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)

South African educators have experienced problems understanding and implementing various previous curriculum policies such as Curriculum 2005 and the Revised National Curriculum Statement. These problems have made it necessary for the Department of Basic Education (DBE) to introduce the national Curriculum and Assessment Policy Statements (CAPS) in 2012. CAPS was intended to improve teaching and learning, but as with the implementation of any new curriculum it implies the following: The need for educator training; Need for new resources; Change in policy; An increased workload. This qualitative study which was conducted at a primary school in the Imfolozi Circuit aimed to determine how CAPS is implemented and its implications on teaching and learning. Data collected from focus group interviews and document analysis revealed that while educators welcomed the introduction of CAPS for its clarity, structure, clear guidelines and time frames however they experienced challenges related to the quality and the amount of training, inadequate resources, increased workload and the impact of rapid pace of the curriculum on teaching and learning. Based on these results recommendations are made for the improvement of the implementation of CAPS. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The study serves to explore teachers’ enactment of the Curriculum and Assessment Policy Statement (CAPS) in selected Free State Province schools. The data was collected by means of semi-structured individual interviews. The respondents were grade 11 teachers whose schools were chosen by the researcher because all the respondents had undergone a week long CAPS training. The study adopted a qualitative approach therefore a purposive non-probability sampling strategy was used to select the sample. The collected data from the respondents was analysed qualitatively and recommendations based on the research findings were made. In a nutshell, the teachers’ enactment of CAPS still remains a tall order for the South African teacher but with sufficient support and encouragement to the teacher from all stakeholders it can become a success story. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Thesis (MA)--University of Stellenbosch, 2005. / This study concerns the genre analysis of five texts (articles) in isiXhosa from Bona Magazine using genre theoretic approach. / ENGLISH ABSTRACT: This study concerns the genre analysis of five texts (articles) in isiXhosa from Bona Magazine using genre theoretic approach. They all analyse genre of social community leaders using the theory of Grabe & Kaplan. (1996) All five articles re attached as appendices at the end of this assignment. The chapters 2 and 3 present an overview of different views expressed by different linguistics and researchers in relation to the genre theoretic approach and how these theories are applied in analyses. The views of Bhatia (1993) are also used in that he promotes the use of language in text when people communicate either in written or verbal format. Bhatia emphasizes the use of text linguistic properties and insights in the culture of participants to ensure that communication purpose is reached. Among other things, he invokes text structure, lexical choices, cohesion and coherence of text, content and theme are analyzed. This study investigates the social cognitive and linguistic choices and how they influence writing and reading. The purpose and meaning of the text is depicted as very important in the analysis of written text. (Bhatia; 1993) The first part of chapter 4 deals with the theory of Grabe & Kaplan (1996), which emphasizes the use of ethnography of writing. The ethnography of writing according to Grabe & Kaplan (1996) entails the answers to the following basic questions: Who is writing? To whom? For what purpose? Why? When? And how? The answers