In die Grondslagfase is Lewensvaardighede een van drie leerprogramme wat deur die Departement van Onderwys voorgeskryf en verder in die Nasionale Kurrikulumverklaring uiteengesit word. Lewensvaardighede fokus op die ontwikkellng van lewenswaardes en stel die ontwikkeling van verantwoordelike en gedissiplineerde landsburgers. van Suid-Afrika ten doe!. Teen die agtergrond van die bogenoemde oorkoepelende uitkoms van Lewensvaardigheidsopvoeding, was die doel van die studie om antwoorde op die volgende navorsingsvrae te ViFld: • Wat is Grondslagfase-onderwysers se houding teenoor Lewensvaardigheidsopvoeding? • Is daar 'n verband. tussen sekere biografiese veranderlikes en Grondslagfaseonderwysers se houding teenoor Lewensvaardigheidsopvoeding? • Hoeveel tyd bestee Grondslagfase-onderwysers daagliks aan die onderrig van leerders se lewensvaardighede? • Verskil die daaglikse tydsbesteding aan die onderrig van Lewensvaardighede, Gesyferdheid en Geletterdheid betekenisvol van mekaar? • Is daar faktore wat Lewensvaardigheidsopvoeding in die Grondslagfase belemmer? • Watter aanbevelings kan gemaak word om die onderrig van Lewensvaardighede in die Grondslagfase te bevorder? Ten einde bogenoemde vrae te beantwoord is 'n gekombineerde (kwantitatiewe en kwalitatiewe) navorsingsmetode geTmplementeer. Data is deur middel van 'n gestruktureerde vraelys by 'n steekproef van Grondslagfase-onderwysers in die Potchefstroom en Klerksdorpskooldistrikte van die Noordwes Provinsie ingesamel en die inllgting is statrsties geanaliseer: Die kwantitatiewe fase van die ondersoek is opgevolg deur 'n kwalitatiewe fase waartydens onderhoude met Grondslagfase-onderwysers gevoer is. Voortspruitend uit die kwantitatiewe en kwalitatiewe resultate, is die volgende gevolgtrekkings gemaak, wat in diepte in die verhandeling bespreek sal word: • Grondslagfase-onderwysers se houding teenoor Lewensvaardigheidsopvoeding is oor die algemeen oorwegend positief. • Daar is 'n verband tussen sekere biografiese veranderlikes en Grondslagfaseonderwysers se houding teenoor Lewensvaardigheidsopvoeding. • Die meerderheid van die Grondslagfase-onderwysers bestee tussen 25% en 35% van hulle daaglikse tyd aan die onderrig van Lewensvaardighede. • Die tyd wat 'Grondslagfase-onderwysers daagliks aan die onderrig' van Lewensvaardighede, Gesyferdheid en Geletterdheid bestee, verskil betekenisvol van mekaar. Die meeste tyd word daagliks aan die onderrig van Geletterdheid bestee, gevolg deurGesyferdheiden Lewensvaardighede. • Daar is bepaalde faktore wat die suksesvolle. aanbieding van Lewensvaardighede -in die GroRdslagfase belemmer. Op grond van die bevindinge van die ondersoek, is bepaalde aanbevelings aan die hand gedoen om die onderrig van Lewensvaardighede in die Grondslagfase te bevorder. / Life Skills, as prescribed by the Department of education, is one of three learning programmes in the Foundation Phase as reflected in the Nationa1 Curriculum Statement. Life Skills focuses on the development of values for life and has as a goal, the development of responsible and disciplined citizens for South-Africa. Against the-background of the above mentioned super ordinate outcome of Life Skills education the aim of the study was to find answers to the following research questions: • What is the attitude of Foundation Phase teachers towards the teaching of Life Skills? • Is there a connection between specific biographical variables and the Foundation Phase teacher's attitude towards Life Skills? • How much time do Foundation Phase teachers spend daily on teaching Life Skills to learners? • Is there a significant difference on the time spent daily on die teaching of Life Skills, Numeracy and Literacy? • Are there factors that hinder the teaching of Life Skills in the Foundation Phase? • What recommendations can be made to promote the teaching of Life Skills in the Foundation Phase? In order to answer the above questions, a mixed research method (quantitative and qualitative) was implemented. Data were gathered by means of a structured questionnaire from a random sample of Foundation Phase teachers in the Potchefstroom and Klerksdorp school districts of the North West Province, and the information was analysed statistically. The quantitative phase of the investigation was followed bya qualitative phase during which personal interviews with Foundation Phase teachers were conducted. Originating from the quantitative and qualitative results, the following recommendations were made that will be intensiv.ely discussed in the dissertation: • The attitude of Foundation Phase teachers towards Life Skills education are in general positive. • There is a correlation between some biographical variables and the Foundation Phase teachers' attitude towards Life Skills education. I • The majority of the Foundation Phase teachers spend between 25% and 35% of their daily time on the education of Life Skills. • The daily .input that Foundation Phase teachers spend on the teaching of Life Skills, Numeracy and Literacy differ meaningfully from each other. Most of the time is spent on the teaching of Literacy, followed by Numeracy and Life Skills. • There are specific factors that hinder the successful presentation of life Skills in the Foundation Phase. Based on the results of the investigation, specific recommendations were made to promote the teaching of Life Skills in the Foundation Phase. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

