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Problems encountered by educators regarding the implementation of the national curriculum statement in mathematicsMosala, Olehile Lazarus January 2011 (has links)
Thesis (M. Tech. (Education)) -- Central University of Technology, Free state, 2011 / This study examines the problems encountered by educators regarding the implementation of the National Curriculum Statement in mathematics in grades 10-12. The first aim of the study was to provide solutions to problems regarding training experienced by FET mathematics educators. The second aim was to identify problem areas in the NCS that frustrate mathematics educators teaching in the FET band and to identify areas that appeal to these educators. The third aim was to provide guidelines to assist educators with lesson planning in mathematics in the FET band. The fourth aim was to provide guidelines for appropriate assessment in mathematics in the FET band. The fifth aim was to provide guidelines for the effective integration of OBE in the teaching of mathematics in the FET band. The field work was executed by administering a questionnaire to a randomly selected sample of fifty two educators teaching in the FET band. Interviews were semi-structured, flexible and yielded additional information to that of the questionnaire. The questions of the interview were directly related to the objectives of the study and followed a given sequence that was adhered to in each interview process. The researcher arranged to interview one educator from each of the 15 randomly selected schools in the Motheo-district, but only 10 educators responded positively in the interview process, other educators could not avail themselves on that day.
The researcher analysed the responses according to the respondent‟s personal particulars. Descriptive analysis of the sample data for section B of the questionnaire were then done, using respondent counting, percentages and the average for the responses of each statement.
This study revealed that educators differ in terms of the problems that they encountered in implementing the NCS in mathematics. The findings from this study pointed out problems such as educators receiving inadequate training on implementing the NCS in mathematics. It was also revealed that educators had not been visited by the departmental officials in their schools for monitoring the implementation of the NCS in mathematics. The last finding showed that teaching and learning support material arrived late during 2008 and that there was a large shortage of such material.
The result of the study provides invaluable baseline information with regard to the problems encountered by the educators in the implementation of the NCS in mathematics. On the basis of the findings of this study, a number of recommendations for the implementation of curriculum change in mathematics on FET level are given in Chapter 5.
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A travel and tourism curriculum for the training of secondary school teachersPawson, Petrone 30 June 2002 (has links)
Educational Studies / DED (DIDACTICS)
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The management of OBE teacher training in the Northern ProvinceMokgaphame, Peter Mopai 01 January 2002 (has links)
The purpose of this study was to investigate the way in which OBE teacher training in
the Northern Province is being managed, particularly in Region 4. The study also
aimed to contribute in providing information about how the Provincial office of the
Northern Province is managing OBE teacher training.
The literature review covered both materials in the Provincial, National and other
countries. The study's research methodology was qualitative, which includes
interviews, observation and case study based. Interviews were scheduled with
Provincial, Regional, District Dept officials, Educators and Principals.
The study has revealed that Region 4 cannot manage the implementation of OBE
teacher training properly and effectively due to constrains such as lack of transport,
insufficient training for trainer facilitators and educators, et cetera. / Educational Studies / M.Ed. (Education Management)
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An investigation of the implementation of outcomes based education in selected secondary schools in BushbuckridgeSimelane, Sinana Gladys 02 1900 (has links)
The study attempts to examine the implementation of Outcomes Based Education in selected secondary schools in Bushbuckridge, and to provide guidelines to enhance the implementation in the region. Findings reveal that the implementation of the curriculum is faced with challenges that hinder its effectiveness. Hindering factors such as lack of infrastructure, lack of school resources and inadequate teacher development programmes were identified through a literature survey and empirical investigation. Under the empirical investigation, qualitative approaches for data gathering, such as in-depth interviews were used. Participants were chosen from schools in the remote areas of Bushbuckridge, which are experiencing serious problems in the implementation of Outcomes Based Education. The research instruments used were validated and tested for reliability using experts’ opinion and pilot testing. The challenges of educators, school management teams, learners and curriculum specialists in the Department of Education were highlighted and recommendations made. / Educational Studies / (M. Ed. (Curriculum Studies))
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Re-imagining the tapestry of teaching : an investigation into student teachers' Outcomes-Based Education (OBE) instructional practicesMakina, Blandina Tabitha 08 1900 (has links)
This study focussed on teacher training in the context of distance education. It investigated
the impact on practice of an English methodology course offered by Unisa’s Department of
English Studies at certificate level. The unit of analysis was a group of eight student
teachers registered for the module ACEEN26 Teaching English: General Principles offered
by Unisa’s Department of English Studies. This module aims to help students to understand
the approaches that underpin Outcomes-based Education (OBE) and how these translate
into practice in the English First Additional Language (FAL) classrooms.
