Thesis (M.Ed. (Language Education)) -- University of Limpopo, 2022 / The purpose of this study was to investigate the impact of English First Additional Language on learners‘ academic performance. Qualitative approach was used to elicit responses from a sample of 12 learners and 4 teachers. The participants were purposefully sampled from a secondary school in Soshanguve. The researcher collected data using semi-structured interviews and classroom observations. Both selected teachers and learners were interviewed, and content subject lessons were observed. The data was analysed using inductive thematic data analysis method. The findings of the study indicated that different factors such as poor English Language proficiency, the use of mother tongue language in the classes, lack of parental involvement, and lack of tangible resources and instructional materials had a negative impact on learners‘ academic performance. The findings also showed that lack of exposure to English language among both teachers and learners is a critical factor that resulted in the poor academic performance of Grade 10 learners. The study recommends that all the recommendations made to all the stakeholders involved, such as the Department of Education, teachers, parents and learners, should be implemented in order to improve the academic performance of all learners in schools.

Anaerobic digestion technologies have been utilized in Vietnam for more than 30 years with thousands of domestic small scale plants, mostly for agricultural and livestock wastes. For municipal solid waste (MSW) the development of biogas plants is far below the current high waste generation rates. The aim of this paper is to present the results of a feasibility assessment of implementing AD to treat the organic fraction of municipal solid waste (OFMSW) in Vietnam. For this purpose, an environmental analysis was performed comparing three treatment scenarios: two hypothetical AD technologies (a wet and a dry fermentation system) and the existing industrial composting facility at Nam Binh Duong Waste Treatment Complex in South Vietnam. This study sought for the technology to recover the most possible resources and energy from the OFMSW, and reduce greenhouse gas (GHG) emissions. The results were then combined with a policy review to support a holistic approach on the feasibility of these technologies in Vietnam. The outcome indicates that by implementing the dry AD system, up to 16.7 GWh of power and 14.4 GWh of heat energy can be generated annually and it can potentially save up to 5,400 Mg of CO2 equivalent per year, presenting the highest resource/energy benefits. The performance of the wet system and composting facility present some advantages particularly if there is a previous segregation of the organic material from the rest of the household wastes. Moreover, current reforms in Vietnam demonstrate the government’s interest in AD technologies, translated into the development of fiscal and financial revenues which incentivize participation from the public and private sector. Finally, these technologies are constantly under development and have the potential to be further improved, which gives hopes that waste treatment systems can be optimized to meet the waste and energy challenges of the future generations. / Phương pháp lên men kị khí đã được áp dụng tại Việt Nam từ hơn 30 năm nay với hàng nghìn các công trình nhỏ chủ yếu xử lý chất thải nông nghiệp và chăn nuôi. Sự phát triển hiện nay của các nhà máy sinh khí biogas còn quá ít cho xử lý lượng phát thải cao rác thải đô thị. Bài báo này trình bày các kết quả việc đánh giá tính khả thi khi áp dụng công nghệ lên men kị khí xử lý phần hữu cơ của chất thải rắn đô thị tại Việt Nam. Với mục đích này, phân tích môi trường được thực hiện để so sánh ba kịch bản xử lý: hai công nghệ lên men kị khí giả định (một cho công nghệ lên men ướt và một cho công nghệ lên men khô) và nhà máy hiện hữu lên men hiếu khí làm phân bón compost tại khu liên hợp xử lý chất thải Nam Bình Dương ở miền Nam Việt Nam. Nghiên cứu này tìm kiếm giải pháp công nghệ để thu hồi nhiều nhất có thể các tài nguyên và năng lượng từ rác thải đô thị và và giảm phát thải khí nhà kính. Các kết quả sau đó được kết hợp với đánh giá chính sách để hỗ trợ cách tiếp cận toàn diện về tính khả thi của các công nghệ này vào Việt Nam. Kết quả cho thấy áp dụng công nghệ lên men kị khí khô có thể tạo ra đến 16,7 GWh điện năng và 14,4 GWh nhiệt năng hàng năm và có khả năng làm giảm đến 8,000 Mg CO2 tương đương mỗi năm, thể hiện lợi ích cao nhất giữa tài nguyên và năng lượng. Hiệu suất của hệ thống lên men kị khí ướt và lên men hiếu khí thể hiện một số lợi thế đặc biệt khi nguyên liệu hữu cơ cho quá trình lên men được tiền phân loại ra khỏi hỗn hợp rác sinh hoạt. Hơn nữa, các đổi mới hiện nay ở Việt Nam thể hiện sự quan tâm của Chính phủ đến các công nghệ lên men kị khí, thể hiện qua sự tăng trưởng tài chính và doanh thu để khuyến khích sự tham gia của khu vực công và tư nhân. Chắc chắn rằng các công nghệ sẽ liên tục được phát triển và có khả năng được cải tiến tốt hơn, mang đến cho chúng ta những hy vọng rằng các hệ thống xử lý chất thải được tối ưu hóa để đáp ứng được các thách thức về chất thải và năng lượng của các thế hệ tương lai.

