Spelling suggestions: "subject:"educationization - south africa - curricula"" "subject:"educationization - south africa - turricula""
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The effect of a multicultural learning situation on the affective life of the adolescent in an urban areaMunsamy, Pearl Karen 11 1900 (has links)
Educational Studies / M. Ed. (Orthpedagogics)
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School grounds as a place for environmental learning in the life skills learning programmeMambinja, Sindiswa January 2009 (has links)
With the intention of improving my own practice, the study investigated how school grounds could be used for environmental learning in the Foundation Phase Life Skill Learning Programme within the Revised National Curriculum Statement. The research was conducted in the Grade One class of Ntaba Maria Primary School situated in Grahamstown East. The study was an action research case study based on interpretive approach to research. It had two cycles comprised of two lesson plans. The first Lesson Plan focused on an audit of the school grounds to identify environmental issues. The second Lesson Plan was informed by the audit, and addressed one of the identified environmental issues. Data was gathered through analysis of curriculum documents, video recordings and photographs of learning interactions, journal entries and learners’ work. The study highlighted that school grounds provided a context for environmental learning within Life Orientation Learning Area especially when integrated with other learning areas. There were cases however, where assessment standards were only partly addressed. The study also revealed that the Life Orientation Learning Area was also limiting for school grounds learning opportunities in some cases. In other cases the study highlighted the open-ended nature of some of its assessment standards. The study also revealed how school grounds related activities offered opportunities and challenges for constructivist, situated and active learning. Opportunities and challenges regarding group work, language use, active engagement with information learning in authentic settings, and action and action competence; emerged as issues from the analysis. Finally, the study shed light on how reflection on learners’ work and assessment of these could help teachers modify activities and do them differently so as to enhance the achievement of skills, knowledge, attitudes and values. The achievement of investigative and problem-solving skills through the two lesson plans was critically evaluated as the processes of values education employed in the lesson implementation.
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The effectiveness of entrepreneurship education in South African high schoolsTshehla, Steven S. 07 1900 (has links)
Youth unemployment continues to be a problem globally, South Africa included. Amongst the remedies for youth unemployment was entrepreneurship. Entrepreneurship is regarded as the key pillar to economic growth and job creation. Furthermore, entrepreneurship education is beheld as stimulating entrepreneurial activity, enabling people to identify opportunities and start new business ventures. The primary focus of the study was to assess the effectiveness of entrepreneurship education in the high school learners in the city of Tshwane. The study was quantitative in nature, and utilised judgemental purposive sampling method as an approach to select the sample. The sample consisted of 240 grade 12 learners with entrepreneurship education in the form of Economic Management Science (EMS) as part of their syllabus. This sample was selected from high schools in three townships in the City of Tshwane namely Mamelodi, Atteridgeville and Soshanguve. A structured close-ended questionnaire was used to collect data. The analysis of the data was done using descriptive and inferential statistics using SPSS software. According to the literature reviewed, knowledge and skills gained from entrepreneurship education programmes stimulate learners’ entrepreneurship intentions and challenge learners to establish new businesses. The factors that emerged from the finding of the study were entrepreneurship skills, entrepreneurship knowledge, experiential learning, theoretical education and exploration of entrepreneurship. The findings have proven that there is a relationship between theoretical education, and experiential learning with learners’ intention towards entrepreneurship. Furthermore, experiential learning was found to have a significant influence in developing entrepreneurship knowledge, entrepreneurship skills and entrepreneurship intention in learners. With these findings the objectives and hypothesis of the study were addressed.
The recommendations made to address the objectives of the study include one for learners to interact with business people globally, one for policy makers to enforce compulsory entrepreneurship education at high school level, one for educators to make use of experimental learning for entrepreneurship education and one for future studies to investigate the influence of family business on learner entrepreneurship intention. / Business Management / M. Com. (Business Management)
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Ondersoek na die doeltreffendheid en relevansie van die kurrikulum vir spesiale onderwysTheron, Matthiam Jacobus 11 1900 (has links)
Text in Afrikaans / Ten einde 'n kurrikulum relevant en doeltreffend te kan hou,
is di t noodsaaklik om die kurrikulum gereeld te evalueer en
dienooreenkomstig die bevindinge aan te pas, indien nodig.
Spesiale skole in Suid-Afrika beskik oor 'n eiesoortige
kernkurrikulum wat hoofsaaklik ontwikkel is vir leerders wat
primer verstandelik matig gestrem is. Om verskeie redes,
waarvan die belangrikste is, dat die meerderheid leerders wat
hulle tans in spesiale skole bevind nie verstandelik matig
gestremd is nie, word die werklike doeltreffendheid en
relevansie van hierdie kurrikulum bevraagteken.
