Department Adult Community and Continuing Education

Prof M Motseke

College of Education
School of Educational Studies
Department: Adult Basic Education
Associate Professor
Tel: 012 481 2867
E-mail: motsemj@unisa.ac.za

Qualifications

  • BA (UNISA)
  • B Ed (Hons) (UNISA)
  • M Ed. (UNISA)
  • PhD (Vista University)
  • Assessor (Assessment College of South Africa)
  • Higher Education Leadership and Management (Wits University)
  • Project Management (Stellenbosch University)
  • Editing for Professionals (Wits University)

Currently teaching

  • Lecturing module: Leadership, Management and Student Support Systems in Adult Education (LMSSAES)
  • Supervision: MEd and PhD students

Fields of academic interests

  • Adult Education
  • Education provision in the townships
  • Teacher stress
  • Teaching of English 2nd Language (English First Additional Language: EFAL)

Field of Specialisation

  • Educational Psychology
  • Management

Books

Book chapters:

  • Motseke, M. 2009. Why is OBE failing in the township schools of the Free State Goldfields? In: D Francis • S. Mahlomaholo • M. Nkoane (Eds). Praxis towards sustainable empowering learning environments in South Africa. Chapter 11.  ISBN 978-1-920383-07-7.
  • Maja, Margaret Malewaneng and Motseke, Masilonyana. 2021. Strategies used by UNISA student teachers in teaching English First Additional Language. In Waller, L. (Ed) Higher Education - New Approaches to Globalization, Digitalization, and Accreditation.

Journal articles

  • Motseke, M. 2006. OBE: Implementation problems in the black townships of South Africa. Interim, 4(2): 113 – 121.
  • Motseke, M. 2006.   The relationship between stress and personal circumstances of township secondary school educators. Interim, 4(2): 122 – 129.
  • Motseke, M. 2008. Why OBE is failing in the township schools of the Free State Goldfields? Interim, 5(2): 98 – 102.
  • Motseke, M. 2010. Learner discipline after corporal punishment in the township primary schools. Interim, 7(2): 72 – 76.
  • Motseke, M. 2013. Stressors of township secondary school teachers: a management issue. Journal of Psychology, 4(1): 19 – 24: ISSN 0976-4224.
  • Motseke, M. 2013. Perceived Learner School Citizenship Behaviours in a Sample of Historically Disadvantaged Primary Schools. Journal of Psychology in Africa, 23(1): 129 – 134. ISSN 1433-0237.
  • Motseke, M. 2016. Reasons for the slow completion of Masters and Doctoral degrees by adult learners in a South African township. Australian Journal of Adult Learning, 56(3): 424-441. ISSN 1443-1394.
  • Motseke, M. & Maja, MM. 2019. Classroom Interaction: a Problem in the Teaching of English to Non-Native English Speakers.  The International Journal of Literacies, 26(1), pp 49-56. ISSN: 2327-0136. DOI: https://doi.org/10.18848/2327-0136/CGP/v26i01/49-56.
  • Motseke, M. 2019. Managing Ill-Discipline among learners in Disadvantaged Schools. Africa Education Review. ISSN 1753-5921 (Online), https://doi.org/10.1080/18146627.2019.1588747.
  • Motseke, M. 2020. The role of parents in the teaching of English First Additional Language in the rural area of Limpopo. Per Linguam, 36(1):112-124. http://dx.doi.org/10.5785/36-1-860.
  • Motseke, M. 2020. Combination of Literacy Training and Agricultural Skills Development: A Case of Manyeledi. The International Journal of Adult, Community and Professional Learning, 27(2): 1-11. ISSN: 2328-6318. DOI: https://doi.org/10.18848/2328-6318/CGP/v27i02/1-11.
  • Rivombo, AM & Motseke, M. 2020.  The Failure of a Community College to Address Unemployment in a South African Province. Community College Journal of Research and Practice. Published online.  https://doi.org/10.1080/10668926.2021.1906785.

