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TECHNICAL EDUCATION IN NAMIBIA: PAST TRENDS, PRESENT CIRCUMSTANCES AND FUTURE PROSPECTSBrunette, Henri Christian 13 June 2007 (has links)
The emergence of technological education as an integral component of general education has
become a significant international curriculum development of recent years. Its distinctive
curriculum features are technological literacy and capability and it highlights the importance of
âapplied knowledgeâ, âdoingâ, âtechnological understandingâ and âproblem solvingâ.
Technological education at international level is growing in value and it is utilised to increase
employability levels among school-leavers through involving businesses and industries from the
private sector in activities such as syllabus design and material support. Against this background,
the research study investigated the character, value and relevancy of technological education in
Namibia over several decades.
The first phase of this study comprises a comprehensive overview of the literature on
technological education at national and international levels. A study of technological education
in various countries and specifically Germany, a previous colonial ruler of Namibia, identified
the following characteristics:
⢠The status and value of technological education is very high and is considered as a
vehicle for the attainment of economic prosperity and to decrease unemployment.
⢠The private sector provides financial, material and moral support to technological
education, for example the design of syllabi at school level.
⢠Technological education improves the technological knowledge and skills of learners that
enable them to get employment or become self-employed more easily.
The second phase involved research by means of questionnaires and interviews. The two
structured questionnaires were administered to samples of 126 learners and 26 teachers
respectively at technical secondary schools. Interviews were held with knowledgeable Namibian
educators about the prevalence of current technical education in Namibia. The information
gathered from the literature and the results of the questionnaires and interviews provided
evidence that the status of technological education in Namibia had declined to such an extent due
to neglect, that a new approach to technical education, namely technological education, is
required. Some of the major findings are the following: ⢠Before independence Namibians were denied the opportunity to design technical
education programmes as South African education programmes were used.
⢠The South African-based technical education did not consider local economic realities
and employment demands although it was of a good standard, equalling that of South
Africa.
⢠After independence Namibians were given opportunities to design technical education
programmes.
⢠Local technical education programmes were developed according to perceived needs and
not to scientifically established economic and industrial needs.
⢠There is evidence of poor quality at the various levels of technical education, resulting in
learners leaving schools with theoretical knowledge but without practical capabilities
and entrepreneurial skills.
⢠Poor planning procedures for technical education resulted in inadequate budgets which
caused equipment to deteriorate and insufficient materials.
In view of these findings, recommendations are made in order for appropriate technological
education to be designed properly and implemented effectively. Firstly, the status and value of
technological education among Namibians need to be improved. Secondly, relevant technical
education programmes that encompass purposes, content, processes, contexts and structures,
which communities will be able to see as part of the school curriculum, need to be designed.
Thirdly, the private sector must be involved in technological education. Finally, the ultimate
value of this study is the contribution to the design and implementation of an appropriate
technical education model which adds to the overall development of Namibia as a peaceful and
economically vibrant country.
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THE USE OF COOPERATIVE LEARNING IN ECONOMICS IN THE FURTHER EDUCATION AND TRAINING PHASE IN THE FREE STATE PROVINCEvan Wyk, Micheal Moos 24 June 2008 (has links)
In recent years, South African teachers were compelled to make an important
paradigm shift in education from a teacher-centred approach to a learner-centred
approach. Put differently, the emphasis is now on an outcomes-based education
(OBE) approach as the key underlying principle of the National Curriculum
Statements (NCS). Furthermore this paradigm shift in teaching and learning
emphasized an active participation of learners which necessitated Economic
teachers to restructure their teaching strategies in terms of the NCS.
The purpose of this study was to design a framework for the implementation of
cooperative learning as a teaching strategy for Economics teachers in the
Further Education and Training (FET) phase in Free State secondary schools.
A literature study and an empirical research was conducted for structuring of
such a framework with different components in the design and implementation of
cooperative learning as a teaching strategy for Economics teachers.
