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The information and communication technology requirements of the national curriculum statement : implications for implementation in schoolsSerfontein, Carl Pieter 09 1900 (has links)
(D. Ed. (Didactics))
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Die ontstaan en ontwikkeling van demokrasie in die opvoeding : 'n Studie in tydperspektiefPatrick, Glenn Henry 11 1900 (has links)
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)
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AN ENHANCED LEARNING ENVIRONMENT FOR MECHANICAL ENGINEERING TECHNOLOGY STUDENTS: AN ENERGY TRANSFORMATIONCole M Maynard (6622457) 14 May 2019 (has links)
The desire to produce a learning environment which promotes student motivation, collaboration, and higher order thinking is common within the higher education system of today. Such learning environments also have the ability to address challenges’ Mechanical Engineering Technology (MET) students face entering the workforce. Through the vertical and horizontal integration of courses, this research presents how a scaffolded learning environment with a centralized theme of energy can increase motivation and conceptual retention within students. The integration of courses allows students to systematically translate their competency of concepts between energy based courses through experiential learning. The goal of this work is to develop a competency based learning model where students earn a professionally recognizable credential. The credential is earned through demonstrating their mastery of industry desired skills at a level that goes above and beyond the stock curriculum. The result is a more continuous curriculum that enhances multi-disciplinary problem solving while better preparing MET students for the workforce.
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Análise das diretrizes curriculares nacionais e da política nacional de atenção básica com foco nas competências das profissões de saúde no Brasil / Analysis of the national curriculum guidelines and the national policy of primary care focusing on the competencies of the health professions in BrazilSiqueira, Rebecca de Holanda Mencarini e 18 January 2019 (has links)
Introdução: O debate sobre a formação de profissionais da saúde no mundo tem valorizado a integração entre o sistema de educação e o sistema de saúde. Paralelamente, ganham força a educação baseada em competências como também a ideia de competências profissionais que favoreçam a qualidade do cuidado centrado na pessoa, apoiado no trabalho colaborativo. No Brasil, políticas públicas valorizam tanto a formação quanto as práticas profissionais voltadas à atenção primária à saúde (APS), podendo ser considerados exemplos em nível federal, as Diretrizes Curriculares Nacionais (DCN) e a Política Nacional de Atenção Básica (PNAB). Entretanto, as normas jurídicas ainda são objetos pouco estudados apesar de sua relevância como expressão do controle formal da sociedade e também por sua capacidade de promover avanços na integração necessária entre a formação e o exercício profissional. Objetivos: Analisar o conteúdo das competências das DCN à luz da APS e identificar pontos de articulação com a PNAB, caracterizar as competências elencadas nos documentos regulatórios da graduação e da prática da saúde na APS por meio da PNAB, caracterizar a inter-relação entre as competência destes diferentes cursos e identificar a interface das DCN com a PNAB. Método: Trata-se de análise documental, a partir da continuidade de pesquisa financiada pela OPAS intitulada \"Regulação das Profissões de Saúde no Brasil: mapeamento jurídico e institucional, identificação dos pontos de articulação e desarticulação e formulação de propostas para a harmonização regulatória\", cujo relato segue as recomendações do Standards for Reporting Qualitative Research. A análise foi realizada de duas maneiras: análise de conteúdo temática (adotando o quadro teórico dos atributos da APS como categorias a priori) e análise lexical, com apoio do Software Iramuteq. Os documentos escolhidos foram as DCN dos cursos de medicina, enfermagem e terapia ocupacional e PNAB (versão 2011), sendo selecionados e analisados os trechos que descrevem as competências esperadas do egresso (nas DCN) e as atribuições comuns e específicas dos profissionais na PNAB. Resultados: As duas formas de análise mostram que os documentos normativos abordam o atributo da integralidade de forma expressiva. A frequência dos atributos na PNAB é maior do que nas DCN. Há diferenças conceituais discretas entre os cursos e características distintas de linguagem. Como limitação, é importante pontuar que os resultados dizem de um