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The development of an effective multi-media distance education programme for in-service teachersVan der Wolk, Karen Anne January 1996 (has links)
Bibliography: pages 136-142. / This dissertation is a report of my work in schools in the Eastern Cape while assisting the Primary Education project (PREP) to develop a resource pack for in-service education. In-service education has received much attention in recent years in South Africa. Both the state sector and non-government organisations have provided various in-service interventions in an attempt to improve both the qualifications of teachers and the results of pupils in schools. However, the dismal state of education in ex-DET schools bears witness to the fact that such interventions have by and large been ineffectual. This study shows how one project developed and trialled parts of a distance learning in-service course in conjunction with junior primary farm school teachers. The need for innovative and creative models of distance education is explored and our understanding of the nature of distance learning is detailed. The study goes on to include an analysis of the political economy of farm schools. It also details the constraints acting upon teachers in such schools and shows how these impacted on the study. The research procedures and methods of data collection are outlined and a framework for analysing the data is developed and justified. The actual data generated during the study is then measured against this framework in order to gauge its effectiveness as an in-service intervention. Finally, I draw conclusions and make certain recommendations based on the evidence presented. Whilst these recommendations are tentative, they may have relevance in terms of future in-service education policies and procedures.
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Exploring the school management team's competencies in curriculum management at Phokwane Circuit Primary Schools, LimpopoNkadimeng, Mampuru Philemon January 2017 (has links)
Thesis (M.A. Education (Educational Studies)) -- University of Limpopo, 2017 / Satisfactory learners′ performance in primary schools is faced by many challenges. One of these challenges is the School Management Teams′ (SMTs) competencies in the management, leadership, administration, monitoring and assessment of curriculum implementation. In an attempt to contribute towards improving the learners′ performance, this research study focused on exploring the SMTs′ competencies in the management, leadership, administration, monitoring and assessment in the management of curriculum implementation. The main focus group of the study was the heads of department (HODs) due to the fact that they are deemed as curriculum managers and are therefore well positioned to ensure successful curriculum implementation which yields good learners′ performance in schools.
A qualitative case study design was adopted to explore the SMTs curriculum management competencies. This design was used because of its ability to document multiple perspectives, exploring contested viewpoints, its usefulness for exploring and understanding the process and dynamic of change as well as its potential to engage participants in the research process (Simon, 2009:23). The case study allowed the researcher to use interviews and document study in the case schools as sites of the research study and hence this facilitated triangulation. Interviews and document study were used as methods of collecting data from the participants. The population of the study was composed of 88 SMT members from 22 primary schools in Phokwane Circuit, Limpopo Province. Four primary schools were purposively sampled and from each of the schools four members of SMT namely, the principal, deputy principal and two HODs formed the study sample. The total study sample was therefore sixteen. Data collected was then analysed by content analysis method of analysis.
The research findings revealed that the SMTs and HODs in particular lack competencies in the management, leadership, administration, monitoring and assessment of curriculum implementation. The study further revealed that there was lack of teamwork among members of SMTs, overcrowding of learners and
v
insufficient of learner and teacher support materials (LTSM) in the primary schools. The study therefore recommended that the SMTs and HODs in particular be extensively trained in the management, leadership, administration, monitoring and assessment through unique, intensive and well-tailored programmes by service providers. Furthermore, the study recommended that the HODs be thoroughly developed in educational legislative frameworks and policies in order to ensure appropriate application of the documents.
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Kind se belewenis van remediering binne die skoolmilieuGrundlingh, Melvena Heleen 11 1900 (has links)
Text in Afrikaans / Die doelstelling van hierdie kwalitatiewe navorsing was om die kind in die
middelkinderjare met leerprobleme se belewenis van remediëring binne die
skoolmilieu te verken en te beskryf. Ten einde hierdie doelstelling te bereik is
bepaalde doelwitte gestel. Die doelwitte het onder andere die daarstelling van
‘n konseptuele raamwerk behels wat met behulp van ‘n literatuurstudie en
konsultasie met kundiges die kind in die middelkinderjare met leerprobleme
wat remediëring binne die skoolmilieu ontvang binne die konteks van hierdie
studie gedefinieer het. Semi-gestruktureerde onderhoude is met die
deelnemers gevoer, waarna data geanaliseer is en gevolgtrekkings en
aanbevelings gemaak is na aanleiding van die deelnemers se belewenis.
