The study investigates how the school management teams (SMTs) manage the implementation of the National Curriculum Statement (NCS). The NCS has been incrementally implemented as a curriculum change in the South African secondary schools’ Grades 10-12 from 2006. In addition to literature review, this study employed empirical investigation based on qualitative research approach which involved three semi-structured focus group interviews to gather data from the six sampled schools in Moretele Area Project Office, North West Province. The review of related literature reflected that SMTs are responsible for the successful implementation of curriculum change in schools. The empirical findings revealed that SMTs experience challenges that overwhelm their function of managing the implementation of the NCS effectively. These challenges involve, poor training of SMTs, resources constraints, poor stakeholder involvement, policy overload, and lack of APO administrative support. Finally, the study elicited some strategies that can be applied to overcome certain challenges. / Educational Leadership and Management / MED (ED MNG)

The major goal of the Bachelor of Adult Education degree is to equip officers with the prerequisite skills, knowledge and attitudes to design and deliver programmed instruction to different categories of learners as well as to equip them with skills to conduct research in the field of adult education practice. The present study undertakes to investigate the reasons for lack of patronage for the adult education degree at Zimbabwe Staff College (ZSC) by exploring the quality of the adult education degree programme in terms of its effectiveness, relevance, value and its ability to enhance the quality of life. An adult education degree programme should reflect the sociocultural realities and experiences of adult learners. Participatory approaches should inform the development and implementation of curriculum. The aim of the study is to inform decisionmaking aimed at programme improvement. Effectiveness entails adequacy and appropriateness of teaching methods and support services. Relevance is ensured by considering the policy framework, curriculum provision, learners‟ needs and non–participation in the programme. Value constitutes the ability to improve the economic, professional, social and political aspects of life. Using the qualitative case study design, seven students and two administrators were selected using purposeful sampling, which is informed by the non-probability theory of sampling, to participate in individual and focus group interviews, which were subsequently conducted and generated data for analysis. Available relevant documents were analysed. The major finding revealed that a lack of recognition of the adult education programme by superiors at ZSC was the major obstacle to participation. Lack of recognition was found to be attributable to the absence of any national lifelong learning policy, ZSC policy framework, institutional structural conditions, and non–participatory curriculum development process and also to other associated barriers. The non-existence of the national and local policies on adult education was found to be negatively affecting not only participation but also the quality of the content provision because a lifelong learning policy framework is supposed to be informing design and practice. Recommendations focus on revision of the policy framework and the way the policies are implemented at national and local levels. A review of the implementation of policy is imperative if the restrictions responsible for the invisibility of adult education in the country and adult education programmes at ZCS are to be removed. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Although Eduardo Mondlane University (UEM) has the longest history of BA Honours level translator and interpreter training in Mozambique, the university still lacks an effective model for the development of translation and interpreting competence in students. To address this problem, the present study seeks to find a practical model for the training of Mozambican professional translators and interpreters at BA Honours level that can guide the design of conducive curricula. The critical question the study attempts to answer is: What model for developing translation and interpreting competence could lead to an effective curriculum design that best meets the employment needs of Mozambican students? To this end, the study has been designed as action-research because this design enables better understanding and improvement of training processes (Cravo & Neves 2007). Three data collection tools are used to generate both qualitative and quantitative data from over 120 participants, namely: (i) a survey, (ii) an English translation test and (iii) a sample of archived Portuguese translations produced by former students. The survey findings suggest the need for a model whereby translators and interpreters are trained simultaneously within the same programme. Moreover, the results of macro- and micro-textual analysis show that, overall, the