contexto histórico e político específico, já transformado com a publicação da nova PNAB em 2016. Contudo, entende-se que a dissertação investiga e contribui para o reconhecimento também de aspectos permanentes das políticas públicas e demonstra a convergência, prevista nos documentos, entre os cursos/profissões bem como corrobora para o papel dos marcos normativos como forma de controle social formal. Conclui-se que há a necessidade da presença de atributos da APS nas competências das DCN e nas atribuições dos profissionais na PNAB, reforçando a necessidade de repensarmos os documentos que regulam a formação e buscarmos a elaboração de novas versões, viabilizando a prática colaborativa na saúde, já que estes atributos permitem a articulação entre as práticas profissionais / Introduction: The discussion about the health professional\'s formation has been enriched by the convergence between the educational and health systems around the world. The education based on competencies has increased importance as the idea of professional competencies that favor the quality of person-centered care, supported by collaborative work. In Brazil, public policies value as training as professional practices focused on primary health care (APS). The National Curricular Guidelines (DCN) and the Nacional Policy of Primary Care (PNAB) can be considered as examples at the federal level. However, the current legislation is still a matter of studies despite its relevance as an expression of formal control of society and also for their ability to promote progress in the necessary integration between training and professional practice. Objectives: To analyze the content of the competences of the DCN in the light of the APS and to identify points of articulation with the PNAB, to characterize the competences listed in the regulatory documents of the graduation and health practice in the APS through the PNAB, to characterize the interrelation between the different courses and identify the interface of the DCN with the PNAB. Method: This is documentary analysis, based on the continuity of research funded by PAHO entitled \"Regulation of Health Professions in Brazil: legal and institutional mapping, identification of points of articulation and disarticulation and formulation of proposals for regulatory harmonization\", whose report follows the recommendations of the Standards for Reporting Qualitative Research. The analysis was carried out in two ways: thematic content analysis (adopting the theoretical framework of APS attributes as a priori categories) and lexical analysis, with the support of Iramuteq Software. The selected documents are from the DCN related to medical, nursing, occupational therapy schools and PNAB (2011 version). These documents describe the expected competencies of the egress (according the DCN) and the common and specific assignments of the professionals in the PNAB. Results: The analysis show the normative documents approaching the attribute of integrality expressively. The frequency of attributes in the PNAB is greater than in the DCN. There are discrete conceptual differences between courses and distinct language characteristics.As a limitation, it is important to point out that the results refer to an specific historical and political context, already changed with the publication of the new PNAB in 2016.Although, it is well knowledge that the master\'s thesis investigates and contributes to the recognition about the permanent aspects of public policies and demonstrates the convergence predicted in the documents between the courses / professions as well as corroborates the role of normative milestones as a form of formal social control. It is concluded that there is a need for the presence of APS attributes in the competencies of the DCN and in the attributions of the professionals in the PNAB, reinforcing the need to rethink the documents that regulate the training and seek the elaboration of new versions, enabling the collaborative practice in health , since these attributes allow the articulation between the professional practices
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Análise das diretrizes curriculares nacionais e da política nacional de atenção básica com foco nas competências das profissões de saúde no Brasil / Analysis of the national curriculum guidelines and the national policy of primary care focusing on the competencies of the health professions in BrazilRebecca de Holanda Mencarini e Siqueira 18 January 2019 (has links)