to these questions are to be formed in the analysis of the articles on Grabe & Kaplan's views on the relationship between ethnography of writing and lexicon of writing skills are also analyzed. The study also includes Halliday's (1984) views. Educating children in their home language environment makes them to learn better as they write in their own language and about the things they know. Lastly there is a short discussion about the relationship between the new genre approach and Outcomes-Based Education. (OBE) The similarities they share in connection with aims, goals and purposes as language teaching approached are touched upon. / AFRIKAANSE OPSOMMING: Hierdie studie hou verband met die genre analise van vyf tekste (artikels) in Xhosa uit die Bona tydskrif. Die analises handel oor die genre van sosiale gemeenskapsleiers binne die raamwerk van Grabe en Kaplan (1996). AI vyf die artikels is in In Appendix aangeheg aan die einde van hierdie werkstuk. Hoofstukke 2 en 3 bied In oorsig aan van verskillende sieninge van linguiste t.o.v. die genre-teoretiese benadering en die aanwending van die teoretiese uitgangspunte in analises van tekste. Die sieninge van Bhatia (1993) word ook ingespan m.b.t. die kommunikasie tussen mense. Bhatia wend tekslinguistiese eienskappe aan asook sosiale en kulturele insigte in die ondersoek van hoe kommunikatiewe doelstelling bereik word. Hy gebruik o.a. tekslinguistiese kenmerke, leksikale keuses, kohesie en koherensie, en tematiese realiserings in die teks. Die doelstelling van die teks is uiters belangrik volgens die betekenis wat Bhatia in die teks ondersoek. Die eerste gedeelte van hoofstuk 4 handel oor Grabe en Kaplan (1996) se model van tekskonstruksie en die etnografie van skryf. Die onderrig van leerders is beter as hulle in hulle huistaal skryf en leer. Die studie beskou die onderliggende uitgangspunte van Kurrikulum 2005 m.b.t. die genre benadering tot die onderrig van Xhosa / ISICATSHULWA Olu fundo luphanda ngohlalutyo ngohlobo Iwejenri kumabali esiXhosa afumaneka kwimagazini iBona kusetyenziswa ulwimi IwesiXhosa. La ngamabali amahlanu angeenkokheli zoluntu, nazakuhlalutywa ngokweembono zikaGrabe noKaplan (1996). Kuqalwe ngokushwankathela iinkcazo zohlobo Iwejenri, neembono zabaphononongi neengcali ezahlukeneyo malunga nolu hlobo lutsha lokuhlalutya. Kucaciswa imbono kaBhatia (1993) mlunga nokuphononongwa kwendlela yokusetyenziswa kolwimi xa kunxityelelwana, kwiitekisi ezithethwayo nezibhaliweyo. Oku kucaciswa ngokupheleleyo xa kuhlalutywa la mabali mahlanu angenkokheli zolunu. Phakathi kwezinto ezijongwayo xa kuhlalutywa nobhalo Iwamabali; lulwakhiwo Iweetekisi, ngumxholo, lukhetho Iwamagama, lunamathelwano nonxulumano. Kwakhona indlela umbhali ayiphuhlisa ngayo intsingiselo yetekisi yakhe ukuze injongo yakhe izaliseke. Indlela ezisetyenziswa ngayo iimpawu eziziparametha eziyimbono ka Grabe noKaplan (1996) xa kuhlalutywa la mabali angenkokheli zoluntu. Xa kuthethwa ngezi mpawu, kuxelwa ukuphendulwa kwemibuzo yobhalo ethi; ngubani umbhali? Ubhala ntoni? Ubhalela bani? Yintoni injongo yakhe? Kutheni ebhala nje? Ezi mpawu azaneli knceda umbhali ukuba abhale kakuhle koko zinceda nomfundi ukuba ahlalutye kakhuhle okubhaliweyo. Kwakhona imbono kaHaliday ethi xa kusetyenziswa ulwimi makusetyenziswe izinto nemizekelo engentlalo nenkcubeko yabantu. Lilonke yena ugxininisa ukufakwa kwenkcubeko kwimfundo yabantwana. Uyixhasa lembono yakhe ngokuthi abafundi baqonda lula xa befunda ngolwimi Iwabo nange nkcubeko yabo nangezinto ezibangqongileyo. Le mbono iyahambelana nokufundisa ngohlobo Iwejenri yona imkhululayo umntwana ukuba azifundele ngokwengqondo angadityaniswa nomnye. Kwakhona kolu fundo kuthelekiswe uhlobo Iwejenri nohlobo olusetyenziswayo kwizikolo zethu olujonge iziphumo uhlobo Iwe O. B. E. Kujongwa nendlela ezinxulumene ngayo, ngenxa yokufana kweenjongo zazo kwaneziphumo kubantwana abafundiswayo kusetyenziswa zona.

