Spelling suggestions: "subject:"competency based education"" "subject:"mompetency based education""
341 |
Assessment of professional behaviour in occupational therapy education: investigating assessors’ understanding of constructs and expectations of levels of competence.Snyman, Margaretha Alberta 03 1900 (has links)
Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The development of professional behaviour is one of the core components of occupational therapy education. The assessment of professional behaviour poses a problem as the constructs and expectations are not clearly defined; this results in compromised inter-rater reliability. The purpose of the study was to investigate assessors’ understanding of the constructs and the expectations deployed during the assessment of professional behaviour of third and fourth year occupational therapy students during clinical practice. A case study design was used in the qualitative study. Clinical supervisors were involved in: (1) a focus group interview to scrutinise the usefulness of the current assessment instrument and (2) a participatory discussion to determine their understanding of the constructs of professional behaviour and the level of expectations to be set for third and fourth year students respectively. This study confirms that the development of effective assessment of professional behaviour entails a number of pivotal steps that include developing a shared definition of the constructs thereof and the expectations at different levels of undergraduate training, the refinement of the assessment instrument and training of assessors in the use of this assessment instrument. / AFRIKAANSE OPSOMMING: Die ontwikkeling van professionele gedrag is een van die kern komponente in arbeidsterapie opleiding. Die assessering daarvan bied egter uitdagings aangesien die konstrukte en verwagtings nie duidelik gedefinieer is nie; dit het gekompromiteerde geldigheid en betroubaarheid tot gevolg aangesien verskillende assessore die professionele gedrag van studente verskillend assesseer. Hierdie studie het die ondersoek van kliniese toesighouers se begrip van die konstrukte en hul verwagtings tydens die assessering van professionele gedrag van derde- en vierdejaar arbeidsterapiestudente tydens kliniese prakties ten doel gehad. ‘n Gevallestudie ontwerp het die basis van ‘n kwalitatiewe ondersoek gevorm. Kliniese toesighouers is betrek in: (1) ‘n fokusgroeponderhoud om die bruikbaarheid en gebruikersvriendelikheid van die huidige assesseringsinstrument te bepaal; en (2) ‘n deelnemende groepbespreking om hul begrip van die konstrukte van professionele gedrag en die verwagte vlakke van funksionering vir onderskeidelik derde- en vierdejaar studente te ondersoek. Hierdie studie bevestig dat die ontwikkeling van effektiewe assessering van professionele gedrag ‘n aantal essensiële stappe behels. Hierdie stappe sluit die ontwikkeling van ‘n gedeelde definisie van die konstrukte en verwagtinge van professionele gedrag in, asook die verskil in verwagtinge op die onderskeie vlakke van voorgraadse opleiding, die verfyning van die bestaande assesseringsinstrument en die opleiding van assessore in die gebruik daarvan.
|
342 |
A framework for the design and implementation of competency-based teacher education programmes at the University of NamibiaEngelbrecht, Frederik Daniel Jacobus 12 1900 (has links)
Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2007. / Competency-based education (CBE) was introduced in the 1970s in the United States of
America and its philosophical and practical dimensions are still being explored. As the
Government of Namibia subscribes to CBE for all levels of education, the University of
Namibia needs to understand this approach to education and how such programmes are
ideally designed and implemented to bridge the gap between education (graduateness) and
training (competence).
The goal of this study was to develop a contextualised CBE programme design and
implementation framework. International programme design and implementation
frameworks were analysed and synthesised and applied to a local university programme, the
Advanced Diploma in Education, in order to test the validity of an international framework
and adapt it to local conditions.
A qualitative research approach was used. On the one hand, data on the Advanced Diploma
in Education (ADEd) was generated through methods such as stakeholder feedback on the
ADEd design questionnaire as well as the analysis of relevant design and implementation
documents. The post-hoc qualitative approach included a literature review, a visit to
Australian universities and an international survey regarding the proposed design and
implementation framework.
The findings of the study pertain to programme design and programme implementation. The
programme design findings emphasised the importance of the management of change to a
CBE approach, the format of module descriptors and the assessment of competence. The
implementation findings highlighted the necessity of administrative changes to
accommodate CBE features, the training of staff and continuous evaluation of the teaching
environment and lecturer performance.
The study concludes that CBE appears to be appropriate for teacher education in Namibia
when certain pitfalls are avoided and recommends that CBE programme designers at the
Faculty of Education at the University of Namibia might apply the researched framework,
comprising a comprehensive design and implementation section.
|
343 |
A process of quality improvement for outcomes-based critical care nursing educationVan Belkum, Corrien January 2001 (has links)
Dissertation (PhD) -- University of Stellenbosch, 2001. / ENGLISH ABSTRACT: A thoughtfully planned learning program provides a blueprint for critical care
nursing and gives direction to theory and clinical practice. The design of a
learning program for critical care nursing that is adaptive, learner focussed and
integrated, helps nurses acquire the necessary competencies (knowledge,
technical skills and attitudes/values) needed for critical thinking. It also enables
critical care nurses to grow professionally and to develop expertise in critical care
nursing. Outcomes-based education has become the "new buzz word" in South
Africa, and a paradigm shift from content-based to outcomes-based education
has become essential.