translation competence of former students is poor, suggesting that the current curriculum at UEM is failing to produce BA Honours translation/interpreting professionals. The proposed solution would be a curriculum based on a new integrated translation and interpreting competence development model with the following four pillars: communicative competence, general knowledge, strategic competence and service provision. / Nangona iyunivesithi iEduardo Mondlane University (UEM) inembali kwizifundo zesidanga esiphakamileyo (BA Honours) kuqeqesho lwabaguquleli neetoliki eMozambique, le yunivesithi ayikabi namzekelo unguwo nosebenzayo ekuphuhliseni izakhono zokuguqula nokutolika kubafundi bayo. Ukukhawulelana nale ngxaki olu phando lujolise ekufumaneni owona mzekelo usebenzayo onokusetyenziswa nonokuthi ube sisikhokelo kuyilo lwekharityhulam yesidanga esiphakamileyo iBA Honours esithatha iminyaka emine ekuqeqesheni abafundi babe ngabaguquleli neetoliki eziphume izandla zaseMozambique. Umbuzo ongundoqo nozanywa ukuphendulwa lolu phando ngulo: Ngowuphi umzekelo wokuphuhlisa izakhono zokuguqulela nokutolika onokukhokelela kuyilo lwekharityhulam esebenzayo nefezekisa iimfuno zengqesho zabafundi baseMozambique? Kungoko olu phando luye lwasebenzisa indlela yokuphanda ekuthiwa yi-action research eyenza kube lula ukuqonda nokuphucula iinkqubo zoqeqesho (Cravo & Neves 2007). Kuye kwasetyenziswa iindlela ezintathu zophando ukufumana ulwazi kubathathi-nxaxheba abali-120 ezizezi: (1) uvavanyo lwezimvo, (ii) uvavanyo lwenguqulelo yesicatshulwa esibhalwe ngesiNgesi kunye (iii) neenguqulelo zesiPhuthukezi ezenziwe ngabafundi bangaphambili ezigciniweyo. Iziphumo zeemvavanyo zezimvo zibonisa ukuba kufuneka kukho umzekelo onokusetyenziswa ekuqeqesheni abaguquleli neetoliki ngaxeshanye phantsi kwenkqubo enye. Ukongeza koku, iziphumo zohlalutyo lwesicatshulwa zibonise ukuba izakhono zokuguqulela zabafundi bangaphambili azikho mgangathweni, nto leyo ethetha ukuba ikharityhulam esetyenziswayo eUEM iyasilela ekukhupheni abaguquleli neetoliki ezinobuchule neziziincutshe. Isisombululo esicetyiswayo ke ngoko, sesokuba kubekho ikharityhulam ehlangeneyo eza kuphuhlisa izakhono zabaguquleli neetoliki esekelwe kwiintsika ezine ezizezi: isakhono sonxibelelwano, ulwazi jikelele, isakhono sobuchule kunye nokunikezwa kweenkonzo. / Nakuba iNyuvesi i-Eduardo Mondlane University (i-UEM) isinomlando omude kakhulu wokuqeqesha abahumushi notolika ezingeni leziqu ze-BA Honours eMozambique, le nyuvesi ayikabi nayo indlela esebenzayo yokuthuthukisa amakhono ezitshudeni kwezokuhumusha nokutolika. Ukubhekana nale nkinga lolu cwaningo kuhloswe ngalo ukuthola indlela esebenzayo yokuqeqesha ongoti babahumushi notolika baseMozambique ezingeni leziqu ze-BA Honours (iziqu zeminyaka emine) ezingahlahla indlela yokuklama uhlelo lwezifundo olungasiza kule nkinga. Umbuzo omkhulu lolu cwaningo oluzama ukuwuphendula ngothi: Iyiphi indlela yokuthuthukisa amakhono okuhumusha nokutolika engaholela ekuklanyweni kohlelo lwezifundo olungahlangabezana nezidingo zokuqasheka kwezitshudeni zaseMozambique? Ukufeza le nhloso, lolu cwaningo lusebenzisa uhlelo lokucwaninga olubizwa nge-action-research ngoba luyasiza ekuqondeni kangcono nasekuthuthukiseni inqubo yokuqeqesha (Cravo & Neves 2007). Kusetshenziswa amathuluzi amathathu okuqoqa imininingobunjalo nemininingobuningi evela kubabambiqhaza abangaphezu kwabayi-120, okuyilokhu: (i) ngohlolocwaningo (i-survey), (ii) ngesivivinyo sesihumusho sesiNgisi (iii) nangesampula lezihumusho zesiPutukezi zabafundi baphambilini. Okutholakale kulo uhlolocwaningo kuveza isidingo sendlela yokuqeqesha abahumushi notolika kanyekanye ohlelweni lokufundiswa olufanayo. Ngaphezu kwalokho, imiphumela yokuhlaziywa kwemibhalo nezimo eyabhalwa ngaphansi kwazo ibonisa ukuthi, ngokubanzi, amakhono okuhumusha abafundi baphambilini awamahle, okuyinkomba yokuthi uhlelo lwezifundo lwamanje e-UEM luyehluleka ukukhiqiza ongoti bokuhumusha nokutolika ezingeni le-BA Honours. Isixazululo esiphakanyiswayo ngesendlela entsha esuselwa ekuthuthukiseni amakhono edidiyela ukuhumusha nokutolika, enalezi zinsika ezine ezilandelayo: amakhono kwezokuxhumana, ulwazi ngokubanzi, ikhono lokusebenzisa amasu, nokuhlinzekwa kwezidingo. / Linguistics and Modern Languages / D. Phil. (Languages, Linguistics and Literature)

Higher education has been challenged to respond to the inequalities of the past. This required an education system that is more responsive to the needs of underprepared students. The question that arises is whether Higher Education Institutions (HEIs) curricula create opportunities for students to adhere to the demands of the world of work and to assist students to take responsibility for their own learning. The purpose of this study is to investigate the role of a responsive curriculum in optimising learning in higher education. An interpretative and descriptive qualitative approach was used in which semi-structured interviews and document analysis served as data collection techniques enabling the researcher to gain more depth in understanding the reality of the responsiveness