Thesis (M.A.)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: This study explores how the theoretical framework pertaining to reading as advanced by Davies (1995) can be employed to develop reading skills in Xhosa and to assist learners to see reading as a process. Teaching reading to language learners has many problems. The critical thinking relevant to reading and analysis of the text in teaching reading are examined. The study explores the current genre approach in the analysis of Xhosa Bona Magazine with its articles. The research of certain scholars like Davies, Wallace, Swales, and Cope and Kalantzis will be explored, in particular, the hierarchy of five levels of text, as advanced by Davies. Reading is an integral part of the school curriculum, and to use reading texts depends on the purpose for which the educator wants to use it, i.e. to develop reading comprehension skills, to present new vocabulary and structures, or as a basis for language practice. This study examines reading in Outcomes-base Education (O.B.E.) as a current issue in South African education, to determine how the specified outcomes relate to the framework for the development of reading skills. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek hoe die teoretiese raamwerk vir die analise van tekste vir leesbegrip soos voorgestel deur Davies (1995) aangewend kan word in die ontwikkeling van leesvaardigheid in Xhosa en in die hulp aan leerders om lees as 'n proses te verstaan. Die onderrig van leesvaardigheid word gekenmerk deur talle probleme. Hierdie studie ondersoek die kritiese denke wat relevant is vir leesbegrip en die analise van tekste in Xhosa ter sprake in die onderrig van leesvaardigheid. Die studie aanvaar die huidige perspektiewe van die genre-benadering vir die analise van die Xhosa BONA tydskrifartikels. Die werk van bepaalde navorsers soos Davies, Cope en Kalantzis, Swales en Wallace salondersoek word en, in die besonder, Davies se raamwerk van hierargiese vlakke vir die beskrywing en analise van tekste. Lees is 'n integrale deel van die skoolkurrikulum, en die gebruik van tekste vir die doeleindes van leesonderrig hou verband met die meer spesifieke doelstelling waarvoor die onderwyser die tekste wil gebruik, bv. om leesbegripvaardighede te ontwikkel, om nuwe woordeskat en strukture te ontwikkel, of as basis vir taalgebruikoefening. Hierdie studie salook leesonderrig in uitkomsgebaseerde onderrig onder die loep neem, as 'n huidige vraagstuk in taalonderrig, ten einde te bepaal hoe die spesifieke uitkomste verband hou met die raamwerk vir die ontwikkeling van leesvaardighede.

In-depth analysis of genre-texts of political articles in newspapers. / In-depth analysis of genre-texts of political articles in newspapers. / Thesis (MA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: The purpose of this study is to do an in-depth analysis of genre-texts of political articles in newspapers. The genre theoretical approach is employed as framework for analysing the linguistic, rhetorical and discourse properties of isiZulu texts, giving a demonstration of a more general theory of genre analysis in writing, advanced by different writers. The genrebased approach to literacy and language teachingwas explored. A general overview was given of genre in folklore, genre in linguistics, genre in rhetoric and general description of genres was provided. The parameters of writing, that is the "who writes, what, to whom, where, when, why and how", were utilised in each text under investigation. These parameters were used to assess the communicative writing competence of the author of each text. Aspects of the text analysis such as information structuring, topic structuring, coherence and cohesion, cognitive move structure and structural description have been employed. This study presents the findings of the analysis of the lIanga newspaper texts by describing the critical analysis of textlinguistic aspects through the examination of genre text and outcomes-based language teaching in Curriculum 2005. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om 'n in-diepte analise te maak van genre tekste van koerantartikels in isiZulu wat handeloor politieke aangeleenthede. Die genre-teoretiese benadering is gebruik as raamwerk vir die analise van die taalkundige, retoriese en diskoerseienskappe van isiZulu tekste, en te demonstreer hoe, vir die doeleindes van teksanalise, 'n meer algemene teorie van genre analise in skryfwerk gebruik kan word. Die genre-benadering tot geletterdheid en taalonderrig is eerstens ondersoek. 'n Algemene oorsig is gegee van genre in folklore, genre in die taalkunde, genre in retoriek en 'n beskrywing van die kenmerke van genres is gedoen. Die parameters van skryf, naamlik wie skryf wat aan wie, waar, waarom, en hoe, is gebruik om elke koerantartikel te ondersoek. Hierdie parameters is aangewend om die kommunikatiewe skryfvaardigheid van die skrywer van elke teks te assesseer. Aspekte van teksanalise, naamlik inligtingstrukturering, onderwerpstrukturering, koherensie en kohesie, kognitiewe skuifstruktuur en strukturele beskrywing is aangewend in die analise van die tekste. Die studie bied die bevindinge van die analise van die lIanga koerantartikels in isiZulu deur die kritiese analise te beskryf van tekslinguistiese aspekte met verwysing na genre-tekste en uitkoms-gebaseerde taalonderrig in Kurrikulum 2005.

