This research explores the impact of curriculum changes on primary school teachers at Seshego Circuit, Limpopo Province. It focuses on issues that influence teachers implementing curriculum changes. Impact of curriculum changes was examined. Principals and teachers were the respondents. The study confirmed several consequences of curriculum change. In-service training is recommended to assist the necessary adjustments to curriculum changes. Sufficient time for training is required to avoid covering an excessive amount of work during too short a time. This results in confusion and discontent. Training enables teachers to feel confident and competent. Their task becomes rewarding for them. Curriculum changes are intended for the benefit of learners and teachers. Teachers should not be discouraged when they encounter some of the more challenging impacts of curriculum changes. Attitudes should also be motivated in subjects such as Mathematics. The Department of Education is exhorted to support and guide its teachers to become a force for the greater good of South Africa. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The education ministry has introduced a number of important curriculum forms, including Curriculum 2005 (C2005) in 1998, the National Curriculum Statement (NCS) in 2002, and most recently, the Curriculum and Assessment Policy Statements (CAPS) in 2012 in Grade 10. The latter was aimed at replacing the NCS in order to improve the quality of teaching and learning. The need for replacement was necessitated by problems that teachers experienced concerning understanding and implementing various previous curriculum policies. The literature study and theoretical framework explored scholarly contributions that are relevant to CAPS implementation. The purpose of this study is to determine teachers‟ perceptions, and identify and clarify possible barriers relating to the implementation of CAPS in Grade 10 in selected schools at Ndwedwe in Durban. For sampling purposes, rural disadvantaged schools were selected to explore the knowledge and experiences teachers hold with regard to curriculum implementation. Exploratory qualitative research design was executed with a sample of purposively selected participants which constitute one Head of Department and two teachers from each of the five different schools. Data collection was facilitated by means of interviews. The findings revealed that teachers were at first eager to welcome and accept CAPS. Furthermore, this study indicated that some challenges emerged and impeded teachers from effectively implementing CAPS. The challenges experienced relate to resource shortages, teacher training, resistance to change, class size, lack of time, professional development, workload, administrative support, monitoring and language as a barrier ( on the part of the learners). The study argues that without proper infrastructure, schools can neither hope nor manage to successfully implement CAPS. Based on the findings from literature and interviews, teachers still need immediate assistance with CAPS related matters. Recommendations are made to teachers, head of departments, principals, subject advisors, DBE and parents to aid effective implementation of CAPS. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Mathematics has always been a problem at schools, colleges and universities and to address this problem the South African government has introduced a new subject called Mathematical Literacy into schools and colleges. Since this subject places the emphasis on real-life contexts, there has been a special focus on its management at schools and colleges so that its implementation is done in an efficient way. This study therefore focuses on the experiences and interactions of managers of this new subject and how their leadership can improve performance in it. In addition to the literature review, an empirical investigation based on a qualitative approach and involving semi-structured interviews with managers of three public TVET colleges in the Western Cape was conducted to collect data. The other method used was the analysis of documents relevant to the study. The research found that managers of Mathematical Literacy have varying experiences in both their roles and the implementation of the subject. They also face varied challenges in relation to lecturers and students although there are also similarities regarding these at the different colleges in the study. The strategies of instructional leadership in intervention methods to improve performance in the subject which are encouraged by managers also differ, and some have better results than others. Various methods to empower lecturers are recommended. Recommendations are also made on what was found in this study, as are recommendations for further study. / Educational Leadership and Management / M. Ed. (Education Management)