The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements. The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements. The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements. The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements. The study recognizes the new assessment approach as an important component in the teaching and learning process because assessment provides teachers with information that is significant in decision making in the classroom. The study also discusses the launch of the modern standards movement and its roots in the back-to-basics movement and the reasons behind its formation. It also discusses the concept of alignment and its links with the two well-known taxonomies of learning. The study also embarks on data v analysis which brings forth findings that help develop recommendations and future research possibilities. / Linguistics / M. Ed. (Didactics)

South African educators have experienced problems understanding and implementing various previous curriculum policies such as Curriculum 2005 and the Revised National Curriculum Statement. These problems have made it necessary for the Department of Basic Education (DBE) to introduce the national Curriculum and Assessment Policy Statements (CAPS) in 2012. CAPS was intended to improve teaching and learning, but as with the implementation of any new curriculum it implies the following: The need for educator training; Need for new resources; Change in policy; An increased workload. This qualitative study which was conducted at a primary school in the Imfolozi Circuit aimed to determine how CAPS is implemented and its implications on teaching and learning. Data collected from focus group interviews and document analysis revealed that while educators welcomed the introduction of CAPS for its clarity, structure, clear guidelines and time frames however they experienced challenges related to the quality and the amount of training, inadequate resources, increased workload and the impact of rapid pace of the curriculum on teaching and learning. Based on these results recommendations are made for the improvement of the implementation of CAPS. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Die vorliegende Arbeit gliedert sich in zwei Teile. Der erste Teil widmet sich der Fragestellung inwiefern formelle Gruppeneigentumsrechte Herkunftsgemeinschaften vor unautorisierten Verwendungen ihrer traditionellen kulturellen Ausdrucksweisen (TKAs) schützen können. Kapitel 2 und 3 führen hierzu einen ökonomischen Vergleich fünf so genannter sui generis Rechte zum Schutz jener TKAs durch und leiten Politikempfehlungen ab. Zum einen bilden die Beiträge eine Rangfolge der Transaktionskosten, die bei Verhandlung über Verwendungen der TKAs entstehen können. Zum anderen vergleichen die Kapitel, ob die Schutzpräferenzen der Ursprungsgemeinschaft durch die Modelgesetze geschützt wären. Hierbei zeigt sich, dass ein Prinzipal-Agenten-Problem auftritt sollten staatliche Behörden über zu viel Verhandlungsmacht verfügen. In diesem Fall werden Bürokraten eher ihre eigenen Interessen als die der Eigentümer der TKAs durchsetzen. Letztendlich existiert zwischen beiden Effekten ein klarer Trade-Off: Je mehr ein Gesetz die Schutzinteressen der Ursprungsgemeinschaften schützt desto höher sind seine Transaktions- und somit sozialen Kosten. Der zweite Teil dieser Arbeit behandelt – auf Basis ökonomischer Laborexperimente – den Fragenkomplex wie Gruppenmitglieder öffentliche Güter im Kontext kulturellen Eigentums – so wie TKAs – bereitstellen. Der Fokus liegt hierbei auf dem Einfluss sozialer Identität auf das Ausmaß an positiver sowie negativer Reziprozität der Individuen als Determinanten der sozialen Wohlfahrt. Die bedingte Kooperation der Gruppenmitglieder sowie das gegenseitige Bestrafungsverhalten untereinander bilden hierfür Maße für positive und negative Reziprozität. Kapitel 4 zeigt, dass Individuen unter dem Einfluss sozialer Identität grundsätzlich divergierende Kooperationspräferenzen abhängig davon mit wem sie interagieren aufzeigen. Auf Basis eines Within-Subject-Designs und mehreren ein-Perioden Spielen in Strategiemethode, zeigt der Beitrag, dass Individuen in identitäts-homogenen Gruppen (In-Group) die Präferenz für eine höhere bedingte Kooperation und weniger Eigennutzorientierung als in einer heterogenen Gruppe (Out-Group) zeigen. Zusätzlich neigen Individuen in heterogenen Gruppen eher zu einem vollständigen Trittbrettfahrerverhalten. Somit könnten Politikinstitutionen, die den Zusammenhalt einer Gruppe betonen, die soziale Wohlfahrt steigern. Auf der Basis eines zehn-Perioden-Spiels zeigt Kapitel 5, dass hauptsächlich vergleichsweise höhere Erwartungen an die Kooperation der Mitglieder in einer In-Group als an die in einer Out-Group Wohlfahrtsgewinne in homogenen Gruppen im Zuge mehrperiodischer Interaktionen auslösen. Die bedingte Kooperation – hier die Erwiderung der eigenen Erwartungen an die Kooperation der Gruppenmitglieder durch eigene Beiträge – ist hingegen in In- und Out- Groups ähnlich. Insgesamt belegt dieser Beitrag somit, dass Erwartungen der Individuen der entscheidende Faktor für das Beitragsverhalten der Gruppenmitglieder unter sozialer Identität ist. Kapitel 6 analysiert inwiefern die Möglichkeit einer gegenseitigen Bestrafung die Kooperationsbereitschaft unter dem Einfluss sozialer Identität ändert. Hierzu verwendet der Beitrag ein-Perioden-Spiele in Strategiemethode sowohl mit als auch ohne Bestrafung. Es zeigt sich, dass die Antizipation einer Bestrafung in heterogenen Gruppen zur größten Anhebung der Kooperationsbereitschaft führt, was am deutlichsten durch das Verhalten der Free-Rider ausgelöst wird. Darüber hinaus hebt die Bestrafungsinstitution unterschiede in der Kooperationsbereitschaft zwischen homo- und heterogenen Gruppen auf, die sich typischer Weise zugunsten homogener Gruppen verlagert. Letztlich deuten die Ergebnisse darauf hin, dass im Vergleich zu einer Situation in der ausschließlich eine Bestrafungsinstitution vorliegt, eine zusätzliche Identitätszuschreibung die Wohlfahrt zusätzlich erhöht. Mit Fokus auf negativer Reziprozität untersucht Kapitel 7 die Frage inwiefern soziale Identität das Bestrafungsverhalten gegenüber Gruppenmitgliedern beeinflusst, die weniger zum öffentlichen Gut beitragen als der Bestrafende. Hier zeigt sich, dass Mitglieder identitäts-homogener Gruppen seltener und in geringerer Höhe bestrafen, als es in heterogenen Gruppen der Fall ist. Darüber hinaus ist das Bestrafungsverhalten in heterogenen Gruppen signifikant stärker durch Ärger-ähnliche Emotionen motiviert als in homogenen Gruppen. Insgesamt zeigt der zweite Teil dieser Dissertation, dass Identitätszuschreibungen sowohl positive als auch negative Reziprozität beeinflussen und somit die soziale Wohlfahrt bei der Bereitstellung öffentlicher Güter – auch im Kontext kulturellen Eigentums – beeinflussen. Diese Ergebnisse sind demzufolge für Verhaltensabschätzungen im Rahmen von Politikempfehlungen relevant, die sich auf Situation mit dem Charakter öffentlicher Güter beziehen.

