M.Ed. (Multiculturalism and Education) / Please refer to full text to view abstract

D.Ed. / According to Prof. Linda Chisholm (2000) in an address delivered at the Annual Conference of APEK,"...the report of the Review Committee on Curriculum 2005 has evoked a great deal of debate and discussion in two main areas related to the values that it promotes: the first is the relationship between outcomes-based education and Curriculum 2005 and the second is the role of technology and economic and management sciences in the curriculum." The National Curriculum Statement (NCS) promotes the idea of Outcomes Based Education (OBE) and the principles of Curriculum 2005 (C2005), but the emphasis is now to develop a schools' policy built on a set of recommendations for it to be revised and streamlined by substituting the terminology with "user-friendly" phrases and language (Chisholm, 1999:1). By preparing the science teachers in South Africa with the necessary skills to effectively transform the present curriculum into a workable and flexible system, the empowerment they gain from such an exercise is crucial to their focus on science teaching and learning. According to Prof. Chisholm, "a human rights based, antidiscriminatory approach demands a higher level of reading, writing and arithmetic that has existed to date, whether before C2005 or with C2005. For us there can be no return to basics, and the challenge now is to ensure not only that more have access but also that all have access to higher levels than before." This is a sustainable demand of the twenty-first century; hence the term curriculum was adopted.With an environmental education approach, the cross-curricular and dynamic nature of the environment (Van Rooyen, 1998: 104) that is exposed to South Africans today can be positively channelled through the acquisition of basic scientific skills needed to confront the 21s t Century. Outcomes Based Education is one approach that has been tabled, and has its merits and disadvantages. If an environmental education programme becomes the learning programme upon which the curriculum is based, then the overall quality of education in South African schools and the quality of life of the nation can be uplifted through the application of such a model or programme, particularly in the fields of general and physical science: The long-term aims of this study include the following: To encourage a broad, participatory process of Curriculum development for environmental education in South Africa, in accordance with the EEPI (Environmental Education Policy Initiative); To provide educators teaching Physical Science with a programme which can be applied to determine methods which enable the scientific problem solving skills of South Africans and their overall quality of their lives to be uplifted and improved; To carry out the above process through effective education for the environment; To contribute to and refine the new C2005 through the application of environmental strategies and methods of assessment , based on critical and specific outcomes.(OBE)

During the 1990s the South African state began to reform the education system in an attempt to resolve the crisis resulting from apartheid policies. The challenge was to develop new policies free from the stigma of the discriminatory apartheid regime, and consistent with the principles of equality, democracy, and social justice. However, the legitimate capacity and power of the state to manage this reform was severely questioned by the liberation movement, which demanded alternative policy pathways in education. The early 1990s marked the beginning of the negotiation process towards eradicating the apartheid regime in South Africa. This occurred at the time when the world was experiencing the rise of the special type of NGOs called 'organisations for policy advice' or 'think tanks'. When the Government of National Unity assumed power in 1994, it planned to develop an education system that would benefit the entire South African community, regardless of gender, age, race, ethnicity, etc. This dissertation looks at the contribution that two NGOs, the Education Foundation and the Education Policy Unit made in the education policy development process of this country immediately before and after the democratic elections. A qualitative case study approach is used to show how particular NGOs located themselves in the policy process. In each of the two organisations, key informants were interviewed and documents were reviewed as a way of gathering data. Consideration was also given to the challenges that these organisations faced in playing their role. It was then concluded that despite the challenges that face NGOs they do impact on the policy-making process in a considerable way. / Thesis (M.A.)-University of Natal, Durban, 2003.

This thesis aimed at evaluating Outcomes-Based Education (OBE) policy in public schools in the Empangeni Region. Although South Africa is now a free and democratic country with a new system of education, some inequalities still exist among public schools which make it very difficult for them to implement OBE policy in the same way. It is therefore necessary to evaluate how educators view OBE policy. This research aimed at finding out (a) the policy measures that apply to OBE as a policy, (b) the extent to which normative factors apply in the implementation of education policy, (c) factors that hinder or promote effective implementation of OBE policy in public schools and (d) the model that can be recommended for the effective implementation of OBE policy. For purposes of orientation of the study it had to be located within its background which motivated it. The field of education in South Africa has always experienced problems especially with its policies. Some of these problems motivated the researcher to undertake this study and because of their significance they had to be stated in this research. The statement of the problem provided a foundation within which the aims of the study were explained. The significance of any research cannot be overemphasized. However, this one becomes even more significant because it comes up at a crucial period in South African education. This is a period when policies that were implemented in the country after 1994 should be evaluated. It is true that not all problems that relate to education policy can be solved at once. This therefore necessitated that delimitation of the study be clearly stated. There is virtually no study without its limitations, especially if it has to be done in public schools. These limitations were stated. For the purposes of clarity the terms that were constantly used in the study were defined and explained. The demarcation of the study provided a clear picture of the outline of chapters. The study had to be contextualized within the existing theoretical and conceptual perspectives that apply to public policy, policy-making process and OBE policy. Theory had to be drawn from different sources to find out whether OBE policy does adhere to the expectations of public policy in general. The policy-making process is one area that plays a very important role in the success of the implementation process. This necessitated that OBE policy be evaluated in terms of whether it followed necessary policy processes before and during its implementation. It also became necessary to present critical viewpoints on OBE policy as understood by its critics. This criticism culminated in the Revised National Curriculum Statement which was also discussed in great details in this study. This study had to outline the research methods and techniques used. The nature of the study necessitated the use of only questionnaires and interview schedule to elicit information from educators. It is true that there is no single research instrument without its limitations. It is for this reason that information obtained through the questionnaire had to be validated through the interview schedule. The researcher presented, analyzed and discussed research findings at the same time. The nature of the study enabled the use of tables and frequency distribution to present data. Because there was a lot of information to analyze, it sufficed to use descriptive statistical analysis. Discussion of data entailed interpretation and integration of data based on its presentation and analysis. In drawing conclusions the researcher realized that the present South African education system still has problems. To obviate these problems recommendations were made to the government, the education department in KZN and schools. This research culminated into a model of implementation which is the researcher's own creation intended to help all stakeholders have a clear direction in the implementation of OBE policy. The researcher did not only experience challenges inherent in the research process but also professional development. This learning experience is discussed as reflections on learning. / Thesis (Ph.D.)-University of Durban-Westville, 2002.

