Thesis (MEd)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Development in each sector of our society, especially with regard to computer technology, has progressed so dramatically that we have reached a stage where it is virtually impossible for an individual who does not have computer knowledge and skills to function with ease in society in almost any part of the world. In order to counter this situation the governments of a large number of countries across the globe are encouraging their citizens to become computer literate. These governments spend huge amounts of money on the integration and improvement of technology in education in order to ensure effective teaching and learning for each learner in each school. The South African government has also caught on and acknowledged the importance of communication technology in education, hence the White Paper on e-Education, which provides for the integration of technology in schools. The question that arises is whether enough is being done to enable underprivileged schools to benefit from this development as well. This study observed the way in which the policy regarding e-Education is applied in privileged and underprivileged schools. During the course of the study the researcher visited schools that utilise their technological facilities, as well as schools that do not, and the reasons and circumstances that prevent them from utilising these facilities were also investigated. An investigation regarding the application of the technology policy within schools and how schools adapt this policy to accommodate their requirements, was conducted. The study endeavoured to determine the reasons why the technology policy is applied wel land properly in some schools, while other schools that have the technology do not apply the policy. The difference between privileged and underprivileged schools regarding the application of the policy was also investigated. The situation regarding the application of technology policy in privileged and underprivileged schools in the Western Cape was researched in four schools: two schools in rural areas and two in urban areas. Two of these schools are privileged schools that have technology and utilise it daily. The other two schools are underprivileged schools with technology that, however, is not used to the advantage of the learners on a regular basis. Two schools have mainly Afrikaans-speaking learners while the learners of the other two schools predominantly have English as their mother tongue. The policy is applied differently at each of these schools, possibly due to circumstances or untrained staff who do not have the necessary knowledge and skills to utilise technology as method of instruction. The study aims to cause awareness at schools of the importance of technology and that a paradigm shift should take place in the methods and techniques of instruction of educators. It also aims to make teachers more aware of the value of technology when used effectively in their lesson presentations. In this way we could ensure that our learners receive the tuition they will need to be competitive globally. / AFRIKAANSE OPSOMMING: Die ontwikkeling in elke sektor van die samelewing en veral op die gebied van rekenaartegnologie het só dramaties vooruitgegaan en gegroei dat dit ʼn stadium bereik het waar dit vir ʼn persoon sonder rekenaargeletterdheid byna onmoontlik geword het om gemaklik in die gemeenskap in die meeste dele van die wêreld te funksioneer. Ten einde hierdie situasie die hoof te bied, moedig die meeste regerings regoor die wêreld hul burgers aan om tegnologie-geletterd te word. Lande spandeer groot bedrae geld om tegnologie in die onderwys te integreer en te verbeter om so effektiewe onderrig en leer vir elke leerder in elke skool te bewerkstellig. Plaaslik het die Suid-Afrikaanse regering die belangrikheid van inligtings- en kommunikasietegnologie in die onderwys besef en erken, vandaar die Witskrif oor e-Onderwys, wat voorsiening maak vir die integrasie van tegnologie in skole. Die vraag wat ontstaan, is of daar genoeg gedoen word om voorsiening te maak vir minder gegoede skole om ook voordeel uit dié ontwikkeling te trek. Hierdie ondersoek kyk na die beleid aangaande e-Onderwys en hoe dit toegepas word binne gegoede en minder gegoede skole. Tydens die studie het die navorser skole besoek wat oor tegnologiese fasiliteite beskik en dit gebruik, sowel as skole wat tegnologie besit en dit nie gebruik nie, en die redes en omstandighede wat hulle verhoed om dit te gebruik, is dus ook ondersoek. ʼn Ondersoek is gedoen na die toepassing van die beleid rakende tegnologie binne skole en hoe skole by hierdie beleid aanpas om hulle behoeftes te akkommodeer. Die studie het ook gepoog om vas te stel wat die redes is waarom die beleid rakende tegnologie in sommige skole na behore toegepas word, terwyl ander skole wat wel oor die tegnologie beskik, dit nie behoorlik toepas nie. Daar is verder ondersoek ingestel na die verskil in toepassing van die beleid tussen gegoede en minder gegoede skole. Die situasie ten opsigte van die toepassing van beleid oor tegnologie in gegoede en minder gegoede skole in die Wes-Kaap is by vier skole onder die soeklig geplaas: twee skole in die platteland en twee skole in ʼn stedelike gebied. Twee van die skole is gegoede skole wat tegnologie besit en dit daagliks gebruik. Die ander twee skole is minder gegoede skole wat oor tegnologiese hulpbronne beskik, maar dit nie gereeld tot voordeel van hul leerders gebruik nie. Twee skole het oorwegend Afrikaanssprekende leerders en twee oorwegend Engelssprekende leerders. Die beleid word by elk van hierdie skole verskillend toegepas, moontlik weens omstandighede of onopgeleide personeel wat nie die nodige kennis en vaardighede besit om tegnologie as onderrigmetode te gebruik nie. Die studie poog om skole bewus te maak van die belangrikheid van tegnologie en dat daar ʼn paradigmaskuif moet plaasvind in onderwysers se onderrigmetodes en -tegnieke. Dit poog ook om onderwysers meer bewus te maak van die waarde wat tegnologie kan hê as dit in lesaanbiedings geïntegreer word. Só kan daar moontlik verseker word dat leerders die opleiding ontvang wat nodig is om globaal mededingend te wees.

