It's almost like a dinner party and a buffet. A dinner party you get dished up stuff and you eat it and a buffet you can choose what you want out of a range of stuff. I mean think about it when you go to a dinner party- they always dish up something you don't like and you don't want to eat it anyway. It's the same if you have a lecturer in the front that just dishes out what you're going to learn, ... you have to learn it. But in terms of the curriculum negotiation process, I've got to choose what I wanted to leam. (Melissa II 27/11/01: 3) This thesis focuses on the process of negotiating the curriculum with twelve pre-service teachers registered for the Bachelor of Education (Primary) Degree during their Mathematics Education Course in their third year of study. The research is presented methodologically as an action research located within two paradigmatic positions, interpretive and critical. The research attempted to understand, interpret and critique the process of curriculum negotiation within the context of teacher education in South Africa In order to understand the negotiated curriculum process, experiences of the participants are presented through the use of their voices within the thesis. The interpretation is based on the construction and reconstruction of meaning during the enactment of the negotiated curriculum process and during the writing and reviewing of this thesis. The critique is rooted in the historical, cultural and social contexts of both the students and the author. The main contention of this thesis is that curriculum negotiation is not necessarily a suitable vehicle for developing a critical pedagogy in pre-service teacher education when all the participants form a homogenous group in this case, white middle-class women. The democratic values promoted within the context of our curriculum negotiation were fraught with dilemmas and entrenched the values of western liberalism. At most, the curriculum negotiation process and the development of a democratic learning environment, promoted a conscientisation at an individual level, namely a ' transformation of consciousness' . The democratic values promoted in our pedagogy were not sufficient in bringing about social change, a 'transformation for social action'.

D.Ed. (Teaching Studies) / The traditional method of lesson presentation has in recent years come under scrutiny from various education quarters concerned with approaches to teaching and learning. The reason for this being the changing swing of thoughts concerning knowledge and learning, the new integrated lifelong learning approach for general and further education (NQF:1995a) and the shift of emphasis in teaching strategies. The realization has dawned on educationalists that presentation lessons should perhaps not be "the one skill to which most attention is directed during [in-service] training" (Ashman & Conway, 1993:61), but one of many skills that should receive undue attention by all lesson presenters. The aim has not been to eradicate the process of lesson presentation in its present format but rather to oscillate the emphasis due to the growing interest in the manner in which learning matter is presented (Durniny & Sohnge, 1986:98). Learning activities should be "planned in such as way that most [all] of the learners are involved in [thinking] activities at all times of the lesson and not excluded as commonly appears to be the case" (Elston, 1992:71). Unfortunately initiative, creativity and other teacher input is not a prerequisite for lesson and content presentation as is proven when examining policies brought about by education departments regarding requirements for the planning and presentation of lessons. It must however be mentioned that these are changing drastically and we, as educators in so doing have to adapt (Osborne, 1993:2). Hardy (1992:56) believes that there should always be a prototype [lesson plan] according to which all instructional activities should take place. Obviously some structure or guidelines are essential, especially pertaining to new, inexperienced teachers, but has one not been "too reliant for too long on hierarchical and sanction ridden modes of 'instructional supervision'" (Smyth, 1991:81) which includes lesson presentation...

M.Ed. / This study was influenced deeply by among other issues the current sociopolitical reforms in South Africa, an overt paradigm shift in education and educational practices, growing concern for the environment and the need to empower teachers with environmental education knowledge, action competencies and skills through participation in curriculum development activities at both local and national level. The main aim was to uncover barriers towards the meaningful involvement and subsequent participation of teachers in environmental education curriculum development processes. This was done by determining teachers' perceptions about involvement in environmental education curriculum development processes. The literature review in this study revealed that teachers have been passive recipients and implementers of externally developed curricula both in South Africa and world-wide. No significant open-ended strategies have been formulated to involve teachers in curriculum development. The use of both the questionnaire and group interviews for this study proved to be very useful for providing insights into teachers' perceptions about the issue of curriculum development and their involvement in such processes. Several obstacles towards successful environmental education curriculum development and the subsequent involvement of teachers have been highlighted. The findings and recommendations of this research are expected to help elevate teachers' interest and awareness on issues of curriculum development for environmental education and to enable them to realise the need to engage in collaborative participatory curriculum initiatives. Based on the findings of this study, it can be argued that networking among environmental educators from various schools at local, provincial and national level, as well as with other informal environmental education providers should be encouraged by establishing appropriate policy and structural support systems in the Department of Education and Training. An appropriate model which highlights this idea, has therefore been developed.

