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All Journal REiD (Research and Evaluation in Education) People and Behavior Analysis (PBA)
Bongani Innocent Nkambule
University of South Africa
Education Social Sciences

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A SWOT Generated Thematic Analysis of the Perceptions of Staff on the Effectiveness of Knowledge Management Application in Township Schools Bongani Innocent Nkambule
People and Behavior Analysis Vol. 1 No. 1 (2023): March Volume
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/pba.v1i1.1453

Abstract

Knowledge management (KM) ensures that schools do not forfeit a wealth of tacit knowledge assets that dwell in the minds of individual members of staff. It also ensures that this knowledge is not only externalised but is also documented and deposited into the institutional memory or repository for it to be retrieved and re-used at a later stage. The quantum of this qualitative study was informed by the paucity of literature on the role of KM in South African schools. It adopted a SWOT (i.e., strength, weaknesses, opportunities, and threats) analysis both as a theoretical framework and an instrument to evaluate the effectiveness of KM application in two township schools in the locality of Emalahleni in Mpumalanga province. The study revolved around a sample of 14 participants drawn from populations of teachers, administrative clerks, heads of departments (HoDs), and principals. The social constructivist element of the study meant that the researcher took part in understanding participants' constructions of their realities about KM application in their schools. As far as the internal dynamics of the studied schools were concerned, it transpired that even though both schools had supportive school governing bodies, and reasonably efficient ICT infrastructure and connectivity, much of the KM weaknesses were caused by anti-collaborative knowledge-exchange practices, the erosion of Ubuntu-directed ethical undertakings, ill-treatment of administrative staff by teachers and HODs, and principals' inaccessibility to the workforce at a lower level; all of which contributed to teacher absenteeism, low staff morale, knowledge hoarding, poor communication of policies and loss of tacit knowledge. The study also presents tabulated findings of the kinds of threats that schools can guard themselves against and the opportunities they can tap into in order to leverage KM.
Understanding barriers to optimal supervision and delivery of the National Certificate (vocational) curriculum through TVET college lecturers' reflective evaluations Angelona Rewhydah Williams; Karel Prins; Bongani Innocent Nkambule; Sindile Amina Ngubane
REID (Research and Evaluation in Education) Vol. 10 No. 1 (2024)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v10i1.72274

Abstract

Propounded by reflective theory, this qualitative case study drew on TVET lecturers' reflective evaluations of factors that they considered to have a bearing on optimal supervision and delivery of the National Certificate (Vocational) curriculum. Data were collected from participants across three campuses of a TVET college in the Eastern Cape Province, South Africa. Twelve lecturers of different seniority were purposively sampled and interviewed in two focus group sessions. The first focus session involved six participants: four post-level 2 and two post-level 3 personnel recognized by the South African Council for Educators (SACE) as "office -based lecturers" and classified within the middle management echelon of curriculum management and supervision. The second focus group session entailed six post-level 1 personnel (recognized by SACE as "classroom-based lecturers"). The findings problematized (1) the Department of Higher Education and Training's failure to monitor and evaluate curriculum delivery processes; (2) a lack of comprehensive professional development opportunities for classroom-based lecturers; (3) poor coordination of work-integrated learning (WIL) programs and processes; (4) curriculum supervisors' limited time for classroom visits due to heavy administrative workload; (5) the absence of communities of practice for knowledge sharing purposes among lecturers; (6) students' language barriers, which led to low pass rates; (7) shortage of qualified student support practitioners and onsite academic support programs; and (8) unreliable Internet connectivity and rigid access to technology infrastructure. The study recommends that the college leadership should address these challenges by applying all possible measures to optimize lecturers' curriculum supervision and delivery practices at the selected TVET college .
Co-Authors Angelona Rewhydah Williams Karel Prins Sindile Amina Ngubane