The primary purpose of this study was to determine how the current hospitality management curriculum at The International Hotel School contributes to students’ preparedness from their own perspectives. Generic and curriculum specific skills that can be used for curriculum evaluation were identified, a framework of curriculum variables to rate the level of student preparedness was developed, the effectiveness of the hospitality management curriculum from the perspectives of students’ perceptions of preparedness was analysed, and the aspects that contribute most to student preparedness were identified through a literature study and an empirical investigation. The findings were summarised and it was recommended that The International Hotel School needs to review the hotel and restaurant accounting course and the experiential learning components. Furthermore, lecturers of The International Hotel School should receive training on the implementation of more interactive course content delivery methods. / Educational Studies / M. Ed. (Adult Education)

. This investigation focuses on the leadership role of the principal in managing and supporting curriculum change in South African schools. The results reveal that principals are required to initiate change and to lead the curriculum change process in schools. Principals are expected to monitor, manage and evaluate the implementation of OBE in their schools. They also need to provide ongoing support to colleagues and are further required to acquire and employ skills, qualities, characteristics and a management style that is suitable for the OBE leader. This investigation recommends that for principals to manage and support curriculum change effectively in South African schools: • Principals are in need of more training and ongoing support • Commitment and support to the outcomes based curriculum is called for • Skills and qualities, for effective leadership, needs to be acquired and employed • A strategy to manage, monitor, support and evaluate curriculum implementation in the school is needed. / Educational Leadership and Management / M.Ed. (Educational Management)

Text in Afrikaans / Ten einde 'n kurrikulum relevant en doeltreffend te kan hou, is di t noodsaaklik om die kurrikulum gereeld te evalueer en dienooreenkomstig die bevindinge aan te pas, indien nodig. Spesiale skole in Suid-Afrika beskik oor 'n eiesoortige kernkurrikulum wat hoofsaaklik ontwikkel is vir leerders wat primer verstandelik matig gestrem is. Om verskeie redes, waarvan die belangrikste is, dat die meerderheid leerders wat hulle tans in spesiale skole bevind nie verstandelik matig gestremd is nie, word die werklike doeltreffendheid en relevansie van hierdie kurrikulum bevraagteken. Die doel van hierdie navorsing was derhalwe om die doeltreffendheid en relevansie van die kernkurrikulum wat vir die meerderheid spesiale skole in Suid-Afrika van toepassing is, te bepaal. 'n Sekondere doel van die ondersoek was om 'n kurrikulumevalueringsmodel te ontwikkel aan die hand waarvan kurrikulumevalueerders 'n kurrikulum vanuit 'n literatuurperspektief sou kon evalueer. Ten einde die ondersoek teoreties te fundeer, is 'n li teratuurondersoek onderneem na die grondslae en komponente van 'n kurrikulum. Op grond van die navorsingsresultate is die kurrikulumevalueringsmodel ontwikkel. Twee van die kurrikulumgrondslae wat by wyse van die navorsing blootgele is, is die leerder en die gemeenskap. By wyse van 'n li teratuur- en dokumentasie-ondersoek is bepaal wat die eise is wat spesialeskoolleerders en die gemeenskap aan die kernkurrikulum vir spesiale skole stel. Aan die hand van hierdie bevindinge is kurrikulumevalueringskriteria ontwikkel waarmee die kernkurrikulum vir spesiale skole toe geevalueer is. By die toepassing van hierdie kriteria is gevind dat die kernkurrikulum vir spesiale skole in vele opsigte nie behoorlik aan die eise van die leerders en die gemeenskap voldoen nie. Die gevolgtrekking kon derhalwe gemaak word dat die kernkurrikulum vir spesiale skole oor die algemeen nie doel treffend en relevant genoeg is nie. Aanbevelings is gemaak oor hoe die kernkurrikulum moontlik meer doeltreffend en relevant gemaak kan word. / Sustaining curriculum relevance and effectiveness, necessitates regular curriculum evaluation and adjustment in concurrence with the evaluation results. Special schools in South Africa have at their disposal their own · peculiar curriculum which was developed mainly for learners who are primarily mildly mentally disabled. For various reasons, the most important of which is that the majority of learners currently in special schools are not mildly mentally disadvantaged, the relevancy and effectiveness of this curriculum are questioned. The primary aim of this research was therefore to determine if the core curriculum for special education, which is applicable to the majority of special schools in South Africa, is relevant and effective. A secondary aim of this investigation was to develop a model for curriculum evaluation by means of which curriculum evaluators would be able to evaluate a curriculum from a literature perspective. With a view to founding this research theoretically, literature research was conducted into the foundations and components of the curriculum. On the basis of the research findings, the model for curriculum evaluation was developed. Two of the curriculum foundations that were disclosed by means of the research, were the learner and the community. By means of an investigation of literature and other relevant documentation, the demands made on the curriculum by the learner and the community, were determined. On the basis of these findings, criteria were developed by means of which the core curriculum for special schools was then assessed. When the above criteria were applied, it was found that in many respects the core curriculum for special schools did not completely comply with the demands of the learners and the community. The conclusion could therefore be drawn that the core curriculum for special schools are in general not effective and relevant enough. Proposals were made on how the core curriculum could possibly be made more effective and relevant. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

