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Towards Alleviating the Post-Apartheid Education Crisis in South Africa

Towards Alleviating the Post-Apartheid Education Crisis in South Africa

Pragashni Padayachee, Ansie Harding
Copyright: © 2011 |Pages: 20
ISBN13: 9781609604790|ISBN10: 1609604792|EISBN13: 9781609604806
DOI: 10.4018/978-1-60960-479-0.ch007
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MLA

Padayachee, Pragashni, and Ansie Harding. "Towards Alleviating the Post-Apartheid Education Crisis in South Africa." Blended Learning across Disciplines: Models for Implementation, edited by Andrew Kitchenham, IGI Global, 2011, pp. 112-131. https://doi.org/10.4018/978-1-60960-479-0.ch007

APA

Padayachee, P. & Harding, A. (2011). Towards Alleviating the Post-Apartheid Education Crisis in South Africa. In A. Kitchenham (Ed.), Blended Learning across Disciplines: Models for Implementation (pp. 112-131). IGI Global. https://doi.org/10.4018/978-1-60960-479-0.ch007

Chicago

Padayachee, Pragashni, and Ansie Harding. "Towards Alleviating the Post-Apartheid Education Crisis in South Africa." In Blended Learning across Disciplines: Models for Implementation, edited by Andrew Kitchenham, 112-131. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-479-0.ch007

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Abstract

Post-apartheid South Africa is witnessing an education crisis of significant proportions. The new outcomes-based education system has failed to deliver, and universities are suffering the consequences of under-preparation of learners for tertiary studies. The educator corps is lacking, and it has become common practice for universities to deploy augmented programmes in mathematics for secondary school learners in the surrounding area. This chapter describes a particular model of blended learning, devised for the Incubator School Project (ISP), an initiative of the Nelson Mandela Metropolitan University (NMMU) in the Eastern Cape of South Africa. The defining feature of this blended model is that it incorporates DVD technology, which offers an affordable and accessible option for the particular group of learners. DVD technology was used as an ingredient in this blended learning approach since it is easily available to the majority of learners and to the schools they attend. This chapter describes the particular blended model and reports both qualitatively and quantitatively on its success: qualitatively, based firstly on a questionnaire completed by learners and secondly on interviews of educators; quantitatively, based thirdly on learner performance before and after the intervention and fourthly on a single school case study where the mathematics performance of the learners who participated in the ISP is compared to those who did not participate in the ISP. Finally, the scope of blending of this model is evaluated by means of a radar chart, adapted from an existing radar measure. The findings of the study suggest that the use of DVD technology in the blended learning approach impacted favourably on the mathematics learning and enhanced the mathematics performance of these learners.

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