The study explored the effects of curriculum change on foundation phase teachers of Sikhulile Circuit of Mpumalanga in post-apartheid South Africa. Curriculum 2005 (C2005) was introduced in the post-apartheid South Africa followed by the National Curriculum Statement (NCS) and Revised National Curriculum Statement (RNCS), then Foundation for Learning (FFL) and lastly Curriculum Assessment Policy Statement (CAPS). All these curriculum changes had various implications on teaching particularly with reference to foundation phase teachers of South Africa in line with the purposes of this study. Four research questions guided the study. A qualitative interpretive research design was adopted in order to gain insight into the views of the teachers of Grade 1 to Grade 3 on curriculum changes they faced in their classrooms. Data was collected through face-to-face interviews and semi-structured questionnaires. The views expressed by the study participants were carefully analysed to find common patterns of the challenges faced by the foundation phase teachers in South Africa. Purposive sampling was used to select the schools and study participants. The research findings indicate that many foundation phase teachers found these curriculum changes to be too frequent, confusing and demoralising. This scenario was exacerbated by the fact that teachers were not trained at all or minimally trained for the curriculum changes. Many showed lack of knowledge and skills on the constitution’s expectation of education as a lifelong experience. Teachers were teaching in overcrowded classrooms with limited resources thus they did not know what to teach and how to assess. In light of these extended classroom challenges, it is recommended that the grassroots model or the Social Interaction Model could be used to disseminate innovation from the focal point to the periphery as it allows consultation and communication between stakeholders, curriculum innovators and implementers, to effectively implement new curriculum initiatives. There needs to be extensive and effective piloting of new curriculum innovations before their implementation. Training of teachers on CAPS and other curricula introduced should be on going. Adequate dialogue between policy makers and teachers at ground level addresses challenges as encountered. Further studies of this nature should be carried out in other circuits, districts and provinces in order to identify common challenges and develop possible solutions to overcome these challenges on a broader national scale. / Educational Leadership and Management / M. Ed. (Education Management)

