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Probleme by die toepassing van kurrikulum 2005 in die funderingsfase13 August 2012 (has links)
M.Ed. / In the light of the foregoing postulation of the problems and issues to be addressed, the present research study was aimed at determining the problems of Grade 1 and 2 facilitators with respect to Curriculum 2005, with a view to developing guidelines which the educational psychologist could follow in support of teachers' efforts to implement and apply Curriculum 2005. The study had as its point of reference an ecosystemic theoretical framework in terms of which the aim, nature and origin of the outcomes-based approach to teaching and learning, as well as the advancement thereof in Western countries, were discussed. In addition, the researcher took a closer look at how the said system impacted on the facilitator's role in the foundation phase, as well as at the paradigm shift with respect to facilitator resistance. The results of the study indicated that facilitators deemed the in-service training, advising, support and guidance of the Department to be bewildering, incongruent and akin to information overload. The majority of facilitators concurred, however, that extensive retraining and experimental practice with respect to the implementation and application of Curriculum 2005 could possibly solve a myriad of problems regarding the implementation of this curriculum. In addition, facilitators seemed to feel a clamant need for continued support and advice from the Department, as well as from the school in its capacity of a system. The future perspective hinged upon both positive and negative sentiments, however. Negative perceptions involved the failure of Curriculum 2005, whilst positive experiences, on the other hand, centred around the suitability of the model for learners' social and cognitive development and their chances of success, since they experience the implementation as a process. In spite of in-service training and the provision of documentation on the new system of education and learning, facilitators still exhibit an alarming ignorance of the philosophy and concepts underpinning OBE — ignorance that could only be explained in terms of the inadequate in-service training offered to facilitators and their lack of motivation as far as self-development is concerned. Recommendations for policy makers are also incorporated in the guidelines
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Guidelines for a relevant education curriculum at teachers' training colleges04 February 2014 (has links)
M.Ed. (Curriculum Studies) / Please refer to full text to view abstract
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Can old history textbooks be used to promote the new democratic ideals in the curriculum 2005?Mashiyi, L N 22 May 2014 (has links)
Can old history text books (written in the Apartheid Era) be used to promote the new
democratic ideals in Curriculum 2005? This investigation addresses this question
through an analysis of selected chapters of two history text books presently used in
Katlehong schools. The analysis deploys an instrument developed at the University of
Belgrade by members of the Democracy Education Project, in conjunction with the
project team from the University of the Witwatersrand. Through the instrument, the
democratic content of the textbooks was analysed and assessed. The analysis focus
on declarative, elaborated and implied democratic content.
The conceptual framework for the investigation draws from recent philosophical and
sociological work on democracy. Amy Gutmann’s principles of non-repression and nondiscrimination,
for example, provide the main argument for the necessity of equal and
critical education in South Africa. The analysis and discussion show both text as
deeply floored regarding the availability and nature of the democratic concepts.
However, if used by critical teachers both texts are suitable for promoting democracy
in South Africa.
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The new curriculum statement and its contribution towards entrepreneurial stimulation amongst high school learnersThobela, Mokgaetji Theresia January 2007 (has links)
Thesis (MBA) --University of Limpopo, 2007 / The study is based on the current educational transformations taking place in the country as a result of the new political dispensation. The political changes in the country resulted
in changes in all including the education arena. The country’s Constitution was used as a foundation for educational changes. The values such as democracy, social justice, nonracialism,reconciliation, and others as enshrined in the Constitution, had to be taught in schools.
Outcomes-Based Education was adopted as a new method for teaching the new curriculum and also to achieve transformation objectives. These changes are viewed by
some scholars as a paradigm shift. With frequent amendments to Curriculum 2005, the
New Curriculum Statement (NCS), which is the focus of this study, was born.