PhD (CS) / Department of Curriculum Studies and Educational Management

The study aimed at developing a curriculum for technology teacher education and training for technology teachers teaching Grade R-9 in South African schools. The study was motivated by the national implementation of Curriculum 2005 as well as the Revised National Curriculum Statements Grades R-9 to be implemented from 2004. The cognitive framework was illuminated by the conceptualisation of technology education and examined the philosophical foundation and theoretical context of technology education, including the historical background of technical education in relation to teacher training in South Africa. The Norms and Standards for Educators as a benchmark for teacher education and training programmes is explored. Moreover, a conceptual framework for the proposed curriculum was investigated. This involved an analysis of selected educational philosophies and their influence on curriculum development, various curriculum approaches and models, including outcomes-based education, a needs analysis and curriculum evaluation and assessment. A small-scale empirical investigation using qualitative and quantitative approaches was carried out. Questionnaires designed for educators of the Technology Learning Area and educators of technical subjects were used to gather data. The empirical investigation comprised a needs analysis of the curriculum development process. To ascertain validity and reliability of findings, instruments were subjected to a pilot study. Data were analysed by a MS Excell spreadsheet computer programme and findings presented in tables and graphs. The curriculum for technology teacher education and training, particularly curriculum content, was based on the empirical findings and the philosophical foundations discussed in the literature review. The proposed curriculum stresses the importance of partnership between schools and industry and resulted in the following outcomes: * knowledge of technology education; * applied and integrated teaching competence; * applied and integrated assessment; * recommendations for improving the school-industry relationships through partnerships programmes emphasising the design of technological projects. Finally, the following recommendations emanated: * improvement of technology teacher education and training programmes in higher education; * development of expertise in the teaching and learning of technology; * resurgence of research in the teaching and learning of the technological design process. / Educational Studies / D. Ed. (Didatics)

Submitted in fulfillment for the Master of Engineering, Department of Civil Engineering and Surveying, Durban University of Technology, Durban, South Africa, 2015. / Promulgation of the Higher Education Qualifications Framework (HEQF) tasks the Council for Higher Education (CHE), South African Qualifications Authority (SAQA) and Department of Higher Education and Training (DHET) and standards generating bodies (Engineering Council of South Africa (ECSA)) with guiding institutions through the implementation of the new framework. Implementation is through a phased approach spanning a five-year period beginning in January 2011 and with anticipated culmination in December 2014. As the Higher Education Framework Handbook (CHE 2011:2) states: ‘all existing institutions, public and private, offering existing and previously accredited higher education programmes will be impacted upon by this process in some manner or form, whether it be through a minor name change or a complete renewal of the programme content.’ Consequently, universities of technology (UoT’s) have embarked on a curriculum renewal process and the Civil Engineering Department of Durban University of Technology (DUT) is no different. It is within this context of participation and multiple contributory environments of different role-players that this study was founded. This research explored the Civil Engineering industry’s involvement in the curriculum renewal at DUT with the intention of understanding its contribution and influence in the renewal process and particularly in terms of curriculum design. The scope of the study was restricted to DUT Civil Engineering Department and their graduates, with subjects selected from a convenience sample of DUT Civil Engineering Department’s database of employers that have in the past and presently employ DUT graduates and/ or Work-Integrated Learning (WIL) students. The sample constituted organisations from the contracting, consulting and para-statal fields of