The Curriculum and Assessment Policy Statement or CAPS (which is the modified extension of the National Curriculum Statement policy), Music learning area, gives an option for Music learners to follow the Indigenous African Music (IAM) stream. This caters for them to be examined in African instruments. Currently, there are no available prescribed instrumental curricula in any IAM instrumental practices that learners can follow should they choose the IAM stream. Therefore, this research was prompted by the need for graded curriculum in IAM instruments for Music learners at the Further Education and Training (FET) level. This quantitative research focuses on the incorporation of contemporary African instrumental music practices in the modern Music curriculum as demanded by current trends, multiculturalism and multi‐ethnic societies with their emerging modern culture which to an extent nevertheless still embrace old traditions. The research is underpinned by the theoretical framework of multicultural music education. This study comprises two sections. Section one analyzes the dilemma that the South African Music curriculum faces when incorporating indigenous African instruments for examination at FET level and poses questions on how and which instrumental practices can be part of the possible solution. It revisits the epistemology of traditional African drumming and investigates how some of the traditional drumming practices have changed and are practised in the contemporary context. Section two introduces a contemporary African instrumental practice whose development is rooted in the generic traditional idioms of African drumming. This contemporary drumming style is not tied to a specific ethnic group but rather a creative continuum of African traditional drumming. This practice is explored as a potential instrumental option for the South African Music curriculum (IAM stream); through conducting of training workshops, progress survey and the evaluation of the implementation process of the pilot graded model curriculum. Lastly, pedagogical instructions on teaching, learning and evaluation of this contemporary drumming practice are provided. / Thesis (DMus)--University of Pretoria, 2013. / lk2014 / Music / DMus / Unrestricted

MEd / Department of Curriculum Studies and Education Management

MA (Linguistics) / Department of Communication and Applied Linguistics / The purpose of this study is to investigate the content of the Further Education and Training (FET) Phase Home Language (HL) Curriculum and Assessment Policy Statement (CAPS). The Tshivenḓa HL content was translated from English for teaching and learning purposes. The study adopted both the qualitative and quantitative approaches in order to attain holistic results. Data was collected through the use of questionnaires from educators and subject advisors. Document analysis was also used (by analysing CAPS documents). The findings of this study will benefit the South African society, especially the Tshivenḓa HL educators and learners. The educators believed that the Tshivenḓa newspapers articles are not well-taught because they are not available in Tshivenḓa and educators did not know how to prepare them. The study also revealed that there are no prefixes but suffixes for formulating antonyms in the Tshivenḓa HL, however both are found in the English HL. Furthermore, educators complained about the shortage of film study resources in literature which the department of education delivers late. The findings of the study suggest that Tshivenḓa newspapers should be reintroduced as they aid learning for learners, and enable educators to plan their lessons. Prefixes in the Tshivenḓa HL should be introduced so that learners are able to attach them in their words, similar to what do they do in the English HL. In addition, ample resources for HL literature such as textbooks, Television sets (TV), overhead projectors for film study, and other resources should be delivered timely. / NRF

South African educators have experienced problems understanding and implementing various previous curriculum policies such as Curriculum 2005 and the Revised National Curriculum Statement. These problems have made it necessary for the Department of Basic Education (DBE) to introduce the national Curriculum and Assessment Policy Statements (CAPS) in 2012. CAPS was intended to improve teaching and learning, but as with the implementation of any new curriculum it implies the following: The need for educator training; Need for new resources; Change in policy; An increased workload. This qualitative study which was conducted at a primary school in the Imfolozi Circuit aimed to determine how CAPS is implemented and its implications on teaching and learning. Data collected from focus group interviews and document analysis revealed that while educators welcomed the introduction of CAPS for its clarity, structure, clear guidelines and time frames however they experienced challenges related to the quality and the amount of training, inadequate resources, increased workload and the impact of rapid pace of the curriculum on teaching and learning. Based on these results recommendations are made for the improvement of the implementation of CAPS. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)