The purpose of this study is to explore the extent to which young children in three Grade R classes in the Eastern Cape Province were exposed to developmentally appropriate opportunities to achieve the Critical Outcomes as outlined in the South African National Curriculum Statement. The research took the form of a case study. Semi-structured interviews and observations were used to collect data. Respondents included children, their parents, Grade R practitioners and the school leadership. The findings tentatively showed that this set of parents perceived their role in providing for their children’s developmental needs as separate to that of the GR practitioners. They seemed to see their roles as helping their children to develop social and emotional competence only, and that the GR practitioners provided, in addition to this, literacy and numeracy teaching to their children. In contrast, the three GR practitioners believed that parents were responsible also for promoting literacy, numeracy and life skills. There seemed therefore to be a lack of clarity of specific teacher and parent views of their roles. The researcher found, however, that the children seemed to be given few developmentally appropriate opportunities for planned and structured activities which enabled them to explore the Critical Outcomes, for example, working together, solving problems, using technology. The teaching methodology used by the GR practitioners during the observation periods, seemed to a large extent, to be based in 'talk and chalk' in the plenary grouping. It did not seem to enable the implementation of the curriculum and especially of the Critical Outcomes in a developmentally appropriate way. In addition, the environment in which children learned was not observed to be developmentally appropriate for relevant education to take place. Too many children were crowded into the available space, while learning equipment and materials were lacking. Any competences that young children in these three GR programmes achieved were therefore possibly learned incidentally, rather than deliberately through planned activities. In addition, GR classes in this study were not observed to be supported within the schools to deliver competent curriculum activities to the children. The study makes suggestions to meet some of these challenges. These include improving the understanding of curriculum guidelines of all role players in the three schools, enabling the management teams and especially parents to take a stronger support and monitoring role, and providing and using materials and equipment to promote the use of the Critical Out comes as methods for teaching and for learning.

Assessment is an integral component of outcomes-based education which requires a paradigm shift in assessment processes. Outcomes-based assessment is more intense than traditional assessment since it reports on many dimensions of performance. Performance is analysed in relation to outcomes and the learning demonstrated and record-keeping is more complex. This study explored the experiences of the Senior Management Team and Foundation Phase educators of a selected primary school regarding outcomes-based education, outcomes-based assessment and its management. A literature review of outcomes-based education, outcomes-based assessment and instructional leadership and an empirical study using a qualitative approach were conducted. Document analysis and semi-structured interviews with educators and school management were used for data-gathering. Findings indicated that the initial implementation of outcomes-based education was problematic, however, effective instructional leadership had improved educators' understanding and implementation of assessment. Thereafter recommendations were made for the improvement of practice. / Educational Studies / Thesis (M.Ed.)

The study investigates the implementation of the Curriculum 2005 assessment policy guidelines in natural sciences in grade nine in five secondary schools selected by judgement sampling in Limpopo Province. Data were gathered by means of a literature study, examination of learner and educator portfolios and interviews with educators. Findings show that most participants were unable to carryout the continuous assessment (CASS) tasks as required. A discrepancy in the quality and quantity of assessment tasks among the schools emerged. All schools replaced the final common tasks for assessment (CTA) with internal examinations due to the late arrival of materials and the level of difficulty. Contributing factors were lack of a well-planned curriculum, proper resource materials, lack of coordination of efforts due to poor curriculum support and management and inadequate professional competence in the Outcomes-based methods of teaching, learning and assessment. Recommendations to address the above problems are made. / Educational Studies / M.Ed. (Education Management)

