The purpose of this study was to establish how foundation phase educators in the North West Province facilitate learning in Outcomes-Based Education (OBE) classrooms. In essence the study looked into the manner and extent to which the educators implement OBE as envisaged in South Africa. The nature of the research question led to the study following a qualitative research paradigm. Observation and interviews were used to collect data in an explanatory approach. The classroom observations were done by means of a schedule produced through literature review. The interviews were conducted in a one-to-one basis following each classroom observation, and were used to clarify any matters picked up from the observations. Two standard questions, what role do parents play in teaching and learning in your classroom? plus what do you use assessment for? were asked in every interview. In addition, any other question was asked flowing from the responses as well as matters and/or actions/behaviour picked up from the observation. The study culminated on recommendation for In-service Education and Training (INSET) programme framework. The findings of this study revealed that the educators, who participated, . although labelled the best in their cohort, were far from performing as expected. It was clear that although they tried their best to implement as directed, they need thorough training to do it right. Most of these educators have some insight of the theory of OBE but lack the skill to implement in their classrooms. For instance, although all of them indicated that assessment is an integral part of teaching in OBE, in practice it was not. These findings may be summarised by saying that the educators who participated 1 need to be retrained to implement OBE. Also, if the subject advisors who chose the participants were right in labelling them best within their cohort, then the challenge is even bigger for OBE to succeed. As such, the INSET programme framework suggested in this study, would contribute a great deal towards retraining. / Thesis (PhD) North-West University, Mafikeng Campus, 2003

During the early twenties of this century the necessity for the standardization of management activities and related affairs such as the desirability, reliability and validity of merit-assessments in businesses and industries in the U.S.A. reached a peak. The educational system participated in this movement end began extensive research on the evaluation of teachers. Especially the interest of the teachers' training institutes was aroused. These institutions pursued the viewpoint that more clarity should be obtained regarding the identification and evaluation of desirable education performance, and that this should furthermore be utilised as guidelines for the creation of educational objectives. The result wes a substantial shift in emphasis in the professional training of teachers from quantity to quality. The determination to raise the quality of education probably contributed largely to the sharp focus on a clearly specified goal determination and on a specific target formulation. From this a competency-based educational training originated. The approach of competency-baaed educational training requires that the training task should be based on pre-identified abilities which have to be acquired with a view to effective education. The purpose of this research is to make a penetrating analysis of competency-based education in the field of the Industrial Arts and the Technical teachers. The phenomenal development and advance in the technological sphere once again subjected the training of the Industrial Arts and Technical teachers to closer scrutiny. It has become imperative for the training of teachers in the technical domains to keep pace with progress in the technological world. By means of a proper task analysis of the competency- based training of Industrial Arts teachers, certain deficiencies and problem areas can be identified and solved. Subservient to the cause of competency-based teacher education responsible research has led the way through an intensive study of available literature, covering every aspect. After the literature study an empirical investigation was undertaken, involving 162 respondents (Industrial Arts teachers). During analysis of the collected data, many important deficiencies and problems regarding education as well as the practice of Industrial Arts teachers were identified. One of the most important conclusions was that only a few Industrial Arts teachers took their degree, The most important reason for this results from the lack of a degree course. It is also noteworthy to take cognisance of the fact that most of the respondents regarded the opportunity for promotion in this field as totally inadequate. Other important conclusions are the lack of funds, insufficient facilities, limited opportunities for advanced studies in the specific fields, the ineffective teaching of educational principles, so necessary for the successful presentation of the subject. Based on these conclusions a competency-based training model for Industrial Arts end Technical teachers was designed in the hope that its implementation may lead to the solving of problems and the elimination of deficiencies. Lastly a few recommendations were made with regard to the teaching of the Industrial Arts end Technical subjects, at secondary school level as well as the training of teachers and further research which could be undertaken in future. / Proefskrif (DEd)--PU vir CHO, 1983

This study attempted to ascertain whether the under-representation of black, disadvantaged learners with cerebral palsy in biology and related careers is linked in any way to the method and content of teaching and learning in special education. In addition this study also attempted to identify and uncover the barriers that prevent learners with cerebral palsy from pursuing careers in science and technology related professions.

Thesis (D. Min.)--Western Conservative Baptist Seminary, 1988. / Abstract. Bibliography: leaves 130-133.

Thesis (D. Min.)--Western Conservative Baptist Seminary, 1988. / Abstract. Bibliography: leaves 130-133.

This collection of research projects tells a story of the time I have spent with members of the Albany Working for Water team; including preparations made, lessons learned and insights gained. My first project was to analyse the methodology of a research paper. I chose the paper by Arjen Wals because I intended, like him, to examine people's perceptions of environmental issues. From this paper I gained ideas for a qualitative research process and learnt the importance of theoretical and methodological consistency. My next project was to present a report on my research into the perceptions of workrelated environmental issues among the Albany Working for Water workers. From this research I gained insight into the knowledge of the workers and also some of the misconceptions that they have about social and ecological issues. I made educational recommendations based on these insights. This experience inspired me to initiate a play with a group of the workers about alien plant eradication. The process of developing this play formed the basis for a research paper that I have submitted as another research project. Concurrent with the development of the play, I conducted a fourth research project that was a situational analysis of the Albany Workingfor Water Project. I hoped that this analysis would provide useful insight into the context of the above two projects. Overall, I hope the story reflects how I have grown through the learning experiences I shared with the Albany Working for Water team. I would like to extend to my thanks to all those who assisted and shared my journey with me.