of curricula used in the Department of Informatics at a Higher Education Institution in Gauteng. The study revealed that there is a dynamic but complex relationship between a responsive curriculum and optimisation of learning. Although the investigated curricula, responds to aspects of the knowledge domain, the findings seemed to indicate that there was not always a clear indication that the curricula fully respond to the needs of the students and industry. The findings further suggest that although content knowledge of the curricula plays a crucial role in the development of students, the needs of industry, society and students should also be met. Although the study’s results cannot be generalised due to the small sample, the researcher is of the opinion that more can be done to improve the state of the current curricula. Inclusive curriculum development training should be provided to all stakeholders (lecturers, students and industry). This descriptive study concludes with the suggestion of using a responsive curriculum model that would enable curriculum developers to design a responsive curriculum allowing students to experience optimal learning in higher education. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The major goal of the Bachelor of Adult Education degree is to equip officers with the prerequisite skills, knowledge and attitudes to design and deliver programmed instruction to different categories of learners as well as to equip them with skills to conduct research in the field of adult education practice. The present study undertakes to investigate the reasons for lack of patronage for the adult education degree at Zimbabwe Staff College (ZSC) by exploring the quality of the adult education degree programme in terms of its effectiveness, relevance, value and its ability to enhance the quality of life. An adult education degree programme should reflect the sociocultural realities and experiences of adult learners. Participatory approaches should inform the development and implementation of curriculum. The aim of the study is to inform decisionmaking aimed at programme improvement. Effectiveness entails adequacy and appropriateness of teaching methods and support services. Relevance is ensured by considering the policy framework, curriculum provision, learners‟ needs and non–participation in the programme. Value constitutes the ability to improve the economic, professional, social and political aspects of life. Using the qualitative case study design, seven students and two administrators were selected using purposeful sampling, which is informed by the non-probability theory of sampling, to participate in individual and focus group interviews, which were subsequently conducted and generated data for analysis. Available relevant documents were analysed. The major finding revealed that a lack of recognition of the adult education programme by superiors at ZSC was the major obstacle to participation. Lack of recognition was found to be attributable to the absence of any national lifelong learning policy, ZSC policy framework, institutional structural conditions, and non–participatory curriculum development process and also to other associated barriers. The non-existence of the national and local policies on adult education was found to be negatively affecting not only participation but also the quality of the content provision because a lifelong learning policy framework is supposed to be informing design and practice. Recommendations focus on revision of the policy framework and the way the policies are implemented at national and local levels. A review of the implementation of policy is imperative if the restrictions responsible for the invisibility of adult education in the country and adult education programmes at ZCS are to be removed. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The study investigates how the school management teams (SMTs) manage the implementation of the National Curriculum Statement (NCS). The NCS has been incrementally implemented as a curriculum change in the South African secondary schools’ Grades 10-12 from 2006. In addition to literature review, this study employed empirical investigation based on qualitative research approach which involved three semi-structured focus group interviews to gather data from the six sampled schools in Moretele Area Project Office, North West Province. The review of related literature reflected that SMTs are responsible for the successful implementation of curriculum change in schools. The empirical findings revealed that SMTs experience challenges that overwhelm their function of managing the implementation of the NCS effectively. These challenges involve, poor training of SMTs, resources constraints, poor stakeholder involvement, policy overload, and lack of APO administrative support. Finally, the study elicited some strategies that can be applied to overcome certain challenges. / Educational Leadership and Management / MED (ED MNG)