employment. A questionnaire was designed containing both open-ended questions and rating scales that explored and probed the Civil Engineering industry level of involvement in the curriculum and curriculum renewal activities at DUT. In addition, interviews were conducted with seasoned Civil Engineering staff that have interacted with industry at various levels to gain their view of industry’s involvement with design of the Civil Engineering curriculum. Data from both questionnaires and interviewees overwhelmingly suggested that industry is not directly involved with the curriculum renewal currently underway at DUT, some respondents only gathered that such an activity was taking place through the medium of the questionnaire. This suggests that the resultant curriculum will be void of much industry engagement and influence. The nature of engagement that does occur is largely through the utilisation of DUT graduates or WIL students. Engagement occurs most commonly when curriculum issues are raised by staff at interviews of employers during WIL, suggesting that the nature of association with DUT is limited to employment of students or graduates. It is inferred that industry has very little direct input into the curriculum. DUT Advisory Board is considerably under-utilised for its intended purpose of engaging industry on curriculum issues, and its existence is unfamiliar to industry at large. As much as the Advisory Board is the most appropriate avenue to discuss curriculum issues, it has limitations in that its function is not entirely realised. The data generated also resoundingly suggests that industry is fully supportive of an inclusive participation process. Data further suggest that industry genuinely wants to be involved in curriculum discussions, and decisions for reasons ranging from participating to create more relevant course content, to contributing to creation of graduates with more appropriate employability attributes. Participants from industry further intimated that their role remains for on-site experiential learning: they provide the working knowledge to complement the academic knowledge provided by DUT. They also consider themselves to be providers of other facets that contribute to a holistic graduate, and assume further roles such as those of mentors and supervisors. The likely outcomes of their influence would be rapid engagement of graduates within the Civil Engineering field. A symbiotic relationship therefore becomes apparent between DUT and industry, where with more input into the curriculum by industry; a more work- orientated graduate is produced to better serve the needs of industry. The following recommendations emerge from the findings of this study: Since most of industry’s engagement occurs during WIL interviews, it would be prudent if a generic curriculum- based questionnaire is devised. This should be filled in by employers during student WIL visitations by staff in addition to the existing questionnaire. In doing so DUT would be proactive in literally ‘taking curriculum issues to them’. The DUT Civil Engineering Department should target those companies that have an interest in making a concerted effort by enlisting them onto the Advisory Board. From an institutional perspective DUT should be more proactive and advertise the existence of such an entity, created solely for curriculum discussions with the public, and particularly with industry. Assessments, course content and the project component of the programme generated considerable comments from industry that the Civil Engineering Department could take into consideration during the curriculum renewal process.

Thesis (MPhil)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The South African Department of Education (DoE) recently introduced a new curriculum for schools. This curriculum, namely Curriculum 2005 (C2005), and later revised as the National Curriculum Statement (NCS), is functional at a national level in South Africa and claims to be a more equitable curriculum than its predecessor by incorporating a philosophy that accommodates all South African learners from diverse cultural and ethnic backgrounds. C2005 (NCS) promotes the principles of outcomes-based education (OBE) and shows a high regard for the Constructivist Learning Theory. In 2006 teachers will be expected to implement the Further Education and Training (FET) Band of the NCS. This study critically investigates C2005 (NCS) with the view to an improved understanding of multicultural education. The focus then turns towards music education by reviewing suggested teaching