Magister Educationis - MEd / This study investigated the reasons why FET part-time students enrolled at a FET college by examining their learning orientations. Guided by the literature, the focus was on the vocational orientation to learning and orientations to learning were further investigated within the vocational orientation based on orientations developed for part-time students found in the literature. In addition, it was investigated whether students' expectations have been met and if they were satisfied with the college experience. Lastly, the study examined the relevance of college learning to the world of work and the contribution it made to the career development of learners in a globalising world. The research shows that part-time students enrol at FET colleges predominantly for vocational reasons and the majority of the students were enrolled in order to advance their careers and associated with a vocational orientation to learning. However, it emerged that reasons for learning within the vocational orientation to learning are often multi-faceted and complex. The most important findings are 3 new learning orientations for part-time students that were identified: 'education for a qualification', 'education for adults who previously made the wrong choice' and 'education for adults as a model for their children'. Furthermore, the findings indicate that learners were satisfied with the programme they were enrolled in because they believed that the qualification would enable them to achieve their vocational aims which were primarily to find a new job, to be promoted and to increase their income. The findings suggest that the programme that was examined was relevant to the world of work, promoted employability and that it made a significant and important contribution to students' career development in a globalising world. / South Africa

Magister Educationis - MEd / The use of Information and Communication Technology (ICT) both in the General Education and Training (GET) and Further Education and Training (FET) bands is viewed as an innovative tool in enhancing a learner-centered approach to teaching and learning. As a result, a number of schools in rural and urban environments in South Africa have been provided with computers and other digital resources to facilitate teaching and learning. This study investigated the use of ICT in the teaching and learning of English First Additional Language (FAL) at Grade 10 level. It set out to discover digital resources and literacies to which teachers and learners were exposed in the English (FAL) classroom, and how these resources were used to enhance learners’ reading and writing skills. Following a qualitative research design, this study made use of classroom observations and interviews to collect data from teachers and Grade 10 learners. The collected evidence was from a single school which uses Khanya Project ICT materials. The school is located in one of the disadvantaged black townships in Cape Town. The study made use of Second Language Acquisition (SLA) theory and the constructivist theoretical framework to make sense of classroom interaction and the extent to which ICT and other teaching strategies were used to facilitate acquisition of English language skills, particularly reading and writing. The findings of the study show that there are a number of factors influencing ICT integration in Grade 10 English (FAL). These factors include teachers’ and learners’ limited access to ICT and digital literacy. Other factors relate to pedagogy and support in the use of ICT in teaching and learning. All the identified factors indicate that there are a number of barriers to ICT integration in English teaching and learning. The study concludes that ICT use has great potential in providing creativity and innovativeness to facilitate language teaching and learning. Given the lack of adequate ICT resources and under-utilization of ICT resources in disadvantaged schools, there is a need to improve teacher and learner access to ICT, especially in disadvantaged schools. This could be done through monitored support and adequate teacher training and active involvement of higher education institutions through teacher training programmes which should prioritize ICT integration in their curricula.

This study was conducted with the purpose of evaluating American community colleges in order to consider their role in the provision of vocational-technical education with specific reference to the Eastern Free State. In order to achieve this, three research methodologies were engaged in. They comprised a documentary study relating to the nature and functioning of American community colleges and to the provision of vocational-technical education in South Africa, an on-site visit to an American community college for the purpose of conducting an in-depth study thereof as well as an empirical investigation undertaken in the Eastern Free State with the purpose of determining the need for the establishment of community colleges in the region. The documentary study of the American community college as well as the on-site visit to a typical American community college have revealed that these educational institutions have been particularly useful to individuals whose educational opportunities have been limited by a variety of circumstances by being plentiful, nearby, inexpensive, offering a variety of programmes and by adhering to an open-door admissions policy that imposes few entry requirements. It has also been revealed that American community colleges have a positive impact on those associated with them, namely, students, commerce and industry, universities and society in general. The