of background. In conclusion, recommendations are made in relation to what can be done to make higher education more inclusive for low-income youth from rural areas. 2019-133 COLLABORATIVELY DEVELOPED SOCIAL JUSTICE PRAXIS: IMAGINING CRITICAL SERVICE-LEARNING AS PEDAGOGICAL PROCESS FOR TEACHER EDUCATION Mrs A Schoonen, Prof L Wood, Dr C Kruger – North-West University Keywords:

relationships; participatory methods; social justice praxis; critical service-learning; education Abstract: Teaching landscapes in South Africa are still filled with many social injustices. Access to education is still unequal; the content is rather irrelevant and lacking transformation and many teachers still adopt a single worldview for their own practice. Similarly, in higher education, programmes are still delivered in a vacuum and their programmes and presentation styles do not acknowledging diversity. However, critical service-learning as pedagogical approach and component for teacher education programmes can provide a pathway for pre-service and in-service teachers to develop social justice praxis to help adapt their teaching practices to be contextualised for the learners they teach. Guided by the Sympatric Metamorphic Educational Praxis (SMEP)-framework, the principles of critical service-learning and elements of social justice, this research reports on the first cycle of a participatory action learning action research (PALAR) process that engaged participants in dialogue around social justice within the context of teaching. Four teacher education students from various backgrounds and seven in-service practitioners from an under-resourced school collaboratively explored the concept of social injustice and how it impacts on their teaching and the quality of education. Learning relationships formed through the participants’ sharing and reflection of experiences of current practices and the practice envisioned where social justice will prevail. Data were generated through arts-based and reflective activities, complemented by transcriptions of the discussions. Thematic analysis of the findings revealed the participants’ views of social justice in their teaching landscapes and how critical service-learning can be used to infuse teacher education programmes for developing a contextualised and relevant social justice praxis. The findings from this study have the potential to serve as a knowledge-base to inform teacher education programmes, subsequently helping pre-service and in-service teachers to develop their social justice praxis through engaging in critical service-learning experiences. 2019-137 PRE-SERVICE TEACHERS’ COURAGE TO EXPLORE BEYOND THE BOUNDARIES IN AN A E I O U MINDFULNESS PROGRAMME AT A SOUTH AFRICAN UNIVERSITY Mr R Moodley – Yolab, Dr AA James – University of KwaZulu-Natal Keywords: Pre-service teachers, Mindfulness programme, innovation, self-inquiry, self-realization Abstract: Innovation and change require freedom, breaking away from tradition and norms and the courage to explore beyond the boundaries. Risk taking and the accompanying intelligences are essential. The education terrain needs to be “tilled”. Sir Ken Robinson calls for, not an education reform but an education revolution, where an individual can go from high school to college and a career knowing what their true calling (passion) in life is. Mindfulness (yoga) is concerned with integrity in inquiry and is essential to challenge perceptions, beliefs and theories and to develop authentic freedom to explore and advance learning, Mindfulness is a deep awareness of the present, and the infinite possibilities within it. The research questions concern the nature and reasons for the pre-service teachers’ explorations in the AEIOU programme. “AE” in the programme refers to our present orientation of “Ambition and Ego”. In a capitalist society, these are reinforced. It is about the power of agency, drumming up support (external validation and immediacy of gratification). Popularity and popular choices inflate the ego and enhance aggression so we trample over fellow competitors to reach our destination. “AE” could, alternately, represent “Aspiration and Essence” where our motivation propels from within, from our essence and the necessary will and effort flow in order to achieve. “I” is about our definition of self. How strong is the ego and how far removed from our essence are we, where our frames of reference are important in determining our choices? “OU” is what we truly “owe ourselves”, the need to seek and find what matters to us in our search for joy and bliss. Our Mindfulness intervention with University of KwaZulu-Natal pre-service teachers was to afford them opportunities for self-inquiry and integrity in exploring their access to themselves, starting with the physical body, from the angle of self-study towards self-realization. The removal of obstacles through practical self-inquiry, develops the flow of prana (vital force) and allowed the pre-service teachers to become more adventurous, courageous, fearless and able to manage emotional and contextual turbulence (equanimity). They challenged themselves physically and as they pushed themselves to their personal edge of discomfort, they also invoked mental-emotional challenges enabling them to develop self-understanding and to learn how to navigate these turbulences, how to release that which is non-essential and to prioritize that which is essential. Humility, receptiveness, responsiveness and responsibility were developed, as is harmony between their mind, body and spirit. Venue: Suite 5 2019-140 IGNORANCE OF FIELDWORK IN THE TEACHING AND LEARNING OF GEOGRAPHY IN SECONDARY SCHOOLS OF MANKWENG CIRCUIT Dr PJ Sefara – University of Limpopo

Abstract: Geography is a practical outdoor subject. The library of geography information is the landscape with its different natural and man-made features that are found outside the classroom. The teaching and learning of geography should therefore be both in class and outside. It is critical that geography learners be exposed to the real world outside the classroom where they can observe and obtain original information. Most geography teachers in Limpopo Province seem to ignore this part of curriculum to an extend that their learners graduate out of secondary schools without having been exposed to an educational excursion. Twelve teachers from twelve secondary schools offering geography at FET-level in Mankweng Circuit were sampled for this paper. Qualitative questionnaires and interviews were conducted to collect data. The results indicate that some teachers don’t even know how to organize an educational excursion. Some teachers cite funding as a deterrent factor for going out to learn outside the classroom. Teachers value the importance of fieldwork but feels that is better to spend much more time on teaching the learners in class than exposing them to the outdoor learning. The paper proposes that learners should be credited for going out on fieldwork at all the grades of FET-level and be added on the final mark. A well-organized fieldwork will request learners to write reports and be credited marks for the activity. 2019-154 FEMALE SECONDARY SCIENCE TEACHERS’ EXPERIENCES OF SCHOOL AND UNIVERSITY SCIENCE Dr CCN Mthiyane – Durban University of Technology Keywords: ( Gender, science teachers, learning experiences, equity, school science, university science. Abstract: This paper is based on a project that investigated how gender shaped science teachers’ school and post school experiences, and how their experiences influenced their views about gender in science education. Although South Africa has made significant strides in the effort to achieve gender equity in education, women and Africans continue to remain underrepresented in the fields of science, engineering and technology. This can be traced back to their low levels of participation and performance in school science and mathematics. Statistics show that while there are more girls than there are boys in secondary schools in South Africa, and while more sit for science and mathematics matric examinations, their performance in these subjects is poorer than that of boys. Data on student enrolment by gender at tertiary institutions also shows that fewer females enrol for science and technology related courses. While a lot of research has been conducted on gender in education in South Africa, and on poor performance in science and mathematics education, not much focus has been paid to issues of gender in science and mathematics education. This paper contributes to our understanding of the gendered experiences of science teachers and how these play out in ways that negatively affect the participation of students, particularly girls and women, in science. Using a qualitative interpretive research approach, data was generated through open –ended interviews with ten (10) secondary school science teachers in KwaZulu-Natal. This paper argues that in addition to improving the qualifications and competence of teachers and providing physical resources in South African schools, there is a need to look at other factors that might be turning learners in general and female learners in particular, away from science. 20019-160 EMERGING CONSTELLATIONS OF EARTH’S MOVEMENT IN SPACE: A CASE OF SOUTH AFRICAN PRIMARY SCHOOL CHILDREN Mrs N Mushaikwa, Prof L Rusznyak – University of the Witwatersrand Keywords: Constellations, Earth’s movement in space, Primary school children, cumulative learning Abstract: Astronomy education has been and continues to intrigue many researchers. Extant research shows that a lot of interest has been focusing on the teaching and learning of effects of the Earth’s movement in space [EMIS] concepts namely, causes of day /night and seasonal changes. For day/night causes, research reveal that most learners are able to scientifically explain this concept as they start high school. The concepts of interest for researchers studying day and night causes include; learners’ understanding, focusing on misconceptions/alternative or naïve conceptions. Without following any order, teaching and learning strategies used by educators is another well researched area. Furthermore, teachers’ content knowledge which affects their teaching is also a popular research area and to some extent the curriculum. The current study is a cross-sectional exploration of South African Primary School learners’ explanations of the EMIS concepts. Constellations are drawn from learners’ explanations to understand how their understanding of EMIS concepts of day/night and seasons develop from Earth-based observational explanations as they begin formal learning and how sophisticated and scientifically correct the explanations become as they reach Grade six [6] which

is the exit level of primary education into senior phase in high school. All this is an attempt to understand cumulative knowledge building through learners’ explanations of EMIS. Data is drawn from two main questions which were asked to some selected learners in Grades 1, 3, 5 and 6 from four [4] Gauteng Schools. The questions asked were: [1]. What causes day and night? and [2]. Why do we experience different seasons? The use of constellations as an analytical tool allows one to understand the levels of concreteness as well as levels of complexity and condensations of learners’ responses and or explanations as they progress up the grade levels in learning. There are different constellations which can be used to analyse texts. In this paper, we use epistemological constellations. Thus, we look for the following relations in the data from learners’ responses to the two questions; In the text, [learner’s response] does it reflect the following? classifying, composing, sequencing, adorning and locating. In doing so, learners’ constellations will inform us about cumulative knowledge building in primary school children’s explanations in South Africa.

Venue: Congella Room – Maharani Hotel 2019-198 THE USE OF TABLET TECHNOLOGY FOR TEACHING MATHEMATICS IN POOR SCHOOLS: A CASE OF TWO TOWNSHIP SCHOOLS Mr MR Rafiki – University of the Witwatersrand Keywords: Tablet, discursive event, experiential event, media forms Abstract: Research shows that tablet technology may be a potential pedagogical way to transform teaching and learning of mathematics. The assumption is that tablet devices afford independent and collaborative learning, inside and outside the classroom. They can store intuitive educational mathematics apps that can be used to engage learners with mathematics content. In South Africa, tablet technology is being introduced in poor schools across the country in the effort to transform teaching and learning of mathematics. However, the use of tablet technology in schools in South Africa is very new, thus, there is a lack of empirical research exploring its pedagogical value in the teaching of mathematics in poor schools. Based on the findings from a qualitative case study conducted in two township schools in Gauteng, South Africa, this paper argues that tablet devices have the potential to transform teaching and learning of mathematics in poor schools. It recommends that robust technical infrastructure and the training of teachers in the technological pedagogical content knowledge be made available for optimal use of tablets in mathematics teaching and learning. 2019-207 ESTABLISHING A LEARNING PRESENCE: COOPERATIVE LEARNING, BLENDED LEARNING, AND SELF-DIRECTED LEARNING Dr C Bosch, Dr J Pool – North-West University Keywords: Community of Inquiry; Learning Presence; Cooperative Learning; Blended Learning; Self-Directed Learning Abstract: The concept of blended learning (BL) is rooted in the idea that learning is a continuous process and not just a one-time event. While BL is appealing to many because it enables one to take advantage of the “best of both worlds” approach, BL environments could also mix the least effective elements of both face-to-face and technology-mediated worlds, if not designed well. One cannot simply transfer activities from traditional learning environments into a technology-mediated environment without taking the effect of technology on the course content into consideration. The BL model should be designed based on insights regarding the understanding of the character and the nature of the students, and the preparation of content. The Community of Inquiry (CoI) framework is a useful and well-known model for describing, explaining and improving online and blended education. The CoI focuses on three presences – social, teaching and cognitive. Despite the overwhelming interest in the community of inquiry (CoI) framework, there is a lack of research regarding the role of students’ self-directed learning (SDL) skills in a blended learning environment. This student self-regulation, therefore, serves as a basis for a new form of presence within the community of inquiry framework, described as “learning presence.” Although reports have been made on guidelines for the establishment of the initial presences in the community of inquiry framework, there is still a gap in the literature regarding the establishment of a learning presence. The purpose of this paper is to report on what a learning presence is, and the authors propose a model, the combined blended learning design model, as a guide to establish a learning presence. The findings of this qualitative study confirm that students can work self-directedly, and therefore, the combined blended learning design model can be used as a design tool to establish a learning presence.

2019-276 A FOURTH INDUSTRIAL REVOLUTION (4TH IR) SOLUTION TO ASSESSING THE TEACHING PRACTICUM IN AN OPEN-DISTANCE E-LEARNING CONTEXT: CONTEXTUALISING OPEN SOURCE SOFTWARE (OSS) TO STUDENT LEARNING Dr N Davids – University of South Africa Keywords: Teaching Practicum; E-Assessment; Open Distance Learning; 4th Industrial Revolution; TCPK Abstract: Higher Education Institutions (HEI) have been utilizing latest technological advancements such as ubiquitous high-speed mobile internet; artificial intelligence; big data analytics; and cloud technology among others to transform the higher education landscape. This normally happens through the creation of new educational models (i.e. online learning, open learning, applications, etc.), providing learning flexibility, promoting knowledge creation, synchronous (real-time) and interactive modes of communication to strengthening quality of education. However, the use of e-technologies in the assessment of the Teaching Practicum (TP) has either been non-existent or slow, due to the diversity in the TP curricula and unique ICT systems and in particular Learner Management Systems (LMS) of HEIs. This presentation reports on a project that employs e-technology in the higher education sector to improve the quality of teaching and learning. The context of this presentation is the assessment of the Teaching Practicum module. In South Africa, the Council on Higher Education (CHE) formulated policy for Teacher Education Institutions (TEI) to incorporate theoretical and practical knowledge as part of the curriculum of a teaching qualification. The CHE formulated a Work-integrated-learning (WIL) policy to guide universities and employers on the provision of necessary knowledge, skills and experiences for student-teachers during the teacher-training phase. In teacher education WIL is referred to as the ‘teaching practicum’ or ‘teaching practice’ module. The CHE allows TEI latitude to develop their TP modules within the stipulated policy framework. E-based TP assessment practices are still mainly restricted to the dated manual model with limited or no use of online, synchronous e-applications such as webinars, e-portfolios, etc. In the context of an Open Distance and e-Learning institution (ODeL) e.g. University of South Africa where this study is being conducted, the problems of assessing the teaching practicum are exacerbated by a large number (50 000 students plus) and a wide distribution of students inside and outside the country. Given that we currently find ourselves in the midst of the 4th IR, an Information Communication Technologically (ICT)-based application is explored as a possible solution. This presentation reports on the development of an ICT-based application about to be piloted in an ODeL context. Informed by a theoretical framework that draws on Technological Pedagogical Content Knowledge (TPCK), Critical Connectivity and Open Source Software (OSS), this presentation responds to the questions: what are the common problems experienced in teacher education during the teaching practicum and how does an interactive TP Application offer a solution capable of improving the quality of teacher education? The project background and current state of the App-development is presented.

Venue: Great Ilanga 2019-291 POTENTIAL EDUCATOR’S ENVIRONMENTAL WORLDVIEWS PRE AND POST AN INTRODUCTORY COURSE IN ENVIRONMENTAL STUDIES AT A HIGHER EDUCATION INSTITUTION Dr PL Goldschagg, Dr DP Long – University of the Witwatersrand Abstract: Achieving environmental sustainability has been on the global agenda since 1987 with the Brundtland Commission releasing a report titled Our Common Future. One of the key means by which we, as a global citizenry, are to achieve sustainability is through education. It is argued that through understanding the environment and our relationship with the environment we can foster mind-sets that promote sustainable actions at an individual level. This study examines the environmental worldviews of a first and second year cohort of education students prior to and after completing an introductory course on the environment. The study sought to examine their worldviews pre and post the course using the New Ecological Paradigm (NEP) as well as qualitative responses from students. Preliminary results indicate that the course did not change NEP scores significantly. However, student’s qualitative responses indicate that they are far more environmentally conscious. 2019-272 BLURRING THE BOUNDARY BETWEEN TEACHING AND RESEARCH: EXPERIENCES OF A SCHOLARSHIP OF TEACHING AND LEARNING PROGRAMME THROUGH THE LENS OF SPECIALIZATION IN LCT Prof SL Hassan – Cape Peninsula University of Technology

Keywords: Scholarship of Teaching and Learning, Legitimation Code Theory, Specialization, academic staff development, research in higher education Abstract: The Scholarship of Teaching and Learning (SoTL) can be described as an approach whereby communities of teachers who are committed to pedagogical inquiry and innovation meet to exchange ideas about teaching and learning and subsequently apply those ideas to address the challenges of educating students (Huber and Hutchings 2005), while also publishing their findings. In this regard, this paper reports on the experiences of SoTL candidates regarding the implementation of a SoTL programme which was intended to develop academic staff to conduct research on their teaching and to make the findings public. The specialization dimension of Maton’s (2014) Legitimation Code Theory (LCT) was chosen as a theoretical framework for the study. Data was collected through the application of self-administered questionnaires containing structured and unstructured items, as well as face-to-face interviews with the SoTL candidates. Descriptive statistics were employed for the analysis of the structured items in the questionnaire, while the unstructured items and interview responses were analysed using data reduction techniques such as coding, categorization and the identification of themes. The findings are explained in terms of the relative strengths of epistemic relations (ER+/-) and social relations (SR +/-) as they were downplayed or emphasised within the SoTL programme. Code shifts, code clashes and code matches also feature in the paper. Through the SoTL programme candidates were able to convert their background and experiences as university teachers, or knowers (ER-, SR+) into specialised knowledge characterized by strong epistemic relations (ER+, SR-). This would have produced a code shift, that is, the movement across the boundary from the knower code to the knowledge code. Also, the university where this study was conducted emphasised teaching outputs with respect to pass rates, which suggests an emphasis on the knower code (ER, SR+). On the other hand, the SoTL candidates, as respondents in this study, focussed on researching their teaching and the production of knowledge though publication of their research findings, thus emphasising the knowledge code (ER+, SR-). This constituted a code clash because each was emphasising a different code from the other- there was a clear boundary. A consequence of this code clash was that many candidates did not have enough time to complete the programme due to their heavy teaching workload. Therefore, a major contradiction was that at a teaching intensive university, efforts to promote research (even) in teaching were thwarted because teaching trumped research. This could have implications for policy development that would ensure a code match. References: Huber, M and Hutchings, P. 2005. The advancement of learning: Building the teaching commons. San Francisco: Jossey Bass. Maton, K. 2014. Knowledge and Knowers: Towards a realist sociology of education. New York: Routledge. 2019-232 THE PERFORMANCE OF FOURTH-YEAR INTERMEDIATE PHASE STUDENT TEACHERS ON SELECTED GRADE 4-7 MATHEMATICS TOPICS Dr M Rabaza – University of the Free State, Dr Z Ndlovu – University of Kwazulu-Natal, Prof M Mosemege – University of the Free State Keywords: Performance; primary teacher development; student teachers Abstract: The Curriculum and Assessment Policy Statement for Intermediate Phase Mathematics specifies that the mathematics that is taught to the learners should enable them to apply mathematical knowledge and concepts to solve problems related to physical and social challenges and situations. This implies that the preservice teachers who are registered for the B. Ed. Programme in the Intermediate Phase should have the requisite content knowledge and be innovative in their approaches to equip the learners to apply their mathematical knowledge in all situations. This paper reports on the performance of fourth-year preservice teachers from two universities who participated in the Primary Teacher Development Test. The Test was designed to cover the following mathematics content in Grade 4-7: Whole numbers, geometry, algebra and measurement. The Test covered five selected mathematics topics namely, whole numbers, geometry, algebra, and measurement. This study compares the performance of student teachers in two universities focusing on the five mathematics topics highlighted above. The primary teacher development test was used to evaluate the level of mathematical knowledge student teachers have in the final years of their training in order to determine their readiness to teach such content knowledge to the learners. Student teachers in both universities voluntarily participated in an online test comprising of 50 items that was used to collect. Data were collected from a total of 115 4th year Bachelor of Education students, 29 student teachers completed test

in university A, while, 86 students completed the test in university B. The findings reveal that University A performed better than University B in three content areas namely, whole numbers, rational numbers and measurement with more than 10 percent. Findings also reveal that the two content areas namely, geometry and algebra university A and B performance at the same percentage of 70 and 57 respectively. The study recommends that lecturers involved in B. Ed. mathematics education programmes should continuously assess their students’ level of performance in all the mathematics content areas. This will help the lecturers to make appropriate interventions in their training and preparation for classroom teaching.

DAY 2: SESSION 4

Venue: East Ilanga 2019-011 STRATEGIES FOR EFFECTIVELY MANAGING HUMAN RESOURCE: LESSONS FROM PRINCIPALS OF DEPRIVED SCHOOLS Mr S Ngidi – University of KwaZulu-Natal Keywords: Human resource, deprived schools, principals, leadership Abstract: This inquiry explored the strategies that are employed by principals in deprived schools to effectively manage the human resources in their schools. The two principals are from schools that are located in the two education districts, namely: Pinetown & uGu. The schools were selected because despite them being deprived in many ways but have consistently produced sterling grade 12 results. This inquiry was guided by two research puzzles. They are:

1. What are the strategies that principals of deprived schools employ in leading and managing human resources?

2. How does the deprived school context influence and shape the strategies that these principals employ? This was a qualitative study as it generated data in a form of words. Using the narrative inquiry as the methodology, the author solicited data from participants utilising life stories. The inquiry falls within the ambits of interpretivism paradigm, as the principals had to interpret their leadership in relation to their context. From this inquiry it emerged that principals of deprived schools have a unique cocktail of leadership strategies that they are using in their schools. Despite the differences in the strategies that are used by principals to effectively manage and lead their schools, there is some ‘convergence’ in the findings. In solving the first research puzzle three important themes were drawn from the field texts. These themes are: 1. Consistent professional accountability, 2. Co-operation and teamwork, and 3. Instructional leadership. In solving the second research puzzle, the following salient points were drawn from the field texts. Firstly, in line with theoretical framework of the study (situational leadership) it became evident that leadership strategies need to be appropriated to the individual school contexts for it to be effective. Secondly, difference in context poses challenges when it comes to policy implementation in schools. Secondary findings of the inquiry are as follows: 1. Human resource if managed effectively has the potential to compensate for the deprivations in other forms of resources. 2. There is no justification for schools to underperform just because they are deprived of certain resources.

2019-038 GOING BEYOND BOUNDARIES BY CREATING COLLAGES IN MY SELF-STUDY DOCTORAL JOURNEY Ms M Kortjass – University of KwaZulu-Natal Keywords: arts-based research methods; collages; doctoral study; early childhood mathematics teacher educator; self-study Abstract: Self-study is a personal situated inquiry that requires practitioner-researchers to examine and reflect on their lived experiences. It can encompass arts-based self-study research methods with a wide range of art forms such as collages, drawings, performance, and others. Collages are visual representations created by using photos, pictures, material and cuttings to portray phenomena. This paper explores how I have utilised collages throughout my doctoral journey in my distinct roles as a self-study researcher and as an early childhood mathematics teacher educator. I respond to the question, ‘What did creating collages add to my doctoral journey?’ As a novice self-study researcher I struggled to be the centre of attention and position myself as a learner rather than a knower. The collages assisted me to elicit the words and articulate my feelings. In my attempt to cultivate an integrated learning approach as an early childhood mathematics teacher educator, the collages enabled me to understand the process of students’ learning through my own learning and to understand that knowledge is contextual. In the process of writing my thesis, through the collages, I was able to think conceptually and articulate my concepts clearly. Going beyond boundaries by creating collages allowed me to make implicit ideas explicit and make new insights conceivable as I represented my concepts, themes and findings. However, I also experienced tensions and challenges involved in bringing collages into my doctoral journey. Overall, doctoral students may use collages as an innovative and affective medium to represent new insights and understandings of research data in their journeys towards making scholarly contribution to knowledge. 2019-058 ETHICAL SCHOOL LEADERSHIP AMIDST TURBULENCE: INSIGHTS FROM SCHOOL PRINCIPALS IN KWAZULU-NATAL Dr SE Mthiyane – University of the Witwatersrand Keywords: accountability; ethical school leadership; integrity; state capture; teacher killings; turbulence. Abstract: This paper presents the findings of a qualitative, interpretivist study that sought to explore how school principals conceptualise, experience and enact ethical leadership in the context of turbulence as evidenced by endemic corruption, nepotism, killings and assassination attempts on school principals, teachers and teacher-union leaders, alleged Provincial Education Department capture and the general state of turbulence in KwaZulu-Natal schools. The paper draws from a larger study on Ethical School Leadership in two education districts in the province of KwaZulu-Natal. Semi-structured interviews were conducted with ten purposively selected school principals to generate data. Two theoretical lenses of multiple ethical paradigm and turbulence theory were utilised as units of analysis. The findings suggest a contextual conceptualisation of ethical leadership; an increasing prevalence of unethical practices and scramble for power and control as well as a sense of impunity among the perpetrators of unethical practices. While the study acknowledges the impact of contextual factors on ethical leadership practices in the researched schools, literature contends that ethical leaders should have the courage to stand for what is right, be adaptable, capable of reflection and transformation and influence the context to promote school success. In addition, despite the turbulence and tumultuous times the school principals face, they should retain an immaculate honesty and veracity and develop an ethical culture if their schools are not only to survive turbulence but remain flourishing centres of academic excellence.