practices for multicultural music education. Following this is a thorough exploration of several approaches for the teaching of music from diverse cultures with an examination of the various appropriate models for music teaching. However, certain issues arise within the South African context as to whether music teachers have had the necessary preparation for the effective implementation of the prescribed music syllabus of the FET band. The prescribed music syllabus of the FET band includes a variety of musical genres and styles. This analysis culminates in a reflection on African music, which includes an investigation of how African music functions within traditional African societies and an approach for the effective transmission of African music in schools is proposed. Also, arising from numerous reviews concerning the teaching of African music, are opposing convictions that afford the reader an opportunity for creative thought. The lack of adequate didactical resources for the teaching of African music has resulted in a keen interest by the author in employing technology for instructional purposes. This study concludes by exploring recommendations concerning the design of an effective instructional programme that relies on technology and discusses the development of an appropriate technological resource for the teaching of African music. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse Onderwys Departement het onlangs ‘n nuwe kurrikulum aan skole bekendgestel. Hierdie kurrikulum, naamlik Kurrikulum 2005 (K2005), en later die Nasionale Kurrikulum Verklaring (NKV), is van toepassing op nasionale vlak in Suid-Afrika en maak daarop aanspraak om ‘n meer regverdige kurrikulum as sy voorganger te wees deur ‘n filosofie te bevat wat alle Suid-Afrikaanse leerders uit verskillende kulturele en etniese agtergronde akkommodeer. K2005 (NKV) bevorder die beginsels van Uitkoms Gebaseerde Onderwys (UGO) en vertoon ‘n hoë affiniteit vir die Konstruktiewe Leerteorie. Dit sal van onderwysers verwag word om in 2006 die Verdere Onderwys- en Onderrigband van die NKV te implementeer. Hierdie tesis ondersoek K2005 (NKV) krities met die oog op ‘n verbeterde begrip vir multikulturele onderwys. Die fokus skuif dan na musiekopvoeding met ‘n oorsig oor voorgestelde onderwyspraktyke vir multikulturele musiekopvoeding. ‘n Deeglike bespreking van verskeie benaderings vir die onderrig van musiek van verskeie kulture volg dan, asook ‘n ondersoek oor verskillende toepaslike modelle vir musiekonderrig. Sekere kwessies ontstaan egter binne die Suid- Afrikaanse konteks waarby daar gevra word of musiekonderwysers oor die nodige voorbereiding vir die effektiewe implementering van die voorgeskrewe musiekkurrikulum van die VOO-band beskik. Die voorgeskrewe musiekkurrikulum van die VOO-band sluit ‘n verskeidenheid musiekgenres en -style in. Hierdie analise word gevolg deur nadenke oor Afrika musiek, wat ’n ondersoek insluit na die wyse waarop Afrika-musiek binne die tradisionele Afrika-gemeenskap funksioneer. Voorstelle vir die benadering van Afrika-musiek in skole word gemaak sodat die effektiewe oordrag van Afrikamusiek verseker sal word. In hierdie bespreking word teenstrydige opinies wat na vore kom in die talle oorsigte oor die onderrig van Afrika-musiek, voorgehou. Dit bied die leser ‘n geleentheid tot kreatiewe denke. Die gebrek aan geskikte didaktiese bronne vir die onderrig van Afrika-musiek het gelei tot ‘n groot belangstelling by die navorser oor die gebruik van tegnologie vir onderrigdoeleindes. Hierdie studie sluit af met ‘n ondersoek na die ontwerp van ‘n effektiewe onderrigprogram wat op tegnologie gebaseer is, en met ‘n bespreking van die ontwikkeling van ‘n geskikte tegnologiese bron vir die onderrig van Afrika-musiek.

Thesis (MMus) -- University of Stellenbosch, 2005. / ENGLISH ABSTRACT: South African education is currently moving in a new direction that is aimed at representing all the cultures of the country. Music education is grouped as part of the Arts and Culture learning area of Curriculum 2005 and the implication is that instrumental music teaching is being marginalized at the expense of general music teaching. In the past these two were regarded as separate subjects that each had its own dedicated syllabus. This thesis is geared toward the preservation of instrumental music teaching (in this case piano) as part of the Arts and Culture learning area of Curriculum 2005 by means of a complementary teaching program whereby general music teaching and instrumental music teaching can be taught in conjunction with each other. This