Thesis (M.Ed. (Education)) - Rhodes University, 2009. / A half-thesis submitted in partial fulfillment of the requirements for the degree of Master of Education (Environmental Education)

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaves 93-99). Also available in print.

Thesis (Ph. D. (Education))--Rhodes University, 2005.

Thesis (Ed.D.)--Mississippi State University. Department of Instruction Systems and Workforce Development. / Title from title screen. Includes bibliographical references.

The introduction of the Economics CAPS policy ushered the introduction of the new principle of “active and critical learning” which implies fostering active learner participation in teaching and learning process. The revision of curriculum in 1997 and subsequent years has implications on how teachers teach. Since the introduction of Economics CAPS in Grade twelve in 2014, no study has been conducted to determine how teachers implement the curriculum. The aim of the study was to investigate the implementation of Curriculum and Assessment Policy Statement (CAPS) by Economics Grade twelve teachers and its influence on teaching methods in East London Education District. The theoretical framework of the study was Experiential Learning Theory (ELT), constructivism, and pragmatism. A mixed method which entails the combination of quantitative and qualitative research methods was used in this study. A sequential design was followed in the study where the first stage comprised of the administration of questionnaire as a component of quantitative method. The second stage focused on qualitative method which entailed the administration of the following data collection techniques: lesson observation, semi-structured interviews and document analysis. Purposeful random sampling where East London Education District was selected since it has the required categories of schools required for the research was used. All the 53 Grade 12 Economics schools served as the population for the study. Some of the participants did not return the questionnaire while others have phased out Economics. A total of 36 schools participated and two schools have 2 Grade 12 classes. A total of 38 teachers returned the questionnaires. A stratified random sampling of 8 teachers was done for the qualitative research. The schools or teachers were categorised as follows: one teacher from Ex - Model C schools, one from urban, one from rural and five teachers from township schools. The sample represented 22.2 % of schools offering Grade 12 economics in the East London Education District. Descriptive statistics and thematic analysis were used for quantitative and qualitative studies respectively. The study found out that economics teachers assert that they employ mixed methods when teaching, but classroom practice reveals that their teaching approach is predominately teacher - centred. While the CAPS policy propagates the adoption of “active and critical learning” practice indicates this principle is applied to a limited extent. Economics teachers should be developed in using active learning methods to ensure that the new principle find expression in the classroom. In respect of the training of teachers to implement CAPS curriculum, research reveals that short-term training workshops were conducted but Economics teachers have challenges in methodology and content. The recommendations to address the challenges entail: continuous professional development of Economics teachers on methodology; conduct content workshops and resourcing of schools.

Thesis (DTech(Education))--Cape Peninsula University of Technology, 2010 / Research has shown that there are a significant percentage of educators and school management teams who do not apply internal moderation of assessment as quality assurance process in the Western Cape Schools. This study is aimed at the Further Education and Training Band (FET) of the National Curriculum Statement (NCS) and Tourism as subject will be used in order to do the research. From the literature it is evident that the concept of internal moderation of assessment can be interpreted differently. Amongst schools and school management teams there are also often different opinions about the process and application of the internal moderation of assessment. Two questionnaires were given to selected schools to complete. The first questionnaire was completed by Tourism subject teachers and the second questionnaire by the principal and school management team. Checking regulations were built in to check the educators’ answers. This ensures that the questionnaires can be interpreted reliably. The emphasis on internal moderation as a function of quality assurance shifts to the school in its unique context. The importance of a moderation system in schools has already been proven. From the research it is clear that schools are on different levels of development in terms of internal moderation. The data analysis indicated clearly that there are also different needs in terms of internal moderation at schools. Firstly, subject educators and subject heads indicate their own needs on micro-level and then also the school management teams on meso-level. Instruments were developed for both groups in order to support them with the moderation process on their levels. Although quite an amount of training in internal moderation was done in the Western Cape schools, there are no intervention programmes based on the guidelines of the NCS to enhance and support the moderation process in schools. The Quality Monitor programme (which also consists of a number of checklists), is aimed at simplifying the examination system for educators and school management teams, as required by the NCS and Umalusi. During the evaluation of the Quality Monitor, the effect of the programme on the examination results of the experimental group of Grade 11 learners was compared with those results of the previous year. Although there was an improvement in the examination results, all schools in the experimental group had grown from a low basis. To summarise, it can therefore be said that the Quality Monitor programme is a very useful interim solution for the enhancement of the quality of assessment tasks and examinations for Western Cape schools. The long term effect of this Quality Monitor programme will have to be determined.