Venue: North Ilanga 2019-166 “IT STARTS WITH ME”: COLLABORATIVE INITIATIVES FOR SUSTAINABLE LEADERSHIP IN SOUTH AFRICAN SCHOOLS Dr N Gcelu, Dr P Larey, Ms AS Padayachee, Dr FP Khanare – University of the Free State, Ms P Nwokedi – University of KwaZulu-Natal Keywords: Collaborative Initiatives, Sustainability, Sustainable Leadership, South African Schools

Abstract: Recently, sustainable leadership has evolved systematically to address the complex and dynamic challenges facing many schools worldwide. In South Africa, sustainable leadership is a ‘new’ or a developing phenomenon that brings new advances and opportunities, also brings feelings of insecurity and fear of an uncertain future leaders. During this round table discussion, we would like to explore and report on collaborative initiatives used by researchers to address many social ills facing many learners, teachers and school management teams in a South African context. Further agenda points of the round table discussion will depict advantages of collaborative initiatives. This presentation consists of five papers and discussion on how collaborative initiatives could contribute towards sustainable leadership as well as their implications for sustainable leadership considering the diversity of schools and contexts. Paper 1: Collaborative initiatives for sustainability of leadership in rural schools, offers an overview of the use of a wide-ranging theoretical perspectives or positions for sustainable leadership to foster collaborative initiatives . Paper 2: Meaningful collaborative initiatives to improve school leadership: Rural learners´ voices. Through storytelling, meaningful collaborative initiatives are depicted as useful entry points for sustainable leadership to address the diverse needs of the learners in a rural and peri-urban context. Paper 3: Educators as ‘collaborators’ towards managing (ill) discipline in schools at ILembe district, demonstrates how teachers collaborate and address the issue of discipline in selected schools at ILembe district. Paper 4: Collage-ing collaborative initiatives to support school management team’s action in the age of HIV and AIDS: An asset-based perspective. This paper presents empirical evidence on how arts-based method, such as, collage was used by the SMTs to reflect about their actions and improve support for HIV-affected learners in a rural school context. Paper 5: “I too belong here’! A call for collaborative initiatives to support international students in a South African university. The aim of this study was to explore international students’ experiences in a South African university as well as the influence of their own initiatives on their academic achievement. It was hoped that this would contribute to the ongoing debates about diversity, inclusion and support for international students at host universities.

Venue: South Ilanga 2019-155 EXPLORING POSSIBILITIES FOR INTEGRATING CONTENT AND METHODS WHEN TEACHING SCIENCE TO PRESERVICE TEACHERS Dr E Nyamupangedengu, Dr M Mosabala, Dr C Mandikonza University of the Witwatersrand, Dr L Mavuru – University of Johannesburg Keywords: Teacher training, Preservice teachers, concurrent model, pedagogical practices Abstract: The aim of this research was to investigate and document the possibilities of integrating the teaching of content and method when preparing pre-service teachers in teacher education programs. The research was motivated by the fact that in order to teach, a teacher must have knowledge of subject matter to be taught (content knowledge) as well as knowledge of teaching strategies and how to apply them in practice (PK). In addition, teaching entails transforming and presenting content knowledge in a way that learners can understand. According to Mavhunga and Rollnick (2013), successful transformation requires that the teacher structures the content topic by topic into 1) main concepts and subordinate concepts, 2) concepts that would be easy or difficult to teach, 3) appropriate representations and conceptual teaching strategies for each concept. This transformation process implies that the teaching of content to pre-service teachers should not be done in isolation to the teaching of representations to be used and the teaching strategies if teacher preparation is to be successful. Although research shows that the skill to transform content into an understandable form can develop with experience after qualification, in this study, we argue that the skill to transform content can be developed in pre-service teachers through integrating the teaching of content and of teaching methods. Basically, two models of teacher training exist namely the consecutive model (CsM) and the concurrent model (CM). In the consecutive model, a degree in a disciplinary area is completed first followed by a professional qualification and in the concurrent model, learning of content (disciplinary) and professional component is done concurrently. There are two versions of the concurrent model. The first version, I will call it CM1 is one in which the disciplinary component is done in one faculty and the professional component is done in another faculty but the learning of the two components is done concurrently. In another version (CM2), both the disciplinary and the professional components are taught in the same faculty. The

Wits School of Education, which was the setting for this project, uses CM2 in which the same lecturers teach both the subject matter and pedagogy to students in the same department. Therefore, the role of the lecturers is not just to teach the professional component but also the general component. However, the current program structure of the WSoE program, while it aims for integration of academic and professional courses, that integration is not always realised. This is because, although the programme delineates the teaching of method courses in relation to academic majors, the current situation whereby the method and content courses may or may not be taught by the same person at each level means that the method courses may not necessarily be linked to the content that is covered in the content course. For example, students being taught genetics in the academic course may not be taught the skills, competences and issues associated with the teaching of genetics. However, as argued by Loughran (2006), it is important that at any given time, the teaching/learning environment should provide the pre-service teacher with opportunities for learning that which is being taught and how they can teach it. The purpose of this research was therefore, to explore instances of integration or possible integration during the teaching of the disciplinary component. The research involved three biology lecturers as both the researchers and the researched and their Hons students as co- researchers. Three weeks of teaching were recorded for each lecturer while teaching the following biology topics: Genetics, Cell structure and function and Excretion. Framing questions for the panel discussion i. What is happening now in our teaching? ii. What are the Preservice Teachers experiences of our teaching? iii. How can these experiences be used to inform the integration? iv. (How do these experiences illuminate opportunities of integrating teaching of Content and Method?)

Venue: Suite 1 2019-014 USING CULTURAL HISTORICAL ACTIVITY THEORY TO EXAMINE LEARNING IN A TEACHER LEARNING COMMUNITY: A CASE STUDY OF COMMERCE TEACHERS’ ASSOCIATION Dr FQB Zulu – University of KwaZulu-Natal Keywords: cultural historical activity theory; teacher learning community; teacher learning; teacher knowledge Abstract: A growing body of research on professional development models for teachers emphasizes that teacher learning communities provide a powerful context for teacher learning. This study uses the Cultural Historical Activity Theory (CHAT) to explore how learning occurs in a Commerce Teachers’ Association. The study further investigated the kinds of teacher knowledge that were learnt from the activities of the association. The study used interviews, observations, survey questionnaires and document analysis to generate data. The findings reveal that most Commerce teachers learnt by internalisation of the knowledge from the external facilitators consist of subject advisors from other districts, grade 12 final examination moderators and examiners, teachers were then expected to externalise their new knowledge in the classroom situation. This learning took place in once-off workshops held in the central venues. The learning in the Commerce Teachers’ Association was directed towards meeting the Department of Basic Education’s demand to improve grade 12 learners’ performance in the final examination. The findings showed that in the Commerce Teachers’ Association subject matter knowledge, pedagogical content knowledge, general pedagogical knowledge, curriculum knowledge and contextual knowledge were learnt with particular emphasis on curriculum knowledge and general pedagogical knowledge. Commerce teachers learnt a body of knowledge on how to revise with learners from the external facilitators’ knowledge and expertise. From a CHAT perspective the findings suggest that Commerce teachers learnt by internalising the knowledge from the facilitators which was then expected to be externalised in the classroom situation. This paper argues that learning in Commerce Teachers’ Association did not lead to the expansive learning as envisaged by CHAT. The findings suggest that there was reproductive and repetitive learning rather than expansive learning. 2019-100 HOW DEPUTY HEADS ARE PREPARED FOR THEIR ROLES: A ZIMBABWEAN CASE STUDY Mr P Chuma – University of the Witwatersrand Keywords: Newly qualified teachers, Professional development, Legitimation Code Theory, Semantic Density, Semantic Gravity Abstract:

Research, suggests that the out migration of the experienced teachers from Zimbabwean schools between 2000 and 2012 has created a pedagogical leadership gap within the education system. As a result, many newly qualified teachers begin their teaching careers in Zimbabwean schools with relatively few experienced teachers available to induct them into the working of the school and to mentor them as they develop their classroom practices. Increasingly, Deputy Heads are taking more responsibility for fulfilling the role of the induction and mentoring of the new teachers. A Doctoral study on the transition of newly qualified teachers into the profession provides the context of this paper. The study uses the Legitimation Code Theory (LCT) to analyse the epistemological constellations of ideas about how the training and/ or induction provided to Deputy Heads is viewed by the Deputy Heads as social actors as they engage in their practice, and the degree to which the training is context bound or independent and also how it inform their understanding of professional development of newly qualified teachers. The study draws on policy documentation and interview data from 10 selected Deputy Heads in two Zimbabwean districts. The expected duties of Deputy Heads on professional development of newly qualified teachers were identified and coded using Semantic Density (SD) and Semantic Gravity (SG) as shown below:

Main duties Coding SD SG

Supervision of teachers’ professional work SD+ SG+ Staff development SD+ SG+ Induction of new teachers and learners SD+ SG+ Assigning duties to staff SD+ SG+

The five identified modes of learning were coded using Semantic Gravity (SG) by use of the following key:

Learning modes SG codes University course in management/administration SG-- School/District workshops SG- Handbook SG- Mentorship by Head SG+ Learning by experience SG++

It is argued that the Policy (Handbook) is presented as a simple notion and does not unpack professional development of newly qualified teachers. There seems to exist a code clash because professional development should have a very strong Semantic Density (SD++) but from the way it is presented in the Policy document, the Deputy Heads might understand it as a simple notion with a weak Semantic Density (SD-). Further, the findings revealed that there seems to exist a code clash between the nature of the training and the work that the Deputy Heads are required to perform. The interviews revealed that none of the Deputy Heads received official training into the post of the Deputy Head. The highest number of Deputy Heads indicated that they learnt through experience and mentorship by the school Heads. Both learning modes have got strong Semantic Gravity (SG+). This shows that the Deputy Heads’ training or rather learning mode is highly contextually bound, meaning that their learning is done in the context of their schools. Their own experience or of their school Heads seems to have a paramount bearing on how they perform their duties. So as the Deputy Heads are inducted into their roles, so that’s how they might organize the induction of newly qualified teachers into their professional roles. However, theory of transitions, especially that presented by Schlossberg suggests that the transition into new roles is much more complex than a contextual orientation. Therefore, LCT provides the tools to argue for a code shift in the nature of support being offered to newly qualified teachers as they transition into their new roles. The absence of induction programs and also formal training for Deputy Heads might influence negatively the discharge of professional duties of the Deputy Heads especially in the rural districts. This is so because, all the 5 Deputy Heads in the rural Beitbridge district indicated that they are on acting posts. Surprisingly, it is at these schools where most of the newly qualified teachers in the province are deployed. This, however, reveals a mismatch between the experience available and the support demand on the side of the newly qualified teachers. Formal training and proper induction programs for Deputy Heads might strengthen the Semantic Density of the professional development of newly qualified teachers as presented in the policy document. Therefore, LCT provides tools for arguing for a code shift in how the Deputy Heads are prepared for their roles.

2019-104 SEXUAL EXPERIENCES OF THE ADOLESCENT FEMALES RAISED BY SINGLE-PARENTS IN MNTSHEZI LOCATION, MACLEAR, EASTERN CAPE Miss SP Marubelela, Prof JG Kheswa – University of Fort Hare Keywords: academic performance, adolescent female, pregnancy, sexual behaviour, single parent, Abstract: Literature documented that in sub-Saharan African countries, due to poor communication and lack of information around sexuality, adolescent females reared in single parent households, often find themselves inadequately equipped to make informed decisions about their reproductive health. As a result, they become susceptible to early sexual debut, unplanned pregnancies and sexual transmitted infections, including Human Immune deficiency Virus (HIV) and Acquired immune Deficiency Syndrome (AIDS). Guided by John Bowlby’s attachment theory as a theoretical framework, this study was aimed at determining the sexual experiences of adolescent females raised in single parent households in Joe Gqabi Municipality in Maclear, Eastern Cape, South Africa. Permission from the school principal and legal guardians of fifteen participants, aged 13 to 18 drawn from the population of adolescent females attending one Secondary School in Maclear, gave their informed consent for participation in a qualitative study. During the focus group interview, the participants used pseudonyms for confidentiality. Research findings revealed that adolescent females with insecure attachment with their mothers experience gender-based violence, multiple sexual partnership and poor academic performance. However, there were some demonstrations of resilience and internal locus of control by participants, who reported secure attachment with their mothers. Based on the findings, this study recommends collaboration amongst educators, police and community to ensure that adolescent females are protected from sexual abuse. Finally, this study encourages single parents to emotionally and financially support their daughters to resist peer pressure and engagement in transactional sex.

Venue: Suite 2 2019-127 EXPLORING THE CONNECTION BETWEEN ARITHMETICAL THINKING AND THE REVERSAL ERROR Mr RG Govender – University of KwaZulu-Natal, Mr C Soneira – University of A Coruna, Prof S Bansilal – University of KwaZulu-Natal Keywords: algebraic thinking, arithmetic thinking, arithmetic equation, reversal error. Abstract: One of the better known problems in early algebra is that of the reversal error, which was made famous by the student-professor problem. In this problem, students were asked to write an equation using the variables S and P to represent the statement: There are six times as many students as professors at this university. Use S for the number of students and P for the number of professors. Among the incorrect equations proposed, P= 6.S stood out, and is known as the reversal error because the S and P appear reversed with respect to the correct equation. Among the proposed causes for the reversal error, there are two which have received much attention. The first one, called word order matching, consists of a literal, direct mapping of the words of English into the symbols of algebra. In the second model, known as static comparison, the equation would represent the statement “one professor corresponds to 6 students” or “one professor for every six students”, obtained from a mental representation of the situation. In this case the equation would be a syncopated representation of these statements, where letters are not variables but labels (that is to say, S symbolizes the object student instead of the number of students). However, the reversal error in particular, is a complex phenomenon which is affected by many variables. In the current study we intend to show how some aspects regarding the prevalence of the arithmetic thinking and the overruled procedures can constrain the student’s performance. The participants in the study were Grade 11 mathematics learners from one Pinetown school, who were administered a questionnaire with 12 items which describe the relationship between two quantities in each case. The learners were asked to produce an equation to describe the relationship. We discuss one case study that shows that, regardless of the features of the problem’s verbal statement concerning its syntactic obstruction or the type of involved magnitudes, some students remain anchored to their arithmetical thinking. Specifically, they assimilate the new algebraic framework into their previous arithmetic knowledge, within a limited vision of the notion of equation and the equal sign as the symbol that introduces the result of an arithmetic computation, without understanding the problem algebraic structure, which leads to systematic errors.

2019-077 ADVANCING SECTOR-WIDE HIGHER EDUCATION DEVELOPMENT Dr R Dhunpath – University of KwaZulu-Natal Keywords: SOTL, transdisciplinarity, sectoral development, TAU Abstract: As the Scholarship of Teaching (SOTL) discourse gains traction in South African higher education, it is worth considering how its underlying principles might serve as catalysts for sector-wide development and change; particularly in contexts where institutions struggle to shed historicised identities. In this presentation, I will focus on the Teaching Advancement at Universities (TAU) Fellowship, which has proven to be a valuable opportunity for scholars from around the country to engage in SOTL activities, through individual and collaborative projects, in newly conceived communities of practice. The TAU project demonstrates that one of the main ingredients for sector-wide development is scholars’ willingness to embrace transdisciplinarity, alongside conventional modes of disciplinary enquiry. I demonstrate that suspending exclusive disciplinary preoccupations opens up possibilities for a generative scholarship that makes academics comfortable with making public their curiosity about each other’s intellectual pursuits and in the process, share common values, interests and pedagogies that emerge through engagement in inter-institutional research projects. The presentation will interrogate an emergent conceptual (Lotus) framework, which encapsulates learning-centered teaching, developed by six TAU Fellows and their advisor. While the framework emerged in the course of transdisciplinary conversations aimed at achieving the common goal of enhancing the impact of teaching and learning praxis, it served to simultaneously catalyze pedagogical resonance for institutional and sectoral development. I argue that this organic approach transcends advocacy and rhetoric, demonstrating the potential of isomorphic agency in sector wide higher education development. 2019-085 ENHANCING STUDENTS’ NARRATIVE CAPABILITY AND CAPABILITY FOR EPISTEMIC CONTRIBUTION: REFLECTIONS ON THE VALUE OF PHOTOVOICE Dr M Mathebula, Prof M Walker, Dr C Martinez-Vargas – University of the Free State Keywords: Accounting, classroom conditions, successful learning, positive education, teaching Accounting, learning Accounting Abstract: Studies have shown that the standard (based on pass rates) of Accounting at all levels (schooling and further education and training [FET]) in South Africa, as well as the number of learners taking this subject, have been on the decline despite the high demand for careers in Accounting. The classroom environment, which is mainly under control of the teacher, has the potential to influence both the way in which learners approach their learning of Accounting and the learning outcomes they achieve in this subject. An explanatory mixed method design was used to investigate Accounting classroom conditions in the Further Education and Training (FET) Phase. The first quantitative phase was a descriptive survey research study with a heterogeneous group of learners (N=576) and teachers (N=12) from public secondary schools in the Vaal Triangle Area of Gauteng. A Likert-scale questionnaire was used for this with the opportunity to add comments. In the qualitative phase, semi-structured individual interviews were employed with learners (N=13) and teachers (N=6), as well as classroom observations were conducted to gain more in depth understanding of the learning conditions in the Accounting classroom. Although having knowledge of the subject content was regarded as important for teachers and learners, key classroom conditions identified as essential for the successful learning of Accounting included positive and passionate teachers who: accommodate different ability levels by employing different teaching and assessment methods; provide constant, precise and constructive feedback; motivate and encourage accuracy and persistence; create a safe space for learners to ask questions; provide support where needed; establish positive relationships between them and the learners as well as between learners; and stimulate the development of critical thinking skills.

Venue: Suite 3 2019-020 QUALITY AND NATURE OF TEACHERS’ IN - SERVICE PROFESSIONAL DEVELOPMENT IN TWO SELECTED AFRICAN COUNTRIES Mr OA Ajani – University of Zululand Keywords: Teachers’ professional development, nature, quality, classroom practice, regular, continuity Abstract: Regular professional development of teachers has not only been seeing as traditions but also an effective way to ensure quality in education. The quality of education in any country is determined by the quality of the teachers in the system. This study explored teachers’ views on the quality and nature of in–service professional development activities they accessed every year in South African and Nigerian high schools. Andragogy theory was used as theoretical framework to underpin this qualitative research study in both countries. Semi-structured interviews with 6 Heads of department from both South African and Nigerian high schools were used for data collection. The aim of any structure of in-service professional development (IPD) for teachers is to promote effective classroom instructional delivery, which in turn manifest to improved learners’ academic performance. Findings of this study revealed that teachers in both countries do not access regular in-service professional development at regular interval every year. The study also showed that there was no regular monitoring and support for teachers to attend in-service professional development; so also one-size-fits all type of professional development for all teachers was not effective. This study therefore, recommend regular interval of professional development activities for teachers, well designed and structured subject-based IPD activities to enhance teachers’ classroom practices every school term to ensure continuity of IPD. 2019-118 SAVE THE CHILDREN: THE CASE OF GRADE 12 LEARNERS HEADING HOUSEHOLDS IN SOUTH AFRICA Ms KS Maila, Prof LT Mabasa – University of Limpopo Keywords: Children, Households, Child-headed households, learners, save the children Abstract: High levels of unemployment in South Africa compel most parents to move from rural to urban areas in search of jobs. Children are left on their own with the responsibility of being the heads of the households. On the other hand, for these learners to have a better future, they have to concentrate on their studies. Every child deserves to have a good start in life and the best conditions to have a future. The paper aims to examine the support offered to Grade 12 learners heading households. The study followed a qualitative research approach, where an exploratory case study design was adopted. Eight Grade 12 learners from the four high schools of Shiluvane Circuit, in Limpopo Province were selected to be the participants through purposive sampling strategy. Data were collected through observations and semi-structured interviews. The data collected was explicated using the thematic data analysis. The themes that emerged from the data are educational support, social support, psychological support and economic support for learners heading households. The study provided the evidence that Grade 12 learners heading households are not adequately supported in their daily frustrations they face at school and home. Although the government developed the National School Nutrition Programme to improve the ability to learn, it appears to be inadequate. It is therefore necessary for all the stakeholders to save these children by offering adequate support that could assist them focus on their studies to have a future. Thus, it is recommended that schools should have database of all learners from child-headed households and develop the programmes that would support them. Schools should develop and implement policies about child-headed households.

Venue: Suite 4 2019-202 INTEGRATING INCLUSIVITY INTO THE CURRICULUM AT TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING COLLEGES LP Sako, JM Mamabolo – University of Limpopo Keywords: Inclusivity, Technical and Vocational Education and Training (TVET) Colleges, inclusive practices, impairments, diverse learning needs

Abstract: Access and support for students with disabilities remain limited despite strong legislative and policy framework for addressing inclusivity in the education sector. Presently, TVET colleges encounter severe obstacles and hiccups in that they must improve the quality of the education provided together with other compulsory obligations. In South Africa, the integration of people with disabilities has been an ongoing process since the since the advent of the democratic government. The study investigated integration of inclusivity into the curriculum in Technical and Vocational Education and Training (TVET) colleges. The study followed a qualitative research approach for investigation. Purposive sampling technique was used to select participants. Twenty-four participants took part in the study. Theoretical framework is premised on the Fogarty’s Ten Models f Curriculum Integration to understand the views of participants and how they carryout inclusive practices in their lecture rooms. Data were collated using three techniques, namely, interviews, observations and document analysis. The findings of the study revealed that: a) Lecturers at TVET colleges are struggling to support students with disabilities due to lack of training on different types of disabilities; b) students with disabilities are given access to certain types of training based on the nature of their disability; c) students experience mobility disabilities are faced with challenges of inaccessible physical environments; d) the curriculum at TVET colleges does not fully cater for a range of diverse needs of and students with visual and hearing impairments; e) Inadequate resources. The study recommends that: a) lecturers require training on different types of disabilities in order to support students with diverse learning needs; b) the involvement of disabled students in planning of their support programmes; all stakeholders be encouraged to appreciate change and to contribute towards meaningful inclusive practices. 2019-205 TVET COLLEGE LECTURERS’ PERCEPTIONS ON ICT AFFORDANCES: PREPARING STUDENTS TO MEET THE DEMANDS OF CURRENT SOUTH AFRICAN INDUSTRIAL NEEDS Dr NSN Ndlovu, Mr AD Dewa – University of the Witwatersrand Keywords: TVET lecturer perceptions on ICTs, ICT pedagogical integration, pedagogical value Abstract: The main purpose of TVET colleges in South Africa is to respond to the country’s national vision of skills development needed for economic growth. The influx of Information and Communication Technologies (ICTs) in industries has led to the exposure of the inadequacy and unpreparedness of TVET colleges for fulfilling this national mandate. Institutional, structural and curricular modifications have had to be introduced in order to close the gap between academic and vocational education by merging theory with practical relevance. While ICTs are perceived as catalysts for change, educators, and in this case, lecturers are agents for educational change. It is therefore imperative that in addition the infrastructure that may model that of the work environment in this transformation, lecturers are exposed to effective use of available modern technologies to help them adopt teaching methods that promote learner acquisition of desired knowledge and skills. This paper presents lecturer perceptions on the potential ICTs have in alleviating pedagogical challenges that could help bridge the gap between classroom and work environments required in today’s economy. Five TVET lecturers from two colleges were interviewed in this study to understand the pedagogical value they assign to these technologies in their teaching and learning experience. The paper concludes by responding to lecturer ICT views and proposing possible pedagogical use of ICTs that is appropriate for such learning environments. 2019-249 THE DEMAND FOR GENERAL EDUCATION OVER FORMAL TECHNICAL VOCATIONAL EDUCATION AND TRAINING IN AN INFORMAL SECTOR Ms NT Ramulongo – University of the Witwatersrand Keywords: Technical Vocational Training Education; Vocational skills development; Inclusive industrial growth: Industrial transformation; Work-based training; Experience Abstract: To promote industrial growth South Africa supports the development of the clothing and textile sector along with other manufacturing industries. This support is premised on the idea that industrialisation supported by skilled labour force leads to economic and social development. Government support for the sector varies and includes the development of a skilled, formally trained workforce through access to vocational skills development and training in the sector (Morris and Lyn Reed, 2008). However, there is limited understanding about whether investment in vocational skills development programmes is paying off by contributing to inclusive industrial growth and transformation in South

Africa’s clothing and textile manufacturing industry and how the relationship between Vocational Skills Development (VSD) and inclusive industrial growth and transformation actually plays out, if there is any. Therefore, this paper presents initial findings from a doctoral study investigating the contribution (or lack thereof) of vocational skills development to inclusive industrial growth and transformation in the South African clothing and textile industry. It discusses the preference for in-house training over formal vocational education training in a low skilled and largely informal sector. It further looks at possible implications this has on the development of institutionalised Technical Vocational Training Education (TVET). The discussion emanates from findings on data collected through a company survey that was conducted in 32 clothing and textile companies. The purpose of the survey was to understand which vocational education programmes employers’ value. A key finding from the survey data analysis suggests that there is a limited number of general workers, operators and managers hold formal pre-employment qualifications in the clothing and textile industry in South Africa and firms in the sector do not look for formal vocational qualifications as a pre-requisite for recruiting employees. The data shows that companies in the clothing and textile industry in South Africa prefer experience and in-house training to formal pre-employment vocational training. This survey was a first step in a mixed method approach. It will be followed up by qualitative interviews in August. Therefore, current findings from the survey will be further explored by findings from interviews.