To investigate the participants’ classroom practices, the study adopted an open and
inductive approach aimed at gauging their thinking with regard to teaching, learning,
assessment and how these understandings reflected OBE practices. The aim was to
determine how the eight students made sense of this phenomenon given their own
epistemologies within the unique contexts in which they worked.
Data collection consisted of a mix of lesson observations, in-depth audio-taped interviews
and analysis of documents. The interview was the main data-gathering technique. All these
instruments were supplemented by field notes based on informal observations which were
entered in a reflective journal.
The picture that emerged was of teachers who worked under demanding conditions as
they tried to implement complex and sometimes contradictory policies and were
constantly under the pressure of policy demands. Their practices were, to a large extent,
inconsistent with the OBE approach to teaching and learning. Although they gained some
theoretical surface knowledge from the course, the students’ practice remained traditional
because of two main reasons emanating from the findings: their inability to internalise the
theory to make it an integral part of their mental repertoire and the negative impact of
disabling contextual factors.The study constituted an evaluation of the course and therefore fed directly into the whole
concept of dialogue and student support which are necessary prerequisites for success in
distance education. As a teacher educator, this research was also a way of illuminating my
teaching practices through practical research that simultaneously informs the field of
teacher education.
Based on the training needs identified, a re-contextualised curriculum for the ACE English
programme was proposed. This proposed new programme reflects my stance that instead
of continuing to focus on pouring resources into dysfunctional schools, we should
concentrate on the lowest denominator in the system — the teacher. / Educational Studies / D. Litt. et Phil (English)
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Secondary school teachers' implementation of the competency-based curriculum in the Arusha Region, TanzaniaMuneja, Mussa Simon 11 1900 (has links)
The aim of this research is of limited scope; it intended to examine how secondary school teachers experience the implementation of the competency-based curriculum in Tanzania. The study employed a descriptive case study design where eight participants provided in-depth data through face-to-face interviews, non-participant observation and document analysis. The in-depth data was gathered in natural school settings, an aspect which enhanced the study’s validity. After transcribing the interviews, an open coding process was undertaken and a theme comparison approach applied. The findings indicated that the participants had a limited understanding of the curriculum: they were happy in their teaching profession regardless of competence-based curriculum challenges; they were experiencing multiple challenges, the key ones being lack of participation in curriculum design and implementation; lack of quality text books and lastly, they were not motivated to implement the competency- based curriculum. The study concludes by providing relevant recommendations to various stakeholders including the teachers themselves, the Tanzania Institute of Education (TIE), the Ministry of Regional Administration and Local Government (MORALG). / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)
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A self study of curriculum design for the teaching and learning of isiZulu as an additional language in primary schools in the Maye babo! seriesSoni, Sumithra Jaysooklal 10 September 2012 (has links)
Thesis in compliance with the requirements for the Doctor's Degree in
Technology: Language Practice, Durban University of Technology, 2012. / This autoethnographic self study tracks my new ways of knowing in the various roles I play
from daughter (passive recipient) to curriculum designer (active analytical composer). It
retells my journey in the teaching profession at a school in Durban, in South Africa. The
story occurs during a period when schools were racially desegregated in order to address
the anti-apartheid policies that were prevalent prior to the first democratic elections in
1994. The story captures the challenges I faced during the transformation era in education
and how I went about addressing two of the main challenges I faced:
1. Cultural diversity in racially desegregated schools.
2. Teaching isiZulu as an additional language as a pioneer, non- mother tongue teacher
of learners with mixed abilities in an environment deprived of resources in terms of
mentorship, and teacher/learner resource material.
This study reveals how the challenges I experienced were, in retrospect, the disguised
opportunities that led to my growth from teacher to textbook writer. It gives an account of
the “behind the scenes making”, of the Maye babo! series, with a view to offer an exemplar
for curriculum development. The study uses autoethnography (Ellis 2004) as a method to
bring to life the teaching of isiZulu as an additional language in South Africa. It defines
some of the difficulties experienced by teachers during a transformation era in education.
