During the years of apartheid (pre 1994) there were two main streams that one could follow while studying at school viz. academic or technical. The majority of South African learners followed the more traditional academic stream allowing some to enter careers as doctors, lawyers, policemen/woman, school teachers and the like, while the remainder ended up jobless. Those pupils who followed the technical stream were considered by some of the more academically inclined persons, to be the 'duller' type of pupil, who could learn a trade and end up as a blue-collar worker. As the cost of technical education has always been much higher than the purely academic courses, the number of schools offering technical subject courses in South Africa has always been in the minority. The entire scene changed after the banning of apartheid (post 1994) and the introduction of the notion of globalisation. Rapid developments suddenly appeared world-wide especially with the introduction of new technologies, mainly in informatics. Suddenly the world seemed to be a much smaller place as one could e-mail, fax, or use a cell phone anywhere in the world at the touch of a button. In order for South Africa to become part of the new world order, and to think about global markets, certain essential changes had to be made firstly to the local environment. A depressed economy needed rejuvenation. There was a growing awareness that serious change was needed in the way children think and learn at school and to start aligning ideas with international trends. To do this, the Department of Education in Pretoria (DoE), decided to radically transform the education sector by introducing a new system of education known as outcomes-based education (OBE). The new OBE system brought with it mixed reactions from the South African public and from the teachers within the system. Many teachers did not want to accept that education could be done in a different way than they had been used to, in the past twenty to forty years. Younger teachers on the other hand did embrace change but are still trying to get the right balance within the prescribed parameters laid down in national education policy documents. To try and achieve such balance, the minister of education called for an independent review committee to re-work the general education and training phase curricula in order for them to be made more 'user-friendly' as many complaints had been received about the policy documents being overly complicated and unmanageable in the normal classroom situation. This process was concluded in May 2001 and Technology education remained as one of the eight new learning areas within the general education and training phase (GET) of South African schooling. The first draft of the Technology education curriculum was handed out for public comment in October 1997 and was used as the basis for a pilot study at selected schools in 1998. This information was used as the basis for analyzing the design of the Technology curriculum at grade 9 level. Grade 9 was selected as it is the final exit from general education and training (GET) into further education and training (FET), and because it was the starting point for the pilot project in 1998. Valuable data was available at the pilot project school sites to be used in this study. Not all the provinces were able to initiate a pilot project due to a number of reasons but those that did viz. Kwazulu/Natal, Gauteng, and the Western Cape were visited individually to collect data. This study therefore 'unpacks' the Technology curriculum into component parts using an analysis tool developed from a theoretical framework. This unpacking of the parts allows one the opportunity to critically check whether or not certain important aspects of the design were omitted either intentionally or unintentionally by the design team (NTT). Chapter one orientates the reader and sets the scene from where I, as researcher, locate myself and what the prevailing conditions are like at South African schools. The study problem is highlighted as are the obstacles that have tended to have an impact on the final curriculum design. Chapter two provides an overview of the related theory associated with the field of curriculum study. Technology education is discussed as broadly as possible within the framework of the new OBE education system for South African schools. Chapter three discusses the methodologies applied to ensure reliability and validity of the findings. The design analysis tool is presented with an explanation of each of the eight components. Chapter four relates an interesting story about the findings. A description of the educational sites is presented together with descriptions of the educators at the six pilot schools, as well as some background of the national technology design team (NTT). All recorded evidence was gathered during personal visits to the schools and individual meetings with the design team members. Chapter five provides a discussion of the data to analyse the Technology curriculum. In this way the reader is directed to the problem areas that were identified and supported the purpose of this curriculum study. Chapter six firstly answers the three critical questions posed in Chapter one. An alternative model for curriculum design and development is presented. This theoretical model is intended to reduce the weaknesses of the present curriculum design if applied to any similar initiative in the future. This will allow educators greater freedom to do what they do best - to teach from a curriculum policy that they clearly understand and are trained to deliver. In this way South African schools and all learners will be rewarded by being well prepared for a variety of challenging careers in the global world that we live in. / Thesis (Ph.D.)-University of Durban-Westville, 2002.