To achieve the aforementioned, OBE in general was outlined. Secondly, the
elements, principles, different OBE curriculum models were discussed. Thirdly,
problem areas and arguments in defence of the implementation thereof in South
African schools were explained. Fourthly, a multi paradigm perspective on the
OBE approach, the National Qualifications Framework (NQF) and the place of
the NCS for the FET phase were interrogated from an OBE curriculum model
point of view. Furthermore Economics as a social science was compared to other sciences and
models of economic teaching. Economics as a school subject and the
interrelated components to the curriculum were broadly explained.
As reinforcement to the previous mentioned aspects, a historical development as
well as viewpoints on cooperative learning were outlined. Subsequently the
importance of cooperative learning models, strategies, and group compositions
were thoroughly analysed. In conclusion, the perspective on the development of
cooperative learning, the rationale thereof, as well as the advantages and
disadvantages were scrutinized.
Emanating from the literature review an empirical study was conducted to
determine the current status of in-service training amongst Economic teachers
and to which extent they apply cooperative learning techniques. Economic
teachers and Learning facilitators acted as respondents for obtaining data that
was used for the design of a framework for implementation of cooperative
learning. Findings of the responses of the questionnaires revealed that there was
a great need for more in-service training especially for both beginner and
experienced teachers. Furthermore the majority of respondents indicated a
deficiency in the application of cooperative learning in their Economic classes.
Thereafter a number of recommendations were made regarding the in-service
training and the effective application of cooperative learning as a teaching
strategy in Economics teaching.
In summation, the literature study, the findings of the empirical research and
recommendations of this study forms the basis for the design of a framework for
the implementation of cooperative learning as a teaching strategy for Economics
teachers in the Further Education and Training (FET) phase.
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THE IMPACT OF CURRICULUM TRANSFORMATION ON CLASSROOM PRACTICE IN NORTHERN CAPE SCHOOLS.Ishmail, Michelle Ingrid 05 July 2005 (has links)
The purpose of this study is to establish the impact of curriculum
transformation on classroom practice in Northern Cape schools,
given the fact that the curriculum is deemed to be the vehicle
which will ensure that all South Africans, have the necessary
knowledge, values, skills and attitudes, which will facilitate social
and personal development and economic growth, as well as
strengthen the countryâs democracy.
A historical overview of the rationale for curriculum
transformation is provided, highlighting the features of the
education system prior to the first democratic elections. In
addition, the various curriculum policy options pre-1994 is
outlined, in an attempt to gain an understanding of the origins of
the outcomes-based curriculum.
It emerges that most of the proposals put on the table, favoured
an integration of education and training, as well as the promotion
of high levels of skills, needed for economic growth in the
country.
Curriculum 2005, which endorsed the ideas of an integrated
approach to education and training, and which emphasised life-long
learning, was unveiled in May 1997, for implementation in
1998.
Given the inequities of the past, it could be expected that teachers
would find difficulty in implementing the new curriculum.
Developments after implementation is traced, and the study
provides a comparison of the design features of the original
version of C2005 and the Revised National Curriculum
Statement, which is being phased in incrementally. The study also provides an account of the current learning and
teaching situation in schools in the country, by illustrating the
findings of various
research studies. These studies reveal that classroom practice is
still characteristic of activities which do not promote higher order
thinking skills, such as investigation, understanding relationships
and curiosity, lack of lesson structure and lesson material
prepared in graded sequence, and physical conditions in schools
leaves much to be desired.
Given the situation outlined above, the research investigated key
factors which are required to improve classroom practice. These
factors included; the dissemination of the curriculum, the quality
of transactions between teachers and learners in the current
teaching situation, methodologies currently used, provision and
use of resources and contextual realities at system and school
level.
During the study, key stakeholders, namely, learning area
managers, teachers and learners completed questionnaires on the
above mentioned aspects. Principals and representatives from
School Governing Bodies responded to questions during
interviews.
In conclusion, findings emanating from the literature study, as
well as the empirical research is presented. Based on these
findings, a practice-orientated curriculum implementation
strategy, focusing on classroom practice, is recommended, taking
the contextual realities of the system into account.
