The transition from apartheid education to the present education system in South Africa caused a myriad of challenges pertaining to curriculum implementation and management. Therefore, this study was aimed at exploring the extent to which School Management Teams (SMTs) were able to manage curriculum implementation in primary schools within Sekhukhune District, Limpopo Province in South Africa after the inception of the contemporary curriculum, CAPS. The study focused primarily on the SMTs, which comprise the principal, deputy principal, Heads of Departments, subject heads, and senior teachers. The purpose of this qualitative study was to explore the experiences of SMTs in terms of curriculum management in primary schools. A qualitative research approach was chosen, employing data collection methods which included individual interviews, focus group interviews, non-participant observation and documents analysis. Therefore, this study is embedded in a constructivist or interpretivists paradigm which is used to understand and describe human nature. A phenomenological model of naturalistic inquiry categories was used to describe the meanings of lived experiences. Instructional leadership and classical management theories were used as a lens for interpreting aspects about the management of curriculum implementation. Purposive sampling was used to select information-rich participants; the SMTs because they were considered to be knowledgeable and informative concerning the management of curriculum implementation in schools. Sekhukhune District consists of five local municipalities. One primary school was purposefully selected from each local municipality. Thus, five primary schools were selected for the purpose of this study. vi The study revealed that for effective management of curriculum implementation, the SMTs need to incorporate both management and leadership constructs in their application. Without appropriate leadership and management, effective teaching and learning cannot prevail in schools. Moreover, the quality of leadership and management in schools is a prerequisite for the schools’ efficacy. / Educational Management and Leadership / D. Ed. (Education Management)

The study focused on the role of the school management team in curriculum change management. Apart from a literature review, an empirical investigation based on a qualitative research paradigm involving semi-structured individual and focus group interviews was used to collect data at three secondary schools in the Tshilamba circuit in Limpopo Province. Literature findings revealed that although, in the first place, politically inclined the introduction of Curriculum 2005 was also steered by the socio-economic needs of the country. Empirical findings elicited that although managing curriculum changes was a challenging effort on account of an initial and continuous lack of adequate training, the school management teams of the selected schools were acquainted with significant knowledge and skills on curriculum change management. This pertains to lesson plan management, supporting and monitoring educators, managing the school register and timetable and managing school finances to select teaching and learning resources. / Further Teacher Education / M. Ed. (Educational Management)

With the dawning of a new era in South African politics in 1994 it became evident that education was going to be re-organised along with other government structures in South Africa. I begin the study by reviewing this curriculum change in South Africa that has taken place since 1995. This involved the development Curriculum 2005 (C2005) and the subsequent revision of C2005, which is now the National Curriculum Statement (NCS). This curriculum introduced an environmental focus into all the Learning Areas, which gave teachers a mandate not only to teach about environmental concepts and issues (such as biodiversity) at schools but to also address them in the communities outside the schools. This study considers biodiversity issues as biodiversity is a new focus in South African policy more broadly, and particularly in the Natural Science Learning Area. Our school has received vegetable and indigenous plant gardens from the South African National Biodiversity Institute, which provides a rich new resource for teaching about biodiversity, particularly in the Natural Sciences. My interest in the study was to investigate how schools (teachers) can use school gardens in the recontextualisation of the National Curriculum Statements focusing on the Natural Science Learning Area in Grade 7 at my school. I used Bernstein’s (1990) concepts of delocation, relocation, ideological transformation and selective appropriation and Cornbleth’s (1990) theory of curriculum contextualization to understand and interpret the recontextualisation process in the four lessons studied. In this research I was involved in the planning of the lessons with the Grade 7 Natural Science teacher. I taught one lesson as a demonstration and then observed while the teacher taught the other three lessons. I conducted this study as an action research case study. I used focus group interviews, classroom observations, document analysis and interviews as methods of data collection. The study found that the use of school gardens for teaching biodiversity can help with the recontextualisation of NCS in schools, and for the teaching of biodiversity, but that there is a need to understand and address various recontextualisation issues if this is to be done effectively. The study revealed that use of the school gardens for learning about biodiversity in the NS Learning Area is influenced by teachers’ knowledge, experience, teaching styles and available resources, as well as management issues and the complexity of the NCS discourse itself. The study also revealed that socio-cultural and structural factors (e.g. language and class size) also affect how biodiversity is taught in schools, and thus how the recontextualisation of the NCS takes place. The study concludes by making recommendations for taking this work forward in the context of our school as it addresses the gap that exists between policy and practice.