documentary study relating to the provision of vocational-technical education in South Africa has revealed that in the past the provision of education in the country has been skewed in favour of the White population, which happened to be in the minority. As a result, the majority of citizens of the country either received little or no education at all. This has resulted in high levels of illiteracy, unemployment and poverty. It has also been found that corrective measures against this state of affairs are currently being undertaken. The empirical investigation undertaken in the Eastern Free State has found that the residents of the Eastern Free State are in favour of the establishment of community colleges in their region. The type of community college that is desired is one that will lead to the upliftment of the educational levels of its students and equip them with marketable skills. Based on the findings of this study, recommendations are made relating to the establishment of community colleges in the Eastern Free State. It has been found that there is no need for the establishment of community colleges alongside the already existing FET colleges in the Eastern Free State. Instead it is recommended that some of the features of American community colleges that have contributed to their success be adopted, adapted where necessary and be integrated into the FET college operating in the Eastern Free State. / Thesis (DPhil)--University of Pretoria, 2005. / Humanities Education / DPhil / Unrestricted

The National Curriculum Statement (NCS) Grades 10 to 12 (Schools), implemented from 2006, led to changes in promotion requirements and assessment practices. The investigation aimed at acquiring information about the extent to which the differences in the promotion requirements and assessment practices contributed to the high retention rate of learners in the FET Band. An explanatory mixed method strategy was followed to obtain reliable and valid results in this research. Quantitative research consisted of questionnaires and a survey to investigate OBE, assessment practices, the Grade 12 examinations and the impact of changes in promotion requirements since 2006. Qualitative research consisted of an interview with an official from the National Department of Education that contributed to a better understanding of policy changes. Based on the findings of the research, recommendations were constructed to improve assessment practices and to provide scientific data on the consequences of policy changes on the promotion of learners. / Educational Studies / M. Ed. (Educational Management)

The research undertaken involves a quasi-experimental approach in determining the impact of the Competency and Placement (CAP) test in the Further Education and Training (FET) colleges. The evaluation became necessary because poor learner performance within the National Certification Vocational (NCV) programme has persisted amid the implementation of a country-wide roll-out of the CAP test; and a recapitalisation injection of R1.9m. Learner performance data relating to the NCV programme and CAP was obtained in order to undertake an accurate analysis of the poor performance within the FET college sector. In addition to the above, qualitative data was obtained through semi-structured interviews with CAP participating colleges in the country. Recommendations included the restructuring of the NCV programme; the introduction of an alternative learner placement methodology that was in line with international best practices; and improving quality assurance aspects pertaining to the capacity at colleges to deliver the NCV programme effectively. / Human Resources Development / M. Tech. (Human Resource Development)

Thesis (MPA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: The Democratic South African government inaugurated in 1994 identified the need for intermediate skills that are required to contribute to the growth of the economy and to reduce the high unemployment rate. Further Education and Training Colleges (FETC) were established after 1994 by merging the former 152 technical colleges into 50 FETCs. The function of these FETCs was to offer intermediate skills to the youth, women, and employed and unemployed South Africans. The South African government introduced a number of strategies, Acts and policies to support the colleges and to implement demand-driven intermediate skills programmes which would close the skills gap and improve the growth of the economy. These policies seek to ensure that skills offered at colleges are aligned to the needs of industry and to make sure that the college programmes will be in demand in the work place. The study presented is aimed at investigating this alignment by evaluating how apprentices in the final stage of their vocational training perform and meet the demands at their work places. A number of strategies used by different countries to support and develop their education systems are discussed. The discussion is directed at considering how vocational education ensures a positive contribution to skills development and what its impact is on the growth of the economy. This study provides a comprehensive policy and legislative framework which governs and supports the higher education institutions and the FETCs. The study was designed to determine whether welding apprentices from the College are, according to the work place staff and management and stakeholder bodies, appropriately equipped with vocational skills and knowledge to execute their duties at the work place. The evaluation and analysis of the data extracted from the responses of the interviews and questionnaires are presented and discussed. The