The purpose of this study was to establish what difficulties Grade Seven educators were experiencing in the implementation of Curriculum 2005, a new national outcome-based curriculum with wide ranging aims. A qualitative approach, using a case study method, was employed and mainly in-depth interviews and observations were conducted. Six Grade Seven educators in a variety of schools were interviewed at length about the wide ranging problems they experienced in introducing C2005 into the classrooms for the first time in 2000. The interview data was supplemented by personal observations of most of these educators in their schools. The research study was undertaken in a predominantly rural district of one region of the KwaZulu-Natal Department of Education. The findings of the study are presented and these are interpreted and discussed under two categories: these being the kinds of difficulties enunciated by the educators and the researcher's observation of identified features of problems. The key findings of this research study are the following: • Educators use inappropriate teaching styles • Educators lack a conceptual knowledge of Science • Educators lack the skill to teach practical work • Educators avoid selected aspects of C2005 • Assessment, recording and reporting is a threat to educators • Educators are not able to use learners' knowledge • Educators display a waning interest in the implementation of C2005 • Educators are stressed out • There is an increased workload on educators Educators lack qualification, training and teaching in outcomes - based approaches • Educators do not have parental support • There is a lack of guidance on what to teach • The lack of resources is a major obstacle for the implementation of C2005 • Educators lack a commitment to teach Natural Science • There is a lack of support from principals and school management teams Finally, recommendations are made for the successful implementation of C2005 as well as suggestions for further research. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 2001.

This work discusses issues of curriculum in terms of a case study of curriculum reform at a South African medical school, from the viewpoint of a clinical department of which teaching input is predominantly postgraduate rather than undergraduate. Concepts of curriculum and content are explored. A distinction is drawn between different uses of the term 'paradigm'. The context underlying the current educational climate nationally and internationally is described, and the course of medical education and teaching in anaesthesia traced historically. Results of a questionnaire circulated amongst general practitioners in KwaZulu-Natal, and informal interactions and semi-structured interviews with members of staff and students at the medical school, are documented. The general practitioners were broadly in favour of the changes contemplated by the Curriculum Development Task Force and indicated support for movement towards newer modes of teaching and learning. Staff and students were more equivocal about proposed change, conceding their conservatism and pointing out practical problems with initiating change in the direction envisaged, but appearing willing to proceed. Anaesthetics staff on the whole seemed more optimistic about change; they differed from the GPs, other staff and students in advising against attempting to teach specific - as against generic - anaesthetic skills to undergraduates. The responses of the different groups' opinions are discussed against the national and international background in terms of curricular paradigm, educational strategies, curriculum content and aspects of change. It is concluded that Medicine in general has operated in the natural science paradigm and that a degree of inertia has resisted changes suggested for at least the past century. The impetus for change from within medical schools, the profession and society at large is now such that transition directly to a critical mode, strongly influenced by postmodernism, is pending, the effect being that of a Kuhnian paradigm shift. The interdependence of curriculum as a whole and of content - one of its elements - is noted. Local teaching changes in Anaesthetics are compared with those of the faculty as a whole and the interaction of the now fragmented elements of anaesthesia core teaching with the reform process are sketched. / Thesis (M.Ed.)-University of Natal, 1999.