Language plays an important part in our lives and the effects of language are remarkable and include much of what people believe. This study is about language and seeks to evaluate the extent of the problems of equivalence and non-equivalence in the texts translated from English into IsiXhosa by identifying those problems in the translated text. Translators strive to carry the meaning across from one language to another, as much as they can. Sometimes a translation shows non-equivalence and therefore the meaning gets lost. There are a number of reasons why this occurs. This study will examine some of them and propose solutions to address them.

Recent international reports, for example TIMSS (2011 & 2015), point to serious challenges in South African learner performance in Mathematics and Science. Of greatest concern is that research findings (e.g. Graven, Venkat, Westaway and Tshesane 2013) suggest that many South African learners show signs of mathematical knowledge gaps in the lower grades. Hence, there is a need to address challenges of this nature very early in Foundation Phase. This study was undertaken with a view to contribute towards addressing mathematical challenges encountered by learners in Foundation Phase This empirical enquiry was undertaken under the auspices of the South African Numeracy Chair Project (SANCP) at Rhodes University whose mission is to develop sustainable ways of improving quality teaching and learning of Mathematics in South Africa. A relatively new SANCP programme called Pushing for Progression (PfP) run as part of the after-school Maths Clubs to develop the number sense and four Operations in learners was used to achieve the research aims of this study. Research participants were drawn from the Maths Clubs established by the researcher in a small rural town of Ottosdal in the North West Province of South Africa. This Study is grounded on the Vygotskian perspective and uses the interpretivist qualitative research method for data collection and analysis. Sampling was done opportunistically by enlisting participants (12 teachers and 117 learners) on the basis of their availability and willingness to participate. Pre- and post-assessment of learners’ proficiency on the four Basic Operations was conducted at the beginning and at the end of the research project, respectively. This was done to determine the impact of the project on learner performance. Data analysis was done thematically and through the comparison of learner results of the pre- and post-assessment. The findings point to the effectiveness of the PfP Programme in learner performance. This can be deduced from improved scores between pre- and post-assessment and the observations made by participant-teachers on their respective club learners’ mathematical proficiencies. Accordingly, based on the findings, this study recommends, inter alia, that since the PfP programme is still in its early stages, similar research be conducted elsewhere. Additionally, the Department of Basic Education could consider exploring the PfP programme as one of several other strategies to help improve learner proficiency in Mathematics.

South Africa has experienced three significant curriculum reforms since 1994. The first of these replaced the ‘apartheid’ curriculum with C2005 based largely on Outcomes Based Education. In the second stage C2005 gave way to the National Curriculum Statements, a simplified version of C2005. Finally, the NCS was replaced with CAPS. This research study investigates the perceptions, attitudes and experiences of teachers implementing these curriculum changes. It focuses in particular on Foundation Phase in 2012, the year in which CAPS was implemented in that phase. It took the form of an interpretive case study, using qualitative data generating and analysis techniques. Principals and selected teachers of two primary schools in Grahamstown – an ex-Model C school and a performing ‘township’ school - were the respondents of the study. Data were generated chiefly through questionnaires and semi-structured interviews, supplemented by document analysis and observation. The findings revealed that the teachers in this study are frustrated and angry about the frequency of curriculum change in South Africa. Respondents are particularly critical of OBE and the NCS. While they welcome the need for a departure from ‘apartheid’ curricula, they feel the pedagogical underpinning of the NCS – with its emphasis on learner-centredness – disempowered them as teachers. Hence, they welcomed CAPS which seems to return to content – rather than skills and attitudes – and re-instates the teacher as the chief giver of knowledge and manager of learning.

The focus of this research was to establish how black primary school principals in some Port Elizabeth schools manage the problems of poverty, vandalism and non-payment of school fees. The aim of this research was to improve these burning issues at my own school, but also to assist other schools which are encountering similar problems with regard to these three issues. Qualitative research methods were used. Data was collected by studying relevant literature and conducting semi-structured interviews and participant observation. Composite case studies of the schools were compiled. Content analysis was used to analyse the data and recommendations for improvement were made. The results of the research indicate that since 1994, when democracy and equal human rights were declared, primary schools have actually been experiencing escalating problems in terms of poverty, vandalism and school fee payment. As the school system is closely intertwined with the socio-economic and political dimensions of society, these challenges can only be effectively addressed if all stakeholders in education collectively take up ownership of these problems and commit themselves to finding unique and effective solutions in the Port Elizabeth urban and rural areas.

