Thesis (M.Ed.)-University of KwaZulu-Natal, 2007.

The purpose of this study was to explore how the National Curriculum Statements (NCS) Policy was interpreted by two provinces -the Eastern Cape and KwaZulu-Natal - from the macro to the meso level. The study further ascertains what happened during the training of national, provincial and district trainers and lastly how the educators realized and recognized the new curriculum, as they are the people who will implement the curriculum in their respective learning sites. There was a change of the curriculum from National Report 550 to NCS as per the mandate of the democratic Government of National Unity which promised better education for all in 1994. According to the principles of the NCS, teachers were supposed to make a paradigm shift in education from a teacher-centred approach to a learner-centred approach. The NCS was supposed to be implemented in grade 10 with effect from 2006 and the first product of the NCS .was in 2008. The researcher also tracked the recontextualisation process up to the matriculation results of 2008 in the uMzimkhulu circuit, which was integrated into KZN in 2006, with the result that educators were trained by both provinces. The study followed the interpretivist paradigm with the qualitative research methodology. The researcher sampled two officials from each province, two advisors and two educators as my primary sources and interviewed them using semi-structured interview format. The interviews were tape recorded and transcribed by the researcher. The data obtained was organized into themes. Grounded theory methods were used to collect and analyze data. The study collected data using participant observation, interviews, analysis of relevant documents and field notes.The findings of the study inform the responses given in interviews revealed that there was an urgent need for more in-service training, especially for both beginner and experienced teachers, as there is high teacher turnover due to the rural nature of Sisonke District. The DoE need to consider the issue of employing Subject Advisors as they are key role players to the implementation of the NCS, so as to workshop and do follow up support visits to the schools in order to monitor and support. The DoE has to conduct well-organized workshops on the new curriculum. Another finding was that teachers need to be consulted before the implementation of any new development to avoid negative responses. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

The introduction of curriculum changes in mathematics has brought about challenges for both mathematics teachers and learners in South African schools. Apart from introducing new curriculum content to learners, teachers cope with factors which impact upon their collective efficacy (the sum total of the self-perceptions of all the teachers in a particular school regarding the conduciveness of effective teaching, learning and assessment processes) and on the teacher self-efficacy of mathematics teachers (the personal self-perceptions of mathematics teachers to execute their mandates effectively in the teaching, learning and assessment of mathematics ) which consequently lead to mathematics learners developing better concepts in mathematics. This study focuses on the impact of collective efficacy on the implementation of the New Curriculum Statement (NCS) for mathematics teachers, teaching in schools situated in previously disadvantaged communities. It is within the context of the constraints that these schools face, not only the socio-economic barriers, but also the willingness of all the teachers to develop a culture of teaching and learning, and the consequent impact it has on the effective teaching, learning and assessment of mathematics in the classrooms of these schools, that the effect of efficacious/non-efficacious teachers in these schools is investigated. A mixed method approach by using quantitative data (generated from questionnaires) and qualitative data (generated from interviews) probe the primary research question, which aims to investigate the effect of collective efficacy on the introduction of a new curriculum by mathematics teachers. The sub-questions probe the specific efficacy relations relating to the primary research question in terms of the perceptions and perspectives of all the teachers about their respective sample schools, how these perceptions and perspectives influence mathematics teachers in the manner they perceive their control over the teaching, learning and assessment processes in the mathematics classroom, and the consequent impact it has on mathematics learners developing better concepts and ultimately achieving better academic results in mathematics.

A research report submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg in partial fulfillment of the requirements for the degree of Master of Education. June, 1998. / Technical colleges are pivotal in the integration process of education and training systems in South Africa. Technical colleges aim to train ar 1 equip individuals with skills and knowledge that will help them function and contribute adequately to the development of the country. In order to do this, the development and implementation of technical colleges' curriculum becomes critical. This study examines factors that influence changes in the curriculum development and implementation in technical colleges in Gauteng area. Two schools of thought. human capital theorists and social democratic proponent's views are reviewed. The human capital theorists argue that education is an investment that should yield economic benefits.They state that the curriculum should be influenced by economic and social factors. The social democratic proponents. for their part. argue that education has the social responsibility of developing individual potential. They state that the curriculum should be broad in order to cater for the diverse needs of the populace. Both the international and local literature has linked the demands for change in the curriculum to the advanced technological modes of production in the workplace. The local debates, though often a response to the international arguments, address a number of national issues such as equity, access, redistribution and economic growth. The research adopted a qualitative methodology. Data were collected through documents analysis and interviews. Six principals from technical colleges and representatives of three organisations: labour, employer and technical education development cooperation formed the research sample. The data were classified into three major ther u=s:the nature of the curriculum, curriculum development processes and implementation of the curriculum. Through these themes, the interviewees identified problems with the curriculum as outdated. irrelevant, inadequately funded and lacking autonomy. They recommended that in order for technical colleges to contribute adequately to economic and social development. there should be constant revision of the curriculum, staff development, fewer government restrictions, adequate provision of infrastructure and formation of partnerships amongst stakeholders / MT2017

No coherent theory about the practice of South African intermediate phase school textbook evaluation has been forthcoming since the advent of a new South African school curriculum in 1998. This deficiency has had an adverse effect on the quality of intermediate phase school textbooks, as well as on the capacity to assess their value. This research project, therefore, had two aims. The first was to articulate a theory about the practice of textbook evaluation. The second was to develop a procedure for evaluating South African intermediate phase school textbooks in terms of the theory. The research method was underpinned by the interpretive research paradigm in terms of which relevant data were analysed and interpreted. The data emanated from a literature review, an analysis of the national Department of Education’s Revised National Curriculum Statement and its draft policy for the evaluation of learning support material, and two surveys. The first survey comprised a sample of intermediate phase teachers and the second a sample of intermediate phase textbook authors. Sufficient evidence was found to conclude that the capabilities of the authoring team, the authors’ rationale and their observance of the process of learning and instruction, the accessibility of the textbook, the availability of teacher support, meeting the requirements of the Revised National Curriculum Statement, and certain key notions about textbook evaluation play a role in articulating a theory about textbook evaluation in order to guide the process of determining the effectiveness of South African intermediate phase school textbooks. Based on the above-mentioned theory, this study proposes a procedure to assist teachers and textbook evaluators to assess the worth of South African intermediate phase school textbooks in a brief, systematic, thorough, rigorous, and practical manner.