The aim of this study was to investigate whether this new curriculum is contributing
towards entrepreneurial stimulation amongst high school learners. The main assumption
in this study, which has been supported by various literature reviews, is that developing entrepreneurship skills amongst learners will help in the creation of jobs as well as in reduction of unemployment and poverty, thereby improving the standard of living among the majority of the people.
The education system of a country reflects what the country values and holds dear. In the words of Professor Kader Asmal, our education system and its curriculum expresses our idea of ourselves as a society and our vision as to how we see the new form of society being realised through our children and learners. It represents our priorities and assumptions of what constitutes a good education at its deepest level (Department of Education, 2002:1).
To carry out this study, the qualitative descriptive research method was used. The sample was drawn from high schools in Zebediela area, Limpopo Province. After sampling had been done, data were collected using a structured questionnaire. A sample of 150 learners and 14 teachers was drawn, using the simple random sampling procedure. The data were then analysed using the content analysis and constant comparative methods. The results of the study were presented and analysed. Tables were used to allow for a logical and coherent presentation.
One of the key findings in this study is that, the content of the National Curriculum
Statement, especially the Learning Outcomes and Developmental Outcomes, purports to
stimulate entrepreneurship amongst high school learners. This has also been clearly
supported by the views of the teachers as this study will show.
It still remains to be seen as to whether the New Curriculum Statement is actually
succeeding since there is a difference between stating one’s aims and objectives and achieving them. This study will attempt to look deeper into whether the Department of Education’s good aims and intentions will be realised.
The main contribution of this study lies in the proposed intervention strategies that are aimed at coming up with ways and means of ensuring that the new curriculum produces
more entrepreneurs.
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Towards a new framework for reconstruction of the primary science curriculum in South Africa.Raubenheimer, Carol Dianne. January 1996 (has links)
The purpose of this study is to ascertain, from a review and analysis of the literature, if any
key messages emerge within which curriculum reconstruction of primary science
education in South Africa can be undertaken.
Firstly, three paradigms in education are equated with three philosophies of science and
the compatibility of modes of inquiry are highlighted. It is argued that paradigms can be
used as a form of analysis to locate particular approaches to the teaching and learning of
science.
Thereafter, an overview of major trends in science education is provided. The various
views of and approaches to science education are analysed and located within particular
paradigms. In order to assist in such analyses, a conceptual framework is developed. This
draws on key determinants of curriculum development and locates these within each of the
three paradigms.
The framework is applied to a review and analysis of international emphases in primary
science education, within which five different perspectives are identified. These are located
within different paradigms. Science education in developing countries is considered
thereafter and some recent trends in primary science curriculum development in South
Africa are examined. It is shown that the recent syllabus revision process and the revised
syllabuses in South Africa are still located in a technical approach to curriculum
development.
In seeking an alternative approach, the weaknesses of imported ready made solutions from
more developed contexts are highlighted, and an exploration of alternative approaches that
are more responsive to local contexts is then undertaken. Some innovative examples of
curriculum development in other parts of Africa and South Africa are examined.
From the review and analysis a set of key messages emerge for curriculum development in
primary science education. In selecting appropriate programmes, it is vital that attention is
given to children's' existing abilities and ideas, to the expected role for science in society,
and to a particular society's values and norms. Material provision, of itself, does not bring
about meaningful change, and teachers can and should be involved in the production of
teaching materials. Another key message is that it is crucial for teachers to be involved in
curriculum decision making, although they may need inservice support to make this
possible. Approaches to inservice education must therefore give due consideration to this,
and to developing classroom based teaching competencies. Finally, attention is given to
some of the factors which may contribute to systemic change in science education. / Thesis (M.Ed.)-University of Natal, 1996.
