The research focuses on the implementation of Outcomes-based Education (OBE) from a management perspective, in the Eastern Cape province of South Africa. This being a largely rural province, teachers are often un- or underqualified and in-service training for curriculum implementation is constrained by logistical problems such as vast distances, lack of physical facilities and resources and language barriers. In spite of extensive socio-political changes since 1994, these barriers remain. A thorough study of the literature provides an understanding of the foundations of OBE in the light of a need for relevant education in a democratic South Africa. The purpose, forms, characteristics and key elements of an outcomes-based approach are described, as well as the role of the teacher in curriculum implementation. OBE is a futuristic education approach embodying a radical shift from the traditional content-based approach followed in the previous education dispensation. The initial curriculum aimed at realising the new OBE approach, was known as Curriculum 2005 and is described according to its key elements. Thereafter, the debate surrounding Curriculum 2005 and the problems associated with its implementation are identified. The Revised National Curriculum Statement, produced after the review of Curriculum 2005, is outlined and the roles of the teacher, principal and district officials in terms of the new curricula are then dealt with. Attention is then given to the roles of district officials, principals and teachers in managing the curriculum since all three role players have crucial roles to play at district, school and classroom levels. This theoretical discussion provides the framework for the qualitative study in determining the perceptions of these role players in the implementation of OBE in the Eastern Cape. Data was collected by means of individual and focus group interviews with a small sample of district officials, principals and teachers, selected through a combination of judgement and convenience sampling. An examination of documents was also carried out. The findings suggest factors that encouraged or hampered the implementation of OBE at district, school and classroom levels. Finally, based on the findings of both the literature and empirical studies, recommendations were provided for the improvement of OBE implementation in the Eastern Cape. / Education Management / D.Ed. (Education Management)

Recently it has been noticed that there is a marked decline in the culture of teaching and learning (COLT) in sortie of the schools in the KwaZulu Natal province. An investigation was undertaken to check whether the instructional leadership of school principals was a contributory factor to this decline. A literature study and an empirical investigation was done to identify if any relationship existed between the instructional leadership ofthe principal and COLT in schools. From the findings it became apparent that such a relationship did exist. Schools where principals neglected such instructional leadership roles were more susceptible to perpetuate the erosion of the culture of teaching and learning (COLT), whereas principals who do fulfil their instructional tasks tend to alleviate the erosion of COLT. The educational implications of the findings are discussed and guidelines are provided to assist school principals in attaining their roles as effective instructional leaders. / Educational Leadership and Management / M. Ed. (Educational Management)

The current rapid school curriculum reform initiatives in the South African education system require teachers to develop continuously in order to understand and implement them effectively. Conversely, most teachers’ continuing professional development (CPD) activities based on curriculum change implementation are inadequate to produce their intended results. Teachers continue grappling with limited subject content knowledge, how to teach and assess in the outcomes-based way, and how to evaluate and select high quality textbooks. Extant studies suggest that most CPD approaches used thus far are typically loosely-matched to the teachers’ actual CPD needs, unrelated to classroom realities, and are seldom followed-up. These limitations imply deep-rooted problems and issues concerning how the relevant management structures within the various levels of the Department of Basic Education manage teachers’ CPD for curriculum change implementation. This qualitative case study examines the role of curriculum coordinators and school management teams (SMTs) in managing teachers’ CPD for curriculum change implementation, respectively, at the selected area offices and secondary schools in the North West Province. Through purposive sampling, this study involved the following participants: four curriculum coordinators, eight subject advisors, 24 principals, 24 Heads of Departments and 24 teachers. Empirical data were collected by means of interviews and document analysis. Data analysis followed Tesch’s steps for open coding. The findings suggest that the identified curriculum coordinators and SMTs are ineffective in discharging their role of managing teachers’ CPD for curriculum change implementation. They lack sound understanding of their role, and they also experience a litany of practical impediments. These barriers, inter alia, include limited training for CPD managers, shortage of relevant resources, difficulties of finding a suitable day and time for teachers’ CPD, CPD managers’ work overload and teachers’ change weariness. The implications of these findings on the quality of teachers’ CPD for curriculum change implementation are outlined. Relevant guidelines are developed to address the above challenges. It is anticipated that the findings and recommendations in this study will provide valuable and timely contributions in the fields of teacher development and curriculum change implementation. / Educational Leadership and Management / D. Ed. (Education Management)

