This thesis aims to examine how individual teachers in the upper secondary school manage to comply with the requirements from three different agents within the schoolsystem; the requirements of the The national agency for education in Sweden regarding formative assessment and standardisation of grading, the requirement of the students regarding ”backward-pedagogy”, and requirement of the society regarding developing the student’s independence and creative ability. Semi-structured interviews with three teachers teaching Business Administration at one upper secondary school in Malmo was conducted. These interviews focused on how the informants manage to embrace the creative ability in their preparation and teaching of the Business Administration-course, as well as examination and assessment of the students creative ability. This thesis concluded that there is a confusion in how to define creative ability which automatically makes it hard for teachers to know how to incorporate this ability in their teaching. This thesis also makes a point that The national agency for educations obsession with assuring standardized grading, has formalised the learning process to the extent that it has made teachers focus more on gathering assessment material that is legally certain than helping the students learn to better face the compexity of the future. This development has come to disengaged the teachers as well as the students. This thesis wants to make point that learning is something personal, and should be treated in that respect.

Thesis (M.Ed. (Mathematics, Science and Technology Education)) -- University of Limpopo, 2020 / The purpose of this is to investigate how teachers go about for the development of Creative Thinking Skills (CTS) in a grade 9 technology classroom. The introduction of technology in the South African curriculum by the Department of Basic Education (DBE) to develop CTS through the Design Process (DP) as the cornerstone of the learning area. Technology as a learning area should provide learners with opportunities to solve real-life problems, in the process developing their CTS (DBE, 2011). In the 21st century, CTS have been seen as skills that are crucial across the spectrum of day to day activities. However; it appears to be very complex for technology teachers to enhance the teaching and learning of CTS in a technology classroom. The literature suggests that technology teachers tend to suppress the development of learners’ CTS by limiting the process of teaching and learning to low order thinking cognitive levels rather than high order cognitive levels. This study employed a qualitative research enquiry, purposive sampling was used for the selection of the relevant participants. Qualified technology teachers who teach grade 9 technology with at least three years’ experience in teaching technology were considered. Data collection was obtained through interviews, observation and document analysis. The research finding showed that teachers lack the understanding of policies, particularly CAPS hence they continuously compromise its implementation hindering with the development of CTS of learners as it is envisaged in the CAPS document. Furthermore, the research findings reveal that the teacher has a little or no understanding of what is creative thinking (CT) and what it entails, hence they did not unpack what is it exactly that they do to support the development of learners CTS in a technology classroom This study recommends that technology teachers be familiar with the CAPS document and implement it correctly without any compromise. Furthermore; understanding of the design process is of vital importance to teachers as it is the cornerstone of teaching and learning, particularly the development of CTS of learners. Technology teachers need also to have a clear understanding of what CT is and what it entails, that will assist to arouse their CT and help to develop the CTS of learners in a technology classroom.