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The management of OBE teacher training in the Northern ProvinceMokgaphame, Peter Mopai 01 January 2002 (has links)
The purpose of this study was to investigate the way in which OBE teacher training in
the Northern Province is being managed, particularly in Region 4. The study also
aimed to contribute in providing information about how the Provincial office of the
Northern Province is managing OBE teacher training.
The literature review covered both materials in the Provincial, National and other
countries. The study's research methodology was qualitative, which includes
interviews, observation and case study based. Interviews were scheduled with
Provincial, Regional, District Dept officials, Educators and Principals.
The study has revealed that Region 4 cannot manage the implementation of OBE
teacher training properly and effectively due to constrains such as lack of transport,
insufficient training for trainer facilitators and educators, et cetera. / Educational Studies / M.Ed. (Education Management)
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The management of OBE teacher training in the Northern ProvinceMokgaphame, Peter Mopai 01 January 2002 (has links)
The purpose of this study was to investigate the way in which OBE teacher training in
the Northern Province is being managed, particularly in Region 4. The study also
aimed to contribute in providing information about how the Provincial office of the
Northern Province is managing OBE teacher training.
The literature review covered both materials in the Provincial, National and other
countries. The study's research methodology was qualitative, which includes
interviews, observation and case study based. Interviews were scheduled with
Provincial, Regional, District Dept officials, Educators and Principals.
The study has revealed that Region 4 cannot manage the implementation of OBE
teacher training properly and effectively due to constrains such as lack of transport,
insufficient training for trainer facilitators and educators, et cetera. / Educational Studies / M.Ed. (Education Management)
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Curriculum 2005 assessment policy and its implementation in grade 9 in the Limpopo ProvinceThomas, Solly 08 1900 (has links)
The study investigates the implementation of the Curriculum 2005 assessment policy guidelines in natural sciences in grade nine in five secondary schools selected by judgement sampling in Limpopo Province. Data were gathered by means of a literature study, examination of learner and educator portfolios and interviews with educators. Findings show that most participants were unable to carryout the continuous assessment (CASS) tasks as required. A discrepancy in the quality and quantity of assessment tasks among the schools emerged. All schools replaced the final common tasks for assessment (CTA) with internal examinations due to the late arrival of materials and the level of difficulty. Contributing factors were lack of a well-planned curriculum, proper resource materials, lack of coordination of efforts due to poor curriculum support and management and inadequate professional competence in the Outcomes-based methods of teaching, learning and assessment. Recommendations to address the above problems are made. / Educational Studies / M.Ed. (Education Management)
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Curriculum 2005 assessment policy and its implementation in grade 9 in the Limpopo ProvinceThomas, Solly 08 1900 (has links)
The study investigates the implementation of the Curriculum 2005 assessment policy guidelines in natural sciences in grade nine in five secondary schools selected by judgement sampling in Limpopo Province. Data were gathered by means of a literature study, examination of learner and educator portfolios and interviews with educators. Findings show that most participants were unable to carryout the continuous assessment (CASS) tasks as required. A discrepancy in the quality and quantity of assessment tasks among the schools emerged. All schools replaced the final common tasks for assessment (CTA) with internal examinations due to the late arrival of materials and the level of difficulty. Contributing factors were lack of a well-planned curriculum, proper resource materials, lack of coordination of efforts due to poor curriculum support and management and inadequate professional competence in the Outcomes-based methods of teaching, learning and assessment. Recommendations to address the above problems are made. / Educational Studies / M.Ed. (Education Management)
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