Institutions are concerned with efficient and effective approaches to critical care
nursing delivery. The institution (nursing department) proves its worth by
anticipating patient care needs and planning its learning program cognizant of
the need to correlate activities with the institution's (nursing department) mission
and outcomes. Planning that meets the learning needs of the critical care
nursing learners not only provides the ability to meet job expectations, but also
experiences for professional growth and satisfaction. In an age of nursing
shortage, a well planned, integrated and outcomes orientated critical care
learning program is essential.
The outcome of the research was identified as a process of quality improvement
for outcomes-based critical care nursing education, which included validated
standards to facilitate quality critical care nursing education. This was
researched by utilising an adapted Laing and Nish Model for Quality Assurance
(1981) as the research strategy. Seven (7) steps were identified, namely: Step
one included the identification and clarification of values; step two determined
criteria, established standards for outcome, structure and process; step three
ratified criteria and validated standards; step four identified and analysed factors
influencing the results; step five selected appropriate actions to maintain or improve critical care nursing education; step six implemented the selected
actions and in step seven, assessment (testing) was done.
In steps two and three of the quality improvement process the Muller's (1996)
Three Phase Model for Standard Development was implemented. Seven (7)
standards were identified and formulated, namely: Standard one - Quality
improvement; Standard two - Standard formulation; Standard three -
Philosophy; Standard four - Legislative framework; Standard five - Curriculum
development (learning program development); Standard six - Outcomes-based
education; and Standard seven - Critical care nursing education. During the
process of validation of the standards, standards five and six were combined and
became Standard five - Outcomes-based learning program development. In
step three the Delphi technique as part of the second phase of Muller's model
(1996), was utilised to gain expert opinions / validation of standards.
Operationalisation and assessment of the validated standards as part of a
process of quality improvement for outcomes-based critical care education were
done in a higher education institution. The results of this pilot study that was
done supported the central theoretical assumption, namely that outcomes-based
critical care nursing facilitates quality critical care nursing.
The uniqueness of the research lies in the fact that in outcomes-based critical
care nursing education there is no formal process of quality improvement for
outcomes-based critical care nursing education. In this research, standards were
developed and presented as part of a process of quality improvement for
outcomes-based critical care nursing education. These standards should guide
the developer of an outcomes-based critical care nursing education program
during the development of the learning program (meso curriculum) and could be
utilised to judge the quality of the current learning programs' quality. Five of the
six standards are generic and could be utilised with minor adjustments in any
higher education learning program. / AFRIKAANSE OPSOMMING: 'n Weldeurdagte leerprogram dien as 'n bloudruk vir kritiekesorg-verpleging, en
rig beide die teorie en die kliniese praktyk. Die ontwerp van 'n leerprogram vir
kritiekesorg-verpleging wat ge"integreerd,leerder-gefokus en aanpasbaar is, help
verpleegkundiges om die nodige vaardighede (kennis, tegniese vaardighede en
houdings/waardes) vir kritiese denke te ontwikkel. Dit stel kritiekesorg
verpleegkundiges ook in staat om professioneel te groei en om kundigheid in
kritiekesorg-verpleging te ontwikkel. Uitkoms-gebaseerde onderrig is die "nuwe
wagwoord" in Suid-Afrika en het 'n paradigmaskuif van inhoud-gebaseerde- na
uitkoms-gebaseerde onderrig genoodsaak.
Instellings is begaan oor doeltreffende en effektiewe benaderings vir die lewering
van kritiekesorg verpleging. Die verrnoe van 'n instelling (departement
verpleging) om pasientsorq-behoeftes te voorspel en om die kritiekesorg
leerprogram se aktiwiteite in ooreenstemming met die instelling (departement
verpleging) se missie en verwagte uitkomstes te beplan, bewys die waarde
van die instelling (departement verpleging). 8eplanning wat aan die
leerbehoeftes van die kritiekesorg-Ieerders voldoen, bevredig nie aileen hul
werksverwagtinge nie, maar het ook professionele groei en genoegdoening
tot gevolg. In Goed-beplande, ge"integreerde en uitkoms-georienteerde
kritiekesorg leerprogram is essensieel in 'n tyd waar verpleegtekorte aan die orde
van die dag is.
Ten einde gehalte-verpleegonderrig te fasiliteer, is die uitkoms van die navorsing
as 'n proses van gehalteverbetering vir uitkoms-gebaseerde kritiekesorgverpleegonderrig,
wat gevalideerde standaarde insluit, ge"identifiseer. 'n
Aangepaste Laing en Nish Model vir Gehalteversekering (1981) is as
navorsingstrategie vir hierdie navorsing gebruik. Sewe (7) stappe is
ge"identifiseer, naamlik: Stap een sluit die identifisering en verduideliking van
waardes in; stap twee bepaal kriteria en skep standaarde vir uitkoms, struktuur
en proses; stap drie bekragtig en valideer die standaarde; stap vier identifiseer en ontleed faktore wat die resultate belnvloed; stap vyf selekteer toepaslike
aksies om kritiekesorg-verpleegonderrig te handhaaf of te verbeter; stap ses
implementeer die geselekteerde aksies en in stap sewe is assessering (toetsing)
gedoen.