This study deals with the impact of educational policy on the National Senior Certificate: Pre-1994 and Post democracy South African case. The qualitative approach was used in this study, and the research findings were based on the analysis of documents. The transition from apartheid education to the present education system in South Africa has not been without challenges. In the past, South African education reflected the fragmented society in which it was based. Outcomes based education (OBE)/Curriculum 2005 (C2005), since its inception, was riddled with challenges. OBE/C2005 by its nature is complex. It is not user-friendly for developing countries such as South Africa. The aim of this study is to explore the impact of educational policies on the 2008 National Senior Certificate results. Historical-educational research is undertaken with the view of putting the education phenomenon into proper perspective. Venter (1985) is of the opinion that historical education investigation refers to the systematic placing of historical education variables in the spotlight. The general, continual pedagogical and fundamental problems are accentuated against the multiplicity of historical detail. This then makes historical-educational research an orderly (systematic and controlled) process of knowledge enrichment (Venter & Van Heerden 1989:106). The National Senior Certificate was established in terms of National Education Act 27 of 1996. Curriculum 2005 has been described in policy documents as a “paradigm shift” because it represents a radical departure from the previous curriculum in terms of the following: theoretical underpinnings, structure and organisation, teaching and learning process, and assessment (South Africa, Department of Education 1997:1). Pre-1994, the researcher discovered that the education of black people in rural areas in particular and South Africa in general was, in most instances, negatively impacted by policies of the previous government (1948-1953). The apartheid government used poor funding models to ensure that there were low teacher-pupil ratios and teacher qualifications were of unequal standard. Unequal pattern of spending continued well into the post-1994 democratic era. This poor funding model which impacted negatively on rural schools made infrastructural provision in rural areas difficult. Post -1994 democratic dispensation, the researcher discovered that the government have competitive legislative policies in place, but the challenges lay in the fact that those policies were impulsively implemented. Hence the many challenges. This is shown by the frequency of curriculum changes which took place in a very short space of time. Stakeholders played a major role in insuring that schools received quality service by challenging some of the decisions the government was taking. The government has had to take the recommendations into account. / Public Administration and Management / M.Admin. (Public Administration)

This study was motivated by the lack of in-service training in cooperative learning and science process skills whereas both are emphasized in the new natural sciences curriculum. The aims of the study were to determine the influence of cooperative learning on the development of science process skills. Two classes were selected from two rural schools for inclusion as case studies of this research. These classes were taught using the Jigsaw and Group Investigation methods of cooperative learning respectively. Pre- and post-tests were administered on the two classes and the influence of these methods on learners' achievement on four process skills were determined. Mixed results were found with regard to the influence of the two cooperative learning methods on the development of learners' process skills of observation, controlling variables, graphing and experimenting. / Educational Studies / M. Ed. (Natural Science Education)

The research focuses on the implementation of Outcomes-based Education (OBE) from a management perspective, in the Eastern Cape province of South Africa. This being a largely rural province, teachers are often un- or underqualified and in-service training for curriculum implementation is constrained by logistical problems such as vast distances, lack of physical facilities and resources and language barriers. In spite of extensive socio-political changes since 1994, these barriers remain. A thorough study of the literature provides an understanding of the foundations of OBE in the light of a need for relevant education in a democratic South Africa. The purpose, forms, characteristics and key elements of an outcomes-based approach are described, as well as the role of the teacher in curriculum implementation. OBE is a futuristic education approach embodying a radical shift from the traditional content-based approach followed in the previous education dispensation. The initial curriculum aimed at realising the new OBE approach, was known as Curriculum 2005 and is described according to its key elements. Thereafter, the debate surrounding Curriculum 2005 and the problems associated with its implementation are identified. The Revised National Curriculum Statement, produced after the review of Curriculum 2005, is outlined and the roles of the teacher, principal and district officials in terms of the new curricula are then dealt with. Attention is then given to the roles of district officials, principals and teachers in managing the curriculum since all three role players have crucial roles to play at district, school and classroom levels. This theoretical discussion provides the framework for the qualitative study in determining the perceptions of these role players in the implementation of OBE in the Eastern Cape. Data was collected by means of individual and focus group interviews with a small sample of district officials, principals and teachers, selected through a combination of judgement and convenience sampling. An examination of documents was also carried out. The findings suggest factors that encouraged or hampered the implementation of OBE at district, school and classroom levels. Finally, based on the findings of both the literature and empirical studies, recommendations were provided for the improvement of OBE implementation in the Eastern Cape. / Education Management / D.Ed. (Education Management)

