The aim of this research project then was to investigate a particular dimension related to the implementation of the Life Orientation learning area within a particular rural primary school in the Kwa-Zulu Natal region. Since the teacher has been identified as a key role player in the successful or unsuccessful implementation of a new curriculum, the primary focus was on the teacher per se. Fullan’s emphasis (1991:117) on teachers’ thoughts (what they think) and actions (what they do), raises two subsequent questions, namely What do teachers at this particular school do with regard to the implementation of the (new) Life Orientation learning area? and What do these teachers think about the implementation of the (new) Life Orientation learning area? In this study, I focused on the second question, namely What do teachers think about the implementation of the (new) Life Orientation learning area? Within the context of this study, it is assumed that the teachers’ thoughts also include their opinions, viewpoints, attitudes and beliefs about the implementation of the Life Orientation curriculum. The term ‘perspective’ has thus been used as encompassing term and the main research question defined as What are teachers’ perceptives about the implementation of the (new) Life Orientation learning area?.

In line with Montessori methodology, the Knysna Montessori School runs its programmes in an integrated and holistic manner. Learning programmes are based on a blend of various Montessori learning programmes and the Revised National Curriculum Statement (RNCS). Classes are divided into three year-age groupings; and integrated learning programmes are in place within the pre-school, (including grade R), the grade 1 to 3 class, and the grade 4 to 6 class. However, the grade 7 to 9 Montessori class has been running in a more traditional and less integrated manner since its inception in 2004. That has motivated the undertaking of this study. The main aim of this qualitative study has been to determine how to best arrange the RNCS according to Montessori principles, that is to say, in a holistic and integrated manner, with the intention of presenting a learning programme for the grade 7 to 9 class. This aim was based on a constructivist philosophical foundation and addressed in conjunction with interpretivism and critical theory. The grounded theory research paradigm was followed. In this paradigm research findings are grounded in the data gathering and the analysis. Three methods of data collection were applied, namely a literature review, interviews and document analysis. A literature review was conducted to gain a better overview and understanding of the RNCS and Outcomes-Based Education (OBE). Furthermore, through the literature review, an in-depth understanding of the Montessori method of education, adolescent development and integrated and holistic education have been achieved. Interviews were conducted with staff from the Knysna Montessori School, with the purpose of gathering information on the Knysna Montessori School and its current application to the RNCS, from pre-school to grade 6. An availability and purposive sampling method was applied, in order to determine which staff members to interview. Finally, document analysis was done. The learning areas for the senior phase (grades 7 to 9) of the General Education and Training Band (GET) of the RNCS were coded and analysed in order to discover emergent themes within the RNCS and how these link with the Montessori curriculum arrangement for this age group. It became apparent that Montessori classrooms, both prior to and for the senior phase, are divided into three areas, namely language, mathematics and cultural studies. Based on this knowledge, as well as the documentary analysis, an integrated learning programme, grounded in the data analysis, was designed. It was found that the RNCS matches well with Montessori’s curriculum arrangement. Thus, this learning programme is in line with Montessori’s curriculum arrangement for the senior phase of the GET band. Such a curriculum arrangement integrates the learning outcomes and assessment standards from arts and culture, economic and management sciences, life orientation, natural sciences, social sciences and technology into different studies. These are globally referred to as cultural studies. However, specific attention was also given to moral education, self-expression through music, art and drama, entrepreneurship, career education and sport. The conclusion was reached that an integrated learning programme, based on Montessori principles and in line with the RNCS requirement, is possible for the Knysna Montessori School.

M.Ed. (Curriculum Studies) / In a rapidly changing world, where rivalry and competition influence each decision, it is imperative for employees to be educated and trained to the maximum, in order to perform their tasks in a comprehensively satisfactory manner. This can only be achieved when students undergo relevant education and training through a relevant curriculum. Due to the lack of communication between the industry and the education sector, as well as the fact that the requirements set by the industrial sector for a curriculum are not clearly defined, the curriculum does not address the needs of the industry. In this study the importance of involvement of the industry in the development of the curriculum for building-related subjects is addressed and the researcher endeavours to facilitate guidelines to promote continued co-operation and communication between all parties involved in curriculum design. The first phase of this study comprises of a literature study regarding curriculum development. In the next phase the empiric facet and its motivation is presented for the qualitative research in question. The last phase considers the data-analysis of the empiric research and after completing the above process, the following conclusions were made: That a greater measure of communication and co-operation between the industrial sector and the educ~tional sector can be established by developing definitive structures. This can be done by involving the broad spectrum of role-players to address specific curriculum matters. Communication channels have to be created so that there is continuous contact and co-operation between the two sectors. The value of this study is that the guidelines are not a direct assumption of the researcher himself. This was done by interviewing various employees and role-players of the two sectors, and it is therefore the employees' own opinion which is compiled in this study.