Muller (1996) se Drie Fase Model vir Standaardontwikkeling is in stappe twee en
drie van die gehalteverbeteringsproses ge"implementeer. Sewe (7) standaarde is
ge"identifiseer en geformuleer, naamlik: Standaard een - Gehalteverbetering;
Standaard twee - Standaardformulering; Standaard drie - Filosofie; Standaard
vier - Wetlike raamwerk; Standaard vyf - Kurrikulumontwikkeling (Ieerprogramontwikkeling);
Standaard ses - Uitkoms-gebaseerde onderrig; en Standaard
sewe - Kritiekesorg-verpleegonderrig. Tydens die valideringsproses van die
standaarde, is standaarde vyf en ses gekombineer as Standaard vyf - Uitkomsgebasseerde
leerprogramontwikkeling. Gedurende stap drie is die Delphitegniek
tydens die tweede fase van Muller (1996) se model gebruik om
deskundige opinies te verkry I die standaarde te valideer. Operasionalisering en
assessering van die gevalideerde standaarde as deel van In sisteem van
gehalteverbetering vir uitkoms-gebaseerde onderring is in 'n hoeronderwysinstelling
gedoen. Die resultate van hierdie toetsstudie het die sentrale
teoretiese aanname, naamlik dat uitkoms-gebaseerde kritiekesorg-verpleging
gehalte kritiekesorg-verpleging fasiliteer, ondersteun.
Die uniekheid van hierdie navorsing is gelee in die feit dat daar in uitkomsgebaseerde
kritiekesorg-verpleegonderrig, geen formele proses van
gehalteverbetering vir uitkoms-gebaseerde kritiekesorg-verpleegonderrig is nie.
In hierdie navorsing is standaarde ontwikkel en aangebied as deel van In sisteem
van gehalteverbetering vir uitkoms-gebaseerde kritiekesorg-verpleegonderrig.
Hierdie standaarde kan tydens die ontwikkeling van die leerprogram
(mesokurrikulum), die ontwikkelaar van In uitkoms-gebaseerde kritiekesorgverpleegondderigprogram
begelei, en kan gebruik word om die gehalte van
huidige leerprogramme te beoordeel. Vyf van die ses standaarde is generies en
kan, met minimale veranderinge in enige hoer onderwys leerprogram gebruik
word.
|
344 |
The role of beliefs, conceptualisations and experiences of OBE in teaching practiceRamukumba, Mokholelana Margaret 12 1900 (has links)
Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010. / Bibliography / The implementation of OBE has significant implications for teachers’ work; adopting an
OBE approach entails reconstruction of professional knowledge and a redefinition of
planning procedures, teaching approaches and assessment practices. A teacher attempting to
make sense of OBE, learning outcomes, assessment standards, band levels, NQF, etc. will
inevitably bring his/her worldviews, past experiences and beliefs into the process of
teaching and learning, and would also need to engage with new concepts to keep track of
the changes in meaning and priorities. Within this changing education scenario OBE, as an
initiative, offers opportunities for new pedagogies to flourish, marking a departure from the
safe haven of traditional pedagogy. Therefore a perspective on teachers’ beliefs regarding
OBE can provide an alternative interpretive lens for researchers through understanding
teachers’ actions and thoughts.
Purpose: The aim was to examine strategies teachers employ in their classrooms in response
to their beliefs about OBE. Teachers’ epistemological beliefs were explored and linked to
OBE pedagogical frameworks and classroom management practices. Their belief systems
were divided into three categories – the teachers’ views about OBE, mathematics knowledge,
and the teaching and learning of mathematics. This study was based on the belief that
conceptions are specific meanings given to phenomena, derived from different experiences
involved in helping individuals make sense of their world. Furthermore, those worldviews in
turn influence how new information is perceived.
Methodology: The researcher adopted a qualitative exploratory design. The method of choice
for this study was a combination of elements of phenomenology and ethnography. Nineteen
teachers were interviewed and observed. The sample was drawn from two former Model C
schools and three township schools. Data were analysed qualitatively.
Findings: The findings confirmed that there are multiple beliefs that constitute a
personal epistemology. Therefore, to investigate some unique entities of the belief
system such as OBE requires examining the broader belief system. The majority of
teachers responded to OBE implementation with uncertainty, anger, frustration and
anxiety. In the absence of certainty about OBE and faced with a myriad of classroom
iv
challenges, teachers relied on their experience to make decisions regarding what was
important to know, they drew on their own personal teaching theories more than what
they thought about OBE to make judgments of learning processes.
This study concludes that the link between teachers’ beliefs, conceptualisation of OBE
and teaching practice is weak. Their beliefs about the nature of mathematics knowledge,
teaching and learning mathematics had stronger connections with, and represented the
basis for teachers’ pedagogical purpose behind their preferred teaching practice.
|
345 |
The teaching of English in grade 8 in an OBE approachHansen, Jorgen Kristian 03 1900 (has links)
Thesis (PhD)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Towards the close of the last century, a new curriculum was introduced in South Africa: Curriculum
2005. This outcomes-based curriculum (OBE) was a radical break with previous education policy: it
aimed at eliminating discrimination and encouraging independent learning.
