Initiatives in many countries to improve learner performances in mathematics in poor communities have been described as largely unsuccessful mainly due to their cursory treatment of curriculum alignment. Empirical evidence has shown that in high achieving countries the notion of coherence was strongly anchored in cognitively demanding mathematics programs. The view that underpins this study is that a cognitively demanding and coherent mathematics curriculum has potential to level the playing field for the poor and less privileged learners. In South Africa beyond 1994, little has been done to understand the potential of such coherent curriculum in the context of the NCSM. This study examined the levels of cognitive demand and alignment between the written, tested and taught NCSM. The study adopted Critical Theory as its underlying paradigm and used a multiple case study approach. Wilson and Bertenthal’s (2005) dimensions of curriculum coherence provided the theoretical framework while Webb’s (2002) categorical coherence criterion together with Porter’s (2004) Cognitive Demand tools were used to analyse curriculum and assessment documents. Classroom observations of lesson sequences were analysed following Businskas’ (2008) model of forms of mathematical connections since connections of different types form the bases for high cognitive demand (Porter, 2002). The results indicated that higher order cognitive skills and processes are emphasized consistently in the new curriculum documents. However, in the 2008 examination papers the first examinations of the new FET curriculum, lower order cognitive skills and processes appeared to be emphasized, a finding supported by Umalusi (2009) and Edwards (2010). Classroom observations pointed to teachers focusing more on rote learning of both concepts and procedures and less on procedural and conceptual understanding. Given the widespread evidence of the tested curriculum impacting on the taught curriculum, this study suggests that this lack of alignment between the advocated curriculum on one hand, the tested and the taught curricula on the other, needs to be investigated further for it endangers the teaching and learning of higher order cognitive skills and processes in the FET mathematics classrooms for the poor and less privileged. Broader evidence suggests that this would work against efforts towards supporting the upward mobility of poor children in the labour market.

Universities in Zimbabwe have universally adopted a full-year integrated undergraduate student workplace-based learning pedagogy following the precedent set in 1991 by one pioneering university, the National University of Science and Technology. In this explorative study I analyse participants’ views, reflections and understanding of how the full-year model of workplace-based learning enhances quality academic practices and impacts on short, medium and long-term visions and opportunities for students and other stakeholders. I employed the embedded concurrent mixed methods research design (Creswell&Clark, 2007) using interviews with lecturers, university administrators and industry supervisors, as well as open-ended questions in three matched versions of a questionnaire to students, lecturers and industry supervisors respectively. The same questionnaire provided quantitative data that was statistically analysed. Interviews were conducted with 24 participants from the university under study, industry and other universities, while 363 university students, 40 NUST lecturers and 34 industry supervisors responded to the respective questionnaires. Students, lecturers and industry supervisors concurred on the coherence between industry experiences and university learning, the beneficial experiences at the workplace, and the relevance of those experiences to society, confirming the expressed view that industry-based learning promoted quality learning and teaching, and enabled students to become work-ready. However there were perceptions of inadequate student supervision and assessment, unsatisfactory student welfare safeguards, inadequate research enthusiasm among lecturers, and the lack of involvement of the whole spectrum of industry categories. There was an underlying regard for lifelong learning enabling societal transformation into the increasingly dominant industrialised culture. Lecturers indicated an appreciation for a holistic orientation to teaching and learning (Taylor, 2009), and were inclined towards adopting the hermeneutic approach to education (Danner, 2002). It is recommended, among other things, to revitalise effective practices through staff development efforts, increasing student knowledge and empowerment, and strengthening collaborative platforms between the university and its industry partners. Chief among the suggestions for future research is the understanding and promotion of student welfare during their placement in the workplaces. / Thesis (PhD)--University of Pretoria, 2012. / Science, Mathematics and Technology Education / unrestricted