In this study I clarify the relationship between Outcomes Based Education and the National
Curriculum Statement (NCS), as well as where the Curriculum and Assessment Policy
Statement (CAPS) is located within the NCS. More importantly, I use the tacit knowledge
gained from intuition and experience to demonstrate how these policies can be applied in
the classroom to achieve effective learning, an aspect often ignored in in-service teacher
education. Readers (particularly teachers) will resonate with the experiences described in
the stories, and, in so doing, gain a better understanding of themselves and their teaching
practices; this might provide the much needed optimism amongst teachers, and might
motivate and inspire them to grow professionally. The personal benefit in writing this
thesis is that it renewed my place in the academic world, and more importantly, it has
satisfied my quest for self realisation. Through personal exploration, questions such as who am I? and how did I become? reveal my evolvement. This project has been a soul
satisfying and enriching journey. It is hoped that this study will in some way contribute to
the transformation in education process in post liberation South Africa.
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Inqaku ngokuphucula uluntu elibhalwe ngesiXhosa ngokohlobo lwegenreTshefu, Naniswa Winnifred 03 1900 (has links)
Thesis (MA)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: This study explores the defining characteristics of the genre-theory analytically for
isiXhosa. The five chosen genre texts in isiXhosa, extracted from five Bona magazine,
deal with social problems.
Firstly the study investigates the theory of genre-based approach. The genre-based
approach forms the framework for the analysis of the isiXhosa texts. The ethnography of
writing posited in the theory of text construction of Grabe and Kaplan (1996) is explored.
This theory is accepted as an underlying framework for teaching writing in isiXhosa in
Curriculum 2005. The ethnography of writing entails addressing the following questions:
who writes, what, to whom, for what purpose, why and how.
Secondly, the write parameter, which is extensively examined, deals with the six learning
outcomes such as listening, speaking, reading, writing, thinking and reasoning, language
structure, in relation to the assessment standards, as a realisation of communicative
purpose. The text-linguistic characteristics of the genre approach involving Grabe and
Kaplan's model of writing are explored in the five isiXhosa magazine texts. / AFRIKAANSE OPSOMMING: Die studie ondersoek die onderskeidende kenmerke van die genre-teorie analities vir
isiXhosa. Die vyf genre-tekste van die BONA tydskrif wat gekies word, handeloor sosiale
probleme.
Die studie ondersoek eerstens die teorie van die genre-gebaseerde benadering. Die
genre-gebaseerde benadering vorm die raamwerk vir die analise van die isiXhosa tekste.
Die etnografie van skryf soos gepostuleer in die teorie van tekskonstruksie van Grabe en
Kaplan (1996) word ondersoek. Hierdie teorie word aanvaar as onderliggende raamwerk
in die onderrig van skryfvaardighede in Kurrikulum 2005. Die etnografie van skryf, behels
die ondersoek van die vrae: wie skryf wat aan wie, vir watter doel, wanneer, waarom,
en hoe.
Tweedens, die skryf parameter, wat uitgebreid ondersoek word met verwysing na die
Xhosa tekste, hou ook verband met die leeruitkomste van luister, lees, praat,
denkvaardighede en taalstruktuur, met betrekking tot die assesseringsstandaarde, as 'n
realisering van kommunikatiewe doelstelling. Die tekslinguisitiese eienskappe word
ondersoek soos gepostuleer deur Grabe en Kaplan t.o.v. die vyf Xhosa tydskrifartikels. / ISICATSHULWA
Lo msebenzi uphonononga ukwakhiwa kwe thiyori yegenre ngokuhlalutyiweyo. Itekisi
zegenre ezintlanu zijonga iingxaki zasekuhlaleni yaye zicatshulwe kumabali amahlanu
encwadi ekuthiwa yiBona.
Okokuqala lo msebenzi uphanda ithiyori ebanzi ngendlela ethi igenre ijongwe ngayo. Le
yimvelaphi yohlobo Iwetekisi yolwimi IwesiXhosa. Indlela yokubhala amagama ivela
kwithiyori ka Grabe no Kaplan (1996). Le thiyori yamkelekile njengesiseko sokufundisa
ukubhala. Iquka indlela yokubhala enale mibuzo: ngubani obhalayo, ebhala ntoni, ebhalela
bani, siyintoni isizathu, ngoba kutheni, ebhala njani.
Imigaqo okanye imimiselo yokubhala iyavavanywa yaye iza kujongana neziphumo
zokufunda ezithandathu ezizezi: ukumamela, ukuthetha, ukufunda nokubona, ukubhala,
ukucinga nokuqiqa, ukwakhiwa kolwimi nokusetyenziswa, nendlela yokuhlola
njengenjongo yokudlulisa umba lowo. Ezi mpawu zolwimi Iwetekisi yokusetyenziswa
kwegenre zizakujongwa banzi kusetyenziswa Ie ndlela yokubhala ka Grabe no Kaplan.