This study sought to investigate the effects of continuous curriculum policy changes on the professional lives of foundation phase teachers in post-apartheid South Africa. Since the inception of Curriculum 2005 (C2005) in 1994, there have been several policy initiatives aimed at the Foundation Phase. These include: The Revised National Curriculum Statement (2002) , followed by the Foundations for Learning Campaign and the Curriculum Assessment Policy Statement (CAPS) in 2012. This study aims to understand the process and experience of change from a teachers‟ perspective, as teachers‟ participation in education policy formulation has been limited or non-existent. The study sought to answer three critical questions: Why have there been continuous curriculum policy changes in post-apartheid South Africa? What are the implications of continuous curriculum policy changes for foundation phase teachers? What are the effects of these changes on the professional lives of foundation phase teachers? The literature review sought to explore the motivation for continuous curriculum changes and the implications that these changes have for foundation phase teachers. The literature review indicates that policy changes derive largely from two contending imperatives, namely pedagogical enhancement and/or political symbolism. The qualitative data generated for the analysis is underpinned by the interpretive paradigm using data collected through structured interviews. Foundation phase teachers from three primary schools were selected to participate in the study. The questions have also been explored using relevant theoretical explanations that derive from empirical data. This study has been framed within four theoretical frameworks, namely: Foucault‟s (1991) theory of governmentality, Jansen‟s (2002) theory of political symbolism, Carnal‟s (1993) theory of change, and Hargreaves (1994) theory of professionalism and intensification. The analysis reveals that continuous policy changes lead to intensification of teacher workloads and poor uptake and implementation of new/revised policies. As the trajectory of curriculum policy change reveals, teachers who have hardly been able to internalise pre-existing policies are required to engage with new policies. The data reveals that frequent policy changes have resulted in uncertainty and confusion among teachers, and contrary to the policy rhetoric, do not improve the performance of learners, as is evident from South Africa‟s poor performance in international literacy and numeracy tests. Nor does it assist with teacher development. The haste usually associated with the policy process results in the use of the much maligned “cascade” model of teacher development. Policy bureaucrats, who have inadequate understandings of policy, superficially cascade these understandings to teachers through quick-fix workshops. The study contends that the state of policy-flux is counterproductive and can be attributed to the phenomenon of governmentality. This is an attempt by the ruling party (which governs policy development almost exclusively) to be seen to be making substantive changes, but these changes remain at the level of policy rhetoric and policy symbolism. The report concludes with the assertion that for policy to have substantive force, there needs to be more productive policy dialogue among practising teachers and policy makers. It is still possible to infuse a sense of legitimacy in the policy process, if teachers are positioned at the centre of the endeavour rather than at the margins. / Theses (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

The Natal Education Department's "Native" education system which functioned from 1910 to 1953 has often been termed a good example of "liberal" education for Africans. However an investigation into the administrative structure and curricula content of this education order proved that numerous similarities existed between "Native" education, as formulated by the Natal Education Department, and "Bantu" education as established by the Nationalist government as part of its apartheid program. "Native" education in Natal could be considered a forerunner of "Bantu" education. Both systems were designed to achieve similar aims, eg. to maintain the social divisions, aid in the reproduction of semi-skilled labour and bolster the reserve system and migrant labour system. Course content was geared, in both "Native" and "Bantu" education, to promote a specific way of life for the African - a life that was both rural and agrarian in nature. A continuity of both method and aim existed between the two education orders. In effect, despite the different rhetoric and arguments used by the authorities of these two education systems, both implemented systems aimed at maintaining segregation. Emphasis is placed on exposing the true character of "Native" education as well as developing the argument that "Native" and "Bantu" education should be seen as the continuation of a specific education order rather than two distinct and different systems. This study focuses on Natal's 'Native' education and reveals it as a system designed to promote segregation and protect white interests. It too did not have the true interests of African children at heart. / Thesis (M.A.)-University of Natal, 1990.

