In this study, the attitude of foundation phase teachers to the inclusion of learners who experience barriers to learning in the education system was explored. The following were discussed about the problem: Clarification of the concepts, a profile of learners who experience barriers to learning and development, the research design, analysis of the research results and recommendations were made. From this core problem, four underlining sub-problems were identified, namely: - Learners who experience barriers to learning are a heterogeneous group of learners. - Teachers' knowledge of barriers to learning and development is inadequate. - Teachers' attitude towards collaborative teaching and cooperative learning need to be addressed. - An outcomes-based-education approach influences inclusive education. It was found that teacher training in inclusive classrooms, barriers to learning, cooperative learning and collaborative teaching could enhance the attitude of teachers in inclusive education. When well planned for and maximizing the available resources, inclusive education can be a reality. / Educational Studies / M. Ed. (Special Needs Education)

Text in Afrikaans / A labour market-oriented curriculum component for grade 7 - 9 learners in the existing education curriculum for South Africa could be achieved on the basis of an analysis and synthesis of various curricula by using curriculum components. The aim of the study is to reveal the essence of curriculation in order to bring the outcomes in the curriculum in line with the labour market needs of South Africa. An appropriate educational curriculum should not only address the high unemployment rate in South Africa, but should also bring about improvements in teaching practice as well as set standards that will be comparable both nationally and internationally. An analysis of different curricula shows clearly that various relevant theories can lead to the development of a curriculum component. These theories are not necessarily contradictory, but rather attempt to reveal the essentials for teaching and training. An analysis of the definitions of curricula gives an indication of the teaching possibilities of an appropriate labour market-oriented educational curriculum, whereby such a curriculum can be integrated in a sensible way with teaching practice by using the curriculum components. This theoretical consideration of different theories, curriculum components and teaching models has found a practical expression in a teaching labour market-oriented curriculum component that could possibly address current teaching and unemployment labour problems in South Africa. / Educational Studies / D. Ed. (Didactics)

In the past decade, education has undergone fundamental changes, such as the simultaneous implementation of Outcomes-based Education and Inclusive Education. A study of different sources has led me to realise that many teachers lack the skills needed to cope with a diversity of learners in their classrooms, which results directly and indirectly in a drop in teacher morale, which in turn causes emotional problems like stress and a lack of motivation. This has a spill-over effect on the learners in their classes, who have no role model for their emotional development and often have weak results. I argued that proof exists that music can alleviate stress, while creative skills can help teachers to better cope with their emotions and develop more effective problem-solving skills, which will help them to attain emotional stability and better academic results in the inclusive classroom. The purpose of the study was to determine how to design an effective continuous learning programme for distance education. The purpose of the programme is to train teachers to use music creatively to support learners experiencing learning difficulties. The information obtained by means of a literature study was used to develop the first draft of the programme, Music for All. After the first draft of the programme had been developed, the skills of experts in the fields of creativity, music and materials development in open and distance learning were utilised to evaluate the programme. This was done by applying the principles of the Delphi Method to ensure a sound theoretical and practical base for the course. A summary of the aspects that should be considered when developing such a programme (as identified during the literature study and through the evaluation by experts) was put forward and it was concluded that the knowledge and experience of the experts greatly enhanced the practical value of the programme. / Educational Studies / D.Ed. (Inclusive Education)

(D. Ed. (Didactics))

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

Summaries in Afrikaans and English / In hierdie studie word die ontstaan en ontwikkeling van demokrasie in die opvoeding in tydperspektief, naamlik aan die hand van 'n tiental opvoedkundiges se opvoedingsidees en onderwyspraktyke vanuit 'n histories-opvoedkundige perspektief ondersoek. Die nuwe uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika word ook ondersoek. Die opvoedkundiges is onder meer: • Plato (427-347 vC) • Marcus Fabius Quintilianus (35-100 nC) • Aurelius Augustinus (354-430 nC) • Desiderius Erasmus (1466-1536 nC) • Johan Amos Comenius (1592-1670) • John Locke (1632-1704) • Jean Jacques Rousseau (1712-1778) • Maria Montessori ( 1870-1952) • John Dewey (1859-1952) • Paulo Freire (1921-1997) Daar is bevind dat die demokrasie van die vroegste tye af (sedert die antieke Grieke) tot in ons huidige eeu in die opvoeding en onderwys aangespreek, gevestig en uitgebou is. Ten slotte word die uitsprake en praktyke van die vermelde opvoedkundiges en 'n uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika beoordeel in terme van demokratiese wesenskenmerke en aanbevelings met betrekking tot die kontemporere en toekomstige opvoeding en onderwys in Suid-Afrika word gemaak. / In this study the origin and development of democracy in education through the ages is traced in terms of a historico-educational examination of the ideas and practices of about ten educationists. The new outcomes-based education and learning approach in South Africa is also examined. The educationists are inter alia: • Plato (427-347 BC) • Marcus Fabius Quintilian (35-100 AD) • Aurelius Augustine (354-430 AD) • Desiderius Erasmus (1466-1536 AD) • John Amos Comenius (1592-1670) • John Locke (1632-1704) • Jean Jacques Rousseau (1712-1778) • Maria Montessori (1870-1952) • John Dewey (1859-1952) • Paulo Freire (1921-1997) It was found that democracy in educational theory and practice was addressed, established and developed since ancient times (the ancient Greeks) right up to the present. Finally, the educational philosophy and practices of these educationists as well as the outcomes-based educational approach in South Africa are examined in terms of their essential democratic features and recommendations are made regarding the present education system in South Africa. / Educational Studies / M. Ed. (Historiese Opvoedkunde)