approach is based on Gane (1996) who suggests activities and approaches to music education that can support the co-operation between these two areas of music teaching. This thesis is an exploratory study to determine if co-operation between prescribed music curricula and the suggestions for music activities and approaches as proposed by Gane (1996), have the potential to bridge the gap between general music teaching and instrumental music teaching. At the onset of this study it was not to test a predetermined hypothesis, but rather to establish the possibility of a complementary teaching model for music teaching. This research project was done according to the qualitative research methodology as it was done it was done in a social setting. This research project was done over a period of six months with a group of ten learners whose progress ranged from beginner to grade 2 level. A variety of music compositions was selected and applied in the practice of the music lesson to demonstrate the application of the music activities as suggested by Gane (1996). The ultimate goal of the use of the music compositions was to indicate how prescribed and additional music can be explored to optimize the learners' knowledge from the two fields of music learning. The following syllabi were used for this thesis: the British National Curriculum (1995), as well as these South African syllabi: Curriculum for Extra-Curricular Music - piano (1993), the Interim Syllabus for Classmusic (1995), and Curriculum 2005 (1997). The reasons for the focus on these specific syllabi in this research project are as follows: firstly the British National Curriculum serves as framework for Gane's (1996) article "Instrumental performance and the National Curriculum: a possible partnership?" and this forms the foundation for this thesis; secondly the Curriculum for Extra-Curricular music (piano) deals with instrumental music teaching and the Interim Syllabus for Classmusic deals with general music teaching and these are the two aspects of music teaching in South Africa which this thesis aim to bring together; and lastly the Curriculum 2005 (1997) is the curriculum whereby education is currently being practiced in South Africa. The most important finding of this study is that the proposed teaching method is workable for music education if certain conditions as is discussed in chapter 4 are in place. It has also been found that because this is an exploratory study, there is room for more empirical research in this regard. In conclusion it can be said that since this study revealed the possibility for an exploratory teaching method for music teaching, this teaching method does have merit. / AFRIKAANSE OPSOMMING: In Suid-Afrika is opvoeding tans besig om in 'n nuwe rigting te beweeg wat daarop gemik is om verteenwoordigend van al die land se kulture te wees. Musiekopvoeding word as deel van Kurrikulum 2005 se Kuns en Kultuur leerarea gegroepeer en die implikasie is dat instrumentale musiekonderrig ten koste van algemene musiekonderrig ter syde gestel word waar dit voorheen as aparte vakke geag was wat elk volgens 'n afsonderlike sillabus onderrig was. Hierdie tesis poog vir die behoud van instrumentale musiekonderrig (in hierdie geval klavier) as deel van Kurrikulum 2005 se Kuns en Kultuur leerarea by wyse van 'n komplementêre onderrigprogram waarbyalgemene musiekonderrig en instrumentale musiekonderrig in wisselwerking met mekaar onderrig kan word. Hierdie benadering word op Gane (1996) se voorstelle vir aktiwiteite en benaderings tot musiekonderrig gebaseer aangesien hierdie skrywer ook 'n samewerking tussen die twee areas van musiekonderrig beywer. Hierdie tesis is 'n verkenningstudie om te bepaal of voorgeskrewe musiekkurrikula in samewerking met Gane (1996) se voorstelle vir aktiwiteite en benaderings tot musiekonderrig toegepas kan word om die oorbrugging tussen algemene musiekonderrig en instrumentale musiekonderrig, wat as twee aparte afdelings van musiekonderrig beskou word, te bewerkstellig. Die aanvang van hierdie tesis was nie om 'n voorafbebaalde hipotese te toets me, maar eerder om die moontlikheid van 'n komplementêre onderrigmodel vir musiekonderrig te bepaal. Die studie is volgens die kwalitatiewe navorsingsmetode gedoen aangesien dit in 'n sosiale opset plaasgevind het. Hierdie navorsingsprojek is oor 'n tydperk van ses maande en met 'n groep van tien leerders gedoen wie se vorderingstadia van beginner tot graad twee strek. Verskeie komposisies is geselekteer en in die musieklespraktyk uitgetoets wat daarop gemik is om algemene musiekonderrig