This new curriculum, however, left teachers uncertain and confused largely because the in-service
training provided did not provide clear direction. This study first describes the attempt by an
English teacher to explore the theoretical base of the new curriculum; it then attempts to ascertain
whether the teaching of English would have to change as a result of the OBE Curriculum 2005 and
whether material selected in the initial phase of Curriculum 2005 would meet the needs of the
learners.
The survey of the literature on language teaching pays particular attention to communicative
language teaching (CLT) with its emphasis on using the language for relevant, real-life
communicative acts. In addition, it investigates the origins and nature of outcomes-based education
to determine whether CLT and OBE combined are suitable vehicles for effective language teaching.
The literature survey also suggests a disjunction between the South African version of OBE and
CLT. The strong emphasis on achieving certain predetermined outcomes in South African OBE,
with the underlying assumption that learning is linear, runs counter to the CLT view that language
learning cannot be controlled.
The survey of the literature on CLT and OBE also reveals the need for relevant, interesting material
that promotes purposeful communication, encouraging learners to invest in developing their
language skills. CLT requires learner engagement in real communication and OBE promotes
independent learning and learner responsibility. In the light of the demands made by continuous
evaluation and other record keeping, it is unrealistic to expect teachers to design or even adapt
material for classroom use.
The semi-empirical part of this study attempts to test the appropriacy of the material and its effect
on teaching and learning. A qualitative case study traces classroom events in two grade 8 classes
over a period of five weeks using a module taken from the material which was in use at the time at a
particular school. This material was specifically acquired by the school with a view to meeting the
requirements of the OBE curriculum. Learners in the classes were taught by two different teachers,
who recorded their observations, in accordance with a basic observation schedule, during this time.
Additional data were produced in two sets of questionnaires. The learners who did the module were asked to indicate their perceptions of language teaching in the previous year as well as during the
five weeks when the module was , and a selected group of teachers at local schools completed a
questionnaire on their perceptions of the new curriculum. The responses to the questionnaires are
analysed in relation to the literature survey and the conclusions reached by the two teachers
involved.
This study reveals that the custom-designed OBE material is not much different from that in
traditional language textbooks. It also highlights the difficulties associated with finding language
learning material which reflects the dynamics of real-life communication and is hospitable to using
the insights of current language acquisition theory, while at the same time meeting the requirements
of a South African OBE approach.
In reflecting on what is needed in effective curricular change, this dissertation reveals the
importance of involving practising teachers in developing a new curriculum and providing them
with the necessary professional development opportunities. In that context, carefully designed and
selected learning material is likely to contribute significantly to successful change. / AFRIKAANSE OPSOMMING: Teen die einde van die vorige eeu is ‘n nuwe kurrikulum, Kurrikulum 2005, ingefaseer in Suid-
Afrika. Uitkoms-gebasseerde kurrikulum (UGO), wat ‘n radikale nuwe benadering tot onderrig in
hierdie land ingelui het, was daarop gemik om diskriminasie uit te skakel en om onafhanklike leer
te vevorder
Hierdie nuwe kurrikulum het onderwysers onseker en verward laat vole omdat die indiensopleiding
nie duidelik rigtinggewend was nie. Hierdie study beskryf die poging van ‘n Engels-onderwyser om
die teoretiese basis van die nuwe kurriculum te peil en dan om vas te stel of die onderrig van
Engels sou moes verander as gevolg van UGO/ Kurrikulum 2005 en of die materiaal wat in die
aanvangsfase van Kurrikulum 2005 geselekteer is in die behoeftes van die leerders sou voldoen.
Die oorsig van die literatuur rakende taalonderrig gee besondere aandag aan kommunikatiewe
taalonderrig (KTO), met sy klem op die gebruik van taal vir relevante, lewensgetroue
kommunikasie. Verder ondersoek dit die oorsprong en aard van UGO om te bepaal of KTO en
UGO gekombineerd voorsiening kan maak vir effektiewe taalonderrig. Dit suggereer dat die Suid-
Afrikaanse weergawe van UGO en KTO nie heeltemal met mekaar versoen kan word nie. Die sterk
klem op die bereiking van sekere voorafbepaalde uitkomste in Suid-Afrikaanse UGO, met die
onderliggende aanname dat leer liniêr is, is teenstrydig met KTO se siening dat taalleer nie beheer
kan word nie.
Die literatuuroorsig van KTO en UGO openbaar die belangrikheid van relevante, interessante
materiaal wat doelgerigte kommunikasie bevorder en leerders aanmoedig om te belê in hul taal
vaardighede. KTO vereis dat die leerders deelneem aan werklike kommunikasie en UGO
beklemtoon onderwyserfasilitering en leerderverantwoordelikheid. In die lig van die eise wat
deurlopende evaluering en ander rekordhouding stel, is dit onrealisties om te verwag dat dat
onderwysers materiaal moet ontwerp of selfs aanpas vir klaskamergebruik.