I am employed by the Department of Education as a Senior Education Specialist, / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

This case study describes the development and trial use of the Hadeda Island Big Book. Developed within a transforming South African curriculum framework, the study recognises that current educational practices are shaped and steered by historical, cultural, political and economic realities. This perspective guides the research design, which considers each of the three participating schools as contextually unique. The Hadeda Island Big Book was developed in response to the 1st Principle of the Revised National Curriculum Statement (RNCS). This calls for all curriculum activities to develop learners' understandings of the relationship between social justice, a healthy environment, human rights and inclusivity. The study probes ways in which learning support materials might respond in line with the vision of the RNCS 1st Principle. Associated challenges, tensions and opportunities are discussed in relation to schools' interactions with the Hadeda Island Big Book. The diverse and creative responses to the book lead this study to foreground generative approaches to curriculum work. Emphasis is thus redirected from hierarchical, stipulative views of curriculum to more dynamic, responsive views of curriculum as a guiding framework. This is regarded as a valuable orientation to the development of future learning support materials. The study comments on the challenge of supporting teachers to develop curriculum activities that reflect a view of 'environment' as socially shaped and multi-dimensional. Tendencies to focus on either the 'ecological' or the 'social' dimensions of environmental issues rather than on the interacting socio-ecological dimensions are recognised as limiting the material's potential to strengthen environmental learning in schools. The study recommends that greater attention be paid to the environmentally-oriented Learning Outcomes and Assessment Standards of all Learning Areas in the RNCS. In so doing, socio-ecological learning processes may be strengthened through curriculum work.

This study aimed to investigate if there are any possible gaps in the offering Vocational Curriculum Report 191, in terms of knowledge, skills and link to the world of work. This study was a case study of three Technical and Vocational Education and Training Colleges that offer Vocational Curriculum Report 191, and it was geographically limited to the province of the Eastern Cape. The five main findings from this study were that firstly, the curriculum offers theory without practice. Secondly, there is a mismatch between what is offered as curriculum at Technical and Vocational Education and Training Colleges and what the labour market wants. Thirdly, lecturers do not have the practical exposure that relates to their fields of study. Fourthly, Vocational Curriculum Report 191 does not promote self-employment of its students and lastly, the curriculum is outdated and does not comply with the criteria of current employment opportunities. The study recommends that the curriculum be reviewed and revised. Technical and Vocational Education and Training colleges need to have in site practice facilities to cater for the practical application of theoretical knowledge of students. Partnerships between Technical and Vocational Education and Training Colleges, the labour market and Sector Education and Training Authorities are strongly recommended in this study.

This study explores the extent to which the ethos and the basic approach to education taken by three Eastern Cape private schools influences the practice of environmental education within these schools. Their environmental education programmes are evaluated in terms of the guiding principles adopted by the international community in the 'Tbilisi Principles of Environmental Education'. An ethnographic approach was adopted for this research and findings are essentially descriptive and qualitative, with special regard to social structures and the attitudes of individuals within these structures.

The new democratic government came to power in 1994 and one of its major missions was to change the system of education inherited from the apartheid regime by laying a foundation for a single national core syllabus to replace the erstwhile multi-tier system, which discriminated among racial groups. Under the apartheid regime, the curriculum was flawed by ‘racially, offensive and outdated content’ and the government embarked on a bold programme to cleanse it of these elements. The democratic government went about this through curriculum reforms. In 1997, it introduced Curriculum 2005 fondly called “C2005”, with the Outcome-based Education (OBE) principles. Despite the initial overwhelming support for C2005, it soon ran into trouble. In 2000, the Minister appointed a committee that reviewed the curriculum and in 2002, the Revised National Curriculum Statement (RNCS) was born. These curriculum reforms have been met with a lot of criticism and the government felt it was not serving its purpose. Some key stakeholders still felt that their non-involvement, non-participation and the lack of proper consultation in the curriculum process were partly responsible for teachers and subject advisers misinterpreting the curriculum and implementing it from their own perspectives. Subsequently, another review was done and the National Curriculum Statement (NCS) was launched in 2002. But the complaints did not cease, probably due to continuing poor performance at the Matric Examination which continues to feature low pass rates for many provinces, especially the Eastern Cape. Against this backdrop, the government streamlined the NCS curriculum yield, and an amended Curriculum and Assessment Policy Statement (CAPS) emerged. The key issue raised by critics is the lack of sufficient involvement of stakeholders in the curriculum review processes. At the same time, government continues to insist that it has been consulting adequately with all relevant stakeholders. There are iii obviously different interpretations of stakeholder involvement and participation and there is urgent need to reconcile whatever differences of opinion and definition exist, in order to gain common understanding, which is the first step in reaching a solution. For instance, how are the stakeholders involved? More importantly, what is meant by “involvement”? Even if there is no disagreement about the meaning of “involvement”, is the stage in the process at which the stakeholders are involved an important element in whether or not the process is an inclusive and participatory one?.