The aim of this study is to describe the recontextualisation of the official pedagogical field, in the form of the National Curriculum Statement (NCS), in the Further Education and Training (FET) band. The study's focus concentrates specifically on the in-service training programme devised by the KZN FET Directorate for teachers of Grade 10's in 2005, beginning with the creation of the FET curriculum statements at national level and tracking the dissemination of this information to provincial level, then through regional and district level and into the schools. The researcher was able to analyse the documents created at national level, observe and/or interview role-players at each level of the continuum: national, provincial, regional, district and school (including parents of school-going teenagers). This evidence, supplemented with video-recordings and posters produced at five different venues was selectively described using Berasteinian terminology and his theoretical framework of the pedagogic device. Research findings in answer to the questions posed, viz. to what extent the social transformation process was understood by the role-players in the process (concentrating on English Home and First Additional Language teachers), indicate that in some cases the official pedagogical field is carried over with minimal change, and in others it is evident that careful monitoring and retraining may be the only means to concretise the intended change in thinking in the minds of South Africa's teachers. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

The quest for change in the new South Africa on political , economical and social frontiers were primarily directed at entrance into the global markets, establishing democracy and leveling the playing fields amongst South Africa&rsquo / s diverse population. Those previously disenfranchised on political, economical and social grounds waited in anticipation on the rewards for their participation in the struggle against the discriminative minority regime of the past. These rewards would be in the form of radical policy changes sometimes far removed from the realities of the ordinary citizen. These reforms especially those on the educational level would prove to be flawed with constraints not anticipated by these policy developers as well as the government of the day. The educational transformation process was thus deemed as significant in order to address equity and equality and in so doing also provide skilled citizens which are able to be globally competitive.<br /> <br /> These educational changes in terms of schools were externalised in the form of Curriculum 2005 and Outcomes-based Education. Curriculum 2005 was viewed as a planned framework (process) of curriculum innovation underpinned by factors such as redress, access, equity and development. Outcomes-based Education in turn was the approach focusing on what is learned and how learning is taken place. This study will focus on Curriculum 2005 and OBE as education transformation tools and to what extent grade 7 teachers as implementers and modifiers understand and practice C2005 and OBE in their respective classrooms. One of the biggest problems facing the educational transformation process is the fact that there exists a gap between theory (policy) and practice (implementation). This gap can be attributed to different factors present in the historical disadvantaged school context in South Africa.<br /> <br /> This study will follow a qualitative approach which is directed at an inquiry process of understanding based on a distinct methodological approach. Data- gathering tools such as direct observation, structured interviews and questionnaires will be used. The research was primarily conducted in historically disadvantaged schools in the Metropole-east circuit of the Western Cape Educational Department. The sample was made up of schools in Macassar, Firgrove, Somerset-West, Strand, Temperance Town and Sir Lowry&rsquo / s Pass.