This research sought to investigate middle management‟s roles in implementing the new curriculum at grade 10 -12 levels; it involved a small qualitative study of two schools in the KwaZulu-Natal midlands. At a policy level, the role of middle managers at school level in South Africa has changed. The transformation of the curriculum in South Africa placed a need in all spheres of the education system to be flexible and innovative in accepting change. In fact this need for change is mostly required by the middle management of the schools who bear the brunt of working with teachers and learners in implementing the new curriculum. Hence this qualitative study was undertaken to investigate their roles. In investigating the topic the following three questions were considered as of critical importance in understanding middle managers roles in the new curriculum. The first question explored middle managers‟ main roles in implementing the new curriculum. Secondly it explored how middle managers responded to the current reform process at the FET level, and lastly it investigated how middle managers intertwined assessment in implementing the new curriculum. The review of the literature focused on curriculum implementation internationally and locally and also explored the role of the middle managers as leaders and managers in the curriculum implementation process. The study took place in two rural schools and participants included four middle managers (three heads of department and one principal). Data were collected using semi-structured questionnaires and interviews. A selection of documents (planning and teaching documents) was also collected for analysis. In a nutshell analysis revealed that endeavours were made towards the planning process. There was a presence of the subject framework, work schedule and the lesson plan. This indicated that the initial process of designing the learning programmes was being done. However, data revealed that middle managers fulfilled a management rather than leadership function. Their roles consisted largely of curriculum implementation processes at the expense of curriculum innovation and change. Barriers included a lack of time for proper planning and innovation due to a full teaching load as well as a lack of training by the Department of Education in the area of curriculum development and innovation. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

This study explores the concepts of adversity, the facets of adversity and the nature of adversity and how teachers cope under these adversarial conditions. Adversity is a phenomenon that is challenging to grasp yet it affects people daily. In this study, “those people” are the teachers whom I have engaged with. Adversity comes in different forms and under different circumstances and is very much a part of every persons life. These forms include physical structures, emotional inter-relationships and social interaction with teachers, learners and the community. Adversity in the context of this study means to have a great measure of misfortune, hardships, difficulty, danger, harsh conditions and hard times as these have negative connotations to it. The participants in this study share, impart, reveal and disclose both their personal experiences at home, with their families and professional experiences at school with the main stakeholders being the learners. The professional experience of adversity includes teacher intensification, for example, more administrative work, large class sizes, teaching second and third language learners, lack of promotion opportunities, educators with HIV/ AIDS, lack of educational resources such as computers and overhead projectors, changing curriculum, multicultural educational challenges, more meetings during school time and school fund raising. Educators salaries and their qualifications were another issue that needed to be addressed. Teachers reflect on their efforts to pursue tertiary studies, the cost they have incurred and the sacrifices they have made to achieve their diplomas and degrees. With this in mind teachers find that the remuneration they receive for the sacrifices they have made certainly do not match the efforts of their endeavors. Years of studying and the intellectual capacity needed to acquire a teaching diploma and degree remain unrewarded. Teachers continue to compare the salaries of employees in the private sector to those of the public sector. Teaching therefore, seems to more of a service than that of a ‘job’. The financial rewards for teachers continue to allude them. The state does not provide sufficient incentives for teachers to remain in the profession. Therefore, many teachers look for ‘greener pastures’ .Teachers find employment outside the teaching profession in the private sector or even x emigrate to cities like London to seek better financial rewards. Teachers acknowledge that to teach, one requires passion and dedication and zeal for it. This study concentrates on how teachers cope, manage, handle and deal with such conditions in the school setting. These conditions include high volumes of administration, learner apathy, miscommunication with senior management and the employer, handling difficult learners and parents and coping with limited resources. This study reveals how teachers survive these difficult conditions. It further explores the reasons and factors that motivate these teachers to continue teaching. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