Paper presentations

  • Motseke, M. 2009. Why OBE fails in the townships schools of the Free State Province. North-West University Inaugural Conference, Potchefstroom. 20-21 August 2009.
  • Motseke, M. 2010. Factors contributing to high failure rate among Form E learners in Hlotse, in Lesotho. Conference Proceedings: ICERI2010 International Conference, Madrid, Spain: 15-17 Nov 2010. ISBN: 978-84-614-2439-9.
  • Motseke, M. 2010. The relationship between stress and personal circumstances of township secondary school. Conference Proceedings: ICERI2010 International Conference, Madrid, Spain: 15-17 Nov 2010. ISBN: 978-84-614-2439-9.
  • Motseke, M. 2011. The influence of personal and environmental factors on the stress situation of township school teachers. Distance Education and Teachers’ Training in Africa (DETA) Conference. Maputo, Mozambique. 2nd – 5th August 2011.
  • Motseke, M. 2011. Learner discipline after corporal punishment in the South African township primary schools  Conference Proceedings: INTED2011 International Conference, Valencia, Spain: 7th- 9th March 2011. ISBN: 978-84-614-7423-3
  • Motseke, M. 2012.   Stressors of township secondary school teachers: a management issue. Education Association of South Africa (EASA) Conference, Port Elizabeth, South Africa. 17th -20th January 2012.
  • Motseke, M. 2012. Reasons for the slow completion rate of masters and doctoral students at a South African University of Technology. SOUTHERN AFRICAN SOCIETY FOR EDUCATION (SASE) Conference, Masvingo, Zimbabwe. 4th – 6th October 2012.
  • Motseke, M. 2013. The banning of corporal punishment in South African township schools:  problem or solution? Distance Education and Teachers’ Training in Africa (DETA) Conference, Nairobi, Kenya. 29th July – 1st Aug 2013.
  • Motseke, M. 2013. The impact of the physical environment on the stress situation of African teachers. SOUTHERN AFRICAN SOCIETY FOR EDUCATION (SASE) Conference, Mafikeng, South Africa. 26th -28th September 2013.
  • Motseke, M. 2013. Conflict and conflict management in the township secondary schools. Sustainable Learning Environments (SULE2013) Conference. University of the Free State, Bloemfontein. 29 – 31 October 2013.
  • Motseke, M. 2013. The influence of township schooling on the adult learners’ rate of completing the M & D degrees. Conference Proceedings: Canada International Conference (CICE), Toronto, Canada: 24th – 26th June 2013. ISBN: 978-0-620-65950-5.
  • Motseke, M. 2015. The role of parents in promoting good learner behaviour in the South African township schools. Conference Proceedings: South African International Conference on Education (SAICE), Pretoria, South Africa: 21 – 23 September 2015). ISBN 978-1-908320-14-8.
  • Motseke, M. 2016. Perceptions of teachers on the role of non-work related factors on their stress situation. Annual Conference: Education Association of South Africa (EASA). Arabella Hotel & Spa, Hermanus, Western Cape, South Africa. 17 – 20 January 2016.
  • Motseke, M. 2016. The involvement of parents in learner discipline. EDULEARN16 Conference. Barcelona, Spain. ISBN: 978-84-608-8860-4.
  • Motseke, M. 2017. Sustaining rural communities through skills development: A case study of Manyeledi. Manhattan Hotel, Pretoria. South Africa. South Africa International Conference on Education (SAICED2017). ISBN 978-0-639-90470-2.
  • Motseke, M. 2017. Combining literacy training and skills development in the training of rural people: A case of Manyeledi. Annual Conference: Education Association of South Africa (EASA2018): Elangeni Hotel, Durban, South Africa: 14 – 17 January 2018.
  • Motseke, M. & Quan-Baffour, KP. 2018. Quality assurance of Tutorial Letters in an ODL setting: The shift from hardcopy submissions to electronic submissions       South Africa International Conference on Educational Technologies 2018 (SAICET 2018). ISBN 978-0-639-90471-9.
  • Motseke, M. 2018. The role of parents in the teaching of English First Additional Language in the intermediate phase in Limpopo. Conference Proceedings: SAICED 2018 (Pretoria): ISBN 978 0-620-81312-9.       
  • Motseke, M. 2019. The impact of non-academic problems of learners on the stress situation of township school teachers.         (SOUTH AFRICA INTERNATIONAL CONFERENCE ON EDUCATION (SAICED2019). ISBN 978-0 6399047-2-6.
  • Motseke, M. 2020. The role of after-school class for rural learners: The case study of Manyeledi. Annual Conference: Education Association of South Africa (EASA). Protea Hotel, Big Hole Kimberley. 12 – 15 January 2020.

Other

  • Externally examined 4 PhD theses and 18 MEd dissertations from the following Universities: North-West, Johannesburg, Free State, Nelson Mandela Metropolitan and the University of South Africa (UNISA).
  • Externally moderated question papers at BEd level for the Universities of the Free State and North-West.