Introdução: O debate sobre a formação de profissionais da saúde no mundo tem valorizado a integração entre o sistema de educação e o sistema de saúde. Paralelamente, ganham força a educação baseada em competências como também a ideia de competências profissionais que favoreçam a qualidade do cuidado centrado na pessoa, apoiado no trabalho colaborativo. No Brasil, políticas públicas valorizam tanto a formação quanto as práticas profissionais voltadas à atenção primária à saúde (APS), podendo ser considerados exemplos em nível federal, as Diretrizes Curriculares Nacionais (DCN) e a Política Nacional de Atenção Básica (PNAB). Entretanto, as normas jurídicas ainda são objetos pouco estudados apesar de sua relevância como expressão do controle formal da sociedade e também por sua capacidade de promover avanços na integração necessária entre a formação e o exercício profissional. Objetivos: Analisar o conteúdo das competências das DCN à luz da APS e identificar pontos de articulação com a PNAB, caracterizar as competências elencadas nos documentos regulatórios da graduação e da prática da saúde na APS por meio da PNAB, caracterizar a inter-relação entre as competência destes diferentes cursos e identificar a interface das DCN com a PNAB. Método: Trata-se de análise documental, a partir da continuidade de pesquisa financiada pela OPAS intitulada \"Regulação das Profissões de Saúde no Brasil: mapeamento jurídico e institucional, identificação dos pontos de articulação e desarticulação e formulação de propostas para a harmonização regulatória\", cujo relato segue as recomendações do Standards for Reporting Qualitative Research. A análise foi realizada de duas maneiras: análise de conteúdo temática (adotando o quadro teórico dos atributos da APS como categorias a priori) e análise lexical, com apoio do Software Iramuteq. Os documentos escolhidos foram as DCN dos cursos de medicina, enfermagem e terapia ocupacional e PNAB (versão 2011), sendo selecionados e analisados os trechos que descrevem as competências esperadas do egresso (nas DCN) e as atribuições comuns e específicas dos profissionais na PNAB. Resultados: As duas formas de análise mostram que os documentos normativos abordam o atributo da integralidade de forma expressiva. A frequência dos atributos na PNAB é maior do que nas DCN. Há diferenças conceituais discretas entre os cursos e características distintas de linguagem. Como limitação, é importante pontuar que os resultados dizem de um contexto histórico e político específico, já transformado com a publicação da nova PNAB em 2016. Contudo, entende-se que a dissertação investiga e contribui para o reconhecimento também de aspectos permanentes das políticas públicas e demonstra a convergência, prevista nos documentos, entre os cursos/profissões bem como corrobora para o papel dos marcos normativos como forma de controle social formal. Conclui-se que há a necessidade da presença de atributos da APS nas competências das DCN e nas atribuições dos profissionais na PNAB, reforçando a necessidade de repensarmos os documentos que regulam a formação e buscarmos a elaboração de novas versões, viabilizando a prática colaborativa na saúde, já que estes atributos permitem a articulação entre as práticas profissionais / Introduction: The discussion about the health professional\'s formation has been enriched by the convergence between the educational and health systems around the world. The education based on competencies has increased importance as the idea of professional competencies that favor the quality of person-centered care, supported by collaborative work. In Brazil, public policies value as training as professional practices focused on primary health care (APS). The National Curricular Guidelines (DCN) and the Nacional Policy of Primary Care (PNAB) can be considered as examples at the federal level. However, the current legislation is still a matter of studies despite its relevance as an expression of formal control of society and also for their ability to promote progress in the necessary integration between training and professional practice. Objectives: To analyze the content of the competences of the DCN in the light of the APS and to identify points of articulation with the PNAB, to characterize the competences listed in the regulatory documents of the graduation and health practice in the APS through the PNAB, to characterize the interrelation between the different courses and identify the interface of the DCN with the PNAB. Method: This is documentary analysis, based on the continuity of research funded by PAHO entitled \"Regulation of Health Professions in Brazil: legal and institutional mapping, identification of points of articulation and disarticulation and formulation of proposals for regulatory harmonization\", whose report follows the recommendations of the Standards for Reporting Qualitative Research. The analysis was carried out in two ways: thematic content