The aim of this study was to investigate current classroom management practices, disciplinary strategies and educator duties and demands, in the Sedibeng West District (D8) of the Gauteng Province, with the aim of recommending guidelines to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The overall aims of the study were achieved through the following objectives: Reviewing existing literature to establish the nature of current classroom management duties. Investigating the influence of increased classroom duties on classroom management. Reviewing existing literature to establish the nature of current disciplinary measures. Investigating the influence of increased classroom duties on discipline. Making recommendations to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The abovementioned aims were reached by completing a literature study and an empirical investigation. The study further investigated the perceptions of educators in the foundation phase (grade 2 educators and the respective Heads of Department) as well as principals regarding certain aspects of classroom management and discipline. This was investigated by means of structured questionnaires. Findings from the research indicated that refusal to obey requests and commands, noisiness, showing off, teasing, irritating or disturbing other learners, leaving their seats without permission, talking out of turn, calling out when the educator is speaking, making improper noises, not paying attention, storming out of the classroom, and knife attacks, are current types of behaviour that disturb lessons of educators (Landsberg et al., 2005:455). This makes it impossible for educators to teach properly. Learners who engage in such behaviour get no benefit from the teaching and learning situation. The attention of all the other learners is distracted and the atmosphere in the class is negatively affected. According to Landsberg et al., (2005:456) discipline is a huge part of classroom management and it is reactive in nature. Educators react to learner behaviour, which disrupts the good order of the classroom. Classroom management is proactive, it is preventative and self-control on the part of the learners is its goal. Further findings from the research indicated that educators struggle from teacher-burnout. It has also become apparent that educators are unsure of corrective disciplinary measures. Current disciplinary measures do not yield successful results. In fact, educators feel stressed and de-motivated. As a result of so many reasons for misbehaviour in classrooms, educators feel that they do not have the ability to manage the classroom. This study therefore provided recommendations to assist educators to cope better with classroom management duties in such a way that it will contribute to effective discipline in the foundation phase. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011

The aim of this study was to investigate current classroom management practices, disciplinary strategies and educator duties and demands, in the Sedibeng West District (D8) of the Gauteng Province, with the aim of recommending guidelines to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The overall aims of the study were achieved through the following objectives: Reviewing existing literature to establish the nature of current classroom management duties. Investigating the influence of increased classroom duties on classroom management. Reviewing existing literature to establish the nature of current disciplinary measures. Investigating the influence of increased classroom duties on discipline. Making recommendations to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The abovementioned aims were reached by completing a literature study and an empirical investigation. The study further investigated the perceptions of educators in the foundation phase (grade 2 educators and the respective Heads of Department) as well as principals regarding certain aspects of classroom management and discipline. This was investigated by means of structured questionnaires. Findings from the research indicated that refusal to obey requests and commands, noisiness, showing off, teasing, irritating or disturbing other learners, leaving their seats without permission, talking out of turn, calling out when the educator is speaking, making improper noises, not paying attention, storming out of the classroom, and knife attacks, are current types of behaviour that disturb lessons of educators (Landsberg et al., 2005:455). This makes it impossible for educators to teach properly. Learners who engage in such behaviour get no benefit from the teaching and learning situation. The attention of all the other learners is distracted and the atmosphere in the class is negatively affected. According to Landsberg et al., (2005:456) discipline is a huge part of classroom management and it is reactive in nature. Educators react to learner behaviour, which disrupts the good order of the classroom. Classroom management is proactive, it is preventative and self-control on the part of the learners is its goal. Further findings from the research indicated that educators struggle from teacher-burnout. It has also become apparent that educators are unsure of corrective disciplinary measures. Current disciplinary measures do not yield successful results. In fact, educators feel stressed and de-motivated. As a result of so many reasons for misbehaviour in classrooms, educators feel that they do not have the ability to manage the classroom. This study therefore provided recommendations to assist educators to cope better with classroom management duties in such a way that it will contribute to effective discipline in the foundation phase. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011

In die Grondslagfase is Lewensvaardighede een van drie leerprogramme wat deur die Departement van Onderwys voorgeskryf en verder in die Nasionale Kurrikulumverklaring uiteengesit word. Lewensvaardighede fokus op die ontwikkellng van lewenswaardes en stel die ontwikkeling van verantwoordelike en gedissiplineerde landsburgers. van Suid-Afrika ten doe!. Teen die agtergrond van die bogenoemde oorkoepelende uitkoms van Lewensvaardigheidsopvoeding, was die doel van die studie om antwoorde op die volgende navorsingsvrae te ViFld: • Wat is Grondslagfase-onderwysers se houding teenoor Lewensvaardigheidsopvoeding? • Is daar 'n verband. tussen sekere biografiese veranderlikes en Grondslagfaseonderwysers se houding teenoor Lewensvaardigheidsopvoeding? • Hoeveel tyd bestee Grondslagfase-onderwysers daagliks aan die onderrig van leerders se lewensvaardighede? • Verskil die daaglikse tydsbesteding aan die onderrig van Lewensvaardighede, Gesyferdheid en Geletterdheid betekenisvol van mekaar? • Is daar faktore wat Lewensvaardigheidsopvoeding in die Grondslagfase belemmer? • Watter aanbevelings kan gemaak word om die onderrig van Lewensvaardighede in die Grondslagfase te bevorder? Ten einde bogenoemde vrae te beantwoord is 'n gekombineerde (kwantitatiewe en kwalitatiewe) navorsingsmetode geTmplementeer. Data is deur middel van 'n gestruktureerde vraelys by 'n steekproef van Grondslagfase-onderwysers in die Potchefstroom en Klerksdorpskooldistrikte van die Noordwes Provinsie ingesamel en die inllgting is statrsties geanaliseer: Die kwantitatiewe fase van die ondersoek is opgevolg deur 'n kwalitatiewe fase waartydens onderhoude met Grondslagfase-onderwysers gevoer is. Voortspruitend uit die kwantitatiewe en kwalitatiewe resultate, is die volgende gevolgtrekkings gemaak, wat in diepte in die verhandeling bespreek sal word: • Grondslagfase-onderwysers se houding teenoor Lewensvaardigheidsopvoeding is oor die algemeen oorwegend positief. • Daar is 'n verband tussen sekere biografiese veranderlikes en Grondslagfaseonderwysers se houding teenoor Lewensvaardigheidsopvoeding. • Die meerderheid van die Grondslagfase-onderwysers bestee tussen 25% en 35% van hulle daaglikse tyd aan die onderrig van Lewensvaardighede. • Die tyd wat 'Grondslagfase-onderwysers daagliks aan die onderrig' van Lewensvaardighede, Gesyferdheid en Geletterdheid bestee, verskil betekenisvol van mekaar. Die meeste tyd word daagliks aan die onderrig van Geletterdheid bestee, gevolg deurGesyferdheiden Lewensvaardighede. • Daar is bepaalde faktore wat die suksesvolle. aanbieding van Lewensvaardighede -in die GroRdslagfase belemmer. Op grond van die bevindinge van die ondersoek, is bepaalde aanbevelings aan die hand gedoen om die onderrig van Lewensvaardighede in die Grondslagfase te bevorder. / Life Skills, as prescribed by the Department of education, is one of three learning programmes in the Foundation Phase as reflected in the Nationa1 Curriculum Statement. Life Skills focuses on the development of values for life and has as a goal, the development of responsible and disciplined citizens for South-Africa. Against the-background of the above mentioned super ordinate outcome of Life Skills education the aim of the study was to find answers to the following research questions: • What is the attitude of Foundation Phase teachers towards the teaching of Life Skills? • Is there a connection between specific biographical variables and the Foundation Phase teacher's attitude towards Life Skills? • How much time do Foundation Phase teachers spend daily on teaching Life Skills to learners? • Is there a significant difference on the time spent daily on die teaching of Life Skills, Numeracy and Literacy? • Are there factors that hinder the teaching of Life Skills in the Foundation Phase? • What recommendations can be made to promote the teaching of Life Skills in the Foundation Phase? In order to answer the above questions, a mixed research method (quantitative and qualitative) was implemented. Data were gathered by means of a structured questionnaire from a random sample of Foundation Phase teachers in the Potchefstroom and Klerksdorp school districts of the North West Province, and the information was analysed statistically. The quantitative phase of the investigation was followed bya qualitative phase during which personal interviews with Foundation Phase teachers were conducted. Originating from the quantitative and qualitative results, the following recommendations were made that will be intensiv.ely discussed in the dissertation: • The attitude of Foundation Phase teachers towards Life Skills education are in general positive. • There is a correlation between some biographical variables and the Foundation Phase teachers' attitude towards Life Skills education. I • The majority of the Foundation Phase teachers spend between 25% and 35% of their daily time on the education of Life Skills. • The daily .input that Foundation Phase teachers spend on the teaching of Life Skills, Numeracy and Literacy differ meaningfully from each other. Most of the time is spent on the teaching of Literacy, followed by Numeracy and Life Skills. • There are specific factors that hinder the successful presentation of life Skills in the Foundation Phase. Based on the results of the investigation, specific recommendations were made to promote the teaching of Life Skills in the Foundation Phase. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

Magister Educationis - MEd / This mini thesis analyses and describes the implementation of the National Curriculum in the Foundation Phase of the primary school. On the 24th of May 1997 South Africa launched a new curriculum, Curriculum 2005 (C2005). The underlying philosophy of C2005 is Outcomes Based Education (OBE). Since the adoption of OBE and the introduction of C2005 many changes have been introduced in our schools with a new curriculum that had to be implemented hastily, which was reviewed and again introduced as the Revised National Curriculum Statement (RNCS).Teachers had little say in any of these changes and this has resulted in frustration and in many cases a lack of ability to cope with the implementation of the new curriculum.I argue that teachers do not have a common understanding of the Assessment Standards and that they still need support with linking the theory of curriculum policy to their practices and with a sound application of Integration and Progression. This research is an enquiry into the process of curriculum implementation in particular in the Foundation Phase which was tasked to be the first to adopt the changes. Change was not sustained and I highlight some of the challenges that teachers still face.A significant part of the research is the participatory action research process which is a deliberate, solution-oriented investigation into the implementation of the RNCS in the Foundation Phase to inform and change my understanding of the actual support teachers need.The study is characterized by a cycle of problem identification, planning, systemic data collection, reflection, analysis and action. With the research I am striving to understand teachers’ practices in order to improve my work as Education Specialist that supports and develops teachers in primary schools.

This research focuses on the perception of the learning support teacher regarding the use of play therapy with learners with special educational needs. The purpose of the research was to determine the perception of learning support educators regarding the utilization of play therapy as an aid with foundation phase learners with special educational needs. In order to achieve this purpose, information was gathered and a theoretical framework drawn up through an extensive literature study in consultation with experts. An empirical study was conducted by means of in-depth interviews with ten different learning support educators, in order to obtain empirical information. The researcher worked from an applied research perspective to attempt to use this newly gained practical information to determine whether play therapy could be utilized to help the learner with special educational needs. The researcher made use of an exploratory research design and the following research question formed the basis of the study: What is the perception of the learning support educator regarding the value of using play therapy as a form of aid with the foundation phase learner having special educational needs? Flowing from the empirical information gleaned during the interview schedule the following points emerged: · Learning support educators identify emotional, social, behavioural, family and academic problems, as well as other forms of trauma, associated with the learner who has special educational needs; · The learning support educator regards it as his or her task to refer problems connected to the learner and the learner’s family, where such problems are outside of his or her field of expertise. · The learning support educator has both positive and negative perceptions, as well as misconceptions regarding play therapy; and · The learning support educator has a need for a working relationship with the play therapist in the assistance of the learner with special educational needs. The research has therefore shown that the learning support educator has a positive perception regarding the utilization of play therapy with the foundation phase learner with special educational needs. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2006. / Social Work and Criminology / unrestricted

Various assessments and international studies have shown that learners in South African schools experience challenges and perform poorly with respect to literacy and numeracy. To become competitive in the global arena, there is an urgent need to raise the standards of education. Language is required for all learning, including numeracy and mathematics. Many young learners in South Africa struggle to develop adequate language skills because of an inherent pathology and/or barriers in their learning environment. Learners who do not develop adequate listening and language skills during their early years are most likely to experience difficulty in acquiring literacy and numeracy skills, resulting in poor academic progress. By supporting learners to overcome their developmental delays as early as in the foundation phase, future learning problems may be prevented. To raise education standards, teachers need to heighten their attempts to facilitate literacy and numeracy in the foundation phase. Teachers currently have to adapt to a new national curriculum statement (NCS) that is based on an outcomes-based education (OBE) approach (Department of Education, 1997:16). Many teachers, especially those in black townships and other previously disadvantaged areas, find this difficult as they have not been sufficiently trained or are not adequately qualified. Educational changes have necessitated the need for high quality staff development and support. Speech-language therapists (SLTs) working within a collaborative approach in the education context can support the learners who need to acquire listening and language skills, as well as the teachers who have to facilitate these skills. This study developed a support programme for foundation phase teachers to facilitate listening and language for numeracy. The multifaceted programme consisted of training, mentoring, and practical components, which aimed at developing the participants’ competence (foundational, practical, and reflective competence). The programme integrated the principles of adult learning within an OBE approach while taking culture and diversity into consideration. The programme was evaluated within a Logic Model framework. The research made use of a concurrent, equal status triangulation design where triangulation was obtained by transforming QUAL data into QUAN data to be compared. In the QUAN strand, data were collected from 96 teacher participants (who were selected by using a convenience sampling method) by means of questionnaires, portfolio assignments, attendance registers, and financial statements. Qualitative data were collected from eight focus group discussions (using a nested design with 12 participants at a time) as well as a research diary, testimonials, and various correspondences. The findings indicated that all the participants have gained knowledge, skills, and confidence, but to varying degrees. Factors that affected the outcomes included aspects related to time, the choice of venue, age, prior support and qualifications, as well as motivation related to the context. Group learning was identified as a suitable strategy for teacher support in these contexts. Provided that specific factors are considered to increase effectiveness, the outcomes indicated that the programme could be used to support foundation phase teachers in these specific contexts. / Thesis (DPhil)--University of Pretoria, 2010. / Speech-Language Pathology and Audiology / unrestricted

The aim of this research project is to investigate the roles and responsibilities of foundation phase heads of departments (HoDs) in the Mpumalanga Province in South Africa. A quantitative research approach was used to assess the perceptions of the foundation phase HoDs. Questionnaires were distributed to 274 foundation phase HoDs in Mpumalanga and SPSS 20 was used to analyse the data. The findings show that HoDs perceive that they are overworked, whereas in reality, the amount of time they spend in school is not as expected in the Personnel Administrative Measures (PAM) document. It emerged that most educators leave school earlier than normal and thus experience a lack of time for supervision and administration, which then becomes a stress factor in the completion of their roles and responsibilities. Twenty two percent of the respondents indicated that they are not familiar with the HoD duties as outlined in the PAM document. Furthermore, the study uncovered issues such as lack of support and training for HoDs, the role of parents as motivators in terms of learner achievement, and the importance of evaluating and developing teachers to provide quality education in the 21st century. This research project utilises instructional leadership as a conceptual framework and maps out the roles and responsibilities of the HoD as outlined in the PAM document. Due to the low Annual National Assessment (ANA) results in literacy and numeracy, the research focuses on the challenges that HoDs in the foundation phase face regarding fulfilling their roles and responsibilities towards ensuring a quality education. On Tuesday 28 June 2011, the Minister of Basic Education, Angie Motshekga, revealed the results of the February 2011 ANA. In excess of 6.5 million learners from Grades 2 to 7 and a sample of G10s wrote tests in literacy/language and numeracy/mathematics. According to the statistics released by the Department of Basic Education (DBE), the average mark for literacy for G3 learners was a mere 35%. Grade 3 learners scored an average of 28% in numeracy. Amongst the Grade 3 learners, the Western Cape performed the best in both literacy and numeracy with 43% for literacy and 36% for numeracy. In Mpumalanga, Grade 3 learners scored 27% in literacy and only managed to score 19% for numeracy (DBE Report 40). If learners can’t read, write, spell and calculate at Grade 3 level, surely there is something wrong. Where are the foundation phase managers and how do they spend their time? Internationally, teachers responsible for supervising Grade R-3 are called middle managers. In South Africa, middle managers are called heads of departments (HoDs). The duties and roles of middle managers (or HoDs) in the foundation phase might be the cause of poor performance of learners in numeracy and literacy, due to insufficient support being provided to educators and learners. The role of HoDs in schools is not widely understood (Turner, 1996; Blandford, 1997; McLendon&Crowther, 1998). As a consequence, the literature relating to their role and functions is sparse. What is apparent, however, is the dual role that HoDs play, namely an administrative role within the school, as well as a teaching responsibility. A great deal of the work in managing the teaching-learning process operates at the middle management level in schools. However, management development often occurs at the senior management level, and HoDs remain the forgotten tier in schools. HoDs co-ordinate all educational activities between the top management of the school and the educators. Gold (1998:1) describes the role of HoDs as the most exciting and probably the most influential position in a well-organised school. Given the dual roles of HoDs, it is evident that they are exposed to a dilemma in executing duties carrying competing demands namely managing a department and being a class teacher at the same time (Blandford, 1997:13). This dual role becomes a particular challenge in the foundation phase, depending on the type of school, e.g. private school, former model C school, township or rural schools (which normally fall under Quintile 1-3), and lastly farm schools. It is challenging, especially in township and farm schools, to manage teaching, supervise educators, ensure learners cooperate positively in a class, and to be responsible for all the classes in a phase, including the own HOD’s class. Educators are experiencing overcrowding in their classrooms and schools are under staffed. A thorough study needed to be conducted to ensure that HoDs in the foundation phase are operating as effectively as those in the intermediate, senior and FET phases. It is critical to formulate strategies to ensure that learners progress positively in the foundation phase, especially in terms of their literacy and numeracy. HoDs must be able to perform their roles and responsibilities to ensure that learners can read and write at Grade 3 level. The PAM document clearly spells out the roles and responsibilities of the HoD; however when an HoD has 90% of their time allocated for teaching, one wonders if it is fair to expect them to carry out their administrative role in the remaining 10% of their time. / Dissertation (MEd)--University of Pretoria, 2012. / Education Management and Policy Studies / unrestricted

Thesis (Ph.D. (Educational Studies)) -- University of Limpopo, 2021 / Ongoing professional teacher development programmes have been found to be the most important strategy to empower the in-service teachers in the public and private i schools in South Africa. The purpose of this study was to investigate the effect of on-going professional teacher development programmes on reading in the Foundation Phase, and to design an intervention strategy on reading on the teaching of reading in the Foundation Phase. The study followed a qualitative research approach, where, a case study design was adopted. For the purpose of this study, eight Foundation Phase teachers were purposively selected to take part and two Curriculum Advisers from curriculum section in the Department of Education, Limpopo Province. Data was collected through the use of semi-structured interviews, observations and document analysis. Data was analysed through a thematic content analysis strategy, where five findings emerged. Foundation Phase teachers showed a clear understanding of a series of on-going professional development programmes on reading which were cries-crossing throughout the entire Province; Foundation Phase teachers were not satisfied with the amount of time allocated for the ongoing professional development programmes on reading; In addition, the teachers expressed their feeling on the content that was covered by this development programmes, and lastly, the availability of resources has been found have serious challenges for the programmes. The findings revealed the following implications, (a) The ongoing professional teacher development programmes on reading conducted are insufficient, as foundation phase teachers cannot find a leeway to remedy the problem. (b) The model of equipping foundation phase teachers with the relevant skills and knowledge required for the teaching of reading was not sufficient, therefore, new strategies need to be developed to empower the foundation phase teachers in a better way. Keywords: Reading, ongoing professional development, foundation phase, assessment, Literacy

Thesis (M. Ed. (Education Studies)) -- University of Limpopo, 2021 / The purpose of the study was to examine how the transition process from the foundation to the intermediate phases could be properly managed to minimise challenges that are part of it, some of which disturb a smooth integration into the intermediate phase. This is a qualitative case study which employed interviews, document review and observation methods to collect data. Data were analysed through the thematic content analysis and the constant comparative methods. Findings of the study revealed amongst others that shifting of language of instruction from mother tongue in the foundation phase to English in the intermediate phase requires attention. In addition, changed teachers’ handwritings from foundation to intermediate gave learners a problem. Finally, teachers who were not trained to teach a foundation phase were found to be complicating the transition from the foundation to the intermediate phases by learners. On the basis of the shared findings, the researcher recommends that English be made a language of instruction from the foundation phase, not from the intermediate phase as it is the currently the case in primary schools The researcher further, recommends that it be made mandatory for teachers from the foundation and intermediate phases to use print method when writing inside the classroom with learners as a way of addressing the problem of different handwritings by teachers. Some of teachers’ handwritings give learners a huge problem to see clearly. Hence the recommendation of the print method. Finally, the researcher strongly recommends that only well trained and qualified teachers be permitted to teach foundation and intermediate phases. This is likely to ascertain that a good educational foundation is laid at an early stage, when learners are still so young and cognitively highly receptive.