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)

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 study investigates how the school management teams (SMTs) manage the implementation of the National Curriculum Statement (NCS). The NCS has been incrementally implemented as a curriculum change in the South African secondary schools’ Grades 10-12 from 2006. In addition to literature review, this study employed empirical investigation based on qualitative research approach which involved three semi-structured focus group interviews to gather data from the six sampled schools in Moretele Area Project Office, North West Province. The review of related literature reflected that SMTs are responsible for the successful implementation of curriculum change in schools. The empirical findings revealed that SMTs experience challenges that overwhelm their function of managing the implementation of the NCS effectively. These challenges involve, poor training of SMTs, resources constraints, poor stakeholder involvement, policy overload, and lack of APO administrative support. Finally, the study elicited some strategies that can be applied to overcome certain challenges. / Educational Leadership and Management / MED (ED MNG)

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)

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)

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).

The purpose of this study was to explore teachers’ experiences of curriculum change in two under-resourced primary schools in the Durban area. By examining the experiences of educators using a qualitative approach the researcher was able to identify problems that prevent a smooth transition from one curriculum to another. The introduction of the Curriculum Assessment Policy Statements in January 2012 necessitated a plethora of adjustments for teachers at schools. Changes were made to the number of subjects to be taught, the notional time for each subject as well as a renewed emphasis on textbooks as a vital teaching resource in the classroom. This study was conducted in under-resourced primary schools in the Durban area. Data collection in both these schools shows that despite the lack of essential resources such as text books, teachers still manage to implement change and follow policy, whilst at the same time ensuring that their learners benefit from the curriculum. This study also highlights the challenges experienced by teachers in under-resourced schools that need to be confronted for effective curriculum implementation. The researcher makes recommendations to address these challenges as well as suggestions for future research. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

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)

The education ministry has introduced a number of important curriculum forms, including Curriculum 2005 (C2005) in 1998, the National Curriculum Statement (NCS) in 2002, and most recently, the Curriculum and Assessment Policy Statements (CAPS) in 2012 in Grade 10. The latter was aimed at replacing the NCS in order to improve the quality of teaching and learning. The need for replacement was necessitated by problems that teachers experienced concerning understanding and implementing various previous curriculum policies. The literature study and theoretical framework explored scholarly contributions that are relevant to CAPS implementation. The purpose of this study is to determine teachers‟ perceptions, and identify and clarify possible barriers relating to the implementation of CAPS in Grade 10 in selected schools at Ndwedwe in Durban. For sampling purposes, rural disadvantaged schools were selected to explore the knowledge and experiences teachers hold with regard to curriculum implementation. Exploratory qualitative research design was executed with a sample of purposively selected participants which constitute one Head of Department and two teachers from each of the five different schools. Data collection was facilitated by means of interviews. The findings revealed that teachers were at first eager to welcome and accept CAPS. Furthermore, this study indicated that some challenges emerged and impeded teachers from effectively implementing CAPS. The challenges experienced relate to resource shortages, teacher training, resistance to change, class size, lack of time, professional development, workload, administrative support, monitoring and language as a barrier ( on the part of the learners). The study argues that without proper infrastructure, schools can neither hope nor manage to successfully implement CAPS. Based on the findings from literature and interviews, teachers still need immediate assistance with CAPS related matters. Recommendations are made to teachers, head of departments, principals, subject advisors, DBE and parents to aid effective implementation of CAPS. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

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)