results enabled the researcher to conclude that the evaluation of apprentice performance at the work place provides significant insight into the question of how vocational training and knowledge at the WCFETC meet the demands at the work place. Conclusions are drawn and recommendations are made. / AFRIKAANSE OPSOMMING: Die demokratiese Suid-Afrikaanse Regering, wat in 1994 ingehuldig is, het die behoefte aan intermediêre vaardighede om die groei van die ekonomie en die van die hoë werkloosheidssyfer te verlig, geïdentifiseer. Verdere Onderwys en Opleiding Kolleges (VOOKS) is na 1994 totstand gebring deur die samesmelting van 152 voormalige Tegniese kolleges tot 50 VOOKS. Die funksie van die Verdere Onderwys en Opleiding Kolleges was om intermediêre vaardighede aan die jeug, vrouens en Suid-Afrikaners in diens of werkloos, te verskaf. Die Suid-Afrikaanse Regering het ´n aantal strategieë, wette en beleidsrigtings aangeneem om die kolleges te ondersteun en om die aanvraag-gedrewe intermediêre vaardigheidsprogramme te implementeer wat dan die vaardigheidsgaping sou vernou en die groei van die ekonomie sou bevorder. Hierdie beleidsrigting beoog om te verseker dat vaardighede wat by die Kolleges aangebied word, belyn is met die industrie as ook om te verseker dat die kollege programme benodig word in die werksplek. Die studie is gemik daarop om hierdie belyning te ondersoek en te evalueer hoe vakleerlinge in die laaste stadium van hulle ambagsopleiding vaar, en voldoen aan die eise van die werksplek. ´n Aantal strategieë wat deur verskillende lande gebruik word, om hulle eie opvoedingsstelsels te ontwikkel, word bespreek. Die bespreking verwys na hoe ambagsopvoeding ´n toevoeging tot vaardigheidsontwikkeling kan verseker en wat die impak daarvan op die groei van die ekonomie het. ´n Alomvattende beleid en ´n wetsraamwerk, wat Hoër OpvoedingsInstansies en die Verdere Onderwys en Opleiding Kolleges beheer en ondersteun, word verskaf. Die studie is ontwerp om te bepaal of die sweis vakleerlinge van die kollege, volgens die werksplek personeel en -bestuur en belanghebbende liggame, toepaslik toegerus en bevoeg is met ambagsvaardighede en kennis om die pligte van die werksplek uit te voer. Die evaluering en analise van die data, afgelei van die terugvoering van die onderhoude en vraelyste, word weergegee en voledig bespreek. Die resultate stel die navorser in staat om tot die gevolgtrekking te kom dat die evaluering van vakleerling-werksverrigting by die werksplek merkbare insig tot die vraag hoe ambagsopleiding en kennis by die Weskus VOOK aan die eise van die werksplek voldoen. Gevolgtrekkings en aanbevelings word aangebied.

Thesis (PhD (Curriculum Studies))--Stellenbosch University, 2008. / In the Mpumalanga Province, the high rate of black African people aged 20 years or older who had no schooling, namely, 32% in 1996 and 30.1% in 2001, was a cause for concern. The unemployment rate in the province increased from 18.6% in 1996 to 26.3% in 2007. The unemployment rate for black Africans in particular increased from 20.3% in 1996 to 24.6% in 2001. The rural areas in the province are mainly populated by black Africans and since Mpumalanga is a rural province, the conclusion could be drawn that most of the people affected by these figures were found in the rural areas of the province. The Further Education and Training colleges (FET colleges) are the delivery arm of government in skills training programmes, which are primarily suited to the development of human resources in South Africa and especially in rural areas. A research project was carried out to investigate the role of the Further Education and Training colleges in the development of human resources in the rural areas of Mpumalanga Province. A questionnaire was administered to managers of industries, and another one to the managers of Further Education and Training colleges in the province. The results of the research project showed that Further Education and Training colleges did not make a significant contribution towards skills development of human resources in the targeted areas and that the existing offering of programmes were not addressing the critical needs of the people in these areas. Lack of funding contributed towards the limited involvement of the Further Education and Training colleges. It was shown that both Further Education and Training colleges and industries believed that through collaboration in a number of fields such as learnerships, sharing of resources, and planning together can improve their prospects for development. In interpreting the findings within the context of the literature review it was concluded that the role and involvement of Further Education and Training colleges in the rural areas should be directed by the genuine development needs of people in these areas. The identification of training and development needs is critical towards a successful intervention for the development of human resources in rural areas. Furthermore, the training providers targeting rural areas should be informed by both theoretical and practical considerations towards the provision of training intervention programmes. The research presented a number of recommendations, some of the most important being that Further Education and Training colleges be transformed, that there should be collaboration between Further Education and Training colleges and the private sector, that advocacy of the Further Education and Training colleges should take place, that the approaches to planning and development of skills training programmes should be meaningful, that training needs be identified and that funding should be made available for rural development projects.