Growing awareness of the environmental risks associated with modernity has contributed to an increasing demand for information about the environment. Conservation and other environmental organisations receive many such requests for information. The research reported here was motivated first, by the view that these requests presented an opportunity for environmental education, and second, by a concern that this potential was not being realised. The research question was thus "How can environmental education be supported by optimally responding to requests for environmental information?" It is argued that social change is the raison d' etre of environmental education as a response to environmental risks. Further, it is proposed that this might be best achieved through an approach described here as socially critical environmental education. The study comprised an historical review of the Enviro Facts Project, a recent attempt to meet the need for environmental information; a questionnaire survey; interviews; and workshops. Results were collected from 115 questionnaire responses; 23 telephone interviews and nine face-to-face interviews; and six workshops. The research design was participative. It aimed to answer the research question through co-developing practical solutions with participants. Further, it endeavoured to be of practical relevance to those participants. Conclusions are drawn as to how the research question might be answered. Recommendations are made as follows. Responses to environmental information requests might best support socially critical environmental education through an approach characterised by: * a recognition of the importance of responding optimally to environmental information requests, as well as a recognition of existing structures and resource materials with which to respond; * the mobilisation of those structures and resource materials through, for example, the effective marketing and distribution of resource materials; informed and focused networking to make existing resources and capacities more accessible; and the effective use of libraries to provide environmental information; * the enhancement of the capacities of local sources of environmental information. The findings of this study could usefully inform both resource development in environmental education, and those who in their line of work respond to requests for environmental information.

This report is the culmination of a six year process during which emerged the need to establish a meeting or indaba place for the collaborative 'People and Parks' partnership of the KwaZulu-Natal Nature Conservation Service (NCS) in Hluhluwe-Umfolozi Park (HUP) and stake-holder communities adjacent to the Park. Comprising two parts which compliment each other, the report has been developed to inform, guide and advise the NCS in the planning and development of an education centre in Hluhluwe-Umfolozi Park. Part I documents the processes of engagement and interaction between the NCS in HUP and neighbouring communities during this period, which led to the need for an education centre, whilst placing and contextualizing the process within historical, socio-political and organisational processes. This is taken further with a description of the research process and an analytical narrative of four key programmes. Part I concludes with a summary of the outcomes of the planning process which shows how through local community input and partiCipation, and through networking with other EE practitioners, a conceptual development plan for the Mambeni Education Centre emerged. The second part of this report (Part 2) is the conceptual development plan which has emerged out of the processes described in Part 1. This plan constitutes practical guidelines for the NCS on how to develop and manage the Mambeni Education Centre. More specifically the plan provides ideas about: what type of centre it should be and where it should be located; who the stake-holders are, their educational neees and ideas for possible programmes; the physical and logistical requirements; managemynt and staffing structures and a detailed business plan. The report intends to draw the reader into understanding the complex social and environmental issues that the collaborative partnership of 'People and Parks' are engaging with, so that the Mambeni Environmental Education Centre can playa [more] meaningful and responsive role in contributing to processes of social transformation. In sharing this environmental education re(search) story which represents a unique approach to centre development, it is hoped that the notion of environmental education centres might be viewed by environmental educators through a different set of lenses. Through having the participants' views represented, I wish the report to reflect the richness of the research process.

The dissertation is concerned with Christian religious education as a school subject in Gazankulu. As such, the research aims at establishing the nature, as well as the problems experienced in Gazankulu secondary schools concerning this subject. The founding of Swiss Mission stations among the Tsonga/ Shangaan people since 1873, went hand in hand with the founding and maintenance of schools for almost 82 years - a period in which Religious Education was overemphasised. Certain aspects of the Welsh Commission Report of 1935-1936 as well as of the Eiselen Commission Report of 1949-1951 revealing the position of Religious Education, and the subsequent introduction of the so-called Bantu Education with its negative effects on Religious Education, are examined. Problems experienced in Gazankulu secondary schools have, therefore, been exposed and their influence on pupils have been assessed. A few practical solutions in the form of recommendations concludes this study / Educational Studies / M. Ed. (History of Education)

Much research on the educators' perceptions of and attitudes towards inclusive education has been conducted both in South Africa and abroad. What is absent in this literature is an acknowledgement of the socially constructed nature of teachers' responses to inclusive education and its recipients. In this study, the talk of educators involved in piloting inclusive education is compared to that of educators who are not involved, in order to determine the discourses from which educators draw in their construction of inclusive education. It is a comparative study premised on the social constructionist perspective in which discourse analysis was employed. The sample was drawn from schools piloting inclusive education in the East London District of the Eastern Cape Province in South Africa and was compared with schools not involved in the pilot, but in the same area. Semi- structured interviews were conducted with eight educators spread across two piloting and two non piloting schools. The analysis revealed significant similarities and quite minimal differences in the manner in which educators across the two settings construct their experiences of inclusive education. Even though the educators draw on the rights driven anti-discriminatory discourse, they still embrace the special needs/medical/expertise and charity discourses. These discourses construct disability around notions of disputed degrees of impairment, feared status and perceptions of disability as a personal issue rather than a public responsibility, and they undermine the status of people with a disability while supporting notions of dependency. In this article, I will argue that the historical legacy within which these discourses were originally constructed, will essentially continue unless there is a change in how diversity is viewed.