Hooftemas, subtemas en kategorieë is uit die onderhoude geïdentifiseer en
met bestaande literatuur geverifieer. Tydens die bespreking van die data is
daar gepoog om nie bevindings te veralgemeen nie en aangesien dit ‘n
kwalitatiewe studie was, is elke deelnemer toegelaat om sy of haar belewenis
te deel. / During this research, the aim was to explore and describe the experiences of
remedial education within the school milieu of the child in middle childhood
with learning problems. In order to reach the required goal, a number of
objectives were set. The objectives included conceptualising a theoretical
framework by means of a literature study and consultation with experts in
order to define the child in middle childhood with learning difficulties that
receives remedial education within the school milieu. Semi-structured
interviews with participants were conducted, whereupon data were analysed
and conclusions and recommendations were made according to the
participants’ experiences.
Main themes, sub-themes and categories were identified in the transcriptions
and were verified with existing literature. During the discussion of data the
aim was not to generalise the findings, as it was a qualitative study and each
participant was allowed to share his or her experience / M.Diac. (Spelterapie) / Social Work
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Assessment and automatic progression of learners in the foundation phaseMoime, Winnifred Motsei. January 2001 (has links)
Thesis (masters)--University of South Africa, 2001.
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Determining factors of schooling twins together or separately in the foundation phaseMalan, Christie 11 1900 (has links)
The schooling of twins can be daunting and challenging for twins, parents and educators. Separation or non-separation during the foundation phase cannot be left to chance. The process of deciding whether it is in both twins’ best interest to school them together or separately relies on various factors, which includes premature birth, individuality, dominance, relationship type and friendship-forming patterns. Parties involved in making the decision must consider each twin’s emotional, cognitive, behavioural, and social development. Premature separation of twins can lead to internal as well as external behaviour problems, while non-separation of mature twins may be detrimental to each twin’s individual progress and development. The study aimed to identify the determining factors when deciding upon schooling twins together or separately when they enter into the foundation phase. Existing school policies regarding classroom allocation of twins were considered. Three sets of twins, including teachers, parents, twins and other significant individuals involved in the process of separation or non-separation, were interviewed. Based on the findings, recommendations were made to assist parents and educators in making informed decisions about the schooling of twins. / Psychology of Education / M. Ed. (Guidance and Counselling)
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The hegemonic position of English as a medium of instruction at primary school level in KwaZulu-Natal, and its impact on parents' preferences of schooling for their childrenNaidoo, Jeevarathanum 21 August 2012 (has links)
Thesis in compliance with the requirements for the Doctor’s Degree
in Technology: Language Practice, Durban University of Technology, 2012. / This study is concerned with the choices parents of second language learners
make with regard to the schooling of their children in respect of medium of
instruction, and explores the reasons why parents choose to disregard
education in their mother tongue in favour of English as a medium of instruction.
This is contrary to the Language in Education Policy, as the Department of
Education instils in principals, educators and parents the need for children at
primary school level to be taught in their mother tongue. The theoretical
framework used to address the problem was the Critical Language Approach,
this being an appropriate position from which to investigate language and
power. A combination of questionnaires, interviews and observation was used
to acquire data from parents and management in a large primary school in
KwaZulu-Natal. After analysis of the data, which confirmed the hegemonic
position of English as influencing choice of medium of instruction by parents of
English second language learners, a model was developed to assist them to
see the possible consequences of various choices. The model comprised a tenpoint
questionnaire to identify needs, a flow chart diagram resulting from the
needs analysis, a pictograph to assist stakeholders to understand the relevant
choices available, and workshops to support the choice of medium of
instruction. The value of the research, it is thought, lies in clarifying the various
influences at play, in particular, the hegemonic position of English, and offering
stakeholders a rational, rather than political or emotional basis for the choice of
medium of instruction for second language learners, as well as pointing out the
possible consequences of such choices.
