Die tesis is voorgelê ter verwerwing van die graad: Magister in Opvoedkunde in die Fakulteit Onderwys en Sosiale Wetenskappe aan die Kaapse Skiereiland Universiteit van Tegnologie 2014 / This study attempted to address the extremely poor results for Mathematics and total lack of relevant teaching and learning material in multi-grade schools. In the case of multi-grade classes, the teacher has to cope with a large variety of development levels, grades and subjects in one classroom. Challenges that arise as a result of multi-grade teaching require instructional materials with unique characteristics and learners and teachers who develop the skills to put this material to use successfully. During the study of the relevant literature, evidence was found that proved that the learner–material approach offers the best outcomes within the unique circumstances of multi-grade teaching. This approach shifts the focus to the teaching materials and the learners while the teacher facilitates the process. In both multi-grade teaching and Mathematics teaching, this method holds benefits for learners and teachers. It teaches the learners to accept responsibility for their own learning and to know at all times what to do because the material provides clear guidance, giving the teacher more time in class to help those who need it. After a literature study and a context analysis, design principles were established with which the above material should comply. By this means, scientific criteria can be developed against which future materials would be measured. The Centre for Multigrade Education (CMGE) has undertaken to develop the necessary prototype Mathematics material. Using this material, the researcher could put the validity of the design principles and the expected usefulness of the material to the test. This brings together the theory and practice in a remarkable manner. The primary objective of the study was to improve quality, not only of the prototype, but also of future teaching and learning material.

This study examines multigrade teaching in selected schools in Canada and its implications for improving multigrade teaching in South Africa, where over 50 % of primary schools are multigrade and the teachers have not received preparation in multigrade teaching. The case study method was adopted because it allowed for 'an intensive, holistic description and analysis' of the multigrade classroom. The approach is interpretivist, based on the assumption that social phenomena are 'socially constituted' and 'valuationally based'. Research techniques included a literature review, interviews and observations. Four classrooms with grade combinations ranging from two grades to eight grades (Kindergarten to grade 7) were studied. Despite problems such as the lack of official recognition, inadequate teacher education and support - problems common to both Canada and South Africa - the Canadian teachers managed their classrooms effectively. This was indicated by their understanding of the children's needs, their integration of the curriculum for teaching across the grades and the learning areas, their use of effective instructional strategies and their involyement of parents in the classroom. A reason for their success may be that their teacher education includes child-centred, activity based approaches, integration of the curriculum, critical thinking, flexibility and effective instructional strategies, which they may adapt for effective multigrade teaching. The study found that successful multigrade teaching depended on the teacher. For South Africa, this may imply that intervention programmes should focus on relevant preparation and support for multigrade teachers. The emphasis on material resources in the implementation of Curriculum 2005 has not been balanced with adequate training on policy, curriculum and instructional strategies. Teacher education should include methodologies that are experiential, reflective and participatory. A variety of instructional strategies should be employed in the multigrade classroom. The respondents in the study believed further that multigrade teaching is more beneficial than single-grade teaching because it caters for the diversity of needs amongst children and allows for peer tutoring, thereby exploiting Vygotsky's theory of the 'zone of proximal development'. Thus, instead of viewing multigrade teaching as a temporary phenomenon, it should be viewed as an opportunity for improving school effectiveness.