D.Ed. / This thesis provides an analysis of the essentials of effective and efficient management of the curriculum for Further Education and Training (FET) colleges in South Africa through the examination of the effective management of FET. The aim of the research is to explore the perceptions of FET councils, principals and educators on the management of FET colleges. It is believed that these perceptions have far-reaching implications on the aspirations of the stakeholders with regard to the implementation and success of the curriculum for FET colleges. The literature revealed that the legislation, namely, the FET Act 98 of 1998, the Employment Equity Act 55 of 1998, the SAQA Act 58 of 1995 and the Skills Development Act 97 of 1998 form an indispensable part of the FET sector and also that the new legislation provides all the stakeholders (councils, principals and educators of FET colleges) with a stance, frame of reference and guidelines to manage the curriculum for FET colleges in South Africa effectively and efficiently. The study also revealed that a success in FET sector will be achieved by closing the gap between "education and training" and also "theory and practice". Removal of the fragmentations in education through a co-coordinated, flexible and high-quality FET system will result in employability and employment opportunities for FET learners of the future. It emerged that the above objective may best be achieved by strengthening cooperation between the Department of Education and Department of Labour, in which case a new system of learnerships was identified as a mechanism to enhance collaboration between the aforementioned departments. In order to gain a comprehensive understanding of the perceptions of the aforementioned FET stakeholders on the dynamics of management of the curriculum for FET colleges, the research design is qualitative, exploratory, descriptive and contextual (Mouton & Marais, 1991:43-44, 51). The literature study; individual and focus group interviews, observations and field notes; and site analysis were employed as research methods. From the analysis of the data, four major themes, namely, transformation of FET sector, redress of the past injustices of the FET sector, ensuring equity in all respects regarding FET matters and ensuring equality in all aspects within the FET sector. Categories and sub-categories were also obtained from the analysis of data and they were used as strategies to achieve the objectives of the themes in question. The important findings were discussed at length and thereafter, conclusions, shortcomings, recommendations and guidelines

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

M.Ed. (Curriculum Studies) / This research focuses on the role the curriculum plays in the existence of certain types of private schools in the RSA. Private schools in South Africa currently number in excess of 500 and the number is increasing every year. The various private schools claim that they offer curricula suited to the specific needs of certain pupils. A structured interview was compiled and used to interview three different schools namely a volkskool (a people's school), a church school and an independent school. The responses received during the interview were then analysed and interpreted to reach certain conclusions and to put forward certain recommendations. It was inter alia concluded that: The volkskool (people's school) attaches importance to religion and ethnicity. The church school stresses the religious principles of a specific church. The independent school considers the economic demands of the world we live in as of importance. For a child to cope in the adult world he must be academically prepared and qualified. It was furthermore established that the processes of curriculum design and development do take place in private schools. This is inter alia evident from the specific subjects that are offered in certain private schools. While a subject like "Volksgeskiedenis" (History of the people) is offered at volkskole, Church History is taught at church schools, and independent schools concentrate on, for instance, Life Skills to prepare their respective pupils towards eventual choices of career. It is then concluded that to effect a stable education environment private schools should be given the greatest amount of freedom to compile their own curricula.

M.Ed. / In South Africa the new educational dispensation brought great changes to everyone concerned. The process of reform gained momentum with the implementation of a new curriculum, Curriculum 2005, in Grade one in 1998. The purpose of this investigation in the first place was to determine factors influencing the attitudes of teachers before and during the implementation of Curriculum 2005. Secondly this research was to detect teachers' attitudes regarding the new curriculum and to clarify support given by the Gauteng Department of Education during the dissemination period. The respondents were Grade one teachers in three schools, situated in three different urban communities, representative of the broader South African nation. Data was analysed by means of content analysis, conducted by the researcher and an independent analyst. Positive and negative teachers' attitudes were identified from data. In some instances respondents qualified what they said whilst in other instances they gave through their attitudes without any motivations. Curriculum development was given as one of the main reasons why respondents had negative feelings against implementation of the Curriculum 2005. Dissemination, implementation, assessment and design were mentioned by respondents as factors of curriculum development influencing them in a negative way. A variety of defence mechanisms were used to cover up the reality concerning the reasons why attitudes were negative, hence the creation of scapegoats which are given the blame if problems were identified in the implementation of the new curriculum. Unattended matters such as absence of resources, language matters and lack of support by the Gauteng Department of Education were also mentioned as reasons for negative attitudes. The same factor was given by some respondents as a reason for positive and by other respondents as a reason for negative attitudes. Curriculum presentation and the new role of teachers were two such reasons. Revised class circumstances and learning activities also influenced the attitudes of teachers positively in some instances and negatively in others. Two other very important factors which inflicted negative as well as positive attitudes on respondents were parents’ new role and the influence of circumstances in learners homes, because in some communities these circumstances do not benefit education as a whole. In the view of the findings it is clear that teachers, in spite of various negative attitudes, see the implementation of Curriculum 2005 as a possible solution for problems in the educational system in South Africa. A few provisos to realise successful implementation of Curriculum 2005, for example enough resources, less learners in classes and textbooks in vernacular, were stipulated. Respondents, without giving reasons mentioned the factor that the effective implementation of Curriculum 2005 can only be limited to Grade 1 to 4. This research supports long-term planning for Curriculum 2005 and the correct steps to be taken by the Department of Education to ensure a positive attitude from the educators involved. Further research over a longer period of time with the same objectives as in this study can be of scientific value. The implications of attitudes on support systems from the Gauteng Department of Education should also be investigated further.