Van der Horst, H van R. / With the introduction in 1998 of Outcomes-Based Education in South Africa, educators will no longer be passive recipients of a curriculum developed within the ivory towers of a Department of Education. Curriculum development will be the task of every educator at the site of delivery. Media articles have painted a gloomy picture of the calibre of educator expected to manage the demands of Outcomes-Based Education. The researcher is of the opinion that there are many dedicated educators willing to accept the historic nature of the journey which lies ahead of them, and who, with the adoption of an encouraging, supportive approach to professional development, will be willing to work with, adapt, modify and improve the Outcomes-Based curriculum presented to them. Educators need to assume responsibility for the professional development of Learning Programmes and the learner support materials to ensure that learners get to grips with the new curriculum. This task can be achieved through high-quality in-service education, training and re-training of educators. This study describes workshops developed by the researcher to familiarise the educators with the Specific Outcomes Framework of Curriculum 2005, and to develop an in-depth understanding of the Specific Outcomes without which, the educators would be at a loss to develop meaningful Learning Programmes. Examples of Learning Programmes developed by some of the participating educators over a period of twelve months indicate the levels of proficiency attained through close monitoring and assistance offered by the researcher. Outcomes-Based Education has been successful where all involved have taken on the challenge to do their best and as we collectively strive to improve the standard of education in South Africa, let us, in the words of Jane Hofmeyer (Article (b),Sunday Times, 25/10/98), "look forward to the day when every child as an educational birthright, can claim access to competent, caring and committed teachers and schools that are organised for success." / Curriculum and Instructional Studies / D. Ed. (Didactics)

The lecture room instructional management competence of novice nurse educators (NNEs) in the Republic of South Africa (RSA) was investigated. No comprehensive set of generic roles, outcomes and competences for instructional management of nurse educators could be traced in the literature, therefore an analytical study was undertaken. Adhering to the principles for outcomes-based education, three models were established: Q a model for the professional development of nurse educators Q an Education, Training and Development nurse practitioner model, consisting of roles and outcomes for lecture room instructional management Q a model for lecture room instructional management that served as evaluation criteria used in the instrument during the quantitative survey These models were presented to, and evaluated by nurse educators of five universities. The influence of mentorship, reality shock, and professional development on the NNEs' lecture room competence was investigated. The target group consisted of NNEs, their mentors and students in nursing schools in the RSA. A number of respondents were also interviewed and observed. The analysed data indicated that NNEs were not competent when they started teaching, and needed support and supervision from mentors. Findings also indicated the positive influence of mentorship and professional development on competence acquisition. NNEs experienced reality shock requiring support to acquire competence. These aspects justify further research. The recommendations based on this study include that nursing schools use specific evaluation criteria for le<,1ure room competence and for in-service training of NNEs and mentors. Nursing schools should take a more active role in mentoring programmes. / Health Studies / D. Litt. et Phil. (Advanced Nursing Sciences)

Thesis (D.Litt. et Phil.)--Universiteit van Suid-Afrika, 2002.