. This investigation focuses on the leadership role of the principal in managing and supporting curriculum change in South African schools. The results reveal that principals are required to initiate change and to lead the curriculum change process in schools. Principals are expected to monitor, manage and evaluate the implementation of OBE in their schools. They also need to provide ongoing support to colleagues and are further required to acquire and employ skills, qualities, characteristics and a management style that is suitable for the OBE leader. This investigation recommends that for principals to manage and support curriculum change effectively in South African schools: • Principals are in need of more training and ongoing support • Commitment and support to the outcomes based curriculum is called for • Skills and qualities, for effective leadership, needs to be acquired and employed • A strategy to manage, monitor, support and evaluate curriculum implementation in the school is needed. / Educational Leadership and Management / M.Ed. (Educational Management)

Text in Afrikaans / Ten einde 'n kurrikulum relevant en doeltreffend te kan hou, is di t noodsaaklik om die kurrikulum gereeld te evalueer en dienooreenkomstig die bevindinge aan te pas, indien nodig. Spesiale skole in Suid-Afrika beskik oor 'n eiesoortige kernkurrikulum wat hoofsaaklik ontwikkel is vir leerders wat primer verstandelik matig gestrem is. Om verskeie redes, waarvan die belangrikste is, dat die meerderheid leerders wat hulle tans in spesiale skole bevind nie verstandelik matig gestremd is nie, word die werklike doeltreffendheid en relevansie van hierdie kurrikulum bevraagteken. Die doel van hierdie navorsing was derhalwe om die doeltreffendheid en relevansie van die kernkurrikulum wat vir die meerderheid spesiale skole in Suid-Afrika van toepassing is, te bepaal. 'n Sekondere doel van die ondersoek was om 'n kurrikulumevalueringsmodel te ontwikkel aan die hand waarvan kurrikulumevalueerders 'n kurrikulum vanuit 'n literatuurperspektief sou kon evalueer. Ten einde die ondersoek teoreties te fundeer, is 'n li teratuurondersoek onderneem na die grondslae en komponente van 'n kurrikulum. Op grond van die navorsingsresultate is die kurrikulumevalueringsmodel ontwikkel. Twee van die kurrikulumgrondslae wat by wyse van die navorsing blootgele is, is die leerder en die gemeenskap. By wyse van 'n li teratuur- en dokumentasie-ondersoek is bepaal wat die eise is wat spesialeskoolleerders en die gemeenskap aan die kernkurrikulum vir spesiale skole stel. Aan die hand van hierdie bevindinge is kurrikulumevalueringskriteria ontwikkel waarmee die kernkurrikulum vir spesiale skole toe geevalueer is. By die toepassing van hierdie kriteria is gevind dat die kernkurrikulum vir spesiale skole in vele opsigte nie behoorlik aan die eise van die leerders en die gemeenskap voldoen nie. Die gevolgtrekking kon derhalwe gemaak word dat die kernkurrikulum vir spesiale skole oor die algemeen nie doel treffend en relevant genoeg is nie. Aanbevelings is gemaak oor hoe die kernkurrikulum moontlik meer doeltreffend en relevant gemaak kan word. / Sustaining curriculum relevance and effectiveness, necessitates regular curriculum evaluation and adjustment in concurrence with the evaluation results. Special schools in South Africa have at their disposal their own · peculiar curriculum which was developed mainly for learners who are primarily mildly mentally disabled. For various reasons, the most important of which is that the majority of learners currently in special schools are not mildly mentally disadvantaged, the relevancy and effectiveness of this curriculum are questioned. The primary aim of this research was therefore to determine if the core curriculum for special education, which is applicable to the majority of special schools in South Africa, is relevant and effective. A secondary aim of this investigation was to develop a model for curriculum evaluation by means of which curriculum evaluators would be able to evaluate a curriculum from a literature perspective. With a view to founding this research theoretically, literature research was conducted into the foundations and components of the curriculum. On the basis of the research findings, the model for curriculum evaluation was developed. Two of the curriculum foundations that were disclosed by means of the research, were the learner and the community. By means of an investigation of literature and other relevant documentation, the demands made on the curriculum by the learner and the community, were determined. On the basis of these findings, criteria were developed by means of which the core curriculum for special schools was then assessed. When the above criteria were applied, it was found that in many respects the core curriculum for special schools did not completely comply with the demands of the learners and the community. The conclusion could therefore be drawn that the core curriculum for special schools are in general not effective and relevant enough. Proposals were made on how the core curriculum could possibly be made more effective and relevant. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