Venue: Suite 5 2019-168 BOUNDARIES AND BELONGING IN POST-APARTHEID SOUTH AFRICA: VIEWS OF STUDENTS AND TEACHERS Ms M Singh, Prof Y Sayed – Cape Peninsula University of Technology Keywords: Belonging, democracy, citizenship, public schools Abstract: The post 1994 government was burdened with the mammoth task of unifying a socially segregated country that has been historically disenfranchised for over three hundred years. The demise of apartheid resulted in a re-envisioning of South Africa as the Rainbow Nation in an attempt to unify a segregated polity (Tutu, 1994). Subsequent policies were aimed at redress and equal opportunities to eradicate race dependant access. However, despite the instituting of these policies and the vision of developing a common national identity, South Africa’s socially fractured past still impacts current understandings of where people feel they belong. This paper explores selected findings of research conducted with 643 students and 11 teachers at 4 high schools in the Western Cape province about citizenship and belonging in South Africa. The theoretical framework developed by Yuval-Davis (2001) is used to explore students and teacher’s views on what it means to belong. Questionnaires were administered to students and semi structured interviews were conducted with teachers. The study suggests that both students and teachers in South Africa still privilege cultural identity over national identity. Furthermore, the study demonstrates that despite the integration of South African Homelands into the larger South African Republic, Black African students still reference this as the place where they belong. The implications of these findings demonstrate three things. Firstly, efforts aimed at forging a common South African identity and processes aimed at unification has been relatively unsuccessful. Secondly, that twenty-five years after ushering in a new democratic dispensation, race still remains a key marker of identity in South Africa. Lastly, South African public schools remain contested spaces and has not sufficiently transformed to realise the philosophies of inclusion as enunciated in the South African Constitution. Understanding citizen’s views on belonging in South Africa is important because it remains a crucial indicator of social cohesion in the country. 2019-227 PRACTITIONERS’ PERCEPTIONS AND UNDERSTANDING OF THE APPROACHES UNDERPINNING PEDAGOGY IN AN EARLY CHILDHOOD CLASSROOM Miss KMR Leshabane – Umalusi Keywords: Early Childhood Development; pedagogy; Waldorf; Reggio Emelia; Montessori

Abstract: The gazetting of the National Curriculum Framework (0-4 years) in December 2015 gave rise to questions about approaches that could guide the implementation of the framework most effectively. Literature has acknowledged the importance of early childhood education, but the quality of this provisioning has proven to be more significant over the years. Within the South African context, considering the current migration of ECD from Social Development to Basic Education, the yardstick of quality is determined by practitioners currently in the sector. Umalusi, the Council for Quality Assurance in General and Further Education and Training conducted empirical research which aimed at finding a more nuanced understanding of the different approaches used by practitioners in the South African Early Childhood Development (ECD) landscape. A multi-case study approach for this research involved sixteen ECD centres in the Western and Eastern Cape, Gauteng and Limpopo provinces. The ECD centres were chosen based on philosophy, curriculum and location (rural vs urban). A team of researchers conducted interviews with both practitioners and the principals from Montessori, Waldorf, Reggio Emilia and Ordinary ECD centres subsidized by the Department of Social Development. The research findings were first analysed according to the approach and further interrogated through emerging themes such as the role of the teacher, view of the child, pedagogy, curriculum and assessment. Preliminary findings revealed that the practitioners’ perceptions of themselves and the contexts in which they are working influence pedagogy choices, the learning environment and how teaching and learning can be realized. Furthermore, the philosophical approach underpinning their pedagogy articulates to their understanding of practice. The lessons learned from the research could serve as guidance towards quality engagement with and implementation of the National Curriculum Framework (0-4 years). The ultimate aim would be to embed pedagogy and the classroom realization of high quality ECD practice in practitioners’ perceptions. 2019-123 ENHANCING PRE-SERVICE TEACHERS’ CREATIVITY AND CROSS-CULTURAL CONNECTEDNESS THROUGH TECHNOLOGY EDUCATION: MY SELF-REFLEXIVE JOURNEY Mrs A Vermaak – Nelson Mandela University Keywords: Technology education; Design process; Pre-service teachers; Self-reflexive study; Intercultural awareness Abstract: The focus of this paper is a self-reflexive account of the strategies that I have used in my teaching of technology education to pre-service teachers to enhance their creativity. Technology education, which is a compulsory module in the B.Ed programme, aims to enable students to be innovative by tapping into their creative talents. In reflecting on my journey as a technology education lecturer for over 20 years I have come to realise the significance of this module, in not only developing my students’ creative skills, but preparing them to reflect on how they could enhance their future learners’ creative skills so that they could become the innovators of the future. Through the strategies that I have implemented in my classes to enable my students to expand their frame of reference so that they are able to think out of the proverbial ‘box’, they have developed skills and talents that will contribute to their overall success as teachers. Since my focus on the presentation of the module is on the design process and the various ways in which this could be actualised, they are afforded ample opportunities to be as creative as possible in designing a range of innovative products that showcase the depth of their creativity. Activities that require them to use a polyglot to create a toy, a house or an animal have served to extend their creativity to new heights and to expand their vision into new ways of knowing and new ways of experiencing the world. Their engagement with indigenous knowledge systems, especially in terms of researching indigenous medicinal technology, has served to enhance their understanding of our connectedness to each other irrespective of our cultural backgrounds. This has enabled them to come to terms with how, through their awareness of the multiplicity of ways in which innovativeness manifests itself across cultures and contexts, they come to a greater awareness of their own roles as future teachers to value the funds of knowledge that their future learners will bring to their classes.

Venue: Congella Room – Maharami Hotel ICSS 2019-334 PLACE AND EDUCATION IN THE ANTHROPOCENE: AN ECOSOPHICAL CONSIDERATION Dr F Kruger – University of the Free State Keywords: Ecosophy, place, Anthropocene

Abstract: In a report released by the UNHRC (2019) it is argued that global heating, associated with anthropogenic climate change, is not only likely to impact negatively on basic human rights such as the right to water, healthy food and life, but also on democratic institutions. Furthermore, based on current modelling the ecological and social impact of climate change, and specifically global heating, will effect communities in sub- Saharan Africa disproportionately as temperature increases in this region will be higher than any global mean temperature increase (Weber et al, 2018). Given this, the question arises how we, as educators and educational researchers working within the sub-Saharan African context, respond to these conditions that are associated with the Anthropocene – the geological age that gives recognition to the fact that humans have become a geological force, and largely one of destruction. Do the conditions of the Anthropocene hold a schizophrenic promise since it allows us to radically rethink what the relationship might be between nature and humans as Haraway et al (2015) aver? Within the field of philosophy of education Bonnet (2017: 334) argues that the most fundamental question that must be addressed at present is that of the “the nature of human subjectivity and personhood, and their relationship to the greater world that they inhabit, and of which they are a part.” In my presentation, I set out to consider the potential that ecosophy (Guattari, 2000) holds to explore the schizophrenic promise of the Anthropocene as well as to respond to Bonnet’s (2017) call. Through taken up an ecosophical position, I interrogate the dynamic and transversal interaction between individual subjectivity, social subjectivity and the environment, and how these manifest in the field of education. I doing this, I also give specific consideration to the importance of place for education. It is my aim to offer tentative proposals of how an ecosophically informed conceptualisation of the relationship between place and education may allow educators and educational researchers the opportunity to respond in imaginative and creative ways to the conditions of the Anthropocene. 2019-218 CAPABILITIES FOR MEDIA GRADUATE EMPLOYABILITY: A CASE STUDY OF PRIVATE HIGHER EDUCATION IN SOUTH AFRICA Ms FA Somerville – University of the Free State Keywords: employability; private higher education; capability approach; human development; media education Abstract: High levels of youth and graduate unemployment are a concern in South Africa. The discourse of employability – in the context of a global knowledge economy – draws a direct link between education, employment and economic growth, with higher education playing an instrumental role in producing graduates as human capital whose value lies in increasing productivity for economic gain. The importance of a job in enabling a better future has driven increased access to higher education, fuelled by high expectations of the potential of a qualification to realise students’ aspirations. However, when graduates enter the labour market they face political, economic and social barriers grounded on influences beyond the control of higher education. Research on graduate destinations shows that higher education may not produce graduates with skills that match employers’ demands, nor has higher education been able to break persistent patterns of background inequalities or compensate for defects in the labour market. This study problematises the human capital approach to employability. Media programmes offered by private providers are vocationally orientated with specific focus on workplace preparation, and the study seeks answers to the question: how does private higher education contribute to enhancing equitable opportunities for media graduate employability and well-being? With a focus on higher education for human development and a commitment to principles of equity, transformation and social justice, the research uses the capability approach as a normative framework to understand employability outcomes that take cognisance of the diversity of graduates and link graduate opportunities to social justice concerns. Using a mixed methods sequential exploratory design within a transformative paradigm the project explores the employment experiences of media graduates from three private higher education institutions in South Africa. Multiple perspectives were sought through individual semi-structured interviews conducted with 21 media graduates, four key informants from the institutions, and six media employers. The rich qualitative data underpinned the design of an electronic survey conducted with media graduates to determine the opportunities for empowered, competent graduates in the distinctive field of media. By understanding the actual experiences of diverse graduates navigating the world of work and considering the opportunity barriers they face, this study provides insight into the role of private higher education as a potential capability multiplier in the realisation of media graduate employability and well-being. This matters for individuals, while also contributing to the broader purposes and effectiveness of higher education, and also the media, in serving a democratic society.

References: Bonnet, M. 2017. Environmental Consciousness, Sustainability, and the Character of Philosophy of Education.

Studies in Philosophy of Education, 36(3), 333-347. Guattari, F. 2000. The Three Ecologies (trans. I. Pindar & P. Sutton). London: The Athlone Press. Haraway, D., Ishikawa, N., Scott, G., Olwig, K., Tsing, A.L., and Bubandt, N. 2015. Anthropologists are talking –

About the Anthropocene. Ethnos, 81: 535-564. United Nations Human Rights Council. 26 June 2019. Climate change and poverty: Report of the special rapporteur

on extreme poverty and human rights, A/HRC/41/39. Available from https://www.ohchr.org/EN/NewsEvents/Pages/DisplayNews.aspx?NewsID=24735&LangID=E

Weber, T., Haensler, A., Rechid, D., Pfeifer, S., Eggert, B., & Jacob, D. 2018. Analysing regional climate change in Africa in a 1.5 °C, 2 °C and 3 °C global warming world. Earth’s Future, 6(4), 1–13.

2019-226 EXPECTATIONS OF GRADE 10 LEARNERS OF SEXUALITY EDUCATION Mrs MG Botha, Mrs E Swanepoel – AROS Keywords: Sexuality education, Life Skills, Adolescent, Educator, Secondary school Abstract: Sexuality education (SE), which forms part of the Grade 10 Life Orientation curriculum in South African public schools, is a very contentious subject area. Not only are teachers not trained to teach this component, there is also no prescribed curriculum in secondary and tertiary education available. Currently the effectiveness of SE depends on the knowledge base of the LO teacher, as well as the ease with which SE is being presented to Grade 10 learners. Studies indicate that LO teachers are not equipped to teach SE and that the outcomes of this component are therefore not met. In lieu of the fact that Sub-Saharan Africa (South Africa included) has the highest prevalence of HIV, the highest percentage of teenage pregnancies and the highest level of sexual crimes in the world, it is imperative that learners should be equipped with the necessary knowledge and skills to combat these challenges. The following question therefore guided this qualitative study: “What are the expectations of Grade 10 learners with regard to sexuality education?” In-depth, semi-structured interviews as well as narrative enquiry were used to collect data from a school in a middle-class residential area. One Grade 10 class was purposely selected to partake in the study. Thematic analysis was done to interpret the needs of the Grade 10 learners based on their expectations regarding a sexuality programme. Key findings indicated the need for knowledge regarded the consequences of a sexually active lifestyle, as well as the use of technology in presenting the subject content. Findings furthermore indicated that factors such as the personality and experience of the LO educator was imperative for a meaningful and effective sexuality programme. Recommendations that emerged from this study, have a number of implications for teacher training institutions.

Venue: Room 1820 2019-041 The role of departmental heads in the budgeting and procurement of teaching and learning resources Mr SB Mahlambi, Dr AS Mawela – University of South Africa Keywords: departmental heads, procurement, budgeting, teaching and learning, resources Abstract: The South African School Act, 84 of 1996 empowers the school governing body with the rights and responsibilities of designing the school finance policy which regulates the school budgeting and procurements. In South Africa, the Department of Basic Education, an organ of the state hires teachers at different post levels, such as post level one teacher, departmental head, deputy principal, and school principal with outlined roles and responsibilities for each level. However, some of the teachers occupy certain post levels without relevant and specific pedagogical knowledge pertaining to their roles and responsibilities as outlined in the 2003 Education Labour Relations Council. This study focuses on the role of Departmental Heads in budgeting and the procurement of teaching and learning resources for effective teaching and learning in selected Alexandra Township secondary schools in South Africa. In this qualitative case study, the interpretivist paradigm was employed to explore Departmental Heads’ experiences regarding budgeting and procurement practices in schools. Convenient sampling was used to sample five (n=5) departmental heads from five (n=5) Alexandra Township secondary schools, South Africa. Face-to-face, semi-structured interviews were conducted to collect empirical data from five departmental heads. Document analysis with special reference to procurement documents as well as the teaching and learning resources retrieval systems were analysed. For the purpose of this study, the following questions were used to conduct a literature review and data collection during

semi-structured interviews: how do Departmental Heads procure teaching and learning resources for their departments? What are the challenges of Departmental Heads with regards to budgeting and procurement of teaching and learning resources? What measures can be put in place to enhance Departmental Heads’ role regarding budgeting and procurement of teaching and learning resources? Thematic data analysis was used to analyse the imperial data collected through semi-structured interviews. Findings indicate that most of the departmental heads are aware of their roles of budgeting and procuring teaching and learning resources. However, as per the South African Schools Act 84 of 1996 it is only school governing body who has the powers to allocate the budget for teaching and learning resources, and this act as a barrier on them to procure adequate resources to their departments. This study recommends that the school’s finance policy be amended in order to accommodate the Departmental Heads views and suggestions with regard to decision making on issues pertaining to teaching and learning resources procurement.

DAY 3: SESSION 1

Venue: East Ilanga ICSS 2019-299 SCOPING THE CURRICULUM SCHOLARSHIP IN SOUTH AFRICA OVER THE LAST 25 YEARS Prof L Ramrathan – University of KwaZulu-Natal, Prof L Le Grange – Stellenbosch University, Prof S Simmonds, Prof P du Preez – North-West University Prof C Reddy – Stellenbosch University, Prof S Maistry – University of KwaZulu-Natal Keywords: Curriculum Studies; Curriculum scholarship; Scoping the field of curriculum scholarship Abstract: Noting the diverse nature of curriculum scholarship globally, this symposium attempts to scope the South Africa context to explore the nature and form of curriculum research that has unfolded over the last 25 years with a view to (i) determining the various strands of curriculum scholarship informing curriculum studies in South Africa; (ii) explore the works of various curriculum scholars in informing curriculum studies within South Africa; and (iii) to understand how and why particular foci of curriculum studies are privileged within the South African context. The various authors of this symposium have reviewed published works on curriculum over the last 25 years using several key works related to curriculum, including curriculum studies to identify and select these published works. The limiting factors included research and conceptual works on curriculum related to South Africa. Works published in books, book chapters and peer reviewed journal articles formed part of the parameters of the scoping activity. The chair of the symposium, Prof Lesley le Grange, will frame the curriculum studies scoping activity and argue for its relevance to the advancement of curriculum studies within South Africa. Three papers on the scoping of curriculum studies will then be presented, each focusing on the findings related to the macro perspective, the meso perspective and the micro perspective of the classroom. The symposium will conclude with a discussion by Prof Murthee Maistry drawing on key findings from each of the three papers in relation to the framing of the scoping activity. The symposium will conclude with the business aspect of the Curriculum Studies SIG, led by Prof Labby Ramrathan. The business aspect of the curriculum will focus on a review of the activities in 2018/19 and to chart a course for 2019/2020 year period.

Venue: North Ilanga 2019-085 INVESTIGATING ACCOUNTING CLASSROOM CONDITIONS IMPACTING ON SUCCESSFUL LEARNING IN THE FURTHER EDUCATION AND TRAINING PHASE Dr A Petzer, Prof M Nel, Prof MM Grosser – North-West University Keywords: Accounting, classroom conditions, successful learning, positive education, teaching Accounting, learning Accounting

Abstract: Studies have shown that the standard (based on pass rates) of Accounting at all levels (schooling and further education and training [FET]) in South Africa, as well as the number of learners taking this subject, have been on the decline despite the high demand for careers in Accounting. The classroom environment, which is mainly under control of the teacher, has the potential to influence both the way in which learners approach their learning of Accounting and the learning outcomes they achieve in this subject. An explanatory mixed method design was used to investigate Accounting classroom conditions in the Further Education and Training (FET) Phase. The first quantitative phase was a descriptive survey research study with a heterogeneous group of learners (N=576) and teachers (N=12) from public secondary schools in the Vaal Triangle Area of Gauteng. A Likert-scale questionnaire was used for this with the opportunity to add comments. In the qualitative phase, semi-structured individual interviews were employed with learners (N=13) and teachers (N=6), as well as classroom observations were conducted to gain more in depth understanding of the learning conditions in the Accounting classroom. Although having knowledge of the subject content was regarded as important for teachers and learners, key classroom conditions identified as essential for the successful learning of Accounting included positive and passionate teachers who: accommodate different ability levels by employing different teaching and assessment methods; provide constant, precise and constructive feedback; motivate and encourage accuracy and persistence; create a safe space for learners to ask questions; provide support where needed; establish positive relationships between them and the learners as well as between learners; and stimulate the development of critical thinking skills. 2019-295 EXAMINING NATIONAL POLICY FRAMEWORKS FOR TEACHER EDUCATION IN SOUTH AFRICA AND SWEDEN – A CRITICAL DISCOURSE ANALYSIS APPROACH Dr S Risenfors, Prof K von Bromssen – University West Keywords: National Policy Framework for Teacher Education, lower secondary school, South Africa, Sweden Abstract: This study is an examination of the current National Policy Frameworks for Teacher Education (Initial Training) for lower secondary school teachers in South Africa and Sweden. Comparing texts might lead to new understandings of the texts themselves and reveal differences between the social values held by cultures and nations, in this case in relation to the teacher profession. This is especially interesting as the teacher profession are being challenged by globalisation and neo-liberal policies all over the world. Using a critical discourse analysis approach, we examine the forms and the general constructions of the texts and look for words and phrases that reveal the texts’ attitudes to teachers, teacher education and the teacher profession. We also critically explore discourses in these texts on gender, ethnicity and sexuality drawing on an intersectional framework for analyses. 2019-074 USING A CRITICAL REALIST PERSPECTIVE TO UNDERSTAND VISIBLE REWARDS Ms S Akabor – University of the Witwatersrand Keywords: Critical realism, visible rewards, inclusive education, inclusion, exclusion Abstract: Research in education has largely not adopted critical realism as a philosophical underpinning for studies, however, it is used in other disciplines including health sciences, economics, management, and information technology. Although critical realism has not been used in any great extent in education, it offers the potential for fresh perspectives with regards to educational change, both in terms of how policy makers construct policy and in the management of change in schools (Priestley, 2011). This paper reports on the use of the critical realist paradigm in my doctoral study concerned with the ways in which we reward learners visibly and publicly for academic achievement at school, and its consistency with inclusive education. Critical Realism is useful as it becomes possible to move beyond the dominant ‘what works’ agenda favoured by empiricists to critically consider what works, for who and under what circumstances. Thus the use of Critical Realism for this study offered a fuller view of the 3 layers of reality surrounding visible rewards: the empirical, the actual and the real. At the empirical level, it is the outward manifestation of the actual reward. The level of the actual would refer to the documents detailing the criteria for learners to qualify for awards, number of awards, and the various types and categories of awards available to the learners. The level of the real encompasses everything related to the phenomenon of visible rewards: the school’s structure of visible rewards, criteria, processes, procedures, reifying academics, as motivation to achieve, parents’ pride, support and encouragement, pressure placed on leaners to earn academic rewards, to name but a few. In exploring critical realism’s offering to this study, broader aspects of researching inclusive eduation in the South African context as well as possibilities for future research are considered.