Iziphumo zemfundo eyile: ukufunda nokubona, ukubhala, ukucinga nokuqiqa ziza kunikwa
uqwalaselo olulodwa.
Okokugqibela abafundi bebanga lesixhenxe baza kuba nakho ukukubona ukuvisisana
nokudibana kokubhala ukucinga ukuqiqa kunye nemiqathango yokuhlolwa.
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Ukuvuyisana nabantu abadumileyo kumanqaku esiXhosa njengohlobo lokubhaliweyoNgcanga, Dorris Nosisa 04 1900 (has links)
This study has been undertaken to explore and investigate the genre-theoretic properties of social commentary texts in isiXhosa' -- P. ii. / Thesis (MA)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: This study has been undertaken to explore and investigate the genre-theoretic properties
of social commentary texts in isiXhosa. Five social commentary texts are chosen from the
Bona magazine dealing with social problems, which the writers want the readers to focus
on. The genre-based approach to the isiXhosa texts is employed as framework to analyse
social commentary texts.
The genre based approach involves the view of being explicit about the way language
works to make meaning in social commentary texts. This means in this study that the
engagement of students and language educators is important. The genre based approach
represents a fundamentally new educational paradigm of language teaching in Curriculum
2005. The implications for teaching isiXhosa will be given consideration given that texts
belong to different genres. Some of these implications of Freedom and Medway (1992)
are discussed. The genre-theoretic approach is utilized in such a way to form a framework -__ for analysing discourse properties of the isiXhosa texts.
The theory of text construction of Grabe and Kaplan (1996) deals with textlinguistic
analysis and the ethnography of writing. The following questions are examined: who
writes, what, where, why, to whom, how and for what purpose? These parameters of
writing give an explicit framework for the analysis. Textlinguistic properties are explored
and the isiXhosa texts will be analysed according to these properties. The five learning
outcomes which include: listening, speaking, reading and viewing, writing and thinking and
reasoning together with their assessment standards are into considered when dealing with
Outcome Based language Education in relation to the genre approach to language
teaching. / AFRIKAANSE OPSOMMING: Die studie is onderneem om 'n ondersoek te doen na die genre-teoretiese eienskappe van
sosiale kommentaartekste in isiXhosa. Vyf sosiale kommentaartekste is gekies vanuit die
BONA tydskrif wat handeloor sosiale probleme waarop die skrywers die lesers se aandag
wil fokus. Die genre-gebaseerde benadering tot die isiXhosa tekste word gebruik as
raamwerk om die sosiale kommentaar tekste te ontleed.
Die genre-gebaseerde benadering behels die siening in hierdie studie dat daar eksplisiet
gewees moet word oor die wyse waarop taal werk om betekenis te skep in sosiale
kommentaar tekste. Die genre-gebaseerde benadering verteenwoordig 'n fundamenteelnuwe
paradigma vir taalonderrig in Curriculum 2005. Die implikasies vir die onderrig van
isiXhosa salondersoek word met inagneming dat tekste tot verskillende genres behoort.
Van hierdie implikasies, soos ondersoek deur Freedom en Medway (1992) word bespreek.
Die genre-teoretiese benadering word aangewend as 'n raamwerk vir die analise van die
diskoerseienskappe van isiXhosa tekste.
Die teorie van Grabe en Kaplan (1996) hou verband met tekslinguistiese analise en die
etnografie van skryf. Dit ondersoek die volgende vrae: Wie skryf wat vir wie, waar, hoe
en vir watter doel? Hierdie parameters van skryf gee 'n eksplisiete raamwerk vir die
analise van die Xhosa tekste. Tekslinguistiese eienskappe van isiXhoda word ondersoek
en die tekste word ontleed n.a.v. hierdie eienskappe. Die vyf leeruitkomste, luister, lees,
skryf, praat en denkvaardighede en argumentasie, saam met hulle assesseringsstandaarde,
van Kurrikulum 2005, word beskou in die lig van Uitkomsgebaseerde
taalonderrig en die verband daarvan tot die genre-gebaseerde benadering.
