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Educators are one of the stakeholders in the education system working to ensure learner success. According to the "Minimum Requirements For Teacher Education Qualifications," educators must fulfil 7 roles in their quest to impart education. In the study reported on her, we investigated Grade 6 educators' knowledge and use of mediation as one of their roles in teaching English as First Additional Language (FAL) in Grade 6 inclusive classrooms. We further investigated how educators responded to learners who had diverse learning needs in English as FAL in Grade 6 inclusive classrooms. Six educators who taught English as FAL were purposively selected to participate in this study. Data were collected using qualitative research methods such as in-depth interviews and observations, in addition to document analysis. The participating educators indicated that large classes, a lack of training on inclusive education, and the scarcity of teaching resources made their mediation roles in teaching English as FAL in Grade 6 inclusive classrooms very challenging.

Diversity in education is not about different races only; in the South African context it also refers, for instance, to types of schools or different learning styles. Inclusivity in education thus refers to all learners, regardless of their abilities, being noticed and encouraged to share and learn in the same space. However, the South African education system is still struggling to ensure that learners with disabilities, especially those with visual impairment, are fully catered for in mainstream schools. In the study reported on here a qualitative research methodology was used to collect data through semi-structured interviews and observations with selected participants to explore challenges experienced by partially sighted learners in mainstream schools. It was found that even though learners with visual impairment are now physically integrated in mainstream classes, they are not truly included. Furthermore, teacher training should be enhanced, and teacher support reviewed while involving parents of visually impaired learners in their children's schooling.

The ideal of creating a non-racial and equitable school environment is embedded in the South African Constitution. This ideal is informed by a desire to overcome the divisions of the apartheid past by pursuing policies and strategies that will promote the achievement of social cohesion, without denying space for various identities. Schools are seen as important vehicles for driving social cohesion amongst learners and it is therefore important that all learners, irrespective of their race, experience a sense of belonging in the school. Using a case study and an interactive qualitative analysis research methodology, we explored the experiences of black and Indian learners in a desegregated former House of Delegates school to determine the successes and possible challenges of ensuring racial integration at the school level and therefore its contribution to social cohesion. The study demonstrates the importance of eight concepts (namely, the school as a welcoming space; belonging; respect; security; equality in the way we socialise; tender loving care; motivation; and freedom) to the study of racial integration and social cohesion. This article focuses on the contribution that sense of belonging has on creating a school environment that is enabling, contributing to learner achievement and concludes that sense of belonging, integration, and social cohesion are intertwined and important in creating an environment that is welcoming and a "home" to diverse learners and educators.

Primary school educators in South Africa often experience difficulties in applying recommended adaptive assessment methods in large multilingual classes, with these challenges being exacerbated when teaching and assessing English as First Additional Language (EFAL). In this article, we report on a study that explored Grade 6 educators' knowledge and use of adaptive assessment methods when teaching EFAL. The national Policy on Screening, Identification, Assessment and Support ([SIAS] Department of Basic Education [DBE], Republic of South Africa [RSA], 2014) underpins our study as a theoretical framework. We followed a qualitative research approach to examine the knowledge as well as the classroom practices of 6 purposively selected educators who taught EFAL. The study was grounded in the interpretivist paradigm and investigated educators' lived experiences integrating adaptive assessment procedures into the teaching of EFAL in Grade 6 inclusive classrooms. We relied on semi-structured interviews, observation, and document analysis to collect data and performed thematic analysis to identify, analyse and report repeated patterns. The findings from our study indicate that the participating educators perceived their training in inclusive education and their use of adaptive assessment methods as inadequate, especially in the context of large, under-resourced classrooms. As a result, we recommend that educators should receive the necessary support from the school-based support teams and the district-based support teams to use adaptive assessment methods when teaching EFAL. [ABSTRACT FROM AUTHOR]

In recent years, there has been a drive to recruit more women into science, technology, engineering, and mathematics (STEM) careers. However, a perceived lack of interest by girl learners in STEM subjects and careers presents a challenge. Therefore, the purpose of this study was to investigate the reasons that encourage high school girls to choose STEM subjects and careers. A qualitative design that adopted the case study approach using the interpretivist paradigm was chosen for this study. The data were collected using a focus group with a novel sample of girls taking technical subjects at a technical high school in a rural area. The study identified four facilitating factors that steer girl learners towards choosing STEM subjects and STEM-related careers. These factors were primary school experience, parental influence, prosperity through employment and entrepreneurial opportunities, breaking stereotypes, and being a role model. The insights gained from this study could be beneficial to the government, businesses, social activists, schools, teachers, and other relevant stakeholders in encouraging girl learners to choose STEM-related and related careers. [ABSTRACT FROM AUTHOR]

The study aimed to establish the challenges of the distant parented adolescent girls in the Chiredzi South Constituency of Zimbabwe. The phenomenon focused on the challenges that distant-parented adolescent girls go through in the absence of migrant parents. The bio-ecological systems theory underpinned the study to bring to the fore the role of different environmental systems surrounding a distant parented adolescent in her development. Qualitative methods of data collection, analysis, and interpretation were used. The study employed a purposive sampling approach to select the twenty-five (25) distant parented adolescent girls participating in the focus group discussions and interviews from five secondary schools. Data were collected and recorded. A thematic analysis was used. Some of the findings were that the distant-parented adolescent girl lacks parental care and support, lackss access to remittances and delayed remittances, wrong choice of friends, poor relationships between them and the migrant parents, and barriers to learning. Based on the findings, the study recommends distant parenting parents should continue to fulfill their roles as parents to their left-behind adolescent girls. Parents should also know their foreign parented adolescent girls' friends as some friends may influence them into engaging in anti-social behavior. [ABSTRACT FROM AUTHOR]