This thesis, Utilising Open Educational Resources in support of curriculum transformation at Africa Nazarene University: A participatory action research approach, derives from a multi-year project implemented by OER Africa, and funded by the Hewlett Foundation, to explore the potential of Open Educational Resources (OER) in support of pedagogic transformation in African universities. The project involves four institutions: Africa Nazarene University (ANU) in Kenya, the Open University of Tanzania (OUT), and the Universities of Pretoria and the Free State (UP and UFS) in South Africa. This study centred on ANU only in the period 2013 to 2016, with a focus on the period 2015-2016, and was timed to inform ANU’s new strategic planning process from 2017. The wider project adopted a participatory action research process in its engagement with the four core institutions. Within this over-arching project methodology, this study made use of an analytical autoethnographic approach to capture and analyse data and to make recommendations, to acknowledge the researcher’s dual role as both a co-participant and an institutional project lead. The approach was informed primarily by hermeneutics and systems thinking and involved multiple in-country engagements with ANU and the triangulation of information derived from document review, observation and iterative focus group discussions and individual interviews. An OER Maturity Index and Planning Tool was also developed and used to inform planning and reflection and to provide a barometer of changing attitudes and activities regarding engagement with OER. Initially the engagement focused on developing a supportive policy and capacity-building environment for individuals to integrate OER into specific Open, Distance and e-Learning (ODeL) courses and to publish revised course materials under an open licence. However, as the initiative progressed, it became apparent that there was need to revisit the institution’s overall business model considering increased competition, new regulatory requirements and a growing demand from students for more flexible forms of provision. In fact, the key finding of this study is the suggestion that engagement with OER is unlikely to move from being an individual to an institutional focus unless such engagement is aligned with the overall vision, mission and business model of the university. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

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)

Abstract in English, Afrikaans and Zulu / The majority of the learners completing Grade 12 in South Africa (SA) further their studies in the Technical and Vocational Education and Training Colleges (TVETCs). This is because, among other things, colleges seem to be more affordable and accessible in most communities in all the provinces (SA). However, many of these students appear to be struggling to complete their studies owing to failure to complete the Work Integrated Learning (WIL) module, which is a prerequisite for graduating and becoming employable. The researcher was interested to know how the WIL module affects the completion of students’ studies. The researcher approached the investigation as an idealist (constructivist) using a case study design. Data was collected through the semi-structured and focus groups interviews. It was found that, among other things, the WIL module was seldom completed owing to its reliance on the availability of jobs. In addition, the lack of jobs for college students was a result of the curriculum mismatch with employers’ actual needs, in Business Studies in particular. Correspondingly, the Fourth Industrial Revolution threatens job losses, which are likely to affect those with qualifications in Business Studies, hence its selection for this investigation. To address this, the researcher proposed a model which requires the colleges, businesses, government and the communities to collaborate in the creation of projects that cater for the needs of the different communities. Such projects could also help to update the curriculum to be more responsive. In this way, more opportunities for WIL could be created for students. In addition, the researcher proposed three phases for the integration of WIL, and colleges could decide on each depending on their programme specifications. The researcher concludes that no matter how good the models, without collaboration WIL could remain a constraint and qualifications could become meaningless owing to the lack of jobs. Subsequently, the researcher suggests that more research be conducted in line with the development or growth of the business sector. The findings of this study were limited to four selected colleges in the four provinces of SA, yet are applicable and useful to all higher education in the world. / Die meerderheid van die leerders wat graad 12 in Suid-Afrika (SA) voltooi, studeer in die Tegniese en Beroepsonderwys- en Opleidingskolleges (TVETC's). Dit is omdat onder meer kolleges meer bekostigbaar en toeganklik is in die meeste gemeenskappe in al die provinsies (SA). Die meeste van hierdie studente sukkel egter om hul studies te voltooi vanweë die gebrek aan die Work Integrated Learning (WIL) -module, wat 'n voorvereiste is vir die graduering en indiensneming. Die navorser was geïnteresseerd om te weet hoe die WIL-module studente beïnvloed om hul studies te voltooi. Die navorser het die ondersoek benader as 'n idealis (konstruktivis) met behulp van 'n gevallestudie-ontwerp. Data is versamel deur middel van die semi-gestruktureerde en fokusgroeponderhoude. Daar is gevind dat die WIL-module onder andere skaars voltooi is as gevolg van die afhanklikheid van die beskikbaarheid van poste. Daarbenewens was die gebrek aan werk vir universiteitstudente die gevolg van die kurrikulumverskuiwing wat strydig was met die behoeftes van die werkgewers, veral sakestudies. Daarmee saam dreig die Vierde Industriële Revolusie oor werkverliese, wat waarskynlik persone met kwalifikasies uit die sakestudies sal beïnvloed, en daarom gekies vir hierdie ondersoek. Om dit aan te spreek, het die navorser 'n model voorgestel wat vereis dat kolleges, ondernemings, die regering en die gemeenskappe moet saamwerk, en 'n paar projekte skep om in die behoeftes van die verskillende gemeenskappe te voorsien. Sulke projekte kan ook help om die kurrikulum op te dateer vir meer respons. Op hierdie manier kan meer geleenthede vir WIL vir studente geskep word. Daarbenewens het die navorser die drie fases vir die integrasie van WIL voorgestel, en kolleges kan self besluit, afhangende van hul programspesifikasies. Die navorser kom tot die gevolgtrekking dat WIL, ongeag hoe goed die modelle sonder samewerking is, 'n beperking kan bly, en dat kwalifikasies betekenisloos sou raak van wee die gebrek aan werk. Vervolgens stel die navorser voor dat meer navorsing gedoen moet word in ooreenstemming met die ontwikkeling of groei van die sakesektor. Die bevindings van hierdie studie was beperk tot die vier geselekteerde kolleges in die vier provinsies van SA, maar tog toepaslik en nuttig vir alle hoër onderwys in die wêreld. / Iningi labafundi abaphothula iBanga le-12 eSouth Africa (SA) baqhubekisela phambili izifundo zabo emaKholeji wezobuchwepheshe nezokuqeqeshwa (i-TVETCs). Lokhu kungenxa yokuthi, phakathi kokunye, amakolishi abukeka engabizi kakhulu futhi ayatholakala emiphakathini eminingi kuzo zonke izifundazwe (SA). Kodwa-ke, iningi lalaba bafundi libonakala linenkinga yokuphothula izifundo zabo ngenxa yokwehluleka ukuqeda imodyuli ye-Work Integrated Learning (WIL), okuyimfuneko yokuqala yokuthola iziqu nokuqashwa. Umcwaningi wayethanda ukwazi ukuthi imojula ye-WIL ikuthinta kanjani ukuphothulwa kwezifundo zabafundi. Umcwaningi asondele kulolu phenyo njengento efanelekayo (i-constructivist) esebenzisa umklamo wokufunda icala. Idatha yaqoqwa ngokuxoxisana namaqembu ahlelwe ngokwedlule. Kwatholakala ukuthi, phakathi kokunye, imodyuli ye-WIL yayingavunyelwe ukuqedwa ngenxa yokuncika kwayo ekutholakaleni kwemisebenzi. Ngaphezu kwalokho, ukuntuleka kwemisebenzi kwabafundi basekolishi bekungumphumela wokungalingani kahle kwekharikhulamu ngezidingo zangempela zabaqashi, ezifundweni zeBhizinisi. Ngokunjalo, i-Fourth Industrial Revolution isongela ukulahleka kwemisebenzi, okungenzeka ukuthi ithinte labo abaneziqu ku-Business Studies, yingakho ukukhethwa kwayo kulolu phenyo. Ukubhekana nalokhu, umcwaningi uhlongoze imodeli edinga ukuthi amakolishi, amabhizinisi, uhulumeni kanye nemiphakathi basebenzisane ekwenziweni kwamaphrojekthi anakekela izidingo zemiphakathi ehlukahlukene. Amaphrojekthi anjalo futhi angasiza ukuvuselela ikharikhyulamu ukuthi iphenduleke ngokwengeziwe. Ngale ndlela, amathuba amaningi e-WIL angakhelwa abafundi. Ngaphezu kwalokho, umcwaningi uhlongoze izigaba ezintathu zokuhlanganiswa kwe-WIL, futhi amakolishi anganquma ngakunye ngokuya ngemininingwane yohlelo lwabo. Umcwaningi uphetha ngokuthi noma ngabe amamodeli amahle kangakanani, ngaphandle kokubambisana u-WIL angahlala eyisibopho futhi iziqu zingaba yizezi ngenxa yokuntuleka kwemisebenzi. Ngemuva kwalokho, umcwaningi uphakamisa ukuthi kwenziwa ucwaningo olwengeziwe ngokuhambisana nokukhula noma ukukhula komkhakha webhizinisi. Ukutholwa kwalolu cwaningo bekukhawulelwe kumakholiji amane akhethiwe ezifundazweni ezine ze-SA, kodwa asasebenza futhi alusizo kuyo yonke imfundo ephakeme emhlabeni. / Educational Management and Leadership / D. Ed. (Education Management)

This study explores the various processes that constructed and transformed the undergraduate curriculum in a Faculty of Education at a South African university. It attempts to delve beneath the representation of post-apartheid curriculum change as a linear process. The thesis argues that scholars should attempt to unravel how the curriculum performs the task of social transformation at the site of the university by empirically investigating how the relationship between structure and action links with the ideals of post-apartheid higher education policy. Theoretically, this study posits that the deficit in the local literature on the use of the structure/agency relationship as a heuristic device for examining institutional change should be addressed with the relational sociology of Pierre Bourdieu. / Sociology / D. Phil. (Sociology)