Die semi-empiriese deel van hierdie studie poog om die geskiktheid van die materiaal en die effek
daarvan op onderrig en leer te ondersoek. ‘n Kwalitatiewe studie vertel wat in twee Gr. 8
klaskamers gebeur het oor ‘n periode van vyf weke toe ‘n module, geneem uit die materiaal wat in
gebruik was in ten tyde van die ondersoek, in die klaskamer geïmplementeer is. Die materiaal is
spesifiek aangeskaf deur die skool met die oog daarop om die vereistes van die UGO kurrikulum na
te kom. Die leerders is onderrig deur twee verskillende onderwysers wat hul waarneemings neersgeskryf het volgens ‘n basiese waarnemingskedule. Addisionele data is verkry met twee stelle
vraelyste. Die leerders wat die module meegemaak het, is gevra vir hul persepsies rakende
taalonderrig die vorige jaar sowel as gedurende die vyf weke toe die module gebruik is, en’n
geselekteerde groep onderwysers aan plaaslike skole het ‘n vraesly voltooi oor hul persepsies van
die nuwe kurrikulum. Die response op die vraelyste is ontleed met verwysing na die literatuurstudie
en die gevolgtrekkings van die twee onderwysers wat betrokke was .
Hierdie studie onthul dat die spesiaal ontwerpte UGO materiaal nie baie verskil van dit wat in
tradisionele taalhandboeke te vinde was nie. Verder beklemtoon dit die probleme wat ondervind
word met die vind van geskikte taalleermateriaal wat die dinamika van werklike kommunikasie
reflekteer en die insigte van die huidige linguistiese teorie aangaande taalaanleer akkommodeer,
terwyl dit die vereistes van ‘n Suid-Afrikaanse UGO benadering probeer bereik.
Waanner daar gereflekteer word oor wat nodig is vir effektiewe kurrikulêre verandering, openbaar
hierdie dissertasie die belangrikheid daarvan om diensdoensde onderwysers te betrek in die
ontwikkeling van ‘n nuwe kurrikulum en om hulle toe te rus met die nodige professionele
ontwikkelingsgeleenthede. In daardie konteks is dit waarskynlik dat sorgvuldig ontwerpte en
geselekteerde leermateriaal aansienlik sal bydra tot suksesvolle verandering.
|
346 |
A conceptual analysis of teacher education in South Africa in relation to the norms and standards for educatorsWaghid, Y., Adams, Noel David 12 1900 (has links)
Thesis (PhD (Education))--University of Stellenbosch, 2004. / 241 leaves printed on single pages, preliminary pages i-xii and numbered pages 1-230. Includes bibliography. / Digitized at 600 dpi grayscale to pdf format (OCR), using a Bizhub 250 Konica Minolta Scanner. / ENGLISH ABSTRACT: Educators at schools are expected to implement education policy changes
promulgated through policy frameworks by the Department of Education in South
Africa. However, whether these teachers are equipped to implement education policy
or whether they have interacted sufficiently with policy issues remains a contentious
issue. My contention is that pre-service and in-service teachers are expected to
perform certain roles and demonstrate certain competences, as required or implied by
changing education policy frameworks, like the Norms and Standards for Educators
(Department of Education, 2000), but might not necessarily be equipped to do so.
This dissertation utilised conceptual analysis and a literature review, as research
methods, to explore constitutive meanings of the concept 'education policy' in
relation to teacher education transformation in post-apartheid South Africa, with
reference to the Norms and Standards for Educators (Department of Education,
2000). Constitutive meanings (Fay, 1975) of post-apartheid teacher education refer to
all those shared assumptions, definitions, and conceptions, which structure teacher
education transformation and post-apartheid teacher education in certain definite
ways. Without these constitutive meanings, according to Fay (1975: 76), social
practices, like teacher education, could not exist. By revealing these constitutive
meanings, in terms of the interpretive paradigm (Fay, 1975: 78), I have given a
possible explanation of post-apartheid teacher education, by articulating the
conceptual scheme that frames post-apartheid teacher education. These constitutive
meanings, which were extracted from a literature review, were explored in relation to
the main question of this dissertation: Can the new teacher education policy
framework, as set out in the Norms and Standards for Educators of 2000, improve
teaching and learning in South African schools?
I argue that the latter process will not materialise because of question marks over the
transformative potential of the Norms and Standards for Educators (Department of
Education, 2000). The mentioned policy framework may be an inappropriate
framework to structure and guide the transformation of existing teacher education
practices because of certain conceptual gaps. These conceptual gaps are stumbling
blocks to transform existing teacher education practice and improve teaching and
learning in our schools in the post-apartheid era. I argue that these gaps could be
bridged if the Norms and Standards for Educators are reconceptualised along the lines
of Benhabib's (1994) deliberative democratic model. Deliberation is necessary
because policy alone cannot lead to the transformation of post-apartheid teacher
education. Deliberation is also necessary because of the limitations on the state's
power to enforce its will through promulgated policy. More engagement, via
deliberation, is needed between the government, educational leaders, policy-makers
and the other policy actors, like teachers, bureaucrats and teacher education
institutions. The arguments of Burbules (1997) and Biesta (2004) seem to substantiate
my claim that education policy, alone, cannot lead to the improvement of teaching
and learning in our schools. Burbules (1997) posits that teaching is a complex human
endeavour that is characterised by predicaments or dilemmas, which cannot be
permanently solved. I argue against the integration of the seven roles, as advocated by
the Norms and Standards for Educators, because of certain dilemmas. We need the
tragic perspective on teaching, of Burbules (1997), to approach teaching differently.