Summaries in English and Afrikaans / The bright future of education in South Africa, as in every developed and developing country such as the United States of America, United Kingdom, France and many others, depends greatly on grade 1 teachers' involvement in School-Based Curriculum Development (SBCD). The fallacy that grade 1 teachers can be operated effectively by remote control should be abandoned from the school curriculum. Success will always be elusive task if grade 1 teachers are excluded from curriculum decision-making, because their proximity to learners in the learning situation is a source of valuable information for curriculum developers, a source which is currently overlooked. This warrants a paradigm shift in teacher training programmes. A situation analysis in our democratic country necessitates problem-centred teacher training which will equip the future generation of teacher trainees and prospective grade 1 teachers with relevant professional skills, precipitated by our country. The bone of contention in this study revolves around the kind of teaching and learning problems experienced by grade 1 teachers involved in SBCD in the Northern Province. It is apparent from the thesis that grade 1 teachers' involvement in curriculum decisionmaking is limited to a certain extent because members of the top structure of curriculum planners are reluctant to quit their 'ivory towers' to perceive the real situation of the noble profession of teaching. A profound problem in South Africa in general and the Northern Province in particular is that there is a serious lack of consultation and negotiations with grade 1 teachers, and the implications thereof are detrimental to SBCD. The measure in which the grade 1 teachers are involved in participation and decisionmaking is a determinant of the success or failure of the innovation project. It is thus noteworthy to point out that the grade 1 teacher must be fully supported by his or her academic seniors, to become actively involved in curriculum activities. The overriding aim of this study, an exploratory investigation of the identified teaching and learning problems by grade 1 teachers in terms of SBCD in the Northern Province emanated from this need. It should also be pointed out that our world is characterised by the rapid tempo at which knowledge becomes out-dated and is replaced by new ideas and concepts. The twentieth century has become known as the information era. This has necessitated a change of emphasis in education; instead of the transfer of knowledge, the grade I teacher must rather be taught how to acquire knowledge on his or her own and be provided with instruments necessary for exploiting knowledge. The method of analysis began with in a literature review, with a viewpoint to provide guidelines for grade I teachers' involvement in SBCD. After an introductory orientation provided in chapter 1, the theories of SBCD and Outcomes-Based Education (OBE) were examined in chapter 2. Qualitative research as a strategy to address problems in SBCD was dealt with in chapter 3 by means of identifying the research instruments to be utilised for data collection techniques and analysis. Furthermore, in this chapter, the researcher elaborated on the types of qualitative methods, characteristics and outcomes of qualitative research, phases of data collection and analysis strategies and qualitative research as a remedy in SBCD problems. In chapter 4, the researcher elaborated on research instruments, findings and data analysis. Findings were based on the implementation of research instruments and literature review. It is in this chapter that the theories of SBCD and OBE in chapter 2 and qualitative research as a strategy to address SBCD problems in chapter 3 have been synthesised. In the ensuing chapter 5, guidelines which could serve as a framework for grade I teachers' involvement in SBCD were provided. It is strongly believed that these guidelines will be useful for both Pre-service Teacher Education and Training (PRESET) and In-service Teacher Education and Training (INSET) to keep pace with the changes taking place in the South African society. Teacher training should thus ensure that teacher trainees and prospective grade I teachers are sufficiently skilled to cope with the tremendous escalation of challenges in SBCD. In fact, grade I teachers should be trained to teach learners who must fulfill their vocational mandate some time in the near future. The youth must be empowered for the future, which covers the period from the time they enter school. These guidelines make it imperative for the trainers of prospective teachers to predict the future realistically and to train grade I teachers in accordance with the principle of constancy and change. Future education requires individuals who will know how to apply principles, norms and values and how to design new methods for effective instruction and learning. The final chapter focused on the background to the problem, the methodology of the investigation and conclusions. The study also highlighted recommendations for the improvement of teaching practice and teacher training and the implications thereof. The researcher summed up the study by proposing areas of concern for future research. / Die suksesvolle ontwikkeling en toekoms van onderwys in Suid-Afrika, soos in elke ontwikkelde en ontwikkelende