The education reform of the South African democratically elected government ushered in the further education and training (FET) curriculum policy guided by strategic principles and values. This study identified and analysed the principles and values guiding the FET curriculum policy in relation to the factors leading to their selection and the effect of such choices on the FET curriculum design. A tri-dimensional method of Critical Discourse Analysis as developed by Fairclough (1995) was employed and supplemented with a method of curriculum analysis as developed by Jansen and Reddy (1994) for the analysis of the principles and values. Investigation into the National Curriculum Statement for FET (General) (2003) revealed that the principles and values fall into two categories: Economic based and social-related principles, both aiming to achieve social transformation. This dissertation positions education and training curriculum design within an emancipatory praxis approach as developed by Grundy (1987), and argued that since the gain in learning principles and values is that which leads to the development and refinement of the individual, the social-related principles and values should be taught holistically as a subject. I contend that the ‘discrete’ integration and application of socialrelated principles and values in subject statements will not provide an effective way of assessing the competences of such learning. This is because ‘discrete’ means subtle and subtle is elusive – ungraspable. I therefore argue that if the leaders of tomorrow who are the learners of today are expected to project and defend the principles values that the South African society is built on, it is imperative that these learners learn them holistically. Finally, an individual is assessed by what he /she thinks says, and does and the hands are one of the vehicles that carries out the command of the head, if the hands fail to respond to the ‘will’ of the head, that ‘will’ becomes of no effect. In the light of this argument, I contend that practical work without cognitive knowledge is no knowledge just as cognitive knowledge without practical application is absolutely no knowledge. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Education. Johannesburg, South Africa, 2015 / Curriculum studies (CS) provided an important focus for international scholars: Pinar (1978; 2011) in the United States of America; Barriga (2003) in Mexico; Moreira (2003) in Brazil; Green (2003) in Australia; Chambers (2003) in Canada and Smith and Ewing (2002) in Australia. International perspectives to understand CS include the traditionalist, conceptual-empiricism, reconceptualization and the internationalization perspectives (Pinar 1978; 2011). There has been a movement internationally in favour of internationalization as this promised a regional and global understanding of curriculum issues, while maintaining a focus on local curriculum issues. In South Africa, scholars such as Hoadley (2010), Hugo (2010) and Le Grange (2010) also focused on CS. Hoadley (2010) analysed scholarship in the field of CS in South Africa from 2000-2007 through a study that characterised scholarship in the ‘knowledge’, ‘knower’ and the ‘bureaucratic’ modes. The problem this current study addressed is the dearth of knowledge about the nature of CS scholarship in South Africa in the period 2008-2010. A qualitative case study approach informed a review and analysis of three accredited and peer-reviewed South African journals, which drew on theoretical concepts informed by Pinar (1978; 2011) and Hoadley (2010) to provide insights into the dominant theoretical and methodological attributes of CS scholarship in this context. Focusing on issues related to schooling, this study’s findings revealed that the national field of CS scholarship was rich, diverse, multi-faceted and fragmented in its theoretical and methodological attributes. Diverse disciplines, specialisations and theoretical frameworks meant that the field lacked a clearly defined focus. Implications of this study for cumulative work and methodological rigour in the production of knowledge in CS are highlighted. The strength of this study is that it draws on international and national perspectives to characterise the theoretical and methodological attributes of scholarship in the field of CS in South Africa. Based on this study, scholars are able to gain a better understanding of the nature of the field. Consequently, they may advance the field by developing appropriate theories and methodologies to solve curriculum issues and advance scholarly practices based on historical insights gained from existing scholarship. Keywords: Curriculum studies scholarship; theoretical perspectives in curriculum studies; theoretical attributes of curriculum studies scholarship; methodological attributes of curriculum studies scholarship; post-Apartheid curriculum studies scholarship