by instrumentale musiekonderrig te laat aansluit, ter illustrasie van Gane (1996) se voorgestelde raamwerk vir musiekonderrig. Die uiteindelike doel met die gebruik van die gekose repertorium is om aan te dui hoe voorgeskrewe en aanvullende onderrigmateriaalontgin kan word om leerders se kennis vanuit die twee onderrigvelde bymekaar te bring en aan te vul. Die volgende sillabusse is in hierdie tesis uiteengesit: Die British National Curriculum (1995) en ook verskeie Suid-Afrikaanse kurrikula - dit wil sê die Kurrikulum vir Buitekurrikulêre musiek (klavier) (1993), die Tussentydse sillabus vir Klasmusiek (1995) en Kurrikulum 2005 (1997). Die redes waarom die voorafgenoemde sillabusse in die navorsingsprojek ingesluit is, is soos volg: eerstens dien die British National Curriculum as raamwerk vir Gane (1996) se artikel "Instrumental performance and the National Curriculum: a possible partnership?" en dit is waarvolgens hierdie tesis geformuleer is; tweedens handel die Kurrikulum vir Buitekurrikulêre musiek (klavier) oor instrumentale musiekonderrig en die Tussentydse sillabus vir Klasmusiek oor algemene musiekonderrig - hierdie twee onderrigvelde is juis die twee aspekte van Suid-Afrkaanse musiekonderrig wat hierdie tesis poog om by mekaar te laat aansluit; en laastens word Kurrikulum 2005 ingesluit omdat dit die onderrigprogram is waarvolgens opvoeding tans in Suid-Afrika gepraktiseer word. Die belangrikste bevinding van hierdie studie is dat hierdie voorgestelde onderrigmetode vir musiek werkbaar is indien daar sekere voorwaardes soos in hoofstuk 4 bespreek, in plek is. Ter afsluiting is daar ook bevind dat aangesien hierdie tesis as 'n verkenningsstudie gedoen was, daar ruimte vir meer empiriese navorsing in hierdie verband is. Die gevolgtrekking is dat aangesien hierdie studie die moontlikheid vir 'n ontginnende onderrigmetode vir instrumentale musiekonderrig aandui, hierdie metode wel meriete het.

Thesis (MMus) -- University of Stellenbosch, 2000. / ENGLISH ABSTRACT: This study involves the research and documentation to develop an integrated, outcomesbased curriculum for music education in Grade 8 in South Africa by using guided composition as a teaching method. Directives from the new national curriculum, i.e. Curriculum 2005, the current Western Cape Education Department's syllabus for Music and the British National Music Curriculum are considered and applied. Composition is a medium that assists learners in exploring sound in an approach that emphasizes discovery through processes of creative thinking when organizing sound. Music as an art form cannot be mastered through discussion and performance alone. This study focuses on how composition helps learners to explore and discover through problem-solving activities when learning to think in sound and to manipulate the language of music. General perspectives on music education curricula are researched to determine an acceptable theoretical proficiency level for Grade 8. The praxial music educational approach of David Elliott is used as a philosophical foundation for developing the composition program curriculum. Actively making music, developing musicianship and developing creativity in music education form the backbone of this author's approach and hence an accountable basis for a curriculum. Fundamental issues in developing a curriculum are examined, the crux being how we learn. Cognitive apprenticeship and reflective thinking as praxial techniques focussing on integrated and holistic learning are proposed as a methodology for a music education curriculum, in this case composition. A curriculum for guided composition is designed and set out in four stages according to the four stages of curriculum development as proposed by David Elliott. Orientation, preparation and planning, teaching and learning and evaluation and assessment are addressed. This composition program attempts to situate and activate musical learning by proposing teaching and learning skills through which learners can activate and catalyze their creativity. When learning and experiencing music in a situated, authentic and practical way, as through composition, lifelong involvement, musical skills and continued enjoyment and accountability for the subject can be stimulated and established. / AFRIKAANSE OPSOMMING: Hierdie studie behels die navorsing en dokumentasie van die ontwikkeling van 'n geïntegreerde, uitkomsgebaseerde kurrikulum vir musiekopvoeding in Graad 8 in Suid- Afrika deur begeleide komposisie as 'n onderrigmetode te gebruik. Riglyne uit die nuwe nasionale kurrikulum, nl. Kurrikulum 