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A critical investigation into curriculum development discourses of academic staff at a South African university of technology.Powell, Paulette. January 2010 (has links)
This thesis investigates the curriculum discourses of academics within a University of
Technology, exploring their responses to curriculum challenges and considering the
degree to which national and institutional shifts contest existing curriculum
discourses. Curriculum discourses are identified and discussed against the national
and institutional environment and are found, to some degree, to reflect the
entrenched assumptions of teaching and learning that were dominant during the
apartheid era. Existing curriculum discourses also reveal the influence of curriculum
practices adopted within the highly bureaucratic technikon system out of which the
institution has evolved.
This critical inquiry rests on the assumption that with more insight into socio-cultural
values and assumptions, understandings of knowledge, teaching and learning, and
existing power relations within individuals’ working context, the possibility of
transforming curriculum will be increased. Selecting a small sample of twelve
participants from the Durban University of Technology, I conducted in-depth, open-ended
interviews intended to explore these academics’ curriculum discourses.
Adopting discourse analysis as my primary method of data analysis enabled me to
explore the discourses which academics use to construct the notion of curriculum
and their own roles in regards to the curriculum. Further to this, I used my own
experience of the institutional context and the literature on the national
and international contexts of higher education to inform the study and add to the
richness of the data.
Issues of professional, disciplinary and institutional knowledge and culture are
acknowledged to play a central role in participants’ curriculum discourses. These
socio-cultural factors are found to affect academic identity construction and change,
assumptions about knowledge production and dissemination and notions of teaching
and learning. These insights are then overlaid onto a consideration of the extent to
which academics have the agency to transform their curricula to align with current
higher education policy and the societal and economic transformation agenda.
Competing curriculum discourses evident in post-apartheid policy, enormous
institutional changes resulting from mandated institutional mergers, changed
institutional management team profiles, significantly different student profiles and
increased student numbers have all to a large degree overshadowed issues of
teaching and learning and led to confusion, disillusionment and uncertainty among
the academics participating in this study. There is evidence of a weakening
institution-identity with academics feeling uncertain about their roles and
responsibilities within the institution, feeling under-valued by the institutional leaders
and over-burdened in their workloads with limited support and resources. On the
other hand there is a strong identification with workgroups which include both
professional and departmental groups that share sets of assumptions and
established practices that provide academics with the stability, familiarity, security
and affirmation that they need. The issue of individual agency as reflected in the
findings, demonstrates that there was a continuum of participant agency that
tentatively points to a correlation between the level of agency and the amount of
stability and value gained from allegiance to and participation in workgroups.
Despite the increasing pressure upon academics to interrogate their own systems
and disciplinary structures that chiefly focus on a traditional mode of specialised
knowledge production, there is limited evidence of significantly changed
understanding of curriculum practices. Furthermore there is little to suggest that
these academics’ curriculum practices have been impacted by international trends
towards globalisation, marketisation and shifts in modes of knowledge production.
Traditional views of knowledge construction and low skills training discourses were
strongly evident in the data. With the challenges presented not only by the need for
economic and social transformation within South Africa, but also by the need to
respond to fast-paced technological and knowledge advancements, exceptional
leadership and improved capacity are required to enable rather than inhibit
curriculum transformation. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2010.
