Spelling suggestions: "subject:"curriculum change"" "subject:"curriculum dhange""
341 |
An analysis of teachers' experiences in Curriculum and Assessment Policy Statement implementation in intermediate and senior phase primary schools : Vhembe districtPhaiphai, Thanyani 08 May 2020 (has links)
This thesis explored teachers’ experiences in curriculum implementation in primary schools in the Vhembe district. Curriculum implementation prompts thinking and learning of new things in the teachers’ day-to-day workplace. Primary school teachers are pillars of strength in contributing to the children’s future success. The thesis presents a contribution to the knowledge of curriculum implementation at the school level through a case study and a qualitative research approach as it aimed to comprehend and describe teachers’ practices and experiences on the implementation of the curriculum, which is a social phenomenon that includes ideas, thoughts, and actions. The thesis takes an appropriate starting point in arguing that curriculum implementation prompts thinking and learning of new things in the teachers’ day-to-day workplace. The context of the argument is primary school teachers’ lived experiences in South Africa in the face of curriculum change. The researcher critically argues that South Africa is amongst many countries that experienced curriculum challenges and resorted to change and one of the changes was in the form of the Curriculum and Assessment Policy Statement (CAPS) which signalled a shift in teaching approaches. In this new way of teaching, teachers seem lost and therefore apply traditional teaching methods. Teachers are expected to apply curriculum changes and develop new skills through qualification improvement, but it is questionable whether the challenges that the teachers themselves recognise as important are taken into cognisance.
The researcher elaborated eight recommendations in relation to the Curriculum and Assessment Policy Statement. Some of the recommendations are summarily as that education curriculum advisors from the Limpopo Department of Education be appointed to visit all schools to aid and assess the implementation. It is also recommended that the Department of Basic Education must retrain all primary school teachers for a week during school vacation. These recommendations are of paramount importance and the Limpopo Department of Education should consider them as a priority. As the government can intervene by funding the implementation of the CAPS in the training and reskilling of teachers. / Curriculum and Instructional Studies / Ph. D. (Curriculum and Instructional Studies)
|
342 |
Improving curriculum implementation and coverage : managers and educators ’ experiences of the Jika iMfundo Programme in selected schools in the King Cetshwayo districtMoodley, Grace 02 1900 (has links)
South African learners’ poor performance in general, and in the national matriculation
examinations, has necessitated the introduction of various curriculum implementation
improvement programmes in the country. The Jika iMfundo Programme (JiP) is a campaign of
the Programme to Improve Learning Outcomes (PILO) that was piloted, on scale, in two districts
of KwaZulu-Natal (KZN), South Africa, in 2014, to improve the learning outcomes in the province
by supporting educators and school managers to improve curriculum coverage and
implementation. This study employs a constructivist worldview to explore the experiences of
educators and school managers in the King Cetshwayo District of KZN with the implementation
of the JiP. The study addresses the issues of the preparation of stakeholders for curriculum change,
the challenges experienced in implementing the programme and the adequacy of resources and
support that are required to implement the JiP.
A qualitative approach, and a multi-case study design involving nine educators, three department
heads and three principals, to investigate the key research questions within three primary schools
in the King Cetshwayo District were adopted. The educators were all teachers of mathematics
from grades 1-7 and were purposively selected as respondents. Data were elicited through semistructured,
one-on-one interviews, document analysis and observations. Since the data represented
the perspective of individuals, data analysis was descriptive and interpretive in nature and was
reported under pre-set and emergent themes.
The main finding from the study is that, although the majority of educators and managers have a
positive attitude towards the programme and are utilising the knowledge and skills attained
through the training, the resources and support provided to implement the programme, the
following factors inhibit efficacious implementation: lack of consultation, inadequate training,
lack of sufficient learner resources, inadequate support from schools and the district and the fast
pace and organisation of the mathematics curriculum.
School contextual factors also affect the implementation of revised curriculum. Other factors like
inadequate or non-reflection by educators on their curriculum coverage and insufficient
opportunities for conversation around curriculum coverage at schools were also identified by the
researcher as areas needing attention. Consultation with educators on future educational changes,
more frequent training sessions, the provision of adequate learner resources, reduction in class sizes, a review of the mathematics curriculum for the Foundation Phase are some of the
recommendations made in the study. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
|
343 |
Gender in history teaching resources in South African public schoolsFardon, Jill Vera Veley 11 1900 (has links)
This study was prompted by the researcher’s concern that the gender equity imperative within the Constitution of the Republic of South Africa, Act 108 of 1996, and within national curriculum policy in South Africa is being sidelined in school History teaching for various reasons, the most significant of which is argued to be lack of awareness of the constitutive nature of discourse within language. The main aim of the study is to investigate whether a feminist post-structuralist approach to History teaching, which focuses on multiple perspectives and open interpretation, within the framework of six key aspects of critical media education, can open up space for female voices of the past and present in order to reconstruct realist historical narratives. The literature review reflects research relating to theories which have been seminal in the development of feminist post-structuralism. The qualitative research design entails a data collection instrument which focuses on denotative and connotative analysis of textual samples selected from Grade 10 schools History textbooks used for this investigation. Data collection relates to content analysis, narrative theory, textually-oriented discourse analysis, and gender-biased language with regard to images and print. To establish the category into which each textual sample falls, individual data counts have been undertaken. A detailed analysis process reveals that all nine of the textual samples are of the conforming type which do not question patriarchal gender construction.The study offers suggestions regarding the implementation of feminist post-structuralist strategies within the context of Grade 10 outcomes-based History teaching, which is compliant with South Africa’s national curriculum policy. Notwithstanding the gaze upon the problematising of discursive gender representation in Grade 10 History teaching resources used in South African public schools, this study argues that the results have wide application across grades, levels, learning areas and subjects which are part of South Africa’s national curriculum. The researcher therefore suggests that this study offers a positive contribution to equitable gender relations in the History classroom, in education generally, and in South Africa as a whole. / Didactics / D. Ed.
|
344 |
Inclusion of environmental education in South Korean schoolsGovender, Kanniammah 06 1900 (has links)
The main objectives of this research were to determine the perspectives of South Korean educators regarding the inclusion of environmental education into the curriculum of South Korean schools and to establish the educators’ level of knowledge of environmental education. The research was conducted using a translated questionnaire, which was administered to the educators. The findings of the research showed that few South Korean educators have had any training in environmental education. While most have had no exposure to environmental education it was found that they would appreciate training in the subject. The study highlights the importance of, and discusses the implementation of, environmental education in some Asian countries, as well as the constraints experienced during implementation. On the basis of the research findings, it is recommended that South Korea draw on the knowledge of other countries in both improving the current curriculum so as to include environmental education at all levels, and in the professional development of its educators, in order to bring about the effective inclusion and implementation of environmental education in South Korean schools. / Educational Studies / M. Ed. (Environmental Education)
|
345 |
Guidelines to curriculum adaptations to support deaf learners in inclusive secondary schoolsSkrebneva, Iliana Viktorovna 02 1900 (has links)
South Africa has recently made a significant move towards support for deaf learners in inclusive education settings. Educators in inclusive classrooms are considered primary resources for the development of the strengths and competencies of these learners. Successful inclusion of deaf learners often depends on the skills of classroom educators. Nevertheless, educators often have little or no knowledge regarding support for deaf learners in inclusive classrooms. The experiences of deaf learners were investigated in order to understand the unique needs of these learners. The aim of the research was to add bottom-up approaches to the range of curriculum adaptations necessary to support deaf high school learners within inclusive education in South Africa. A mixed methods approach was employed, using both quantitative and qualitative approaches in a triangulation research design. The findings that emanated from the quantitative research served to complement the findings from the qualitative study. The results of the empirical study were supported by the literature review to formulate practical guidelines for assisting educators to accommodate the curriculum in order to support deaf learners. These guidelines might enable educators to respond positively to the needs of deaf learners and ensure that their inclusion in the regular school is successful. / Inclusive Education / D. Ed. (Inclusive Education)
|
346 |
Secondary school teachers' implementation of the competency-based curriculum in the Arusha Region, TanzaniaMuneja, Mussa Simon 11 1900 (has links)
The aim of this research is of limited scope; it intended to examine how secondary school teachers experience the implementation of the competency-based curriculum in Tanzania. The study employed a descriptive case study design where eight participants provided in-depth data through face-to-face interviews, non-participant observation and document analysis. The in-depth data was gathered in natural school settings, an aspect which enhanced the study’s validity. After transcribing the interviews, an open coding process was undertaken and a theme comparison approach applied. The findings indicated that the participants had a limited understanding of the curriculum: they were happy in their teaching profession regardless of competence-based curriculum challenges; they were experiencing multiple challenges, the key ones being lack of participation in curriculum design and implementation; lack of quality text books and lastly, they were not motivated to implement the competency- based curriculum. The study concludes by providing relevant recommendations to various stakeholders including the teachers themselves, the Tanzania Institute of Education (TIE), the Ministry of Regional Administration and Local Government (MORALG). / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)
|
347 |
Celebrating cultural diversity : implementing an integrated approach to arts and culture in the intermediate phase of curriculum 2005Malan, Sandra Ruth 04 1900 (has links)
Thesis (M.Mus)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: Since its inception, educators across the board in South Africa have struggled
to implement the new curriculum. Initial problems with terminology and
availability of learning materials have been addressed, but still the resistance
to Outcomes Based Education (0BE) and Curriculum 2005 (C2005) continues.
Some of the reasons for the resistance point to feelings of disempowerment
experienced by generalist and specialist educators who now have to teach the
new Learning Area Arts and Culture. This has been attributed to, amongst
others, a lack of training, resulting in feelings of inadequacy, inappropriate
training for large multicultural classes and the lack of teaching resources.
Another reason for the resistance has been described as a resistance to
change. Many educators have found it difficult to make the paradigm shift
from the previous educational system to OBE and C2005.
The aim of the study is to research and explore ways of empowering
educators to teach Arts and Culture. The new educational system is geared to
redressing the imbalances of the past and giving more expression to the
diversity of cultures represented in South African schools. Whereas the
previous system was founded on exclusively Eurocentric ideology, principles
and values, the new system aims at a more inclusive Afrocentric approach.
However, criticisms leveled at C2005 have suggested that it is still basically
Western in terms of values, terminology and methodology. This study is
therefore aimed at investigating a culturally diverse music/arts curriculum,
which draws on the wealth of resources, methods and modes readily
accessible in South Africa. A comprehensive literature review guides the study
towards a greater understanding of how cultural identities are formed out of a
need to belong and how important recognition is to individuals and groups,
particularly in terms of their diverse cultural expressions. Music and the arts
are understood as being vitally important channels for expression of this
diversity. Yet, true to the Afrocentric principle of holism, unity is found in
diversity. As much common ground exists between an integrated approach and an
Afrocentric approach to music/arts education, these principles are explored to
determine whether they can be adapted for use in contemporary South
African classrooms. An integrated project mode, which provides a balance
between the specific knowledge contexts of the various Learning Areas and
collaborative learning aimed at developing the natural links between learning
areas to create a vibrant whole, is suggested. The researcher conducted an
integrated project at her school with the common theme of "District Six" linking
four Learning Areas and their components. Participatory action research using
qualitative methods such as questionnaires were used to determine the
feasibility of an integrated project mode of learning as a means of empowering
educators to teach Arts and Culture. Subsequently recommendations were
made regarding implementation. / AFRIKAANSE OPSOMMING: Sedert die instelling van die nuwe kurrikulum in Suid-Afrika het opvoeders
gesukkel om dit te implementeer. Die aanvanklike probleme met terminologie
en die gebrek aan geskikte bronne is aangespreek, maar die weerstand het
nie verminder nie. Van die redes hiervoor verwys na gevoelens van
ontmagtiging onder algemene en gespesialiseerde opvoeders wat die nuwe
leergebied van Kuns en Kultuur moes aanbied. Die weerstand word
toegeskryf aan, onder andere, gevoelens van ontoereikendheid, onvanpaste
opleiding om met groot multi-kulturele klasse te werk en 'n gebrek aan
onderrigbronne. 'n Ander rede is beskryf as teëstand teen verandering. Baie
opvoeders het dit moeilik gevind om die paradigma-skuif te maak vanaf die
vorige stelsel na Uitkoms Gebaseerde Onderwys (UG0) en Kurrikulum 2005
(K2005).
Die doel van die studie is dus om navorsing te doen en ondersoek in te stel na
maniere waarop opvoeders bemagtig kan word om Kuns en Kultuur aan te
bied. Die nuwe opvoedingstelsel is gefokus op regstelling van die
onewewigtighede van die verlede en op 'n groter uitdrukking van die kulturele
diversiteit wat in Suid-Afrikaanse skole verteenwoordig is. Terwyl die vorige
stelsel gebaseer was op 'n Eurosentriese ideologie, beginsels en waardes, is
die nuwe gefokus op 'n Afrosentriese benadering. Tog is daar kritiek teen
Kurrikulum 2005 juis omdat dit nog altyd gebaseer is op Westerse waardes,
terminologie en metodes. Die studie gaan dus oor 'n kurrikulum vir musiek en
die kunste wat inspirasie put uit die rykdom van Suid-Afrikaanse bronne,
metodes en modusse. 'n Omvattende literatuur oorsig voer die studie tot die
begrip dat kulturele identiteit gevorm word uit 'n behoefte om te behoort en
deel te wees, hoe belangrik erkenning van individue en groepe is, veral om
hul diverse kulturele identiteit uit te druk. Eie aan die Afrosenstriese beginsel
van holisme kan eenheid binne diversiteit gevind word.
Omdat daar baie gemeenskaplikheid bestaan tussen 'n geïntegreerde en 'n
Afrosentriese benadering tot musiek/kuns opvoeding, word die beginsels verken om te bepaal of dit aangepas kon word vir gebruik in hedendaagse
Suid- Afrikaanse klaskamers. 'n Geïntegreerde projek-modus word
voorgestel, wat 'n balans skep tussen die spesifieke kontekste van kennis in
verskeie Leerareas en koöperatiewe leer wat daarop gemik is om die
natuurlike skakels tussen die verskillende Leerareas te ontwikkel sodat 'n
groter geheel geskep word. Die navorser het by haar skool 'n geïntegreerde
projek oor Distrik Ses geloods wat vier leergebiede, insluitend hul
komponente, ingetrek het. Deelnemende aksie-navorsing soos vraelyste is
gebruik om die uitvoerbaarheid van die geïntegreerde projek-metode te
bepaal as 'n metode om opvoeders te bemagtig om Kuns en Kultuur by skole
aan te bied. Dit sluit af met voorstelle wat gemaak is in verband met die
implementering van die nuwe Kurrikulum.
|
348 |
Arts and culture teachers' experiences of and responses to curriculum changeLombard, Jeffrey J. 12 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The provision of quality education for all South African learners has been an issue of central concern since the advent of the democratic dispensation in 1994. One initiative since 1998 was the implementation of a new curriculum for South African public schools, C2005 as it was then called. This curriculum was later revised and streamlined as the NCS. There was a mixed reception to this new curriculum. Some perceived it as a progressive initiative by the Ministry of Education, while others argued that it was ambitious and that it undermined the conditions and context of South African schools. Essentially the curriculum policy implementation was intended to change the entire system and introduce new ways of doing in all sectors of education. This links strongly to processes of systemic change and that is the considered policy backdrop to this research.