Die doel van hierdie navorsing was derhalwe om die doeltreffendheid
en relevansie van die kernkurrikulum wat vir die
meerderheid spesiale skole in Suid-Afrika van toepassing is,
te bepaal.
'n Sekondere doel van die ondersoek was om 'n kurrikulumevalueringsmodel
te ontwikkel aan die hand waarvan kurrikulumevalueerders
'n kurrikulum vanuit 'n literatuurperspektief
sou kon evalueer.
Ten einde die ondersoek teoreties te fundeer, is 'n li teratuurondersoek
onderneem na die grondslae en komponente van 'n
kurrikulum. Op grond van die navorsingsresultate is die
kurrikulumevalueringsmodel ontwikkel.
Twee van die kurrikulumgrondslae wat by wyse van die navorsing blootgele is, is die leerder en die gemeenskap. By wyse van
'n li teratuur- en dokumentasie-ondersoek is bepaal wat die
eise is wat spesialeskoolleerders en die gemeenskap aan die
kernkurrikulum vir spesiale skole stel. Aan die hand van
hierdie bevindinge is kurrikulumevalueringskriteria ontwikkel
waarmee die kernkurrikulum vir spesiale skole toe geevalueer
is. By die toepassing van hierdie kriteria is gevind dat die
kernkurrikulum vir spesiale skole in vele opsigte nie
behoorlik aan die eise van die leerders en die gemeenskap
voldoen nie. Die gevolgtrekking kon derhalwe gemaak word dat
die kernkurrikulum vir spesiale skole oor die algemeen nie
doel treffend en relevant genoeg is nie. Aanbevelings is
gemaak oor hoe die kernkurrikulum moontlik meer doeltreffend
en relevant gemaak kan word. / Sustaining curriculum relevance and effectiveness, necessitates
regular curriculum evaluation and adjustment in concurrence
with the evaluation results.
Special schools in South Africa have at their disposal their
own · peculiar curriculum which was developed mainly for
learners who are primarily mildly mentally disabled. For
various reasons, the most important of which is that the
majority of learners currently in special schools are not
mildly mentally disadvantaged, the relevancy and effectiveness
of this curriculum are questioned.
The primary aim of this research was therefore to determine if
the core curriculum for special education, which is applicable
to the majority of special schools in South Africa, is
relevant and effective.
A secondary aim of this investigation was to develop a model
for curriculum evaluation by means of which curriculum
evaluators would be able to evaluate a curriculum from a
literature perspective.
With a view to founding this research theoretically, literature
research was conducted into the foundations and components
of the curriculum. On the basis of the research findings,
the model for curriculum evaluation was developed. Two of the curriculum foundations that were disclosed by means
of the research, were the learner and the community. By means
of an investigation of literature and other relevant documentation,
the demands made on the curriculum by the learner and
the community, were determined. On the basis of these
findings, criteria were developed by means of which the core
curriculum for special schools was then assessed. When the above criteria were applied, it was found that in
many respects the core curriculum for special schools did not
completely comply with the demands of the learners and the
community. The conclusion could therefore be drawn that the
core curriculum for special schools are in general not
effective and relevant enough. Proposals were made on how the
core curriculum could possibly be made more effective and
relevant. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)
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An investigation of school gardens in the curriculum: recontextualising the biodiversity discourse in the national curriculum statement: a case of Mount Zion Junior Secondary SchoolTundzi, Kenneth Simphiwe Vuyisa January 2009 (has links)
With the dawning of a new era in South African politics in 1994 it became evident that education was going to be re-organised along with other government structures in South Africa. I begin the study by reviewing this curriculum change in South Africa that has taken place since 1995. This involved the development Curriculum 2005 (C2005) and the subsequent revision of C2005, which is now the National Curriculum Statement (NCS). This curriculum introduced an environmental focus into all the Learning Areas, which gave teachers a mandate not only to teach about environmental concepts and issues (such as biodiversity) at schools but to also address them in the communities outside the schools. This study considers biodiversity issues as biodiversity is a new focus in South African policy more broadly, and particularly in the Natural Science Learning Area. Our school has received vegetable and indigenous plant gardens from the South African National Biodiversity Institute, which provides a rich new resource for teaching about biodiversity, particularly in the Natural Sciences. My interest in the study was to investigate how schools (teachers) can use school gardens in the recontextualisation of the National Curriculum Statements focusing on the Natural Science Learning Area in Grade 7 at my school. I used Bernstein’s (1990) concepts of delocation, relocation, ideological transformation and selective appropriation and Cornbleth’s (1990) theory of curriculum contextualization to understand and interpret the recontextualisation process in the four lessons studied. In this research I was involved in the planning of the lessons with the Grade 7 Natural Science teacher. I taught one lesson as a demonstration and then observed while the teacher taught the other three lessons. I conducted this study as an action research case study. I used focus group interviews, classroom observations, document analysis and interviews as methods of data collection. The study found that the use of school gardens for teaching biodiversity can help with the recontextualisation of NCS in schools, and for the teaching of biodiversity, but that there is a need to understand and address various recontextualisation issues if this is to be done effectively. The study revealed that use of the school gardens for learning about biodiversity in the NS Learning Area is influenced by teachers’ knowledge, experience, teaching styles and available resources, as well as management issues and the complexity of the NCS discourse itself. The study also revealed that socio-cultural and structural factors (e.g. language and class size) also affect how biodiversity is taught in schools, and thus how the recontextualisation of the NCS takes place. The study concludes by making recommendations for taking this work forward in the context of our school as it addresses the gap that exists between policy and practice.