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The politics of knowledge : tracing the trajectory of the natural science curriculum.Ramsuran, Anitha. January 2005 (has links)
Knowledge production or research in South Africa, as elsewhere in the world, does not occur within 'innocent' spaces devoid of personal, social, political, economic and cultural contexts (Singh, 2000). This study explores knowledge production at the level of policy. It questions in the review of the school's curriculum policy in general, and the science curriculum policy in particular: What becomes new? What is different? What remains the same? What is the policy problem? Who is the policy population that is the target of such policies? Why is there such a universal dimension of what should be taught in science, and hence what science is? Why is the conceptual knowledge of the science curriculum and the conception of scientific literacy around the world much the same? At the level of research, what is the most illuminative way to seek answers to these questions? The study explores the theoretical, methodological and contextual constructs that frame the conception of scientific literacy. This thesis presents a critical analysis of the policy process and policy documents for two reform periods in South Africa. The theoretical constructs deployed are policy archaeology, ideology, inclusivity, governmentality and professionalisation. I argue in this study that the latter two constructs are regularities that are necessary for the emergence of the policy problem, they shape the social construction of the policy problem and they constitute and shape the range of policy solutions. I posit that these regularities are necessary for the social construction of the policy problem in both the C2005 and the RNCS processes. These regularities intersect in a complex, grid-like fashion on the policy-problem axis. These intersecting regularities makes it possible for the policy problem to emerge as a problem, constructs the problem, and constitutes the problem as an 'object' of social visibility. I argue that ideological shifts in the conception of scientific literacy are constituted by these two regularities. I conclude the thesis by drawing out five significant policy lessons: (i) An 'ideal' that makes intellectual sense but does not fit conditions in society can exacerbate the problems it seeks to solve; (ii) 'Change is only as effective as the smallest unit': in the policy-making arena the smallest unit is the policy writers, in the arena of practice it is the classroom teacher; (iii) Timing determines what is possible: the socio-political climate of 1994 resulted in some important silences- especially from conservatives and scientists; (iv) In the science policy documents the definition of scientific literacy is epistemological at two levels: the idea that scientific literacy can be defined and constitutes individual knowledge,and the view of knowledge in the policy documents; and (v) The policy process and the policy documents challenged hegemony of structure and the epistemology of knowledge. / Thesis (Ph.D.)-University of KwaZulu-Natal, Westville, 2005.
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Policy implementation and street-level bureaucrats' discretion, autonomy and coping mechanisms : a case study of national curriculum statements at a school in Pietermaritzburg.Mutereko, Sybert. January 2009 (has links)
The link between public policies and their desired outcomes has remained an important subject
among scholars and policy makers. Public policies made at the ‘top’ will have to be implemented
at local level by street-level bureaucrats who enjoy a considerable degree of autonomy and
discretion in the execution of their duties. The implementation of the National Curriculum
Statement (NCS) by teachers (street-level bureaucrats) is one such case. Using Lipsky’s streetlevel
bureaucracy as a theoretical framework, this study sought to explore the levels of
discretion, autonomy and coping mechanisms employed by school teachers at a private Christian
school in Pietermaritzburg in the implementation of the NCS.
The study sought to discover if the exercise of autonomy and discretion enhanced the
implementation of NCS. Both qualitative and quantitative data were collected by the insider
participant using interviews with school teachers and observational methods. Analyses revealed
that school teachers have considerable discretion in determining the kind of task they assign their
learners. However, there were no significant relationships according to the level of discretion and
teaching experience or level of professional qualifications. Furthermore, the study shows that
most teachers made discretional choices to advance the goals of the Department of Education
and to enhance the understating of learners.
Factors which forced these teachers to use their discretion are due to poorly defined goals,
inadequate resources and excessive workloads. In the face of challenges associated with their
work, the teachers employ coping mechanisms which include ‘creaming’, private goal definition,
modification of the conception of work, ‘rubber stamping’, referrals and real or psychological
withdrawal. The findings of this study also show that school management through routine
supervision and the Department of Education’s Common Tasks Assessments (CTAs) as well as
national examinations curtail the autonomy and discretion of teachers in the implementation of
NCS.
The research reveals that the combination of individual decisions made by each street-level
bureaucrat in effect constitute the policy of NCS through its implementation at school. The
findings also underscore the need for management at all levels to find ways of harnessing the
discretion of street-level bureaucrats which enhance the Department of Education’s goals and
curb those which hamper policy implementation. / Thesis (M.Soc.Sc.) - University of KwaZulu-Natal, Pietermaritzburg, 2009.
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A study to investigate the effectiveness of the implementation of Curriculum 2005 in Grade 8-9 in Chesterville Secondary School.Mtheku, Maypher Priscilla. January 2004 (has links)
This study focuses on the effectiveness of the implementation of Curriculum 2005 in Grade 8 and Grade 9 in a Secondary School in Durban and it also investigates if
educators have moved away from traditional ways of teaching as required by Curriculum 2005. Teachers' knowledge of the new curriculum, reactions and attitudes play a major role in any curriculum change.