2005, die huidige Wes-Kaap Onderwysdepartement se sillabus vir musiek en die Britse Nasionale Musiekkurrikulum word ondersoek en toegepas. Komposisie is 'n medium wat hom by uitstek daartoe verleen om op ontdekkende wyse, deur middel van kreatiewe prossesse, klank te eksploreer wanneer dit georganiseer word. Musiek as kunsvorm kan nie bemeester word deur blote besprekings oor musiek en voordrag alleen nie. Hierdie studie ondersoek hoe komposisie leerders kan help om te eksploreer en te ontdek deur middel van probleemoplossingsaktiwitieite wanneer hulle leer om in klank te dink en die taal van musiek te manipuleer. Breë perspektiewe op musiekopvoedkundige kurrikula word ondersoek om 'n aanvaarde vlak van teoretiese bevoegdheid vir leerders in Graad 8 te bepaal. Die praksiële musiekopvoedkundige benadering van David Elliott is die vertrekpunt om as filosofiese basis vir die ontwikkeling van hierdie komposisieprogram te dien. Aktiewe musisering. die ontwikkeling van musiseerderskap en die stimulering van kreatiwiteit in musiekopvoeding vorm die ruggraat van hierdie outeur se benadering en derhalwe 'n besinde basis vir 'n kurrikulum. Fundamentele aangeleenthede in die ontwikkeling van 'n kurrikulum word ondersoek, waar die kruks lê in hoe ons leer. Kognitiewe vakleerlingskap en reflektiewe denke is praksiële tegnieke wat fokus op geïntegreerde en holistiese leer en word voorgestel as 'n metodologie vir 'n musiekopvoedkundige kurrikulum, in hierdie geval komposisie. 'n Kurrikulum vir begeleide komposisie word ontwerp en word voorgestel in vier fases volgens die vier fases van kurrikulum-ontwikkeling van David Elliott nl. oriëntasie, voorbereiding en beplanning, onderrig en leer en evaluasie en assessering. Die komposisieprogram word geëvalueer en metodes van kurrikulum-evaluering word beskryf. Die komposisieprogram poog om musikale leer te situeer en te aktiveer deur onderrigen leervaardighede voor te stel waardeur leerders hul kreatiwiteit kan aktiveer en kataliseer. Wanneer musiek in 'n gesitueerde en outentiek praktiese wyse geleer en ervaar word, soos deur komposisie, kan lewenslange leer, musikale vaardighede, voortgehoue genot van musiek en regverdiging van die vak gestimuleer en gevestig word.

Thesis (PhD)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The curricula of the Technikon National Diplomas in Horticulture, Landscape Technology and Parks (Open Space) and Recreation Management have been intermittently revised since the original inception in 1972 of the NO in Horticulture. The shortcomings in the process of curriculum revision, with special reference to programmes in Horticulture, were identified. The institution of outcomes-based education (aBE) and the National Qualifications Framework (NQF) followed the promulgation of the South African Qualifications Authority Act (No. 58 of 1995). All curricula are currently being written in terms of learning outcomes that qualifying learners will be expected to demonstrate. The primary aim of this research study has been based upon the proposition that a scientifically validated situational analysis is an essential precursor to the design or redesign of a curriculum for tertiary-level horticultural training. A situational analysis that includes the sectors of Amenity horticulture, Arboriculture, Floriculture, Landscape, Nursery production, Nursery retail and Turf was undertaken. The results of this analysis were to be utilised in the development of a theoretical curriculum framework, which may be used in the development of a revised curriculum. The secondary aims of the study are complementary to the primary aim as the situational analysis has led directly to the identification of the core and specific skills/competencies within the seven sectors, the degree to which horticulturists are seen to have prepared themselves for their careers, the attributes or qualities employers expect of a qualified horticulturist and the values applicable to the horticulture profession. This research is regarded as exploratory as little documentation exists regarding the competencies being applied by horticulturists within the different sectors. As it describes the characteristics of horticulture education and training and tries to understand the meaning and relevance of the data gathered, it may also be defined as descriptive. It is also an applied research study as its focus is on the sector-specific curriculum development needs in the horticulture industry. A triangulation approach to the study was followed that utilised a quantitative as well as a qualitative approach. This