analysis (adopting the theoretical framework of APS attributes as a priori categories) and lexical analysis, with the support of Iramuteq Software. The selected documents are from the DCN related to medical, nursing, occupational therapy schools and PNAB (2011 version). These documents describe the expected competencies of the egress (according the DCN) and the common and specific assignments of the professionals in the PNAB. Results: The analysis show the normative documents approaching the attribute of integrality expressively. The frequency of attributes in the PNAB is greater than in the DCN. There are discrete conceptual differences between courses and distinct language characteristics.As a limitation, it is important to point out that the results refer to an specific historical and political context, already changed with the publication of the new PNAB in 2016.Although, it is well knowledge that the master\'s thesis investigates and contributes to the recognition about the permanent aspects of public policies and demonstrates the convergence predicted in the documents between the courses / professions as well as corroborates the role of normative milestones as a form of formal social control. It is concluded that there is a need for the presence of APS attributes in the competencies of the DCN and in the attributions of the professionals in the PNAB, reinforcing the need to rethink the documents that regulate the training and seek the elaboration of new versions, enabling the collaborative practice in health , since these attributes allow the articulation between the professional practices
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Uma inser??o de recursos institucionais na disciplina de constru??es rurais: o uso de materiais alternativos dispon?veis na microrregi?o de Satuba nas constru??es de instala??es rurais. / An Insertion of Institutional Resources in the Discipline of Rural Constructions: The Use of Alternative Materials Available in Satuba Microregion in the Construction of Rural Facilities.Amorim, Francisco de Assis Ver?osa 21 October 2010 (has links)
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Previous issue date: 2010-10-21 / Within this study, we aimed the participation of students on thirth year of Agriculture Course
in order to awaken, them and through them, the interest of the community surrounding
Federal Agrotechnical School of Satuba/AL for the use of alternative materials, available at
this micro-region, for construction of rural breeding of family subsistence, through alternative
techniques of rustic construction, using " knowledge development " and "design
methodology". Faced with this challenge, the work was organized in four stages. At first
stage, there was the involvement of students through a questionnaire about the possibility of
using alternative materials for rural construction, such as fibers, palm leaves, polypropylene
fiber raffia bags, old tires, PET, clay, etc., followed by the presentation of examples of rustic
buildings and facilities for housing animals, reported in the literature, on the Internet and
orally among the inhabitants of Satuba micro-region. In the second stage, we seek
"knowledge development? based on the construction of diverse animal facilities for family
subsistence production, using alternative materials found in Satuba micro-region, together
with the community. In the third period, we reviewed, cataloged, organized and worked out
an institutional document, as an embryonic proposed model of rustic facilities for breeding,
using techniques and alternative materials, developed at the collective research, in order to
boost an entire productive circle, from the collection of these materials until the construction
of rural facilities for animal production, thus occupying families in an alternative activity,
environmentally adequated, without requiring large investments. On fourth stage, we sought
to evaluate the change that the experience of rural buildings construction with alternative
materials had on the students. It was concluded that the proposal is viable and can be
incorporated into the community, with students help, as a process of knowledge elaboration. / No presente trabalho, buscou-se a participa??o de alunos dos terceiros anos do Curso de
Agropecu?ria com o intuito de despertar, neles e por meio deles, o interesse da comunidade
circunvizinha ? Escola Agrot?cnica Federal de Satuba/AL, para a utiliza??o dos materiais
alternativos dispon?veis na sua microrregi?o, para constru??o de instala??es rurais de cria??es
de animais de subsist?ncia familiar. Para isso se usou as t?cnicas alternativas r?sticas de
constru??o civil, as quais foram ?desconstru?das? e ?reconstru?das? atrav?s da ?elabora??o do