A full dissertation submitted in fulfilment of the requirements for the degree of Masters in Education Presented to the Faculty of Education and Social Sciences 2015 / In Africa, throughout the history of schooling, many teachers have been confronted by the demanding situation of teaching two or more year groups in the same classroom although data on this multi-grade phenomenon is scarce. Although reading is a fundamental competency and the core of our curriculum, a gap exists in practice. In multi-grade classes the gap is wider as a result of the different grades and varying abilities within the grades. The present study was motivated by the researcher’s concern for the status of reading in all Foundation Phase classes. This study answers one main question: How do teachers in two urban multi-grade classrooms teach reading in the Foundation Phase? The two sub-questions are: What are the current reading practices in urban multi-grade classrooms in the Foundation Phase? What challenges do teachers of urban multi-grade classes face when teaching reading in the Foundation Phase? The conceptual framework that was central to answering the two sub questions includes four theorists namely: Lave and Wenger’s (1991) Vygotsky’s (1978); Bronfenbrenner’s (1990) and finally Piaget’s (1972) stages of cognitive development including pre-operational stage and concrete operational stage. The literature review highlights the physical setting of the multi-grade classrooms, debates the advantages and limitations of urban multi-grade teaching, compares the National Curriculum Statement (NCS) 2005 and the Curriculum Assessment Policy Statement (CAPS) reading curriculum, briefly deliberates the stages of reading development and finally discusses the variety of reading practices. A qualitative interpretive case study research design was formulated to explore the complex phenomenon of urban multi-grade reading practices in the Foundation Phase. The first research question explored the reading practices found in two urban multi-grade classes, and the findings include four themes which are: stories, vocabulary, comprehension and reading. The second sub-question, focussed on the challenges the urban multi-grade teachers experienced. In conclusion this study reveals that reading can be taught successfully in urban multi-grade classes. Teaching reading in multi-grade classes may foster the emotional, intellectual, social and academic well-being of learners. Secondly although the two urban multi-grade teachers faced many challenges, with the necessary support structures in place, these challenges could be minimized.

Thesis submitted in fulfilment of the requirements for the degree Master of Education in the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2014 / Educationists and political leaders are concerned about the high dropout rates experienced in South African high schools. For the purposes of this research, “dropout” is defined as “one who has not graduated from high school”. Research indicates that the high school dropout rates, both in South Africa and globally, culminate in challenges for the school, the community and society. The multigrade primary school environment sees learners doing well academically, but when these learners move on to high school, the dropout rates increase for these learners. The purpose of this study is two-fold: to determine the reasons for dropout of learners who have ably and successfully completed their primary education within the multigrade system; and to propose a strategy to assist rural multigrade primary schools in reducing the foreseen dropout rates in high schools. A sequential explanatory mixed-method approach was designed in order to determine what strategy could assist rural multigrade schools in Circuit 2 of the West Coast Education District to prevent the dropout rate experienced in high schools. During the preliminary research a scrupulous literature study was done, to determine global trends and to determine which current intervention programmes exist. The quantitative phase of this study was conducted first and consisted of a content analysis of school documents to determine which learners did not complete high school. The qualitative phase followed and the data was collected through face-to-face interviews with principals of rural multigrade primary schools, and learners who had dropped out. This was done in order to determine the perceptions of the principals, and the former learners who had dropped out of the schooling system. This research elucidates the challenges – the inexorable odds – that these multigrade learners have had to overcome in order to complete Grade 12. In closing, it proposes pragmatic strategies which may decrease the high dropout rates that learners, from a multigrade primary setting, experience in future.

