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The senior education manager's legal right to professional developmentNdlala, Mangena William 02 November 2005 (has links)
Please read the abstract in the section 00front of this document / Thesis (PhD (Education Management))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted
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Evaluation of the National Diploma in Adult Basic Education and Training with regard to the demands of the ABET world of workManona, Barbara Nomanesi January 2005 (has links)
Thesis (MTech (Education))--Cape Peninsula University of Technology, 2005 / The focus of this research is the evaluation of the National Diploma in Adult
Basic Education and Training (ABET) for the purpose of suggesting
improvements that could enable ABET diplomates to meet the demands of their
challenging ABET world of work. The research study is based on the reflections
of employed ABET diplomates and their employers on the relevance and
usefulness of the ABET qualification in the workplace.
The research is set against the general literature on the linkages between higher
education and workplaces in general and the need for the development of work
integrated curricula and high workplace competence levels in particular. The
research also draws on literature that relate to the National Qualifications
Framework (NQF) in the current South African education system and the role
that could be played by learnerships and service-learning in the development of
ABET practitioners. Reference is also made to the literature on employability of
graduates, the contextual nature of the ABET world of work, work-based
learning, and pedagogy or andragogy that is needed to support workplace
practices.
Qualitative evaluation approaches and narrative data production methods in the
context of teaching and learning were used. The lecturers, ABET diplomates and
their employers were interviewed in order to find out how the National Diploma in
ABET prepared the diplomates to be effective and efficient in their ABET world of
work. Curriculum documents for the National Diploma in ABET were also
consulted.
The research findings indicated that employed ABET diplomates find it difficult to
meet all the demands of the workplace in general and to demonstrate an
understanding of unit standards and outcomes when preparing lessons and
planning learner activities in particular.
The study therefore calls for higher education institution to find alternative ways
of offering the National Diploma in ABET by establishing partnerships with
workplaces and work closely with potential employers of ABET diplomates. Such
collaborative efforts could result in the development of work-integrated curricula
which could enable ABET diplomates to spend more time in the workplace than
in the classroom. The study recommends that higher education institutions
should be involved in ABET Practitioner learnerships that provide work-based
learning and in service-learning which provides community service experience in
order to provide learners with an opportunity to connect theory with practice and
ideology with actuality.
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Investigating the relevance of the diploma in educare with regard to meeting the needs of the workplaceJamodien, Mastura January 2002 (has links)
Thesis (MTech (Education))--Peninsula Technikon, Cape Town, 2002 / Within the broad theoretical context provided by debates on the importance of
focussing on programme teaching towards workplace-orientated goals and greater cooperation
between the world ofwork and the higher education sector in order to
develop work integrated curricula, this study attempted to investigate the relevance of
the diploma in educare with regard to meeting the needs ofeducare centres.
The study as a whole is set against the general literature on the development of the
transdisciplinary curriculum that integrates the world of work with academic
programmes and the development oftransdisciplinary curriculum in educare in
particular. The literature that was surveyed covered the following aspects: The needs
ofthe educare practitioner in the workplace, important aspects that need to be present
in the Early Childhood curriculum in order for the child to learn effectively and how
could the higher education sector and the workplace, work together to develop a
balanced curriculum that is offered to the educare practitioners at the institutions.
Along with this investigation quantitative as well as qualitative data were collected
about the curriculum that is offered to potential educare practitioners by means of
questionnaires, interviews and focus group interviews.
The conclusion drawn from the findings of the literature survey and the investigation
is that the integration of theory and practice in the teaching and learning processes
should be encouraged if the development and professional growth of students are to
be achieved, and more interaction should take place between the higher education
sector and the workplace in order to increase the performance levels of students and
their employability in the workplace.
The present study therefore, is an attempt to encourage the integration oftheory and
practice and collaborative efforts between higher education institutions and the
worklllace in curriculum development and is in line with the new South African
curriculum that places emphasis on the relevance of education to the needs ofthe
workplace and to the lives of South Africans.
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Teacher training as prerequisite for quality early childhood development programmes in South AfricaGovindasamy, Sharon 01 1900 (has links)
The Reception Year (Grade R) classroom is the educational setting for lifelong learning to take place. The Reception Year teacher is primarily involved in equipping the young child with care and education.
Quality education calls for trained teachers with diverse, intense training; teachers who would use their knowledge, skills and attitudes to lead the child to ultimately reach his/her full potential in the classroom setting through the curriculum.
This study investigates what constitutes and influences quality teaching in the Reception Year classroom. The investigation includes a literature review and empirical research using quantitative research approaches and expands on the role of the Reception Year teacher with regards to the child in totality, Grade R curriculum and outcomes-based education.