The quest for change in the new South Africa on political , economical and social frontiers were primarily directed at entrance into the global markets, establishing democracy and leveling the playing fields amongst South Africa&rsquo / s diverse population. Those previously disenfranchised on political, economical and social grounds waited in anticipation on the rewards for their participation in the struggle against the discriminative minority regime of the past. These rewards would be in the form of radical policy changes sometimes far removed from the realities of the ordinary citizen. These reforms especially those on the educational level would prove to be flawed with constraints not anticipated by these policy developers as well as the government of the day. The educational transformation process was thus deemed as significant in order to address equity and equality and in so doing also provide skilled citizens which are able to be globally competitive.<br /> <br /> These educational changes in terms of schools were externalised in the form of Curriculum 2005 and Outcomes-based Education. Curriculum 2005 was viewed as a planned framework (process) of curriculum innovation underpinned by factors such as redress, access, equity and development. Outcomes-based Education in turn was the approach focusing on what is learned and how learning is taken place. This study will focus on Curriculum 2005 and OBE as education transformation tools and to what extent grade 7 teachers as implementers and modifiers understand and practice C2005 and OBE in their respective classrooms. One of the biggest problems facing the educational transformation process is the fact that there exists a gap between theory (policy) and practice (implementation). This gap can be attributed to different factors present in the historical disadvantaged school context in South Africa.<br /> <br /> This study will follow a qualitative approach which is directed at an inquiry process of understanding based on a distinct methodological approach. Data- gathering tools such as direct observation, structured interviews and questionnaires will be used. The research was primarily conducted in historically disadvantaged schools in the Metropole-east circuit of the Western Cape Educational Department. The sample was made up of schools in Macassar, Firgrove, Somerset-West, Strand, Temperance Town and Sir Lowry&rsquo / s Pass.

This study investigates the actions, roles and beliefs of curriculum leaders and managers as they work to secure improvements in curriculum delivery and in managing curriculum change, using the context of an academically successful rural secondary school as a case study. This study acknowledges that curriculum reforms are far from over in South African education scape and that these reforms are unlikely to neglect the school as a curriculum management site. The rationales of this study are threefold. First, in view of the challenges facing curriculum managers at school level, as well as the questionability of the school managements’ capacity to mediate the curriculum, there is a need for empirical investigation as to how successful rural schools manage the curriculum effectively. Secondly, to gain a greater understanding how school leaders might influence curriculum delivery through effective instructional leadership. Thirdly, given that South African principals have little experience of instructional leadership and managing, teaching and learning is one of the core modules in the new qualification for school principals, this study aims to contribute case study evidence in this field. This study was conducted within two research paradigms. Firstly, this study assumes that in a school setting there are key participants who are informative about the research foci. These participants have something important to say about curriculum management processes, curriculum change and instructional leadership. This assumption is located within phenomenology. Secondly, symbolic interaction is another conceptual paradigm in that curriculum management is studied as a complex process requiring interaction among role players. Findings indicated that the principal impacts positively on teaching and learning if he focuses on instructional leadership. Secondly, the effective use of regular meetings is essential in order to clarify the vision and build an organization and culture where teaching and learning flourish. Thirdly, curriculum managers are directly involved in curriculum management, albeit at different angles. Fourthly, the capacity of the School Management Team (SMT) needs to be strengthened through use of innovative practices and lastly, the principal needs to be a proactive leader who observes and takes ownership of curriculum changes. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Over the past ten years, South Africa has undergone substantial changes, following the advent of democracy. Key amongst these changes being the transformation of educational policy. These policy changes have introduced new structural frameworks within which we operate (including myself as a subject advisor) and new roles for educators. These policy changes affect all the levels of the education system, and have an impact at school level, where teachers are now responsible for learning programme development (including a focus on lesson planning). Lesson planning in an outcomes-based education framework is a challenging aspect of policy implementation. South Africa is faced with the challenges associated with policy change and implementation. The role of the subject advisors and facilitators who support the teachers to make sense of the curriculum is crucial, as they provide the interface between policy and practice. They are the people who work most with teachers, and have a responsibility for curriculum implementation. This study aimed to explore the strategies which are used by subject advisors and facilitators to support teachers develop lesson plans with an environmental learning focus. A qualitative case study was conducted in which I looked at how the support processes were provided by the subject advisors and facilitators in the Eastern Cape in particular the NEEP-GET cluster in the Makana district. The study employed a range of data producing techniques such as questionnaires, interviews, document analysis and observation. The data was analysed to report the findings. The research indicates that some strategies are used to provide curriculum and pedagogical support and guidance, but that these are superficially treated and others have not been attempted at all. This therefore shows that further growth in this area is possible amongst the subject advisors. Recommendations relevant to both the subject advisors and the Department of Education so as to enhance the support processes and professional development of subject advisors have been made.