Tesis voorgelê volgens die vereistes van die M.Ed. vir die Fakulteit van Onderwys en Sosiale Wetenskappe te Kaapse Skiereiland Universiteit van Tegnologie, 2012 / Onderwys moet gesien word as ‘n sosialiseringsproses en leer in groepe as ‘n primêre leerbeginsel. Leerders moet deur interaksie hul sosiale, akademiese en geletterdheids-vaardighede verbeter. Die navorsing het gepoog om antwoorde te verkry op die volgende vrae: In watter mate word groepwerk tans in die Intermediêre Fase-multigraadklas toegepas? Wat is die faktore wat groepwerk as ‘n onderrigstrategie vir geletterdheid in die Intermediêre Fase-multigraadklas ondersteun of verhinder? Wat is die effektiwiteit van ’n intervensieprogram om opvoeders te ondersteun in groepwerk as onderrigstrategie? Hierdie navorsing wil bydra tot die implementering van geskikte groeponderrigstrategieë om goeie beplanning en organisasie in die multigraadklas te verseker. Dit wil opvoeders bemagtig om deur groepwerk multigraadklasse in die Intermediêre Fase effektief te onderrig, om sodoende verbetering in leerders se leer te bewerkstellig. Daar moet ook ‘n bewusmaking by die beleidmakers geskep word wat betref die uitdagings wat multigraad-onderwys inhou vir opvoeders. Die navorser het met dié navorsing bepaal hoe groepwerk as ‘n onderrigstrategie in multigraadklasse in die Intermediêre Fase geïmplementeer kan word. Daar is egter in multigraadklasse waargeneem dat leerders nie oor die nodige vaardighede beskik om in groepe te werk en verantwoordelikheid vir hul eie leer en die van ander te aanvaar nie. Die opvoeders in die multigraadklasse is ook onkundig wat betref gepaste klaskamer-organisasie, beplanning, groeperingstegnieke en groepaktiwiteite vir die implementering van groepwerk. Die ontwerpgebaseerde navorsingsmetode is in die navorsing gebruik. Dié navorsings-metode bestaan uit drie fases, naamlik: voorlopige navorsingsfase, prototipe-fase en die assesseringsfase. <p></p> ABSTRACT Education should be seen as a socializing process and learning in groups as a primary principle of learning. Through interaction learners must improve their social, academic and literacy skills. The research endeavoured to find answers to the following questions: To what extent is group work currently applied in the Intermediate Phase multi-grade class? What are the factors enhancing or hindering group work as an educational strategy for literacy in the Intermediate Phase multi-grade class? How effective is an intervention programme in supporting educators in group work as an educational strategy? This research aims at contributing to implementing suitable group work strategies to ensure good planning and organization in the multi-grade class. It wants to empower educators in the Intermediate Phase to teach multi-grade classes effectively through group work, and in so doing bring about improvement in the way learners learn. Policy makers should also be made aware of the challenges facing educators of multi-grade education. With this research the researcher determined how group work as an educational strategy can be implemented in multi-grade classes in the Intermediary Phase. It was, however, found that in multi-grade classes learners do not have the necessary skills to work in groups and take responsibility for their own learning and that of others. The educators in multi-grade classes are also ignorant concerning suitable classroom organization, planning, grouping techniques and group activities in implementing group work. The design based research method was used in this research. The research method consists of three phases, namely: preliminary research phase, prototyping phase and assessment phase.

Thesis (DTech (Education))--Cape Peninsula University of Technology, 2008. / Multi-grade teaching is a worldwide phenomenon. Meeting the basic needs of rural people in developing countries is a major challenge to achieve the Millennium Development Goals of the Education for All programmes. Situation analyses carried out by Little (1995, 2001, 2003, 2004 and 2005), Juvane (2005), Taylor and Mulhalll (1997) and Atchoarena and Gasperini (2003) indicate that multi-grade schools are common in impoverished, low population settlements such as remote areas and small villages. Researchers like Berry (2001), Pratt (1986) and Bryk (1994) report evidence that multi-grade schools can be positive places for learners and teachers. Observations done by Rao (2004), McGinn (1996) and McEwan and Benveniste (2001) show that successful models of multi-grade teaching already exist. Examples of addressing the isolation of multi-grade settings are found in Finland and Greece, where ICT is utilized to address this challenge. The "active" pedagogy which researchers like Little (1995, 2003 and 2005), Juvane (2005), Miller (1999) and McEwan and Benveniste (2001) promote for multigrade schools expects teachers to guide activities to be completed, and allows for free activities, which require application of the knowledge gained. It also involves creative exploration and application of regional-specific knowledge and relies upon learners to acquire and construct knowledge for themselves, guided by the teacher. Atchoarena and Gasperini (2005:6) believe in an integrated learning concept which bases its focus on the notion that effective learning is not limited to the classroom, but that, through use of community resources the curricula can "come alive."The "active" pedagogy and the expected participation of communities in the teaching and learning process should not only be for the benefit of the multi-grade class but should also be applicable to teaching and learning in mono-grade classes. This contributes to Bingham's (1995:6) view that a natural community of learners is inclusive of experiences outside school boundaries in the larger world. According to the Ministerial Committee on Rural Education (2005:12), South Africa's first