The introduction of outcomes-based education (OBE) in South Africa has led to a new learner-centred approach with an emphasis on the outcomes that the learners need to achieve. With this learner-centred focus has come a greater need for record keeping. It is now necessary to track each learner’s progress towards the attainment of the learning outcomes. This progress is tracked in relation to assessment standards that are defined for every learning outcome. These assessment standards define the results expected of learners at certain stages in their development. The new OBE system has emphasised accountability and this is expressed in a requirement to keep evidence to justify the assessment results given. The large numbers of learners and the increased managerial demand of OBE cause problems to educators who may find themselves unable to keep track of the learners’ progress under such conditions. This dissertation investigates the structure of the new OBE system as well as its assessment and evidence requirements. From this the features required from a support system for educators in an OBE environment are determined. The supporting processes needed to enable these features to be implemented, as well as the storage requirements of such a system are identified. In addition to OBE, the field of Computer Integrated Learning Environments (CILEs) and Intelligent Tutoring Systems (ITSs) are investigated and useful details identified are added to the requirements for an OBE support system. The dissertation then presents an object-oriented conceptual model of the items that need to be stored in order to allow the features of an OBE support system to be implemented. The relationships between these items are also indicated in this model.

The purpose of this study was to investigate the opinions of teachers on the implementation of Life Orientation curriculum in five schools of the Cofimvaba Education District. In 1994, there were so many changes in South Africa which brought educational transformation at the fore front and centre of all discussions about the changes in general. The curriculum was reviewed and perceived as a guide meant to reflect the values and principles for envisaged learner such as human rights, social and environmental justice with a high level of skills, values and knowledge. Life Orientation as a compulsory subject that was introduced in the epitome of these changes and presents South Africa with the opportunity of providing a meaningful contribution to its youth and mainly as a partial solution to various social problems. The bottom-up model was used to explain the data which was collected from 5 schools in Cofimvaba district using structured interview schedule The schools selected were based in the rural areas of Cofimvaba District and the number of participants interviewed were 15 teachers with different educational qualifications. The data was then arranged and sorted into common themes as well as tallying and ranking of the responses. This was done in order to uncover the main issues that make the findings of the current study. The data collected revealed that some of the Life Orientation teachers from the GET Band (school 2: 3 teachers, school 3: 6 teachers and school 5: 2 teachers) did not receive any training nor support from the Department of Education on implementing Life Orientation and that resulted to implementation difficulties in their schools. However, some teachers that were interviewed in school 1, 2 (3 teachers) and in school 4 joyfully responded by informing the researcher that the Department of Education was supportive to such an extent that the department has provided study material, teaching material, annual teaching plan and also organised support workshops for them. Although that was the case, some schools (2, 3 and 5) are still experiencing some shortages in terms of teaching materials as they go to the neighbouring schools for support. Though there was support that was given by the Department of Education to Life Orientation, it is still inadequate as it could not cater for all the needs of the schools. In addition, the challenges faced by the above mentioned schools may also result in the provision of unbalanced LO curriculum implementation. Support and monitoring is crucial aspect when it comes to implementation of a certain learning area especially when dealing with Life Orientation. This is an easy subject to deal with since it entails issues of life, therefore, whatever support that needs to be provided in future will be appreciated in order to the teachers to be able to implement the curriculum according to its expected standards.

The 21st century has seen nations becoming more competitive yet ironically more interdependent as their future becomes even more dependent on the knowledge, skills, and resourcefulness of its people, creating new opportunities and difficulties for education, (Power, 2000). The education-work-society interdependency has therefore become more important now than ever. It is also because of this triad-interdependency that tertiary education‟s relevance to industry needs has become a crucial issue in societal development. The ever changing needs of South Africa, the unemployment rate, introduction of new technologies and many other ripple effects of globalization have seen more and more pressure mounting on the South African education system as more and more people try to ensure that the education system answers the crucial challenges of the country today and tomorrow.The discussion below provides a detailed account of the context, in which this discourse on curriculum relevance takes place, highlighting some relevant cornerstones of the Reconstruction and Development Programme, (RDP, 1994). Furthermore, this chapter exposes the key research questions and significance of the study. The subsequent chapter 2 gives an account of what other scholars have said on issues of curriculum relevance, development and the South African Higher Education system. Chapter 3 explains the research methodology as a research process used to investigate the problem in question. In this research study the researcher uses both quantitative and qualitative design (online surveys of three groups, these are the graduates, prospective employers and the lecturers). The analysis is based on quantitative data and further substantiated through qualitative data analysis. The subsequent chapter tabulates and lays out the results according to the surveys. The final chapter discusses the findings and makes future recommendations.

In September 1985, a new Fine Arts Curriculum Guide/Resource Book was introduced in elementary schools throughout British Columbia. The purpose of this study was to investigate a practitioner's use of the guide within her classroom. Enquiry into the quality of the practitioner's living within the tensionality between this curriculum-as-plan and her curriculum-as-lived experience provided a counterpoint for the researcher's personal reflections on her experiences as a school art specialist and district resource person. An art education evaluation model based on art criticism concepts provided a flexible framework for this study. Classroom observations and reflective dialogue between teacher and researcher raised these issues: the lack of integration and balance between artistic, linguistic, and mathematical modes of learning within the overall school curriculum; the nature of school art, child art and art appreciation as each relates to curriculum goals for art education; evaluation in art education; and the "being" of children and the "being" of women teachers within present educational institutions. The study generated reflections on possible changes in the roles of learners, teachers, art specialists, and educational researchers as they adapt to curriculum change. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate