The purpose of this study was to identify some of the factors associated with stress among primary school teachers in Soshanguve. The three main objectives were: • To identify factors associated with stress among primary school teachers in the township. • To identify signs and symptoms of stress among primary school teachers in the township. • To compare stress experienced by male and female primary school teachers in the township. Questionnaires were administered to a sample of 63 black teachers in the Soshanguve township, which is located north (but near) Pretoria. Statistical analyses revealed the following factors that were identified as major sources of stress: • Inadequate salaries • Lack of parental support • Lack of promotion • Learner ill-discipline • Too many learners in school. The majority of respondents also indicated that they were experiencing some symptoms of stress and above 80% of the respondents stated that they were experiencing muscular aches, worries, headaches, anger, anxiety, depression, frustration, poor concentration and powerlessness. Also, it was found that gender has nothing to do with any source of stress. The researcher has therefore recommended that the Department of Education should establish help care centers where teachers would be enlightened on some techniques on how to handle stress. / Thesis (M.Ed.)-University of Durban-Westville, 2003.

The purpose of this study is to investigate the use of resources in Outcomes Based Education mainly at three Folweni Primary School at Folweni township. After extensive reading and hardworking, I have discovered more information about the use of resources in Outcomes Based Education. As a result of this study, which focuses on the use of resources in OBE, my experience based on knowledge and skills has been developed. Such experience has been developed in terms of concepts such as OBE, outcomes in OBE, concept resource, learner-centered approach, types of resources, importance of using and problems resources solves in Outcomes Based Education. All these area are covered in this report. Other areas which are also covered are presented as follows: Chapter one covers the statement of the purpose, critical questions, rationale of the study and motivation of the study. Chapter two covers the definition of concepts, types of resources, importance of using resources in OBE and problems resources solve in OBE. Chapter three covers the research methods. Chapter four covers research findings. Chapter five covers data analysis. Chapter six covers conclusions on findings and recommendations. / Thesis (M.Ed.)-University of Durban-Westville, 2002.

Our present day South African education system lies in great turmoil for a variety of reasons. The main reason being that there exists a great shortage of skilled educators required to implement Curriculum 2005 and Outcomes Based Education effectively and efficiently. Thus, it is alternate forms of re-skilling via the use of appropriate resources, namely, distance education, the internet, educational television, newspapers and cluster workshops that could bring adequate "re-skilling" to the thousands of teachers who can positively implement a new, revised and streamlined curriculum by June 2001. This study aims to prove that it is these types of on-going teacher-support and the use of educational technology at various levels that will ultimately lead to improving the teaching and learning processes. This study could assist the various stakeholders in the education field to formulate policies that would assist in providing the necessary resources, support and re-skilling necessary for the thousands of unprepared South African teachers who are presently experiencing difficulties in implementing this new education system. / Thesis (M.Ed.)-University of Durban-Westville, 2001.

This study explored the teaching of agriculture in Kenya's primary schools. It sought in particular to determine how the principles of "modern" agriculture may be taught effectively. / Previous studies on education and agricultural productivity have ignored the mechanisms through which schooling affects the acquisition of agricultural knowledge and skills. This study attempted to bridge this gap. To do so field work was carried out in four schools and their catchment areas in Kiambu and Kwale districts of Kenya. The data stemmed from field notes, tape recorded lesson transcripts, interviews and questionnaires as well as an exhaustive review of prior studies and government documents. / The findings indicate that the schools offer possibilities for effective teaching of the principles of "modern" agriculture. However, whether or not the school will play this role well or poorly depends largely on the improvement in general of the quality of primary schooling. This task involves increasing school resources, modification of the agricultural curriculum, improvement of teacher training, change in teaching methods and assessment policies.

The purpose of this study was to evaluate effects of a transition room between kindergarten and first grade upon later academic achievement. An examination of the peer relationship between transition room students and their classmates constituted an auxiliary purpose. The longitudinal portion of the study investigated achievement test scores of transition room students and their classmates over a six year period. Peer relationships between transition room students and their classmates in grades one through six were studied in autumn, 1973.There were two basic hypotheses: (a) there would be no significant differences in academic achievement between transition room students and their classmates in grades one through six; (b) there would be no significant differences in social standing between transition room students and their classmates in grades one through six.Students had been assigned to the transition room on the bases of Metropolitan Readiness Tests scores and kindergarten teachers' evaluations. The purpose of the transition room was to give children who were predicted to have little chance for success in the first grade an opportunity to develop in an enriched environment for another year prior to advancement. It was postulated that the extra year would enable transition room students to achieve more successfully when compared with their classmates who would be a year younger.The total population of the longitudinal study consisted of 287 pupils in the Ossian school. Sixty-six pupils constituted the composite transition group over the years studied, while the remaining 211 were their non-transition room classmates. One transition room student and twenty-seven of the non-transition room group were retained subsequent to entry into the first grade. This left sixty-five in the transition group and 184 in the group of classmates for comparison of achievement test scores. The total transition room group was two months younger, averaged ten points lower in intelligence quotients and twenty-one points lower on the Metropolitan Readiness Test than did their classmates at the end of kindergarten.For purposes of sociometric rating, a total of 350 students were surveyed--eighty-three in the transition group and 267 classmates.Three instruments were used to collect data pertinent to the hypotheses. The Stanford Achievement Test and the Iowa Test of Basic Skills were used to measure academic achievement. An informal instrument administered by the classroom teacher was used to measure social rating.Statistical procedures employed were an analysis of variance to test significance of differences between mean grade equivalents on achievement tests and a chi-square analysis to assess peer group rating. Results showed a significant difference in achievement in favor of the non-transition room classmates; no significant difference in peer rating in grades one, two, four, five and six, and a significant difference in peer rating in favor of the non-transition room classmates in grade three.It was concluded that the transition room did not enable students to achieve as a group on the same academic level with their younger classmates. However, the transition room reduced the actual number of retentions at subsequent grade levels and enabled students to achieve continuous academic progress as a group at or above grade norms suggested in standardized test manuals without negative effects upon peer group acceptance.

While the struggle for independence in African nations has been complicated by interracial rivalry and tribal wars, Tanzania, with its predominantly African population and substantial minorities of Asians and Europeans, has provided an example of what is possible. Though Tanzania is not a rich country it shows considerable potential for development. The Tanzanians have been receptive to innovations in education, agriculture, and commerce, which have helped improve their standard of living as a nation. Within the primary education curricula attention has been focused on specific changes in teaching methods and techniques, teacher ratings, and curriculum planning. A great deal of research and experimentation has been done in this field, but primarily on the level of higher education which contrasts sharply with the emphasis given to this problem in primary school education. The purpose of this study was to 1) discover and analyze some of the curriculum problems facing primary education in Tanzania, 2) investigate the evolving elements in primary school curricula, K-VII, by comparing the pre-independence educational programs with the present ones, and 3) suggest possible solutions to these problems as derived from current studies and practices in Tanzania. In addition to examining the present evolving curriculum offerings in meeting the needs of today's students, the study also examines administrative and environmental practices related to keeping pace with societal demands.Related literature from 1961 was reviewed to ascertain the basic objectives relative to primary school curricula and Tanzania and to assist the researcher in refining and updating the study. The data were classified in relation to current attitudes toward curriculum offerings and curriculum changes in Tanzanian primary education. Finally, a letter was sent to the Ministry of Education in Tanzania asking for current information on primary education since 1961. The first chapter includes historical background of education, government, people, and economy. Chapter two discusses organization and planning with emphasis on curriculum making and instruction. An evaluation of the trends and problems with emphasis upon the causes of the problems and limitations of the existing primary curricula comprises chapter three. Innovations in the primary school organization are discussed in detail emphasizing ways of bettering primary education. A summary of emerging programs pertinent to Tanzania's educational objectives, significant conclusions, and recommendations for further study are presented in the final chapter. The people of Tanzania have patterned their educational system in a flexible manner after the English system with the objective of developing programs and curricula which will meet the needs of the Tanzanians.Tanzania's educational needs include: 1) technical schools which will provide students with the necessary skills in metalwork, technical drawing, woodworking, and craftsmanship; 2) instruction in typewriting, shorthand, bookkeeping, and other business skills; 3) improved methods in agriculture. The major tasks of education in Tanzania are: to prepare the individual with basic skills which will equip him for special needs in life; to help the citizens realize that it is up to them to remedy the shortcomings of education in Tanzania. Since the most pressing need is to improve methods in agriculture, some crafts, and practical arts, especially among secondary school need. Practical training in agriculture, veterinary science, forestry, and business, and first-hand activities in industrial technology such as pluming, engineering, and teaching would be of great benefit to students in grades four through seven enabling them to more successfully handle life situations. It is hoped that through education of this type the people of Tanzania can relate classroom learning to social and economic problems outside the classroom, thereby improving not only the educational system but also alleviating some of the problems facing Tanzania as a young, developing nation.

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Thesis (M Ed) -- University of South Australia, 1993

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