Dissertation (PhD)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: In terms of the latest education legislation, there is a shift of emphasis in the approach to teaching. In particular, there is a move from contents-based learning to outcomes-based learning. It has been shown that technical education is becoming more and more expensive. Manual skills and the teaching of these at school is therefore still of cardinal importance. In the technical school the learner receives specialised training. Following the successful completion of the Senior Certificate examinations, the learner receives a matric certificate. This certificate does not give an indication of specific skills, however. If the learner could receive some accreditation for the skills which he/she has already mastered, it would count in his/her favour. The purpose of this study is to investigate the degree to which the learner can transfer his/her acquired technical knowledge and skills to other training institutions or employers in the form of credits. In the first chapter, the historical background of an outcomes-based learning approach in South Africa, as well as the implications of legislation for technical high schools is researched. A number of necessary concepts are also explained in this chapter. In chapter two, the structure of a modular approach in technical education is looked at in more detail. Different types of modules, the advantages and disadvantages of a modular system, as well as different models for modular curriculum design is discussed. The already tested competence-based modular approach, as well as the newly proposed outcomes-based learning approach is discussed in detail in chapter three. Since it is the competence-based modular approach which is largely used in technical education, it is important to investiqate the shift to an outcomesbased approach in technical education. In the fourth chapter, specific modular points of intersection between the training of apprentices and secondary school education are looked at. The feasibility of acquiring credits in the technical high school is discussed on the basis of an empirical study in chapter five. The possible applications of the implementation of an outcomes-based learning approach in technical high schools are set out in chapter six and the findings of this research are summarised in chapter seven. The subject of this research is currently very topical and if the findings contained therein are applied in practice, many of the modern challenges faced by the education system could be addressed. Learners should receive education and training which prepare them practically for their roles as citizens, while also enabling them to enter the job market or create work for themselves. The importance of an education system which continually determines the needs of both the national and international markets, investigates technological and other relevant tendencies and develops current curriculums in such a way that learners will always be competitive cannot be emphasised enough. An outcomes-based approach places much less emphasis on content-based syllabuses and merely exposes learners to balanced learning programmes in which the acquisition of relevant knowledge, skills, attitudes and values carries equal weight. Because of the changes in education and training, the teaching approach in the technical high school is extremely important. To some degree, technical education is already specialised education. Although learning takes place at school, the acquired knowledge is not currently transferable to other training institutions in the form of credits. This situation is contradictory to the National Qualifications Framework, in which an outcomes-based approach to education is proposed. / AFRIKAANSE OPSOMMING: Volgens die nuutste onderwyswetgewing is daar in die onderwys 'n klemverskuiwing ten opsigte van onderrigbenadering. Daar word vanaf 'n inhoudsgerigte na 'n uitkomsgebaseerde onderrigbenadering beweeg. Afdoende bewyse bestaan dat tegniese opleiding al hoe duurder raak. Die noodsaaklikheid van die ontwikkeling van handvaardighede daarin op skool is daarom steeds van kardinale belang. In die tegniese skoolontvang die leerder bepaalde gespesialiseerde opleiding. Na die suksesvolle aflegging van die Senior Sertifikaateksamen, ontvang die leerder 'n matrieksertifikaat. Hierdie sertifikaat dui egter nie spesifieke bevoegdhede aan nie. Indien die leerder krediet sou kon ontvang vir die bevoegdhede wat hy/sy reeds suksesvol bemeester het, sou dit in sy/haar guns tel. Die doel van hierdie studie is 'n ondersoek na die mate waarin die leerder sy/haar verworwe tegniese kennis en vaardighede na ander opleidingsinstansies of werkverskaffers kan oordra in die vorm van krediete. In die eerste hoofstuk word die historiese agtergrond van 'n uitkomsgebaseerde onderrigbenadering in Suid-Afrika nagevors, asook die implikasies van wetgewing vir tegniese hoërskole nagegaan. Bepaalde tersaaklike begrippe word ook in hierdie hoofstuk verduidelik. In hoofstuk twee