2019-049 EXPLORING AUTOETHNOGRAPHY AS LEARNING AND TEACHING IN HIGHER EDUCATION Prof K Pithouse-Morgan, Prof D Pillay, Prof I Naicker – University of KwaZulu-Natal Keywords: Autoethnography; higher education learning and teaching; productive resistance; self-reflexive research Abstract: Autoethnography is a self-reflexive research genre in which the multifaceted and fluid self of the researcher becomes a lens through which to study interrelationships between personal histories, lived experiences, and wider educational and sociocultural matters. Although autoethnography developed primarily as a qualitative research methodology, it is becoming increasingly evident as an approach to learning and teaching in higher education, particularly in the humanities and social sciences. There are published examples of autoethnography as pedagogy across a range of disciplines and subjects. In this paper, we explore the international scholarship of autoethnography as/in higher education to understand its potential as a complex and potentially transformative approach to learning and teaching. To begin, we position higher education in a context of global corporate managerialist reforms, and consider the possible effects of this on lived experiences of teaching and learning. Then, we tease out two key threads in the scholarship of autoethnography in higher education learning and teaching. The first is how autoethnography, as phenomenon, is purposefully used to facilitate articulation and critique of complex interconnections between personal histories and individual lived experiences on the one hand, and wider academic, cultural, political, and social happenings, concerns, and contexts on the other. The second thread is how autoethnography, as inherently personal, expressive, and self-revealing, differs from more orthodox, dispassionate approaches to learning and teaching in higher education that call for an objective distance between students, teachers, and the subject matter. This thread tells a story of higher education learning and teaching that embraces the richness, texture, and depth of insider accounts of human experience. It reveals how autoethnography opens windows for students to access and engage with their own and others’ experiences and viewpoints in vivid and evocative ways. It also calls attention to how inviting the personal and expressive into learning and teaching by facilitating the study, composition, and enactment of autoethnographic accounts in a variety of modes and genres can generate both powerful self-discovery and empathy for others. Overall, we highlight how autoethnography as pedagogy can open spaces in which to experience higher education as a social, ethical, and collective endeavor. As an antidote to a corporate managerial culture, autoethnography signals an opening to work as productive resistance in higher education. In coming face to face with different bodies, emotions, experiences, and lives through autoethnography, the educational experience becomes more than just an intellectual endeavor. 2019-097 HIGHER EDUCATION AS A PUBLIC GOOD IN SOUTH AFRICA: A THREE-TIER PERSPECTIVE OF CONDITIONALITIES Dr NSF Fongwa – Human Sciences Research Council Keywords: Higher education, public good, Universities, South Africa, Abstract: A major observation within the higher education literature is the role of policy on the public good perception of higher education in society. Williams (2016) demonstrates how the public good nature of higher education in the UK has shifted over time as based on how government policy documents define, redefine and situate higher education within the society. Williams further presents the historical shift in the role of universities from ideological to instrumental, and most recently, assuming the role of agents of social justice and equality. While academics have constantly upheld institutional autonomy from external influence, through curriculum and pedagogy they themselves have shaped how students experience university education and ultimately their contribution to the public good (or public bad) thereafter. What therefore becomes evident is that local context, whether national, institutional or personal, informs how public a good higher education is or can be interpreted and experienced. In this paper, I explore the role of context in the way higher education in South Africa is perceived as public good or otherwise. I interrogate at three contextual levels issues that inform how higher education is perceived along William’s spectrum of public good – from knowledge pursuit through employability and human capital to social justice – within the South African context. Based on empirical data collected from a range of stakeholders including government departments/agencies, university leaders, academics, civil society and student union representatives, I explicate that the potential of higher education being and serving a public good function is strongly context-specific. I use a three tiers level of analysis which are the national structures, institutional arrangements and individual aspirations of students and parents.

Venue: Suite 1

2019-092 HAVING FUN SERIOUSLY MATTERS: A VISUAL ARTS BASED NARRATIVE OF SELF-REFLEXIVITY AND METHODOLOGICAL INVENTIVENESS Dr M Muller – University of the Free State Keywords: Educator subjectivity, Self-reflexivity, Arts-based narrative, methodological inventiveness Abstract: This paper is a visual narrative of educator identity, subjectivity and self-reflexivity during a time of change and transformation in the South African education context. I use arts-based (Cahnmann-Taylor and Siegesmund 2017; Leavy 2009) inquiry to engage with my own learning to illustrate my journey of discovering and using different self-reflexive methodologies in educational research. As such, educator identity and subjectivity are viewed as part of an assemblage of affective experiences that can create new possibilities of doing, being and becoming. The flow between subjectivity, methodology and self-reflexivity is explored as a visual narrative that unfolds in difficult, messy and sometimes volatile educational spaces. Therefore, the larger context of transformation and rapid change is seen as entangled with educator experience, development and practice. In creating the narrative, I draw on elements of memory (Mitchell, et al. 2011), fiction (Clough 2002; Leavy 2013), poetry (Leavy 2009) and imagination to create a performative (Denzin 2003) and post qualitative (Le Grange 2018) text in order to explore possibilities for being and doing differently. The visual narrative responds to the dynamic and fluid nature of professional and personal development as embedded in reflective practice and creative expression. Through this, I hope to highlight the joy (Gannon, et al. 2019) and excitement of self-reflexive research methodologies that have helped me develop and grow as a researcher, an educator, and an artist. Thus, within this paper methodology is understood as an organic, ever-changing and intuitive force that corresponds to growth and change of the self within an educational environment of change and transformation. The aim is to show how a creative engagement with methodology can create productive possibilities to respond to stifling and regulating new-liberal performance regimes, because … having fun seriously matters … and finding joy … in the discovery … of difficult things … really helps me … to think and do differently. Sources Cahnmann-Taylor, M, and R Siegesmund. 2017. Arts-based research in education: Foundations for practice . New

York : Routledge . Clandinin, D J, and F M Connelly. 2000. Narrative inquiry: Experience and story in qualitative research. San

Francisco: Jossey-Bass Publishers. Clough, P. 2002. Narratives and Fictions in Educational Research . Philadelphia: Open Univeristy Press. Denzin, N K. 2003. "The Call to Performance." Symbolic Interaction 26 (1): 187 - 207. Gannon, S, B Taylor, Gill Adams, H Donaghue, Stephanie Hannam-Swain, Jean Harris-Evans, Joan Healey, and

Patricia Moore. 2019. "'Working on a rocky shore': Mirco-moments of possitive affect in academic work." Emotion, Space and Society 31: 48 - 55.

Le Grange, L. 2018. "What is (post) qualitative research?" South African Journal of Higer Education 32 (5): 1 -14. Leavy, P. 2013 . Fiction as Research Practice. Short Stories, Novellas and Novels . Walnut Creek, CA: Left Coast

Press. —. 2009. Method Meets Art. Arts-Based Research Practice. New York : The Guilford Press. Mitchell, C, T Strong-Wilson, K Pithouse, and S Allnutt. 2011. Memory and pedagogy. New York, USA: Routledge. Mitchell, Claudia . 2008. "Getting the picture and changing the picture: Visual methodologies and educational

research in South Africa." South African Journal of Education 28 (3): 365 - 383. 2019-050 GENDER VERSUS TRANSGENDER: LGBTI COMMUNITIES AT CROSSHAIRS Dr S Madambi, Prof A Coetser – Walter Sisulu University Keywords: Gender, gender equality, otherness, sexual orientation, and transgender Abstract: This article explores the challenges experienced by the lesbian, gay, bisexual, transsexual and intersexual (LGBTI) students in Mthatha high schools. A qualitative case study to investigate the challenges experienced by LGBTI students in these schools was conducted. The population of the study was the students and educators from Mthatha Education District from where a purposive sample of 204 respondents (180 students and 24 educators) was constituted. Questionnaires and semi-structured interviews were used as instruments to collect data from the participants. Data was qualitatively analysed. Content analysis; which is a method used to systematically analyse the meaning of collected information was used to analyse data. Of central interest were the core themes that the participants referred to; the information or messages that they wanted to pass on. Some of the methods used included

the simple counting of the questionnaire responses and finding patterns in the qualitative data where many participants referred to similar challenges. Findings suggest that the LGBTI students encounter insurmountable challenges such as labelling, discrimination/marginalisation and unfairness in the learning processes. The findings underline the importance of addressing the challenges faced by LGBTI learners in high schools if ever gender equality is to be attained. This article concludes with a set of recommendations on some of the strategies to address the identified challenges. 2019-302 BRINGING THEORY TO OUR UNDERSTANDING OF VOCATIONAL EDUCATION AND TRAINING (VET) AND THE ROLE(S) THAT IT CAN PLAY IN EXPANDING SUSTAINABLE LIVELIHOODS Dr L Powell – Nelson Mandela University Keywords: Vocational Education and Training, informal sector, sustainable livelihoods Abstract: The central question facing Vocational Education and Training (VET) orientated towards development is how VET can respond to social justice concerns particularly the alleviation of poverty, inequality and unemployment? Against a historic backdrop of VET’s culpability in developing contexts of reproducing inequalities, imbedded within this question are other questions. (i) What does the literature on inequality (Sen 1992) and disadvantage (Young 2014) bring to our understanding of the culpability of VET in reproducing inequality and disadvantage? (ii) What does the decolonisation debate bring to our understanding of what it might mean to transform VET beyond its historical root of producing the skills required to support and expand the colonial empire and the modern economy and later neoliberal capital? (Abdi 2012) (iii) And, what does the literature on identity and craft (Rose 2004, Sennett 2008) bring to our understanding of skills and knowledge. Located broadly within the human development (capabilities) approach, and strengthened by these bodies of literature, this paper focusses specifically on the role(s) that VET could play in advancing informal sector livelihoods. It does so by making three contributions. Firstly, the paper recognises that the role(s) that VET can play in advancing livelihoods undertaken in the informal sector has since the 1980s come to a theoretical and empirical hiatus. Secondly, and in a response to this hiatus, the paper brings theories and concepts that were not in existence in the 1980s to a small set of empirical data in the hope that these provide lenses that allow for deeper understandings of the complex ways in which young people engage and manoeuvre within the informal sector. (iii) Lastly, and against the backdrop of the Sustainable Development Goals promoting increased participation in VET, the paper emphasises the social justice imperative of opening debate in both policy and academic spaces on the role(s) that VET could play in supporting sustainable livelihoods. Abdi, Ali. 2012. Decolonising Philosophies of Education. edited by A. Abdi. Rotterdam/ Boston/Taipei. Rose, M. 2004. The Mind at Work. New York: Penguin. Sen, Amartya. 1992. Inequality Reexamined. Oxford: Oxford University Press. Sennett, Richard. 2008. The Craftsman. United States: Yale University Press. Young, Iris Marion. 2014. Five Faces of Oppression. Albany, New York: University of New York Press. 2019-296 EXAMINING THE CONTRIBUTION/IMPACT OF THE TVET PROGRAMMES TO INCLUSIVE INDUSTRIAL GROWTH AND TRANSFORMATION- AN ANALYSIS OF AUTOMOTIVE SECTOR IN SOUTH AFRICA Mr AT Sibiya – University of the Witwatersrand Keywords: VET, Skills Programmes, Industrialisation, Industrial growth, Transformation, Automotive sector/firms Abstract: The paper presents preliminary findings from a study investigating the contribution of vocational programmes to inclusive industrial growth and transformation in the automotive manufacturing sector. The sector is an important one in South Africa, contributing around 7.5% to GDP, and has been the focus of considerable industrial policy and targeted government interventions. Industrialisation, in turn, is widely believed to be crucial for economic growth and bring many positive spinoffs, for economic development and job creation. Given the essential role of industrialisation in economic development, the contribution of vocational programmes to company level development is important.

Notwithstanding this general prioritization of vocational skills, there is little evidence that demonstrates how vocational programmes contribute to industrial growth and transformation. Many evaluations focus on how education and skills benefit individuals, with minimal if any, analysis of the contribution to inclusive industrial growth and transformation. Furthermore, there is lack of information on potential factors that contribute to economic growth and development. My research is part of a bigger project being conducted by six developing countries, namely, Bangladesh, Cambodia, Ethiopia, Laos, Vietnam and South Africa, which aim to investigate this contribution. The overall aim of the research is to explore the causal link between vocational programmes and industrial growth and transformation with empirical data, to produce new knowledge and evidence on the extent of the contribution of vocational programmes. The focus is on formal vocational programmes. The main research question is: • Which vocational programmes contribute the most to company inclusive growth and transformation? In addition, what are new or likely skills programme that have potential to play a meaningful role in the overall (automotive)sector and lastly, over the last ten years (2007-2017) how has skills acquisition impacted to inclusive company growth and transformation in SA?. One of the research hypotheses is that vocational programmes that focus on high skills levels are more likely to contribute to inclusive industrial growth. The paper reports on the first stage of the mixed methods data collection, which is a web-survey (online questionnaire), which has been administered to 61 companies in the automotive sector. This was from a sample population of 100 firms. The aim of this phase was to determine the programmes that are most relevant and significant for automotive firms, as well as to determine the growth and transformation profile of companies. The paper will present the initial data analysis as well as the proposed methodology for in-depth interviews that will be conducted in a smaller number of companies, focusing on four vocational programmes. 2019-290 TYPICAL CLASSROOM PRACTICES OF TWO SOUTH AFRICAN PHYSICAL SCIENCES TEACHERS Dr R Gudyanga, Prof LC Jita – University of the Free State Keywords: classroom practices; curriculum implementation; curriculum sense-making; curriculum policy; physical science. Abstract: This article is based on a broader study that investigated physical sciences teachers’ practices during the science curriculum implementation in South Africa. Despite substantial literature on the disparity between policy and practice of curriculum innovations, there is a scarcity of studies that focus on teachers’ classroom decisions during the present curriculum reforms. For this study, we sought to find out how teachers make decisions about what to teach and how to teach, including the sequencing and time frames. We conducted document analysis on curriculum support materials and lesson plans followed by multiple classroom observations on two teachers from two schools in the same district. Supplementing with excerpts from the original support material, we analysed and integrated our findings into a coherent structure that enables comprehension of typical patterns of teacher practices. To prepare their lessons plans, the two teachers relied on three key documents: work schedules (WS), examinable content document (ECD), examination question papers (and their memos). The work schedules have content that should be covered within specific timeframes. What to teach, pacing and sequencing thereof are all determined by the work schedules. The ECD is more of a summary of the specific content that is examined in the final examinations and all ‘common tests’ that contribute to the School-based assessment (SBA) marks. While these short summaries may provide a starting point on the content to be covered, they are in some cases insufficient to meet the objectives and expected outcomes. Examination questions and their marking schemes are efficiently used to “drill” learners for the final examinations. Our findings have some implications for the teaching and learning of science in the province of the Free State. Firstly, the overly restrictiveness of the CAPS curriculum and the adherence to the work schedules leaves little room for teacher to make their own sense of the CAPS curriculum. Teachers’ creativity and adaptability to their learners’ contexts in the teaching of science is most likely very limited. While these strategies, as guided by the supporting documents discussed, may assist teachers who are less qualified or have limited capacity to deliver quality teaching according to research-based best practices, they may present obstacles to those teachers who want to employ their creativity to influence learners through their teaching.

Venue: South Ilanga 2019-024 PRE-SERVICE PRIMARY SCIENCE TEACHERS’ PERCEPTIONS OF THE PROBLEMS THAT THEY FACE IN THEIR TRAINING Mr K Mamutse – Embury Institute of Teacher Education Keywords: Pre-service teachers; Training; Critical Discourse Analysis; Issues; cycle of mediocrity; learning hierarchy Abstract: The issue of challenges faced in science teaching and learning in South Africa is reported abundantly in literature. A lot of studies have focussed on the challenges that are faced by high school learners in their learning of science. Others have also looked at the challenges that are faced by high school science teachers. The verdict is the same: there are some challenges in the teaching and learning of science in the country. The aim of this qualitative study is to explore the challenges that pre-service primary school science teachers in a South African institution face. These students face high failure rates in the science modules. In an average year for instance less than half a class would proceed from one year to the next. This has implications on their professional aptitude when they qualify as teachers. By looking at the challenges that pre-service science teachers face, the study seeks to explore the science learning challenges right from the primary school level and plug any prevalent loopholes. Using Critical Discourse Analysis (CDA) as the theoretical framework the study interrogates the challenges that the students face. The use of CDA is characterised by the researcher’s use of their judgments and comments based on their analysis of the conversations they would have held with the participants. The data were collected using semi-structured interviews and focus group interviews. The interview data were then analysed using content analysis. The significance of the study lies in its potential to address the challenges related to science teacher training at the very foundation of the learning hierarchy. This in the long run has the potential to address the challenges faced in the teaching and learning of science in South Africa. The study concluded that the pre-service primary school teachers received inadequately planned training. This could be the smoking gun in the problem of poor science teaching and learning in South Africa. If this is not addressed adequately, it could intensify into a cycle of mediocrity in the teaching and learning of science from primary school up to teacher training level. 2019-031 SQUARE PEGS FOR ROUND HOLES: FIRST-YEAR STUDENT EXPERIENCE OF THE TUTORIAL PROGRAMME FOR A UNIVERSITY OF TECHNOLOGY Mr C Makwara – Durban University of Technology Keywords: Tutorial, Tutor mentor assistant, first year student experience, Articulation gap, throughput rates Abstract: The South African higher education landscape has been battling the presence of students who dropout of the system at the end of first year. This has had serious consequences on throughput rates and the number of students who make it in minimum regulation time especially for students in from historically disadvantaged backgrounds in historically disadvantaged institutions like the Universities of Technology. The study sought to investigate the implementation of the tutorial programme for first years in the Bachelor of education students. It is in the interpretive paradigm using a case study approach with a convenience sample of 15 first year students, four tutors, and the module lecturer. Views were sought through open ended questionnaires and focus group discussions to determine the student experiences. The findings were interpreted using the theoretical framework of Archer’s model of Structure culture and agency Challenges including the absence of a clear formal structures regarding recruitment and disparities in remuneration for different tutorial programmes led to less than optimal experiences of the intervention. Recommendations including close monitoring and a closer working relationship between the tutor and the lecturer is offered. 2019-040 TEACHING CHEMISTRY IN ISIZULU: A CRITICAL INVESTIGATION OF THE BENEFITS AND CHALLENGES IN DELIVERY Dr MA Thamae – Durban University of Technology Keywords: Teaching, Learning, Chemistry, IsiZulu, Mother tongue,

Abstract: The use of the native mother tongue as a language for teaching and learning has received centre-stage attention within educational spheres both, with respect to political contexts and with respect to supporting student success. In the context of literature related to language and learning and teaching; one of the reasons for low learner performance outcomes has been cited as emanating from a lack of attention being paid to the language of instruction and the language of teaching and learning. In KwaZulu Natal, South Africa, IsiZulu has been a dominant business language and has been privileged as a language of communication and instruction. In considering the importance of IsiZulu in Higher Education and acknowledging the benefits of its use as a language of learning and teaching, it becomes vital to consider what is being taught and what allows it to be taught in the manner in which it is taught. The teaching of Chemistry as a subject has been facilitated primarily in English as the sole medium of instruction. One of the challenges in teaching Chemistry in indigenous languages is that concepts in indigenous languages that adequately describe chemistry concepts may not exist. Chemistry has been taught in English as most Chemistry literature is written in this language. Students from communities whose indigenous languages may have little or no Chemistry concepts within them have notable challenges in grasping basic concepts and theories within the subject matter. Guided by this, the current studies critically investigate the possibilities of teaching of Chemistry in a local language, namely, IsiZulu and asks what aspects of Chemistry could be taught through the medium of isiZulu and why? Through a case study of pre-service students registered within the Bachelor of Education programme within a University of Technology, student teachers registered for the Chemistry teaching specialisation were interviewed to provide responses to these questions. The findings of the study reveal that Chemistry teaching specialisation student teachers do not prefer teaching any aspect of Chemistry through the medium of IsiZulu. They, however, do recognize the need to teach certain key concepts of Chemistry in isiZulu for learner understanding and these key concepts relate largely to process concepts (in doing Chemistry) related to Chemistry rather than concrete concepts including that or naming compounds. The findings relate to the body of knowledge on pedagogy, decolonization and Chemistry teaching in an indigenous language. 2019-046 EXPLORING LECTURERS’ EMOTIONAL CHALLENGES ON THEIR WORK PERFORMANCE AT ONE OF THE RURAL UNIVERSITIES IN EASTERN CAPE PROVINCE Dr N Marongwe, Dr H Kasumba, Dr S Chiphambo – Walter Sisulu University Keywords: Denial, Depression, Emotional burnout, Lecturer anxiety, University, Wellbeing Abstract: The paper seeks to explore the untold stories of emotional challenges faced by some lecturers in rural institutions of higher learning. The study was triggered by observations and experiences that were made by the researchers of this current study. Today’s universities are faced with a myriad of challenges among them is lecturers’ well-being. Lecturers’ anxiety is now rampant but not enough attention is given to it since people assume that academics can handle life storms. Understanding of lecturers’ challenges will be a springboard to help address some challenges university students are struggling with like educational challenges. Additionally, exploring the problem and consequences on lecturers’ work will provide strategies that could be implemented by the university management. The study was guided by the existential anxiety theory. Lecturers’ well-being is essential for successful education at any university. In this qualitative-case study design approach, a purposeful sampling technique was adopted to select ten participants. Face-to-face interviews and narratives were used to collect data with the aim of formulating a model that can be used by the university management in trying to assist the depressed lecturers and to prevent others from being trapped into the same condition. Data presentation and analysis were done through the use of verbatim quotations and thick descriptions to provide the reader with a clear outlook of the problem. The study established that university lecturers were overwhelmed by challenges like uncertainty of their jobs, abnormal workload, huge classes, pressure to engage in research, supervision and community engagement for one to be promoted, student unrest from time-to-time, dwindling resources, pressure to integrate information communication and technology in teaching and learning without technology skills, stressed students, lifestyle diseases, economic pressures, curriculum change and so on. The study concluded that lecturers were facing a myriad of challenges that had a negative impact on the execution of their duties and that not much ear was given to them. The paper recommended and developed a model to be adopted in order to address these challenges and to prevent future encounters as it is said prevention is better than cure. 2019-061

EXPLORING ENABLING INTERVENTIONS FOR INCREASING FEMALE STUDENTS’ PARTICIPATION IN SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) DISCIPLINES IN KENYAN PUBLIC UNIVERSITIES Dr P Gathara, Dr L Mbirianjau – Kenyatta University Keywords: Access, Participation, gender, policies Abstract: Provision of university education is a pillar to a country development. However, not all women who qualify to join universities do access and participate in Science, Technology, engineering and Mathematics (STEM) faculties in higher education. This is despite several intervention measures being enforced, implemented and enshrined by various governments and university policy documents in increasing access and participation. Globally, studies continue to document disparities in women’s participation in STEM disciplines in the universities. This is despite existence of policies and interventions to redressing these disparities. This study was conceptualized to explore interventions that have been implemented to enable access and participation of female students in Kenyan public universities. The study utilized a descriptive research design. The survey method was used in collection of data. Data for the study were collected in three public universities that were purposively sampled. The respondents included faculty members and students that were sampled in the sampled universities. Questionnaires were administered to the students in the faculties that deal with STEM disciplines. In addition interviews were conducted with members of faculties who included the Deans, chairpersons and lecturers in the STEM faculties. Other methods of data collection employed included, observations, content and documentary analysis that were used as key instruments. Data were analysed both quantitatively and qualitatively. The qualitative data was analysed according to the themes generated as per the objectives. On the other hand the quantitative data was analysed using descriptive statistics such as means and percentages while inferential statistics using chi square was used to establish the significance differences between the categories under discussion. The study findings revealed that, despite the existing educational gender interventions, female students’ enrolment and participation in STEM disciplines in the Kenyan public universities is 30% and less than 20% in hard sciences. Further, gender typing of the school curriculum and existence of socio-cultural and institutional barriers affects female students’ participation in STEM disciplines. Government and universities need to develop educational STEM policies and interventions to increase female participation in STEM disciplines and a gender responsive curriculum. Enhancement of STEM mentoring, career guidance at all levels of education and all educational stakeholders’ should be involved in addressing socio-cultural and institutional barriers on masculinity of STEM disciplines.