A research report submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg in partial fulfillment of the requirements for the degree of Master of Education. June, 1998. / Technical colleges are pivotal in the integration process of education and training systems in South Africa. Technical colleges aim to train ar 1 equip individuals with skills and knowledge that will help them function and contribute adequately to the development of the country. In order to do this, the development and implementation of technical colleges' curriculum becomes critical. This study examines factors that influence changes in the curriculum development and implementation in technical colleges in Gauteng area. Two schools of thought. human capital theorists and social democratic proponent's views are reviewed. The human capital theorists argue that education is an investment that should yield economic benefits.They state that the curriculum should be influenced by economic and social factors. The social democratic proponents. for their part. argue that education has the social responsibility of developing individual potential. They state that the curriculum should be broad in order to cater for the diverse needs of the populace. Both the international and local literature has linked the demands for change in the curriculum to the advanced technological modes of production in the workplace. The local debates, though often a response to the international arguments, address a number of national issues such as equity, access, redistribution and economic growth. The research adopted a qualitative methodology. Data were collected through documents analysis and interviews. Six principals from technical colleges and representatives of three organisations: labour, employer and technical education development cooperation formed the research sample. The data were classified into three major ther u=s:the nature of the curriculum, curriculum development processes and implementation of the curriculum. Through these themes, the interviewees identified problems with the curriculum as outdated. irrelevant, inadequately funded and lacking autonomy. They recommended that in order for technical colleges to contribute adequately to economic and social development. there should be constant revision of the curriculum, staff development, fewer government restrictions, adequate provision of infrastructure and formation of partnerships amongst stakeholders / MT2017

There has always been a division between technical educators and technical students and the "so called" academic educators and academic students. In the apartheid days those who pursued a technical college education were shunned as those who could not cope with the rigors of academia. Technical college education was perceived as less desirable and for slow learners. Fundamental social changes have placed new demands on the Further Education and Training sector ( FET). It has become imperative to move away from the traditional divides between academic and applied learning, theory and practice and knowledge and skills. Through the National Curriculum Framework, South African Education has been given a historic opportunity to strategically shape and transform the current disparate education and training system into an integrated system that addresses the needs of the learners, the economy and the community. The new FET policy structure within which Technical Colleges operate will stimulate and empower learners to acquire knowledge and skills for employability and relevant values to respond to challenges confidently. The new curriculum moves towards a flexible access to further education, lifelong learning, higher education and facilitates the transition from school to work while ensuring that education and training is a quality provision aimed at equipping learners with competencies to find jobs. This study explored the curriculum experiences of haircare and cosmetology students at the Cato Manor Technical college. The study focused on the following critical question:- How do haircare and cosmetology students at Cato Manor Technical College, experience the theoretical and practical component of the curriculum? A case study technique was employed to explore the curriculum experiences of the haircare and cosmetology students at the Cato Manor Technical College. Data was collected by administering questionnaires to all second year and second semester students enrolled at the college during 2001. The findings of the study revealed both positive and negative aspects of student experiences of the curriculum. In the study the student profile revealed that the students enrolled at the college were matriculants and there was a wastage of time and duplication of efforts as the program was a Further Education and Training and not a Higher Education programme. The study of the curriculum issues showed that the students thoroughly enjoyed the programmes and were competent. They indicated, a preference for the practical component of the curriculum, and that the theory component should remain unaltered as it was necessary to have a knowledge of the theory to be applied in the practical component. Also evident was the personal experiences of the students that revealed excellent racial relationship and collegiality that existed amongst staff, students and management. The study revealed job opportunities and self-employment as some of the reasons for pursuing the programme. The negative aspects were the lack of counseling and student support services at the college and duplication and a wastage of time. Also evident was the lack of adequate resources that was impacting negatively on their work. The study concludes with recommendations some of which were:- The College in collaboration with the Department of Education must invest in career guidance and counseling, and student support services. The Haircare and Cosmetology department must devise and implement new strategies to assess the practical component of the programme. The college must invest in provision and up-grading of resources. Provide marketing strategies so that the student population will represent all race groups and not only Indian and African students. Despite the negative contributing factors, this department can maintain its growth pattern by addressing its weaknesses and maintaining its strengths and opportunities that exist. / Thesis (M.Ed.) - University of Durban-Westville, 2001.