Biesta (2004) also urges us to approach teaching differently, by advocating a new
language for education. / AFRIKAANSE OPSOMMING: Daar word van Suid-Afrikaanse opvoeders by skole verwag om opvoedingsbeleid
veranderinge, wat via beleidsraamwerke gepromulgeer is deur die Departement van
Onderwys, te implementeer. Wat egter 'n kontensieuse kwessie bly is of hierdie
opvoeders toegerus is om opvoedingsbeleid te implementeer en of hulle genoegsaam
omgegegaan het met beleidskwessies. My argument is dat daar van voor-diens- en indiens
opvoeders verwag word om sekere rolle te speel en sekere kompetensies of
bekwaamhede te demonstreer, soos vereis of geimpliseer deur veranderende
opvoedingsbeleid raamwerke, soos die Norme en Standaarde vir Opvoeders
(Departement van Onderwys, 2000), maar dat hulle nie noodwendig toegerus is om
dit te doen nie. Hierdie proefskrif utiliseer konseptuele analise en 'n literatuur oorsig,
as navorsingsmetodes, om konstituerende betekenisse van die konsep
'opvoedingsbeleid', in verhouding tot onderwyseropvoeding transformasie in postapartheid
Suid-Afrika, met verwysing na die Norme en Standaarde vir Opvoeders
(Departement van Onderwys, 2000), te eksploreer. Konstituerende betekenisse (Fay,
1975) van post-apartheid onderwyseropvoeding verwys na al daardie gedeelde
aannames, definisies, en konsepsies, wat onderwyseropvoeding transformasie en
post-apartheid onderwyseropvoeding op sekere definitiewe maniere struktureer.
Sosiale praktyke soos onderwyseropvoeding kan volgens Fay (1975: 76) nie sonder
hierdie konstituerende betekenisse bestaan nie. Ek het hopelik, deur die ontbloting
van hierdie konstituerende betekenisse, in terme van die interpretatiewe
navorsingsparadigma (Fay, 1975: 78), 'n verduideliking gegee van post-apartheid
onderwyseropvoeding, deur my artikulasie van die konseptuele skema wat die
realiteit van onderwyseropvoeding op sekere maniere definieer. Hierdie
konstituerende betekenisse, wat onttrek is van 'n literatuur oorsig, was geeksploreer
in verhouding tot die hoof vraag van hierdie proefskrif: Kan die nuwe
onderwyseropvoeding beleidsraamwerk, soos uitgespel in die Norme en Standaarde
vir Opvoeders van 2000, onderrig en leer in Suid-Afrikaanse skole verbeter?
|
347 |
Empowering teachers to implement the life orientation learning area in the senior phase of the General Education and Training BandChristiaans, Daleen Joan 03 1900 (has links)
Thesis (MEd)--University of Stellenbosch, 2006. / When CURRICULUM 2005, hereafter C2005 (Department of Education [DoE],
1997b), was implemented in Grade 7 in 2000 none of the in-service teachers were
sufficiently trained to teach Life Orientation. Higher Education Institutions had only
then started to adapt teacher-training programmes to meet the needs of an outcomesbased
curriculum for all aspiring teachers. Some in-service teachers had been trained
as subject specialists in some of the focus areas contained within Life Orientation, like
Physical Education, Guidance and Religious Education, but no teacher had been
trained, pre-service or in-service, to be a specialist in all of the focus areas contained
within Life Orientation.
The Department of Education prepared teachers for the implementation of C2005
(DoE, 1997b) by means of a weeklong orientation programme. Teachers were
orientated to an outcomes-based philosophy and teaching approach, and to specific
outcomes and assessment criteria, but no content training was offered. A Life
Orientation teacher is expected to have a body of knowledge on a range of subjects or
focus areas as prescribed by the specific outcomes (DoE, 1997b).
This study is aimed at researching the Life Orientation learning area and investigating
the ways and level of preparation teachers had received to equip them to implement
Life Orientation in the Senior Phase of the General Education and Training Band. A
case study was used as a research design and specific schools in the Education
Management and Development Centre Metropole North were selected to participate
in the case study. Qualitative and quantitative data were obtained through
questionnaires, interviews and observations. A descriptive research strategy was
employed to capture, analyse and interpret the data.