conhecimento? e da ?metodologia de projetos? com o intuito de adapt?-las as constru??es de
instala??es de cria??es animais. Diante desse desafio, o trabalho foi organizado em quatro
momentos. No primeiro momento, ocorreu o envolvimento dos alunos, por meio de um
question?rio sobre a possibilidade de uso de materiais alternativos na constru??o rural, com
fibras, folhas de palmeiras, sacos de fibra de r?fia e polipropileno, pneus velhos, embalagem
PET, argila, etc. E, por conseguinte se apresentou exemplos de constru??es r?sticas para
moradias humanas e instala??es zoot?cnicas, existentes na literatura, internet e tamb?m as
difundido popularmente entre os moradores da microrregi?o de Satuba. No segundo
momento, se buscou atrav?s da ?elabora??o do conhecimento? construir as instala??es
animais mais utilizadas na circunvizinhan?a na produ??o familiar de subsist?ncia, utilizandose
dos materiais alternativos dispon?veis na microrregi?o de Satuba, e do saber popular. No
terceiro momento, levantou-se, organizou-se e elaborou-se um documento para utiliza??o
institucional, com t?cnicas de instala??es r?sticas tradicionalmente consolidadas, para assim,
com a ?constru??o do conhecimento? despertasse nos alunos, poss?veis desenvolvimentos de
novas id?ias para as constru??es de instala??es r?sticas para cria??o de animais. Bem assim
motivar todo um c?rculo produtivo, desde a coleta desses materiais at? a constru??o de
instala??es rurais para produ??o animal, ocupando as fam?lias em uma atividade alternativa,
ecologicamente correta, sem exigir grandes investimentos. No quarto momento, buscou-se
avaliar com a apresenta??o do mesmo question?rio apresentado no primeiro momento a
modifica??o que a viv?ncia com a constru??o por materiais alternativos exerceu sobre os
alunos. Concluiu-se que a proposta ? vi?vel e pode ser incorporada pela comunidade, com o
aux?lio dos alunos, num processo de elabora??o do conhecimento com aplicabilidade das
t?cnicas de constru??o com materiais alternativos, nas instala??es de cria??es animais.
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El cant coral infantil i juvenil educa en valors, hàbits i competènciesFerrer, Rita (Ferrer Miquel) 23 December 2011 (has links)
This doctoral thesis is the result of the experience, continuous practice and day to day work as head of infant and youth choirs that the candidate has developed for over more than thirty years. The motivation, the concerns and the questions formulated with regards to choral singing, have underpinned this research. The thesis has focused on the learning of values, habits and competences in order to demonstrate that singing in an infant or youth choir is educational and goes far beyond the mere act of singing in a choir. We can therefore state that education is continuous, it never comes to an end and, furthermore, it unfolds in divergent ways. In summary to show that singing in an infant or youth choir is educational in the widest possible sense. / La tesi doctoral que presentem és fruit de l’experiència, de la pràctica continuada i de la tasca del dia a dia al capdavant de cors infantils i juvenils, per part de l’autora, al llarg de més de trenta anys. La motivació, la preocupació i els interrogants formulats entorn al cant coral han estat el mòbil de la present investigació. Hem centrat el tema en l’educació en valors, hàbits i competències per arribar a demostrar que cantar en una coral infantil o juvenil és un fet educatiu en aquests aspectes i que va molt més enllà de l’acte de cantar en una coral, ja que podem afirmar que l’educació és continuada, no s’acaba mai i, a més, es realitza en espiral. En definitiva, vol demostrar que cantar en una coral infantil o juvenil és un fet educatiu en el sentit més ampli.
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A pilot investigation of the potential impact of implementing the National Qualifications Framework in industry as perceived by organisations, unions and industry training boards.Botes, Catherine. January 1997 (has links)
South Africa is facing increasing competition as it becomes a more active
participant in the "global village". The current South African skills base is
inadequate and existing education and training structures are doing little to ensure
a high degree of flexibility and multi-skilling. In addition, many people have
acquired skills which are not recognised by traditional, formal learning institutions.
Future workforces will require a high degree of flexibility and multiple skills in
order to keep abreast of the fast changing workplace and technological
innovations.
Furthermore, vocational training is often perceived as less valuable than an
academic education qualification.