With an intention of opening a vantage point on the story of how curriculum is actually created, this study follows the recontextualising of the environmental discourse of the National Curriculum Statement (R-9) in three case sites. These are: Grade seven Department of Education training material developed to introduce educators to the NCS (R-9), Delta Environmental Centre an environmental education non-governmental organisation, a rural primary school situated south of Durban. Using elements of the Bernstein’s (1990) framework of pedagogic discourse, the study traces how the environmental discourse was de-located from the field of production and relocated into the pedagogic practice of each case. In trying to follow the continuity, changes and discontinuities in the official [environmental] discourse as it is recontextualised, the study utilises Bernstein’s conceptual constructs of selective appropriation and ideological transformation. These constructs of selective appropriation and ideological transformation enabled me to ‘look into’ each case and get a perspective of how to explain the recontextualising processes. The study acknowledged that discourses are shaped and steered by historical, political and economic realities and begins by tracing the genesis of the environmental discourse within formal curriculum policy in South Africa. This socio-historical review highlights the main factors and happenings that shaped the present curriculum discourse and its production as official policy discourse. The study highlighted that within each case the recontextualising story is unique but some clear patterns emerged as factors that impacted on recontextualising processes. These were the role of history and context, knowledge and experience of the discourse, ideology and emphasis, and the depth with which the discourse was engaged. The discussion of these factors gave valuable insights into the recontextualising of curriculum discourses. The study comments on the need to clarify the environmental focus in the Learning Areas and to actualise this into practice so that the discourse becomes an integral part of teaching, learning and assessment. The study also highlights the need for professional development opportunities that will enable educators to clarify the nature and focus of the environmental discourse in the NCS (R-9), and its articulation in Learning Area in context. In particular, the environment and social justice relationships appear to require greater clarity of focus and interpretation in recontextualising processes. There also appears to be a need to develop educators’ foundational knowledge of environmental issues to strengthen the recontextualising of this discourse.

The aim of this dissertation is to ‘problematize’ the ‘flexible generalist’ - the form of subjectivity allegedly produced by the basic education system of South Africa. According to the South African Qualifications Authority, ‘flexible generalists’ are individuals who possess the necessary skills, knowledge and flexibility to successfully participate in new working environments, thereby sustaining an adaptable workforce and contributing to the national economy. The dissertation will illustrate that this economic viability comes at the cost of critical and relative autonomous thinking, and is therefore not as ‘beneficent’ as the South African Qualifications Authority suggests. Initially, Louis Althusser’s theory regarding the repressive state apparatus and ideological state apparatuses will be employed in order to indicate how the education institution is underpinned by consumer-capitalist ideology. Subsequently, in order to ensure docility, efficiency and obedience within the workforce, the formal education system subjects the learner to various disciplinary discursive practices. By applying Michel Foucault’s theory regarding disciplinary power, this dissertation will illustrate that, through the regimentation of the subject’s time and space, docility is, for the most part, ensured. However, the flexible generalist is not solely produced through disciplinary power, but also through Foucault’s conception of bio-power, which is disseminated through the deployment of sexuality. Disciplinary power and bio-power are both appropriations of pastoral power, since the learner is led to believe that the well-being and care of the ‘self’ is always in the hands of another: specialists in numerous fields who ‘guide’ the individual regarding the ‘correct’ and ‘normal’ conduct in relation to the self and society, thereby stripping the subject of critical and relative autonomous thinking. The dissertation will conclude by suggesting a possible offset to the discursive practices that produce the flexible generalist in the form of ‘philosophy as a way of life’, or philosophia – the love of wisdom. Unlike the current educational discursive practices in South Africa that are underpinned by an ‘ethos of skills’ (resulting in mere economic empowerment), philosophia is based on an ‘ethos of wisdom’ - a comprehension of oneself, others and existence, based on the mastery of the self, and resulting in the ability to apply perceptions, judgements and actions on a contextual basis.

Music education is an essential aspect of education. The South African school curriculum for the Creative Arts combines dance, drama, music and the visual arts. The curriculum uses a combination of the theories of Carl Orff, Emile Jaques-Dalcroze and Zoltán Kodály. Each of these music theorists and educationists have their own distinctive approach to teaching music. This study explores the theories of music education of Carl Orff, Emile Jaques-Dalcroze and Zoltán Kodály. These theories are applied in a critical analysis of both the South African curriculum and the curriculum of New South Wales. The researcher developed music activities to address the shortcomings of both the South African curriculum and the music texts.