This study examines how the implementation of CAPS Life Skills curriculum training (as a recontextualising process) is engaging teachers in environmental education. The research was centred on training manuals for Life Skills (Official Recontextualisation Field) and their use in CAPS training at district level in two Eastern Cape sites of recontextualisation (Professional Recontextualisation Field). During the training, teachers developed lesson plans that were reviewed and group interviews were conducted on the training process and its outcomes. The manuals, training process, lesson plans and interview transcripts were analysed for evidence of environmental education, notably content, teaching and learning methods and assessment strategies. Bernstein’s (1990) framework of the pedagogic device underpins this study. Here the concept of the relay is key for tracking the "relay” of the content, teaching and learning methods and assessment strategies through the processes of recontextualisation into the lesson plans for the field of production. During the process of de-location and relocation, gaps are created and this study sought to track and probe patterns of omissions that took place during the relay process in two cases of training. The review of the in-service training course process of recontextualisation and its cascading approach exposed challenges of omission as it became clear that at each level of the recontextualisation process, gaps were apparent. The study highlighted how the 3-5 day workshop process reviewed was not a robust model for professional development. It was not effective and changes in the mode of delivery and processes of support that reach into curriculum practice in the context of the school are recommended. The study concludes that there is a need for continuous professional development as teachers need ongoing support especially for a "new” curriculum like CAPS that is content driven.

During the last two decades, political change in South Africa has resulted in significant changes to higher education (HE) admission policies. Increased admission into South African universities has meant an increase in student diversity and different levels of preparedness of the students negotiating their way through their academic studies. Academic success of students remains a focus and one way of addressing this has been the introduction of various extended programmes at South African universities. Extended programmes have various academic development initiatives embedded in the coursework. These are designed to assist the academic progress of students. However, student success remains elusive as so many factors may impact. The purpose of this study therefore, was to investigate the perceptions of the National Diploma (Engineering: Electrical) Extended Programme students with regard to the benefits of the academic development initiatives offered by the NMMU, in order to gain a deeper understanding of their experiences as Extended Programme students. An exploratory sequential research design was employed, consisting of two phases of data collection, following each other successively (Creswell, 2012). The first phase of the data collection involved both quantitative and qualitative data. This was followed by a consecutive collection of qualitative data with the aim to enhance the themes that emerged from the first phase of this study. This mixed-methods research design facilitated the gathering of rich data to answer the research questions. The results indicated that these students perceived the academic development initiatives they received as positive and beneficial to their development. In addition, they felt adequately prepared for the mainstream curriculum; acquired and applied many skills relative to their field; and considered themselves to be at an advantage when comparing themselves to their mainstream counterparts.

Submitted in fullfilment of the requirements for the Degree of Master of Education (Educational Management) in the Department of Educational Planning and Administration in the Faculty of Education, University of Zululand, 2006. / Technology is a key subject with in C2005-RNCS and is targeted as a learning area which will contribute towards preparing learners for their roles in society and in the world of work. School principals are tasked with the responsibility of ensuring that Technology as a learning area is successfully implemented at schools in line with national and provincial guidelines. This research examined management of the curriculum with specific reference to Technology as a learning area. The management role of principals is central to implementation of this learning area, including provision of resources for teaching and learning and assignment of technology education to qualified educators. A literature review was undertaken to establish the relevant technical knowledge and professional skills that the principal would be required to possess in order to bring about meaningful changes and to implement Technology education. The study revealed that there are challengers regarding management of Technology curriculum and resources to implement the learning. The study also revealed that in spite of barriers to successful implementation school principals have devised measures to implement and manage the curriculum, including communicating with the interest groups.