It is these, and other issues which stimulated some debate around the
transformation of education and training in South Africa. The recommended
structure to guide this transformation is a national qualifications framework. The
National Qualifications Framework (NQF) will form a backdrop for recognition of
and awarding of qualifications. The Framework aims to integrate vocational and
academic qualifications and maintain internationally comparative standards.
This study focusses on the impact the introduction of the Framework is likely to
have on industry. It was discovered that on the whole, organisations, unions and
industry training boards are in agreement about the need for such a structure and
the potential benefits thereof. However, most retain some reservations about the
implementation process and the practical considerations of time and money are
hindering the full acceptance of the Framework. While the process is in its infancy
in many industries, certain other industries are rather well established in the
process of implementation. The Framework is far from finalised, and even once
fully implemented, will require ongoing maintenance and adaptation. For this
reason most participants in this discussion indicated varying degrees of
reservation about the overall success of the National Qualifications Framework. / Thesis (M.Soc.Sc.)-University of Natal, 1997.
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A pilot investigation of the potential impact of implementing the National Qualifications Framework in industry as perceived by organisations, unions and industry training boards.Botes, Catherine. January 1997 (has links)
South Africa is facing increasing competition as it becomes a more active participant in the
"global village". The current South African skills base is inadequate and existing education
and training structures are doing little to ensure a high degree of flexibility and multi-
skilling. In addition, many people have acquired skills which are not recognised by
traditional, formal learning institutions. Future workforces will require a high degree of
flexibility and multiple skills in order to keep abreast of the fast changing workplace and
technological innovations. Furthermore, vocational training is often perceived as less valuable
than an academic education qualification. It is these, and other issues which stimulated some
debate around the transformation of education and training in South Africa. The recommended
structure to guide this transformation is a national qualifications framework. The National
Qualifications Framework (NQF) will form a backdrop for recognition of and awarding of
qualifications. The Framework aims to integrate vocational and academic qualifications and
maintain internationally comparative standards. This study focusses on the impact the
introduction of the Framework is likely to have on industry. It was discovered that on the
whole, organisations, unions and industry training boards are in agreement about the need for
such a structure and the potential benefits thereof. However, most retain some reservations
about the implementation process and the practical considerations of time and money are
hindering the full acceptance of the Framework. While the process is in its infancy in many
industries, certain other industries are rather well established in the process of
implementation. The Framework is far from finalised, and even once fully implemented, will
require ongoing maintenance and adaptation. For this reason most participants in this
discussion indicated varying degrees of reservation about the overall success of the National
Qualifications Framework. / Thesis (M.Soc.Sc.)- University of Natal, 1997.
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Factors that influence environmental teaching : a case study of Ngqeleni District, Eastern Cape.Gxaba, Nobuntu Judith. January 2005 (has links)
This study investigates factors that influence environmental teaching in rural
schools in the Ngqeleni District, Eastern Cape Province of South Africa. Focusgroup
interviews at selected schools for Grade 4 to 6 teachers were held between
7th and 22nd November 2005. The study shows that the environmental curriculum,
teacher qualifications and training, resources, attitudes of teachers and learners,
governance and the context, influence the implementation of environmental
teaching. The study reflects that teacher qualifications and training are the most
limiting factors and need to be addressed immediately because environmental
curriculum is not effectively delivered.
Recommendations provided entail that teachers need to be included during the
curriculum planning process together with curriculum experts from the Department
of Education. The Department of Education also needs to effectively plan teacher
training and extend the training period for teachers. Intersectoral collaboration
within government in terms of how teachers are trained might also be helpful for
better environmental teaching. A buddy system in which schools form
environmental support groups might be helpful to keep on building local
experience and capacity at the local level.
Teachers are supposed to be part of the pUblishing process of resource materials
to ensure relevance of resource materials to their contexts. A traveling resource
centre with DVD's, for example, for shOWing different contexts beyond local level
might also be helpful. Further training of teaching staff and the use of study trips
for the best classes of pupils might also motivate learners and teachers. / Thesis (M.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.
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