Thesis (MBA) --University of Limpopo, 2007 / The study is based on the current educational transformations taking place in the country as a result of the new political dispensation. The political changes in the country resulted in changes in all including the education arena. The country’s Constitution was used as a foundation for educational changes. The values such as democracy, social justice, nonracialism,reconciliation, and others as enshrined in the Constitution, had to be taught in schools. Outcomes-Based Education was adopted as a new method for teaching the new curriculum and also to achieve transformation objectives. These changes are viewed by some scholars as a paradigm shift. With frequent amendments to Curriculum 2005, the New Curriculum Statement (NCS), which is the focus of this study, was born. The aim of this study was to investigate whether this new curriculum is contributing towards entrepreneurial stimulation amongst high school learners. The main assumption in this study, which has been supported by various literature reviews, is that developing entrepreneurship skills amongst learners will help in the creation of jobs as well as in reduction of unemployment and poverty, thereby improving the standard of living among the majority of the people. The education system of a country reflects what the country values and holds dear. In the words of Professor Kader Asmal, our education system and its curriculum expresses our idea of ourselves as a society and our vision as to how we see the new form of society being realised through our children and learners. It represents our priorities and assumptions of what constitutes a good education at its deepest level (Department of Education, 2002:1). To carry out this study, the qualitative descriptive research method was used. The sample was drawn from high schools in Zebediela area, Limpopo Province. After sampling had been done, data were collected using a structured questionnaire. A sample of 150 learners and 14 teachers was drawn, using the simple random sampling procedure. The data were then analysed using the content analysis and constant comparative methods. The results of the study were presented and analysed. Tables were used to allow for a logical and coherent presentation. One of the key findings in this study is that, the content of the National Curriculum Statement, especially the Learning Outcomes and Developmental Outcomes, purports to stimulate entrepreneurship amongst high school learners. This has also been clearly supported by the views of the teachers as this study will show. It still remains to be seen as to whether the New Curriculum Statement is actually succeeding since there is a difference between stating one’s aims and objectives and achieving them. This study will attempt to look deeper into whether the Department of Education’s good aims and intentions will be realised. The main contribution of this study lies in the proposed intervention strategies that are aimed at coming up with ways and means of ensuring that the new curriculum produces more entrepreneurs.

Department of African Studies / PhD (African Studies) / One of the contemporary themes which dominated discourse in the education fraternity is the integration of IKS in the curriculum of South African education system. There is a growing call for the recognition of contribution by locals and indigenous societies in making education relevant to African children. The aim of the study was to explore the viability of integrating indigenous knowledge into Life Orientation (LO) Curriculum in the intermediate phase. Objectives were to explore Indigenous Knowledge that could be integrated into LO Curriculum in the intermediate phase and to generate knowledge exchange platforms where community and other stakeholders could be involved in the discussion about Indigenous Knowledge integration. A qualitative method and an exploratory-interpretive approach were adopted in the study. Data were gathered through focus group discussions. Data analysis and field notes were clustered thematically. The study indicated that, to integrate Indigenous Knowledge into LO effectively, it could require a shift from the western knowledge focused curriculum taking into cognisance the knowledge of the local inhabitants. The study showed that the integration of Indigenous Knowledge in the South African school curriculum in LO will bring new life into the content and the delivery of tuition. Although there were opportunities to integrate indigenous knowledge in the curriculum, educators felt that the curriculum does not create sufficient space, time and training for the integration of indigenous knowledge. Some of the reasons put forward were that there was inadequate content knowledge on Indigenous Knowledge integration, inadequate support and insufficient allocation of resources. Without a deliberate educator capacity development focusing on indigenous knowledge systems, the viability of IKS integration remains questionable. This is exacerbated by the growing discouragement of Indigenous Knowledge amongst the parents who also felt that there is no practical relevance for IKS in the current education trajectory. Vigorous efforts need to be executed to fast track the process of integrating Indigenous Knowledge in teaching LO in the intermediate phase.