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Ondersoek na die doeltreffendheid en relevansie van die kurrikulum vir spesiale onderwysTheron, Matthiam Jacobus 11 1900 (has links)
Text in Afrikaans / Ten einde 'n kurrikulum relevant en doeltreffend te kan hou,
is di t noodsaaklik om die kurrikulum gereeld te evalueer en
dienooreenkomstig die bevindinge aan te pas, indien nodig.
Spesiale skole in Suid-Afrika beskik oor 'n eiesoortige
kernkurrikulum wat hoofsaaklik ontwikkel is vir leerders wat
primer verstandelik matig gestrem is. Om verskeie redes,
waarvan die belangrikste is, dat die meerderheid leerders wat
hulle tans in spesiale skole bevind nie verstandelik matig
gestremd is nie, word die werklike doeltreffendheid en
relevansie van hierdie kurrikulum bevraagteken.
Die doel van hierdie navorsing was derhalwe om die doeltreffendheid
en relevansie van die kernkurrikulum wat vir die
meerderheid spesiale skole in Suid-Afrika van toepassing is,
te bepaal.
'n Sekondere doel van die ondersoek was om 'n kurrikulumevalueringsmodel
te ontwikkel aan die hand waarvan kurrikulumevalueerders
'n kurrikulum vanuit 'n literatuurperspektief
sou kon evalueer.
Ten einde die ondersoek teoreties te fundeer, is 'n li teratuurondersoek
onderneem na die grondslae en komponente van 'n
kurrikulum. Op grond van die navorsingsresultate is die
kurrikulumevalueringsmodel ontwikkel.
Twee van die kurrikulumgrondslae wat by wyse van die navorsing blootgele is, is die leerder en die gemeenskap. By wyse van
'n li teratuur- en dokumentasie-ondersoek is bepaal wat die
eise is wat spesialeskoolleerders en die gemeenskap aan die
kernkurrikulum vir spesiale skole stel. Aan die hand van
hierdie bevindinge is kurrikulumevalueringskriteria ontwikkel
waarmee die kernkurrikulum vir spesiale skole toe geevalueer
is. By die toepassing van hierdie kriteria is gevind dat die
kernkurrikulum vir spesiale skole in vele opsigte nie
behoorlik aan die eise van die leerders en die gemeenskap
voldoen nie. Die gevolgtrekking kon derhalwe gemaak word dat
die kernkurrikulum vir spesiale skole oor die algemeen nie
doel treffend en relevant genoeg is nie. Aanbevelings is
gemaak oor hoe die kernkurrikulum moontlik meer doeltreffend
en relevant gemaak kan word. / Sustaining curriculum relevance and effectiveness, necessitates
regular curriculum evaluation and adjustment in concurrence
with the evaluation results.
Special schools in South Africa have at their disposal their
own · peculiar curriculum which was developed mainly for
learners who are primarily mildly mentally disabled. For
various reasons, the most important of which is that the
majority of learners currently in special schools are not
mildly mentally disadvantaged, the relevancy and effectiveness
of this curriculum are questioned.
The primary aim of this research was therefore to determine if
the core curriculum for special education, which is applicable
to the majority of special schools in South Africa, is
relevant and effective.
A secondary aim of this investigation was to develop a model
for curriculum evaluation by means of which curriculum
evaluators would be able to evaluate a curriculum from a
literature perspective.