The current rapid school curriculum reform initiatives in the South African education system require teachers to develop continuously in order to understand and implement them effectively. Conversely, most teachers’ continuing professional development (CPD) activities based on curriculum change implementation are inadequate to produce their intended results. Teachers continue grappling with limited subject content knowledge, how to teach and assess in the outcomes-based way, and how to evaluate and select high quality textbooks. Extant studies suggest that most CPD approaches used thus far are typically loosely-matched to the teachers’ actual CPD needs, unrelated to classroom realities, and are seldom followed-up. These limitations imply deep-rooted problems and issues concerning how the relevant management structures within the various levels of the Department of Basic Education manage teachers’ CPD for curriculum change implementation. This qualitative case study examines the role of curriculum coordinators and school management teams (SMTs) in managing teachers’ CPD for curriculum change implementation, respectively, at the selected area offices and secondary schools in the North West Province. Through purposive sampling, this study involved the following participants: four curriculum coordinators, eight subject advisors, 24 principals, 24 Heads of Departments and 24 teachers. Empirical data were collected by means of interviews and document analysis. Data analysis followed Tesch’s steps for open coding. The findings suggest that the identified curriculum coordinators and SMTs are ineffective in discharging their role of managing teachers’ CPD for curriculum change implementation. They lack sound understanding of their role, and they also experience a litany of practical impediments. These barriers, inter alia, include limited training for CPD managers, shortage of relevant resources, difficulties of finding a suitable day and time for teachers’ CPD, CPD managers’ work overload and teachers’ change weariness. The implications of these findings on the quality of teachers’ CPD for curriculum change implementation are outlined. Relevant guidelines are developed to address the above challenges. It is anticipated that the findings and recommendations in this study will provide valuable and timely contributions in the fields of teacher development and curriculum change implementation. / Educational Leadership and Management / D. Ed. (Education Management)

Recently it has been noticed that there is a marked decline in the culture of teaching and learning (COLT) in sortie of the schools in the KwaZulu Natal province. An investigation was undertaken to check whether the instructional leadership of school principals was a contributory factor to this decline. A literature study and an empirical investigation was done to identify if any relationship existed between the instructional leadership ofthe principal and COLT in schools. From the findings it became apparent that such a relationship did exist. Schools where principals neglected such instructional leadership roles were more susceptible to perpetuate the erosion of the culture of teaching and learning (COLT), whereas principals who do fulfil their instructional tasks tend to alleviate the erosion of COLT. The educational implications of the findings are discussed and guidelines are provided to assist school principals in attaining their roles as effective instructional leaders. / Educational Leadership and Management / M. Ed. (Educational Management)

The purpose of the study was to explore the implementation of the curriculum and assessment policy statements in the selected primary schools in Limpopo Province. An empirical investigation following qualitative approach was carried out to investigate the views of teachers from two primary schools in Capricorn District. Two curriculum advisors were interviewed as well as five teachers to find out their views and experiences on the CAPS training and implementation issues and challenges. The study confirms that teachers are not well prepared to meet the challenges of the CAPS. The time set aside for training is limited, the resources needed to support teachers and the implementation are inadequate and some of the trainers are not well prepared. The study recommends that the Department of Basic Education continues engaging with trainers, school management teams, teachers and learners and determine specific strategies, based on the school contexts, to improve the provision of training, resources and support to enable effective and efficient curriculum implementation. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

South African learners’ poor performance in general, and in the national matriculation examinations, has necessitated the introduction of various curriculum implementation improvement programmes in the country. The Jika iMfundo Programme (JiP) is a campaign of the Programme to Improve Learning Outcomes (PILO) that was piloted, on scale, in two districts of KwaZulu-Natal (KZN), South Africa, in 2014, to improve the learning outcomes in the province by supporting educators and school managers to improve curriculum coverage and implementation. This study employs a constructivist worldview to explore the experiences of educators and school managers in the King Cetshwayo District of KZN with the implementation of the JiP. The study addresses the issues of the preparation of stakeholders for curriculum change, the challenges experienced in implementing the programme and the adequacy of resources and support that are required to implement the JiP. A qualitative approach, and a multi-case study design involving nine educators, three department heads and three principals, to investigate the key research questions within three primary schools in the King Cetshwayo District were adopted. The educators were all teachers of mathematics from grades 1-7 and were purposively selected as respondents. Data were elicited through semistructured, one-on-one interviews, document analysis and observations. Since the data represented the perspective of individuals, data analysis was descriptive and interpretive in nature and was reported under pre-set and emergent themes. The main finding from the study is that, although the majority of educators and managers have a positive attitude towards the programme and are utilising the knowledge and skills attained through the training, the resources and support provided to implement the programme, the following factors inhibit efficacious implementation: lack of consultation, inadequate training, lack of sufficient learner resources, inadequate support from schools and the district and the fast pace and organisation of the mathematics curriculum. School contextual factors also affect the implementation of revised curriculum. Other factors like inadequate or non-reflection by educators on their curriculum coverage and insufficient opportunities for conversation around curriculum coverage at schools were also identified by the researcher as areas needing attention. Consultation with educators on future educational changes, more frequent training sessions, the provision of adequate learner resources, reduction in class sizes, a review of the mathematics curriculum for the Foundation Phase are some of the recommendations made in the study. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)