Findings show that teachers with specialised qualifications in early childhood education bring to the Grade R classroom relevant skills, knowledge and attitudes that affect the young child’s developmental needs. / Teacher Education / M.Ed. (Didactics)
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Teacher development for religious and cultural diversity in citizenship education : a community of practice approachFerguson, Rene 03 1900 (has links)
Thesis (PhD)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: This research focuses on teacher-learning for religious and cultural diversity. The background to the
study is associated with curriculum reforms in South Africa since democratization in 1994 and the
growing interest globally in the integration of Citizenship education and Religion education. In South
Africa, the new national curricula after 1994 introduced Life Orientation as a learning area / subject
which includes Citizenship education with Religion education as key focus areas. The outcomes
associated with these focus areas require school-based learners to demonstrate knowledge of
diversity, co-operative and communicative forms of democracy and commitment to the values
espoused in The Constitution. The question that arises in relation to the professional development of
teachers in this regard, concerns whether teachers have the professional knowledge base to ensure
that their learners acquire the knowledge and skills to enable them to participate as competent
citizens in a pluralist democracy. Consequently the large-scale transmissionist approaches to teacher
development that have dominated INSET programmes have been critiqued in this study for being
inadequate for learning the complexities associated with diversity, citizenship and democracy. This
study has hence advocated for teacher-learning through participation in communities of practice
which arguably provide appropriate learning conditions in which dialogue and critical reflection
characterise the interaction between teachers. On the grounds that South Africa’s social-political
history enforced the segregation of racial groups and privileged Christianity above other religions or
beliefs, a further argument is related to how this history has influenced teachers’ frames of reference
and whether teachers’ frames of reference continue to influence how Citizenship education is
approached in the classroom. Hence, the theoretical framework for this study has been formulated to
address the issue of teacher-learning for Citizenship education and Religion education (Citizenship
education/Religion education) and the extent to which the frames of reference of teachers influence
their approaches to democracy, values, citizenship and diversity. To this end two learning theory
perspectives have been explored, viz. Mezirow’s transformative learning theory (1991, 2000) and
communities of practice, as conceptualised by Wenger (1998, 2006b). The efficacy of the
communities of practice concept for teacher-learning for diversity was investigated against a
transformative learning theory background, using a mixed methods approach. A cross-sectional
survey was conducted amongst 60 secondary schools in the Gauteng province, followed by a phase
of participatory action research (PAR) with three teachers over a period of approximately eight
months. The survey questionnaire was designed to determine the perspectives of a sample of Life
Orientation teachers towards learning and teaching religious and cultural diversity in Life Orientation.
The findings were used to inform the action research process which in turn drew attention to the
significance of the community of practice concept for assisting teachers to generate content
knowledge for Citizenship education/Religion education from an inclusive and constructivist
perspective. The findings of the survey questionnaire indicated that the majority of the teachers in the
sample were not opposed to including religious diversity in their Life Orientation classes despite not
having backgrounds in Religious Studies or meaningful in-service training. The PAR findings indicate
the value of engagement by teachers in a community of practice for creating and acquiring
appropriate content knowledge and for critical reflection on the meaning and application of democratic
and personal values for Citizenship education/Religion education. / AFRIKAANSE OPSOMMING: Hierdie navorsingsprojek fokus op onderwyser-leer ter bevordering van religieuse en kulturele
diversiteit. Die agtergrond van hierdie studie is enersyds kurrikulumhervorming in Suid-Afrika sedert
demokratisering in 1994 en andersyds die groeiende, wêreldwye belangstelling in die integrasie van
Burgerskapopvoeding (Citizenship Education) en Religieuse-onderrig (Religion Education).
Lewensoriëntering as ‘n leerarea/vak wat Burgerskapopvoeding en Religieuse-onderrig as primêre
fokus insluit, is na 1994 as deel van die nuwe nasionale kurrikulum in Suid-Afrika bekendgestel. Die
leeruitkomste van hierdie fokus vereis dat leerders kennis moet demonstreer rakende: diversiteit,
samewerkende- en kommunikatiewe vorms van demokrasie en die verbintenis tot die waardes soos in
die Grondwet vervat. Die vraag word gestel of die professionele ontwikkeling van onderwysers die
nodige professionele kennisbasis bied wat kan verseker dat leerders wel kennis en vaardighede
verwerf wat hulle in staat sal stel om bevoegde burgers te wees om aan ‘n pluralistiese demokrasie
deel te neem. In hierdie studie word die transmissionistiese benaderings (transmissionist approaches)
wat die indiensonderwysersopleiding (INSET) gedomineer het, krities ondersoek en bevraagteken ook
hierdie benadering vir die onderrig-leer van kompleksiteite soos diversiteit, burgerskap en demokrasie.