To make this study possible, the modules that introduced the concept of curriculum
innovation are Theorizing Curriculum, Curriculum Design and Development as well as Managing Curriculum Change. These modules preceded this study. The methods of data collection were Interviews, Questionnaires and Observation (informal). The data
collected suggests that educators are still experiencing problems with regard to the
implementation of Curriculum 2005.
Seemingly the cascading model had some discrepancies smce most educators who attended the workshops seem to be unclear of what they have to do in the classroom. It is
also evident that most educators that were trained to implement Curriculum 2005 are
not teaching Grade 8 and Grade 9 for various reasons like the policy of Redeployment
and Rationalization. Senior Phase Learning Areas are regarded as filler subjects which
means that, the Senior Phase Learning Areas are not given the same status as the
Learning Areas in Further Education and Training Phase. The school will rather allocate educators at Grade 10 to 12 first before considering the Senior Phase. The attendance of
Outcomes-Based Education workshops are not considered when allocating teaching loads. There is also no structure from the school or Department of Education that ensure that those educators that are trained remain in the Senior Phase so as to master the
outcomes-based approach. So every year a new teacher is exposed or introduced to new
ways of teaching without being trained.
On the basis of the findings, there is no effective implementation of Curriculum 2005 and
most teachers are still using traditional ways. The Department of Education has a great task to ensure that there is development and support of educators that are still battling
with the implementation process. It is also the responsibility of the Department of
Education to ensure that all children in South Africa receive quality education and
narrows the gap between previously advantage and previously disadvantage
communities. But all depends on the teachers' skills and knowledge of the new curriculum, structures to support the implementation process and the support from the
Department of Education. Without teachers' understanding and the necessary support structure, the intended outcomes will not be achieved. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2004.
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An investigation into the implementation of curriculum 2005 in grade nine (09) : a case study of two schools.Sineke, Gamakulu Ma-art. January 2004 (has links)
This small but in-depth comparative study sought to explore the extent to which a rural ex-farm school and an urban ex-model C school were in a position to implement C2005. It was acknowledged that a small-scale study could not address the question of whether the two schools actually were implementing the new curriculum. The
question was rather whether their circumstances were conducive to C2005 implementation. Bernstein's (1971) definition of curriculum as comprising content, pedagogy, and evaluation was found to be useful categories for analysing classroom practice in relation to C2005 design features, namely the outcomes based approach, an integrated
curriculum, and learner centred teaching. The social relationships associated with weak classification (or the Integrated Code) directed the study towards forms of school organisation that would be necessary for the reception of C2005. Bernstein's concept of framing was useful in that its related concepts of sequencing and pacing of
lessons provided a means of analysing classroom practices. Data collection tools included semi structured interviews and observations in the two schools. While both schools experienced difficulty in implementing C2005 in grade 9, findings indicated that the rural ex-farm experienced significantly greater difficulty. Historical
disadvantage, poverty, lack of resources and lack of adequate departmental support seemed to combine with a lack of will on the part of educators to develop the kinds of lessons and materials on which C2005 depends. While teachers at this school supported the idea of C2005, they felt it could not be implemented in their context.
The former model C school was advantaged by its relatively favourable situation with respect to both human and physical resources, and was making impressive progress towards C2005 implementation. Despite the fact that C2005 aimed at achieving equity, the evidence from this study suggests that the gap that had previously existed between these different schools was in fact widening. The gulf separating policymakers and their planners on the one hand, and teachers and their classrooms on the other, was particularly great in the case of the ex-farm school. Implications arising from this are discussed in terms of forms of teacher development that might alleviate the difficulties experienced in
disadvantaged schools. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.
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