The purpose of this study was to investigate the impact of the training given to Foundation Phase (FP) teachers in the implementation of Curriculum and Assessment Policy Statement (CAPS), with the intention to develop an alternative professional development (PD) approach for this Phase. Literature indicates that the academic success of learners can be significantly affected by Foundation Phase teachers’ access and participation in quality PD activities. It also indicates that PD is much more than training. It includes on-going workshops, follow-up, study, reflections, observations and assessment which accommodates FP teachers as learners, recognises the long-term nature of learning, and utilises methods that are likely to lead teachers to improve their practice as professionals. In this study, mixed methods research approach was employed to collect empirical data. It includes questionnaires responded to by 84 FP teachers, three sets of interview questions, that is, one for 9 primary school principals, one for 3 subject advisors, and the last one for the Focus group made up of 10 FP teachers who were not included in questionnaires. Observation at training centre was also conducted. The study revealed that the responses from the five sets of data collection instruments seemed to agree on the following: - FP teachers were not involved in the design of their PD activities; - An appropriate time for FP teachers to engage in PD activities is during school holidays; - The length of the training was too short; - Training was not based on the teachers identified needs; and - It was not designed by teachers in cooperation with experts in the field. This study therefore recommends the use of mixed-models approach because the Cascade model that was used, is not addressing the needs of all FP teachers. / Educational Leadership and Management / D. Ed. (Education Management)

It is widely accepted that in order for education to serve the people effectively, the school curriculum should be localised. In Namibia a high rate of failure, unemployment and a low standard of life, especially among the black section of the population, is attributed to the foreign education which the people receive. This study attempts to shed some light on the nature of school curriculum. From a comparative study of attempts of Africanisation of the school curriculum in three African countries, some universal strategies can be distilled. A short survey is given of the school curriculum in Namibia and the history of its development. Finally, on the basis of the distilled strategies, some guidelines are drawn concerning Africanisation of the school curriculum in Namibia. These guidelines could be used to make the school curriculum in Namibia more relevant / Educational Studies / M. Ed. (Comparative Education)

Chapter one of this study outlines some of the problems encountered in education today, with particular reference to the 'relevance gap'. This is taken to mean that the education which learners receive does not adequately prepare them for life, i.e. academic life, social life and their later career. The South African scenario is described briefly, with the focus on English language teaching and learning. The importance of English language skills is underlined. This chapter also includes a discussion on the writer's awareness of the problem, the research proposal, aims and method of the study plus a definition of terms. The next chapter argues that the curriculum is at the centre of the education endeavour and indicates that a relevant curriculum is one that (a) is dynamic, (b) focuses on the learner, (c) considers the context within which and for which the learning takes place and (d) includes all the relevant role-players and stakeholders in its design and development. A set of guidelines for developing and implementing a relevant curriculum, are then suggested based on this assumption. This is followed by a description of the traditional curriculum model, as proposed by Robert Zais (1976), and the outcomes-based approach to curriculum design, development and implementation proposed by William Spady (1993). The latter formed the basis for the development of Curriculum 2005 currently being implemented in South Africa. This section serves to illustrate the differences between these two approaches with regard to the principles underlying the approaches and the elements which determine the structure of the curriculum. In chapter four the researcher attempts to evaluate the traditional curriculum and the outcomesbased approach descn"bed in Chapter 3 on the basis of the guidelines for a relevant curriculum outlined previously, i.e. to what degree do these two models satisfy the need for: * a dynamic curriculum which is true to life and responsive to changes within society; * a focus on learner needs and aptitudes; * a careful consideration of the context within which and for which the learning is taking place; and * the inclusion of the relevant stakeholders and role-players in its design, development and implementation. / Curriculum and Instructional Studies / M. Ed. (Didactics).

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)

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)

MEd / Department of Curriculum Studies / See the attached abstract below

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

Primary school teaching and learning, and indeed the whole teaching profession continue to be shaped by the ever – changing knowledge economy and global educational trends. To this end, professional teacher development in Zimbabwean primary schools has become an important focus area in terms of how it can facilitate and contribute to effective teaching and learning in line with the new educational developments. There is consensus among primary school stakeholders that the success of teaching and learning is dependent on promoting an efficient and student - needs driven in – service programme. The purpose of the study was to explore the influence of the university B.Ed (primary) in – service teacher development programme in its mandate to fulfill the critical function to develop primary school teachers with knowledge, skills and competencies for the Zimbabwean primary education system. The imperative has been for the university in – service programme to offer competences and skills that are needed by primary school teachers and for these teachers to upgrade and update their skills for effective teaching and student learning. The theoretical approach that informed the study was Vygotsky’s Cultural Historical Activity Theory (CHAT) with its main perspective being that knowledge is socially constructed and takes place in real contexts. The study ontology was interpretivism in which the qualitative single case study design was employed. The data were collected through semi - structured interviews with the Chairperson and five lecturers of the Curriculum Studies Department and focus group discussion in respect of ten B.Ed (primary) in – service student teachers. The participants were purposefully sampled taking into account their knowledge and experience with the in – service programme and primary school teaching - learning contexts. The study found that the B.Ed (primary) in – service programme had minimal influence on primary school teachers’ teaching and learning needs. The programme had not fully addressed the primary school teachers’ expectations in terms of imparting knowledge and skills useful for classroom teaching and learning. One of the major contributory factors was that there were curriculum design frailties of the programme which were as a result of lack of dialogue, engagement and consultation between and among important primary school education stakeholders especially in – service teachers. As a result, the programme had not adequately raised the teachers’ knowledge and skills in the critical areas of their practice, yet this was the core function of the programme. From the findings, the study recommends that the University sets up a strong Curriculum Development Department funded and staffed with experts in research and curriculum design and development. These should manage the designing and preparation of curriculum documents by involving primary school stakeholders, especially primary school teachers. / Curriculum and Instructional Studies / Ph. D. (Curriculum and Instructional Studies)

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)

African curricular reforms indicate major inherent structural defects because only the contents of the curriculum were changed. As a result, the Western cultural influences embedded in the curriculum foundations are transmitted to the students, causing the curricular material to be irrelevant and unrelated to their culture and philosophy. The focus of this study was on making the basic education curricula relevant to the socio-cultural and structural context of the Gamo ethnic group of Ethiopia. The main aim of the study was to critically analyse how the indigenization approach is conceptualized and reflected in the policies and curricula, and in the implementation of the curricula at basic education level since the adoption of the 1994 Education and Training Policy, and to produce a model suited to indigenizing the basic education curricula for the Gamo ethnic group. To this end, the study employed a critical perspective to investigate the problem. The approach and design consists of a qualitative multiple case study. The country‟s constitutions, policies and strategies were treated as one case, while two cases, one from the Gamo Gofa Zone and another from the Addis Ababa City Administration, were treated similarly, so as to study the basic education curriculum planning and implementation process. The findings of the field study disclosed that the indigenization from the ethnic group‟s perspective has some strength, but major deficiencies. In order to keep the strengths up and avoid the weaknesses, a stand-alone indigenization approach, which calls for rooting the curriculum on indigenous foundations, theories, principles and ideas derived from the culture, and a blending approach, which allows for intercultural dialogue, were suggested as feasible. The researcher believes that this approach is an alternative that could contribute towards ensuring the relevance of the basic education curriculum for the Gamo ethnic group. A model which will assist in materialising the curriculum indigenization from the Gamo ethnic group‟s perspective was suggested. The salient features of the constitutional, policy and strategy provisions were outdone by their favour for a standardization approach. They will have to be revisited, either in favour of indigenization, or the standardization thesis, since these paradigms are opposite poles. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)