served to heighten the reliability and the validity of the research. In the qualitative approach, use was made of both personal and focus group interviews, which enabled the researcher to study the problem at greater depth. The mail survey, which used a self-administered questionnaire, facilitated the collection of empirical data that was used to corroborate and extend the generalisability of the qualitative findings to a national level and was the quantitative approach followed. While the situational analysis has led to an extensive amount of empirical data relative to the revision of the curricula, the development of a theoretical curriculum framework is seen as the logical conclusion of this analysis as it represents a synthesis of the most important findings of the study. Its presentation to the industry as a concept curriculum framework, upon which a revised curriculum for technikon horticulture training may be based, is recommended. The development of a framework structured in a format compatible with the NQF, aims at meeting the curriculum needs of the different sectors of the industry. / AFRIKAANSE OPSOMMING: Die kurrikula van die Technikons se Nasionale Diplomas in Tuinbou, Landskaptegnologie en Parke- (Oopruimte) en Rekreasiebestuur is sedert die instelling van die NO in Tuinbou in 1972, by tye verander. Die tekortkominge in die proses van kurrikulumhersiening, met spesiale verwysing na programme in Tuinbou, is uitgewys. Die instelling van uitkomsgebaseerde onderwys en die Nasionale Kwalifikasieraamwerk (NKR) het op die proklamasie van die Suid Afrikaanse Kwalifikasie-Owerheid Wetsontwerp (No. 58 van 1995) gevolg. Alle kurrikula word tans in leeruitkomstes wat kwalifiserende leerders sal moet kan demonstreer, omskryf. Hierdie navorsing berus primêr op die uitgangspunt dat 'n belangrike voorvereiste vir die ontwerp of herontwerp van 'n tersiêre vlak-kurrikulum vir tuinbouopleiding op 'n geldige, wetenskaplike situasie-analise gegrond moet wees. 'n Situasie-analise wat die sektore van Baangras, Blommekweek, Boomteelt, Gemeenskapstuinbou, Kwekerykleinhandel, Kwekeryproduksie en Landskap insluit, is onderneem. Die resultate van hierdie situasie-analise sou vir die ontwikkeling van 'n teoretiese kurrikulumraamwerk tydens kurrikulumhersiening benut kon word. Die sekondêre doel van hierdie studie is aanvullend tot die primêre doel aangesien die resultate van die situasie-analise tot die identifisering van die kern- en spesifieke vaardighede/bevoegdhede binne die sewe sektore sou kon bydra. Die mate waartoe tuinboukundiges hul met sukses vir hul loopbaan voorberei het, die eienskappe wat 'n werkgewer van 'n gekwalifiseerde tuinboukundige sou kon verwag en die waardes wat op die tuinbouprofessie van toepassing is, word ook hierdeur geraak. Hierdie navorsing lsverkennend van aard aangesien daar min literatuur beskikbaar is met betrekking tot die bevoegdhede wat deur tuinboukundiges in die verskillende sektore toegepas word. Aangesien dit die eienskappe van tuinbouopvoeding en - opleiding beskryf en 'n poging is om die betekenis en relevansie van die ingesamelde data te verstaan, kan dit ook as beskrywend beskou word. Omdat die fokus op die spesifieke kurrikulumontwikkelingsbehoeftes van die tuinboubedryf geplaas is, is dit ook 'n toegepaste studie. 'n Triangulasiebenadering tot die studie is gevolg waardeur van beide 'n kwantitatiewe en 'n kwalitatiewe benadering gebruik gemaak is. Die betroubaarheid en die geldigheid van die navorsing is hierdeur verhoog. Die kwalitatiewe benadering het van persoonlike en fokusgroeponderhoude gebruik gemaak, wat aan die navorser die geleentheid gebied het om 'n diepgaande ondersoek te doen. Die kwantitatiewe benadering, waar van 'n posopname met 'n self- ingevulde vraelys gebruik gemaak is, het die insameling van empiriese data moontlik gemaak. Hierdie data kon gebruik word om die kwalitatiewe bevindinge tot by 'n nasionale vlak te verbreed. Die situasie-analise het 'n groot hoeveelheid empiriese data, wat op die hersiening van die huidige kurrikula van toepassing is, opgelewer. Die ontwikkeling van 'n teoretiese kurrikulumraamwerk word as die logiese gevolgtrekking van die analise beskou aangesien dit die sintese van die belangrikste bevindinge verteenwoordig. Die aanbieding hiervan aan die bedryf as 'n konsepkurrikulumraamwerk waarop tuinbouopleiding by technikons gebaseer kan word, word aanbeveel. Hierdie konsepraamwerk is in 'n formaat wat met die NKR verenigbaar is, ontwikkel en is geskoei op die realisering van die kurrikulumbehoeftes van die bedryf en sy afsonderlike sektore.