Learning through a language other than one's own mother-tongue presents similar problems world-wide. In South Africa, the shift from mother-tongue tuition to learning through the medium of English at Grade 5 (approximately 10 years of age) has a highly problematic and contested history. This study addresses the problem with specific reference to the SMILE project, the theories of Marcel Jousse and Outcomes Based Education. In Chapter One, the study examines the context of learning and gives an indication of the extent of the problem. It introduces the SMILE and the theoretical and practical components of the study. Chapter 2 outlines the process used to collect data by means of: • A literature review • Interviews • Observations • Participant Workshops • Reports on Field Trips • An informal Survey Chapter 3 records the data gleaned from the process outlined in Chapter 2. Chapter 4 relates the data recorded in Chapter Three to the Theories of Marcel Jousse. In this way, the practice in the SMILE project is shown to relate the Theories of Learning, Expression, Memory and Reading of Marcel Jousse. Chapter 5 relates the data recorded in Chapter 3 to OBE Critical Outcomes and Underlying Principles which are required of all learning and teaching programmes accredited and assured by SAQA. I will conclude my study by highlighting and suggesting the following: • How SMILE has succeeded in their quest for enhancing English learning among non-mother tongue speakers. • How an evaluation of SMILE could assist in any learning situation and in furthering the needs of OBE. • How starting with the spoken word enhances learning • Compilation of stories from children for their reading books and how this impacts on their learning. • How theories of Marcel Jousse could be incorporated in learning situations • How use of dance, movement could be used as a primary means of learning. / Thesis (M.A.)-University of Natal, 1998.

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Race, ethnicity and culture have been a central theme in South African history, and while not disregarding the recent socio-political changes, many South Africans of different races continue to lead essentially different lives. Public schools are becoming more racially and culturally integrated and it is important that this leads to incisive change and not merely altering the racial demographics of the learner and educator bodies. Culture in South Africa is dynamic and the values and norms of members of a particular group are in a state of flux. Moreover, the shift from a traditional teacher-centred curriculum to an outcomes-based curriculum in South African education means that the teacher is encouraged to accept each learner in the culturally diverse classroom as an individual, who brings a unique life experience into the classroom and contributes to learning in the context. The learner's cultural background, family and community should be considered in both the selection of learning material and in classroom interaction. This study investigates the South African adolescent's perspective of culture by means of a literature review, a photographic essay and an empirical investigation using a combination of qualitative and quantitative approaches. The literature review expanded on the concepts of race, culture and ethnicity. Topics relating to the life in Johannesburg that adolescents perceived as significant were commented on in the photographic essay. Thereafter, adolescent learners from two ex-model C schools in Johannesburg were selected as participants in the empirical research. The quantitative research considered aspects such as learner prejudice, ethnic group preference and the value attached to cultural traditions using questionnaires and sociograms as data gathering methods. The qualitative phase used focus group discussions using as a stimulus a posed photograph of a racially diverse group of learners engaged in a group activity. Learners were selected, for the focus discussion groups, on the basis of the results of the sociogram used in the quantitative phase. Findings showed that learners regard diversity as a resource although evidence suggests that black learners are moving away from traditional cultural practices. Based on the findings of the literature study and the empirical inquiry recommendations for the improvement of practice are made. / Educational Studies / D. Ed. (Socio-Education)

Text in Afrikaans with summaries in Afrikaans and English / This study addresses the problem of the lack of an assessment model for the reception year that is theoretically grounded and can be implemented in practice by developing an outcomes-based assessment model. Assessment in an outcomes-based approach moves from an evaluative model to a model designed to appraise the learner's development and learning. Learners are assessed continuously and in an holistic manner by means of multiple methods that are part of the daily facilitation of learning. Following an introductory orientation (chapter 1), it is indicated that despite the radical transformation in education there are as yet few signs of any direct impact on assessment practices in the reception year. The importance of assessment in an outcomes-based model is firmly rooted in official policies but its implementation in practice is problematic. Assessment in the reception year is also complicated by problems in teaching practice. The unique nature of outcomes-based teaching is analysed in depth in chapter 2 in order to draw up theoretical guidelines on which to base the assessment model. The theoretical reflection in chapter 3 provides answers to the question: "Why should assessment take place?" The question is answered after considering the distinctive nature of and main reasons for reception year teaching. In an outcomes-based teaching approach it is particularly important to answer this question because assessment is more than simply evaluating the extent to which demarcated contents have been mastered. Chapter 4 explores authentic assessment methods that accommodate the unique nature of reception year teaching and an outcomes-based approach. Methods such as parent interviews, portfolios of learners' work and observation by means of incident records, checklists and participation charts are appropriate assessment methods. The points at which assessment information is collected and how it is interpreted and communicated are also examined. The proposed model, based on the theoretical findings, was presented to experts in the field of early childhood development for their input on its practical implementability. It was found that the model can be implemented in practice, provided in-service training is provided. The final chapter of the study consists of a summary, findings and recommendations regarding the practical implementation of the assessment model in the reception year. / Educational Studies / D.Ed. (Teacher Education)

The main objective of this descriptive research is to determine how effective the implementation of school environmental education policies is and how this can be improved upon. If schools do have an environmental education policy, how successful are they in implementing it. The school environmental education policies provide incentives and frameworks for the development of strategies and action plans which result in the environmental education goals being achieved effectively and efficiently. For the effective implementation of the school environmental education policies within an OBE paradigm, educators need to be knowledgeable, skilled and motivated. Overall, teacher education is probably the biggest challenge to the implementation of the school environmental education policies. This research leads to the recommendations at school level to promote the effective implementation of the school environmental education policies. / Educational Studies / M.Ed. (Environmental Education)