Thesis (PhD)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: During the Decade of Education for Sustainable Development (DESD) (2004-2015), better teaching and learning of environmental education and education for sustainable development (EE and ESD) in schools is one of the main responses to the worsening state of the global environment. Environmental concerns are integrated into the South African school curricula; in the General Education and Training (Grades R-9) (GET) and Further Education and Training (FET) phases through the principles that underpin the curricula such as social justice, a healthy environment, human rights and inclusivity. While a cross-curricula approach to teaching and learning is followed in the GET phase, environmental concerns are infused in each subject at FET level. Because geography deals with human-environment relationships and is interdisciplinary, it is considered to be one of the main vehicles for teaching EE and ESD. To respond to the need for better teaching and learning of EE and ESD during the DESD, the main aim of this research project was to find out how EE and ESD are being implemented through the geography curriculum in South African secondary schools at FET level. The investigation sought answers to questions related to: opportunities for teaching EE and ESD in the geography National Curriculum Statement; the geography teachers’ perspectives on EE and ESD; the extent to which the teachers incorporate the teaching of EE and ESD in the geography lessons; pedagogical approaches used by the geography teachers; and, the barriers to teaching environmental concerns through the geography curriculum. A qualitative case study research design, underpinned by the interpretive research paradigm, was used. A sample of 10 senior geography teachers comprising 8 males and 2 females participated in the study. They were drawn from five Western Cape secondary schools selected through purposeful sampling in such a way that the sample of schools is representative of the socio-economic and sociocultural context of the Western Cape as far as possible. Data were generated from biographic questionnaires and semi-structured interviews. Data were also generated from lesson observation and the analysis of documents such as the geography NCS, work schedules and lesson plans. The use of different research instruments ensured the triangulation of data sources in order to address issues of validity and reliability. The qualitative data were then analysed through thematic analysis. The study found that the sustainable development theme is central to the curriculum. Additionally, strategies of implementing EE and ESD such as the enquiry approach, the issues-based approach and the need to impart critical thinking skills are suggested in the curriculum. The teacher participants experience conceptual barriers concerning the nature of EE and ESD and that of notion of integrated geography promoted by the curriculum document. As a result, some of the teacher participants have difficulties in identifying EE and ESD themes in the curriculum document and incorporating them in the lessons. Furthermore, the teacher participants have difficulties in distinguishing learner activities from learnercentred approaches underpinned by constructivist learning theories as observed by Janse van Rensburg & Lotz-Sisitka (2000) and in using the enquiry learning approach. Some teacher participants prefer using traditional teacher-centred approaches which enable them to finish syllabuses in time for examinations. The use of learner-centred approaches such as fieldwork is hindered by barriers such as shortage of resources, class time, large classes, deteriorating discipline, heavy workload and policy contradiction. This study revealed a gap between policy rhetoric and practice in the teacher participants’ efforts to implement EE and ESD through the geography NCS. / AFRIKAANSE OPSOMMING: Beter omgewingsopvoeding-onderrig en -leer van volhoubare ontwikkeling (OO/OVO) in skole is een van die hoofresponse op die toenemende agteruitgang in die toestand van die wêreldomgewing in die Dekade van Opvoeding vir Volhoubare Ontwikkeling (DOVO) (2004-2015). OO/OVO is geïntegreer in die Suid-Afrikaanse skoolkurrikulum; in die Algemene Onderwys en Opleidingfase (Grade R tot 9) (AOO) en die Verdere Onderwys en Opleidingsfase (VOO) deur die beginsels wat die leerplan onderlê soos sosiale geregtigheid, ‘n gesonde omgewing, menseregte en inklusiwiteit. Alhoewel ‘n kruiskurrikulêre benadering tot onderrig en leer in die AOO-fase gevolg word, word OO/OVO by elke vak op die VOO-vlak geïntegreer. Omdat geografie oor mens-omgewingverhoudings handel en interdissiplinêr is, word die vak as een van die hoofvoertuie vir die onderwys van OO/OVO beskou. Om op die behoefte vir