Thesis (MEd)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT:The focus of this study is on the utilisation of the learner portfolio for the Social Sciences learning area as an alternative, authentic assessment instrument to record the achievements, progress and growth of the learner as required by the expected learning outcomes. As such the learner portfolio is a more qualitative and valid alternative to traditional “pen-and-paper” testing, because the learner portfolio should present a more comprehensive picture of learners’ achievement, progress and growth. It has been endeavoured to explore and describe not only the learner portfolio as an authentic assessment instrument, but to establish the current perceptions, comprehension and experience of teachers in the Social Sciences learning area (Intermediate Phase) regarding its application. To answer the research question, and to make a logical link to the purpose of this study, the researcher executed a qualitative research study from an interpretative research paradigm. The researcher implemented multiple sources (interviews, document analysis and questionnaires) to generate data. In the course of the study a number of steps were taken to ensure the validity and reliability of the data, and to pay attention to the ethical aspects that surfaced during the research. In the literature study, extending over two chapters, the theoretical foundation of the study, consisting of assessment as a broad concept in outcomes-based education (OBE) and the learner portfolio as an authentic assessment instrument, is described. The study concludes that at present teachers are not equipped with an extensive knowledge of assessment, and have only a superficial knowledge of the structure, purpose and management of the learner portfolio and the benefits offered. It appear that teachers have relatively limited experience of utilising the learner portfolio as an assessment instrument, and the results of the study indicate that learner portfolios are not optimally utilised. Learner portfolios merely contain the best and final results of learners’ activities. They do not indicate development and growth over a given period, so that the expected learning outcomes are not realised. It is clear that the utilisation of the learner portfolio as an alternative assessment instrument is imperative in the South African education system, but that it do not achieve its purpose in the context of this specific study. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op die benutting van die leerderportefeulje in die leerarea Sosiale Wetenskappe as ‘n alternatiewe, outentieke assesseringsinstrument om die prestasies, vordering en groei van leerders in verhouding tot die verwagte leeruitkomste te demonstreer. Die leerderportefeulje is ‘n meer kwalitatiewe en geldige alternatief tot tradisionele ‘pen-enpapier’- toetsing, omdat die portefeulje ‘n meer omvattende beeld van leerders se prestasies, vordering en groei verskaf. Die leerderportefeulje as ‘n outentieke assesseringsinstrument word verken en beskryf, en die persepsies, begrip en ervaring rondom die benutting daarvan deur onderwysers wat by die onderrig van die leerarea Sosiale Wetenskappe in die Intermediêre Fase betrokke is, word ondersoek. Om die navorsingsvraag te beantwoord en logies by die doel van die studie in te skakel, het die navorser ‘n kwalitatiewe navorsingstudie uit die interpretatiewe navorsingsparadigma onderneem. Daar is gebruik gemaak van veelvuldige bronne (onderhoude, dokument-analise en vraelyste) om data te genereer. Verskillende stappe is gedoen om die geldigheid en betroubaarheid van die data te verseker en aandag te gee aan etiese aspekte wat tydens die ondersoek na vore gekom het. In die literatuurstudie, wat oor twee hoofstukke strek, word assessering as breë konsep binne uitkomsgebaseerde onderwys (UGO) beskryf, en die leerderportefeulje as ‘n outentieke assesseringsinstrument ondersoek. Daar is bevind dat onderwysers tans nie oor voldoende kennis van assessering beskik nie, en ‘n oppervlakkige kennis van die struktuur, doel en bestuur, asook van die voordele verbonde aan die leerderportefeulje openbaar. Dit blyk ook dat onderwysers relatief min ervaring het in die aanwending van die leerderportefeulje as ‘n assesseringsinstrument. Uit die beskrywing van die resultate is dit duidelik dat die leerderportefeulje as ‘n assesseringsinstrument nie tot sy reg kom nie. Leerderportefeuljes vertoon bloot die beste, finale werkprodukte van die leerders se leer. Dit demonstreer nie die leerders se ontwikkeling en groei oor ‘n gegewe tydperk nie, en die verwagte leeruitkomste word dus nie gerealiseer nie. Uit die studie is dit duidelik dat die benutting van leerderportefeuljes as ‘n alternatiewe assesseringsinstrument in die Suid-Afrikaanse onderwysstelsel noodsaaklik is om leerdergroei en -ontwikkeling te monitor, maar dat dit binne die konteks van hierdie spesifieke studie, nie sy doel bereik nie.

Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: After the dismantling of apartheid in South Africa, the transformation of the entire education system began with a plethora of new policies introduced by the Department of National Education (DNE). Among these, under the title of Curriculum 2005, the DNE introduced an outcomes-based education (OBE) curriculum for schools. Before the planned implementation of OBE in the Senior Phase of the General Education and Training (GET) band, the DNE decided to conduct a pilot programme at the beginning of 1999. The intention of the programme, among others, was to test the practical implementation of the new curriculum policy. However, this programme was aborted by the DNE in March 200 I. There has been no review of the programme since it was suspended. The aim of this study is to document the experiences of educators in an OBE pilot programme in a single school. This study is significant because it sheds light on realities faced by schools with the practical implementation of curriculum policy. The data generated from the study might therefore be useful to the broad education community. The findings of the study suggest that the shift from policy into practice is not a simple process. The educators interviewed in the study indicated that they were faced with many obstacles and challenges such as large class sizes, lack of resources and inadequate training and support that impeded the implementation of OBE. They became "frustrated" and were "relieved" when the programme was aborted. These difficulties suggest that contextual realities need to be considered in the development of curriculum policy. In addition, in order to translate policy into practice key aspects of curriculum, i.e. curriculum development, learning materials and training, must be fully in place and in alignment. The decision to follow an OBE model was made by the DNE with little participation by the broader education community. However, it is apparent that the DNE cannot achieve success on its own. Since OBE is likely to remain with us for a very long time, this study concludes with recommendations for the successful implementation of OBE. The recommendations are made on the assumption that there is a need for full participation of all stakeholders to bridge the 'gaps' between policy-making and policy implementation. / AFRIKAANSE OPSOMMING: Die aftakeling van apartheid in Suid-Afrika het gepaard gegaan met 'n proses van transformasie in die onderwys. Dit het tot die gevolg gehad dat 'n hele aantal beleidsdokumente die lig gesien het, ev.: die Uitkoms- gebaseerde onderwys (UGO) model het in skole onder die vaandel van Kurrikulum 2005 verskyn. Voor die beplande implementering van UGO in die Senior fase van die Algemene Opvoeding en Opleidings (GET) band/ fase, het die Departement van Nasionale Onderwys (DNO) besluit om 'n loodsprogram aan die begin van 1999 in werking te stel. Die doel van die program was, onder andere, om die praktiese implementering van die nuwe kurrikulumbeleid uit te toets. Hierdie program is egter deur die DNO in Maart 2001 beeindig. Tot dusver is die program nie heroorweeg nie. Die doel van hierdie studie is om die ervarings van opvoeders in 'n UGO loodsprogram in 'n enkele skool te dokumenteer. Die studie is betekenisvol aangesien dit lig werp op die werklike uitdagings wat die skole in die gesig staar, met die praktiese implementering van kurrikulumbeleid. Die data wat tydens die studie geproduseer is, mag dus betekenisvol vir die onderwys gemeenskap wees. Die bevindinge van die studie dui daarop dat die proses van transformasie vanaf beleid na praktyk 'n gekompliseerde proses is. Die betrokke opvoeders met wie daar onderhoude gevoer is, het die volgende struikelblokke aangedui: groot getalle leerders in die klas, 'n gebrek aan hulpbronne, en ontoereikende opleiding en ondersteuning met die implementering van UGO. Van die opvoeders was gefrusteerd en was verlig toe die program misluk het. Hierdie uitdagings bring mee dat gekontekstualiseerde werklikhede in ag geneem moet word wanneer kurrikulumbeleid ontwikkel word. Om beleid in praktyk te implementer, vereis dat sleutelaspekte soos kurrikulumontwikkeling, leermateriaal en opleiding ten volle in plek wees. Die besluit om 'n UGO model te implementer was 'n eensydige besluit van die DNO sonder veel deelname van die breë onderwysgemeenskap. Dit is duidelik dat die DNO nie sukses op sy eie kan behaal nie. UGO is tans 'n realiteit wat waarskynlik nog 'n lank- deel van die stelsel gaan wees. Hierdie studie maak aanbevelings wat moontlik tot meer suksesvolle implementering van UGO kan lei. Die aanbevelings berus op die aanname dat daar 'n behoefte is aan ten volle deelname deur alle rolspelers ten einde die gaping tussen beleidsmaking en praktiese implementering te oorbrug.