ten years of democracy, are after 1994, characterized by an overwhelming commitment to equality, to treat everyone in the same way no matter what his or her differences are. Hence, the management and funding of rural schools are similar to the principles and formulas of those of urban schools. So too, curriculum and pedagogies of rural schooling are planned to be the same as those found in rural settings. Emerging Voices (2205:12) and Joubert (2005:3) agree that rural education has to provide the means to enable generations to break out of the recurring cycle of unskilled labour and resultant poverty. State education must deliver learners who are able to read, write and are numerate and furthermore deliver trained teachers for the multigrade Irural school system. In the literacy reviewed, it is clear that curricula, learning materials, teacher education and assessment are necessary components of an integrated strategy for learning and teaching in multi-grade settings. Surrounding these strategies is the need for national policies for curriculums, materials, teacher education and assessment that recognize, legitimate and support learners and teachers in multi-grade settings. The researcher identified two interventions, which addressed the above mentioned multi-grade phenomenon in South Africa, namely the Kgatelopele project of the Limpopo Education Department launched in 2000 and the Multi-grade Rural School Intervention (MGRSI) in the Western Cape Province launched in 2001. Both these interventions focused on the needs of multi-grade schools, and ways to address those needs. The MGRSI was structured according to a logic model, which provided the objectives of the intervention and the strategy, which it intended to follow in order to reach the stated outcomes. This study provided the opportunity to do a case study, which revealed the successes and the challenges of the intervention implemented from 2001 to 2006.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This research explored the influence of the rural multi-grade context on the nature of the work of the principal of a rural multi-grade school. I specifically looked at the job description of the school principal as set out in the South African Schools Act (84 of 1996) and how the rural multi-grade context affects the nature of the work of four principals in the Western Cape. The relationship between the interpretation of policy and its implementation has always been complex because policies are open to different interpretations by the implementers thereof. This complex relationship can be observed with the implementation of the South African Schools Act of 1996, with specific reference to articles 16(1), 16A(2) and 16(3), in the South African school community. This disjunction between the policy as formulated by policy makers and the implementation thereof by implementers is often traced to the fact that policy makers do not consider the context of the implementers of the policy properly (Bell & Stevenson, 2006:14-15). In my attempt for a better understanding of this disjunction (and the factors that contribute to it), I found the interpretive qualitative investigation the most suited methodology for this study. In this case, I used the case study as a qualitative research method. According to Patton en Cochan (2002:2), qualitative research is characterised by the goals of the research question, which relates to the understanding of certain aspects of social life and methodologies; therefore, words are generated instead of numbers for data analysis. Merriam (1998:21) defines a qualitative case study in terms of the end product as an intensive, holistic description and analysis of a single case, phenomenon or social unit. By defining and conceptualising rural multi-grade schools, I found that these schools are characterised by (a) remote areas with a sparse population and (b) poverty. Joubert (2009:4) defines rural teaching (read rural multi-grade schools) as teaching in remote areas with a sparse population, such as on farms, far from towns and cities, where learners are not exposed to the luxuries of shopping malls or industries. These environments are characterised by inaccessibility, poor or inadequate infrastructure, poverty and a lack of skills, resources, knowledge and community involvement. I conducted interviews with four principals of rural multi-grade schools. Based on results of the research study, I found that the rural multi-grade context indeed has an effect on the nature of the work of the principal. To assist principals of rural multi-grade schools, I recommend that the national education department review the staff establishments of rural multi-grade schools with regard to teachers and non-teaching staff. Furthermore, the provincial department needs to increase the monetary allocation for rural multi-grade schools by the Western Cape Education Department (WCED). In order to address the lack of support to the principals of rural multi-grade schools, specialists on multi-grade teaching should be appointed to support these schools in terms of curriculum delivery and school management. / AFRIKAANSE OPSOMMING: Hierdie studie het die invloed van die landelike multigraad-agtergrond op die aard van die werk van die hoof van ’n landelike multigraadskool verken. Ek het spesifiek gekyk na die posbeskrywing van die skoolhoof