The research found that there were gaps in the preparation of Life Orientation
teachers to implement C2005 (DoE, 1997b). Recommendation are made with regard
to training and support programmes to ensure that teachers are adequately empowered
to implement Life Orientation in the Revised National Curriculum Statement (DoE,
2002b) in the General Education and Training Band and in the National Curriculum
Statement (DoE, 2003b) in the Further Education and Training Band.
|
348 |
Die impak van die uitkomsgebaseerde onderwys-assesseringsbeleid op die werkslading van onderwysersArnold, Alvin Mark 12 1900 (has links)
Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2005. / The aim of this paper is to obtain an indication of the impact of an outcomes-based assessment policy on the workload of six teachers of a secondary school.
Since the implementation of Outcomes Based Education (OBE) there are great expectations to implement new approaches in relation to planning, instruction and assessment guidelines that teachers should follow. Despite these guidelines assessment remains a problem area because teachers are still grappling with the assessment principles of OBE. The new outcomes-based approach to assessment encourages teachers to integrate their instruction with classroom-based assessment. Teachers however do not appear to be integrating their instruction with their assessment. Teachers are blaming the lack of integration to a lack of time.
This research is an attempt to assess the time teachers spend on instruction, assessment and extra mural activities. Although this is a qualitative research, it offers a quantifiable reality that is relative to the context of six selected teachers and the context in which the teachers and school is situated. Policy is not static and thus it should be continuously tested to determine whether the aim of the particular policy is practicable. Thus I am of the opinion that research of this nature can be an important mechanism for policy enactment because indicators inform policy makers about the policy.
The findings of this research proposes to "put in numbers" what teachers have to say, in other words, to reflect the quantified realities of the workload of teachers.
|
349 |
Reconceptualising assessment practices in South African schools: making an argument for critical actionSwartz, Jennifer-Hellen 12 1900 (has links)
Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2006. / On the surface the National Assessment Policy is transformative in nature because it promotes notions of shaping educational practice that will enhance the interests of learners in a meaningful way. It promotes ideas of transparency and a partnership between learners and educators that presupposes that learners are fully involved at every stage of their learning in decisions that affect their progress. This creates the impression that teaching and learning take place in a democratic environment where constant consultation and consensus are the order of the day. The policy ultimately envisages a kind of learner who would have the ability to participate as a critical citizen in society.
Looked at from a critical perspective, this criteria-referenced outcomes framework seems to be a contradiction to transformative policy and practice. The predetermined criteria outlined in the policy seem to negate its intention of creating a schooling system through which critical citizens can emerge. The focus of this thesis, therefore, is firstly to make a critical analysis of assessment in OBE and its stated transformation objectives and, secondly, to reconceptualise assessment practices in South African schools by making an argument for critical action. This analysis will explore the issue of power relations in the classroom and their impact on participatory, deliberative and democratic classroom interaction as a condition imperative for a transformative OBE curriculum. This issue is pertinent and central not only to the improvement and promotion of teaching and learning, but also because of the profound implications it has for how we view educational transformation in South Africa.
|
350 |
Facilitating human rights values across outcomes-based education and Waldorf education curriculaDu Preez, Petro 12 1900 (has links)
Thesis (MEd)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The facilitation of human rights values might be considered a means to rethink and redefine
values education in South Africa. This study aimed at determining how human rights values
were addressed in the context of independent Waldorf Education and government initiated
outcomes-based education in South Africa, and how educators facilitated these values in
various circumstances. In exploring the philosophies, theories and practices of these
education models against the background of paradigmatic and post-paradigmatic
philosophies in support of the socially constructive curriculum theory, important notions were
highlighted that have preceded, and might follow, the facilitation of human rights values. The
epistemologies, ontologies and methodologies of the emancipatory paradigm and postparadigmatic
framework appeared to provide appropriate philosophical departure points
regarding the facilitation of human rights values.
This study anticipated the theoretical clarification of the concept human rights values and
included a discussion on the importance of these values in various school contexts. Values
identified from the Manifesto on Values, Education and Democracy (2001), that were also
present in the Curriculum: Waldorf Schools in South Africa (1995), were discussed as
possible human rights values. Empirical research was conducted to explore how human
rights values were attended to in good practice scenarios in order to provide insight into the
questions posed regarding the facilitation of human rights values.
Through systematic ethnographic observations and semi-structured interviews it appeared
that in both school contexts human rights values were more frequently addressed in
incidental situations than in formal curriculum contents. This is interesting seeing that the
outcomes-based education model has a number of documents to guide the facilitation of
human rights values within formal curriculum contents, whereas the Waldorf approach has
no such supportive documents. One might question the value and influence of numerous
documents if basic knowledge that is required for the meaningful interpretation of such
documents is not communicated from the outset. Moreover, it became evident that since
Waldorf educators are adequately trained in Anthroposophy, the philosophy to which Waldorf
schools adhere, they deal with curriculum matters such as socially constructing a curriculum
more effectively. The training of outcomes-based education educators can be questioned
regarding the philosophy, theory and methodology of outcomes-based education in view of
the hasty implementation of this new model for government schools. As a result of this
hurried process, educators of outcomes-based education are experiencing numerous uncertainties when they have to manage curriculum matters such as socially constructing a
curriculum.
Recommendations and related examples were provided after the completion of the study.