beter onderrig en leer van OO/OVO tydens die DOVO te reageer, is die hoofdoel van hierdie navorsingsprojek om vas te stel hoe OO/OVO deur die geografiekurrikulum in Suid-Afrikaanse sekondêre skole op VOO-vlak geïmplimenteer word. Die ondersoek het antwoorde gesoek op vrae wat verband hou met: geleenthede vir die onderrig van OO/OVO in die geografie Nasionale Kurrikulumverklaring (NKV); die perspektiewe van geografie-onderwysers oor OO/OVO; die mate waartoe onderwysers die onderrig van OO/OVO in geografie-lesse inkorporeer; die pedagogiese benaderings wat geografie-onderwysers gebruik; en die hindernisse ten opsigte van die onderrig van OO/OVO in die geografie-kurrikulum. ‘n Kwalitatiewe gevallestudie-navorsingsontwerp, ondersteun deur die interpretatiewe navorsingsparadigma, is ingespan. ‘n Steekproef van 10 senior geografie-onderwysers, bestaande uit agt mans en twee vroue is by die studie betrek. Hulle is uit vyf Wes-Kaapse sekondêre skole geselekteer deur middel van doelgerigte steekproefneming op so ‘n wyse dat die monster van skole so ver moontlik die sosiaal-ekonomiese en sosiaal-kulturele kontekste van die Wes-Kaap weerspieël. Inligting is verkry uit biografiese vraelyste en semi-gestruktureerde onderhoude, asook deur waarneming van lesse en deur die ontleding van dokumente soos die NKV vir geografie, werkskedules en lesplanne. Die van verskillende navorsingsinstrumente is gebruik ter ondersteunin van die triangulasie van data ten einde geldigheids- en betroubaarheidskwessies aan te spreek. Die kwalitatiewe data is daarna aan tematiese ontleding onderwerp. Die studie bevind dat volhoubare ontwikkeling ‘n sentrale tema in die kurrikulum is. Daarbenewens word strategieë om OO/OVO te implementeer, soos die ondersoekleerbenadering, die kwessiegebaseerde benadering en die behoefte om kritiese denkvaardighede te ontwikkel, in die kurrikulum voorgestel. Die onderwyserdeelnemers ervaar konseptuele hindernisse met betrekking tot die aard van OO/OVO en die nosie van geïntegreerde geografie wat die kurrikulumdokument bevorder. Gevolglik vind sommige onderwyserdeelnemers dit moeilik om OO/OVO in die leerplandokument te identifiseer en in hul lesse te inkorporeer. Verder ondervind die onderwyserdeelnemers probleme om leerderaktiwiteite te onderskei van die leerdergesentreerde benaderings wat onderlê word deur konstruktiwistiese leerteorieë soos deur Janse van Rensburg & Lotz-Sisitka (2000) waargeneem en om die ondersoekleerbenadering te gebruik. Sommige onderwyserdeelnemers verkies om tradisionele onderwysergesentreerde benaderings wat hulle in staat stel om kurrikula betyds vir eksamens af te handel. Die gebruik van leerdergesentreerde benaderings soos veldwerk word gestrem deur belemmeringe soos hulpbrontekorte, beperkte klastyd, groot klassse, verswakkende dissipline, hoë werklading en teenstrydighede in die beleid. Die studie het ‘n gaping tussen beleidsretoriek en die praktyk in die onderwyserdeelnemers se pogings om OO/OVO te implementeer wat in die geografie NKV ingewerk is, uitgewys.

Thesis (PhD)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: This study investigated a single research question, that is: How do teachers experience the implementation of the Further Education and Training (FET) National Curriculum Statement (NCS) for Physical Science? The focus of the study was on searching the inner consciousness of Physical Science teachers as they engaged with the teaching of the subject on a daily basis. It is in the inner consciousness where one finds the truth about people’s perceptions, beliefs, emotions, challenges and convictions about/towards phenomena that the study sought to determine. In so doing, this study searched for phenomenological truth about the daily realities Physical Science teachers are faced with, as they implement the NCS. Phenomenological truth is floatable, precarious in nature, and subject to an individual’s perception of truth. It is important to note that phenomenological truth makes no reference to absolute truth. At the time this study was conducted the NCS was the only policy document with legal status for schools in South Africa. As a result the NCS influences and directs the pedagogical practices of teachers. This is because the NCS has a specific expectation of Physical Science teachers with regards to their understanding of the content, the delivery of the content, the learning environment, and professionalism. Through searching the consciousness of teachers, they revealed how they experienced what they do in the Physical Science classroom. In other words, how they experience what, how, when and who they teach. Probing into the consciousness of teachers and how they experience the implementation of the NCS provides valuable insight into the quality of curriculum delivery. This study did not only