soos verwoord in die Suid-Afrikaanse Skolewet (84 van 1996) en hoe die landelike multigraad-agtergrond die aard van die werk van vier skoolhoofde in die Wes-Kaap beïnvloed. Die verband tussen interpretasie van beleid en die toepassing daarvan was nog altyd ʼn komplekse verhouding omdat beleid oop is vir uiteenlopende interpretasies deur die toepassers daarvan. Hierdie komplekse verhouding kom aan die lig wanneer daar byvoorbeeld gekyk word na die toepassing van die Suid-Afrikaanse Skolewet van 1996 (met spesifieke verwysing na artikels 16(1), 16A(2) en 16(3)) op die Suid-Afrikaanse skoolgemeenskap. Die disjunksie tussen die beleid soos deur ‘beleidmakers’ geformuleer en die toepassing daarvan deur beleidstoepassers of implementeerders van beleid kan dikwels herlei word tot die feit dat beleidmakers nie die agtergrond van beleidstoepassers of implementeerders van die beleid na behore in ag neem nie (Bell & Stevenson, 2006:14-15). In my poging om dié disjunksie (en die faktore wat daartoe aanleiding gee) beter te verstaan, het ek bevind dat die interpretatiewe kwalitatiewe ondersoek die geskikste metodologie vir hierdie studie sou wees. In hierdie geval het ek gebruik gemaak van die gevallestudie as kwalitatiewe navorsingsmetode. Kwalitatiewe navorsing word gekenmerk deur die doelstellings van die navorsingsvraag, wat verband hou met die begrip van sekere aspekte van die maatskaplike lewe en die metodes, wat woorde in plaas van getalle genereer vir data-analise (Patton & Cochan, 2002:2). Merriam (1998:21) definieer ʼn kwalitatiewe gevallestudie met betrekking tot die eindproduk as ʼn intensiewe, holistiese beskrywing en analise van ʼn enkele geval, fenomeen of maatskaplike eenheid. Met die definiëring en konseptualisering van landelike multigraadskole het ek tot die gevolgtrekking gekom dat hierdie skole gekenmerk word deur twee pertinente kenmerke: (a) dit is afgeleë met ylbevolkte omgewings en (b) armoede. Joubert (2009:4) omskryf landelike onderrig (lees landelike multigraadskole) as onderrig wat meestal in afgeleë en ylbevolkte omgewings soos op plase, gewoonlik ver van hoofroetes, dorpe en stede plaasvind, waar leerders nie aan luukshede soos inkopiesentrums of nywerhede blootgestel word nie. Hierdie omgewings word gekenmerk deur ontoeganklikheid, swak infrastruktuur, armoede en gebrekkige vaardighede, bronne, kennis en gemeenskapsbetrokkenheid. Onderhoude is met hoofde van vier landelike multigraadskole gevoer. Op grond van die navorsingresultate het ek bevind dat die landelike multigraad-agtergrond wel die aard van die skoolhoof se werk beïnvloed. Ek beveel dus onder andere aan dat die provinsiale onderwysdepartement die diensstate van landelike multigraadskole hersien wat betref onderwysers en niedoserende personeel asook dat die monetêre toekenning van landelike multigraadskole deur die Wes-Kaapse Onderwysdepartement (WKOD) verhoog word. Verder bevel ek aan dat bekwame distriksamptenare aangestel word om die skoolhoof van ʼn landelike multigraadskool ten opsigte van die bestuur van die skool en die onderwysers ten opsigte van kurrikulumlewering te ondersteun.

The study sought to examine the challenges experienced by teachers of multi-grade classes. Multi-grade teaching has become one of the priority topics in the Teaching profession agenda. The reason for bringing this issue onboard is the recognition that multi-grade teaching has a potential to improve quality of teaching. This study therefore seeks to identify the challenges experienced by teachers of multi-grade classes. A qualitative research was conducted in Nzhelele East Circuit. Six schools with multi-grade classes were purposively sampled. Data were collected through individual interviews with five teachers of multi-grade classes and six principals of the sampled schools and focus group interviews were conducted with three groups constituted of 3 teachers each from the 3 identified schools. Data were also collected through lesson observations. Data were categorised according to themes and then analysed inductively. The study revealed that multi-grade teachers experience a number of challenges. The study thus, recommends that the Department of Education should strengthen continued professional teacher development (CPTD) in teaching in multi-grade context. CPTD should also be extended to professionals like curriculum advisors to re-skill them on their advisory roles. The Department of Education should also ensure that the number of grades in multi-grade classes should not exceed two. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

MEd (Educational Management) / Department of Educational Management / The aim of this study was to investigate the merger of schools’ programmes in the Department of Basic Education (DBE) in Vhembe District for the academic years 2010 to 2016. When small schools are not merged, it is difficult for the Department of Basic Education to adequately allocate resources for effective and efficient teaching and learning. The study adopted Eisner’s Connoisseur Model of Enquiry as its theoretical framework. Besides the theoretical framework, the study also adopted a legal framework: SASA, Act No. 84 of 1996. This study was conceptualised within the interpretive paradigm, subsumed under a qualitative research design. Data was collected through interviews and document analysis. The population of the study was eighty-five (85) schools identified for merger in the Vhembe District. Purposive sampling was used to select nine (09) principals from the merging schools, three (03) Deputy Manager Governance officials from the identified circuits and one (01) district governance official in Vhembe District. Hence the sample of the study was thirteen (13) participants. Data was analysed thematically. The study revealed that most schools identified for merger were merged prematurely; that is, schools were merged before the provision of relevant infrastructure and resources in the merging centres and this caused the communities to reject mergers. The study recommends that proper consultation with relevant local structures like traditional leaders in particular is crucial to ensure that the merging of schools is implemented with minimal challenges. Correct interpretation, implementation of policies and effective monitoring of programmes should be ensured to advocate for school merging. / NRF

Thesis submitted in fulfilment of the requirements for the degree Doctor of Education in the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2013 / Teacher education for multigrade education in South Africa is poor, since multigrade teachers and principals involved in multigrade education have not received formal training in this form of education, and therefore lack support. Owing to this lacuna in multigrade pedagogy, and teachers' limited knowledge of such pedagogy, multigrade teachers and principals struggle to interpret subject matter and settle for different ways to present and make it accessible to learners. This has a severe impact on the potential of multigrade schools to play an important role as educational units in underserved rural areas. Research shows that pre-service and in-service training does not enable multigrade teachers and principals to develop a knowledge base within the complexities of the actual classroom situation. Such a knowledge base would enable them to solve the endemic problems of multigrade education, thereby enhancing their task as multigrade teachers and principals. Training can have an impact on trainee teachers, but the successful transfer of this newly acquired knowledge to learners in the classroom is questionable. Owing to the extent of the problem experienced at each level of multigrade education in the educational system in South Africa, chances are slight that support to multigrade teachers and principals will emanate from officials and curriculum advisers. It is clear that the problem of supporting multigrade teachers and principals is substantial and daunting, and that a solution to the problem will lead to significant advances in learning, or at least a significant reduction in malfunction in the multigrade educational system. Therefore, bridging the gap between newly-acquired teacher competence and teachers' performance in the classroom is a major concern for the future. This research aims to understand the dilemmas and address the shortcomings as teachers implement new practices within classrooms. There needs to be a transitional process through which multigrade teachers and principals move as they gradually learn, come to understand, and become skilled and competent in novel ways of education. This research introduces a Professional Learning Community (PLC) as a model of support and guidance to multigrade teachers and principals, bridging the gap between knowledge acquired at a workshop, and concomitant support and guidance, in order to understand and address the dilemmas that emerge as they implement new practices within multigrade classrooms. This research employs a design research approach to determine design guidelines and principles to facilitate the process of supporting and guiding multigrade teachers and principals, working together as a network cluster for collective learning and its implementation. The research process in design research encompasses educational design processes and is therefore cyclical in character: analysis, design, evaluation and revision activities are iterated until a satisfying balance between ideals ('the intended') and realisation has been achieved. To develop solutions for this research, a prototyping approach was employed towards a final deliverable. The Prototyping Phase in this research comprised three cycles, and focused during the evolutionary prototyping process on elaborating on the components of the possible support system to multigrade teachers and principals. It was envisaged that this would concretise the situation, and obviate problems before implementation in the day-to-day user setting. Formative evaluation was applied in order to uncover shortcomings during the development process, in order to generate suggestions for improvement. The results of the evaluation of each preceding prototype were used in the development of the next prototype. Design research is an effective method of developing various prototypes in collaboration with multigrade teachers and principals to ensure contextual appropriateness of what works at a given time, as well as solutions to the specific problems of multigrade teachers and principals in South Africa. Keywords: Design research, Educational design processes, Educational design research, Multigrade, Multigrade pedagogy, Network cluster, Professional Learning Community, Support system.