Venue: Suite 2 2019-059 CONCEPTUALISATION AND ENACTMENT OF ETHICAL LEADERSHIP AMIDST TURBULENCE IN FOUR ZIMBABWEAN SCHOOLS Dr SE Mthiyane, Ms B Chingwanangwana – University of the Witwatersrand Keywords: contextual factors; ethical school leadership; political violence; socio-political and economic turbulence; turbulence theory; Zimbabwean schools. Abstract: This paper presents the findings of a qualitative multiple case study employing interpretivism on ethical leadership amidst turbulence at four schools located in Marondera Education District, Zimbabwe. In essence, the study explored the conceptualisation, enactment and experiences of ethical leadership among school heads, heads of department and teachers amidst socio-political and economic turbulence in Zimbabwe. Thematic analysis was used to analyse data which were generated through interviews, documents reviews and questionnaires. The findings suggest that ethical leadership is very difficult, if not impossible to practise during severe socio-political and economic turbulence due to the struggle for survival that research participants endure. Factors such as the late payment of salaries and bonuses to staff, the cash crisis in the banks, rampant teacher absenteeism due to involvement in private businesses, political violence against teachers, the collapse of funding of the education system and the deterioration of learner behaviour were found to severely impact on ethical leadership practices. While we acknowledge the overwhelming impact of contextual factors on ethical leadership practices in the researched schools, we contend that successful, visionary and ethical school leaders should have the courage to stand for what is right, be able to adapt, reflect, transform and influence the context to promote school success, they should not be constrained by it. Hence, we posit that despite the turbulence and tumultuous times they face, they should maintain an unimpeachable honesty and integrity if their schools are not only to survive turbulence but remain vibrant and flourishing centres of academic excellence. 2019-076

DRAWING FROM MULTIPLE IDENTITIES: THE NARRATIVES OF NOVICE PRINCIPALS IN A DEPRIVED SCHOOL CONTEXT Mrs N Satimburwa – University of KwaZulu-Natal Keywords: Novice principals; Identities; Multiple deprivation, Leadership Abstract: In South African the majority of schools are described as dysfunctional and are located in a context with multiple deprivations (Maringe & Moletsane, 2015). This dysfunctionality is in part the product of the contextual constraints leveraged by deprivation. Principals are regarded as Chief Executive Officers of the schools they lead, and in current times this position has become multifaceted with various demands and pressures calling for new ways of doing, thinking and being (Spillane & Lee, 2014; Ng & Szeto, 2016). South Africa has no formal leadership preparation framework for the preparation of aspiring and newly appointed principals. There is no policy framework designed to assist schools to respond to challenges faced in deprived school contexts (Maringe, Masinire & Nkambule, 2015). The contextual constrains and pressures, in confluence with the challenges experienced by novice principals because of their newness creates a unique ecosystem of circumstances for the leadership of these principals. Using their narrated stories as a portal and sense-making as the theoretical lens, this paper focuses on gaining insights on the multiple identities of novice principals, and understanding how they draw from these multiple identities to make sense of their learning ecology and their positionality as new incumbents. The paper draws from a PhD work in progress. Based on the preliminary findings, novice principals draw from their multiple identities which have been, and continue to be crafted by their past, present and anticipated experiences. Their family backgrounds, educational experiences and religious beliefs informs their leadership narrative which is based on a framework of values, beliefs and an ethical code which makes them see themselves as change agents in the interface of the experiences culminating from their newness and the context in which they lead. This research will add value to the limited scholarship by bringing to the fore the dynamism of the impact of identities in informing leadership behaviours and practices, particularly for novice principals leading in a deprived school context. 2019-093 EMPLOYEE TURNOVER INTENTIONS AT A HISTORICALLY DISADVANTAGED SOUTH AFRICAN UNIVERSITY Dr PW Bwowe – Walter Sisulu University Abstract: The term “historically disadvantaged universities” (HDUs) as used in this study emanates from the unequal historical relations that existed in South African Higher Education especially during apartheid era. This historically social and economic divide left the predominantly black and rural-based universities with limited financial resources and in many respects underdeveloped. As a result, these universities find it difficult to attract highly qualified competent employees. Academics and highly competent support staff are normally poached by other well financially established tertiary institutions or join private organisations. In some cases these employees leave due to social and physical conditions of the environment where many of these institutions are located. In addition, these institutions lack appropriate leadership and management skill to effectively manage and support their staff. This normally results in employees’ job dissatisfaction and stress which at times, may increase employees’ intent to leave. This study was motivated by the desire to explore the nature of turnover intention at a historically disadvantaged university in South Africa. A sample of 40 participants namely: academics, support and technical staff from the selected institution were conveniently identified to participate in the study. The paper used quantitative research technics to assess and describe seven behavioural factors on employee’s intentions to leave their current job. The study also assessed and described factors that can influence employee turnover intentions. Findings show a reasonably high level of employees’ desirability to leave their present job. One other major finding is that, the ease of movement is influenced by external factors such as job market conditions and labour market mobility. The factors that most respondents believe to have much influence on the ease of movement from the organisation are: lack of advancement opportunities, job insecurity, workload, availability of job opportunities elsewhere and inadequate salary and benefits. The study is significant as it provides important information on employees’ intent to leave. The intent or desire to leave, is the antecedent to turnover and gives an employee’s own estimation of the probability that he/she will be resigning. The knowledge gained from this study can be used to enhance understanding of factors that predict actual turnover and also assist in controlling employees’ avoidance behaviours, which otherwise could have led to employee mobility from the institution.

2019-130 MENTAL MODELS OF SCHOOL LEADERS AND COORDINATORS IN MAKING SCHOOLS HEALTH-PROMOTING: CREATION OF NEW MENTAL MODELS Dr S Kwatubana, Dr VA Nhlapo – North-West University Keywords: School health-promotion, individual mental models, shared mental models, Abstract: Building and sustaining health-promotion in schools has been viewed as a complicated process that involves change on many levels. Research has observed that in countries where the school health-promotion initiative has not been effective, the underlying behaviors, norms and beliefs of school leaders and coordinators of school health programmes were not impacted. Efforts to change coordinators and school leaders’ attitudes towards school health-promotion have been unsuccessful or met with resistance. This study intends to identify mental models that coordinators and school leaders show in their endeavours to provide healthy school settings in order to gain a better understanding of their mental models about the school health promotion practices. Their views of ideal human-task interaction practices will also be investigated in order to ultimately come up with strategies to adjust mental models that resist change. A common oral-based mental model elicitation technique used in this research is individual interviews. A combination of open-ended and semi structured interview questions were used to elicit participants’ perceptions of their understanding of school health-promotion, what factors enhance or deter school health promotion. Eight school leaders (4 principals, 2 deputy and 2 HODs) and eight coordinators of school health promotion participated in this research. Content analysis was used to analyse the data. The results of this study indicate that elicited or expressed mental models were highly situation specific both in terms of their content and their structure. 2019-281 MAPPING INSTRUCTIONAL LEADERSHIP PRACTICES AND PERSPECTIVES OF PRIMARY SCHOOL HODS IN SOUTH AFRICA Mr MP Moeketsane, Prof LC Jita, Dr T Jita – University of the Free State Keywords: Heads of departments, HODs’ practices, HODs’ perspectives, instructional leadership, distributed leadership, professional development. Abstract: Concerns have been raised over the instructional leadership roles of heads of departments (HODs) in South African primary schools. These concerns originate mainly from research that suggests that primary school learners have not achieved to the expected levels and that the causes of this poor performance may be related to the way instructional leadership roles are executed by HODs, among other reasons. Prompted by the diverse challenges of implementing instructional leadership in primary schools, and the raging scholarly debates thereon, this paper presents findings on the dominant instructional leadership practices and the perspectives of primary school HODs in South Africa. The study surveyed 205 HODs from a stratified sample of 100 primary schools across the five education districts of the Free State province in South Africa. The major findings suggest that “monitoring” and “control” are the most dominant practices of instructional leadership for the sample of HODs, almost to the exclusion of other forms of instructional guidance provision. Furthermore, the practices of defining the school mission and promoting the school learning climate are proposed as the main areas in need of professional development for the respondents. The paper thus recommends for an urgent intervention in the form of accredited professional development, designed to empower this group of primary school leaders in the country on effective distributed and instructional leadership practices.

Venue: Suite 3 2019-128 THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTS) IN TEACHING AND LEARNING IN SOUTH AFRICAN PRIMARY SCHOOLS Dr PN Munje, Dr T Jita – University of the Free State Keywords: Disadvantaged community, information and communications technology, integration, primary schools, teaching and learning Abstract:

The integration of Information and Communications Technologies (ICTs) in classrooms is part of the academic agenda in many countries around the world, due to its positive impact on teaching and learning. The question that forms part of ongoing discourses in South Africa is whether the aspiring policy initiative of ICT integration is being implemented in all school contexts. This qualitative paper uses the evaluation framework to assess the implication of ICT integration in teaching and learning in primary schools. The data were obtained from nine educators in three primary schools within a previously disadvantaged community in the Western Cape of South Africa. The data were analysed thematically and this resulted in the emergence of themes that describe the nature of ICT integration in teaching and learning in the selected schools. Findings indicate that the three schools were not effectively using ICTs in their teaching and learning for varied reasons (theft and lack of funds to maintain available computers being some of them). There was unanimity in that these constraints were negatively impacting on efforts to deliver quality education to the learners. The variance in challenges faced by these schools in the domain of ICTs integration exposes the disjuncture between policy and practice in the South African education system. This also shows that the Government’s 2013-20125 E-Education plans are yet to be fully implemented in all school contexts, especially those that are under-resourced. We suggest the intensification of the Department’s monitoring and evaluation mechanisms to ensure that these constraints that are varied based on school contexts are identified and resolved, in order to boost the valued quality education agenda. Considering that this study is based in a single community, we do encourage further research in different spaces in South Africa in order to provide a comprehensive picture of ICT integration in schools nationally. 2019-139 BEYOND LIMITS: LECTURES’ REFLECTION OF MOODLE UPTAKE IN SOUTH AFRICAN UNIVERSITIES Dr CB Mpungose – University of KwaZulu-Natal Keywords: beyond limits, curriculum, Moodle, lecturers, reflections, Theory of Equilateral Moodle reflections Abstract: The mandatory phasing in of Modular object oriented dynamic learning environment (Moodle) as a technology-based environment (TBE) within South African universities has been met with a variety of uptake challenges. Specifically, the pedagogical tool was officially introduced without clear exposition of the underpinning rationale, training, and implementation framework for its adoption. This study reports on a case study drawing from a purposive sampling of two South African universities that have adopted Moodle to support the teaching and learning endeavour. It conveniently selected 11 lecturers who have used the technology within their lecturing, drawing their responses through email-reflective correspondence, Moodle artefact engagements and semi-structured qualitative interviewing reflecting on the challenges and affordances of the pedagogical tool. Ethical issues such as ethical clearance, gatekeeper’s letter, confidentiality, anonymity, and amongst others informed this study. Credibility, transferability, dependability and conformability were catered for, in order to ensure the trustworthiness of the study. The study adopted guided analysis via inductive and deductive reasoning, and it was framed by technological pedagogical and content knowledge (TPACK) theoretical framework. It came out form the study that the top–down imposition of the mandatory implementation was resisted by lecturers hindering their uptake. Moreover, the university policy mandate was not accompanied by any formal reflective means of gauging the quality of the intervention, nor strategies on how to improve lecturers and students’ practices with new adopted technology. In the absence of clear policy directives, the study recommends the lecturers to go beyond the limits and develop their own means of formal, informal and non-formal strategies to gauge the merits or limitations of their pedagogical interventions with Moodle. This model of harnessed reflection is coined to be a Theory of Equilateral Moodle Reflections (TEMR) to maximise the potential uptake and use. 2019-225 CHILD LABOUR AS A LEGAL AND AN ILLEGAL PRACTICE: CONTENT KNOWLEDGE IN SOUTH AFRICA’S EXPLICIT SCHOOL CURRICULA Dr A Visser – North-West University Keywords: Child, Curriculum Studies, Labour, School curriculum, Trafficking Abstract: In South Africa school attendance is compulsory for all children in the age group seven to fifteen. Access to Basic Education is a human right of every child of this age and it is considered a criminal offence when they do not attend school. When children drop out of school, it is often to find a job to support their families. Children fifteen to eighteen years old may be employed to do work appropriate for their age; employers are, however, not allowed to employ children under the age of fifteen. Also children between fifteen and eighteen are vulnerable to become victims of child labour trafficking. Thus one would expect the school curriculum to equip children to become knowledgeable on legal

and illegal child labour practices, especially since illegal practices could lead to child trafficking. The question this paper addressed was: to what extent, if any, does the explicit school curriculum equip learners with knowledge regarding legal and illegal child labour practices? As a result of this question, a non-empirical qualitative document research study was conducted. All South Africa’s Curriculum and Assessment Policy Statements for compulsory subjects for Gr 1-9 were downloaded from the Department of Basic Education’s website. Thereafter, these curriculum documents were analysed through content analysis. The research design was underpinned by an interpretivistic paradigm. The foundation phase consists of four compulsory subjects and the intermediate phase consists of six compulsory subjects. Not one of the curriculum documents in the foundation phase and intermediate phase explicitly addresses issues related to child labour. The senior phase consists of nine compulsory subjects and in this phase the subjects Social Sciences and Life Orientation explicitly addresses issues related to child trafficking. Organic spaces of addressing child labour related issues have been found in the following subjects: Home language (Gr 1-9), First additional language (Gr 1-9), Life Skills (Gr 1-6), Life Orientation (Gr 7-9), Social Sciences (Gr 4-9) and Economic Management Sciences (Gr 7-9). An increase on learning about legal and illegal child labour practices might be needed in the school curriculum. There is a possibility if children learn about these practices that they might be safeguarded from becoming victims of illegal child labour practices and child labour trafficking. This paper closes with highlighting some opportunities for more research projects which can address the issue of illegal child labour practices - specifically through awareness in the school curriculum as a preventative measure. 2019-248 TRANSFORMATIVE TEACHING FOR STUDENTS AND GRADUATES WITH DISABILITIES IN OPEN AND DISTANCE LEARNING CONTEXT: A CAPABILITIES APPROACH Dr B Manyonga, Prof SN Mokiwa – University of South Africa Keywords: Inclusive education, disabilities, curriculum, capabilities formation, social justice Abstract: Inclusive education acknowledges that all students can learn and that all students, including many considered to be non-disabled, need some form of support in learning during their time at school. The ongoing research on the experiences of students with disabilities is grounded on the thinking that they face challenges of limited access to Open Distance Learning and all other forms of higher education. Drawing from the capabilities approach theoretical framework, the paper examines the evidence of ‘well-being freedoms’ [capabilities], ‘well-being achievements’ [functionings], and ‘agency freedoms’ and ‘agency achievements’ to identify barriers that students with disabilities experience in learning. This means undertaking assessments of the students’ difficulties that could enhance or constrain the formation and expansion of their real opportunities and freedoms to choose, do and become what they have reason to value for life, work, and society. The paper presents findings from qualitative data collected from 10% (approximately 60) of the registered students with declared disabilities at University of South Africa. Data management was done through N-Vivo and thematic analysis was key to deriving insights from the semi-structured interviews. The results suggest ways of reducing or, wherever possible, removing obstacles to learning and start to look at how lecturers can use various teaching approaches/curriculum to help students facing various barriers to learning. The results, which suggest a different way of thinking and conceptualising inclusive education in human development terms, with more emphasis on outcomes that contribute to economic advancement and human well-being, cast a light on how inclusive education in Open distance learning might be transformed.

Venue: Suite 4 2019-101 SKETCHING BEYOND THE BOUNDARIES: AN ACCOUNT OF AN ARTS-BASED STUDY OF TEACHER EDUCATION CURRICULUM DEVELOPMENT Dr M Childs – Nelson Mandela University Keywords: Arts-based inquiry, collage, drawing dialogues, socially situated teacher learning, blended learning. Abstract: Teacher learning is a complex process that can be understood as a movement from novice to experienced practitioner. I focus this paper on the pre-service phase of the continuum of learning to teach. The purpose of this inquiry is to use arts-based strategies to explore and scrutinise understandings of pre-service teacher learning. An initial teacher education programme framed as a journey of Bridging, Becoming, Being and Belonging forms the context of this inquiry. Beginning teachers are viewed as traversing from school learners to

school teachers. During the years of their teacher education programme, pre-service teachers are expected to gain critical insights and orientations as they move from peripheral engagement to closer participation within a teaching community. Conceptions of socially situated learning and enactments of communities of practice underpin this research endeavour and offer a lens to view and review curriculum development practice. A series of arts-based strategies is used to take thinking about, and the practice of curriculum development within a particular Bachelor of Education (B Ed) programme forward. Collage is used to piece together understandings of a framework of teacher learning. Thereafter drawing dialogues are employed to sketch a range of possibilities of collective learning within the programme. Drawing dialogues offer a creative means of generating insights about pre-service teacher learning. Drawings serve as prompts for discussion and introspection and can be a powerful means of expanding understandings of the collective learning of beginning teachers in face-to-face and electronic learning environments. Communal learning opportunities are drawn, dichotomised and discussed as a means of exploring the potentials of blended learning within an initial teacher education programme with emancipatory intentions. In this paper, I argue that pre-service teacher learning is primarily a socially situated process. I further posit that the movement from newcomer to more experienced beginning teacher can be supported by offering a range of collective learning opportunities geared towards the critically orientated ideals of a preservice teacher education programme. Unacknowledged assumptions and unintended bias may influence the design and realisation of our curriculum development and teaching activities. Espoused values and stated intentions may be distorted if our histories and experiences are not examined and made explicit. Arts-based approaches offer creative spaces to engage critically, both individually and collectively, and could help to work towards intended social change as an outcome of a B Ed programme. 2019-240 INTEGRATED ASSESSMENT: A PROGRESSIVE APPROACH TO SUPPORT LEARNERS LEARNING IN ECONOMIC AND MANAGEMENT SCIENCES Dr MR Msimanga – University of Johannesburg Keywords: Diagnostic assessment, formative assessment, summative assessment, feedback, informal assessment tasks Abstract: Learners should be supported during the teaching and learning process to attain learning outcomes. Economic and Management Sciences teachers use assessment as one of the strategies to support learners. Teachers use assessment to determine whether the learning outcomes for the teaching and learning process were realised, and to determine where learners need to be supported in their learning. This is accomplished by properly integrating assessment into the teaching and learning process. The study challenges the classroom practice of dealing with assessment separately from the teaching process. To obtain an understanding of how assessment is integrated in the teaching and learning process, a comprehensive literature review was conducted on diagnostic, formative and summative assessments. This is a Participatory Action Research employed to investigate how assessment may support the learning process in Economic and Management Sciences lessons. Focus group meetings were used to generate data. Co-researchers were directly and indirectly involved with Economic and Management Sciences teaching and learning: three learners, a member of the representative council of learners, two teachers, two unions representatives, the subject advisor, the school principal, the head of department, a university lecturer, and a student teacher. Critical Emancipatory Research theoretical framework underpins this study. Critical Discourse Analysis was used to analyse data generated. The findings reveal that formative assessment supports learners’ learning in an integrated manner. Formative assessment supports learning where learners are involved in their own learning, and where learners’ prior knowledge is determined and new lessons are built around it. Furthermore, formative assessment supports learning where learners are assessed throughout the lesson, multiple forms of evidence are accepted, informal assessment tasks of a suitable quality are used to assess learners, assessment feedback is provided regularly, and remedial support is provided. I maintain that if formative assessment can be implemented, then Economic and Management Sciences learners will progressively be supported in their learning to attain lesson outcomes because teachers will know when their learners have achieved the lesson outcomes and the kind of subsequent support that must be given to learners. 2019-264 THE TEACHING AND LEARNING OF ABSTRACT SCIENCE IDEAS FOR UNDERSTANDING AND CONCEPTUAL CHANGE: A CASE OF EVOLUTIONARY GENETICS Mr T Tshuma – Walter Sisulu University

Keywords: Pedagogical knowledge, evolutionary genetics, professional growth, student learning, pedagogical shifts, misconceptions, conceptual change, teacher learning Abstract: Whilst most research studies in science education have focused on practices that enhance and priorities superior student learning outcomes, research studies that focus on teacher learning during the course of their teaching have inherently been minimal, despite the fact that the ultimate beneficiary of the teacher learning is the student. On the same path, research involving how to teach evolutionary genetics, an arguably abstract topic which most teachers including me as a practitioner struggle to teach has turned out to be a missing paradigm in science education research literature, and this research aimed to fill that research gap. This knowledge deficit on how to teach evolutionary genetics has been a dilemma even in my own practice (my knowledge of own pedagogical shortfalls) and through making my thinking, reflections public for critiquing, my new evolutionary genetics teacher identity was framed and reframed. The focus of this self-study was to investigate how to teach evolutionary genetics to twelfth grade students in ways that would address erroneous prior ideas they held and enhance their comprehension of the concepts. I had for many years struggled to teach for comprehension students who held erroneous ideas about evolutionary genetics. Shulman’s notion of pedagogical action and reasoning was the main theoretical framework that guided this inquiry. Collected data included students’ pre- and post-tests, journal entries of my pedagogical reasoning as I planned and taught the topic and notes on collaborative discussions with critical friends. This study established two groups of evolutionary genetics prior ideas that I named acquired errors and entrenched misconceptions. Acquired errors were easy to deal with but entrenched misconceptions resisted teaching. The nature of these two groups of learner prior ideas are discussed and recommendations on how to deal with them to improve learner comprehension of evolutionary genetics are made. The use of a multi-strategy teaching approach (informed by the student’s prior ideas) involving static and dynamic content representations facilitated teaching, student comprehension and motivation. Pedagogical implications for teacher classroom practices for the twenty first century and beyond are made. 2019-054 INDUSTRIAL REVOLUTION 4.0: EXPLORING CHALLENGES AND POSSIBILITIES FOR EDUCATION Dr S. Al-Busaidi – Sultan Qaboos University Keywords: Education, fourth industrial revolution, problem-based learning, technology Abstract: The entire world is at the verge of entering yet another industrial revolution. The fourth industrial revolution is seen as an outcome of the integration of different technologies such as artificial intelligence, biotechnologies and nanomaterials. This has been supported by the exponential increase in computer power and storage capacity and internet speed. Many individuals and organizations know that this transformation is coming but very few counties and educational systems have started to prepare for it. It is estimated that the new revolution will be much faster with greater effect on our social and economic lives. Communities and individuals will soon find ourselves unable to cope with the pace of development. We now hear of technological breakthroughs on a daily basis to the extent that the lines between science fact and science fiction are starting to blur. Artificial intelligence has started to penetrate every aspect of our lives on a scale that is not reflected in the school/college curriculum. We educators have the responsibility to prepare students and society for such transformation. This should not be limited to the knowledge or understanding level but should most importantly extend to the practical application of theory. As such, learners need to acquire a toolkit of intellectual skills that guide them to navigate and employ such technologies in a way that positively improves economic and social life while at the same time prepare students for future jobs. This presentation will discuss the impact of the fourth revolution on education in general and higher education in particular. This will be followed by a discussion of a problem-based learning model where some of the underpinning principles of the forthcoming revolution could be cultivated so that learners are in a position to make effective decisions in relation to the challenges they need to solve. The presenter will then describe three cases where PBL has been used to teach certain skills at different levels of education (school, undergraduate level and postgraduate level). These three cases studies will demonstrate how PBL could potentially help prepare individuals and societies to cope with the realities and challenges of the fourth industrial revolution. 2019-275 SEWING WITHOUT A THREAD: APPLYING A CRITICAL PARTICIPATORY ACTION RESEARCH APPROACH TO BLUR THE BOUNDARIES OF SCHOOL IMPROVEMENT Ms NNS Rangana – Nelson Mandela University

Keywords: Schools; Critical Participatory Action Research; School Improvement; Participatory Action Learning and Action Research Abstract: Schools exist for the purpose of shaping the future and the lives of learners and yet the very same people that are the main reason schools exist are not consulted in school improvement programmes. This is like embarking on a sewing process without using a thread; a mere needle just going through a cloth with the hopes of having a finished exquisite garment. The reality is that the cloth will remain just a cloth, the difference now will be that the cloth is left with holes in it, which as one can imagine, is a futile exercise. The South African education system is guided by policies that emphasise the need for every school to have school improvement programmes. However, the construction and implementation of these School Improvement Programmes is that of a person intending to sew a beautiful garment negating the importance of using a thread to complete the task. The use of a thread-less needle ends up creating oppressive boundaries within the school; and between the school and the community as the community starts seeing the school as an isolated entity and learners suffer as a result of their voice not being heard. These boundaries hinder the development and improvement of the school and as a result, school improvement programmes become these autonomously designed plans that end up gathering dust in the principal office with an occasional showcase that happens when an official from the Department of Education’s District office pays the school a visit. Exploring the possibility of applying a Critical Participatory Action Research approach in the co-construction of school improvement programmes using the Participatory Action Learning and Action Research method; to blur the existing boundaries that neglect the critical voices of the community and the learners in the co-construction of school improvement programmes; is an effort to transcend through the traditional, conservative way of constructing school improvement programmes. Furthermore the Participatory Action Learning and Action Research (PALAR) method is a fairly new way of conducting research, and there is an enormous gap in knowledge in terms of applying it in the South African context. PALAR presents an innovative way of conducting research, moving beyond the traditional research methods, which enables the researcher to explore new possibilities through research while finding the suitable thread with which our garment, which is education, can be sewed to fit the needs of the current generation and the generations to come.