Thesis (MMus) -- Stellenbosch University, 2002. / ENGLISH ABSTRACT: In 1999, two certificate courses were introduced at the Department of Music of the University of Stellenbosch, namely the BMus Foundation Programme (preparatory) and the Introductory Programme in Music. The BMus Foundation Programme aims to reach students who intend doing the BMus Programme but do not meet the required standard for the BMus Programme at the time of enrolment. On the successful completion of the BMus Foundation Programme, these students can then be promoted to the BMus Programme. The Introductory Programme in Music concentrates on students who have had little or no prior formal theoretical or practical training in music. These students aim to obtain, an understanding of the fundamentals off'music within the minimum period of one academic year. The Introductory Programme in Music is dual-functional: Students can terminate their studies on completion of the course or 11 Students who wish to continue their studies in music can enrol for the BMus Foundation Programme on completion of the Introductory Programme in Music. The Introductory Programme in Music. consists of the following modules: Music Skills 171, Choir Singing 179 and Practical Music Studies: Preparatory 17l. The Practical Music Studies: Preparatory 171 module concentrates on teaching students the basic practical skills required to play an instrument. The student decides which instrument he/she wants to study. This thesis focuses on piano and electronic keyboard instruction for Practical Music Studies: Preparatory 171. The course will be referred to as Practical Piano Study 171 throughout the thesis. At the completion of the Introductory Programme in Music, students need to have reached a Grade 3-4 (UNISA) level for Practical Piano Study 171. In this thesis, the present syllabus implemented for Practical Piano Study 171, is critically investigated. This investigation includes the following: the forms of tuition offered, that is, group and individual tuition, the curriculum material that is used and the curriculum itself Furthermore, the psychological, physiological and mental make-up of the student enrolling for this course in general will be discussed. In this instance, the umbrella term "adult" is used. Attention is also given to teaching aids that can assist in piano and electronic keyboard instruction. A demonstration video is included with the thesis in order to illustrate its potential as a teaching aid. Suggestions based on the conclusions drawn from this research are given for the improvement of Practical Piano Study 171. / AFRIKAANSE OPSOMMING: Die Departement Musiek van die Universiteit van Stellenbosch het gedurende 1999 twee sertifikaat kursusse ingewy, naamlik die BMus Basisprogram (Voorbereidend) asook die Inleidende Program in Musiek. Die BMus Basisprogram beoog om uit te reik na studente wat die BMus Program wil volg, maar wat nie tydens inskrywing aan die vereiste standaard van die BMus Program voldoen nie. Na die suksesvolle voltooiing van die BMus Basisprogram, kan hierdie studente tot die BMus Program bevorder word. Die Inleidende Program in Musiek konsentreer op studente wat min of geen teoretiese of praktiese opleiding in musiek ontvang het nie. Hierdie studente se doelwit is om 'n begrip van die grondbeginsels van musiek binne die minimale tydperk van een akademiese jaar te bekom. Die Inleidende Program in Musiek het 'n tweeledige funksie: Die student kan die kursus teen die einde van die akademiese jaar voltooi of 11 Studente wat na voltooiing van die Inleidende Program in Musiek graag met hul studies in musiek wil voortgaan, kan vir die BMus Basisprogram inskryf Die Inleidende Program III Musiek bestaan uit die volgende modules: Musiekvaardighede 171, Koorsang 179 en Praktiese Musiekstudie: Voorbereidend 171. Laasgenoemde kursus konsentreer daarop om studente die basisse praktiese vaardighede wat vir die bespeling van 'n musiekinstrument vereis word, aan te leer. Die student besluit watter instrument hy/sy wil bestudeer. Hierdie tesis fokus op klavier- en elektroniese klawerbordonderrig vir Praktiese Musiekstudie: Voorbereidend 171. In hierdie tesis sal deurgaans daarna verwys word as Praktiese Klavierstudie 171. Teen voltooiing van die Inleidende Program in Musiek behoort studente reeds 'n Graad 3 - 4 (UNISA) vlak in Praktiese Klavierstudie 171 te bereik het. Die huidige leerplan wat vir Praktiese Klavierstudie 171 geïmplimenteer is, word in hierdie tesis krities ondersoek. Dié ondersoek die volgende: die wyses waarop onderrig aangebied word, dit wil sê, groep- en individuele onderrig, die kurrikulêre inhoud wat gebruik word, sowel as die kurrikulum. Verder word die algemene psigiese, fisiese en verstandelike aspekte van die student wat vir hierdie kursus inskryf, bespreek. In hierdie instansie word die alomvattende term ''volwassene'' gebruik. Aandag word ook geskenk aan die onderrighulpmiddels wat tot klavier- en elektroniese klawerbord-onderrig kan bydra. 'n Demonstrasievideo word by hierdie tesis ingesluit om die potensiaal daarvan as 'n hulpmiddel te illustreer. Wenke ter bevordering van die Praktiese Klavierstudie 171 kursus wat op die gevolgtrekkinge van hierdie ondersoek gebaseer is, word ter afronding aan die hand gedoen.