The dawn of democracy in South Africa necessitated some changes in many spheres of government including education. There was a dire need for educational transformation from the apartheid education system, which favoured white South Africans, to an inclusive education system. This transformation was crucial to address and/or redress the neglect and/or exclusion of certain learning areas and methods in the school curriculum, especially in South African rural schools. Furthermore, it was needed in order to provide a uniform education system for all South Africans under one Department of Education. The first South African curriculum restructuring innovation resulted in Curriculum 2000 which was later renamed Curriculum 2005 (C2005). The review of C2005, in an attempt to assess progress in its implementation, revealed enormous challenges. Thus, in an attempt to strengthen C2005 the Revised National Curriculum Statement (RNCS): grades R-9 and the National Curriculum Statement (NCS): grades 10-12 were introduced. These two curricula were followed by the National Curriculum Statement (NCS): grades R-12. There is, however, overwhelming evidence that C2005 and the curricula that followed thereafter faced huge problems in their implementation. The purpose of this study, therefore, was to examine the complementarity between curriculum design and development processes, and curriculum implementation in the South African education arena. This study was located within the pragmatic paradigm and used mixed methods research design. In this study complementarity of curriculum design and development and curriculum implementation refers to the ability of curriculum design and development processes to have comprehensive provisions for curriculum implementation. The investigation of this complementarity was conducted through the exploration of the main research question: What complementarity existed between the process of curriculum design and development, and curriculum implementation in South Africa? Other subsidiary questions were also derived from the above main research question.ii Thirty schools from the population of schools in the Libode Mega-District were randomly sampled from which sixty participants in the study had been selected. All data in the study were obtained from these participants. Questionnaires and in-depth interviews were the instruments used to collect data. In-depth interviews were conducted with fifteen participants after the researcher had collected all questionnaires. Data collected through the use of questionnaires were analysed using descriptive statistics obtained through the use of the Statistical Package for Social Science (SPSS). Data collected through interviews were first coded to form units according to similarities and/or differences among units. Units were thereafter grouped into clusters to form domains in order to discover relationships between these domains. Challenges that faced curricula implementation, as per the findings of this study, included: inadequate teacher training, ineffective methods used in curricula dissemination, lack of infrastructure, lack of adequate support from other stakeholders, lack of teacher involvement in curricula design processes, and lack of teaching and learning material. The present study concluded that there was no complementarity in the curriculum design and development processes and curriculum implementation. This study recommended, among other things, that the DBE should provide effective programmes on teacher training in preparation for curricula implementation, ensure availability of human and material resources and infrastructure and also teacher involvement in the curricula designing processes.

Thesis Submitted in fulfilment of the requirements for the degree Magister Educationis in the Faculty of Education and Social Sciences at the CAPE PENINSULA UNIVERSITY OF TECHNOLOGY 2007 / When C2005 was introduced in South Africa, teacher training had to be restructured, to be in accordance with Outcomes Based Education. In 2002, C2005 was replaced by the Revised National Curriculum Statement as a refinement of C2005. From 2005, the Curriculum is called National Curriculum Statement (NCS). A close study of the NCS revealed the fact that the Learning Area Arts and Culture provides opportunities for rich and varied learning experiences to take place. The concern of this study is how teachers are dealing with this educational potential, especially in the Visual Arts. Pending the outcome of the research, the possibility of aligning the training of student teachers could be considered, to ascertain that the full potential of the learning area Arts and Culture is accomplished. The outcome of the study could also initiate future research into the possibility of supplementary training for the educators already in practise.