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INSTRUCTIONAL LEADERSHIP AND CURRICULUM DEVELOPMENT IN CURRICULUM 2005: A QUALITY ASSURANCE PERSPECTIVEMotaboli, Teboho 05 September 2008 (has links)
The primary aim of this research was to obtain first hand information from
instructional leaders (principals, Heads of Department (HoDs) and teachers), about
the ease and difficulties that they experience in interpreting C2005 guidelines and
translating them into classroom programmes in the Free State. Contingent to the
above aim, the research aimed to develop a quality assurance framework that could
enhance the successful implementation of C2005. The aim of the research was to
be achieved through a qualitative empirical study of the views, statements, opinions
and meanings that instructional leaders of the GET senior phase (grades 7 to 9)
give to their experiences.
To inform the empirical study, an extensive literature review of instructional
leadership, curriculum development and quality assurance in general and in C2005
in particular was undertaken. Functional aspects in which instructional leaders
experience difficulties were analysed under design, dissemination, implementation
and evaluation of C2005, or as the SA government prefers; context, inputs, process
and outputs. All these were discussed in detail in chapters 2, 3 and 4.
The following related difficulties were established through the research: instructional
leaders stated that the âtop downâ approach to design, dissemination,
implementation and evaluation of C2005 guidelines has alienated instructional
leaders. The change to C2005 was poorly financed, rushed and had little
preparation in training and resources. Furthermore in the absence of instructional
leadersâ input, the task teams that the DoE selected to design C2005 guidelines did
not capture the actual challenging and difficult conditions in the school and
classroom in which C2005 is implemented. The failure of the DoE to take
instructional leaders on board has resulted in technical and language difficulties for
instructional leaders; it has prevented instructional leaders from buying into C2005
processes and co owning them and hinders quality delivery of C2005. Moreover, a quality assurance system that could have ensured that most of the
problems are designed out in C2005 was not in place when C2005 was first
implemented in 1998. The quality assurance structures that exist at the time of
writing were only legislated in 2001. However, instructional leaders say that the
IQMS and its agencies such as the WSE, DAS and PMS do not address
instructional leadersâ classroom implementation problems. To address such
problems, some recommendations were made.
The most important recommendations that are made in chapter 7 are that besides
accreditation, the DoE should consider adopting a collaborative quality culture and
quality assurance systems in the further development of C2005. The research
recommends that the DoE consider allocating more money for transformation,
training more learning facilitators and instructional leaders thoroughly and strongly
support them. The research also recommends that the DoE selectively adopt
some elements of established quality assurance systems such as the Total Quality
Management and International Standards Organisation system (ISO 9000) to
inject quality culture into all planning and development of C2005. The DoE is
advised to take more time to plan and implement well-researched and piloted
recommendations resolutely. These improvements are provided for in the
guidelines of a quality assurance framework that is proposed by this research and
points to future research to achieve cohesive quality implementation of C2005 in
its latest form as NCS.
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TEACHING FOR MATHEMATICAL LITERACY IN SECONDARY AND HIGH SCHOOLS IN LESOTHO: A DIDACTIC PERSPECTIVEMavugara-Shava, Fungai Munashe 13 September 2006 (has links)
The main purpose of this study is to inquire, from a didactical perspective, into the
question of teaching mathematics for mathematical literacy in secondary and high
schools in the district of Maseru, Lesotho. In the study, mathematical literacy and
didactical practices relating to mathematics are viewed as related variables that
directly impact upon each other. In order to appropriately place the concept of
didactical practices in school mathematics education, the study engages support from
literature to explore a range of related areas in mathematics education and in
mathematical literacy. These areas include, amongst other factors, aspects such as:
the position of mathematics in education, the role, meaning and neighbours of
mathematics education, and the psychological theories and philosophies that
influence trends in didactical practices related to mathematics.
In the study, mathematical literacy itself is defined from different perspectives. In the
light of these definitions, the study views mathematical literacy as the individualâs
aggregate of mathematical skills and knowledge that empowers the individual to
participate meaningfully and make well-founded mathematical judgements in a
society that is imbued with technology.
Didactical practices and the nature of mathematics that are purported to inculcate
mathematical literacy in learners are discussed, in the study, to serve as a premise on
which the teaching of mathematics, for mathematical literacy in secondary and high
schools in the district of Maseru, is investigated.
The investigation itself seeks to establish the current didactical practices relating to
mathematics, which are employed in secondary and high schools in the district of
Maseru, Lesotho, and to determine the extent to which these didactical practices
correspond to and correlate with indicators of teaching mathematics for
mathematical literacy. The study further examines whether the nature (content,
objectives, and recommended didactical practices relating to mathematics) of the
mathematics curriculum offered in the district of Maseru, concurs with that
recommended in literature on teaching mathematics for mathematical literacy.
In conclusion, the investigations of the study culminate in assessing which didactical
practices relating to mathematics still need to be improved, embraced, or redefined. Recommendations based on the findings of the study include: the use of open-ended
problem solving techniques, real-life problem investigations, and the use of projects
as a didactical approach. Other recommendations are: themes across the school
curriculum should be unified, real-life data should be used in statistics and
probability, and mathematics problems should encompass actual, real-life problems
rather than contrived problems related to real life situations.
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HOME SCHOOLING IN SOUTH AFRICA: A TRAINING PROGRAMME FOR PARENTS.van Schoor, Johanna Hendrika 10 November 2005 (has links)
No abstract available.
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âN KRITIES-EVALUERENDE STUDIE VAN INLIGTINGSVOORSIENING IN âN VERANDERENDE SUID-AFRIKAANSE SKOOLOMGEWING: âN SKOOLBIBLIOTEEKPERSPEKTIEFde Vries, Leon Chapman 30 March 2010 (has links)
This study, based on the critical theory approach, examines the provisioning of reading and
information resources to learners through the availability of school library services since the
advent of South Africaâs democratic dispensation in 1994. Of particular concern is
governmentâs planning on national and provincial level for the provisioning of school library
services and the documents that were compiled in this regard. The provisioning of school
library services, planning for it and reflecting on it, however, cannot take place without
recognising international trends and developments. Therefore the study started by examining
the worldwide information and communication revolution and its effect on the community
and the economy, as well as its effect on access to reading and information resources and
education. The underlying question is what relevance school libraries still have in a world
driven by information and communication technology. It seems that people in the education
and the library and information sphere are still convinced that a well functioning library
could contribute to education that prepares learners for life. School libraries are especially
important for the support of resource-based learning. Research reports also indicate
improved academic results where teaching and learning are supported by good school library
practice.
As part of the background study an examination was done of the provisioning of school
library services in two developed countries, namely the United States of America and
Australia, and two developing countries, namely Botswana and Namibia. The latter two are
especially important because South Africa is also largely a developing country. Both use
different kinds of classroom collections to give learners access to reading and information
resources. The USA and especially Australia, in spite of their status as developed countries,
also use combined school and public libraries (often referred to as school community
libraries) where it offers a practical solution. It is especially in rural, sparsely populated
areas, where it can be found.
The focus then moves to the South African school library situation that is examined within a
changing and developing dispensation. The central framework within which education
provisioning takes place, is also examined. In this regard the Constitution, policy and
legislation, inter alia, were discussed. It is clear that, from South Africaâs developing
context, the provisioning of access to school library services could make a contribution as many learners, because of their socio-economic circumstances, do not have easy access to
reading and information resources. Furthermore it is, because of the methodology of South
Africaâs outcomes-based curriculum, highly desirable that teachers and learners should have
access to various information resources. However statistics indicate very little progress in the
availability of school libraries since 1994.
Constitutionally and in terms of legislation the state is obliged to provide education of an
acceptable quality to all the school learners of the country. Notwithstanding school library
services did not figure strongly in the governmentâs broad education framework, its
education policy, legislation, funding and curriculum in the decade after 1994. However
lately, especially since 2006, the references of the minister of education to the necessity of
school libraries are increasing. It is especially in terms of reading support and the
improvement of reading skills that school libraries are mentioned.