In 1998, South Africa introduced outcomes-based education to affect the shifts in pedagogy considered necessary following the move to democracy in 1994. Across the globe, the use of the portfolio to assess learners is increasingly being promoted as a form of progressive pedagogy. Hence, its adoption by the country as a new form of assessment practice was warranted. However, how the portfolio is constructed and perceived by educators within the classroom can become problematic in practice. This was apparent in the South African context and justifies research into how the portfolio is constructed as an assessment method in educational policy and by educators in the classrooms. The Curriculum Guide Directive text and the transcripts of twenty-one interviews carried out in three Eastern Cape schools served as the source of data for this study. Discourses make up a powerful framework of spoken, written and symbolic texts of institutional bureaucracies. Within these institutions human subjects are defined and constructed. Therefore, discourse construction acts as institutional forms of knowledge which can exude power over the individual if not made transparent. I used critical discourse analysis to uncover the discourses that were embedded within the Curriculum Guide Directive and to identify the discourses entrenched within the educators’ perceptions of the portfolio. The discourses in the Curriculum Guide Directive suggest the construction of the portfolio as a method of surveillance to track whether the educators are preparing learners for the school leaving examination and instructing the educators to provide evidence in the form of a portfolio. Analysis of the transcripts of the twenty one interviews with educators from three schools in the Eastern Cape indicated that the portfolio was not seen as a form of assessment by the educators, but as a form of discipline put in place by the Department of Education to ensure that they are preparing the learners for the school leaving examination and are able to produce proof of this preparation in the form of a portfolio. The discourses from the research highlighted that the school leaving examination is hegemonised into South African educational pedagogy as a form of traditional assessment and is not challenged even when it is no longer bringing about the dominant ideological goals. The portfolio was not seen as an assessment method by the educators nor represented as such in the Curriculum Guide Directive. Therefore, the job of the portfolio became that of a policing tool. Thus, a school curriculum which has been introduced with the intent of furthering social justice can become exclusive in practice, even with the best intentions.

The present study investigates the National Curriculum Statement (NCS) Mathematics curriculum Design issues which have a bearing on underachievement at Grade 12 in selected schools in the King Williamstown Education District. It stems from the premise that curriculum design is plausible explanation for Mathematics achievement. In pursuit of this line of thought, the study looked at curriculum design types such as linear, sequential, and spiral arrangement of contents, as well as curriculum design aspects such as sequencing, progression, integration, pacing and organisation of contents. The study also looked at the perceptions educators and subject advisors have with respect to the bearing that these aspects have on underachievement in Mathematics. The interpretive paradigm was used to frame and focus the study. The sample included five schools selected on purpose, with underperformance in Mathematics as an inclusion criterion. These schools constituted the cases of this research. Data was obtained from the interviews which were conducted with the Mathematics educators of the selected schools, and the Mathematics subject advisor of the district to find out about their perceptions with regard to the impact of Mathematics curriculum design on students’ underachievement in Grade 12. In addition, the contents of the National Curriculum Statement for Mathematics documents were analysed. The findings revealed that the scope (contents coverage) is too wide, and that the skills which are supposed to be developed in learners per term are not fully developed. Time allocation is unreasonably limited as a result learners are unable to cover the scope for the term. Revisiting of topics done every year in a spiral fashion is good but the balance between superficiality and depth is not achieved, and that it is done without checking and understanding learners’ previous knowledge on the topic. The sequencing of certain topics has to be looked into and revised. The study also revealed that Mathematics curriculum design, link and progression from primary to high school is good but not all details covered which leave students with content gaps that impede the learning of certain topics. The researcher came out with the following recommendations: From this case study, it appears that teachers still need more empowerment in NCS. Educators still need training on the NCS so they can be confident with the Mathematics NCS content. In most schools the scope is not covered and skills that are supposed to be developed in learners every term are not developed because of slow learners and the time factor. Therefore, the Department of education needs to give the scope taking into consideration the slow learners and make sure that the time they give every term also takes into consideration the time used for tests. It also appears that the learners are slow because of the language barrier. Educators spend a lot of time saying the same things to the learners so that they can understand. Since the learners do almost all the subjects in English and write their examination in English if they are from an English medium school, it would be a good idea for the DOE to introduce English to the learners as early as grade R, as in the model C schools. If that is done, it might remove the language barrier and hence reduce underachievement in Mathematics. It appears that the educators revisit topics every year but do not balance superficiality and depth. Educators should be encouraged to take every topic seriously every year and not just repeat what they covered in the previous grade. They should use it as a base for the new content. If that is done, it might help the achievement in Mathematics.