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.

Black South Africans have been exposed to an unequal and divided education system. It has been expected that the basis for an equitable education system would be laid in the post apartheid period. In this thesis I have provided an analysis of education policy development in South Africa between May 1994 and mid-1997. My main aim has beento understand the policy vision that the post apartheid state has enacted as the basisfor educational reconstruction.<br /> <br /> The conceptual framework of this thesis is located in the academic fields of Education and Development and Policy Sociology. I have focused on the interaction between the broad delimitations set by the structural, economic and political dimensions in society on the one hand, and the political and policy dynamics that have given education policy its specific meaning on the other hand. The role of the government in enacting a specific policy vision has been at the centre of my analysis.<br /> <br /> The government has effected a conservative vision with the adoption of the Growth, Employment and Redistribution (GEAR) macroeconomic strategy. GEAR has targeted the development of an export-based global economy along post fordist lines. Predicated upon an emphasis on fiscal discipline, the dominant policy orientation has supported equity but without an emphasis on redress. This approach has not provided the necessary basis for education reconstruction.<br /> <br /> The National Qualifications Framework (NQF) and Outcomes-based education (OBE) embody a definite '/ision in terms of which education policy would be aligned with economic development. This vision is based on the false assumption that education should playa fundamental role in producing the sophisticated labour demands of a globally competitive economy. The logic of both GEAR and the NQF is internally inconsistent and the relationship between these two policy frameworks is unsustainable.

A Dissertation Submitted to the Faculty of Education University of the Witwatersrand, Johannesburg for the Degree of Doctor of Philosophy / In the mid 1970s certain hitherto white private schools began admitting pupils of other race groups. As desegregated schools become more common in this country, there is need for curriculum research that can inform both policy makers and practioners. This study explores curriculum issues at a secondary school ten years after it admitted pupils of all race groups. Located within the qualitative research paradigm, this research is an ethnographic case study based on a year's participant observation in the school The study focused on teachers' approaches to their work, their aims, choice of material and methodology, academic achievement patterns, perceptions of factors influencing these and strategies for dealing with them; pupils' responses to different curriculum content, teaching styles and strategies, and the interplay between social interaction and learning. Within a framework of Similarity, there were differences among black and white pupils' expectations of the school, their evaluation of subjects, their prioritization of constructs of good teaching and their evaluation of the school in fulfilling key expectations. Black pupils underachieved academically. and were relatively more sensitive to the subtle tension underlying race group interaction. The curriculum was perceived as basically assimilationist, and most teaching conservative. geared toward narrow academic aims. A small group of teachers who promoted a less Eurocentric approach which tended to be more pupil-centered, activity-based and issue-centered met some opposition from their colleagues. The study highlights the interplay between social interaction and achievement, the need to address both social and personal educational aims together with academic achievement. The findings suggest that unless certain key curriculum changes are implemented, black pupils are likely to remain academically marginalized in open schools, and desegregated schools run the risk of contributing little to social change. / AC2017

A research report submitted to the school of education, University of the Witwatersrand, Johannesburg in partial satisfaction of the requirements for the degree of Master of Education Johannesburg, September, 2016 / School development planning (SDP) is a major driving force to achieve improvements in the quality of teaching and learning, and participation of stakeholders in school management. This study discusses research findings on the planning practices in primary schools based on the perceptions and experiences of principals of the impact of development planning towards improving learner achievement in Johannesburg District East in Gauteng, South Africa. A qualitative methods approach involving survey and case study was utilized to address research questions. This study identifies principals’ leadership, networking and teamwork amongst stakeholders, and improvements in teaching and learning as some of the benefits of SDP. This is premised on the fact that SDP is a highly technical process that requires skills and know-how to be executed successfully. However, the implementation of development planning is limited by inadequate Department of Education support, resources and continuous professional development of principals. It is argued that SDP is fraught with numerous challenges that require an approach that focuses on its, that is, school improvement and management of planned change. The findings will assist the district to design strategies to improve management schools through SDP. / MT2017

Medical schools have been reviewing their curricula to prepare caring and competent health professionals in the midst of a knowledge and technology explosion. The implementation of problem-based learning curricula signalled attempts to make learning more significant, based on constructivist perspectives that emphasise social interaction for meaning making and understanding. Available literature suggests that learning in PBL should be assessed by authentic, contextual real-life tasks that support and encourage students’ learning. To this end, the Nelson R. Mandela School of Medicine implemented the progress examination (PE) to complement the aims of Curriculum 2001 (C2001). The potential formative function of the PE was specifically appealing in terms of allowing for the development of reflective, self-directed and deep learning. Early explorations revealed an apparent mismatch between the aims of C2001, the expectations of stakeholders and their experiences with the PE at the site and these resulted in a number of adaptations to the examination. Cognisant of the influence of assessment on students’ learning, this study sought to examine whether the educational principles governing the implementation of C2001 also informed the implementation and adaptations of the PE. Using a qualitative case study methodology, the study investigated stakeholders’ understandings of the PE and its goals and the lived experiences of its implementation as a suitable tool to assess students’ cognitive learning. In addition, the study also investigated the possible factors that influenced the reform. Findings suggest that the PE was not suitable to assess students’ learning in C2001. Despite the perceptions of a strong educational need for curriculum reform and the apparent suitability of the PE, some members of staff lacked understanding, skill and confidence to apply and implement its aims. Staff failed to apply transformative practices of teaching and learning, while the principles of the PE and C2001 were not well diffused through the organisation. Members of staff expected the PE to differentiate between high and low performing students, while students came to regard the examination as just another hurdle in an already hostile learning environment. Factors such as the unstable and poor leadership, the restructuring of the health and education sectors, impacted on the implementation of the reform. Curriculum and assessment reform is challenging for students and lecturers, requiring the transforming institution to actively prepare and support stakeholders in a conducive educational climate. This case study highlights the need for comprehensive planning for effective and sustained curriculum reform. Collaborative strategies and educational systems should be sought and implemented to sustain conceptual and practical reform. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009.