This thesis investigates the curriculum discourses of academics within a University of Technology, exploring their responses to curriculum challenges and considering the degree to which national and institutional shifts contest existing curriculum discourses. Curriculum discourses are identified and discussed against the national and institutional environment and are found, to some degree, to reflect the entrenched assumptions of teaching and learning that were dominant during the apartheid era. Existing curriculum discourses also reveal the influence of curriculum practices adopted within the highly bureaucratic technikon system out of which the institution has evolved. This critical inquiry rests on the assumption that with more insight into socio-cultural values and assumptions, understandings of knowledge, teaching and learning, and existing power relations within individuals’ working context, the possibility of transforming curriculum will be increased. Selecting a small sample of twelve participants from the Durban University of Technology, I conducted in-depth, open-ended interviews intended to explore these academics’ curriculum discourses. Adopting discourse analysis as my primary method of data analysis enabled me to explore the discourses which academics use to construct the notion of curriculum and their own roles in regards to the curriculum. Further to this, I used my own experience of the institutional context and the literature on the national and international contexts of higher education to inform the study and add to the richness of the data. Issues of professional, disciplinary and institutional knowledge and culture are acknowledged to play a central role in participants’ curriculum discourses. These socio-cultural factors are found to affect academic identity construction and change, assumptions about knowledge production and dissemination and notions of teaching and learning. These insights are then overlaid onto a consideration of the extent to which academics have the agency to transform their curricula to align with current higher education policy and the societal and economic transformation agenda. Competing curriculum discourses evident in post-apartheid policy, enormous institutional changes resulting from mandated institutional mergers, changed institutional management team profiles, significantly different student profiles and increased student numbers have all to a large degree overshadowed issues of teaching and learning and led to confusion, disillusionment and uncertainty among the academics participating in this study. There is evidence of a weakening institution-identity with academics feeling uncertain about their roles and responsibilities within the institution, feeling under-valued by the institutional leaders and over-burdened in their workloads with limited support and resources. On the other hand there is a strong identification with workgroups which include both professional and departmental groups that share sets of assumptions and established practices that provide academics with the stability, familiarity, security and affirmation that they need. The issue of individual agency as reflected in the findings, demonstrates that there was a continuum of participant agency that tentatively points to a correlation between the level of agency and the amount of stability and value gained from allegiance to and participation in workgroups. Despite the increasing pressure upon academics to interrogate their own systems and disciplinary structures that chiefly focus on a traditional mode of specialised knowledge production, there is limited evidence of significantly changed understanding of curriculum practices. Furthermore there is little to suggest that these academics’ curriculum practices have been impacted by international trends towards globalisation, marketisation and shifts in modes of knowledge production. Traditional views of knowledge construction and low skills training discourses were strongly evident in the data. With the challenges presented not only by the need for economic and social transformation within South Africa, but also by the need to respond to fast-paced technological and knowledge advancements, exceptional leadership and improved capacity are required to enable rather than inhibit curriculum transformation. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2010.

Thesis (Ph.D.)-University of KwaZulu-Natal, 2007. / This study explores the coming into being of a new Learning Area called Arts and Culture in the school curriculum in South Africa since 1997. The critical questions ask why Arts and Culture was deemed necessary in the new curriculum (Curriculum 2005); what factors influenced its design and did the Review process of 2000/1 effect significant changes to the Arts and Culture curriculum? The study draws its methodology from narratology, heuristic theory, discourse analysis and literary criticism in various ways. It uses narratology as the basis for analysis and as a representational device. As I was part of the policy development, the study commences with a personal narrative that sets the scene for the research. The primary data derive from interviews with policy makers, arts curriculum developers and arts practitioners and detailed analyses of relevant arts education policies. The first level of analysis entailed a narrative analysis of the interviews, focussing on the point of view and voice of the speaker. Documents were similarly analysed using a narratological lens developed for this study. The second level of analysis brought together the two sets of data and their individual stories to produce two differently focalized stories about the Arts and Culture curriculum: a curriculum of the Heart and a curriculum of the Head, both in the service of social transformation in South Africa. A third story, representing an unseen character - resistance arts, was introduced as pivotal in the Arts and Culture story. The third level of analysis dealt with abstractions from the group stories, arguing that nation building and identity formation and the potentially transformative role of the arts were central to this Arts and Culture curriculum. Discontinuities in the socio-political context and the curriculum discourse between 1997 and 2001 resulted in shifts in focalization of the curricula and may do so in the future. Current discourse allows for the creolisation of the arts and a re-imagined cultural identity.