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Die insluiting van 'n leerder met downsindroom in 'n hoofstroomskoolVan der Merwe, Magriet 04 1900 (has links)
Thesis (MEd)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: This study was undertaken to identify key aspects related to the promotion of the
effective inclusion of a learner with Down Syndrome in a mainstream school and at the
same time to give close attention to the implementation of the principles of inclusive
education. The study was done over a period of four years in an Afrikaans medium
primary school in a large rural town. The Educational Management and Development
Centre (EMDC) in the region in which the school is situated is currently promoting and
implementing inclusive education and the proposals set out in the Education White
Paper 6. The findings of this study will be used to support and encourage this process
(also at grassroots level) as well as the inclusion of learners with Down Syndrome.
The study takes the form of a single case study and falls within an
interprevistlconstructivist paradigm. Qualitative research methods were used to
develop an understanding and an insight into the key aspects in order to promote the
successful inclusion of learners with Down Syndrome. The primary methods of
investigation were four individual interviews and one focus group interview with
educators. The data generated in this manner was verified by means of recent
literature, observations and available documents.
During the process of data analysis the data were reduced to four themes relating to
the inclusion of learners with Down Syndrome: attitudes and views with regard to
inclusion, the address of specific challenges with which mainstream education is
presented, specific strategies for promoting inclusion and the value that inclusion
holds for mainstream education. The findings show that the principles of inclusive
education and the educational practice associated with it do take into account the
barriers to learning and development that learners with Down Syndrome experience:
these barriers can be addressed within mainstream education. The key aspects
attached to this depend mainly on the attitudes and views of the school and parent
community, the address of the challenges such a learner presents, the use of specific
educational and teaching strategies to promote inclusion and the acknowledgment of
the value that inclusion holds for mainstream education. / AFRIKAANSE OPSOMMING: Hierdie studie is onderneem om die kernaspekte ter bevordering van effektiewe
insluiting van 'n leerder met Downsindroom in 'n hoofstroomskool te identifiseer en
terselfdertyd die implementering van die beginsels van inklusiewe onderwys onder
die loep te neem. Die studie is oor 'n tydperk van vier jaar in 'n Afrikaansmedium
laerskool op 'n groot plattelandse dorp onderneem. Die Onderwysbestuur- en
Ontwikkelingsentrum (OBOS) van die streek waarbinne die betrokke skool geleë is,
is besig om inklusiewe onderwys en die voorstelle soos in Onderwys Witskrif 6
uiteengesit aktief te bevorder en te implementeer. Die bevindinge van die studie sal
aangewend word ter ondersteuning en bevordering van hierdie proses (ook op
voetsoolvlak), sowel as die insluiting van ander leerders met Downsindroom.
Die studie het die vorm van 'n indiwiduele gevallestudie aangeneem en is vanuit 'n
interpretatiewe/konstruktiwistiese paradigma benader. Kwalitatiewe
navorsingsmetodes is aangewend ten einde begrip en insig te ontwikkelomtrent die
kernaspekte ter bevordering van effektiewe insluiting van leerders met
Downsindroom. Die primêre metode van ondersoek was vier indiwiduele
onderhoude en een fokusgroep onderhoud met opvoeders. Die data wat op hierdie
wyse gegenereer is, is aan die hand van resente literatuur, observasies en
beskikbare dokumente geverifieer.
