EDUCATIONAL BACKGROUD *Bachelor of Education - Secondary (UNESWA,2019) *Diploma in Theology & Christian Lifestyle (Eswatini Christian Life College,2022) *International Diploma in Computer Studies (IDM,2012) *Advanced Cybersecurity Training for Teachers (Commonwealth of Learning,2023) *Certificate in Online Teaching for Educators (UNESWA,2022) *Conflict Sensitivity Certificate (United States Institute of Peace,2021)
Sunday, 6 May 2018
CORRUPTION IN THE EARLY CHURCH: Assignment written for Professor Rakotsoane
Factors that made a number of Swazis to support the Imbokodvo National Movement and reasons that made the Imbokodvo to be victor during the 1967 national elections.
Mr Bongani Mhlanga, the blog publisher |
Strong political pressure of Nationalism among the Swazis immensely led to the establishment of political parties. The emergence of elite and influential Swazis like Dr Ambrose Zwane and John Nquku changed the political landscape of Swaziland. King Sobhuza II charismatic leadership and quality education he received from Lovedale made him to stand strong and face the challenge and pressure of that time and formed his own party (the Imbokodvo (grindstone)[1] National Movement) which became a force to be reckon within the Swazi political arena. Therefore, this piece of work purports to discuss two factors that made a number of Swazis to support the Imbokodvo National Movement. It will also explain using three reasons that made the Imbokodvo to be victor during the 1967 national elections.
[1] R. M. Patricks,” Modern Swazi History: 1900 To Present”, July 2000 www.sntc.org.sz (Accessed date
February 6, 2018)
Issues addressed in those Letters that are authentic to Paul the Apostle: An assignment for Dr Tofa (New Testament lecturer at the University of Eswatini)
Mr Bongani Mhlanga |
NYAKATFO HIGH SCHOOL MINI RESEARCH PROJECT
RESEARCH TOPIC
The Academic Transition at Nyakatfo High School: The Pupils’ Perspectives
1.0 CHAPTER 1 - BACKGROUND OF THE STUDY
1.1 INTRODUCTION
1.2 PROBLEM STATEMENT
1.3 OBJECTIVES OF THE STUDY
1.4 SIGNIFICANCE OF THE STUDY
1.5 HYPOTHESIS
Nyakatfo High School transforms pupils academically from form 1 to form 5. This study was to prove the authenticity of this hypothesis with the results of the findings and the chemistry behind its success from the point of view of the pupils.
1.6 THE LIMITATION OF THE STUDY
2.0 - CHAPTER 2 - LITERATURE REVIEW
3.0 CHAPTER 3 - METHODOLOGY
3.1 DATA COLLECTION PROCEDURE AND INSTRUMENTS TO BE USED
CHAPTER 4.0 - DATA PRESENTATION AND ANALYSIS
4.1 ACADEMIC TRANSITION OF PUPILS FROM STD 5 TO JC
Nyakatfo
High School has managed to produce the best results since it started operation
in January 2011. The school usually accept all pupils regardless of the result
they got in STD 5. They accept from third Class to Merits but in most cases the
school receive minimal of merits. The school has managed to transform the pupils’
results by accepting a group without merits and produce merits in JC. This
shows the school’s ability and success in shaping the future of the young
stars. In the group we have interviewed in this research we found the
remarkable transition of pupils’ academic performance. The third classes that
were accepted from STD 5 were reduced and the second classes were also reduced
but an increase with first classes and a new record of merits which were not accepted
in STD 5.
The graph below shows the academic transition in Nyakatfo High School from form 1 to form 4.
THEME 1. FAILING RATE BETWEEN FORM 1 AND FORM 4
The
report also shows a great increase of failures between form 1 and form 4 in the
school. There is a small difference between those who have failed at least once
from form 1 to form 4. But it is worth noting that the rate of those who pass
is higher than those who fail.
The
above pie chat shows that there is 53% of pupils who have failed at least once
from form 1 to form 4. The most failed class being form 2 with 47% followed by
form 1 with 35% and form 4 with 18%. Form 3 is not commonly failed since the
study does not show anyone who has failed form 3 in the group. This is a good
indicator for a positive transition.
THEME 2. DROP OUT RATE
The
school dropout rate remains the best. It is remarkable. There are few pupils
who drop out in Nyakatfo High School. It is a positive indicator that shows
that the school is conducive for learners.
The above graph shows the dropout rate in the school.
It
is worth an observation that there is a very few dropout rate in the school
which the school has to trace and see how it can deal with it to be sure that
pupils stay in school until they leave with their SGCSE Certificates.