word die struktuur van 'n modulêre benadering binne tegniese onderwys van nader beskou. Verskillende soorte modules, die voor- en nadele van 'n modulêre stelsel, asook verskeie modelle vir 'n modulêre kurrikulumontwerp, word bespreek. Die reeds beproefde bevoegdheidsgebaseerde modulêre benadering asook die nuutvoorgestelde uitkomsgebaseerde onderrigbenadering, word breedvoerig in hoofstuk drie bespreek. Aangesien hoofsaaklik die bevoegdheidsgebaseerde modulêre benadering in tegniese onderwys toegepas word, is dit belangrik om die noodsaaklikheid van 'n klemverskuiwing na 'n uitkomsgebaseerde benadering in tegniese onderwys te ondersoek. In die vierde hoofstuk word daar spesifiek gekyk na bepaalde modulêre raakpunte tussen vakleerlingopleiding en sekondêreskoolopleiding. Die haalbaarheid van kredietverwerwing in die tegniese hoërskool word in hoofstuk vyf na aanleiding van 'n empiriese ondersoek bespreek. Die toepassingsmoontlikhede vir die implementering van 'n uitkomsgebaseerde onderrigbenadering in die tegniese hoërskool word daarna in hoofstuk ses uiteengesit en die bevindinge van die navorsing in hoofstuk sewe saamgevat. Die onderwerp van hierdie navorsing is tans baie aktueel en indien die bevindinge daarin vervat in die praktyk toegepas sou word, sal heelwat van die moderne uitdagings wat aan die onderwys gestel word, aangespreek word. Leerders behoort onderwys en opleiding te ontvang wat hulle prakties op hul rolle as landsburgers voorberei en hulle ook bekwaam maak om tot die arbeidsmark toe te tree of vir hulleself werk te skep. Die belangrikheid van 'n onderrigstelsel wat voortdurend behoeftes in nasionale en internasionale markte bepaal, tegnologiese en ander relevante tendense naspeur en huidige kurrikulums só ontwikkel dat leerders altyd kompeterend is, kan nie genoeg beklemtoon word nie. 'n Uitkomsgebaseerde benadering plaas minder klem op inhoudsgebaseerde sillabusse en stel leerders bloot aan gebalanseerde leerprogramme waarin die verwerwing van relevante kennis, vaardighede, houdings en waardes ewe veel gewig dra. As gevolg van die klemverskuiwings in onderwys en opleiding is die leerbenadering wat in die tegniese hoërskool gevolg word van kardinale belang. Tegniese onderrig is in 'n sekere mate reeds gespesialiseerde onderrig. Alhoewel leer op skool plaasgevind het, is die verworwe kennis tans nie oordraagbaar na ander opleidingsinstansies in die vorm van krediete vir die leerders nie. Hierdie situasie is in stryd met die bedoeling van die Nasionale Kwalifikasieraamwerk wat 'n uitkomsgebaseerde onderwysbenadering voorstaan

Thesis (MPhil)--University of Stellenbosch, 2006. / ENGLISH ABSTRACT: The Forensic Science Laboratory (FSL) is a component of the South African Police Service (SAPS). The Questioned Document Unit (QDU) is a section within the FSL. It has been practice in the QDU to recruit members of the SAPS for training as Questioned Document Examiners within the FSL. Although the SAPS has a policy on education, training and development, it is not applied. Even after the establishment of the South African Qualifications Authority (SAQA) and the National Qualifications Framework (NQF), the QDU and the rest of the FSL continued their training practices at the workplace outside the outcomes-based paradigm. As part of standard practice, the FSL has taken content experts (forensic analysts) and turned them into trainers. These forensic experts had no training qualifications and little or no facilitation skills. Their knowledge of outcomes-based education (OBE) and adult learning was also either inadequate or non-existent. This shortcoming has influenced the quality of learning in this environment. In 2004 the Forensic Science Laboratory began to give some members an opportunity to be trained as trainers, assessors and moderators of learning. However, this has been a disjointed effort. Generally, learners have had to endure a frustrating period of more than four years of internal training before being certified as competent to act as examiners. Before 1994 the QDU employed mostly white personnel as examiners. Most black personnel still occupy the lower salary levels amongst examiners. There are no black trainers. At present (2006) in the FSL, the tendency is that white personnel hold senior positions and black personnel are juniors. There is covert racial tension among the members. In the QDU, the training manager has always been a trainer as well. In the training environment at the QDU there have been obvious problems, namely – 􀂾���������� poor practice of OBE and adult learning; 􀂾���������� relationship problems between trainer and learners; 􀂾���������� distrust and a lack of communication and dialogue between trainer and learners; and 􀂾���������� underlying racial tension. The action research process on which we (the learners, training manager and I) embarked was aimed at – 􀂾���������� opening dialogue/communication between the training manager and learners; 􀂾���������� increasing learner participation in the process; and 􀂾���������� providing the opportunity