In hierdie studie word onderwyser-leer by wyse van deelname aan “gemeenskappe van praktyk”
(communities of practice) onderskryf hoofsaaklik weens die moontlikhede wat hierdie benadering bied
om gepaste leeromstandighede te skep waar onderwysers se interaksie deur dialoog en kritiese
refleksie en terugskouing gekenmerk word. In die lig van Suid-Afrika se sosio-politiese geskiedenis
waartydens die segregasie van rassegroepe afgedwing is en Christendom bo ander religieë of
geloofsoortuigings bevoorreg was, word kritiese argumente gevoer rondom die invloed van hierdie
geskiedenis op onderwysers se verwysingsraamwerke en hoe hierdie betrokke verwysingsraamwerke
onderwysers se benadering tot Burgerskapopvoeding beïnvloed het. In die teoretiese raamwerk van
hierdie studie word die grondliggende kwessies en diskoerse van onderwyser-leer vir
Burgerskapopvoeding en Religieuse-onderrig (Burgerskapopvoeding/ Religieuse-onderrig) ondersoek
asook die mate waarop die verwysingsraamwerke van onderwysers hulle onderrigbenaderinge tot
demokrasie, waardes, burgerskap en diversiteit beïnvloed het. Die twee leerteorieë en perspektiewe
van Mezirow se Transformatiewe Leerteorie (1991, 2000) en “gemeenskappe van praktyk”, soos deur
Wenger (1998, 2006b) gekonseptualiseer is, word as vertrekpunte geneem. Die effektiwiteit van die
konsep “gemeenskappe van praktyk” vir onderwys-leer in belang van diversiteit, word ondersoek teen
die agtergrond van ‘n transformatiewe leerteorie deur gebruik te maak van ‘n gemengde-metodesbenadering
(mixed methods approach). ‘n Deursnee-opname is aan 60 sekondêre skole in die
Gauteng provinsie gedoen, gevolg deur ‘n fase van Deelnemende-Aksienavorsing met drie
onderwysers oor ‘n tydperk van ongeveer agt maande. Die vraelys vir die opname is sodanig ontwerp
dat ‘n steekproef Lewensoriënteringonderwysers se perspektiewe van onderrig-leer van religieuse en
kulturele diversiteit in Lewensoriëntering bepaal kon word. Hierdie bevindinge is vir die
aksienavorsingsfase gebruik wat die aandag gefokus het op die belangrikheid van “gemeenskappe
van praktyk” as ‘n konsep wat onderwysers kan help om inhoudskennis vir
Burgerskapopvoeding/Religieuse-onderrig vanuit ‘n inklusiewe en konstruktiewe benadering te
genereer. Die bevindinge van die vraelysopname toon dat die meerderheid van die onderwysers, wat
deel was van die steekproef, nie gekant is teen die insluiting van religieuse diversiteit in
Lewensoriënteringsklasse nie ten spyte van die feit dat hulle geen agtergrond in Religieuse-onderrig
of enige ander betekenisvolle indiensopleiding ontvang het nie. Die bevindings van die Deelnemende–
Aksienavorsingsproses bewys die waarde van onderwyserbetrokkenheid in “gemeenskappe van
praktyk” om inhoudskennis te verwerf en krities na te dink oor die betekenis en toepassings van
demokratiese en persoonlike waardes vir Burgerskapopvoeding/Religieuse-onderrig.
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The voice of the teacher in the context of religious freedom: a KwaZulu-Natal case studyJarvis, Janet 03 1900 (has links)
Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2008. / The Constitution of the Republic of South Africa (CRSA) (1996) ushered in a new dispensation with regard to the human right to ‘religious freedom’. Inclusivity in a school context of religious diversity underpins the Religion and Education Policy (2003) which is in turn informed by, and supportive of, the CRSA (1996). To date, the Policy (2003) has not been substantially implemented. In classroom praxis there has been little or no substantial cascading to teachers (and therefore also to learners), of the intention and substance of the Policy (2003).
A possible cause of this is that many teachers do not necessarily understand the meaning of the human right to ‘religious freedom’. As a result, they have resisted a multireligion approach to education. The aim of this study was to investigate how teachers construct their understanding of the human right to ‘religious freedom’ and how they voice this understanding in a context of religious diversity in schools. Integral to the investigation was an interrogation of the influence of their biographical context in shaping their personal religious identity. The study also considered the impact of the school context in which teachers taught.
This study anticipated the theoretical clarification of how teachers construct their social identities, and in particular their religious identities. This theoretical framework informed what emerged from the empirical research that was conducted. The key concepts of ‘religious freedom’ and voice were described and clarified by the sources employed in the literature review. It was clear from the literature review that while useful research had been undertaken in aspects relating to the acceptance of, or resistance to, the Policy (2003), no research had grappled sufficiently, if at all, with teachers’ understanding of the human right to ‘religious freedom’ and how they constructed this understanding.