MEdPsych--Stellenbosch University, 2005. / ENGLISH ABSTRACT: After the apartheid regime of the white minority was dismantled, a new democratically elected government took power for the first time in the history of South Africa. This newly elected government brought new curriculum policies that have completely changed the education system in the country. Among was the Curriculum 2005,which used outcomes based education (OBE) for as the organising principle. The aim of this study is to gain insight in to the experiences of Grade 12 learners who attended a Life Skills programme run by Association for Educational transformation (ASSET). ASSET is a non-governmental organisation that provided supplementary tuition to Grade 11 and 12 learners in the Khayelitsha and Langa Centre. The research methodology was a qualitative case study of Xhosa-speaking boys and girls who were between seventeen and twenty-one years of age. The participants were selected from learners who lived in Khayelitsha and who are attending the Life Skills programme at the centre. The methods used during data collection were interviews, note taking and a literature review. The data analysis was done by using a procedure of content analysis where manageable units of data were coded into categories and themes. These themes and categories were interpreted and matched with the relevant literature. http://scholar.sun.ac.za/ IV The findings of the study suggest that the Life Skills programme run by ASSET helped learners in acquiring life skills that may help them to handle challenges they may face. The learners interviewed for the study indicated that the programme had helped them to deal effectively with challenges such as teenage pregnancy, HIV/AIDS, substance abuse and relationships. In addition, the learners suggested that the programme had expanded their knowledge about careers, tertiary institutions and the field of work. The findings of the study will be used by ASSET for further programme development. / AFRIKAANSE OPSOMMING: Nadat die apartheidsregime van die wit minderheid afgetakel is, het 'n nuutverkose demokratiese regering vir die eerste keer in die geskiedenis van Suid-Afrika die mag oorgeneem. Hierdie nuutverkose regering het nuwe kurrikulumbeleid bepaal wat die onderwysstelsel in die land heeltemal verander het, en onder andere Kurrikulum 2005 en uitkomsgebaseerde onderwys (UGO) vir skole ingesluit het. Hierdie navorsing ondersoek die lewensvaardigheidsprogram vir graad I2-leerders wat deur ASSET by die Khayelitsha Sentrum bedryf word. Die doel van hierdie ondersoek is om insig te kry in die ervaring van graad I2-leerders wat die lewensvaardigheidsprogram van ASSET bygewoon het. Nadat die apartheideidsbewind van die wit minderheidsgroep ontbind is, het 'n nuutverkose demokratiese regering vir die eerste keer in die geskiedenis van Suid-Afrika aan bewind gekom." Die ondersoek is belangrik omdat dit leerders sal help om lewensvaardighede te verwerf wat hulle kan help om vraagstukke wat met MIVNigs, persoonlike probleme, misdaad en geweld, armoede, tienerswangerskap, verhoudings en beroepskeuses verband hou, te hanteer. Die navorsingsmetode was 'n kwalitatiewe gevallestudie met Xhosasprekende seuns en dogters van tussen sewentien en een-en-twintig jaar oud. Die proefpersone is geselekteer uit leerders wat die lewensvaardigheidsprogram by die Sentrum bygewoon het, veral dié wat in Khayelitsha woon, omdat hulle die Sentrum maklik kon bereik. Die metodes wat tydens data-insameling gebruik is, was onderhoude, aantekeninge en literatuuroorsig. Die data-analise is gedoen volgens 'n prosedure van oop kodering waartydens hanteerbare data-eenhede volgens kategorieë en temas gekodeer is. Hierdie temas en kategorieë is geïnterpreteer en met die literatuur vergelyk. Die navorsingsresultate dui daarop dat die lewensvaardigheidsprogram wat deur ASSET bedryf word, leerders gehelp het om lewensvaardighede te verwerf wat hulle kan help om uitdagings te hanteer. Die leerders met wie daar vir die ondersoek onderhoude gevoer is, het aangetoon dat die program hulle gehelp het om uitdagings soos tienerswangerskap, MIV/Vigs, dwelmmisbruik en verhoudings doeltreffend te hanteer. Verder het die leerders aangedui dat die program hulle kennis aangaande beroepe, tersiêre instellings en die wêreld van werk uitgebrei het. Voorstelle met betrekking tot die ondersoek is gemaak.