M.Ed. (Curriculum Studies) / Please refer to full text to view abstract

The purpose of this study is to investigate to what extent foundation phase teachers adapt Curriculum 2005. The study was guided by two research questions: (1) What are the critical components of Curriculum 2005 (foundation phase)? (2) What are the adaptations that teachers have made in teaching this curriculum? The specific focus of this study is foundation phase teachers’ initial implementation of the revised version of Curriculum 2005, the Revised National Curriculum Statement (RNCS). An Innovation Configuration Checklist was developed identifying the critical components of the RNCS and the variations of each. Using the checklist, foundation phase teachers were surveyed to establish the adaptations being made during implementation. The findings of this study indicate that there is less active learning and more teacher directed activity than is required by the RNCS. Assessment appears to be a problem area. Most teachers understand what is expected of them in terms of assessment and attempt to put it into practice. Assessment has however, proved to be burdensome and time consuming. Teachers’ planning demonstrates a sound understanding of the procedures to be followed. Teachers do however, need support in terms of deeper pedagogical content knowledge. Although teachers comply with the technical aspects of curriculum development they neglect the emancipatory aspects of the RNCS. The situation in foundation phase classrooms might be described as one where much change is taking place, but little transformation is happening at present. Teachers are nevertheless, reflecting on how to improve their teaching and continue to explore ways to adapt and improve the RNCS.

Submitted in fulfillment of the requirement of the Degree of Magister of Technology: Language Practice, Durban University of Technology, 2012. / Outcomes-based education compelled South African teachers to make an important paradigm shift in education from a teacher-centred approach to a learner-centred approach. This paradigm shift in teaching and learning emphasised an active participation of learners which necessitated Technology Education (TE) teachers to restructure their teaching strategies in terms of the National Curriculum Statement (NCS). Conducted within a constructivist paradigm, this study was based on Shulman‟s (1986, 2004) theory of pedagogical and content knowledge, and Vygotsky‟s (1978) zone of proximal development within social constructivism. Using a mixed method approach, this study investigated teachers‟ understanding and implementation of the design process as it relates to teaching TE in the intermediate and senior phases (Grades 4–9) of the General Education and Training Band in KwaZulu-Natal. The study also considered the training of TE teachers in a bid to facilitate teaching and learning in the classroom and to enable learners to become creative and critical problem solvers. Analysis of the questionnaire and semi-structured responses revealed that teachers were interpreting and implementing policy differently and that they were not adequately trained to teach TE. As a result, classroom practice in terms of teaching and learners‟ experience of the design process in TE also differed. Valuable lessons were learned in this study for the structuring of training programmes for teachers in Technology Education to enhance teaching and learning in the classroom. Therefore, based on the findings, this study makes recommendations regarding teaching, learning, assessment, and training of teachers in TE.

M.Ed. / Innovation is not a constraint In education which will disappear if it is ignored. innovation, and for the purposes of this study, curriculum innovation is a means whereby man adapts and survives in a continuously changing society. Curriculum Innovation Is defined by Ceri (1969:13) in the following manner. "We understand Innovation to mean those attempts at change in an educational system which are consciously and purposefully directed with the aim of Improving the present system"...

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2017 / This study aimed at exploring the experiences of Social Sciences teachers in secondary schools with regard to the implementation of the evolving curriculum policies in schools. In order for the study to be successful, a comprehensive literature review was done, and not only teachers, but also Curriculum advisors and circuit managers were selected and interviewed for the researcher to gain insight of the daily experiences in schools as they work with teachers on daily basis. The interviewees were from the Capricorn District in Mankweng circuit. The researcher used data collection instruments in a form of questerviews and individual interviews. The instruments were guided by the objectives of the study. The sampling was made in this cluster taking into cognisance its vastness, since it consists of 5 circuits which are Mankweng Circuit, Kgakotlou Circuit, Mamabolo Circuit, Lebopo Circuit and Dimamo Circuit. The total number of schools in all the circuits is 62. The study focused on the chosen high schools which comprised 2 schools per circuit and a minimum of 2 and maximum of 4 teachers per school were interviewed. One circuit manager and curriculum advisor were also interviewed in the study. The study’s findings revealed that there is a lack of thorough training. This is in spite of the fact that the department hosts a series of briefings which do not seem to achieve the expected outcomes due to the limited time allocated. In the view of teachers, training serves as a cornerstone for the implementation of the curriculum policies. Findings also showed that teachers were overloaded due to low enrolment as many children prefer schools with a good infrastructure which many rural schools lack. Poor enrolment results in limited teachers who are overloaded as they end up having to teach many subjects. Since teachers are partners in education, the study made recommendations that teachers be given enough training to overcome implementation challenges. Teachers should also further their studies in order to improve their knowledge regarding curriculum changes. The universities should also serve as partners in empowering teachers with policy developments. Lastly, teachers should be assessed more often on curriculum policies to avoid the incorrect implementation of policies