In this study I work from an interpretive perspective and draw on the cognitive sense-making framework to develop in-depth, understanding of teachers’ roles as interpreters and enactors of education policy change in South Africa related to the implementation of the NCS. More specifically, the study examines the ways in which six Arts and Culture school teachers in six diverse South African educational contexts experienced and responded to the implementation of the NCS. Data from the study indicates that teachers found it difficult to adjust to the more complex and demanding teaching methodologies, which took up a great deal of time and required very different roles in the classrooms. Data from the study also suggests that the way teachers come to understand and enact policy or reform initiatives is influenced by their prior knowledge, the social context within which they work, and the nature of their connections to the policy or reform message. The study further suggests that teachers adapt a curriculum rather than adopt it as it is, and that their prior understandings and beliefs about knowledge, beliefs and experiences combined with their contexts in which they work frame their classroom practices explaining why policy is not enacted as intended.
Conceptualising the problem of policy implementation in this way focuses attention on how implementing agents construct the meaning of a policy message and their own behaviour, and how this process leads, or does not lead, to a change in how they view their own practice, potentially leading to changes in both understanding and behaviour. / AFRIKAANSE OPSOMMING: Die voorsiening van kwaliteit-opvoeding vir alle Suid-Afrikaanse leerders was ʼnsentrale besorgdheid na die totstandkoming van die nuwe demoktratiese bestel in 1994. ʼnInisiatief was die implementering van ʼn nuwe kurrikulum vir Suid-Afrikaanse openbare skole sedert 1998, die C2005 of NKV soos dit tans bekend staan. Die instelling van hierdie kurrikulum was op verskeie maniere ontvang. Sommige het dit as ’n progressiewe inisiatief van die Ministerie van Onderwys beskou, terwyl ander verskillende perspektiewe het en geargumenteer het dat dit ambisieus is en die toestande en konteks van SA skole ondermyn. Vir onderwysers was die resultaat na die oorgang van meer komplekse en veeleiesende onderrigmetdologie moeilik, omdat dit baie tyd geverg het en swaar gerus het om hulle rolle in die klaskamer te verklaar. Wat belangrik was, is dat die doel van hierdie kurrikulum beleidsveranderinge daarop gemik was om die totale skolestelsel te transformeer tot ’n vernuwende manier van hoe dinge in alle sektore van die onderwysstelse egter behoort gedoen te word. Dit sluit sterk aan by prosesse van sistemiese veranderinge en hierdie is die oorwegende beleidsagtergrond van hierdie navorsing. Die doel van die studie was om maniere te ondersoek hoe ses Kuns en Kultuur onderwysers in verskillende onderwyskontekste die NKV ervaar en hoe hulle daarop reageer, veral in die Kuns en Kultuur leerarea omgewing. Die studie was meer spesifiek daarop gemik om te eksamineer hoe onderwysers die KK leer-area in die klaskamer aanneem, aanpas en implementeer. Die studie openbaar, deur die kognitiewe raamwerk te gebruik, dat die wyse waarop onderwysers die beleid of hervormings-inisiatiewe verstaan en begryp, beïnvloed word deur hulle bestaande kennis, die konteks waarin hulle werk en die aard van hulle verbintenis tot die beleid of hervormings boodskap.
Die studie suggereer verder dat onderwysers ’n kurrikulum aanneem soos wat dit is en dat hulle bestaande begrippe en opvattings in verband met kennis en opvattings en ervaringe gekombineer word met die kontekste waarin hulle werk en dat dit hulle klaskamer praktyke vorm en hierdeur word verduidelik waarom beleid nie kan plaasvind soos wat dit beplan is nie.
|
349 |
Kurrikulumkoordineerder as kurrikulumleier : 'n gevallestudieSwartz, Chris B. 03 1900 (has links)
Thesis (MEd)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: The large scale of democratization of the South African society after April 1994 brought
about immense curriculum transformation in the education system. It was specifically aimed
at addressing the educational imbalances of the past.