This study was conducted in Grahamstown in the Eastern Cape, South Africa. It is a qualitative case study located within the interpretive paradigm and was carried out over a period of a year. The theory implicit in the interpretive paradigm is of human beings as interpreters and constructors of a meaningful world. Thus, the focus of this study was on investigating the benefits of indigenous ways of knowing about wild food plants (imifino) in conjunction with hands-on activity-based lessons. This was done with the view to promote a conceptual understanding of nutrition and conservation in the Natural Sciences. The transformation of the school curriculum in South Africa called Curriculum 2005 (C2005) underpinned by the outcomes-based education (OBE) philosophy also triggered this study. The C2005 and OBE emphasise that learners’ prior everyday knowledge should be taken into account during the teaching and learning processes. The intention of the curriculum is to promote the idea of grounding knowledge in local contexts, while being sensitive to global imperatives. Although the acquisition of western knowledge has been and still is invaluable to all, on its own, it has been incapable of responding adequately to modern society in the face of massive and intensifying disparities, untrammeled exploitation of resources, and rapid depletion of the earth’s natural resources. Essentially, indigenous knowledge systems represent both a heritage and resource that should be protected, promoted, developed and, where appropriate, conserved. It is a resource that should serve the present and succeeding generations as many people’s cultural practices still rely on the use of wild plants. Within this context it should be borne in mind that the overexploitation of natural resources threatens not only biodiversity but also local traditional knowledge systems and ultimately cultural heritage; and research has a role to play in this regard. The research process in this study evolved into two main phases. The initial phase involved mobilising Grade 7 learners’ prior everyday knowledge on wild food plants (imifino). This led to the second phase of the research project, which was aimed at developing concepts through three hands-on activity-based lessons. I invited a community member to give a lesson on what imifino is and how to collect and prepare it, with the belief that the involvement of parents and community members in learners’ education can help bridge the gap between everyday life and school science. It is for these reasons that I believe that the constructive perspective can provide an appropriate methodological framework, conceptual structure and terminology for analysis of teaching and learning activities on the use of wild food plants in this study. The data generation techniques used in this study were questionnaires, observations and interviews (semi structured and focus group). A wide range of data generation techniques were employed to crystallise and validate the data generated using triangulation. The results from the analysed data revealed that consideration of indigenous ways of knowing in conjuction with hands-on practical activities enhanced interaction and learning among the learners. Also, linking of scientific knowledge to learners’ everyday lives was useful in fostering meaning-making and conceptual development.

The purpose of the research in this mini-dissertation was to explore the perceptions of teachers regarding the implementation of the Curriculum and Assessment Policy Statement (CAPS) in one of the schools in Nzhelele West Circuit. The particular area was chosen because there are a number of rural, disadvantaged schools. The study further identified and clarified the possible obstacles to the implementation of CAPS. This study was exploratory and qualitative in nature, and adopted a case study research design to investigate teachers’ perceptions of the implementation of CAPS in the chosen area. The research was performed with a sample of purposively selected participants, namely the principal, one Head of Department, and four teachers. Semi-structured interviews, observation and document analyses were the methods of data collection. Document analysis was used to corroborate the data collected through observation and interviews. The findings indicated that teachers were not ready to accept and implement the new curriculum. Although the findings highlighted the differences in their knowledge regarding the introduction of CAPS, they shared the same sentiments regarding the interpretation and understanding of CAPS content and components. Furthermore, this study revealed that some encounters impeded teachers from successfully implementing the CAPS. It was clear that teachers required comprehensive orientation and further training on the subject, as well as relevant teaching and learning support material, support and frequent monitoring, proper infrastructure, and a conducive teaching and learning environment. The findings highlighted that without the mentioned challenges, it was not possible to successfully implement CAPS. Based on the findings from interviews, observations and document analysis, the study made the following recommendations: in order to ensure effective CAPS implementation, the Department of Education and curriculum designers have to consult widely and involve teachers and parents during the planning phase. In addition, teacher development has to be a priority in the process of introducing every new curriculum, and teachers need to be monitored and supported in order to enhance the quality of teaching and learning. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

This study sought to investigate how teachers in Grade 9 conceptualize and implement the Natural Science Curriculum and Assessment Policy Statement (CAPS) in KwaZulu Natal. In South Africa, there have been major curriculum changes since the dawn of democracy in 1994. These changes have been criticized by various stakeholders in the education sector, including unions, parents and teachers. Since 1994, the curriculum has been revised constantly to address the concerns raised by the society. This study therefore sought to develop an understanding of what influences educators in their endeavors to implement Natural Science CAPS in Grade 9 classrooms. The study further aimed at understanding, from the educators’ perspectives, how policy implementation challenges their traditional ways of teaching and learning. This study adopted a qualitative research design. Focus groups interviews, observations and documentary analysis were used as method of data collection to answer the research questions. Purposive sampling was used to select 9 teachers from six different schools in three districts in the Province of KwaZulu Natal (KZN), namely Zululand, uThungulu and uMzinyathi to participate in the study. The findings reveal that the participants are knowledgeable about the CAPS principles and they all use prescribed principles in their planning, albeit in different ways.The study reveals that workshops and in-service training organized by the Department of Basic Education were useful in preparing teachers to implement CAPS even though the period of training was insufficient. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