for both the learners and the training manager to increase their knowledge of adult learning and OBE. We hoped that by making the entire action research process transparent we could create a platform for the learners and the training manager to build relationships in order to bring about an improvement in learning practice. We used an action research process that included participation by both the learners and the training manager. Change occurs within the action component of the action research process, while the research component is meant to generate knowledge. We used a cyclic method that entailed stages of planning, action, observation and reflection. Continuity was achieved by the reflection stage of one cycle informing the planning stage of the next. The action research process used in this setting has supported the existing theory and assumptions that adult learners want to participate, be involved in decision-making, and learn by doing. It has also shown that they are critically aware. The learning practice at the QDU has improved. The action research process that took place at the unit can serve as a powerful case study for trainers who endeavour to improve practice in other environments. / AFRIKAANSE OPSOMMING: Die Forensiesewetenskapslaboratorium (FWL) is 'n komponent van die Suid-Afrikaanse Polisiediens (SAPD), terwyl die Betwistedokumente-Eenheid (BDE) ʼn afdeling binne die FWL is. Sedert die stigting van die BDE was dit algemene praktyk om lede van die SAPD te werf en hulle binne die FWL as eksaminatore van die BDE op te lei. Alhoewel die SAPD ʼn beleid het ten opsigte van onderwys, opleiding en ontwikkeling, word dit nie toegepas nie. Selfs ná die totstandkoming van die Suid-Afrikaanse Kwalifikasieowerheid (SAKO) en die Nasionale Kwalifikasieraamwerk (NKR), het die BDE en die res van die FWL hul werkgebaseerde opleidingspraktyke buite die paradigma van uitkomsgebaseerde onderwys voortgesit. Die FWL het tot dusver forensiese skeikundiges in opleiers omskep. Hulle het geen kwalifikasies in opleiding gehad nie en hul kennis van uitkomsgebaseerde onderwys (UGO) en volwasseneleer, asook hulle fasiliteringsvaardighede, was onvoldoende. In sommige gevalle het dit geheel en al ontbreek. Hierdie tekortkoming het ʼn nadelige invloed op die gehalte van leer gehad. Onlangs (2004) het die FWL begin om sommige polisielede die geleentheid te bied om as opleiers, assessors en moderators van leer opgelei te word, maar hierdie pogings is nog nooit behoorlik gestruktureer nie. Binne die huidige opset is daar leerders wat meer as vier jaar interne opleiding moes ondergaan voor hulle as bevoeg gesertifiseer is om as opleiers op te tree. Die BDE het in die verlede meesal wit personeel in diens geneem as eksaminatore. Die meeste van die swart eksaminatore in die BDE is op die laer salarisvlakke, en daar is geen swart opleiers nie. Tans (2006) is daar hoofsaaklik wit personeel in die seniorposte in die FWL, met die swart personeel meesal in juniorposte. Daar is onderliggende rassespanning onder die lede. In die BDE was die opleidingsbestuurder nog altyd ook ʼn opleier. Die volgende probleme is in die opleidingsomgewing van die BDE geïdentifiseer: 􀂾��������� swak praktyk t.o.v. UGO en volwasseneleer; 􀂾��������� troebel verhoudings tussen die opleier en die leerders; 􀂾��������� wantroue en gebrekkige kommunikasie en dialoog tussen die opleier en die leerders; en 􀂾��������� onderliggende rassespanning. Die aksienavorsingsproses wat ons (ek, die leerders en die opleidingsbestuurder) aangepak het was daarop gemik om – 􀂾��������� dialoog/kommunikasie tussen die opleidingsbestuurder en die leerders te vestig; 􀂾��������� leerderdeelname in die proses te verhoog; en 􀂾��������� vir beide die leerders en die opleidingsbestuurder die geleentheid te bied om hul kennis van volwasseneleer en UGO uit te brei. Deur die hele aksienavorsingsproses deursigtig te maak, het ons gehoop om vir alle rolspelers ʼn geleentheid te skep om verhoudinge te bou ten einde ʼn verbetering in die leerpraktyk teweeg te bring. ʼn Aksienavorsingsproses is aangewend wat deelname deur beide die leerders en die opleidingsbestuurder ingesluit het. In aksienavorsing vind verandering binne die aksiekomponent van die proses plaas, terwyl die navorsingskomponent daarop gemik is om kennis vir die deelnemers – en as deel van die proses self – te genereer. Ons het ʼn sikliese metode gebruik wat beplanning, handeling, waarneming en refleksie behels het. Kontinuïteit is verseker deurdat die refleksiestadium van een siklus die basis gelê het vir die beplanningstadium van die volgende. Die aksienavorsingsproses wat in hierdie opset gebruik is, het die bestaande teorie en aannames ondersteun dat volwasse leerders wil deelneem, dat hulle by besluitneming betrokke wil wees, dat hulle wil leer deur te doen, en dat daar ‘n groter kritiese bewussyn is. Die leerpraktyk aan die BDE het verbeter. Die aksienavorsingsproses aan die BDE kan ʼn betekenisvolle gevallestudie wees vir diegene wat poog om hul praktyk in ander omgewings te verbeter.

Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2006. / This study is centered on the perception of Foundation Phase educators in the Nzhelele West Circuit in the province of Limpopo of Curriculum 2005. The implementation of Curriculum 2005 created much uncertainty among these teachers. The study took the form of a survey of published and unpublished sources, questionnaires, interviews and observations. Respondents were made up of stakeholders affected by the introduction of the new curriculum. Recommendations have been made about how the new curriculum should have been planned, developed and implemented to make foundation phase educators feel confident and able to help in the interpretation and implementation of the curriculum so as to help achieve the developmental goals of the South African Education System.

Thesis (MPhil)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: In 1997, the South African Qualifications Authority (SAQA) published its guidelines 'to provide for the development and implementation of a National Qualifications Framework (NQF)' (Government Gazette 1997:35). This framework was to pave the way for compelling transformation in the education sector. One of the key features of the framework would be a directive that a series of competencies, or generic skills, that SAQA termed its 'critical cross-field outcomes' would have to be incorporated into the design of all programmes of learning. The publication of the guidelines sparked considerable debate; a debate that, in the five years since 1997, does not appear to have been resolved. As higher education institutions prepare for the 2003 submission of programmes to SAQA for registration, the importance of swift and meaningful intervention is self-evident. This report gives an account of a study undertaken to allow for the critical analysis of generic learning outcomes, or specifically SAQA's critical outcomes, as they present themselves in a technikon diploma programme. While the initial impetus in terms of the skills debate may appear to have arisen as a result of national imperatives, the overview of the literature pointed to international precedents, particularly when the issue of generic skills was contextualised against the background of the changing higher education landscape. Thus empirical research was conducted at the Cape Technikon using the National Diploma in Human Resources Management, its academic staff and its second-year student group, as its focus. The qualitative data, generated via multiple techniques including document analysis, interviewing, and a survey, provided a wealth of information and in-depth insight into the perceptions and attitudes of the respondents. The researcher endeavoured to maintain a practical focus throughout the study and sought to interpret and critique existing practice against best practice as described in the literature. The findings highlighted numerous issues relating to the integration of generic learning outcomes into programmes of learning. Key among these were the apparent lack of clarity and guidance among students and staff about the meaning of, and envisaged role for, the generic learning or critical outcomes; the fact that many in the technikon sector are already employing those teaching and learning strategies that are deemed appropriate when following an outcomes-based approach; that the changing student profile has had a direct impact on what happens in the classroom; and that assessment systems and practices appear to be the main barriers to the effective development of generic skills. In response, this study recommends that a structured, holistic, process approach be implemented at those institutions that are serious about integrating SAQA's critical outcomes into their programmes of learning. While such an approach would require institutional support and guidance, as well as an overall commitment to staff development, it is the contention of the researcher that the technikon sector, by virtue of its career-oriented focus and the design of its programmes, is ideally positioned to embrace the SAQA challenge successfully. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse Kwalifikasieowerheid (SAKO) het in 1997 riglyne gepubliseer wat voorsiening maak vir die ontwikkeling en implementering van 'n Nasionale Kwalifikasieraamwerk (NKR). Hierdie raamwerk sou die weg baan vir ingrypende veranderinge in die onderwys. Een van die sleuteleienskappe van hierdie raamwerk was die opdrag dat 'n reeks bevoegdhede, of generiese vaardighede, wat deur SAKO as sy 'kritiese uitkomstes' beskryf is, in die opstel van alle leerprogramme ingesluit moes word. Die publikasie van die riglyne het 'n aansienlike debat ontketen; 'n debat wat in die vyf jaar sedert 1997 oënskynlik nog nie tot 'n einde gekom het nie. Aangesien hoëronderwysinstellings hul voorleggings vir 2003 aan SAKO vir registrasie nou reeds begin voorberei, is die noodsaaklikheid van 'n vinnige en betekenisvolle besluit hieroor voor die hand liggend. Hierdie verslag gee 'n uiteensetting van navorsing wat gedoen is om 'n kritiese analise van generiese leeruitkomstes, of spesifiek die kritiese uitkomstes van SAKO, soos toegepas in die diplomaprogram van 'n tegnikon, te beskryf. Alhoewel dit aanvanklik mag gelyk het asof die debat oor vaardighede sy ontstaan aan 'n nasionale opdrag te danke gehad het, het 'n oorsig van die literatuur daarop gedui dat internasionale presedente ook daartoe aanleiding gegee het, veral in gevalle waar vrae betreffende die generiese leeruitkomstes teen die agtergrond van 'n veranderende hoëronderwyslandskap beskou is. Empiriese navorsing is aan die Kaapse Tegnikon onderneem met die Nasionale Diploma in Menslike Hulpbronnebestuur, sy akademiese personeel en tweedejaarstudente, as fokuspunt. Kwalitatiewe data is deur die gebruik van verskeie tegnieke gegenereer wat dokumentêre analise, onderhoudvoering en 'n vraelysopname insluit. Hierdie data het 'n bron van inligting oor, en insae, tot, die persepsies en houdings van die respondente verskaf. Die navorser het deurgaans gepoog om 'n praktiese fokus tydens die studie te behou en om die huidige praktyk te interpreteer en te beoordeel teenoor dit wat as suksesvol in die literatuur bestempel is. Die bevindinge het verskeie aspekte ten opsigte van die insluiting van generiese leeruitkomstes binne leerprogramme na vore gebring. Van die belangrikste aspekte is die klaarblyklike gebrek aan duidelikheid en leiding, onder sowel studente as akademiese personeel, oor die betekenis van, en beoogde rol vir die kritiese of generiese leeruitkomstes; die feit dat vele akademici in die tegnikonsektor reeds gebruik maak van die onderrig- en leerstrategieë wat as toepaslik vir uitkomsgebaseerde onderrig beskou word; dat die veranderende studenteprofiel 'n direkte impak gehad het op dit wat in die klaskamer gebeur; en dat assesseringspraktyke en -metodes tans die grootste remskoen in die effektiewe ontwikkeling van generiese vaardighede blyk te wees. In antwoord hierop beveel hierdie studie die implementering van 'n gestruktureerde, holistiese, prosesbenadering by die instellings aan wat erns maak met die insluiting van SAKO se kritiese uitkomstes in hul leerprogramme. Alhoewel so 'n benadering ondersteuning en leiding van die instellings, asook 'n algemene verbintenis tot personeelontwikkeling, sal vereis, is dit die navorser se oortuiging dat die tegnikonsektor, as gevolg van sy loopbaangerigte fokus en die inhoud van sy programme, ideaal geposisioneer is om die SAKO-uitdaging suksesvol die hoof te bied.