Policy changes in the curriculum were thus inevitable. A part of transformation in education
was the quest for greater participation by all school communities in South Africa through an
approach of effective school-based curriculum management and development.
A qualitative research design, guided by an interpretive research paradigm, was employed
to answer the research question. The aim of the study was to explore how curriculum
coordinators experienced their leadership role and functions within the context of schoolbased
curriculum development. Data was generated by means of semi-structured questions
to provide rich descriptions and explanations of the experiences and perceptions of
curriculum coordinators in their particular contexts.
Firstly, the literature revealed that it is indeed an enormous challenge for curriculum
coordinators to initiate curriculum change, and secondly, that it is very difficult for curriculum
coordinators to demonstrate their leadership role and coordination function as curriculum
leaders effectively and to provide good support and direction. Curriculum coordinators are
faced with the challenge of empowering themselves, enabling them to implement curriculum
change continuously so that the curriculum is managed effectively.
The research findings indicated that the curriculum coordinators do fulfil their
responsibilities regarding curriculum management. Nevertheless, curriculum coordinators
were not sure what their leadership function and role should be. Furthermore, the study
revealed that there is a need to develop specific guidelines and clear policy to help
curriculum coordinators to execute their roles and responsibilities effectively. / AFRIKAANSE OPSOMMING: Die grootskaalse demokratisering van die Suid-Afrikaanse samelewing na April 1994 het
ongekende kurrikulumtransformasie in die onderwystelsel tot gevolg gehad. Dit was
hoofsaaklik daarop gemik om die onderwysongelykhede van die verlede te probeer regstel.
Beleidsverandering in die kurrikulum sou dus onvermydelik wees.`n Aspek van
transformasie in die onderwys was ook die strewe om groter deelname vir alle
skoolgemeenskappe in Suid-Afrika te bewerkstellig deur `n benadering van effektiewe
skoolgebaseerde kurrikulumbestuur en ontwikkeling.
Die studie het dit ten doel gehad om die leiersrol en funksies van die
kurrikulumkoördineerders binne skoolgebaseerde kurrikulumontwikkeling te ondersoek en
vas te stel hoe hulle dit ervaar. Om die navorsingsvraag te beantwoord is `n kwalitatiewe
navorsingsontwerp binne die interptretatiewe navorsingsparadigma onderneem. Data is
gegenereer deur gebruik te maak van semi-gestruktureerde vrae wat aan vier
kurrikulumkoördineerders gestel is om insig te kry in hul ervarings en persepsies van hul
onderskeie kontekste.
Uit die literatuurstudie blyk dit eerstens dat dit inderdaad `n groot uitdaging vir
kurrikulumkoördineerders is om kurrikulumverandering te inisieer en te bestuur. Tweedens
is dit uiters moeilik vir kurrikulumkoördineerders om hul leiersrol en koördineringsfunksie as
kurrikulumleiers effektief te demonstreer en om effektiewe leiding en ondersteuning te bied.
Die uitdaging vir kurrikulumkoördineerders is om hulself te bemagtig om voortdurende
kurrikulumverandering te kan implementeer om sodoende effektiewe kurrikulumbestuur te
verseker.
Uit die resultate is bevind dat kurrikulumkoördineerders wel probeer om hul
verantwoordelikhede ten opsigte van kurrikulumbestuur te vervul. Nietemin ervaar hulle dat
hulle nie heeltemal seker is oor wat hulle leiersfunksie en rol behoort te wees nie. Verder
toon die studie dat kurrikulumkoördineerders `n behoefte het aan `n duidelike beleid en
raamwerk wat hulle sal help om hulle verantwoordelikhede effektief te kan uitvoer.
|
350 |
A case study of the impact of TOC on teachers' beliefs and practices in English language teachingYeung, Ching-han, 楊靜嫻 January 2000 (has links)
published_or_final_version / Education / Master / Master of Education
|
Page generated in 0.0368 seconds