In this qualitative case study, I investigated the experiences of teachers employed at Muslim schools in the Gauteng Province in South Africa regarding the enabling and constraining factors for the implementation of EE at their schools. The study was inspired by the observation of the ongoing environmental problems in South Africa such as water shortages and environmental degradation with the realisation of the possible contributions that the Muslim schools may make in addressing such problems if they were to implement EE. Although some research has been conducted to indicate the challenging and supporting factors related to the implementation of EE in South African schools, little has been done regarding such factors in Muslim schools in Gauteng Province. Due to my pre-existing knowledge of the principles of the Quraan and Ahaadith (Prophetic traditions) which bears the guidelines for the practices of Muslim communities (including schools) and values regarding the environment, I regarded the limited research on this topic as a serious gap in literature. To contribute knowledge to this gap, a case study of five Muslim schools located in the Gauteng Province was conducted to observe their EE-related practices. These schools were selected through a convenience sampling technique which was followed by the purposive selection of 15 information-rich teachers for semi-structured, face-to-face interviews. These research methods were preceded by the analysis of the Qur’aan and Ahaadith (Prophetic Traditions) as well as the National Curriculum Statement (NCS) as stated in the Curriculum Assessment Policy Statement (CAPS) document. Findings indicated that EE implementation in the participating schools is enabled by factors such as inclusion of EE in the school’s extra-curricular activities and teamwork among teachers to implement EE. Conversely, there are factors such as the lack of time and physical space as well as the lack of teaching resources related to EE which constrain the implementation of EE in these schools. Among the recommendations made was that Muslim school teachers need to participate in in-depth training courses directly related to EE implementation. / Educational Studies / M. Ed. (Environmental Education)

The National Senior Certificate Diagnostic Reports for the 2014 and 2015 National Senior Certificate Examinations for the subject Physical Sciences reported that many candidates lacked understanding of basic concepts in the subject. Most basic concepts are introduced and taught to learners as early as grade 10. Grade 10 provides learners with the foundation required to build a more intricate, and critical understanding of science. Critically, teachers have to drive this process. The nature of the experiences of the teachers would therefore be of primary influence during classroom practices to assist these learners. Teachers have to provide meaningful learning. Teacher experiences are derived from professional development, beliefs and subject content knowledge. This was a qualitative study which made use of a case study design. It involved three cases from one of the districts of the Kwa-Zulu Natal Department of Education, South Africa. Data was collected using multimethod strategies and analysed using the typology approach. This study was guided by the following main research questions: What are the nature of the experiences of teachers in implementing the Physical Science curriculum in a grade 10 class? The study sought to answer the following sub-questions, how does teacher knowledge influence classroom practice in the implementation of grade 10 Physical Sciences curriculum? What is the nature of the professional development received by the grade Physical Sciences teacher? and What are the teacher’s beliefs with regard teaching and learning of Physical Sciences in a grade 10 class? The findings of the study revealed that the status quo of traditional teaching of Physical Sciences still exists in the grade 10 classroom practices of teachers. Teacher generally displayed some good subject matter knowledge. A lack of professional development for grade 10 Physical Sciences teachers’ negatively impacted on classroom practices of the teacher. Teacher beliefs had major influence on classroom practices of the teacher. This study recommends teachers have to undergo meaningful, ongoing professional development to assist them improve their classroom practice skills. A Model of Intensive Professional Development is recommended for teachers in the South African Classroom. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

`DEd (Curriculum Studies) / Department of Curriculum Studies / See the attached abstract below

MEd (Curriculum Studies) / Department of Curriculum Studies / The study investigated the implementation of Curriculum and Assessment Policy Statement (CAPS) at the Foundation Phase. The implementation of CAPS was problematic in South African schools. If challenges experienced by teachers, such as inadequate resources, insufficient support, financial constraints and lack of proper training are not addressed, they would have far-reaching consequences for the type of skilled learners the system seeks to produce. The study was informed by an antipositivist worldview. The study adopted a qualitative case study research design. The population was the Foundation Phase teachers and School Management teams in Koloti Circuit. Purposive sampling was used to select participants. The sample consisted of 24 Foundation Phase teachers, 8 Heads of Departments and 8 School Principals. Qualitative data was generated through individual and focus group interviews and was analysed thematically. The study revealed that teachers understood CAPS. The curriculum was implemented fully in the schools. The study also established that even though teachers were committed to implementing the curriculum, there were challenges in the system like; inadequate teacher training, multi-grade teaching, monitoring and support for teachers, skilled school management teams and provisioning of human and material resources. The study recommends quality continuous teacher development, merging of small schools to eliminate multi-grade teaching, commitment to learner teacher ratio of 1:35 and providing schools with sufficient and relevant human, physical and material resources to enhance the implementation of the curriculum. / NRF

