No abstract available. / Thesis (M.Ed)-Universtiy of Natal, Durban, 1998.

This research focuses on how Road Safety Education can be incorporated into the Revised National Curriculum Statement in the Further Education and Training Band. Education is based on theories about how learners learn, what influences that learning and what is effective practice. Such theories are based on research. Educational research may be seen as a systematic attempt to gain a better understanding of the educational process, generally with a view to improving its efficiency. Varied view points are obtained when qualified individuals with common or divergent backgrounds are brought together to explore a problem, to provide information or to valuate the merits of a proposition. I chose to interview the Heads of Department of the existing learning areas in order to explore their attitudes and opinions towards the incorporation of Road Safety Education in the Revised National Curriculum Statement. The interview focused on their understanding of this curriculum, implementing it, Road Safety Education and how it can be incorporated into this curriculum. Questionnaires and interviews are a way of getting data about people by asking them rather than by observing and sampling their behaviour. For this study the 50 grade 11 learners were presented with carefully selected and ordered questions in a combination of closed and open form. This enabled the learners to answer freely and fully in their own words and their own frame of reference concerning the incorporation of Road Safety Education in the Revised National Curriculum Statement. This research was prompted by the high fatality rate in the country as a result of road accidents. An in-depth analysis of documents, provided by the KZN Department of Transport, were undertaken. This researcher found that documents provided information about aspects of road safety, proper road usage, and other factors that contribute to the high fatality rates on our roads, aspects that could not be observed because they had taken place before this investigative study had occurred. Each year, publication of the figures for road accidents bring fresh disappointments especially for those who have striven so hard for an improvement. The time has now come for us to recognise that the conventional road safety programmes of the past years are incapable, no matter how delicately applied, of yielding anything but marginal improvements. What is surely needed is some new approach with a potential for huge improvements. Road safety should be about education and not about prosecution. Educational programmes must be undertaken to overcome existing areas of ignorance and to initiate a process of change concerning road safety. It is therefore imperative that the Revised National Curriculum Statement incorporates a comprehensive, compulsory Road Safety Education Programme. / Theses (M.Ed.)-University of KwaZulu Natal, 2004.

This study attempts to explore, through a qualitative approach, teachers' attitudes towards curriculum change in general and OBE in particular as a curriculum innovation. Teachers' perceptions, understandings of and readiness to implement OBE are assessed. The research attempted to explore their problems and fears concerning their role in this process of curriculum change. Curriculum change as a process and outcomes-based education as a new innovation is explored in relation to the peculiarities or two schools in particular and the South African context in general. The argument centres around the past curriculum and the post (1994) curriculum in relation to outcomes based education and briefly considers what lies ahead for the future curriculum. The practicality of implementation in the present, in schools, like and similar to those in this study and the views of several scholars, especially those of Fullan (1982), Bishop (1986) and Jansen (1997) on the process of curriculum change is examined. The impact of politics on educational transformations in general and in the South African context in particular is debated. The role of curriculum change in such a milieu and the impact it has on the teacher as implementor is examined through the views of the participants in this case study. Socio-economic criteria also influences what happens within schools, and this study shows that poverty hampers the process of curriculum change. A case study approach was used so that, an in-depth study of the schools could be done. The study focused on how the teachers in two schools in Reservoir Hills are engaged in the actual implementation of OBE including the question of what in-service training they received and how effective and relevant it has been thus far. This study served as an enlightening exercise for myself. A discussion of the participants views and my own observations and recommendations are presented. The constraints I encountered and the limitations of such a study are also outlined. I hope that this study adds to the pool of research data that is rapidly developing, in this particular area of study in our context, and inspires others to further the research. / Thesis (M.Ed.)-University of Natal, Durban, 1998.

In this qualitative study the fundamental principles of credit-based modular education are investigated from the perspective of international experience in Britain and the United States (US). The evolution of a mass higher education system, with multi-access and multi-exit pOints, in both Britain and the US, is outlined. The main concepts and principles, approaches, strengths and weaknesses, exemplars of good practice, and the potential problems of modularisation are elucidated. The purpose of the study is to identify the cardinal strategic issues to be considered in the process of implementing modularisation by M L Sultan Technikon. The data from three chief sources are triangulated: the literature; fieldwork at five universities in Britain; and documentation provided by these five universities. From these data, in particular that from interviews with academic staff in Britain with personal experiences of the process of modularisation, a plurality of interpretations, values, perceptions, opinions, and approaches is revealed. The study does not attempt to propose a single model for modularisation for universal application. The common themes to emerge as findings in this study illuminate the many complex and interrelated issues pertinent to modularisation that the respondents across the five universities identified. From these themes a series of critical questions to be posed by an institution in making decisions about modularisation is suggested. The implications of the themes and questions are explored, and a possible model for their integration is suggested. The model draws together the perspective of two contrasting orientations to curriculum and the dialectic between a managerial and an educational rationale for 'going modular'. This model forms the basis for an exploration of the implications for developing a credit-based modular system in the context of M L Sultan Technikon. The following important broader issues to emerge related to modularisation are briefly discussed: assessment; credit; awards; student counselling and guidance; management; administration; semesterisation; and change. / Thesis (M.Ed.) - University of Natal, Durban, 2001.