Thesis (MEdPsyc)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: After the apartheid regime of the white minority was dismantled, a new democratically elected government took power for the first time in the history of South Africa. This newly elected government brought new curriculum policies that have completely changed the education system in the country. Among was the Curriculum 2005,which used outcomes based education (OBE) for as the organising principle. The aim of this study is to gain insight in to the experiences of Grade 12 learners who attended a Life Skills programme run by Association for Educational transformation (ASSET). ASSET is a non-governmental organisation that provided supplementary tuition to Grade 11 and 12 learners in the Khayelitsha and Langa Centre. The research methodology was a qualitative case study of Xhosa-speaking boys and girls who were between seventeen and twenty-one years of age. The participants were selected from learners who lived in Khayelitsha and who are attending the Life Skills programme at the centre. The methods used during data collection were interviews, note taking and a literature review. The data analysis was done by using a procedure of content analysis where manageable units of data were coded into categories and themes. These themes and categories were interpreted and matched with the relevant literature. The findings of the study suggest that the Life Skills programme run by ASSET helped learners in acquiring life skills that may help them to handle challenges they may face. The learners interviewed for the study indicated that the programme had helped them to deal effectively with challenges such as teenage pregnancy, HIV/AIDS, substance abuse and relationships. In addition, the learners suggested that the programme had expanded their knowledge about careers, tertiary institutions and the field of work. The findings of the study will be used by ASSET for further programme development. / AFRIKAANSE OPSOMMING: Nadat die apartheidsregime van die wit minderheid afgetakel is, het 'n nuutverkose demokratiese regering vir die eerste keer in die geskiedenis van Suid-Afrika die mag oorgeneem. Hierdie nuutverkose regering het nuwe kurrikulumbeleid bepaal wat die onderwysstelsel in die land heeltemal verander het, en onder andere Kurrikulum 2005 en uitkomsgebaseerde onderwys (UGO) vir skole ingesluit het. Hierdie navorsing ondersoek die lewensvaardigheidsprogram vir graad I2-leerders wat deur ASSET by die Khayelitsha Sentrum bedryf word. Die doel van hierdie ondersoek is om insig te kry in die ervaring van graad I2-leerders wat die lewensvaardigheidsprogram van ASSET bygewoon het. Nadat die apartheideidsbewind van die wit minderheidsgroep ontbind is, het 'n nuutverkose demokratiese regering vir die eerste keer in die geskiedenis van Suid-Afrika aan bewind gekom." Die ondersoek is belangrik omdat dit leerders sal help om lewensvaardighede te verwerf wat hulle kan help om vraagstukke wat met MIVNigs, persoonlike probleme, misdaad en geweld, armoede, tienerswangerskap, verhoudings en beroepskeuses verband hou, te hanteer. Die navorsingsmetode was 'n kwalitatiewe gevallestudie met Xhosasprekende seuns en dogters van tussen sewentien en een-en-twintig jaar oud. Die proefpersone is geselekteer uit leerders wat die lewensvaardigheidsprogram by die Sentrum bygewoon het, veral dié wat in Khayelitsha woon, omdat hulle die Sentrum maklik kon bereik. Die metodes wat tydens data-insameling gebruik is, was onderhoude, aantekeninge en literatuuroorsig. Die data-analise is gedoen volgens 'n prosedure van oop kodering waartydens hanteerbare data-eenhede volgens kategorieë en temas gekodeer is. Hierdie temas en kategorieë is geïnterpreteer en met die literatuur vergelyk. Die navorsingsresultate dui daarop dat die lewensvaardigheidsprogram wat deur ASSET bedryf word, leerders gehelp het om lewensvaardighede te verwerf wat hulle kan help om uitdagings te hanteer. Die leerders met wie daar vir die ondersoek onderhoude gevoer is, het aangetoon dat die program hulle gehelp het om uitdagings soos tienerswangerskap, MIV/Vigs, dwelmmisbruik en verhoudings doeltreffend te hanteer. Verder het die leerders aangedui dat die program hulle kennis aangaande beroepe, tersiêre instellings en die wêreld van werk uitgebrei het. Voorstelle met betrekking tot die ondersoek is gemaak.