This included, among others, the notions of dialogically facilitating human rights values to
promote learners' understanding of their rights, and the rights of others; to transform
incidental facilitation of human rights values into worthwhile teaching-learning experiences; to
use human resources - including learners - to convey human rights values; and to focus
educators' training (both in-service and pre-service) toward the inclusion of human rights
values and promoting an understanding of socially constructing a curriculum.
The study was concluded with the remark that human rights values might be an appropriate
means to redefine values education, provided that the facilitation of human rights values are
based on suitable theoretical and philosophical premises; and that those held responsible to
facilitate such values are assisted in this task. / AFRIKAANSE OPSOMMING: Die fasilitering van menseregte-waardes kan beskou word as 'n wyse om waarde-opvoeding
in Suid-Afrika opnuut te deurdink en te herdefinieer. Hierdie studie het ten doel gehad om
vas te stel hoe menseregte-waardes in onafhanklike Waldorf Onderwys en
staatsgeïnisieerde uitkomsgebaseerde onderwyskontekste in Suid-Afrika aangespreek word,
en ook hoe dit in die praktyk gefasiliteer word. Die verkenning van teorieë, filosofieë en
praktyke aangaande die twee opvoedingsrnodelle teen die agtergrond van paradigmatiese
en post-paradigmatiese filosofieë, ter ondersteuning van
kurrikulumteorie, het kardinale aspekte wat die fasilitering
voorafgegaan het, en moontlik tot gevolg kan hê, uitgelig.
die sosiaal-konstruktiewe
van menseregte-waardes
Dit kom voor asof die
epistemologieë, ontologieë en metodologieë onderliggend aan die emansipatoriese
paradigma en die post-paradigmatiese raamwerk 'n genoegsame filosofiese aanvangspunt
bied met betrekking tot die fasilitering van menseregte-waardes.
In die studie is die konsep menseregte-waardes konseptueel-teoreties verklaar. Dit het ook
'n bespreking oor die belangrikheid van hierdie waardes in verskeie skoolkontekste ingesluit.
Waardes geïdentifiseer uit die Onderwysrnanifes oor Waardes en Demokrasie in die
Onderwys (Manifesto on Values, Education and Democracy, 2001) wat ook sigbaar was in
die Waldorf-kurrikulumdokument (Curriculum: Waldorf Schools in South Africa, 1995), is
bespreek as moontlike menseregte-waardes. Empiriese navorsing is onderneem om die
wyse waarop menseregte-waardes in goeie praktyk-scenarios aangespreek word te verken
ten einde nuwe insig te verkry rakende die fasilitering van menseregte-waardes.
Deur die sistematies-etnografiese waarnemings en semi-gestruktureerde onderhoude het dit
voorgekom dat menseregte-waardes in beide skoolkontekste meestal in toevallige situasies
aangespreek word, eerder as deel van formele kurrikuluminhoude. Dit is interessant,
gegewe die feit dat die uitkomsgebaseerde opvoedingsmodel heelwat dokumente beskikbaar
gestel het om die fasilitering van menseregte-waardes te rig, terwyl die Waldorf-benadering
geen ondersteunende dokumentasie in dié verband bied nie. Mens kan tereg vra wat die
waarde en invloed van sulke dokumente is as basiese kennis, wat nodig is om hierdie
dokumente betekenisvol te interpreteer, nie eerste oorgedra word nie. Dit het ook gelyk asof
Waldorf-onderwysers beter met kurrikulumverwante sake, soos die sosiale konstruering van
'n kurrikulum, omgaan weens hul goeie opleiding betreffende Antroposofie, die filosofie wat
Waldorf-onderwys onderlê. Opvoeders in uitkomsgebaseerde onderwys se opleiding in die
teorie, filosofie en metodologie van die onderwysmodel, wat beïnvloed is deur die haastige
implementering van die nuwe model in staatskole, kan bevraagteken word. Laasgenoemde aspek blyk onsekerhede te veroorsaak wanneer hierdie onderwysers kurrikulumverwante
sake, soos die sosiale konstruering van 'n kurrikulum, moet hanteer.
Ná afloop van die studie is sekere aanbevelings en verwante voorbeelde gegee. Dit het
onder meer die volgende ingesluit: dat dialoog na 'n wenslike fasiliteringstrategie lyk in die
bevordering van leerders se begrip van hul regte, asook dié van andere; dat situasies
waartydens menseregte-waardes toevallig aangespreek word omskep kan word in
waardevolle onderrig-Ieerervaringe; dat menslike hulpbronne - insluitende leerders - gebruik
kan word om menseregte-waardes oor te dra; en dat onderwysersopleiding (beide indiens en
voordiens ) op die insluiting van menseregte-waardes en die bevordering van begrip vir die
sosiale konstruering van 'n kurrikulum moet fokus.
Die studie is afgesluit met die opmerking dat menseregte-waardes tot die herdefiniëring van
waarde-opvoeding mag bydra, gegewe dat dit op gepaste teoretiese en filosofiese
begrondinge gebaseer is, en dat diegene wat verantwoordelik gehou word vir die fasilitering
van sulke waardes, die nodige ondersteuning in dié verband sal kry.
|
Page generated in 0.1095 seconds