Die proses van data-analise het die data tot vier temas met betrekking tot die
insluiting van 'n leerder met Downsindroom gereduseer, naamlik houdings en
sieninge ten opsigte van sodanige insluiting, die aanspreek van spesifieke
uitdagings wat aan hoofstroomonderwys gestel word, spesifieke strategieë om
insluiting te bevorder en die waarde wat insluiting tot hoofstroomonderwys toevoeg.
Die bevindinge dui daarop dat die beginsels van inklusiewe onderwys en
onderwyspraktyk daaraan verbonde, voorsiening maak dat die algemene
hindernisse tot leer en onwikkeling wat leerders met Downsindroom ondervind
effektief binne hoofstroomonderwys aangespreek kan word. Die kernaspekte hieraan verbonde berus hoofsaaklik op die houdings en sieninge van die skool- en
ouergemeenskap, die aanspreek van die uitdagings wat so In leerder stel, die
benutting van spesifieke onderwys- en onderrigstrategieë ter bevordering van
insluiting en die erkenning van die waarde wat die insluiting van In leerder met
Downsindroom tot hoofstroomonderwys toevoeg.
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Die assesseringspraktyke van laerskoopopvoeders in respons tot die verwagtinge van die nasionale kurrikulumverklaringTruter, Linley Clive 12 1900 (has links)
Thesis (MEd)-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: The political dispensation in South Africa after 1994 experienced a complete change in different spheres of life. Not only was the country greeted with a new democratic government system, but also with widespread educational reform, of which curriculum reform in schools was one of its main drivers. This study focuses on implementation dynamics related to the latest iteration of curriculum reform namely the National Curriculum Statement (NCS) that was introduced in all public schools in 2005. Educators were sent for in service training in order to implement the new curriculum in their classrooms. Continuous assessment (CASS) became the operative on everybody’s lips, though learners would be assessed according to continuous assessment activities. These assessment marks or codes, obtained by the learners, would determine progression to the next grade. This resulted in a new educator practice, namely an assessment practice. Their initial encounter was somehow problematic because they found it difficult in marrying this new practice with their teaching and learning practices due to various reasons. One of the main reasons was that the NCS was never part of their tertiary education.
The study’s main point of departure is that the assessment practices of primary school educators are diverse and divergent in response to the expectations of the NCS. The study uses the analytical lenses of forward and backward mapping as well as the ambiguity-conflict model in order to investigate and ascertain the underlying relationship between educator’s assessment practices and the assessment policy. The study belongs within the qualitative interpretative paradigm, as I attempt to form an understanding of the nature and range of their assessment practices. It emphasises the manifestation of the assessment practices of educators. Qualitative research instruments, which include individual interviews, were used to answer the research question and achieve the research objectives of the thesis.
The research shows how these educators experience, interpret and implement the assessment policy in unique ways. It indicates how they, in striving to adhere to the expectations of the NCS, respond by tackling their respective assessment practices in a diverse and divergent way and at times deviate from what is expected of them as set out in the NCS. / AFRIKAANSE OPSOMMING: Die politieke bestel in Suid-Afrika het na 1994 ‘n ommeswaai op vele terreine beleef. Die land was nie net begroet met ‘n nuwe demokratiese regeringstelsel nie, maar ook met grootskaalse onderwyshervorming, met spesifieke verwysing na kurrikulum- hervorming, wat een van die vernaamste dryfvere sou wees. Hierdie studie fokus op die implementeringsdinamieke van die Nasionale Kurrikulumverklarin (NKV) wat in 2005 ingefaseer was en wat eintlik ‘n heromskrywing of herhaling van bestaande kurrikulumhervorming is. Opvoeders was bekend gestel en van nuuts af opgelei om ‘n nuwe kurrikulum in hul klaskamers te implementeer. Deurlopende assessering (DASS) was die nuwe wagwoord op almal se lippe, want leerders sal voortaan aan die hand van deurlopende assesseringsaktiwiteite geassesseer word. Hierdie assesseringspunte of kodes sal bepaal of leerders na ‘n volgende graad vorder. Dit het ‘n nuwe opvoederpraktyk, naamlik ‘n assesseringspraktyk, genoop en opvoeders het dit problematies gevind om hierdie nuwe praktyk met die onderrig- en leerpraktyk te laat trou.