land, insluitend die Verenigde State van Amerika, die Verenigde Koninkryk, Frankryk en vele ander, hang hoofsaaklik af van die betrokkenheid van graad 1-onderwysers by Skoolgebaseerde Kurrikulumontwikkeling (SBKO) . Dit geld ook vir die Noordelike Provinsie waar hierdie studie gedoen is. Die aanname dat graad 1-onderwysers effektief kan deelneem aan die skoolkurrikulum deur middel van afstandsdeelname, moet laat vaar word. Indien die onderwysers uitgesluit word van die besluitnemingsproses in kurrikulumontwikkeling sal die kanse op sukses bemoelik word. Hulle deelname aan en betrokkenheid by die leersituasie kan dien as 'n bron van inligting vir kurrikulumontwikkelaars. Tans word hierdie bron van inligting nie in aanmerking geneem nie. Hierdie hipotese vereis 'n paradigmaskuif in die onderwysersopleidingsprogramme. 'n Situasie-analise in die Noordelike Provinsie het getoon dat 'n probleemgerigte onderwysersopleidingsprogram nodig is om die toekomstige generasie van onderwysers (veral graad 1-onderwysers) toe te rus met die relevante professionele vaardighede wat so dringend in ons land benodig word. Die kernpunte in hierdie studie handel oor die tipe kennisoordrag- en leerprobleme wat graad 1-onderwysers ondervind m hulle betrokkenheid m Skoolgebaseerde Kurrikulumontwikkeling in die Noordelike Provinsie, en in watter mate dit aangespreek word m kurrikulumontwikkeling. Bevindings m hierdie studie toon dat onderwyserbetrokkenheid beperk word deur die topstruktuur van die kurrikulumbeplanners wat onwillig is om hulle ivoortorings te verlaat en sodoende nie die werklike situasie in die onderwysberoep in aanmerking neem nie. 'n Groot probleem in Suid-Afrika in die algemeen, en in die Noordelike Provinsie in die besonder, is die emstige gebrek aan konsultasie en onderhandeling met graad 1-onderwysers en die negatiewe impak hiervan op kurrikulumontwikkeling. Die mate waarin hierdie onderwysers betrokke is, is bepalend vir die sukses of die mislukking van die innoverende projek. Dit is gevolglik noodsaaklik om daarop te wys dat die graad 1- onderwyser ten voile ondersteun moet word deur sy/haar akaderniese seniors ten einde aktiefbetrokke te kan wees by sodanige kurrikulumaktiwiteite. Die hoofdoel van hierdie studie is dan ook 'n ondersoek na die geldentifiseerde kennisoordrag- en leerprobleme van graad l-onde111Jysers in die Noordelike Provinsie in voorafgenoemde verband. Ons leef in 'n snel veranderende wereld waarin kennis vinnig verouder raak en met nuwe idees en konsepte vervang word, die sogenaarnde inforrnasieera. Dit noodsaak 'n verandering in die onderwys, waar die onderwyser geleer moet word om eerstens self kennis te verkry asook dat die instrumente wat no dig is om die kennis te eksploiteer, verskafword, eerder as om net op kennisoordrag te let. Analise as ondersoekmetode is in die literatuuroorsig gebruik met die doel om riglyne vir graad 1-onderwysersbetrokkenheid te verskaf. Na die inleidende orienteringspostulaat in Hoofstuk 1, Is die teoriee van Skoolgebaseerde kurrikulumontwikkeling en Uitkomsgebaseerde Onde111Jys (UGO) m Hoofstuk 2 ondersoek. In Hoofstuk 3 is kwalitatiwe navorsing as strategie om probleme met Skoolgebaseerde Kurrikulumontwikkeling uit te wys, aangespreek. Dit is bereik deur die identifisering van die navorsingsinstrumente wat gebruik is vir data-insameling en analise. In die hoofstuk bespreek die navorser die tipes kwalitatiewe metodes; die eienskappe en gevolge van kwalitatiewe navorsmg; die fases van dataversarneling asook analisestrategiee en kwalitatiewe navorsmg as instrumente in die uitskakeling van Skoolgebaseerde Kurrikulumontwikkeling-probleme. In Hoofstuk 4 word verder uitgebrei oor navorsingsinstrurnente, bevindings en data- analise. In die hoofstuk word die teoriee van SBKO en UGO soos bespreek in Hoofstuk 2 en kwalitatiewe navorsing as strategie om SBKO probleme aan te spreek, gesintetiseer. In Hoofstuk 5 word riglyne verskaf wat kan dien as raarnwerk VIr graad londe111Jyserbetrokkenheid in SBKO. Die verrnoede bestaan dat hierdie riglyne bruikbaar sal wees vir beide Voordiensopleiding en Indiensopleiding om sodoende in pas te wees met die veranderinge wat m die gemeenskap se leefwereld plaasvind. Onderwysersopleiding behoort dus te verseker dat onderwysers wat opgelei word, en veral graad 1-onderwysers, toegerus word om met die toename in uitdagings in SBKO te kan byhou. In werklikheid behoort graad 1-onderwysers sodanig opgelei te word dat hulle leerders kan onderrig en toerus om in die toekoms hulle beroepe te kan beoefen. Die jeug moet bemagtig word vir die toekoms vanaf die oomblik dat hulle die skoolsisteem binnegaan. Hierdie riglyne maak dit noodsaaklik vir die opleiers van voomemende onderwysers om die toekoms korrek te voorspel en om die graad 1-onderwysers op te lei in die beginsels van konsekwentheid en verandering. Toekomstige onderrig vereis individue wat sal weet hoe om beginsels, nonne en waardes toe te pas en hoe om nuwe onderrigmetodes vir effektiewe leer te ontwerp. Die finale hoofstuk fokus op die agtergrond van die probleem, die metodologie van die ondersoek en gevolgtrekkings. Die studie benadruk die aanbevelings vir die verbetering van onderwyspraktyk en onderwysersopleiding en die implikasies daarvan. Die navorser som dan ook die studie op deur areas van belang vir toekomstige navorsing voor te stel. / D. Ed. (Didactics and Curriculum Studies)