Thesis (M. Ed.) -- University of Limpopo, 2017. / One of the effective ways of teaching science is by developing the thinking abilities of individuals by allowing them to engage in enquiry-based learning. Computer simulation (CS) can help improve understanding of scientific concepts and enhance conceptual development and performance. This study focused on exploring learners’ conceptual development using CS in Grade 10 science class. A pre- and post-test research designs were used. 105 Grade 10 learners participated: 53 from one whole class were assigned to an Experimental Group (EG) and 52 from another class to a Control Group (CG). The EG was taught using CS while the CG was taught using the traditional approach. Data on learners’ performance were collected using a performance test and interviews were employed to collect data on learners’ attitudes towards science. The results revealed that the EG performed better than the CG (t-test, p < 0.05), (ANCOVA, p < 0.01). Girls in the EG performed better than girls from the CG (t-test, p < 0.05), and independent sample t-test revealed that girls in the EG were in the same range with boys after intervention suggesting that CS did not discriminate against gender in this study. Furthermore, the results from interviews indicate that learners from EG exhibited positive attitudes towards science, unlike their counterparts from the CG. This suggests that learners from the EG may have been excited to observe phenomena on the screen of a computer that they would otherwise not do due to lack of laboratory equipment in their school.

Bibliography: pages 84-88. / This study focuses on the nature and degree of articulation between Technikon education and labour market needs in South Africa. More specifically, it examines the effectiveness of the assessment of labour market needs as well as the influence of institutional needs and dynamics within the formal decision-making process which governs the introduction of new programmes. The research takes the form of a case study in which the researcher examines the decision-making process relating to the introduction of a particular programme - the ND: Education: Home Economics - at a particular Technikon. Data consisted of official records and documents as well as transcripts of interviews with key participants in the decision-making process. The data was used to reconstruct and analyse the decision-making process as implemented in the case of this programme. The study argues that, in this case, the formal, prescribed process which purported to assess labour market needs did not effectively engage with the actual dynamics of the market place. The mechanisms designed to assess labour market needs were largely symbolic and highly bureaucratised. In addition to being weak in design, assessment procedures were not stringently implemented. While the introduction of new programmes is explicitly justified on the grounds of labour market needs, the decision-making process was in this case, strongly - though implicitly and informally - influenced by institutional needs and dynamics within the Technikon itself. This study points to the weaknesses in the design and control of the official prescribed process which guides decisions regarding the introduction of all new programmes at South African Technikons. On a theoretical level, it also calls into question an assumption on which much literature pertaining to Technikon education is premised, that is, the assumption that there is a relatively smooth articulation between the supply of Technikon graduates and labour market needs.

The quest for change in the new South Africa on political , economical and social frontiers were primarily directed at entrance into the global markets, establishing democracy and leveling the playing fields amongst South Africa&rsquo / s diverse population. Those previously disenfranchised on political, economical and social grounds waited in anticipation on the rewards for their participation in the struggle against the discriminative minority regime of the past. These rewards would be in the form of radical policy changes sometimes far removed from the realities of the ordinary citizen. These reforms especially those on the educational level would prove to be flawed with constraints not anticipated by these policy developers as well as the government of the day. The educational transformation process was thus deemed as significant in order to address equity and equality and in so doing also provide skilled citizens which are able to be globally competitive.<br /> <br /> These educational changes in terms of schools were externalised in the form of Curriculum 2005 and Outcomes-based Education. Curriculum 2005 was viewed as a planned framework (process) of curriculum innovation underpinned by factors such as redress, access, equity and development. Outcomes-based Education in turn was the approach focusing on what is learned and how learning is taken place. This study will focus on Curriculum 2005 and OBE as education transformation tools and to what extent grade 7 teachers as implementers and modifiers understand and practice C2005 and OBE in their respective classrooms. One of the biggest problems facing the educational transformation process is the fact that there exists a gap between theory (policy) and practice (implementation). This gap can be attributed to different factors present in the historical disadvantaged school context in South Africa.<br /> <br /> This study will follow a qualitative approach which is directed at an inquiry process of understanding based on a distinct methodological approach. Data- gathering tools such as direct observation, structured interviews and questionnaires will be used. The research was primarily conducted in historically disadvantaged schools in the Metropole-east circuit of the Western Cape Educational Department. The sample was made up of schools in Macassar, Firgrove, Somerset-West, Strand, Temperance Town and Sir Lowry&rsquo / s Pass.