The general purpose of the research was to do a comparative study of first level library and/or information science (LIS) qualifications offered at South African universities and technikons. These qualifications included the National Diploma: Library and Information Studies (ND: LIS), the Bachelor of Technology: Library and Information Studies (B.Tech.(LIS)), the Post-graduate Diploma in Library and/or Information Science and the Bachelor of Library and Information Science (B.Bibl.) or equivalent four-year university degree. Self-administered questionnaires were used to survey the views of employers, past students and educators in the LIS field regarding these qualifications and their relevance to the LIS services work environment. Descriptive statistics as well as content analysis were used to analyse the data collected. Discussion of findings based on analysis of data and in the context of related literature, resulted in a number of conclusions. The study supports the view that general education as provided by a university bachelor's degree distinguishes between professional and paraprofessional LIS education and training. The study confirms that the university Post-graduate Diploma in Library and/or Information Science and the B.Bibl. (or equivalent four-year university degree) are established professional LIS qualifications in South Africa. While the technikon ND: LIS is generally viewed as a paraprofessional qualification, LIS services employers are not using this qualification in its paraprofessional context with paraprofessional post designations and career progressions. The technikon B.Tech.(LIS) cannot be viewed as a professional LIS qualification as it lacks general education. Furthermore, it is a qualification in the hierarchy of paraprofessional LIS qualifications that runs parallel to the professional LIS career path and thus the B.Tech.(LIS) is not a step in the direction of LIS professionalism. It is part of an alternative career direction. A further conclusion is that in view of the traditional purpose of technikon education and training vis-a-vis university education and training, limited general education and not extended general education is necessary in the technikon LIS curriculum. The study suggests that the professional LIS body, educators, employers and graduates and diplomates in the LIS field in South Africa have specific roles to play in ensuring understanding that LIS professionalism and paraprofessionalism are alternative or parallel career paths each with its own career progressions and with valuable roles to play in LIS services. However, there should be possibilities for articulation between LIS professionalism and paraprofessionalism at the education and training level. / Thesis (M.I.S.)-University of Natal, Pietermaritzburg, 2002.

Background: 'The literature reveals that a large percentage of teachers ask questions aimed at lower cognitive levels irrespective of the underpinning philosophy. They fail to set challenging questions at higher order levels when setting examination papers. Purpose of the Study: This study is aimed at describing and analysing the examination questions set over a four year academic period, at the University of KwaZulu-Natal School of Nursing, in terms of Bloom's levels of cognitive domains. Research Methodology: A quantitative approach and content analysis was used. A total of 1319 questions were examined, SOUTCed from 39 examination papers, from 2003-2007. These questions were independently reviewed by two coders according to Bloom's taxonomy's template. Research Results: The findings revealed that all six categories of the cognitive domains in Bloom's taxonomy were used across the four levels in the Bachelor of Nursing (BN) programme. Overall about 57 % of the questions were aimed at lower level (knowledge, recall and comprehension) whilst only 43.4% were aimed at higher levels (application, analysis, synthesis and evaluation). In the first year lower order questions averaged at 62% with higher order questions at 51 %. In second year the lower order questions took up 51% of the paper \\~th higher order questions at 49%. During third year there was an equal (50/50) split between higher order and lower order questions. In fourth year there was the highest percentage of lower level questions (66%) was seen, with only 34% of questions being of the higher order. Regarding the increase in the complexity of questions within the programme, a change of 13% was seen between first and second year. Whilst there was an increase of 1% reported between second and third year. However, there was a significant drop (16%) in the complexity ofquestions in the fourth year, with lower order questions clearly dominating. Recommendations: The nursing education curriculum, and staff development progranune, should pay special attention towards developing educators in the setting of questions ensuring appropriate examination criteria are met. Exercises during the capacity building initiatives should cover aspects such as how to plan an assessment for the whole programme ensuring the appropriate increases in complexity as the programme progresses, as well as setting, or critiquing, of examination papers and coming up with recommendations to improve the quality of questions. Special attention should be given to how to align teaching and assessment in such a way that the level ofcomplexity increases as the students' progress through the programme. Lastly, further research should be conducted, using mixed methods, to explore the assessment of learning and in order to address certain questions which could not be answered quantitatively; for example questions regarding the construction of questions, because it impacts the nature of the question Also it should be noted that there was a disjuncture between the scenario and the questions in some cases. / Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2010.