This research investigates the benefits of adventure-based activities used as a learning experience at school level. In order to scientifically investigate these benefits the study is located at a school where an adventure-based programme is being developed as part of the school's curriculum. This programme consists of a range of adventure type experiences including, rock climbing, abseiling, canoeing, mountain biking, group dynamic activities, survival camps, ropes courses and adventure racing. At Lilyfontein School these activities form part of the Life Orientation and life Skill programmes from grade 1 to grade 11. Specialized and qualified staff are used to conduct some of these programmes. Adventure-based activities are rigorous and contain elements of risk which require problem solving, good decision making and sound emotional management. These aspects present both physical and mental challenges to any participant. This study postulates that learners engaged in these adventure type activities are faced with using meta-cognitive strategies to help them through these mental and physical challenges. In doing these activities regularly learners will develop meta-cognitive strategies that will enable them to become better self-regulated learners. A self-regulated learner is able to use meta-cognitive strategies like problem solving, decision making, selfevaluation, self-monitoring, self-reflective thinking or emotional control in life generally. The aim of this research is to conduct an on-going action research study of the adventure-based programmes to determine their worth for the learners at Lilyfontein School and consequently the future of such experiences in a school's curriculum. This forms the primary goal of this research. The secondary goal is to gather valid and reliable evidence required to make an argument for the School's Governing Body (SGB) and Curriculum Development Committee (CDC) to be able to substantiate decisions relating to any such future programmes. This research regards the school context as the activity system which forms a primary case study. In order to extract maximum information from this educational system, embedded case studies will be conducted and monitored. These embedded case studies will be made up of the following groups of people: firstly the learners engaged in a variety of adventure-based experiences, secondly the educators as they observe and perceive the consequences of these experiences, and thirdly the parents as they identifY possible influences of adventure-based experiences on the behaviours, beliefs or habits of their children. In this research study data collecting techniques are used to extract infonnation from the embedded cases. Infonnation is elicited from parents and educators through the use of questionnaires and interviews. For learners, narratives and interviews are used to get a more qualitative sense of their beliefs and feelings on adventure-based experiences. However, in order to capture and document the learners' use of metacognitive strategies as they engage in the rigours of an adventure-based activity a more empirical approach is used. This approach uses in-depth observation, recording and measuring of the learners in action. Video footage is used to record the learners' reactions as they battle with fear, mental-strength, fatigue and decision making to accomplish their goal during an adventure activity. This study claims that an adventure-based experience helps to mediate the learning that will develop selfregulatory strategies in a learner. The limited research in the adventure-based learning field and more significantly the lack of empirical evidence of how meta-cognitive strategies fonn a crucial component of adventure-based activities has meant that the researcher has developed his own recording, measuring and analytical tools to serve this end. He has chosen to use Engestrom's third generation Activity Theory model which provides a useful underlying theory as well as an analytical and interpretive framework for this study. The research was conducted over a period of three years. Findings are considered in relation to the National Curriculum Statement for the GET and FET bands to ensure its relevance in the school context to the National Department of Education's expectations for the Life Orientation curriculum. The empirical findings of this study at Lilyfontein School and their relevance to the curriculum content of the National Curriculum Statement ought to provide convincing data for very important curriculum policy decisions at Lilyfontein School and in the broader educational context.

M.Ed. (Curriculum Studies) / The purpose of this study is to get parents of black pupils in the senior primary phase of state-aided (model C) schools to evaluate the curriculum. After a short period of gradually being opened to pupils ,of all races, schools which has obviously been-government schools became state-aided, or semi-private schools. This meant that school had the liberty to decide on their own admissions policy. Most English medium schools became-so called open schools, that is, they decided to admit pupils of all races. Although the target population for the curriculum had thus changed, there was no adjustment to the curriculum. Teaching carried on as it had always done, with there being no mention of any form of multicultural education; the schools became assimilatory schools. In order to determine the attitude of the parents and to gauge what could be done about this problem, this study was embarked upon. A literature study of the curriculum, multicultural education and parental involvement in their child's schooling, with particular reference to the curriculum, was conducted in order to serve as a theoretical background and to act as a yardstick against which conclusions and recommendations could be made.

M.Ed. (Curriculum Science) / The demands for the renewal of education in South Africa and the poor performance of black learners in the Standerd 10 final examination in Home Economics gave rise to the empirical study on the needs of black learners. These needs were used as a co-determinant for the design of a future subject curriculum. A literature study was conducted on curriculum designs and design models which resulted in a recommended design model. The qualitative research paradigm was used for the empirical study. Data were collected through interviews supplemented by document-analysis. The research focused on the needs of the learners concerning: The relevance of the subject, i.e to what extent the subject is related to the learners' everyday life experiences and interest. The subject content as it could be applied in the daily lives of learners as well as the future world of work. Teaching methods, which include methods that contribute towards maximum learning and which accomodate learners' differences. Evaluation as an integral part of the implementation of the curriculum. Identified learner needs were taken into consideration in compiling guidelines on the different elements of a future curriculum design for Home Economics where both the learners' needs and the requirements of the subject will be accomodated.

Principals were struggling with the interpretation of their roles in the implementation of the NCS in South African schools, parlty due to the huge change and complexity of the NCS. It was found that principals did not understand their roles in the implementation of the NCS, and as a result did not develop staff, were not familiar with the roles of educators as specified by policy and shifted the burden of developing educators to the Department of Education. A qualitative research approach was employed. A reputational case sampling was conducted on three secondary school principals in the KZN Vryheid District. A semi structured interview and a semi-structured questionaire were employed on these three principals to gather data. Theme analysis was used to determine how principals interpreted their roles in the implementation of the NCS. I found that principals did not have enough understanding of their roles in the implementation of the NCS. However, principals complained that the Department of Education was more concerned about expanding access to education than quality of education. They also lamented that teachers had a low self- esteem with the profession. I found that principals required detailed workshops on their roles in the implementation of the NCS, ongoing curriculum leadership training, and required LTSM resources and equipped laboratories.