Venue: Suite 5 2019-112 SOUTH AFRICAN TEACHERS’ PERSPECTIVES ON USING THE COMPUTER AS A TOOL TOWARDS TEACHING AND LEARNING Mr M Sikhakhane, Dr S Govender, Prof MC Maphalala – University of Zululand Keywords: Mathematics education, teacher professional learning Abstract: Practitioner inquiry has become part of the research tradition in many teacher professional development programmes across the world, and advocates a teacher-as–inquirer approach. This approach allows teachers to conduct research into their own practices by engaging in systematic inquiry into their personal classroom practices. It is important for practitioner inquiry to also include an active interrogation of personal beliefs and assumptions and how these underpin the pedagogic decisions made in the classroom. This process involves questioning the assumptions and practices of generic professional development that are intended to make our teaching lives easier but actually, work against our own best long-term professional learning interests. Our perspective is that schools are the primary site for teachers’ professional learning and the environments they provide can enhance or diminish teachers’ agency and motivation to engage in learning. Engagement in practitioner inquiry can promote transformative practice by encouraging teachers to taking ownership of their practice by recognising and managing the problems of practice they identify. A key element of this process is the development of teachers’ skills in reflection. Furthermore, such inquiries have the potential of contributing to a wider professional conversation which is important in developing capabilities through collaboration and shared knowledge. In this paper, we look at perspectives from two groups of teachers, both of whom participated in practitioner inquiry as part of two different programmes of study, one in South Africa and the other in New Zealand. The 41 South African participants were enrolled in a teacher training programme designed to help them teach a newly introduced subject Mathematical Literacy and were drawn largely from poorly resourced schools situated in rural areas. The 18 New Zealand participants were enrolled in an initial teacher education Masters in Teaching and Learning programme that was designed for graduates from non-teaching backgrounds to pursue a teaching qualification. The data that is analysed is drawn from the written reflections of the two groups of teachers about what they had learnt as a result of

their participation in their individual practitioner inquiry projects. The study shows that although the teachers work in different contexts, their reflections contribute to an understanding of how teachers’ develop insights of their practice through purposefully generated local knowledge. 2019-268 ENABLES AND CONSTRAINTS IN THE IMPLEMENTATION OF INCLUSIVE EDUCATION THROUGH A SHORT LEARNING PROGRAMMES FOR IN-SERVICE TEACHERS: LESSONS FOR TEACHER EDUCATION Prof MJ Themane, Mr MSJ Themane, Dr JM Mamabolo – University of Limpopo Keywords: Teacher education, inclusive education, in-service-teachers, short learning programmes Abstract: I have three points. The first is this: continuous teacher development programmes (CPTD) for inclusive education in a form of workshops are few and dispersed, and therefore unable to make any significant impact. The second point is this: the short learning programmes (SLPs) route has possibilities to make an impact if well implemented. The third point, which constitutes my thesis is this: short learning programmes should be located in their own space within the university structures to allow them to flourish without unconstraint. This paper seeks to make a contribution on how CPTD for inclusive education can delivered in teacher education institutions through SLPs. The paper draws from the experiences of implementing a SLP on inclusive education as a CPTD strategy. In 2015, the Limpopo Provincial Department of Education (LPDoE) requested the University of Limpopo to offer a SLP on inclusive education for the in-service-teachers (primary and secondary schools). At that time such a programme was not available on the Programme Qualification Mix (PQM). We saw this invitation as a golden opportunity to promote the inclusive education project in the Province. The disposition of the LPDoE and the availability of funding from The Education, Training and Development Practices Sector Education and Training Authority (ETDP SETA) created a suitable partnership for offering the programme. Following a needs assessment exercise with the teachers, we embarked on the creation of the SLP. However, we did not anticipate that the processes of having the course approved by University structures would be a bit longer. However, we worked patiently with the Quality Assurance division because although were pressured by the partners to offer the programme, we did not want to vitiate its quality. Finally, we registered 100 in-service teachers from three sections: special schools, piloting schools and full service schools. It is the lessons we have learnt in offering this SLP that we seek to share with the Special Interest Group (SIG) on Inclusive Education. I have divided these lessons into three: Lesson 1: our experience with the university system for offering SLP. Lesson 2: our experience with the teachers. Lesson 3: our experience with the funder (ETDP SETA) and the Department of Education. Lesson 1: The University system for offering Short Learning Programmes Initially we had intended to offer the programme as a non-credit bearing programme. But, the LPDoE officials asked if we could offer it as a credit-bearing programme. To this request we conceded, but little did we know what challenges we would encounter. Firstly, the process of approval of the programme was slow and tedious. Secondly, the system of costing the programme (running costs and tuition). Thirdly, the assessment of the programme. Lesson 2: Experiences with the teachers Since the teachers did not see themselves any other normal student, it was difficult to get them fully involved as such. For example, given the load of work at their schools it was always difficult to have them submit their tasks in time. This resulted in a lot of backlogs in their continuous assessment tasks. Both lecturers offering the programme and students always expressed frustrations alike in this regard. Lesson 3: Experiences with the funder and Department of Education Both the funder and the Department of Education had their own demands, which were not always compatible with that of the University. For example, it was often a challenge for teachers to get permission to attend contact sessions as schools had their own constraints. On the other hand, the sponsor (ETDP SETA) had their own deadlines in terms of results and reports that were not in sync with those of the University. This caused a lot of strain and stress between the three partners. Implications for teacher education These lessons have at least three implications for teacher education institutions. Firstly, there should always be a continual monitoring and evaluation team made up from the parties involved. Secondly, teacher education institutions should reconsider making SLPs credit bearing offerings as the assessment of such programmes remains a challenge. Thirdly, teacher education institutions, and perhaps the whole university system should consider creating a separate

sub-structure that focuses on SLPs. Undoubtedly, SLPs have a promise of continuous professional development a reality, but it’s offering still needs a lot of refinement. 2019-271 MENTORSHIP DURING WORK INTEGRATED LEARNING: EXPERIENCES AND EXPECTATIONS OF STUDENT-TEACHERS AND TEACHERS Dr K Whittles, Dr M Combrinck – Cape Peninsula University of Technology Keywords: Mentorship; Mentoring; Professional Development, Work Integrated Learning; Teaching Practice Abstract: School-based Work-Integrated Learning (WIL), including supervised and assessed teaching practice, constitutes an essential part of the B Ed programme in South Africa. The policy (Minimum Requirements for Teacher Education) informing teacher education in South Africa prescribes that students should spend a minimum of 20 weeks and a maximum of 32 weeks in formally supervised and assessed school-based practices over the four-year duration of the degree. Schools generally allocate a mentor to the students placed at their schools. The role of this person is to mentor the students for the duration of the WIL at the school. The problem is that the role of a mentor in the context of WIL is not clearly prescribed and students and teachers have different views and expectations of the functions of a mentor during WIL. The aim of this research is twofold, namely to deepen the knowledge on how student-teachers and teachers experience the role of mentors and secondly to establish the expectations of student-teachers and teachers regarding the role of a mentor during WIL. The research question which will guide the research is as follows: What are the experiences and expectations of student-teachers and teachers about the role of mentors during WIL? The literature further suggested that the theory of situated learning (Lave and Wenger, 1991) is a suitable theory for this research. Situated learning is learning that takes place in the same context in which it is applied. Lave and Wenger (1991) argue that learning is a social process whereby knowledge is co-constructed. Student-teachers’ participating in this type of learning will become part of a community of learners in the school where they are placed. The study is placed in an interpretative paradigm. A qualitative research design will be adopted to determine the experiences and expectations of student-teachers and teachers with regard to mentorship during WIL. Data collection procedures include individual interviews and focus group interviews. The population for the study is all B Ed SP/FET students on a specific campus of the university where the researchers are teaching and all teachers appointed as mentors at schools where our students are placed for WIL. Random sampling (drawing names from the class list) will be used to identify 12 students from each year group (Year 1 to Year 4) for the group interviews (48 students - each year group of 12 students will be interview as a focus group). Focus group interviews are an important technique for data collection because the dynamics within a group will contribute to a more in-depth discussion of the topic. Fifteen teachers (for individual interviews) from 15 different schools will be purposively selected. These teachers will be selected from the schools where our students are doing their WIL and based on the fact that they were appointed as a mentor by the principal of the school. The selection of the 15 schools will be based on convenience sampling where the researchers have appointments for student evaluations during WIL. All the interviews will be recorded and transcribed. Data will then be analysed according to themes and codes. The study received ethical clearance from the university and participants did sign a letter of consent for participating in the research. The study is still in progress and the researchers are currently busy with data collection. 2019-297 INSTRUCTIONAL LEADERSHIP IN EDUCATION FOR CONTINUOUS PROFESSIONAL DEVELOPMENT: THE BALANCING ACT Dr M Fourie – North-West University Keywords: Learning Sciences, Mind Brain Education (MBE), professional development, student success, teaching and learning Abstract:

As evident from the history of education and the education system in South Africa, resourceful professional development strategies and tools have to empower teachers to foster and create opulent teaching and learning opportunities for students. Transforming teaching and learning beyond the boundaries of traditional approaches, could be achieved by exploring implementable and imaginative possibilities, and creative alternatives for professional development through the conduit of teaching, research and innovation. In the South African education context, incongruous approaches to teaching and learning in fostering student success and access is prominently evident. From the remnants of past academic achievements, apparent from the national education results, and characterised by limited student successes, Academic Professional Development (APD) teams are adjured to advance the pedagogical knowledge of teachers. The advancement of effective teaching and learning approaches through progressive professional development, could lead towards the creation of meaningful teaching and learning experiences, characterised by setting high expectations for students. A transformed approach for teacher engagement in professional development, prevalent in all the education bands (General Education and Training (GET) phase, Further Education and Training (FET)), and not only in the Higher Education and Training (HET) band, is at the fore front for pugnacious change in the South African education context. An apposite process for professional development in education is indispensable, and include optimal paths for change through personal, social, and systemic routes. In addition, inevitable skills for instructional leadership in providing relevance, a clear path, and accompanied support is necessary to activate effective APD faculty driven teams to unravel the challenges of a national education system that bears evidence of international competitiveness. Further accompanied by research in Mind Brain Education (MBE), and Learning Sciences, APD faculty driven teams as opposed to the mere drive for research outputs in HET, is required for teaching 21st century skills. This paper identifies the boundaries and accountability regimes that constrain education for relevance towards student success and access, and to find ways in which to challenge such constraints to explore opportunities for professional development, and subsequently innovations to teaching and learning for higher student success and access, in closing the achievement gap.

Venue: Great Ilanga 2019-242 LEARNING FROM ONE AFRICAN POSTGRADUATE WOMAN’S STORIES OF EXPERIENCE OF TRANSCENDING BEYOND BOUNDARIES IN PURSUIT OF CREATIVE ALTERNATIVE SELF Dr S Saloojee, Prof D Pillay – University of KwaZulu-Natal Keywords: narrative vignettes; domestic keeper identity ; African postgraduate women students; African feminist standpoint theoretical lens Abstract: Little is known about African postgraduate women’s experiences and studies conducted suggests that academia has to a large extent ignored women’s experiences and focused primarily on men’s experiences. In this article we focus on the storied lives of African postgraduate women students as a powerful site for opening up our knowledge differently about their resistances and complicities, identities and differences, changes and shifts that characterise how African women perform their alternate self to the dominant domestic keeper identity. More specifically, our purpose is to show how particular women from sub-Saharan Africa negotiate dominant hegemonic forces of patriarchal structures, institutions, cultures and norms, and leave home to become full-time doctoral scholars--researchers in a foreign country. Framed through an African feminist theoretical lens, we explore Phumzile’s stories of experience – composed of data generated through life history interviews, artefact inquiry and collage inquiry to learn about how she exercises her postgraduate identity in resisting and revising her traditional domestic keeper identity and widowhood practices. These methods would allow us to zoom into marginalised spaces to uncover her story of marginalisation, oppression, patriarchy, alienation inside and outside of her home. We use the medium of narrative vignettes – brief evocative scenes or accounts to analyse Phumzile’s complex life of leaving her domesticated responsibilities and self to take up and find creative alternates for becoming and being a doctorate scholar. We make available her daily lived personal struggles as potent sites for opening up of fixed and essentialised ways of being African woman. We also learn how Phumzile as a marginalized community of foreign postgraduate scholars, creatively finds ways of accessing particular educational spaces to understand African postgraduate women as complex, multiple and agentic beings. In these educational spaces the connectedness with self and others in different learning communities can open up new ideas and discourses that enhance her development as woman researcher, contributing to knowledge production that is necessary for doing domestic keeper differently.

The article concludes in presenting a view of African postgraduate women not in a conventional way but showing how Phumzile is an African postgraduate women student in her own creative unconventional way. 2019-244 ACADEMIC PRODUCTIVITY, PERFORMANCE MANAGEMENT, PRESUPPOSED EFFICIENCY: THE EMERGENCE OF THE CORPORATE, NEOLIBERAL UNIVERSITY IN SOUTH AFRICAN HIGHER EDUCATION Dr M Hlatshwayo – University of KwaZulu-Natal Keywords: Neoliberalism; corporate university; Academic productivity; performance management; efficiency; higher education; student movements Abstract: South African higher education is currently grappling with the protracted challenges of institutional transformation and decolonisation. Provoked largely by the actions of the 2015-2016 student movements who have re-centred and re-presented the existential crisis of higher education. The students highlighted issues such as; the untransformed curricula, archaic teaching and learning methods, the need to focus on whose knowledge is produced, legitimated and evaluated in higher education, and the emergence of the “fourth industrial revolution” as an under-theorised political project promoted by both government and private industry to enable economic growth and others (see for example Heleta 2016, Mpofu 2017, Habib 2019). Historically, South African higher education is racially fragmented and differentiated, with particular differences being prominent between historically Black and historically white universities, resulting in students having varied and contradictory experiences of university education (Badat 1994). In this paper, I foreground the emergence of the neoliberal university in South African higher education and its operating logics of “academic productivity”, “efficiency” and “performance management” in shifting the nature of the modern South African university. I firstly argue that the emergence of the neoliberal, corporate university is a global phenomenon colonially adopted and transplanted in South Africa as an effort at responding to the needs of the development state and its frustrated economic growth. Secondly, I argue that the corporate, neoliberal logic in South African higher education has had implications in socially constructing what valued academic achievement, habitus and behaviour ought to look like in university. I suggest that in order for us to respond to the clarion calls for decoloniality in South African higher education, proper theoretical critiques and reflection still need to be done not only in making the South African university more socially just, but we also need to reflect on the role and rationality of the neoliberal logic as an operating system in meeting the potentially transformative goals of South African higher education. 2019-258 PERSPECTIVES OF PRE-SERVICE TEACHERS ON AN EMPLOYABILITY IMPROVEMENT PROGRAMME AT A UNIVERSITY OF TECHNOLOGY Dr A Hiralaal, Ms E Khonyane, Dr M Thamae – Durban University of Technology Keywords: Communication, employability programme, leadership, self-management, teamwork Abstract: Whilst there are many entry level opportunities for graduates, there is a disconnect between employers and institutions of higher learning because of the lack of a match between employer expectations and graduate skills. Hence, the Durban University of Technology in South Africa cooperated with the Japan International Co-operation Agency (JICA), an agency for the Japanese Official Development Assistance (ODA) programme which provides technical cooperation and other forms of aid promoting economic and social development. This bilateral cooperation resulted in the university accessing the Employability Skills Programme (EIP) from JICA. This programme is concentrated on equipping students obtain the most important skills of creativity, teamwork, leadership, communication, self-management and logical thinking. This programme was initially intended as a workplace learning programme for students who wanted to enter any category of industrial fields as a potential career. However, due to the success of this programme at the university, it was adapted and offered to pre-service teachers completing a Bachelor of Education degree at the School of Education. Data was generated from a questionnaire given to students after the training. A thematic analytical approach was adopted to analyse the data. Student teachers indicated that although this programme was designed for an industrial environment, they found that during the 3- day training session, they learnt the value of communication, leadership, team work, planning and preparation which will be invaluable for their future careers in teaching. However, students indicated that the most significant part of the training was learning about the value of productivity. 2019-286

DEVELOPING STUDENT TEACHERS CRITICAL THINKING SKILLS THROUGH AN E-PORTFOLIO Dr PK Mudau – University of South Africa Keywords: Authentic assessment, Innovative assessment, Higher order thinking, Traditional assessment, Critical thinking Abstract: The innovative assessment practices emphasises that teachers need to be equipped and encouraged to adopt authentic assessment in their teaching and learning in order to develop higher order thinking (HOT). This cognitive level of thinking requires assessment tasks or exercise that will compel students to be creative thinkers. Unlike traditional paper-and-pencil assessments that focus on knowledge reproduction and low-level cognitive processing skills in artificial, contrived contexts, authentic assessment tasks underscore knowledge construction, complex thinking, elaborated communication, collaboration and problem solving in authentic contexts. Thus, a paradigm shift from traditional assessment compels Open Distance Learning institution to review their assessment practices to evaluate the competence of students. The purpose of this study is to explore how ODL students’ teachers develop their critical skills through the development of an e-portfolio. This qualitative study is underpinned by the self-directed learning theory. The cohort of BEd and PGCE (n=106) student using e-portfolio participated in the study by completing an online questionnaire. The findings revealed that the creation of thinking in ODL remains a constant challenge, as many lecturers tend to rely on traditional assessment and are often ill prepared to implement authentic assessment. By presenting the findings from the recent empirical study, we propose that ODL institution build lecturer capacity by providing ongoing and sustained professional development on authentic assessment to student teachers. 2019-277 IMPETUS OF STUDENT LEADERSHIP ACTIONS TOWARDS REALISATION OF STRATEGIC OBJECTIVES OF THE UNIVERSITY Mr MH Kali – Walter Sisulu University Keywords: Student Leadership, Higher Education, Transformation, Access, Organisational Culture and Efficiency Abstract: The academic leadership in higher education institutions though critical to provide strategic direction has been increasingly challenged by the fast ever changing global realities such as disruptive students protest actions, access to learning and transformation. The historically disadvantaged universities that are chiefly found in most rural provinces in particular in South Africa find it difficult to start and end their academic semester with less or no students led disruptions. These disruptions tend to be violent at most times resulting to loss of time, resources and value in higher education. Invariably, there are untold cultures and perverse scenarios where students are unable to choose these universities for what they are good at, instead they resort to them as last options for study. This paper seeks to highlight the circumstances through which the relationship between the student leadership and management at higher education institutions may hamper the university to realise its strategic objectives. A qualitative study of two (2) universities in the Eastern Cape Province has been conducted and the data collected and analysed from at least three (3) campuses of the participating institutions. The views and inputs from students, staff and management have been solicited through interviews and questionnaires to shape this topic. The results reveal that the socio-political landscape in the new dispensation has an influence to the calibre of student leadership university tend to attract. The friction of power dynamics between Council, Management, Labour and Student representatives often surpasses the stability and performance measures against which the university is envisaged. The symbiotic relationship between them seldom yield the desired positive outcomes. Moreover, the perpetual disruptions as they continue to undermine and reverse the hard gained results make it impossible for university leadership to compete favourable in the international space for resources. The proposed model to reverberate efficiency suggests that organisational culture and futuristic decision-making processes as critical variables through which successful organisations is mirrored remain relevant when identifying leadership.

DAY 3: SESSION 2

Venue: Great Ilanga

Panel discussion: Recovering the epistemic agency of the marginalised in knowledge production: towards a more human, just and authentic research community Panellists: Prof Leketi Makalela (University of the Witwatersrand), Prof Muxe Nkondo (University of South Africa Council member and form Vice Chancellor: University of Venda), Ms Nadeema Jogee (Nelson Mandela University) Chair: Prof Ysuf Sayed (University of Sussex)

In response to concerns raised at the 2017 SAERA conference about the need to gather a greater diversity of voices on educational research a panel discussion was held at SAERA 2018 on ”Diverse Voices in Educational Research” to accommodate a more explicit “social justice agenda”. Panellists included were young researchers, NGOs as well as seasoned researchers. This proposal motivates for a sponsored panel on “Decolonisation of Research in South Africa” for the 2019 SAERA Conference continuing the discussion that began then. The impact of colonialism and European nationalism was not purely economic, it was epistemic as well in which knowledge production become part of colonial extraction, subjugation and the marginalisation of the colonised in process of knowledge generation. This legacy continue to persist in which certain knowledge forms, primly form the Global North, are privileged and the marginalised continue to be excluded, often reduce to the status of research assistants and data technicians. There is thus an urgent need to “write-back” against, Challenge and disrupt hegemonic way of knowing and who has the right to speak and produce research and research knowledge. In particular we need to unpack the idea of what to “golden standards” and evidence based research is and who defines this. In this context it is imperative that the whole enterprise of knowledge production in the South African research community should be rethought and done differently, recognizing the plurality of way of knowing, sites of knowledge production, a privileging the voice of those have been marginalised in production of knowledge. In this context the panel seeks to

• To engender a conversation about the decolonization of research experiences and knowledge production, in order to contribute to human development and the democratic society we dream of

• To problematize the way in which the educational discourse is shaped and by who and to critique the continued marginalization of the oppressed in education research and what the consequences of this is

In exploring these issues this panel will consider ways in which the decolonizing knowledge can a occur, provide a voice to those marginalised in the processes of education knowledge production in South Africa, particularly black and female researchers and provide pointers to how educational research contribute to restorative justice and healing in society. It seek to animate a vision of educational research policies and practices that are relevant, responsive, just and authentic. Panelist invited to be to draw upon their research and professional experiences to illuminate the key issues above and address topcis such as Transforming research in postgraduate supervision and research , disrupting way of knowing and who gets to speak , challenging hegemonic practices of current education research, unpacking the role of education research towards dignity, healing and restoration and working towards transformative cognitive justice approach to education research in the South African and African contexts

DAY 3: SESSION 3

Venue: East Ilanga 2019-159 EXPERIENCES OF THE SUPERVISION IN CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Mr LG Nene– University of KwaZulu-Natal Keywords: Curriculum; experiences; HODs; supervision; SMTs; urban primary school, Abstract: Curriculum reform came with number of challenges which negatively affected curriculum supervision by HoDs in South African primary schools. These challenges include not only the lack of resources in curriculum supervision but also the lack of knowledge to manage the curriculum by the head of the department (HoD) as part of the school management Team (SMT). As a result, this qualitative study was conducted with the main objective of exploring HoDs experiences on the supervision of curriculum in primary schools at Pinetown District in Kwazulu-Natal. The study intended to answer only two questions: What are HoDs experiences in the supervision of CAPS in the primary schools, and why do HoDs experience the supervision of CAPS the way they do. Interpretive paradigm was used as a world of interpretation under which this intrinsic case study was interpreted. Six HoDs who were supervising curriculum at two South African primary schools were purposively and conveniently sampled to participate in this study, where a curricular spiders’ web was used as a conceptual framework to frame the study. Data generation from one-on-one semi-structured interviews and focus group discussion were analysed using thematic analysis through the process of inductive and deductive reasoning. The findings reveal that HoDs seemed to rely strongly on personal experience and societal experience at expense of professional expense. Thus, HoDs draw knowledge of supervision from their personal identity and the surrounding societal norms while they fail to draw from CAPS document. Consequently, HoDs lacks the knowledge of what the department is seeking them to do because they are not drawing

from CAPS document but rely on their ideas and rumours upon how to manage curriculum. Therefore, the study concludes that HoDs must rely more on professional experiences, so they can stick to and read the CAPS document. Additionally, this study recommends HoDs to go beyond boundaries to attend training and workshops in relation to understand supervision of curriculum in primary schools and develop them self-professional, so they will be able to unpack policies and rely on professional experiences. 2019-208 THINKING ANEW ABOUT SEXUALITY EDUCATION FROM LECTURERS' EXPERIENCES: REFLECTIONS ON THE MAIN FINDINGS OF A MASTER’S STUDY Miss CE Pieterse – North-West University Keywords: Life Orientation, sexuality education, lecturers’ experiences, curriculum development Abstract: Sexuality education is multifaceted and consists of themes on health, physical sexual behaviour, sexual diversity, and gender, power and relationships. It can be argued that, in South Africa, sexuality education is not being optimally taught due to barriers. Three barriers that have been highlighted in literature are the lack of training and guidelines for sexuality education teachers, conflict of personal and community values juxtaposed to the expectations of curricula, and stigmas attached to sexuality education teachers by the community and other stakeholders. It has been suggested that teacher training be used as a vehicle through which student-teachers and Life Orientation lecturers can address these barriers. As this is a research study in the field of Curriculum Studies, a primary focus was thinking anew for curriculum development of sexuality education. By unlocking Life Orientation lecturers’ experiences through a phenomenological methodological approach and an interpretivistic paradigmatic lens, this became possible. This paper presents the reflections that emanated from the main findings of my Master’s study entitled, “Life Orientation lecturers’ experiences of sexuality education: implications for curriculum development”. The research study posed the question: What are Life Orientation lecturers’ experiences of sexuality education and what are the implications thereof for curriculum development? To engage with this research question semi-structured one-on-one interviews were conducted. The data generated through these interviews were analysed by means of content analysis and six reflective statements were arrived at. These statements are: (1) The (im)possibility of a comprehensive sexuality education curriculum; (2) To abstain or not to abstain… should that be the dominant approach?; (3) Empowering student-teachers with 21st century skills; (4) Taboos, prejudices and stigmas hindering the optimal teaching and learning of sexuality education; (5) Possible implications for curriculum development of sexuality education; and (6) The national LO debate… Where do we go from here?. These reflective statements capture what Life Orientation lecturers’ experiences of sexuality education reveal for developing critical curricula and sharing these lecturers’ experiences can help Life Orientation lecturers, student-teachers and teachers teach this complex, multifaceted and ever-evolving topic. 2019-029 THE PERCEPTIONS OF TEACHERS TOWARDS THE INTEGRATION OF COMPUTER TECHNOLOGY IN SCHOOLS Miss NG Mthembu – University of KwaZulu-Natal Keywords: Perceptions, Computer technology, CPU, Professional, Social, personal Abstract: This is a qualitative study under the interpretive paradigm which aims to explore the perceptions of four teachers teaching in Grade 10, on their integration of computer technology in their teaching in the township schools of KwaZulu-Natal Pinetown District. Data were generated through unstructured observations, reflective activity (open-ended questions) and semi-structured interviews. This was meant to answer the following research questions: What are the teachers’ perceptions towards the integration of computer technology in school? And what informs teachers’ perceptions? Purposive and convenience samplings were used to access teachers and data were analysed using the grounded analysis. The literature revealed professional, social and personal perceptions as curriculum processing units (CPU). The findings indicate that teachers are influenced by personal, societal, and professional perceptions in their daily planning, practicing, and assessing of the curriculum. However, the dominant of them all was professional perception, followed by personal perceptions. This suggests that, teachers integrate computer technology in their teaching so that they can speed up the teaching of the content, how the content comes across to learners? It did not matter. Secondly, teachers integrate computer technology in their teaching to satisfy their egos, and pride of having used a computer device in the classroom. And the teacher’s daily engagement with the curriculum, experiences, and knowledge of computer technology is what informs the teachers’ perceptions. Therefore, efforts to introduce computer technology in township schools have not yet been fully embraced by most teachers due to unequal resource distributions in South African township schools. Teachers need to be empowered

as to how they can utilise the available resources to enhance their teaching in the classroom. Teachers are to be empowered as the primary implementers of the planned curriculum which may bridge the gap between intended, practiced, and assessed curriculum. Teachers are to have enough knowledge of different pedagogical approaches that they can use for the success of the integration of computer technology in their teaching.