South African primary school children need to be confronted with music in such a way that they can create, perform, listen and relate to it in a multicultural setting. This can be achieved by integrating music into the primary school curriculum, by means of ideas drawn from Comprehensive Musicianship, the spiral curriculum and outcomes-based education. Apart from the educational value of an integrated curriculum, the shortage of trained music educators makes it a necessity to involve generalist teachers in this way. There is thus a need, not being met by SASMT or SAMES, for a professional organisation to examine the goals and objectives of school music, and to equip teachers to put them into practice. In addition, as music is not specifically protected in Curriculum 2005, a professional organisation dedicated to primary school music is crucial to the survival of music education in South Africa. / Art History, Visual Arts and Musicology / M. Mus.

Multiculturalism is a policy of support for exchange among different groups of people to enrich all while respecting and preserving the integrity of each. South Africa comprises one of the most multi-ethnic, multiracial, multireligious and multicultural societies in the world. South Africa is a vast country of many peoples with many musics. Multicultural music can contribute to educational reform by providing equity and equality of learning experiences to all learners in a multicultural society. Music is not just an art to be practised within the education of a multicultural society. It is, in itself, a truly multicultural education. In the study of music education, the culture and nature of a people must be understood. There must be opportunities for all to be immersed in the music of other indigenous cultural groups and of world cultures. Music activity is not an isolated activity within a culture; music education as culture is the concept. Children have developmental levels and specific needs in different stages. This learning and becoming child experience music as a group of processes that reflect in sound what is happening in life. There is a difference in the development and behaviour between children of various cultures. Each child has special needs to become self-actualized. Multicultural music education attempts to meet these needs. In this thesis a curriculum model for multicultural music education is proposed. A common elements approach used in a spiral of musical and human development and based on the sound approach is used to expand awareness of fundamental elements of music to include all types of music of all people. This approach would lead to better understanding of other peoples and cultures. Based on these findings, guidelines and recommendations for multicultural music education are provided. / Educational Studies / D. Ed. (Empirical Education)

Thesis (MTech(Management))-- Cape Technikon, 2002 / Outcomes-based Education was introduced to the South African education system in 1996 with the implementation of Curriculum 2005. The first post-apartheid Minister of Education, Professor Sibusiso Bhengu, set himself the task of radically reforming the education system and of eliminating everything which had emanated from the apartheid regime. This work has been continued by the present Minister of Education, Mc Kadar Asmal. The reformation of the education system and the implementation of Curriculum 2005 by the government was based on the advice of international experts. This advice was garnered at a premium in costs, but there is a general view that South African circumstances were not always taken into consideration. In many instances there is a feeling that Curriculum 2005 was forced upon the educators. This study focuses on education in South Africa, past and present, as well as the perceptions of Curriculum 2005 by educators, and whether educators are really motivated by it. This study also focuses on certain problematic areas in Curriculum 2005 and suggests possible solutions.

Thesis (MTech (Education))--Cape Peninsula University of Technology, 2005 / The focus of this research is the evaluation of the National Diploma in Adult Basic Education and Training (ABET) for the purpose of suggesting improvements that could enable ABET diplomates to meet the demands of their challenging ABET world of work. The research study is based on the reflections of employed ABET diplomates and their employers on the relevance and usefulness of the ABET qualification in the workplace. The research is set against the general literature on the linkages between higher education and workplaces in general and the need for the development of work integrated curricula and high workplace competence levels in particular. The research also draws on literature that relate to the National Qualifications Framework (NQF) in the current South African education system and the role that could be played by learnerships and service-learning in the development of ABET practitioners. Reference is also made to the literature on employability of graduates, the contextual nature of the ABET world of work, work-based learning, and pedagogy or andragogy that is needed to support workplace practices. Qualitative evaluation approaches and narrative data production methods in the context of teaching and learning were used. The lecturers, ABET diplomates and their employers were interviewed in order to find out how the National Diploma in ABET prepared the diplomates to be effective and efficient in their ABET world of work. Curriculum documents for the National Diploma in ABET were also consulted. The research findings indicated that employed ABET diplomates find it difficult to meet all the demands of the workplace in general and to demonstrate an understanding of unit standards and outcomes when preparing lessons and planning learner activities in particular. The study therefore calls for higher education institution to find alternative ways of offering the National Diploma in ABET by establishing partnerships with workplaces and work closely with potential employers of ABET diplomates. Such collaborative efforts could result in the development of work-integrated curricula which could enable ABET diplomates to spend more time in the workplace than in the classroom. The study recommends that higher education institutions should be involved in ABET Practitioner learnerships that provide work-based learning and in service-learning which provides community service experience in order to provide learners with an opportunity to connect theory with practice and ideology with actuality.