M.Ed. / The research question asked in this study is: "In what ways could learners' involvement influence the attainment of learning outcomes in the teaching and learning of Economics?" The answer to the above question will form the basis of the aim of the study. The aim of this study is to explore and describe in a qualitative manner the ways through which learners' involvement could influence the attainment of learning outcomes in the teaching and learning of Economics. To achieve the above aim of the study, the following objectives are stated: A theoretical background will be presented on learners' involvement and the attainment of learning outcomes in order to explore the present practice. Through a qualitative investigation the researcher will determine how Economics teachers presently involve learners in the teaching and learning of Economics. Data will be analysed and interpreted regarding learners' involvement in the teaching and learning of Economics. Data will be described and compared with literature.

M.Ed. / This study forms part of a comprehensive research project concerning teacher competence and its evaluation. A pilot study had been completed by lecturers from the Education Department at Rand Afrikaans University in 1994/5. An analysis of the data identified eight factors linked to teacher competence. These are: * The learning environment * Professional commitment * Order and Discipline * Educational foundation * Teacher reflection * Co-operative ability * Effectiveness * Leadership In addition to the above, five factors concerning the person evaluating teacher competence were identified. These are: * Invitational feedback * Transparent feedback * Tactful feedback * Credible feedback * Culturally sensitive feedback This research essay is part of the research undertaken on tactful feedback provided by educational managers during teacher evaluation. Tactful feedback has been conceptualised to consist of the following four aspects, namely: clarity, motivation, approach and openness (Bell, 1988:176-177; Montgomery & Hadfield, 1989:105-107). This particular research paper, therefore, focuses on the aspect of clarity in tactful feedback and its implication for the management of teacher competence. In view of the preceding brief introduction, the motivation for this study will be discussed.

This study aimed to explore the development and experiences of teachers in the implementation of OBE in Mutale Educational District of Limpopo province. In order to achieve this goal, a thorough literature review was conducted and selected Teachers from schools located in the district, Education Specialists and Curriculum Advisors were also interviewed. Informed by the findings and literature, this study argues that school-based model of teacher development, where teachers are partners in their development, is the most suitable in the current curriculum transformation agenda in South Africa. It further alludes to the fact that teacher development would lead to effective curriculum implementation and by extension lead to effective learning in the schools. / Dr. M.C. Loggerenberg

Please read the abstract in the section 00front of this document / Thesis (PhD)--University of Pretoria, 2006. / Humanities Education / PhD / Unrestricted

Please read the abstract in the section 00front of this document / Thesis (PhD)--University of Pretoria, 2007. / Curriculum Studies / PhD / Unrestricted

Since the of the Outcomes-based-Education system in South Africa, great emphasis has been placed on assessment of learners' performance, as a strategy to ascertain that learners achieved the desired learning outcomes. However, OBE assessment strategies appear to be contrary to traditional evaluation methods, which are characterized as teacher-centred and authoritarian, which promote rote-learning and are obsessed with content, show a lack of integration between education and training, rigid divisions, and involve punitive formal examinations designed to yield high levels of failure. Given the rhetorical framework, OBE, as a paradigm shift, must represent the opposite of negative aspects often found in the education system. The review of literature on which this research is based emphasized the importance of assessment in not only focusing on what learners can do, but also on developing learners holistically. In other words, assessment in this study required both teachers and learners to regard assessment as an integral part of teaching and learning activities. In this way learners could demonstrate learned values, skills and knowledge for the promotion of the culture of learning. If assessment is viewed in this light it will not only enhance learning amongst learners, but it will also ensure that learners gain access to further learning. The following hypotheses were tested in the study: Hypothesis 1. An assessment system built upon the traditional evaluation methods has a detrimental effect on the development of the culture of learning in schools. Hypothesis 2. Assessment strategies built upon an Outcomes-based assessment policy are more effective in contributing toward the development of a culture of learning in schools. The empirical investigation also tested the following Null hypothesis: Hypothesis 3. No distinction can be drawn between teachers' perceptions regarding the impact or influence of traditional evaluation methods and teachers' perceptions regarding the impact or influence of Outcomes-based assessment strategies on the culture of learning in schools. The literature survey contributed to the drafting of 84 objective statements. These statements were based on the premise that assessment strategies built upon an Outcomes-based Education policy are more effective in contributing towards the development of a culture of learning than an assessment system built upon the traditional product-driven teaching strategies. Teachers' opinions or perceptions were then assessed on these item statements by means of a structured questionnaire. The teachers' opinions or perceptions were then subjected to investigative factor analysis, and three' prominent factors were revealed by the factor analysis. The first factor related to "Outcomes-based-Assessment strategies", and loaded an eigenvalue of 54.34000251. The second factor was related to "traditional evaluation" and loaded an eigenvalue of 10.8298612. The third factor was linked to "assessment and its influence on the culture of learning” and loaded an eigenvalue of 7.5540027 from the results of the factor analysis. The high Cronbach Alpha Reliability correlation coefficient of 0.97 implies that the questionnaire and items were reliable in terms of what they were supposed to measure. The results of the empirical analysis supported Hypothesis 1 and Hypothesis 2, and rejected the null hypothesis, Hypothesis 3. The limitations of the study are discussed, and a number of recommendations are made for further research. These concern aspects relating to teacher education, how practicing teachers can improve their understanding of assessment, the relationship between formative and summative assessment, and finally, how different assessment strategies should be applied to different learning areas. / Thesis (DPhil)--University of Pretoria, 2006. / Curriculum Studies / DPhil / Unrestricted

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Competency-based education (CBE) is increasingly important in higher education, both in volume and pervasiveness, which increases the need for comprehensive, systematic, and effective program-based support and instruction for faculty and staff. The purpose of this qualitative Delphi study was to gather expert opinions about competency-based best practices in professional development, support, and training resources in order to effectively implement a CBE method at a university. The conceptual framework comprised of adult learning theory and competency-based education. Eight experts in competency-based education completed 2 rounds of anonymous questionnaires with open- and closed-ended questions. Data analysis involved a systematic process of coding and identifying themes. Results included a list of effective best practices for the professional development, support, and training resources that might be used to develop a community of practice online learning site for effective implementation of CBE methods. The results were further used to deliver a position paper that provided the research site with concrete descriptions of the important factors and mechanisms for CBE, as well as recommendations for action, including increased emphasis on Communities of Practice. Implications for positive social change include aiding higher education institutions in understanding the needs of faculty professional development, support, and training resources in a CBE method. In turn, adult learners who enroll in a CBE model will be able to attain a degree in less time and cost than in a traditional model, providing the learners with an opportunity to make an economic difference in society.

Information Science / M. A. (Information Science)

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