Thesis (PhD)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The recent introduction of the outcomes-based curriculum for the learning field language, literacy and communication has revealed a number of essential areas of research in African languages that urgently need to be addressed if this curriculum for African Languages is to be successfully implemented with the necessary theoretical basis as support. This dissertation addresses one such research issue, the genre-based approach to Xitsonga texts within the broad field of language and literacy. This study wil] first explore different models of writing approaches that relate to the analytic approach to genre literacy, including the traditional progressivist approach, the Bereiter and Scardamalia approach, and Grabe and Kaplan's (1996) model. It will be argued that Grabe and Kaplan's model is suitable as a framework for teaching writing, because it incorporates the ethnography of writing which entails that a detailed analysis of texts should address the following questions: who writes what to whom, for what purpose, why, when and how? The use of the ethnography of writing in the analysis of texts according to Grabe and Kaplan's model also explores factors such as the communicative purpose, the culture and the community in which the text is produced. This is investigated through the text-linguistic analysis of the nine Xitsonga written speeches where the speech genre has an identifiable format including an introduction, middle and ending. This study also explores the relationship between the ethnography of writing, the Grabe and Kaplan's theory of text construction, the learning outcomes 4 and 5 of grades 7, 8 and 9 and their related assessment standards. Attention is given to prescribed texts and the taxonomy of academic writing skills, knowledge bases and processes, using some of the nine Xitsonga written speeches for illustrative purposes. This study explores questions of how Grabe and Kaplan's model can be effectively employed in the analysis of texts within the framework of Curriculum 2005 in the teaching of language. This study further focuses on the teaching of Xitsonga as a language subject within a multilingual education system. It is argued that in order to develop Xitsonga terminology for teaching content subjects, resources must be put in place, both materially and financially. It will be argued that Xitsonga should be taught as a language subject and . used as a medium of instruction in content subjects in conjunction with English across the curriculum within a bilingual education policy in order to enhance teaching and learning. Learners who have Xitsonga as first language will be able to apply the writing skills acquired in the teaching of writing of Xitsonga as a language subject in their learning across the curriculum. / AFRIKAANSE OPSOMMING: Die resente invoer van die uitkoms-gebaseerde kurrikulum vir die leerarea tale, geletterdheid en kommunikasie het 'n aantal areas van noodsaaklike navorsing in die Afrikatale aan die lig gebring wat dringend aangespreek moet word om hierdie kurrikulum suksesvol te implementeer vir die Afrikatale. Hierdie proefskrif ondersoek een van hierdie navorsingsvraagstukke, naamlik die genre-gebaseerde benadering tot die analise van Xitsonga tekste binne die bree veld van taal en geletterdheid. Die studie sal eers 'n ondersoek doen van verskillende modelle van skryfbenaderings wat verband hou met die analitiese benaderings tot genre geletterdheid, insluitende die tradisionele progressivistiese benadering, Die Bereiter en Scardamalia benadering, en Grabe en Kaplan (1996) se model. Daar sal aangevoer word dat Grabe en Kaplan se benadering 'n toepaslike raamwerk vir skryfonderrig is, aangesien dit die etnografie van skryf inkorporeer, wat meebring dat 'n gedetailleerde analise van tekste die volgende vrae moet aanspreek: Wie skryf wat aan wie vir watter doel, waarom, wanneer en hoe? Die gebruik van die etnografie van skryf in die analise van Xitsonga tekste volgens Grabe en Kaplan se model ondersoek ook faktore soos die kommunikatiewe doelstelling, kultuur en die gemeenskap waarin die teks geproduseer word. Hierdie vrae word ondersoek deur die analise van nege geskrewe toesprake in Xitsonga, waar die toespraak genre 'n identifiseerbare formaat het, insluitende 'n inleiding, 'n middel en 'n slot. Die studie ondersoek ook die verband tussen die etnografie van skryf, die Grabe en Kaplan teorie van tekskonstruksie, die leeruitkomste 4 en 5 van Graad 7, 8 en 9, en hulle verwante assesseringsstandaarde. Aandag