This research investigated issues teachers face Curriculum and Assessment Policy Statement (CAPS) implementation at Foundation Phase primary schools in Nzhelele East Circuit. Curriculum implementation promotes thinking and learning of new things in the teachers’ day to day working environment. Foundation Phase teachers are pillars contributing to the children’s success in future. If children become passive, this passiveness will be reflected in the following stages, namely developmental and progressive stages, through the school system. Republic of South Africa transcended many stage of changes in all different sectors of society since the inception of the new democratic government in April 1994. The curriculum change was done in order to address the concerns, cited by teachers in different schools. Those four concerns were: “complaints about the implementation of the National Curriculum Statement (NCS), teachers who were overburdened with administration, different interpretations of the curriculum requirements, and poor performance of learners”. In this mini dissertation, the researcher found that implementation the CAPS by teachers is a risk-taking exercise, because teachers were not trained well. The curriculum advisors responsible for training them were not having depth of knowledge of Foundation Phase. The curriculum advisors are there as a result of secondment. The teachers were devoid of capacity of knowledge, values and skills towards the implementation of the CAPS. Some teachers were not having time to improve their qualifications as they were still having Junior Primary Teachers Diploma (JPTD). In presenting this argument, the theoretical framework, constructivism learning theory, was particularly suitable within the area of education in curriculum implementation. Constructivism learning theory refers “to the idea that learners construct knowledge for themselves; each learner individually (and socially) constructs meaning as he or she learns”. The objectives of the study were:- to explore the way in which Foundation Phase teachers experience the execution of their tasks in the implementation of the CAPS; to establish how the resources are used through in the implementation of the CAPS; to determine the type of assistance by School Management Teams (SMTs) in the implementation of the CAPS; and to investigate how Foundation Phase teachers’ understanding and assessment of the CAPS influence their teaching practices of curriculum implementation. This study used a qualitative approach, and the methods used included a focus group interview with foundation phase teachers, individual interviews with heads of departments (HoDs) and school principals (SP), observation, document analysis of the CAPS in Nzhelele East Circuit. This study revealed the teachers’ frustrations and unease regarding curriculum change, assessment, previous policies, and workload, knowledge on the CAPS documents, and training and resources. This research should encourage the Limpopo Education Department to take heed of the responses of the teachers at the sampled schools, as this can easily be rectified through the intervention of the Department by funding the training of teachers in implementing the CAPS. The recommendations should be considered well in the correct implementation of the CAPS. It is also recommended that education specialists from the provincial government be appointed to visit schools in order to assist and evaluate the implementation of curriculum. It is also recommended that the DBE must make a re-training to all Foundation Phase teachers for a week during school vacation. The challenges that are facing the CAPS can be minimal if the recommendations could be adhered to. / Curriculum and Instructional Studies / M. Ed. (Curriculum and Instructional Studies)

Educational Studies / D. Ed.(Psychology of Education)Educational Studies

The Revised National Curriculum Statement of 2002 does not emphasize the need for Education for Sustainable Living (EFSL) in the Arts and Culture (A & C) learning area. Although the RNCS envisages a learner who respects the environment, the curriculum does not cater for the needs of the educators who are relatively new to environmental education and especially EFSL. Educators are faced with a multitude of barriers and constraints. This research attempts to identify the barriers and provide strategies and recommendations to integrate EFSL in the Arts and Culture area. The barriers were identified through a questionnaire that was given to educators in the Port Shepstone region. To make the research more valid some questionnaires were given to schools in the urban areas, in the Durban South region, since most of the schools in the Port Shepstone region are in a rural setting. The strategies and recommendations are highlighted using the researcher's personal experience in the education setting, use of literature and the researcher's encounters at the International Children's Conference on the Environment in Connecticut, USA in 2004 and the World Environmental Conference in Japan in 2005. / Further Teacher Education / M. Ed. (Environmental Education)

The purpose of this study is to explore what knowledge and experiences teachers hold about curriculum implementation and how their knowledge and experiences influence teaching and learning practices. This study is qualitative in nature and adopted a case study research design to explore the Foundation Phase teachers’ experiences of curriculum implementation. Semi-structured interviews, observations, and document analyses were used for collecting data. The study utilised a constructivist theoretical framework on knowledge and experiences of curriculum implementation. Four Foundation Phase teachers from two different schools in the Eastern Cape Province were interviewed and observed. Document analysis was used to corroborate the data collected through observations and interviews. The findings indicated that teachers had different knowledge levels and understanding of curriculum content and components. Furthermore, this study revealed that teachers’ instructional planning was inadequate. It was indicated that teachers needed comprehensive training, relevant resources, monitoring and support, conducive teaching and learning environment, further orientation in teaching First Additional Language, multi-grade teaching skills, and parental cooperation in the education of children. The findings highlighted that, although teachers experienced challenges in curriculum implementation, there were some who showed willingness to implement curriculum changes and who acknowledged the benefits of NCS previous workshops. I recommend that in order to ensure that teachers implement curriculum changes according to the requirements; the Department of Education and curriculum designers must consider the context in which the curriculum has to be delivered. Amongst all other requirements for curriculum implementation, teachers have to be monitored and supported to enhance the quality of teaching and learning. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)