Venue: North Ilanga 2019-233 IMPLEMENTATION EDUCATION WHITE PAPER: A STRATEGY FOR DECOLONISATION OF THE PREVIOUSLY DISADVANTAGED LEARNERS IN MANKWENG CIRCUIT, LIMPOPO PROVINCE Mr ME Maebana – University of Limpopo Keywords: Inclusive Education, SIAS, Individual Support Plan, Special Needs Assessment Abstract: Most teachers in the general mainstream band still struggle to accommodate learners with disabilities in the classrooms. Approximately 30% of learners with disabilities are registered with special schools and full –service schools that are found in Mankweng circuit. The study followed a qualitative research approach where a case study design was used. The purpose of this study was to raise and expose the situation that prevails in the circuit about the continuous practice of discriminating learners with disabilities in public schools in the new dispensation. Therefore, twenty teachers from the general mainstream band in Mankweng circuit were purposively selected to participate in the study. Data was collected through Questa views and document analysis. The findings revealed that a considerable large number of teachers still struggle to accommodate learners who finds it hard to learn in the general mainstream band and, this may be attributed to the lack of proper training on inclusive practices. Furthermore, such learners are on regular basis referred to the special schools and full service schools for their learning, which is against the Education White Paper 6, according to the Constitution of the country. This is despite the introduction of the short Course in Inclusive Education has been introduced by the Department of Education, Limpopo Province, but, it would seem enough has not been done in terms of preparing the teachers for the implementation of the Education White Paper Policy. Therefore, this study would suggest that more efforts should be put in place in order to realise the effective implementation of inclusive practices in the general mainstream school in South Africa. 2019-041 THE ROLE OF DEPARTMENTAL HEADS IN THE BUDGETING AND PROCUREMENT OF TEACHING AND LEARNING RESOURCES Mr SB Mahlambi, Dr AS Mawela – University of South Africa Keywords: departmental heads, procurement, budgeting, teaching and learning, resources Abstract: The South African School Act, 84 of 1996 empowers the school governing body with the rights and responsibilities of designing the school finance policy which regulates the school budgeting and procurements. In South Africa, the Department of Basic Education, an organ of the state hires teachers at different post levels, such as post level one teacher, departmental head, deputy principal, and school principal with outlined roles and responsibilities for each level. However, some of the teachers occupy certain post levels without relevant and specific pedagogical knowledge pertaining to their roles and responsibilities as outlined in the 2003 Education Labour Relations Council. This study focuses on the role of Departmental Heads in budgeting and the procurement of teaching and learning resources for effective teaching and learning in selected Alexandra Township secondary schools in South Africa. In this qualitative case study, the interpretivist paradigm was employed to explore Departmental Heads’ experiences regarding budgeting and procurement practices in schools. Convenient sampling was used to sample five (n=5) departmental heads from five (n=5) Alexandra Township secondary schools, South Africa. Face-to-face, semi-structured interviews were conducted to collect empirical data from five departmental heads. Document analysis with special reference to procurement documents as well as the teaching and learning resources retrieval systems were analysed. For the purpose of this study, the following questions were used to conduct a literature review and data collection during semi-structured interviews: how do Departmental Heads procure teaching and learning resources for their departments? What are the challenges of Departmental Heads with regards to budgeting and procurement of teaching and learning resources? What measures can be put in place to enhance Departmental Heads’ role regarding budgeting and procurement of teaching and learning resources? Thematic data analysis was used to analyse the imperial data collected through semi-structured interviews. Findings indicate that most of the departmental heads are aware of their roles of budgeting and procuring teaching and learning resources. However, as per the South African Schools Act 84 of 1996 it is only school governing body who has the powers to allocate the budget for teaching and

learning resources, and this act as a barrier on them to procure adequate resources to their departments. This study recommends that the school’s finance policy be amended in order to accommodate the Departmental Heads views and suggestions with regard to decision making on issues pertaining to teaching and learning resources procurement. 2019-114 TEACHERS PERCEPTIONS ON THE IMPLEMENTATION OF THE PROGRESSION POLICY: A FOCUS ON CONSULTATION Miss ML Mogale, Mrs MC Modipane – University of Limpopo Keywords: Consultation, implementation, perceptions, progression policy, secondary schools Abstract: This paper reports on the teachers ‘viewpoints regarding the consultation measures taken out during the implementation of the progression policy in secondary schools. The study was carried out in the Dimamo Circuit, Limpopo Province South Africa. The progression policy was introduced by the Department of Education in 2013 for the purpose of minimising school drop-out rates. It was intended particularly for learners who had been retained for more than four years in a phase. In the wake of the implementation, progressed learners were blamed for contributing to the drop of Grade 12 results in 2015 and 2016 Drawing on Weiner (2009)’s theory of organisational readiness for change, which refers to the organisational members ‘shared resolve to implement change (change commitment) and shared belief in their collective capability to do so (change efficacy), We proposed to focus on teacher readiness rather Grade 12 learner competencies or readiness. The study followed a qualitative approach and adopted a descriptive case study design. Data were collected through document analysis and semi-structured individual interviews from 8 teachers drawn from 4 secondary schools in the Dimamo circuit. Content analysis was used to analyse data. The study found that generally teachers were not adequately consulted during the implementation of the progression policy, leading to poor implementation. Additionally, teacher attitudes as well communication breakdown could be contributing factors towards insufficient consultation measures.

Venue: Suite 1 2019-138 THE POSSIBILITIES, PITFALLS AND PLEASURES OF EARLY CAREER ACADEMICS IN SOUTH AFRICA Mrs NP Mbatha (Bele), Ms TA Zondi, Mr VJ Msiza, Ms N Satimburwa –University of KwaZulu-Natal Keywords: Early Career Academic, Higher Education, KPA Abstract: This research project sought to explore the possibilities, pitfalls and pleasures of early career academics (ECAs) as emerging scholars in South African higher education institutions (HEIs). Guided by the core performance areas that underpin university activity, this project used the cross-cutting key performance areas (KPAs) for universities as a premise to explore the experiences of early career academics. The KPAs used for this research project were teaching and learning; research; supervision and community engagement. Contributing to the international debates and in search of understanding our identity as emerging scholars within higher education institution, we interrogated the definition of ‘early career academic’, seeking to understand who is an ECA and what is the general accepted definition of ‘early career academic’ locally and internationally. The term ‘early career academic’ is internationally and generally defined as an individual who has completed their PhD and has worked within HEI for a minimum of five years (Bosanquet, Mailey, Mathews, Lodge, 2017). However, recent research (Price, Coffey, & Nethery, 2015; Austin, 2002; Hemmings, 2012; Gottschalk & Mceachern, 2010) with the evolving developments in HEI have begun to contest that definition, opening to new definitions that are inclusive and aligned to the reality of HEIs with regards to the academic personnel employed. Using a narrative inquiry, all researchers were also participants in this project – using narrative interviews, object inquiry, group discussions, poetry, metaphor drawing and collage inquiry as methods to generate data for the various studies. Each researcher led a KPA for this project embarking on a specific study focused on each KPA. The overall critical question for the project that cut across all studies was understanding what it means to be an ECA in the HEIs in South Africa - particularly the possibilities, pitfalls and pleasures in academia. Focusing on the teaching and learning KPA, the researcher focused on exploring the experiences of ECAs who are teaching at HEIs. The study focused particularly on teacher-educators as all participants were teacher-educators. Using methods of narrative interviews, group discussions and poetry to generate the data, the data revealed issues of massification (teaching large classrooms, setting quality assessments and marking) and student protests as some

of the major challenges they are grappling with as ECAs. Participants also revealed the difficulty in the transition from teacher to teacher-educator as majority of them were former school teachers. The transition difficulty also comes with the challenge of adjusting and expanding their knowledge to teaching about teaching as teacher educators as opposed to only teaching content. Looking into the supervision KPA, the study focused on the experiences of ECAs who are supervising at HEIs. For this study, narrative interviews, group discussions and metaphor drawing were used to generate data. The major findings of this particular study were related to challenges and learning points for ECAs as supervisors. Majorly, participants highlighted the difficulty of supervising for the first time, having their student’s proposal rejected at proposal review presentation, the internal politics of being assigned students as challenging predicaments for ECAs. As learning points, the participants highlighted that supervising as an ECA can be a learning opportunity which may also be beneficial for promotion purposes. Being an academic at a research institution, community engagement is another important KPA that is required from an academics. For this study, the researcher looked at the experiences of ECAs who are involved in community engagement in HEIs. Data was generated through the use of narrative interviews, group discussions and collage inquiry. The analysis of the data revealed some major challenges which included difficulties with grant writing for ECAs, difficulty of getting grants from funders and establishing networks as well as the difficulty of gaining entry into communities for research purposes. Research is another core component in the university activity and as ECAs fulfilling their roles as expected by senate norms, research forms part of the academic life of any emerging or seasoned academic in HEIs. The research-focused KPA study, looked at the experiences of ECAs who are engaged in writing for publication and publish their work in the various publishing platforms. The data for this study was generated through the use of narrative interviews, group discussions and object inquiry. The data analysed revealed that ECAs struggle with writing for publication and the processes involved in the publication procedures. Some participants highlighted their frustration with the peer review process, being rejected by journals and being preyed upon by predatory journals. Others emphasized on the skill one gains as ECAs nurture and develop their writing through writing abstracts, attending conferences and learning how take feedback from reviewers about your work. The findings of this study aim to expand on the limited scholarship on the lived experiences of ECAs in South Africa and to further add insights on the pitfalls, pleasures and possibilities that ECAs grapple and contend with as they navigate their roles in HEIs within the South African context.

Venue: South Ilanga 2019-034 MOVING BEYOND THE BOUNDARIES OF CONVENTIONAL COMPUTER PROGRAMING: A PHYSICAL APPROACH TO THE INTRODUCTION OF CODING Mr RG Govender, Prof DW Govender– University of KwaZulu-Natal Keywords: coding, blocks-based programming, robotics, Arduino Abstract: There has been a growing interest in computer programming and robotics to the extent that the South African government has placed emphasis on these fields. Hence, the possibility of introducing new subjects in grade R-9 namely robotics and coding. In the current timeline, we experience the unfolding of the fourth industrial revolution on the African continent that includes Artificial Intelligence, Big Data, robotics and other related developments, as it becomes crucial to equip pre-service teachers towards teaching in a digital age. Computer programming is widely viewed as being difficult and challenging because of its abstract nature. Past research has shown that there is a keen interest to introduce novice programmers to block-base programming, thus influencing and nurturing the individual to further their studies in computer programming. Blocks-based programming tools such as Scratch have gained popularity, thus moving away from the conventional educational contexts of formal text-based programming. Block-based programming tools have a rich graphical user interface offering colourful blocks, connectors, animation of sprites all through the dragging and dropping of blocks, without the worry of syntactical errors. Such programming tools have had success at engaging novice programmers and is a central component of numerous curricula, designed for computer science courses. The aim of computer programming is centred on problem-solving. There has been many studies that affirm block-based programming as useful with regard to developing problem-solving capabilities, which results in computational thinking skills. This paper presents a case of nine computer science pre-service teachers and their experiences of physical computer programming, with an approach of using Arduino, a single-board microcontroller as a robotic tool, within a blocks-based programming environment. Data was collected from student interviews following a practical session, using Arduino and Scratch. The paper outlines the positive and negative consequences that are associated with using blocks-based programming, including the effects of Arduino in programming, and open questions surrounding learning; and transfer of block-based to text-based programming.

2019-102 THE SCHOOLS WELLBEING CENTRE: BREAKING BARRIERS THROUGH A UNIVERSITY-SCHOOL-COMMUNITY PARTNERSHIP AT THE UNIVERSITY OF CAPE TOWN Dr P Silbert, Ms T Mzozoyana – University of Cape Town Keywords: University-school-community partnerships; learner wellbeing; Schools Wellbeing Centre Abstract: There is a growing body of evidence that highlights the importance of learner wellbeing in schools in terms of its impact on academic performance and optimal youth development. To reach their full potential, young people need nurturing care at all stages of development. This is particularly critical in South Africa, with its demographically young and wealth-race inequality. Learners carry heavy psychosocial burdens as a factor of our unequal and burdened landscape. Socio-economic issues of poverty, unemployment and inequality frequently manifest in psychological disorders such as depression and anxiety. To address the increasing demand for psychosocial support, the University of Cape Town’s Schools Improvement Initiative introduced the Schools Wellbeing Centre in 2016. In collaboration with Metropole East Education District, the primary aim of the Centre is to help learners build resilience, enhance self-esteem and deepen an understanding of themselves and others. The purpose of the paper is two-fold: firstly, it provides a framework to address the critical need for a model of wellbeing in schools, and describes the work of the Wellbeing Center as a potential model for replication. Its second purpose is to contribute towards conceptualising a more relevant language that pushes beyond conventional boundaries of youth wellness. The focus on “wellbeing” rather than “wellness” disrupts normative notions, developing new possibilities through research and innovation. The approach to wellbeing offers an interdisciplinary perspective that is integrated and holistic, addressing systemic barriers that threaten to undermine the development of the whole being within the system of the family, the school and community. With regard to the first purpose, ongoing psychological support, group interventions, topic-based classroom discussions and family reconstruction sessions are provided by a full-time social worker together with social work students. In collaboration with Metropole East Education District and community-based partner organisations, programmes are offered that address a range of issues including gender-based violence, addiction and substance abuse, suicide, pregnancy and sexual health. The importance of good health and wellbeing represents the third goal for sustainable development. Given the absence of psychosocial support for the majority of South African youth, the school becomes a critical site to achieve this goal. Investing in evidence-based programmes that promote psychosocial support is critical in addressing equity gaps, in helping youth reach their full potential and in minimising the risk of mental health issues. 2019-287 AN ONLINE ASSESSMENT SYSTEM TO SUPPORT TEACHING AND LEARNING IN SOUTH AFRICAN SCHOOLS Mr MM Makgamatha, Ms C Namone – Human Sciences Research Council Keywords: classroom assessment; teaching and learning, online system, multilingualism, item bank, curriculum

Abstract: The Human Sciences Research Council in collaboration with the Department of Basic education in South Africa has developed an online assessment system for teachers and learners for the purpose of supporting teaching and learning in the classroom. The system comprises a database (or bank) of curriculum-aligned assessment items and a software that runs it. This system currently caters for Foundation Phase English Home Language and Intermediate Phase English First Additional Language (Grades 4 and 6) only. However, its future development will result in an expanded coverage of all school subjects across all grades. Utilising this system, a teacher will be able to assemble or draw an assessment test or task for an ongoing or completed lesson or unit of work, administer it online to the learners, mark the test or task online and generate various assessment reports. In this paper, we seek to interrogate the utility of this online assessment system in relation to the following: a) South Africa’s language education policy, b) Prescribed (or enacted) assessment policies, c) Conducting assessments in a multilingual schooling context, and d), Future challenges and possibilities.

Venue: Suite 2 2019-121 PUSH AND PULL FORCES IN THE CONTINUUM OF TRANSFORMATION IN TEACHER EDUCATORS Dr R de Villiers – University of Pretoria Keywords: Teacher educators; force field; transformation, multiculturalism, curriculum Abstract: Teacher Educators experience constant transformation in the landscape of global education. Philosophical discourses about various forces which contract and suspend, evident in the lives of teacher educators lead to the development of innovative education systems. In South Africa a transformation process with the focus on redressing the past iniquities started with the change in government systems. A decolonisation process developed to interchange from a Western Euro-centric program to an African curriculum. This presentation applies the theoretical lens of Samuel’s Force Field Model (2009) to view the effect of push and pull forces on teacher educators when viewed from the perspective of change in the curriculum. 2019-122 THE PSYCHOLINGUISTIC AND NEUROLINGUISTIC NATURE OF COMMUNICATIONS AND EDUCATION IN EARLY DEVELOPMENT OF BI/MULTILINGUAL AUTISTIC CHILDREN Mr OA Kehinde, Dr BXS Ntombela, Dr C Hermann– University of Zululand Keywords: Psycholinguistic, Neurolinguistic, Joint attention and shared attention, Cognitive effects, Bi/multilingualism, Childhood development Abstract: The nature and benefits of cognitive effects of bi/multilingualism in early communication or education have focused on typically developing children until recently when few researches proved that children with autism spectrum disorder (ASD) too, have the cognitive ability of multiple languages in contrary to beliefs of most parents, teachers and caregivers that bi/multilingualism is detrimental and capable of compounding the intellectual or socio-communicative deficits of children with ASD. As concerned ASD, poorly developed joint attention and communicative acts during the earlier childhood may result to poorer interactional language development. The aim of this study was to investigate knowledge of parents and educators of the school-aged autistic children about the nature and cognitive benefits of raising these children with bi/multilingualism using the psycholinguistic and neurolinguistics bases of language acquisition, language production, language comprehension and neurocognition respectively. The research employed qualitative approach and non-probability sampling method with research population consisting 10 bilingual parents and 20 bi/multilingual educators from 6 schools purposively selected at Richards Bay, Empangeni and Durban in KwaZulu-Natal, South Africa. The parents and the educators were engaged in semi-structured interviews for data collection, and in order to avoid high level of bias, ethnographical observations of teachers’ lessons were also conducted at those schools for 2 weeks. The interviews were audio-recorded and transcribed. Thereafter, the interviews were coded and themes were generated. The findings established that many parents developed poor joint attention with their children during infancy, and communications or interactions with their autistic children at home even when they are literate or bi/multilingual due to prior advice from the clinicians or speech therapists or lack of such advice to use bi/multilingualism. The research also found higher percentage of the educators employing one language (isiZulu) when teaching and communicating to the children with autism at school. The findings indicated

that a larger percentage of both parents and educators of children with autism have no understanding that many autistic children (especially those without intellectual disabilities) have the cognitive ability to acquire, produce, and comprehend two or more languages by incorporating bi/multilingualism to their joint and shared attention while involving in communicative acts during the earlier childhood, and the school-age of these children. 2019-015 STRUCTURAL DISCRIMINATION/LIMITATIONS CONTRIBUTE TO THE PLIGHT OF THE POOR Dr JR Ramdhani – University of KwaZulu-Natal Keywords: Structural, critical discourse analysis, school textbooks, poverty Abstract: Scholars have focused on the political influence on three factors of education, health, and income as important in measuring poverty. Other scholars have concentrated on the social depiction of poverty and involvement to language, issues of gender, race, education and crime, and in particular the disadvantage of a loss of income by women. The construction of poverty with an economic bias is evident in the reliance on factors such as individual responsibility, structural limitations, discriminations within the economic system and social welfare and globalization. This paper is directed at the derivative of structural limitations/ barriers, observed through the discourse in economic textbooks that impoverishes people. Structural economic barriers refers to restrictions in the economic system that prevent economic advancement of the individual and in this case the poor. Poverty and its accompanying ideological underpinning to race, was addressed by Clawson in 2002. However, this paper takes a different perspective by unpacking the ideological underpinning of structural barriers/ limitations by the economic, political and social institutions that contribute to poverty as reflected in economics textbooks. Textbook importance and usage has been emphasised through the policy documents of the Department of Education. While acknowledging such usage and importance, the lack of neutrality has been an increased focus of analysists using critical discourse. Using a qualitative approach and drawing on critical theory and critical discourse analysis this paper focuses on structural barriers/limitations and its legitimation of poverty. Power to and over another individual reflects the interests of those who speak and in this paper those who write. The findings from the economics textbooks emphasize the relationship between language in the texts and power (economic legitimation through discrimination using structural factors). This paper adds to the scholarship on discourse of power and hegemony embedded in school textbooks.