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A genre-theoretic analysis of human rights texts in XhosaMavela, Xolani Shadrack 04 1900 (has links)
Thesis (MA)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: This thesis employs the theoretical framework of text construction advanced by Grabe and
Kaplan (1996) for the analysis of human rights magazine texts in isiXhosa. The theory
employed in this study includes linguistic elements, which can be included in teaching
methodology for developing the learners' analytic skills in analyzing the discourse
structure of written texts. These kinds of analytic skills are strongly reflected in
Curriculum 2005 for the learning area languages.
The thesis employs a range of textlinguistic strategies for analyzing written genre texts on
human and civil rights issues. It is argued that the incorporation of these strategies by
teachers in the process of language teaching in Curriculum 2005 will enable the learners
to analyse texts successfully and to gain an awareness about how language is used in
texts. For the purpose of analysis in this thesis, texts from the Bona magazine with
contents ranging on human and community or civil rights were collected. The thesis
demonstrates that text analysis involves to a large extent, an investigation of generic
factors such as the communicative purpose, the culture and the community in which the
text is produced.
Following the discussion of the generic features of texts, a broad definition of the term
text is explored, and the textlinguistic construction and certain levels of analysis are
identified. In addition to this, the study demonstrates that analysis of the linguistic
structure of texts needs to incorporate the discussion of the parameters of the
ethnography of writing advanced by Grabe and Kaplan (1996). The ethnography of writing
entails that a detailed analysis of texts should address the following questions: 'Who
writes what to whom, for what purpose, why, when and how?' The study explores the
implications and rationale for incorporating text analysis in language teaching and
learning. Lastly, the relationship between the theoretical underpinnings assumed in this
study, and the learning outcomes of Curriculum 2005 are explored.
This study demonstrates that the theoretical framework of Grabe and Kaplan (1996) which
underlies in the construction of written texts, will not only introduce the language learner
to an inclusive language pedagogy, but can be employed for effective text analysis of
isiXhosagenre texts on human rights in popular magazineslike Bona. / AFRIKAANSE OPSOMMING: Hierdie tesis maak gebruik van die teoretiese model van Grabe en Kaplan (1996) vir die
analise van menseregte tydskrifartikels in isiXhosa. Die teorie wat aangewend word in die
studie sluit linguistiese elemente in wat ingesluit kan word in taalonderrigmetodologie vir
die ontwikkeling van leerders se analitiese vaardighede in die analise van diskoersstrukture
van skriftelike tekste. Hierdie soort analitiese vaardighede word sterk gereflekteer in
Kurrikulum 2005 vir die leerarea van tale.
Die tesis wend 'n verskeidenheid tekslinguistiese strategieë aan vir die analise van
geskrewe genre tekste oor menseregte en burgerlike regte vraagstukke. Daar word
betoog in die studie dat die insluiting van hierdie strategieë deur onderwysers in die
proses van taalonderrig in Kurrikulum 2005 leerders in staat sal stelom tekste suksesvol
te ontleed en 'n bewussyn te kry van hoe taal in tekste gebruik word. Vir die doeleindes
van analise is hierdie tesis is tekste gebruik uit die BONA tydskrif met 'n inhoud oor
menseregte en gemeenskaps- en burgerlike regte. Die tesis demonstreer dat teksanalise
in 'n groot mate 'n ondersoek behels van generiese faktore soos kommunikatiewe
doelstelling, die kultuur en die gemeenskap waarin die teks geproduseer word.
Na 'n bespreking van die generiese faktore van tekste word 'n breë definisie van die term
"teks" ondersoek, en die tekslinguistiese konstruksie en bepaalde vlakke van analise word
geïdentifiseer. Hierbenewens demonstreer die studie dat die linguistiese analise van
tekste die bespreking moet insluit van die parameters van die etnografie van geskrewe
tekste soos voorgestaan deur Grabe en Kaplan (1996). Die etnografie van geskrewe
tekste behels dat die analise van tekste die volgende vrae ondersoek: Wie skryf wat vir
wie vir watter doel, waarom, wanneer en hoe? Die studie ondersoek die implikasies en
motivering vir die insluiting van teksanalise in taalonderrig. Laastens word die verhouding
tussen die teoretiese grondslae, wat aanvaar word in hierdie studie, en die leeruitkomste
van Kurrikulum 2005 ondersoek.
Die studie toon aan dat die teoretiese raamwerk van Grabe en Kaplan (1996), wat
onderliggend is aan die konstruksie van geskrewe tekste, kan aanvaar word om leerders in
te lei in 'n meer inklusiewe taalonderrig en kan aangewend word vir effektiewe teksanalise
van isiXhosa genre tekste gebaseer op die menseregte in populêre tydskrifte soos Bona.
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