In the light of the huge need of school libraries this study further examined the planning for
school library provisioning that was done after the 1994 election by the provincial
governments and the national government. It examined the available documentation with
regard to aspects such as school library accommodation, staff, library collections,
provisioning and governing structures, policy, funding, legislation, co-operation and optimal
utilisation of resources.
Eventually a number of recommendations were made that could improve the school library
situation and learnersâ access to reading and information resources. The most important of
these is, in accordance with the constitutional principle of cooperative governance, the
acceptance of an integrated approach to the provisioning of school library services that
includes support from public libraries and the provincial library services.
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STRUCTURING OF A POWERFUL LEARNING ENVIRONMENT FOR THE TEACHING AND LEARNING OF HISTORY IN THE FURTHER EDUCATION AND TRAINING BAND IN FREE STATE SCHOOLSMoreeng, Boitumelo Benjamin 27 July 2010 (has links)
The primary aim of the research was to identify different aspects that need to be taken into
account when structuring a powerful learning environment for the teaching and learning of
history in the FET Band. In doing so the researcher focused on and adopted the Flemish
notion of âPowerful Learning Environmentâ as espoused by amongst others De Corte and
Masui (2004), and Donovan and Bransford (2005).
History teaching in South African schools has faced challenges and was subject to change
throughout the ages. Some of these challenges included the way in which history was taught
in schools, the nature of its content and the impact that these had on peopleâs perception of
history as a school subject (Kapp, 1994, Pandor, 1994, De Villiers, 1998, Van Eeden, 1999,
Twala, 2003, Asmal, 2003).
The researcher focused on two challenges, namely to determine history teachersâ and
learnersâ perception of the teaching and learning of history as well as determining the
current status of the teaching and learning of history in the FET Band of schools with the
Free State province. Findings from these two aspects were used to create guidelines for the
structuring of a powerful learning environment for the teaching and learning of history.
The study further proposes that history teachers require a thorough understanding of
Outcomes-based education in South Africa, historical developments in the teaching of
history in South Africa and internationally, learning and developmental theories and
knowledge about learning environments so that they can structure powerful learning
environments.
The research design involved a quantitative method and the data was collected by means of
a five point Lickert scale questionnaire. The questionnaires included statements about
perception of history teaching and also sought to determine the current status of history
teaching and learning by focusing on the teaching and learning strategies employed. The
sample consisted of 96 teachers and 697 learners throughout the Free State province who
participated in the study. The data for the research was analyzed by means of the SPSS at
the University of Free State.
The research findings suggest that both learners and teachers of history have a positive
attitude towards History as a school subject. With regard to the approaches that are used
during history lessons, the research revealed that there was a need to improve on the
following three characteristics of learning environment, namely community-centred learning environment, learner-centred learning environment and assessment-centred learning
environment.
History teachers therefore need to be empowered to use constructivist teaching
methodologies that will not only ensure the development of appropriate historical skills and
the acquisition of historical content, but will also improve interaction within the class and
enhance the nature of assessment.
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ASSESSMENT IN THE FURTHER EDUCATION AND TRAINING SCHOOL SECTOR: A QUALITY ASSURANCE PERSPECTIVEBrown, Stephen Pieter 17 May 2013 (has links)
South Africaâs performance record in the international arena together with reports of
national quality assurance bodies released in recent years have highlighted the
alarmingly poor results in the educational accomplishments specifically amongst
learners in the further education and training school sector. An analysis of school
learning achievements compared to national and international benchmarks has
indicated that an improvement in the quality of learning output remains one of the
biggest challenges facing the South African educational system. Finding means to
improve the performance of learners as well as the quality of the education learners
receive is a major priority for all stakeholders. Despite vigorous attempts of the national
department (DoE) to develop initiatives and programs aimed at improving learner
achievements, minimal progress has been achieved. Umalusi, the quality assurance
body for Further Education and Training (FET), intends to address this problem as one
of its top priorities.