This dissertation reports on a self-study in which I aim to better understand and improve my own practice as a Department of Education subject advisor, specifically in relation to preparing for the implementation of the Foundations for Learning (FFL) programme in the Foundation Phase (Grades R-3). FFL is a National response to persistent unacceptable low levels of literacy and numeracy in the Foundation Phase in South African schools. The programme is designed to focus attention on key activities that lead to effective literacy and numeracy development. Through memory work and critical reflection, I re-examine my lived experiences of learning and teaching in order to understand what impact these experiences have had on my practice as a teacher and a subject advisor. In addition, I work with a focus group of teacher participants to examine their experiences of learning and teaching as well as their current needs as Foundation Phase teachers in relation to the implementation of the Foundations for Learning programme. Through the self-study, I distinguish areas where I need to improve on my practice and also set out key strategies for change. Areas for improvement include closing the gap between policy and practice, conducting effective workshops, encouraging networking, enhancing communication and addressing specific barriers in rural schools. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2010.

Black South Africans have been exposed to an unequal and divided education system. It has been expected that the basis for an equitable education system would be laid in the post apartheid period. In this thesis I have provided an analysis of education policy development in South Africa between May 1994 and mid-1997. My main aim has beento understand the policy vision that the post apartheid state has enacted as the basisfor educational reconstruction.<br /> <br /> The conceptual framework of this thesis is located in the academic fields of Education and Development and Policy Sociology. I have focused on the interaction between the broad delimitations set by the structural, economic and political dimensions in society on the one hand, and the political and policy dynamics that have given education policy its specific meaning on the other hand. The role of the government in enacting a specific policy vision has been at the centre of my analysis.<br /> <br /> The government has effected a conservative vision with the adoption of the Growth, Employment and Redistribution (GEAR) macroeconomic strategy. GEAR has targeted the development of an export-based global economy along post fordist lines. Predicated upon an emphasis on fiscal discipline, the dominant policy orientation has supported equity but without an emphasis on redress. This approach has not provided the necessary basis for education reconstruction.<br /> <br /> The National Qualifications Framework (NQF) and Outcomes-based education (OBE) embody a definite '/ision in terms of which education policy would be aligned with economic development. This vision is based on the false assumption that education should playa fundamental role in producing the sophisticated labour demands of a globally competitive economy. The logic of both GEAR and the NQF is internally inconsistent and the relationship between these two policy frameworks is unsustainable.

A pilot study of the use of groupwork in biology education at the Griffiths Mxenge College of Education: The Government of National Unity in 1994 introduced a new educational policy for the country. This represented a shift in paradigm from a transmission mode of teaching and learning to learner-centered education. The shift marks a transformation from a contentbased curriculum to an outcomes based education (aBE). aBE, which is underpinned by Constructivism and Social Constructivism advocates for the use of groupwork as a strategy for achieving the outcomes envisaged in our learners. The challenge facing teachers and educators is how to implement outcomes based education. The intention of this research is therefore to serve as a pilot project to find out about how groupwork may be used in teaching. It looks at types of groups, considerations a teacher should have in forming groups, dynamics which come into play during teaching and gives suggestions as to how groupwork problems may be solved. Others issued are also raised which were not fully covered in the research. It is the hope of the researcher that the project would be a basis for further research on the use of group work in teaching under outcomes based education. Towards an effective implementation of assessment of biology practical work under "curriculum 2005" Transformation taking place in education in the Republic of South Africa has implications for assessment. It involves a move away from the transmission mode of teaching and learning, to a learner-centered education with the attainment of outcomes. It is a move away from the summative mode of assessment to a formative mode, where assessment leads to the development of the learner and monitor and support teaching and learning. Questions arise as to what to assess, how, when to assess and by whom? This research project is an initial attempt to look at how this assessment policy may be implemented effectively in schools and colleges, using the teaching and learning of practical biology as a tool. It looks at examples of assessment methods that may be used to assess learners work, their functions and problems that may arise in the teachers attempt to transform hislher practices. Suggestions are made on factors to consider in implementing assessment practice and how problems, which may arise in assessment, may be overcome.

The research presented in this thesis is a case study analysis of outcomes-based assessment in Grade 9 Human and Social Sciences of Curriculum 2005 in two South African schools. The research consists of two parts: Phase One, 2002 to 2003, was a qualitative case study, interpretive in orientation and using ethnographic techniques, aimed at understanding teachers’ responses to curriculum policy and the role of a school-based intervention, located within critically reflexive practice, in supporting change. During this phase, I was a co-participant operating from an insider position. During Phase Two, 2004-2005, I withdrew from the schools and took up an outsider position in order to analyse and theorise the case study. The findings of the interpretive review revealed a fascinating process of change, with some unexpected results that I lacked the theoretical and methodological tools to process. With support from critical friends, I realised that a dynamic and social process of knowledge recontextualisation had taken place, and that the research had moved beyond its initial goals. Not wishing to compromise my integrity as a qualitative researcher, I changed direction and made use of Basil Bernstein’s theorising (1990, 1996) to arrive at a suitable vantage point for the analysis. The main contention of this thesis is that the new OBE curriculum framework offers exciting opportunities for teacher participation in curriculum processes. However, if teachers are to maximise these and become agents of change, they need to acquire the rules of recontextualisation and reposition themselves in the recontextualising field. This implies epistemological empowerment, which takes time and mediation but which can be achieved through an approach to teacher professional development located in critically reflexive practice.

Educational Studies / DED (DIDACTICS)