Venue: Suite 3 2019-032 DECOLONISING UNIVERSITY CURRICULUM: AN EXPLORATION OF INCLUSION OF AFRICAN PSYCHOLOGY WITHIN AN EDUCATIONAL PSYCHOLOGY MODULE Dr MD Nhlapo, Dr VZ Masuku – Durban University of Technology Keywords: African Psychology, decolonisation, curriculum, folk theory, African indigenous psychology, mainstream psychology, euro-American, African culture. Abstract: Universities around South Africa and Africa are in the process of intensifying their efforts to “Africanize” their curricula due to the discourse of decolonization that took place a few years back and is currently still in the atmosphere. A number of articles has been written on this issue but most of them are theoretical and historical. In the literature on African Psychology and African Philosophy, there is a limited coverage of empirical research, real life experiences, what is really going on in the classrooms of African institutions at the moment. The focus is more on the hypothetical and ancient aspects of Educational Psychology. The purpose of this study was to determine the views of pre-service teachers on inclusion and exclusion of African Psychology in the teaching of Educational Psychology module in African institutions. We are of the idea that before addressing the issue of decolonisation and Africanism, it is crucial to understand the “current” culture and challenges of African university students. We opted for a qualitative approach case study of one KZN university where a sequential mixed methods design was employed. A questionnaire was administered to all 2019 year 2 B.Ed students (270) and followed by one-to-one interviews with 12 students purposively selected. The data was analysed and discussed through the use of themes and categories. African-centred meta-theory was used as theoretical framework to explain how African-descent communities change and are consistent with worldviews. African-centred meta-theory focuses on the feasibility of decolonization where western ideology is replaced by African indigenous beliefs, values and traditions. The data shows that the concept of African psychology is confused by many with the religion specifically the use of traditional medicine/healing. The belief thereof contributes to the support of inclusion or exclusion of African

psychology into African institutions. This is also in support of the literature which indicates that African culture is not static, not a pure, homogeneous and a monolithic phenomenon. Our argument is that the inclusion or exclusion of African psychology in the curriculum of African institutions should be based on the episto-ontological system. 2019-254 A CRITICAL ANALYSIS OF THE CURRENT DISCOURSES ON THE DECOLONISATION OF THE HISTORY CURRICULUM FOR SCHOOLS IN A DEMOCRATIC SOUTH AFRICA Mr JB Mpanza – University of KwaZulu-Natal Keywords: Start typing key words: Decolonisation, curriculum, history, schools, democracy, South Africa Abstract: Start typing here: Many discourses have emerged on the decolonisation of the history curriculum for schools in a democratic South Africa. These debates fit nicely into the current narrative that history should be a compulsory subject in South African schools from 2023, following a perceived lack of insights into the country`s history by most learners. The purpose of this research is to critically examine the current discourses particularly on the decolonisation of the history curriculum for schools in a democratic South Africa and their impact on the broader South African community. The objective of this research is to gain insights into the discourses on the decolonisation of the history curriculum for schools within the Republic of South Africa post 1994, as well as their impact on the schooling system and the broader society. The following questions will be probed by the study: 1) What are the current debates on the decolonisation of the history curriculum for schools in South Africa? 2) How should the South African history curriculum be designed in order to effectively respond to a decolonisation agenda? 3) To what extent will the decolonisation of the history curriculum represent the values and aspirations of the racially, ethnically and culturally diverse South African society? These are some of the pertinent questions that the research will attempt to answer. The study will navigate the existing literature on the topic and engage with scholarly debates that will determine the gaps in the body of literature which the study hopes to fill. A qualitative approach and an interpretive paradigm will be perfect choices for the study given the nature of the research topic. Experts in the field of history comprising academics, curriculum designers, teachers and school learners, will be sampled alongside stakeholders consisting of community members, leaders, local and national government structures. Semi-structured interviews and focus groups will be used to generate data. However, the challenge that the research will be confronted with, is to make a determination in terms of the historical narratives that speak to a decolonisation agenda and those that should be negated. Contemporary accounts point to controversies surrounding decolonisation issues. The research will be confined to the contemporary arguments advanced for and against the decolonisation of the history curriculum at school level, focusing on the ideal content that resonates with the country`s political transformation. Finally, the study hopes to respond to all the research questions through its findings and make well informed recommendations.

Venue: Suite 4 2019-273 THE COLONIZATION OF SOCIOLOGY OF EDUCATION BY ECONOMISTS: HOPE AND DISAPPOINTMENT IN EXPLAINING AND TACKLING EDUCATIONAL INEQUALITIES Prof S Allais, Prof Y Shalem – University of the Witwatersrand Keywords: Sociology of education, economics of education, inequality Abstract: This paper explores explanations of educational attainment of working and middle-class children. Contemporary thought on educational inequality is heavily influenced by economics of education in ways that may serve pragmatism of education policy but lacks explanatory rigour. By taking stock of sociological explanations provided, over time, by key sociologists of education we aim to show what is missing from economics of education and why it should be disconcerting for sociologists of education. In South Africa today on almost all measures – teacher knowledge, school management, pre-school preparation, class size, curriculum coverage – the extent of the challenges related to educating in poverty draw out and/or minimize whatever effects these measures have on the performance of poor black schools. Large sets of data clearly show a bi-modal distribution of school quality that mirrors the harsh economic reality of South Africa: During the 1970s and 1980s educational research in South Africa was focussed on the critique of the political, social and economic oppression of apartheid and located the massive educational inequalities, predominantly racially

based, in those conditions. Today the argument is that educational inequality is being reproduced by low-quality schooling. Poor management and instructional regimes, and poor curriculum coverage (inside school factors) take the front seat in educational research whilst the chronic poverty and the conditions associated with (social and economic conditions for education) are left behind. This argument is promoted by economists who have become influential in educational research and policy. The answer, according to the economists, lies in improving the human capital of poor black South Africans so that they can compete more effectively in the labour market. Inequality is theorized as predominantly a result of wage inequality, which in turn depends on access to education. In this paper we aim to track the debate on inequality in education with the view to understand developments and shifts in the explanation for educational inequality and its reduction. We want to understand the interface between economics and education in relation to the question of educational inequality in South Africa in the period from 1980s till today. In order to do this, we will identify what we think are key influential claims which were made by educational and economics researchers respectively which could explain the shift in the explanation – from outside to inside school factors as primarily responsible for educational inequality. Some implications for the predominance views of economics of education will also be made. 2019-279 SUPPORT PROVIDED BY THE DISTRICT FOR INCLUSION OF LEARNERS WITH SPECIAL EDUCATION NEEDS IN PRIMARY SCHOOLS IN AMATHOLE WEST DISTRICT Dr TM Adewumi, Prof VS Mncube – University of Fort Hare Keywords: Amathole West District, good practice, qualitative research, special education needs, support Abstract: The paper reports findings of the pockets of good practice in the support provided by the district for inclusion of learners with special education needs in primary schools in the Amathole West District, Eastern Cape. The qualitative research approach was employed and a case study design was used. The study purposively sampled eight teachers and eight principals from eight selected primary schools, as well as one provincial and three district officials. Semi-structured interviews were employed as instruments of data collection and the data were analysed thematically. The study established that there is a structure of support called district based support team (DBST) at the district that supports inclusion of learners with special education needs. This team supports teachers to help learners with special education needs by referring learners with severe barriers to special schools, and organising workshops/training programmes for teachers on inclusive education. It was also revealed that DBST has not been efficient in its responsibilities.This study concluded that there were pockets of good practice in the form of support strategies such as advising teachers on how to identify and assess learners with special education needs, developing intervention programmes for learners with special education needs, and providing materials on inclusive education to teachers. The paper recommends adequate support from the DBST for the inclusion of learners with special education needs. 2019-284 TEACHERS’ EXPERIENCES OF INCLUSIVE EDUCATION FOR PROFESSIONAL DEVELOPMENT, IN LEBOPO CIRCUIT, LEBOWAKGOMO DISTRICT Ms IB Makofane, Prof MJ Themane – University of Limpopo Keywords: Workshops, Inclusive Education, Professional development, Pedagogical Content Knowledge Abstract: The teacher workshops seem not to fulfil their designated purpose of equipping educators with proper knowledge of inclusive education. The workshops on inclusive education do not fulfil the purpose of professional development to teachers as one of the goals of the White Paper 6. The purpose of this study was to investigate the teachers’ experiences regarding the workshops on inclusive education as a strategy for professional development in Lebopo Circuit in Lebowakgomo District, Limpopo province. The study followed a qualitative research approach, in which a case study design was applied. Eight teachers who attended inclusive education workshops were purposively selected from four schools in Lebopo Circuit. Data was collected through semi-structured interviews, observations and document analysis. The results of the study indicated that: workshops are impotent to equip educators with proper knowledge regarding inclusive education; time allocation for conducting workshops is insufficient; there is lack of confidence among the workshop facilitators; and there is lack of support and follow-ups by the provincial Department of Education. The results therefore, imply that the workshops are not effective in equipping educators with knowledge on inclusive education, and they do not serve their purpose as a model of professional development for the teachers. The study suggests that further research should seek to develop the strategies that will improve the quality of workshops on inclusive education, time allocated for workshops, as well as to encourage support and follow-up by the Department of Education.

Venue: Great Ilanga

2019-048 DOES THE PHILOSOPHY OF EARLY LITERACY DEVELOPMENT THROUGH MOTHER-TONGUE LANGUAGES FACILITATE FUTURE LITERACY LEARNING OUTCOMES? Dr SHH Ssembatya – Kyambogo University Keywords: Literacy, mother tongue languages, thematic curriculum, informative learning Abstract: The most recent findings on literacy development through mother tongue languages in Uganda (Naddumba, 2019- ongoing) reveal that the developmental benchmarks for literacy at early stages of language learning as outlined in the new thematic curriculum in Uganda such as rapid development of literacy, numeracy and life skills at lower Primary (NCDC, 2006a), have received little attention in both educational policy guidelines and classroom instruction. The recommended child-centred approach which focuses on informative or exploratory and holistic writing in a classroom setting with a view that learners must begin mastering literacy practices early in school so that they can successfully develop new knowledge seem to be ignored. As a result, learning is built on the basis of an examination-based syllabus rather than an attitude of creation and self-transformation of knowledge in one’s language. At the University level, much as students come with good grades, they have exhibited poor reading and writing abilities, inability to engage with texts as well as constructing meaningful responses. Reading and writing have become a temporally activity for answering specific tests and students forget what has been practised immediately. In other words students use them for mechanical reasons; taking notes, practising skills, doing assignments or tests and suchlike. This process has left many students unable to acquire the basic literacy practices such as understanding, creating and communicating in their future careers and life. Therefore, the central purpose of this paper is to explore possible alternative ways of teaching or engaging with the key child-level variables and literacy skills that predict future literacy outcomes within opinion and informative learning. Developmental and environmental variables identified in this presentation will provide a justification for holistic view of literacy learning and expanding our understanding how students learn to acquire literacy practices as the first step towards improving their learning outcomes at higher education.

Poster Presentations 2019-009 IMPACT OF COL-SPONSORED PROJECTS ON DIVERSIFICATION OF ODL PROGRAMMES AT THE UNIVERSITY OF ESWATINI Dr KAF Ferreira-Meyers – University of Eswatini Keywords: Commonwealth of Learning (COL), projects, diversification, Open and Distance Learning (ODL), Eswatini Abstract: The poster presentation seeks to give an overview of the variety of projects that have been sponsored by the Commonwealth of Learning (COL) since 2017. Historical in nature, this presentation will also discuss the impact these projects have had on the diversification of ODL programmes at the Institute of Distance Education (IDE) of the University of Eswatini in the Kingdom of Eswatini. Descriptive in nature, the presentation will list the main projects that have been sponsored by COL (a.o. the MAE examinations training programme, marketing/business plan, ODL institutional and national policy development) and indicate how these have impacted the way “things are done” at the Institute. In line with the University of Eswatini’s (UNESWA) strategic plan more focus is on blended learning and diversification of programmes in order to offer access to learning and sustainability while ensuring that the Kingdom trains its citizens for the 21st Century and the 4th Industrial Revolution.

2019-189 THE ART OF BECOMING (P)ART: A PROFESSIONAL FRAMEWORK FOR NOVICE TEACHERS IN ART EDUCATION Dr GM Meyer – North-West University Keywords: Action research, art teachers, participatory artist, researcher and teacher (P)ART, professional framework, socially engaged art practices Abstract: The lack of leadership in South African schools and its spiraling effects on our education system necessitates a re-thinking of the professional roles of the educator in order to mitigate the impact on learners. This is important since the way in which teachers interpret their roles and embody their professional identities affect their resilience and efficacy as well as their innovation and professional development in times of educational change and transformation. I belief that novice teachers need to acquire a professional identity consisting of personal experiences and embedded values (self-image, self-efficacy, being in the world) and link it to their professional roles (as artists, researchers and teachers). They also need to adopt participatory pedagogical methods in order to become connected and socially engaged leaders in their disciplines. With this poster presentation, I demonstrate how the six different learning areas; orientation-, relationship-building-, vision-building-, skills application-, exhibition and the leadership platforms could guide pre-service art students to become participatory and socially engaged. Understanding various learning platforms within the (P)ART model could help students to form a better picture of themselves as potential leaders with their own professional ID and values-embedded roles and enable them to re-imagine new sites of learning activities in diverse contexts. The (P)ART model becomes pivotal in the professional training of art student teachers as it guides them to become creative, connected and caring educators - much needed skills for teaching in 21st century’s Fourth Industrial Revolution learning environments. 2019-285 A SOCIALLY INCLUSIVE TEACHING STRATEGY: A LIBERATING PEDAGOGY FOR RESPONDING TO CHALLENGES RELATING TO TEACHING STRATEGIES Dr ML Malabese – North-West University Keywords Socially inclusive teaching strategy, empowerment, sustainable, diverse contribution, teaching and learning Abstract Socially inclusive teaching strategies encourage empowering, progressive and sustainable responses to social challenges and needs. These strategies are made possible through inclusion and equitable consideration of diverse contributions of those affected by the problems, and who feel obliged to find solutions to the problems. In this paper, the principles of a free attitude interview technique as well as the critical discourse analysis are used to generate and analyse data. A participatory action research oriented, socially inclusive teaching strategy was followed that is underpinned by critical emancipatory research principles. The study found that by successfully integrating local knowledge in the teaching and learning process, learners’ engagement and innovative skills improved, they tend to persist more and found joy in completing their work. This paper demonstrates how a socially inclusive teaching strategy can contribute to enhance learners’ understanding and strengthening the teaching strategies especially for listening and speaking skills in English first additional language, to learners at a public farm school. Learners’ inability to listen attentively and speak fluently requires the application of an adequately responsive teaching strategy that focuses on improving learners’ listening and speaking skills in early stages of learning. The purpose of implementing the strategy is to contribute towards improving learners’ listening and speaking capabilities. This will in turn improve learners’ chances of doing well in other subjects. 2019-316 SUSTAINABILITY OF THE ROOM TO READ LITERACY PROGRAM AFTER COMMITMENT IS FULFILLED Mr NM Nkonwana, Ms K Phaweni – Room to Read Keywords: Program sustainability, classroom instruction, school libraries, literacy Abstract: This study sought to assess the sustainability of the Room to Read Literacy Program in program schools which the Literacy Program has phased out after four years of implementation. The goals of the study were: (1) to Identify best practices and risks associated with the sustainability of the Literacy Program, (2) develop guidelines outlining how

curriculum advisors can support schools post Room to Read support, and (3) use best practices to develop effective sustainability plans for active program schools. The study followed a mixed method approach. Simple random sampling was used to select eight (8) schools from Bushbuckridge and Burgersfort. Purposive sampling was used to select twenty-four (24) respondents, twenty-two (22) from schools and two (2) from the Department of Basic Education circuit offices. Qualitative data was collected through semi-structured interviews with the sampled respondents, and quantitative data was collected using the Library Rating System. The study discovered that 80% of the schools have continued with the activities of the Literacy Program without the support of Room to Read. Schools which have continued are met with challenges which pose risks to the sustainability of the program such as poor orientation of new teachers into the program, losing community library volunteers, and damaged library books. Despite these risks, some schools devised good practices to sustain the program. In some schools, this entailed incorporating library sustainability plans into the school development plan, fundraising strategies to assist schools in supplementing library resources, and modifying Room to Read’s library management systems. Schools demonstrated the ability to continue with the activities of the literacy program without Room to Read’s support. Some of the challenges reported can be resolved at a school level, given that schools devise comprehensive sustainability plans, and maintain relationships with communities and the Department of Basic Education.

Yusuf Sayed is the Professor of International Education and Development Policy at the University of Sussex and the South African Research Chair in Teacher Education, and the Founding Director of the Centre for International Teacher Education (CITE), at the Cape Peninsula University of Technology (CPUT), South Africa. He is also an Honorary Professor at the Institute of Social and Economic Research (ISER), Rhodes University, South Africa. Previously Yusuf was Senior Policy Analyst at the EFA Global Monitoring Report, UNESCO, Team Leader for Education and Skills, the Department for International Development UK, and Head of Department of Comparative Education at the University of the Western Cape, South Africa.

Yusuf is a global international education and development policy specialist. His research focuses on education policy formulation and implementation as it relates to concerns of equity, social justice, and transformation. He has published on various issues in international education and development including education quality and teacher education, exclusion and inclusion; and education governance and the role of the state; equity, financing and education. His has recently completed a large scale ESRC/DFID funded project “Engaging teachers in peacebuilding in post conflict contexts: evaluating education interventions in Rwanda and South Africa. He is currently engaged in e several large-scale studies about teacher professionalism, teacher education and continuing professional developmet.in South Africa and globally. He has just begun a major EU funded study about education and resilience in Ethiopia and Somalia focusing on the learning needs of refugees and internally displaced leaners.

Professor Leketi Makalela is the Head of the Division of Languages, Literacies and Literatures at Wits School of Education, University of the Witwatersrand. He obtained his PhD from Michigan State University, USA, with a specialization in English Studies, Literacy and Linguistics. He is fascinated by the interface between languages and literacies in the 21st century and intrigued by the prospects of alternating languages of input and output to enhance identity construction and epistemic access for multilingual students. Believing that multilingualism is a norm for the new world order, he has developed a multilingual literacies model- premised on the African value system of multi-directional interdependence, ubuntu, to define complex multilingual encounters. Using the ubuntu fuzzy logic of incompletion (i.e., one language is incomplete without the

other) and interdependence, he sees all global multilingual encounters as a reflection of the state of discontinuous continuities, where there is a constant disruption of language and literacy boundaries and simultaneous recreation of new discursive ones. He chairs a research programme, the Wits Abafunde-ba-hlalefe Multlingual Literacies Programme (WAMLiP), with the following on-going projects: 1. Biliteracy development trajectories 2. Reading development in intermediate phase 3. Socio-cognitive aspects of reading development in complex multilingual schools 4. Ubuntu translanguaging/ Interdependent multilingualism 5. Fuzzy languaging logic 6. Transliteracies. Professor Makalela is an internationally leading scholar on multilingual education and his footprint acclaim saw him

recognized as Distinguished Visiting Professor at City University New York – a position he currently holds.

Professor Muxe Nkondo A student of social policy and discourse analysis, Professor Muxe Nkondo believes that institutions of learning, while they must transmit technically exploitable knowledge, must at the same time cultivate that higher sensibility and moral imagination one finds in the arts and humanities at their best. Eleven years as Vice-Chancellor and Principal of the University of Venda; three years as Deputy Vice-Chancellor and Vice Principal (Academic Affairs) of the University of the North (now University of Limpopo); ten years as professor at various American universities and colleges; an Andrew Melon Fellow in English at Harvard University; Visiting Professor at Harvard and Visiting Scholar at Oxford, one of the five hundred scholars from Africa and the Diaspora invited by the African Union in 2004 to participate in a conference in Dakar, Senegal, on the role of intellectuals in Africa. Apart from having been a member of the Oxford Club and the Middle East and African Council of

the International Association of University Presidents, Prof. Nkondo has served as chairperson of Technical Teams and Expert Panels in government departments. Currently, among other positions, he is a member of the Executive Committee of Council of the University of South Africa, member of the Steering Committee of the Centre of Indigenous African Knowledge Systems of the University of KwaZulu Natal. He was recently awarded a Lifetime Achievement Award by the Broad Pool of Ideas (BPI) Foundation.

Nadeema Jogee Nadeema's interests have always been how children learn to read and write and issues of language became central to this work during the years she worked at PRAESA. Currently she is part of the Faculty of Education at Nelson Mandela University and part of the Centre for the Community School and works with pre-service teachers and communities to build

Volker Wedekind is Associate Professor of Vocational Education and Deputy Head of School in the School of Education at the University of Nottingham and is coordinator of the UNEVOC Centre at Nottingham. He is an honorary Associate Professor at the University of Witwatersrand. His research has focused on education policy from an historical-sociological perspective, on policy effect on teachers and curriculum and more recently on vocational education policy in Africa, vocational pedagogy and the role of vocational education for migrants. He has had extensive experience working on policy processes in South Africa as a member of a number of ministerial committees and on statutory bodies. Prof Makgato obtained his DEd at UNISA in 2004. He is a research professor at Tshwane University of Technology. He conducts research in Technology and Vocational Education, Technology Education, as well as in the use of digital technology in teaching and learning. He has published more than 30 articles in journals and conference proceedings. He has presented more than 40 papers at both national and international conferences. He peer reviewed articles in the following journals: African Journal of Research in Maths, Science and Technology (AJRMSTE), Africa Education Review, South African Journal of Education (SAJE), International Journal of Educational Science, Journal of Educational Studies, SAARMSTE conference papers. He continuously review NRF application proposals for projects and ratings. He has organised a successful research Indaba in September 2013. He was also Local Organising Committee member for SAARMSTE Conference in January 2016. He has also authored a number of books for Further Education and Training (FET) colleges. He has been invited to deliver keynote addresses at (1) SAARMSTE North West Chapter at Mafikeng in 2011(2) Mathew Goniwe in March 2016, (3) at DBE Mathematics Indaba in Dec 2016 (4) Sasol Conference in Secunda in 2017, (5) NSMSTE in Bolivia, Limpopo in 2017 to name few.

Prof Makgato supervises master’s and doctoral students in the field of Technical and Vocational Education, Educational Technology and Technology Education. So far, he promoted more than 6 doctoral students and 7 masters students. He currently supervises 4 doctoral and 5 masters students. He has led several project such as Ministerial Project Committee for developing NCS national curriculum in 2003, served as MST Special advisory Committee to MEC Education for Gauteng in 2002, managed National Science Week in 2005 and 2006, led BMW CAT Project with eight schools, since 2011. He visited Marladelen University in Sweden as research scholar in 2007/8 for a month, as well as in Delft University, Netherlands in 2016. He is presently part of consortium research project commissioned by DHET in Technical and Vocational education with WITS and UFS, as well as WIL project by Cape Peninsula University of Technology. He is currently a project coordinator for the development of B.Ed SP FET programme qualifications. He is project coordinator for the development of TVET qualifications for TVET and CET lecturers in the DHET TLDCIP CLEP funded by EU. One of the qualifications, Adv Dip TVT is accredited by CHE, with possible implementation in 2020. He has conducted research at TVET Colleges as part of DHET TLDCIP EU projects, already published a chapter as well articles. Ruksana Osman is a Professor of Education at the University of the Witwatersrand. She is the former Dean of the Faculty of Humanities also at the University of the Witwatersrand. Prior to her appointment as Dean, she was the Head of the Wits School of Education. She holds the UNESCO Chair in Teacher Education for Diversity and Development and has established a global network to support the research and development work of the Chair. Ruksana has extensive teaching and research experience in the field of teacher education and higher education. Her particular expertise is higher education policy, pedagogy and students lived experiences of equity and access to higher education. She has published her work in a variety of journals and books. She is also co-editor of Research-led teacher education: Case studies of possibilities (2012); Large Class Pedagogy: Interdisciplinary perspectives for quality higher education (2013); Service Learning in South Africa (2013); Transforming Teaching and Learning in Higher Education: Towards a Socially Just Pedagogy in a global context (2017); Teacher Education for Diversity: Conversations from the Global South (2018). She is an elected member of the Academy of Sciences of South Africa (ASSaF). Currently, she is Deputy Vice - Chancellor Advancement, HR and Transformation at the University of the Witwatersrand. Her interest in this topic steps from her work in how student learn and how teachers teach in complex contexts and the role of universities in student learning and teaching. Shakeel Ori Current Position: Director: Co-operative Education & External Engagement: Durban University of Technology 35 years in Higher Education External Positions:

Acting CEO (P/T) Southern African Society for Co-operative Education (SASCE) South Africa Business Events Ambassador (until 2017) Director: World Association for Co-operative & Work-Integrated Education

(WACE); Member: Executive Committee (WACE) Member: Board of SASCE

Advisory Board Member for the WACE International Satellite Office for ASIA (based in Thailand);

International Reviewer: WACE Research Papers (2007 – present) Member: Provincial Skills Development Forum Member: KZN Provincial Human Resources Development Committee Task Team on Worker and Continuing Education

Stephanie Matseleng Allais is Research Chair of Skills Development and Professor of Education at the Centre for Researching Education and Labour at Wits University. Her research is located in the sociology and political economy of education, focused on relationships between education and work. She was a fellow at the Centre for Educational Sociology at the University of Edinburgh, and before this managed and conducted research into qualifications frameworks in 16 countries for the International Labour Organization. She has worked in government, distance education, trade union education, teaching high school, teaching adult basic education and training, and leading a student organization. She served on many committees by appointment of Ministers of Education in South Africa, and has been involved in numerous policy processes.

Jeanne Gamble is an Honorary Research Associate in the School of Education of the University of Cape Town. Prior to that she worked in the academic field of Adult Education, specialising in vocational and post-school education from a sociology of education perspective. She has published widely.