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)

The goal of the study was twofold: firstly to investigate and describe how senior secondary school geography teachers were implementing enquiry-based learning through fieldwork. Secondly, to investigate and document how enquiry-based learning through fieldwork facilitated the development of action competence amongst learners in a geography classroom. In order to address the first goal, a survey questionnaire was utilised to generate descriptive data from a sample of seven geography teachers in the Hardap region of Namibia. Although teachers engaged learners with enquiry-based fieldwork learning activities it is suggested, based on the findings of data of this goal, that teachers face severe limitations in terms of integrating environmental learning into the geography curriculum. The main limitations of the teachers include: limited practical knowledge of and training in how to teach fieldwork skills; a lack of teaching resource materials; time constraints; heavy personal loads; and lack of school support for environmental education. In addressing the second goal an enquiry-based fieldwork learning unit was planned and implemented in the researcher’s classroom. Observation, focus group interviews, and audio records of learning interactions, were used as data generation methods for this cycle of the study. An indicator framework for identifying action competence in learners was constructed as a data analysis tool. In terms of the findings of goal two it is evident that enquiry-based learning through fieldwork facilitated the development of action competence amongst learners. Six overarching benefits of this type of learning were identified in this study, namely: - It empowered learners to develop contextual knowledge and understanding of issues that they investigated. - It facilitated commitment thus motivated learners to take indirect action. - It promoted social interaction and group cohesion amongst learners thus enhanced their decision-making ability for problem-solving and action taking. - It elicited emotional responses and a greater understanding of learners’ own and others’ attitudes and values towards issues. - It fostered critical thinking thus permitted learners to envisage a future based on their learning experiences. - It enabled learners to plan and take indirect action during the learning process. Based on the research findings, some lessons learned are presented in an attempt to contribute to the effective implementation of enquiry-based fieldwork at the classroom level.

The exploratory study presented in this thesis is a case study, interpretive in nature and located in the qualitative paradigm. The conceptual focus is on differentiation, recognizing that learners vary from one another and so will need educators to consider a wide range of factors to enable learners to learn. The objectives of the study are: • To identify what Whole School Evaluation (WSE) supervisors understand by the term differentiation (conceptual) • To identify how WSE supervisors expect differentiation to be achieved by educators (conceptual). [n order to contextualise this research, a further objective was considered necessary: • To identify the roles of WSE supervisors (contextual) This was set in the context of mathematics, science and technology education. The study was carried out with a group of ten WSE supervisors who were involved in evaluating Mathematics, Science and or Technology education in the GET (General Education and Training) Band. Analysis of questionnaires and documents led to the identification of supervisory roles, while analysis of semi-structured interviews revealed a range of dimensions related to differentiation understandings and expectations. These dimensions have been developed into a typology which is then drawn upon in the development of a new conceptual model of differentiation, particularly relevant to the South African context. Findings presented in the study represent an attempt to understand and make recommendations related to policy, practice, research, curriculum and learning support material (LSM) development, training and evaluation. Textual layering in the form of reflective footnotes and issue boxes. plus specific reflective sections in the main text e.g. limitations and assumptions, help the text to achieve this goal. While the study was focused on the context of mathematics, science and technology education, it became apparent that the findings could be applied across all the learning areas.

South Africa has, since 1994 undergone significant political, social and economic changes and all these changes have had an effect in most of the governmental departments. One department adversely affected in particular, is the Department of Education (DoE). The implementation of a large number of educational policies being developed at national and provincial levels to bring about radical changes, leave much to desire. That has led the researcher to be investigating Teachers’ Formative Assessment Practices in Grade 9 Technology classrooms of selected schools in the Fort Beaufort District of Education. The DoE had explored ways to better educate learners and to improve the entire school performance, hence the introduction of the new methods of assessment, to quote but one, assessment policy No. 19640 of 1998. The new assessment policy in the GET Band is a means of assessing learners in order to enhance individual growth and development; to monitor the progress of learners; and to facilitate their learning. This policy states that assessment and feedback are integral to the teaching and learning process and policy planners and practitioners must be adequately prepared to implement these policies. Assessment is the most powerful lever educators use to influence the way learners respond to teaching and behave as learners. It is crucial that appropriate and effective methods of assessment are employed to ensure effective learning. Therefore, the study examined, within the interpretive paradigm and taking a constructivist approach, experiences and concerns raised by participants concerning the implementation of formative assessment in the case. In order to investigate teachers’ perceptions and the implementation of formative assessment practices, in relation to emerging educational policies, one Grade 9 learning area – Technology - in five schools were purposefully sampled. Data from the participants were mainly collected employing qualitative methods, being in-depth interviews, observations and document studies. The main findings of the study were that participants’ (School Management Team members, teachers and learners) perceptions were not quite clear pertaining to what formative assessment is all about. They did not know how to implement it in their classes and as a result had a negative impact on them. This led to recommending that these practitioners must adequately and rigorously be re-trained in implementing the policy. The DoE ought to outsource such trainings to tertiary institution for certification purposes. In future, the DoE should, before implementing any policy, make sure facilitators know the policy, are adequately and thoroughly trained and skilled before embarking on any further training of policy practitioners.