In order to conduct this study, an empirical, qualitative research design, including elements of small-scale ethnography, using a case study approach, was employed. Research methods included the use of semi-structured individual and focus group interviews and self-administered questionnaires. The data were triangulated. From the research it emerged that teachers’ biographical context and school context do indeed influence the construction of their understanding of the human right to ‘religious freedom’. The way in which they give voice to this understanding varied. It became apparent that many teachers lacked understanding of religions other than (and in some cases, including) their own. The Policy (2003) was also poorly understood as was the implementation thereof.
Recommendations relating to the problems and shortcomings identified by the research have been made. These include possible intervention strategies by the KwaZulu-Natal Department of Education and Culture; Human Rights Values Education as a teaching approach; and the empowering of teachers by affording them opportunities to engage in emancipatory discourse.
Further research possibilities that can be influenced by this research include issues relating to teacher identity formation; further interrogation of the impact of the teacher’s voice; and the inclusion of parents and the school community in the implementation of policy relating to Religion and Education.
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Teacher training as prerequisite for quality early childhood development programmes in South AfricaGovindasamy, Sharon 01 1900 (has links)
The Reception Year (Grade R) classroom is the educational setting for lifelong learning to take place. The Reception Year teacher is primarily involved in equipping the young child with care and education.
Quality education calls for trained teachers with diverse, intense training; teachers who would use their knowledge, skills and attitudes to lead the child to ultimately reach his/her full potential in the classroom setting through the curriculum.
This study investigates what constitutes and influences quality teaching in the Reception Year classroom. The investigation includes a literature review and empirical research using quantitative research approaches and expands on the role of the Reception Year teacher with regards to the child in totality, Grade R curriculum and outcomes-based education.
Findings show that teachers with specialised qualifications in early childhood education bring to the Grade R classroom relevant skills, knowledge and attitudes that affect the young child’s developmental needs. / Teacher Education / M.Ed. (Didactics)
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Challenges experienced by educators in the implementation of inclusive education in primary schools in South AfricaLadbrook, Maughreen Winifred 02 1900 (has links)
Resting against a background of local and international movements in respect of human rights, South
African educators have had to implement a new curriculum, accept diversity and address inclusive
education with little or no training, insight and knowledge. Challenges at all levels in education,
impact on the successful education of children and the future of young adults who must as equal
members of society enter a fast changing global economy. Challenges for educators in South Africa
are unique. The lack of knowledge and training for educators and an inadequate infrastructure of the
country present as some of the challenges for educators. This qualitative study deals with the
subjective experiences of educators in primary schools. The research indicates that when these
challenges are addressed educators will be both, better supported and disposed, towards the
implementation of inclusive education idealised as the panacea for social transformation in South Africa. / Educational Studies / M. Ed.
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Challenges experienced by educators in the implementation of inclusive education in primary schools in South AfricaLadbrook, Maughreen Winifred 02 1900 (has links)
Resting against a background of local and international movements in respect of human rights, South
African educators have had to implement a new curriculum, accept diversity and address inclusive
education with little or no training, insight and knowledge. Challenges at all levels in education,
impact on the successful education of children and the future of young adults who must as equal
members of society enter a fast changing global economy. Challenges for educators in South Africa
are unique. The lack of knowledge and training for educators and an inadequate infrastructure of the
country present as some of the challenges for educators. This qualitative study deals with the
subjective experiences of educators in primary schools. The research indicates that when these
challenges are addressed educators will be both, better supported and disposed, towards the
implementation of inclusive education idealised as the panacea for social transformation in South Africa. / Educational Studies / M. Ed.
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Assessing the effectiveness of practitioner training in underprivileged early childhood settingsStretch, Lauren 11 1900 (has links)
This study was conducted in order to assess the effectiveness of practitioner training in underprivileged early childhood settings. The quantitative study set out to test a target group of 800 Grade R children, ranging in age from five to six and a half years, in order to determine the impact that practitioner training on early intervention has on young children.
A pre-test evaluated the initial level of each child‟s abilities, including physical-motor, language and speech, cognitive, play and social and emotional development. Children were placed into control and experimental groups through random selection of practitioners.
The experimental group's teachers (practitioners) underwent an eight-month part-time intervention programme which focused on the importance of early intervention, the domains of development, planning, preparation and assessment as well as encouraging community awareness. The control and experimental groups continued with their normal school programmes, but the practitioners in the experimental group were developing a deeper understanding of early childhood development and activities which enhance development in children.
The results indicate that the impact of effective practitioner training and enhancing a deep understanding of stimulation in young children can have positive, long-term results in children's cognitive ability, laying foundational concepts and scope for development. Vast differences were noted in the ability level of children which were stimulated, as compared with those children who were not as stimulated. / Psychology of Education / D. Ed. (Psychology of Education)
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