With a view to founding this research theoretically, literature
research was conducted into the foundations and components
of the curriculum. On the basis of the research findings,
the model for curriculum evaluation was developed. Two of the curriculum foundations that were disclosed by means
of the research, were the learner and the community. By means
of an investigation of literature and other relevant documentation,
the demands made on the curriculum by the learner and
the community, were determined. On the basis of these
findings, criteria were developed by means of which the core
curriculum for special schools was then assessed. When the above criteria were applied, it was found that in
many respects the core curriculum for special schools did not
completely comply with the demands of the learners and the
community. The conclusion could therefore be drawn that the
core curriculum for special schools are in general not
effective and relevant enough. Proposals were made on how the
core curriculum could possibly be made more effective and
relevant. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)
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Examining the fit between personal, learning and practical work contexts of students to further practice excellence in social work trainingLawlor, Gwynneth Mary 30 June 2008 (has links)
South Africa is currently facing a severe shortage of trained and competent social
workers. Case loads have reached proportions of such magnitude that social workers in
the field are battling to meet the needs of the people they serve, while still maintaining
high ethical and professional standards. The impact of HIV/AIDS on the field of social
work has currently redirected a major part of the focus of the profession on meeting the
needs of child-headed households, to find and train foster parents for these children and
generally to assist the poorest of the poor to access various grants applicable to their
circumstances.
This redirection appears also to have changed the emphasis regarding social work
training requirements. Whereas in the past the newly qualified social worker was able to
acquire additional skills in the workplace, under the guidance of experienced social
workers, today it would seem that the demands of the work place are such that the social
worker needs to take on significant responsibilities on entering the field. At the same
time the Department of Social Services in South Africa is encouraging universities to
increase the intake of social work students, in an attempt to meet this rising need for
personnel trained to meet the current requirements of the clients of social work services.
This exploratory research will focus on the applicability of UNISA (University of South
Africa) social work training to these current requirements of social work by tapping into
three different frames of reference:
1) The experiences and perceptions of the final year social work student in their
placement setting, and particularly on whether they have felt their UNISA training
equipped them for the work they are required to do.
2) The way the UNISA student is perceived by the practice setting personnel
(contact person), and whether they meet the requirements of the field setting.
3) Input from the UNISA appointed supervisors responsible for the final year social
work students' professional development in the field.The person-centred approach and the developmental approach have been briefly
discussed in relation to social work in South Africa in the literature review and form the
backdrop to this research, guiding the researcher in the exploration of the perceptions of
the three different types of respondents. Post-modern theory is also at the root of the
researcher's attempt to find fit between the different perceptions and the implications for
social work training at a distance learning institute in South Africa today. / Social Work / M. A. (Mental Health)
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48 |
Examining the fit between personal, learning and practical work contexts of students to further practice excellence in social work trainingLawlor, Gwynneth Mary 30 June 2008 (has links)
South Africa is currently facing a severe shortage of trained and competent social
workers. Case loads have reached proportions of such magnitude that social workers in
the field are battling to meet the needs of the people they serve, while still maintaining
high ethical and professional standards. The impact of HIV/AIDS on the field of social
work has currently redirected a major part of the focus of the profession on meeting the
needs of child-headed households, to find and train foster parents for these children and
generally to assist the poorest of the poor to access various grants applicable to their
circumstances.
This redirection appears also to have changed the emphasis regarding social work
training requirements. Whereas in the past the newly qualified social worker was able to
acquire additional skills in the workplace, under the guidance of experienced social
workers, today it would seem that the demands of the work place are such that the social
worker needs to take on significant responsibilities on entering the field. At the same
time the Department of Social Services in South Africa is encouraging universities to
increase the intake of social work students, in an attempt to meet this rising need for
personnel trained to meet the current requirements of the clients of social work services.
This exploratory research will focus on the applicability of UNISA (University of South
Africa) social work training to these current requirements of social work by tapping into
three different frames of reference:
1) The experiences and perceptions of the final year social work student in their
placement setting, and particularly on whether they have felt their UNISA training
equipped them for the work they are required to do.
2) The way the UNISA student is perceived by the practice setting personnel
(contact person), and whether they meet the requirements of the field setting.
3) Input from the UNISA appointed supervisors responsible for the final year social
work students' professional development in the field.The person-centred approach and the developmental approach have been briefly
discussed in relation to social work in South Africa in the literature review and form the
backdrop to this research, guiding the researcher in the exploration of the perceptions of
the three different types of respondents. Post-modern theory is also at the root of the
researcher's attempt to find fit between the different perceptions and the implications for
social work training at a distance learning institute in South Africa today. / Social Work / M. A. (Mental Health)
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