Thesis (MEd)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: The political and social changes that occurred after 1994 in South Africa, inevitably led to the emergence of a new educational era. Life Orientation (LO) was introduced as a new learning area within the Revised National Curriculum Statement (RNCS) and seeks to preventatively empower learners to take up their legitimate place as citizens within the national and international society (DoE, 2003:2). LO cannot only be liable for the holistic development of individual learners. The community in which learners grow up are faced with unique challenges that will inescapably influence their development. I highlight the influence of “Ubuntu” and “Ukama” on the process of becoming of each individual and therefore use the ecosystemic perspective as a theoretical framework for this study. I reflect on my own experiences within the LO classroom that led to the creation of fictional characters and case studies as a teaching strategy. In this study I distinguish between case study as a teaching strategy and a research methodology. I determine the lived experiences of Grade 8 learners in a secondary school where this teaching strategy was used within the LO classroom. A case study as research methodology is used where qualitative data was produced through personal documentation. A random sample of ten participants from the case study is used to obtain a thorough understanding of their lived experiences. Qualitative data was further produced by twenty individual and two focus group interviews with the sample group. I used the constant comparative method to ensure that I identify the units of meaning and discuss the findings on the basis of three categories. First, the data indicated that the participants found guidance through the case studies of the characters. Secondly, it appeared that the experiences of the characters influenced the participants’ decision making processes. Thirdly, the data indicated that participants used this teaching strategy as a platform to voice their own personal emotions and experiences. On the basis of Gilles Deleuze (in Wallin, 2010) and Magdeleine Grumet (1981) this study emphasizes the potential role that an evolving, active form of curriculum can play in the becoming processes of each individual learner and teacher. I conclude by recommending that uniqueness and diversity must be encouraged within the classroom to ensure that curriculum will not be a homogeneous policy document, but that it will be active and developmental in nature. I use the work of Wallin (2010), Sutton and Martin-Jones (2008) and Grumet (1981) to offer new insights about the pedagogical making process within the South African context. / AFRIKAANSE OPSOMMING: Die politiese en sosiale veranderinge wat na 1994 binne Suid-Afrika plaasgevind het, het onvermydelik gelei tot die ontstaan van ʼn nuwe opvoedkundige era. Lewensoriëntering (LO) was as ʼn nuwe leerarea binne die Hersiene Nasionale Kurrikulumverklaring (HNKV) bekendgestel en poog om op ʼn voorkomende wyse leerders te bemagtig om hul geregmatige plek as burgers binne die nasionale, sowel as internasionale samelewing op te neem (DvO, 2003:2). LO kan nie alleen aanpreeklik gehou word vir die holistiese ontwikkeling van individuele leerders nie. Die gemeenskap waarbinne die individuele leerders groot word het sy unieke uitdagings en sal daarom onwillekeurig hierdie ontwikkelingsproses beïnvloed. Ek beklemtoon daarom “Ubuntu” en “Ukama” se invloed op die individu se wordingsproses en gebruik die ekosistemiese perspektief as ʼn teoretiese raamwerk vir hierdie studie. Ek reflekteer oor my eie ervarings binne die LO-klaskamer wat aanleiding gegee het tot die ontstaan van fiktiewe karakters en gevallestudies as onderrigstrategie. In hierdie studie onderskei ek tussen gevallestudies as onderrigstrategie en navorsingsmetodologie. Ek bepaal die geleefde ervaring van graad 8-leerders in een sekondêre skool waar dié onderrigstrategie in die LO-klaskamer gebruik word. ʼn Gevallestudie word as navorsingsmetodologie gebruik waar kwalitatiewe data deur persoonlike dokumentasie geproduseer is. Ten einde ʼn deeglike begrip te verkry van die gevallestudie se geleefde ervaring is ʼn ewekansige steekproef van tien deelnemers gebruik. Kwalitatiewe data is verder deur twintig individuele en twee fokusgroeponderhoude met hierdie steekproef geproduseer. Ek het deurgaans die konstante vergelykende metode om eenhede van betekenis te identifiseer gebruik en bespreek my bevindinge aan die hand van drie kategorieë. Eerstens dui die data aan dat deelnemers leiding uit die gevallestudies van karakters ontvang het. Tweedens blyk dit of die ervarings van die karakters die deelnemers se besluitnemingsproses beïnvloed het. Derdens dui die data aan dat deelnemers hierdie onderrigstrategie as ʼn platform gebruik het wat hulle in staat gestel het om uiting aan hul persoonlike emosies en ervarings te gee. Ten slotte beklemtoon hierdie navorsingstudie aan die hand van Gilles Deleuze (in Wallin, 2010) en Magdeleine Grumet (1981) se werk die potensiële rol wat ʼn ontwikkelende, aktiewe vorm van kurrikulum in die wordingsproses van elke individuele leerder en opvoeder kan speel. Ek beveel daarom aan dat uniekhede en diversiteit binne die klaskamer aangemoedig moet word ten einde te verseker dat kurrikulum nie as ʼn homogene beleidsdokument aanvaar word nie, maar dat dit aktief en ontwikkelend van aard sal wees. Ek gebruik die werk van Wallin (2010), Sutton en Martin-Jones (2008) en Grumet (1981) om nuwe insigte rondom die pedagogiese wordingsproses binne die Suid-Afrikaanse konteks aan te bied.