Die hoofuitgangspunt is dat hierdie laerskoolopvoeders se assesseringspraktyke divers en uiteenlopend tot die verwagtinge van die NKV is. Die studie gebruik die analitiese lense van voorwaartse en terugwaartse kartering asook die dubbelsinnige konflikmodel ten einde ondersoek in te stel na die onderliggende verwantskap tussen opvoeders se assesseringspraktyke en die assesseringsbeleid. Die studie hoort tuis binne ‘n kwalitatief-interpretivistiese paradigma, aangesien ek ‘n verstaan rondom die aard en omvang van hul assesseringspraktyke probeer vorm en verstaan. Die klem val op hoe hierdie assesseringspraktyke sigself in die klaskamerpraktyke van opvoeders manifesteer. Kwalitatiewe navorsingsinstrumente, wat individuele onderhoude van laerskoolopvoeders insluit, is gebruik om die navorsingsvraag te beantwoord en die navorsingsdoelwitte van die tesis te bereik.
Die navorsing toon hoe hierdie opvoeders die assesseringsbeleid op unieke maniere ervaar, beleef, interpreteer en gevolglik in hul klaskamers implementeer. Dit lewer verder bewys hoe elkeen, in hul strewe om aan die verwagtinge van die NKV te voldoen, hul assesseringspraktyke divers en uiteenlopend aanpak en tot volvoering probeer bring en by geleenthede daarvan afwyk.
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Determining factors of schooling twins together or separately in the foundation phaseMalan, Christie 11 1900 (has links)
The schooling of twins can be daunting and challenging for twins, parents and educators. Separation or non-separation during the foundation phase cannot be left to chance. The process of deciding whether it is in both twins’ best interest to school them together or separately relies on various factors, which includes premature birth, individuality, dominance, relationship type and friendship-forming patterns. Parties involved in making the decision must consider each twin’s emotional, cognitive, behavioural, and social development. Premature separation of twins can lead to internal as well as external behaviour problems, while non-separation of mature twins may be detrimental to each twin’s individual progress and development. The study aimed to identify the determining factors when deciding upon schooling twins together or separately when they enter into the foundation phase. Existing school policies regarding classroom allocation of twins were considered. Three sets of twins, including teachers, parents, twins and other significant individuals involved in the process of separation or non-separation, were interviewed. Based on the findings, recommendations were made to assist parents and educators in making informed decisions about the schooling of twins. / Psychology of Education / M. Ed. (Guidance and Counselling)
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The impact of development planning on learner achievement: a case study of four Johannesburg East District primary schoolsNdayeni, Javier January 2016 (has links)
A research report submitted to the school of education, University of the Witwatersrand, Johannesburg in partial satisfaction of the requirements for the degree of Master of Education
Johannesburg, September, 2016 / School development planning (SDP) is a major driving force to achieve improvements in the
quality of teaching and learning, and participation of stakeholders in school management.
This study discusses research findings on the planning practices in primary schools based on
the perceptions and experiences of principals of the impact of development planning towards
improving learner achievement in Johannesburg District East in Gauteng, South Africa. A
qualitative methods approach involving survey and case study was utilized to address
research questions. This study identifies principals’ leadership, networking and teamwork
amongst stakeholders, and improvements in teaching and learning as some of the benefits of
SDP. This is premised on the fact that SDP is a highly technical process that requires skills
and know-how to be executed successfully. However, the implementation of development
planning is limited by inadequate Department of Education support, resources and
continuous professional development of principals. It is argued that SDP is fraught with
numerous challenges that require an approach that focuses on its, that is, school
improvement and management of planned change. The findings will assist the district to
design strategies to improve management schools through SDP. / MT2017
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