THEME 3. BEST PERFORMED SUBJECTS
The
worry of every school administration and teachers is which subjects are best
performed and which are not. For those which are not well performed, pupils
have expressed themselves as to what makes them to perform better in those
subjects. Those subjects are Religious Education, Biology, siSwati and
Agriculture.
The
above graph shows the levels of challenges from subjects offered by the school.
When
pupils were asked what makes it easy with these subjects, they said these
subjects are most related to their day to day lives. “These subjects are more
practical” some said, it makes it easier to understand. Another one said these
subjects have been done in JC which makes them to be familiar to them. They
said the teaching aids used also go an extra mile to enhance their
comprehension. They also said the feedback from teachers helps them to be
corrected early that going a long way with mistakes. This includes classwork’s
and quiz which is marked and corrected.
THEME 4. CHALLENGING SUBJECTS
This
part is so crucial where we look closely to subjects that are giving pupils
high time in their day to day learning. The most challenging subject is
Mathematics which is double the second challenging subjects. The second being
English Language and Literature, siSwati and the focus group discussion points
out Physics and Chemistry as most challenging but statistics from individuals
does not show much of the sciences. Students denote that their attitude towards
these subjects is a thorn to their flesh.
The
first one is that English is a foreign language. It also kills them to fail to
go an extra mile in enhancing their English for example not reading much
English material like novels to improve their vocabulary. So they have pointed
out that they think they will do English better when they are restarting. So,
they stop focusing much on it and spare it for restarting or upgrading. Another
strong point is that teachers for English Language are changed every now and
then. “they say when they try to understand the concept of this one, the next
comes with a new one which then confuse us some said, Sibese siyadideka (we get confused). For example, this group that
was interviewed has changed 5 English teachers more than any other subject.
For
Mathematics and Science, they are the attitude towards the subjects. They say it
is their attitudes that they are difficult subjects. They also lack the art of
giving themselves more practice. They also pointed out that the pride of asking
in class or other pupils. The re-starters give them a very high competition
which makes them to feel dull for asking what seems so easy for them. The use
of calculators also kills them when it comes to the paper that does not require
its use like paper 1 of Mathematics. The copying of homework from others also
kills the spirit of measuring understanding. Those who have copied are assumed
to have understood the equations only to find that they have cheated
themselves. Pupils recommend class works than home works since home works are
subjects to copying.
THEME 5. ATTITUDES OF PUPILS TOWARDS THE SCHOOL AND TEACHERS
Pupils
see their teachers as good role models. This is attested by some wishing to be
like them in many ways. They think that the school is also the best
institutions though it still lacks fundamental facilities like the Science
laboratory for practical part of their learning which can improve their
performance in the sciences subjects like Chemistry. They alluded to the fact
that some teachers would come to class with personal stresses and be hard on
them which then create an attitude towards the teacher which then lead to the
suffering of academic performances. They also denote that they are kids like
any other kid out there with mistakes and therefore deserve a chance after mistakes
and not be treated like criminals or bad kids since it then corrupts their
attitudes towards themselves and make them to look at themselves as bad kids
who will not make it in life like some use to say. “Teachers do not need to
give up on us no matter what because we are an empty vessel that the devil also
wants to fill up with evil, so they have to force the good in us and chuck out
the bad” said one of them.
THEME 6. GAPS WHERE PUPILS NEED HELP
The
study reveals that pupils need some guidance in study methods. Some say they do
not know how to study at all. They just read those few minutes without grasping
much. It also reveals that some pupils feel the need to be monitored closely by
teachers. They say they might be passing but not the best expected performance
so in that regard they need to be called to task or have a teacher talking to
them because it is commonly due to some factors like relationships, and other
life stresses that they face as children be it from home or academic related.
The science laboratory as mentioned earlier on remain a challenge in as far as
better performance in Chemistry and other science subjects that need practical
or experimental for better understanding.
THEME 7. INSPIRING SCHOOL PRACTICES
i)
Prizes and awards
The
prizes that the school use go an extra mile in inspiring them. It makes it
possible for them to compete with their peers and makes them to work harder in
their school work. One of the pupils said the awards “ayasikhutsata kakhulu”
(meaning the awards are a great motivation)
ii)
Career Day
This
practice has been applauded by the group as one of the greatest engine that
makes them to improve. Bringing former pupils who have gone through our similar
conditions like theirs and braved it all to colleges and universities ignite
the hope for making it to the pupils too. It is one of the practices which has
worked so well to raise the standard according to them. The successful people
who are invited to speak to them also help so much. Their attitudes are
reshaped and focus is framed after such events.
iii)
High discipline
The
school has set a high pace since it started, so the pupils are working under
pressure to maintain of do better. The discipline in the school is one of those
key factors that the pupils have pointed out as the positive indicators of the
performance they have experienced since they got to form 1 in the school. One
of them said “bothishela abachubeke basikhutsate nje kakhulu sitophasa”
(meaning let teachers continue motivating us with discipline so that we can
pass).
THEME 8. PUPILS RECOMMENDATIONS
i)
Homework vs classwork
Pupils
reveals that the use of homework has a number of disadvantages. Some use to
copy from their relatives who go to other schools or ask some people at home to
write for them their homework. This makes it hard for teachers to identify
learning difficulties with pupils. “Therefore, we realize the importance of
classwork since it tests the learner there and then and does not open room for
copying” said some of the pupils during the focus group discussion.
ii)
Performance monitoring
Rather
than looking at classroom performance, pupil points out the essence of
monitoring individual performance. This includes an improvement from worse to
better though one has not reached the high tides. Such motivation can help a
lot rather than praising a few who scoop top positions always and neglect great
improvers in particular subjects for example, in character, late coming, from
position 20 to 5 for example.
iii)
Articles and events
reporting
There
are a number of activities that take place in the school like sports news,
culture days, trips which have rich reports that need the skill of reporting
and critical analysis. Pupils suggested some platforms by the English
departments where they can report in written forms about such events and best
articles be placed in the school notice boards for reading. Some coaching from
English teachers or even journalists as far as moulding them in that critical
writing skills. Critical skills like a critical commentary about pupil who left
school, effects of love affairs within school, how school so and so lost their
match to count a few. Such can make pupils to be critical thinkers which is a
skill that most subjects need and also enhance the English vocabulary and
understanding to pupils.
iv)
Oral presentation during
assembly
Many
students have shown a great concern about their challenge when it comes to oral
tests in English. When asked how that can be worked out, some suggested the use
of morning assembly presentations which must not be a platform to mock but
enhance the skill of public speaking and fluency. This includes some morning
dialogues and debates which foster the skill of expressing one’s self and
fluency in speaking English.
CHAPTER 5.0 - PERSONAL FINDINGS AND RECOMMENDATIONS
Form the above dialogue with students and results
analysis of the respondents, I can articulate that the school is capable of
producing best results. It is producing best grades from their intakes and is
able to transform their results for the better. The teachers are said to be
committed and supportive to the students and they are disciplined. The school
has good practices that includes career guidance and prize days. That gives
them the chance to interact with the reality outside the world and inspire them
to become better.
However, there is room for reinforcement here and
there. Students posits that there are other activities that need to be done to
fully engage them so that they can do even better. These includes the debates
and assembly presentations for confidence and improvement to their struggle
with English Language.
Mathematics remain the key Goliath in the school. From
the group that I have interviewed, I found that more than 90% of them have a
challenge with the subject. The school has to articulate and design long term
solutions to the subject difficulty to learners or their attitudes towards it.
APENDICES I - PERSONAL DATA COLLECTION QUESTIONNAIRE
1. GENDER (Male) (Female)
2. POSITION OBTAINED IN STD 5. (Merit) (First) (Second) (Third)
3. POSITION OBTAINED IN JC. (Merit)(First)(Second)(Third)
4. HAVE YOU FAILED IN ANY CLASS SINCE FORM1? (YES)(NO)
5. IF YES, WHICH CLASS DID YOU REPEAT? (Form1)(Form2)(Form3)(Form4)
6. HAS THERE BE ANYTIME WHEN YOU WERE NOT AT SCHOOL SINCE YOU STARTED SCHOOLING AT NYAKATFO HIGH? (YES)(NO).
APENDICES II - FOCUS GROUP DISCUSSION QUESTIONNAIRE
1. WHICH SUBJECTS ARE YOU PEFORMING SO WELL ON?
………………………………………………………………………………………………
2. WHAT DO YOU THINK MAKES YOU TO PERFORM BETTER ON THEM?
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
3. WHICH SUBJECTS GIVES YOU A CHALLENGE?
……………………………………………………………………………………………
4. WHAT DO YOU THINK MAKES YOU TO STRUGGLE WITH THOSE SUBJECTS?
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
5. WHAT MADE YOU CHANGE FOR BETTER OR WORSE OR GET THE SAME RESULT THAT YOU GOT IN STD5 IN YOUR JC?
...............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
6. HOW IS THE SCHOOL AS FAR AS SHAPPING YOUR FUTURE IN THE PAST 3 YEARS IN THE SCHOOL AND WHY?
................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
7. WHERE DO YOU THINK YOU NEED SUPPORT TO PERFORM BETTER IN YOUR SGCSE NEXT YEAR?
...................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................