The implementation of the National Curriculum Statement was problematic to the culture of teaching and learning in various South African schools. If challenges experienced by educators, such as inadequate resources, financial constraints and lack of training, are not addressed, this will have far-reaching consequences not only for our education system but also for the type of skilled learners that will be produced and for the economic growth of the country. This qualitative investigation was conducted in a single school in Limpopo Province with the aim of finding out which challenges the implementation of the NCS presents to FET educators. The sample consisted of educators and learners from grades ten to twelve as well as members of the SGB, SMT and district education officers. Data were collected through questionnaires and interviews. It was found that the implementation of the National Curriculum Statement was problematic and far from satisfactory. The study highlights the need for the Department of Education to prioritise educational resources for schools and educator training in curriculum implementation. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Students are exposed to food concepts in agriculture-based career technical education (CTE) courses which provide a gateway for students to become more aware of food science career pathways. Professional development for Mississippi (MS) CTE teachers is needed to effectively implement food science-based instruction since there is not a food science curriculum framework adopted in MS. The objective of this study was to assess a food science professional development training for MS CTE teachers that would increase their self-perceived knowledge of food science, self-perceived ability to conduct food science skills, and their self-efficacy to implement food science-based instruction. Thirty-one teachers participated in a 2-h professional development (PD) training that provided teachers an experiential learning opportunity to learn and apply food science concepts. Results indicated that the food science PD training was effective at increasing teachers’ self-perceived knowledge and ability to conduct food science skills. Post training, more than 77% of the participating teachers were more confident in their ability to teach food science concepts. Overall, teachers were satisfied with the food science PD training. After participating in the food science PD training, teachers were asked to implement food science-based instruction in their CTE courses. A pilot test was conducted to examine MS CTE teachers’ (N=4) perception of implementing food science-based instruction that was provided to them. Post implementation, each teacher participated in a semi-structured interview to capture each teacher’s detailed experience pertaining to the implementation of the food science-based instruction. A conventional content analysis was used to analyze teacher responses. Research findings indicated that MS CTE teachers were interested in teaching food science to increase student knowledge of food science and to enhance student performance on the Future Farmers of America food science career development event. All teachers noted that they had a positive experience implementing the food science toolkit and that they intend to use the food science-based instruction in the future. MS CTE teachers perceived that the food science toolkit increased student exposure to, engagement in, and interest in food science academic and career pathways.

The research focuses on the implementation of Outcomes-based Education (OBE) from a management perspective, in the Eastern Cape province of South Africa. This being a largely rural province, teachers are often un- or underqualified and in-service training for curriculum implementation is constrained by logistical problems such as vast distances, lack of physical facilities and resources and language barriers. In spite of extensive socio-political changes since 1994, these barriers remain. A thorough study of the literature provides an understanding of the foundations of OBE in the light of a need for relevant education in a democratic South Africa. The purpose, forms, characteristics and key elements of an outcomes-based approach are described, as well as the role of the teacher in curriculum implementation. OBE is a futuristic education approach embodying a radical shift from the traditional content-based approach followed in the previous education dispensation. The initial curriculum aimed at realising the new OBE approach, was known as Curriculum 2005 and is described according to its key elements. Thereafter, the debate surrounding Curriculum 2005 and the problems associated with its implementation are identified. The Revised National Curriculum Statement, produced after the review of Curriculum 2005, is outlined and the roles of the teacher, principal and district officials in terms of the new curricula are then dealt with. Attention is then given to the roles of district officials, principals and teachers in managing the curriculum since all three role players have crucial roles to play at district, school and classroom levels. This theoretical discussion provides the framework for the qualitative study in determining the perceptions of these role players in the implementation of OBE in the Eastern Cape. Data was collected by means of individual and focus group interviews with a small sample of district officials, principals and teachers, selected through a combination of judgement and convenience sampling. An examination of documents was also carried out. The findings suggest factors that encouraged or hampered the implementation of OBE at district, school and classroom levels. Finally, based on the findings of both the literature and empirical studies, recommendations were provided for the improvement of OBE implementation in the Eastern Cape. / Education Management / D.Ed. (Education Management)