In line with Montessori methodology, the Knysna Montessori School runs its programmes in an integrated and holistic manner. Learning programmes are based on a blend of various Montessori learning programmes and the Revised National Curriculum Statement (RNCS). Classes are divided into three year-age groupings; and integrated learning programmes are in place within the pre-school, (including grade R), the grade 1 to 3 class, and the grade 4 to 6 class. However, the grade 7 to 9 Montessori class has been running in a more traditional and less integrated manner since its inception in 2004. That has motivated the undertaking of this study. The main aim of this qualitative study has been to determine how to best arrange the RNCS according to Montessori principles, that is to say, in a holistic and integrated manner, with the intention of presenting a learning programme for the grade 7 to 9 class. This aim was based on a constructivist philosophical foundation and addressed in conjunction with interpretivism and critical theory. The grounded theory research paradigm was followed. In this paradigm research findings are grounded in the data gathering and the analysis. Three methods of data collection were applied, namely a literature review, interviews and document analysis. A literature review was conducted to gain a better overview and understanding of the RNCS and Outcomes-Based Education (OBE). Furthermore, through the literature review, an in-depth understanding of the Montessori method of education, adolescent development and integrated and holistic education have been achieved. Interviews were conducted with staff from the Knysna Montessori School, with the purpose of gathering information on the Knysna Montessori School and its current application to the RNCS, from pre-school to grade 6. An availability and purposive sampling method was applied, in order to determine which staff members to interview. Finally, document analysis was done. The learning areas for the senior phase (grades 7 to 9) of the General Education and Training Band (GET) of the RNCS were coded and analysed in order to discover emergent themes within the RNCS and how these link with the Montessori curriculum arrangement for this age group. It became apparent that Montessori classrooms, both prior to and for the senior phase, are divided into three areas, namely language, mathematics and cultural studies. Based on this knowledge, as well as the documentary analysis, an integrated learning programme, grounded in the data analysis, was designed. It was found that the RNCS matches well with Montessori’s curriculum arrangement. Thus, this learning programme is in line with Montessori’s curriculum arrangement for the senior phase of the GET band. Such a curriculum arrangement integrates the learning outcomes and assessment standards from arts and culture, economic and management sciences, life orientation, natural sciences, social sciences and technology into different studies. These are globally referred to as cultural studies. However, specific attention was also given to moral education, self-expression through music, art and drama, entrepreneurship, career education and sport. The conclusion was reached that an integrated learning programme, based on Montessori principles and in line with the RNCS requirement, is possible for the Knysna Montessori School.

The policy of Inclusive Education (IE) in White Paper 6 (2001) acknowledges that all children can learn with support. The aim of this study is to explore the experiences of Learning Support Teachers (LSTs) in supporting Foundation Phase teachers in implementing Inclusive Education (IE) in Gauteng Province, South Africa. A lack of support for teachers and learners in IE has dominated current discussions on education. According to the Department of Education (DoE, 2000:28), the establishment of an IE system in schools would require appropriate district as well as institution level support services, and more than just accepting learners with different learning needs in mainstream classrooms. Many teachers have not had the benefit of being trained to teach learners who experience barriers to learning, hence most find it difficult. Although specialist teachers in the form of Learning Support Teachers (LSTs) have been employed in the Foundation Phase to fill that gap and assist classroom teachers, the learners are not receiving the assistance hoped for. Based on an assumption that the failings may largely be systemic, this study therefore uses Bronfenbrenner’s ecological systems theory and a qualitative research design to examine the implementation of IE in selected schools, with seven LSTs being interviewed and observed, while documents pertaining to the support rendered were analysed. Seven principals and seven classroom teachers were also interviewed. The analysis employed Creswell’s method and the findings highlighted factors affecting the implementation of IE. The factors include inadequate district support, socio-cultural issues, classroom and management factors, lack of resources and inadequate collaboration between the stakeholders. The study makes recommendations and suggests further areas of research. / Teacher Education / D. Ed. (Inclusive Education)