Existing literature indicate that strengthening the assessment practices currently
employed could result in improved teaching, learning and assessment whilst
simultaneously enhancing quality assurance in schools. There is a marked variation in
performance of schools throughout the country. An attempt was therefore made to
identify constraints leading to the different performance levels of schools. Schools for
the research were selected from different categories: good, average and low performing
schools based on the performance of their 2009 grade 12 results.
The goal this study pursued was to provide a theoretical underpinning of assessment at
school level from a quality assurance perspective. Information assimilated from
contemporary literature, was utilised to develop a questionnaire with the aim to
investigate teachersâ awareness of quality assurance measures that should be
implemented during assessment practices in schools. Additionally, it aimed to determine
whether teachers assess learners in totality and also to investigate the extent of quality
assurance measures being employed. A qualitative study was also conducted to
strengthen the quantitative findings. Results indicated that various constraints impeding the implementation and application of quality assurance were present and that these
constraints affected the performances of the learner. This was made evident in the data
analysis where teachers of the different school groupings were compared in respect of
their awareness and understanding of assessment and quality assurance measures.
Findings of what were considered good assessment practices in the study were
compared with those in the existing literature review which enabled the researchers to
make recommendations pertaining to the improvement of assessment practices and
enhancement of quality assurance.
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FORMATIVE ASSESSMENT IN SENIOR PHASE MATHEMATICSVan der Merwe, Reinette 21 August 2012 (has links)
There is a crisis in mathematics teaching and learning in South Africa. Both national and international tests have shown that South African learners do not have the mathematical knowledge and skills that are expected of them at a certain age.
Research has proven that the effective use of formative assessment can assist to improve learnersâ performance in mathematics. However, for this to happen a very specific teaching-learning environment should prevail in mathematics classrooms.
The aim of this study is twofold: Firstly, it investigated whether mathematics teachers at certain schools used formative assessment to improve learnersâ performance in their mathematics classrooms and to establish the extent of their use of formative assessment for this purpose. Secondly, the study considered whether these teachers created suitable teaching-learning environments in which effective formative assessment could take place in their classrooms.
Both national and international sources were used in the literature study to investigate formative assessment in the outcomes-based paradigm. The researcher concluded that formative assessment is best described in terms of seven attributes. These attributes and how they should be applied in mathematics classrooms to improve teaching and learning were investigated. Furthermore, the researcher investigated the nature of teaching-learning environments that would support the effective use of formative assessment in mathematics classrooms.
A combined research design, that included both qualitative and quantitative research methods, was used to investigate how formative assessment was being applied in certain grade 8 and 9 mathematics classrooms as well as the nature of the existing teaching-learning environments. Both the teachers and the learners at the participating schools took part in the study. The teachersâ classes were observed, whereafter interviews were conducted and the documents of both the teachers and the learners were analysed. Other data were collected using questionnaires answered by all learners taught by the teachers who participated in the research study.
It was concluded that the participating teachers did not use formative assessment effectively to improve teaching and learning of mathematics. The teachersâ knowledge of formative assessment and their planning for its implementation were questioned. Teaching-learning environments did not satisfy the conditions needed to support effective formative assessment in mathematics classrooms.
The importance of effective training for teachers was recommended. Nonetheless, training can only succeed if it is followed by in-school support of teachers. The role of the mathematics learning facilitator (subject advisor) and/or senior mathematics teachers can be extended by using section B of the learnersâ questionnaire as a diagnostic instrument to identify teachersâ shortcomings regarding formative assessment as well as to establish suitable teaching-learning environments. The learners of the specific teacher (who is being supported in the use of formative assessment) will complete this questionnaire. Classroom observations and interviews conducted with the mathematics teacher will be used to find possible reasons for the identified shortcomings. This should be followed by support to the teacher in order to eliminate problem areas. However, support should not occur in a single session only, but should rather be a continuous process where the teacher and learning facilitator/senior teacher work together to ensure a high standard of teaching mathematics to learners.
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