word gegee aan voorgeskrewe tekste en die taksonomie van skryfvaardighede, kennis basisse en prosesse, met verwysing na die nege geskrewe tekste in Xitsonga. Die studie ondersoek vrae oor hoe Grabe en Kaplan se model effektief ingespan kan word in die analise van tekste binne die raamwerk van kurrikulum 2005 in die onderrig van taal. Die studie fokus voorts op die onderrig van Xitsonga as 'n taalvak binne 'n meertalige opvoedkundige stelsel. Daar word aangevoer dat ten einde Xitsonga terminologie te ontwikkel vir die onderrig van inhoudsvakke, moet die nodige hulpbronne daarvoor voorsien word. Daar word ook aangevoer dat Xitsonga as 'n taalvak in die onderrig van inhoudsvakke, in samehang met Engels vir laasgenoemde, oor die kurrikulum ten einde leer en onderrig te bevorder. Leerders wat Xitsonga as 'n eerste taal het, sal in staat wees om die skryfvaardighede wat hulle verwerf her in die onderrig van skryf in Xitsonga as 'n taalvak in hulle leer oar die kurrikulum.

The quest for change in the new South Africa on political , economical and social frontiers were primarily directed at entrance into the global markets, establishing democracy and leveling the playing fields amongst South Africa&rsquo / s diverse population. Those previously disenfranchised on political, economical and social grounds waited in anticipation on the rewards for their participation in the struggle against the discriminative minority regime of the past. These rewards would be in the form of radical policy changes sometimes far removed from the realities of the ordinary citizen. These reforms especially those on the educational level would prove to be flawed with constraints not anticipated by these policy developers as well as the government of the day. The educational transformation process was thus deemed as significant in order to address equity and equality and in so doing also provide skilled citizens which are able to be globally competitive.<br /> <br /> These educational changes in terms of schools were externalised in the form of Curriculum 2005 and Outcomes-based Education. Curriculum 2005 was viewed as a planned framework (process) of curriculum innovation underpinned by factors such as redress, access, equity and development. Outcomes-based Education in turn was the approach focusing on what is learned and how learning is taken place. This study will focus on Curriculum 2005 and OBE as education transformation tools and to what extent grade 7 teachers as implementers and modifiers understand and practice C2005 and OBE in their respective classrooms. One of the biggest problems facing the educational transformation process is the fact that there exists a gap between theory (policy) and practice (implementation). This gap can be attributed to different factors present in the historical disadvantaged school context in South Africa.<br /> <br /> This study will follow a qualitative approach which is directed at an inquiry process of understanding based on a distinct methodological approach. Data- gathering tools such as direct observation, structured interviews and questionnaires will be used. The research was primarily conducted in historically disadvantaged schools in the Metropole-east circuit of the Western Cape Educational Department. The sample was made up of schools in Macassar, Firgrove, Somerset-West, Strand, Temperance Town and Sir Lowry&rsquo / s Pass.

The study aimed to investigate the status and practice of life orientation in South African schools. Life orientation is a quintessential new learning area, introduced as part of curriculum transformation in South Africa, and is intented to equip learners with the knowledge, skills, values and attitudes for successful living and learning. Preliminary observations suggested that life orientation has not been optimally implemented in schools, and the low status legacy of life orientation's constituents added further impetus to the rationale for the study.

M.Ed. / GENERAL AIM To investigate the components of teacher competence and how these aspects can be managed to enhance teacher effectiveness. GROUP AIM To investigate the components of effectiveness and how this can enhance teacher competence. SPECIFIC AIM Determine the contribution of curriculum interpretation towards improving effectiveness in the teaching and learning situation; To obtain teacher opinion as to the extent that curriculum interpretation enhances effectiveness; and Devise a possible strategy whereby curriculum interpretation support effectiveness and enhance teacher competence.