Inclusive education requires of teachers, as managers and facilitators in classrooms, to deal with all aspects regarding effectively addressing barriers to learning. Of specific concern are the cognitively gifted learners who are not taught in their mother tongue but who attend schools where the language of learning and teaching is English. This qualitative study deals with the support provided by Grade Four teachers to cognitively gifted English Second Language (ESL) underachievers. The research indicates that the teachers are aware of English Second Language (ESL) learners who show behaviours associated with cognitive giftedness but who,when considering their potential, underachieve. These learners do however not receive support in the classroom to address their specific barrier to learning, which is the dual exceptionality of cognitive giftedness co-occurring with poor English proficiency. Support for all aspects of the cognitively gifted Grade Four English Second Language (ESL) learner’s needs is recommended. / Inclusive Education / M. Ed. (Inclusive Education)

Thesis (MEd) -- University of Stellenbosch, 2009. / ENGLISH ABSTRACT: Learning and the development of numeracy in the foundation phase are regarded as highly important. In this critical period learners attain the fundamental knowledge that is needed for future learning and development. A serious problem within South African schools is that a great number of foundation phase learners show difficulties in numeracy. Various reasons can be provided for these difficulties, for example, learners do not receive good teaching, they hold negative attitudes towards numeracy, they encounter language barriers, and so forth. It is important that the learners’ difficulties in numeracy are attended to immediately and effectively, to be able to minimise the gaps between the learners’ functioning level and the level the learner is suppose to be on. The Western Cape Education Department (WCED) laid bare their concern with the current problem in numeracy when they launched the WCED Literacy and Numeracy Strategy 2006-2016. As part of this the Metropole North Education and Management Development Centre (EMDC) requested and implemented an intervention programme for grade 2 and grade 3 learners. Part of this problem is that many foundation phase educators lack the necessary knowledge to identify the learners with difficulties and especially to attend to these difficulties. The goal of this research study was to investigate the realization of an early intervention programme implemented over a limited period of time of ten weeks in grade 2 and grade 3 classrooms. The current study aimed at providing educators with resources to offer learning support to their disadvantaged learners within the Numeracy classroom. This study has implications for the way in which educators approach and teach numeracy, as well as for the type of learning support the educators provide their disadvantaged learners with. The intervention programme is based on a problem centered approach with constructivism as underlying epistemology. This approach views the educator as a facilitator who provides the learners with opportunities to be actively involved in the learning environment to construct knowledge. The importance of word problems and discussion within the Numeracy classroom are emphasized and it is necessary that the educator create the appropriate classroom atmosphere so that this approach can be implemented effectively. Learning is an active process and it is the responsibility of the educator to provide the learners with appropriate learning activities for learning and development to take place. The study made use of programme evaluation as research methodology. Programme evaluation refers to a research goal instead of specific research methods, because various methods can be used which may be quantitative or qualitative in nature. The gathering of data was done through classroom observations by the researcher, informal interviews with participating educators, questionnaires, and semi-structured interviews with the educators at the four schools the researcher monitored intensively during the implementation process of the intervention programme. The gathering of data was an ongoing process and the researcher analysed and interpreted the learners’ work at the end of the implementation process. The researcher checked this analysis by means of the literature review, transcripts and field notes. This formed the basis on which conclusions and recommendations could be made. The conclusions confirmed the importance of early intervention and the efficacy of the problem centered approach within the numeracy classroom. It also confirmed the disadvantages of the training model that was used, that is the Cascade model. With this study it was possible to determine that a ten week intervention programme was too short a period to observe meaningful improvements in learners. Therefore further research should be done on addressing learners’ difficulties and to train and support educators to provide learning support to their learners.

The policy of Inclusive Education (IE) in White Paper 6 (2001) acknowledges that all children can learn with support. The aim of this study is to explore the experiences of Learning Support Teachers (LSTs) in supporting Foundation Phase teachers in implementing Inclusive Education (IE) in Gauteng Province, South Africa. A lack of support for teachers and learners in IE has dominated current discussions on education. According to the Department of Education (DoE, 2000:28), the establishment of an IE system in schools would require appropriate district as well as institution level support services, and more than just accepting learners with different learning needs in mainstream classrooms. Many teachers have not had the benefit of being trained to teach learners who experience barriers to learning, hence most find it difficult. Although specialist teachers in the form of Learning Support Teachers (LSTs) have been employed in the Foundation Phase to fill that gap and assist classroom teachers, the learners are not receiving the assistance hoped for. Based on an assumption that the failings may largely be systemic, this study therefore uses Bronfenbrenner’s ecological systems theory and a qualitative research design to examine the implementation of IE in selected schools, with seven LSTs being interviewed and observed, while documents pertaining to the support rendered were analysed. Seven principals and seven classroom teachers were also interviewed. The analysis employed Creswell’s method and the findings highlighted factors affecting the implementation of IE. The factors include inadequate district support, socio-cultural issues, classroom and management factors, lack of resources and inadequate collaboration between the stakeholders. The study makes recommendations and suggests further areas of research. / Teacher Education / D. Ed. (Inclusive Education)