focus on the implementation of the NCS, but also examined why it might be difficult for teachers to change their practices. Phenomenology is both a theory and a method. The study was guided by the ideas of Edmund Husserl - who is regarded by many phenomenologists as the father of phenomenology, Martin Heidegger, Maurice Merleau-Ponty, and many other phenomenologists. Husserl (cited in Derrida, 1967) believed that we should begin any explanation with experience, which is a scientific description that does not presuppose any significance of the existence of the metaphysical world. By delving into the complexities of experience one can locate the flowing life of an individual’s consciousness as it occurs. Husserl posited the belief returning to the things themselves (cited in, Derrida, 1967; Spanos, 1976; Groenewald, 2004) to describe the purity of experience as data. In this study I sampled three teachers and employed a phenomenological methodological framework to capture their lived experiences. I used one-on-one semi-structured face-to-face interviews to construct the data. In addition, field notes were used to turn the direct experiences and observations of the participants into vivid descriptions. In phenomenology researchers use field notes to make the voice of people heard in the text. I drew on Husserl, Heidegger and Merleau-Ponty’s philosophical pathways that a person must be understood from his position within a specific time and place to present the findings. The major finding in this study showed that the teachers’ consciousness, with respect to Physical Science teaching was negatively influenced by the legacy of apartheid-education. This negative consciousness through which they framed their thoughts and filtered their ideas became the collective mindset through which they personified their teaching. The study revealed that the delivery of the NCS (by the teachers) was mostly axiomatised by old habits and images in their thoughts engrained in their memory under apartheid education. The findings also showed that their (teachers’) consciousness with regards to the NCS unconsciously oscillated between the present and the past and that they continuously and unconsciously bring the past (old ideas and beliefs) into the present. The teachers constantly have to struggle against the phenomenological self or attitude and ceaselessly suppose and follow thoughts of pre-comprehension or preconception. / AFRIKAANSE OPSOMMING: Die doelwit van hierdie studie was om die volgende navorsingvraag te beantwoord: Hoe ervaar onderwysers die implementering van die Verdere Onderwys en Opleiding (VOO) Nasionale Kurrikulum Verklaring (NKV) vir Fisiese Wetenskap? Die hoofdoel was om meer insig te verkry oor wat binne onderwysers se psige plaasvind soos hulle op ‘n daaglikse basis hul uitleef in die Fisiese Wetenskapsklaskamer binne die raamwerk van die NKV. Dit is binne die psige waar hul persepsies, diepgewortelde waardes, emosies, en uitdagings rondom die NKV rus. Om hierdie rede is die studie geïntresseerd om die fenomenologiese waarheid van die alledaagse realiteite waarmee hulle aanhoudend gekonfronteer word, te myn. Fenominologiese waarheid is vloeibaar en verskil van persoon tot persoon en hou geen verwysing met absolute waarheid nie. Toe hierdie studie plaasgevind het, was die VOO NKV die enigste wettige beleidsdokument vir die deelnemers. Die onderwysers was dus verplig om die voorgeskrewe beginsels soos in die NKV saamgevat toe te pas in die voorbereiding en aanbieding van hul lesse. Die NKV beskryf in diepte die inhoud vir elke graad (10-12), hoe die inhoud aangebied moet word, die klaskamer atmosfeer, asook die professionalitiet van die opvoeders. Al die antwoorde soos saamgevat in laasgenoemde, lê bine die psige van die onderwysers. Die ondersoek van die psige van die onderwysers lei tot ‘n begrip van hoe, wat en waarom Fisiese Wetenskaps-onderswysers doen wat hulle doen. Alhoewel die fokus van hierdie studie op die implementering van die NKV is, dra dit ook by tot groeiende kennis aangaande hoekom onderwysers dit moeilik vind om hulle praktyke te verander wanneer dit kom by die hernuwing van ‘n kurrikulum. Fenomenologie is beide ‘n navorsingsmetode en ‘n teorie. Die literatuuroorsig van hierdie studie is geinspireer deur die idees van Edmund Husserl, wat bestempel word as die vader van fenomenolgie, asook Martin Heidegger, Maurice Merleau-Ponty, en veskeie ander fenomenoloë. Derrida (1967) is oortuig daarvan dat enige verduideliking akkuraat beskryf kan word indien geleefde ervaring in ag geneem word. Geleefde ervaring spreek direk tot die onderliggende psige van ‘n individu, en deur die psige te ondersoek, is dit moontlik om ‘n individu se oortuigings ten opsigte van sy/haar geloof, persepsies en uitdagings, asook hoe die individu reageer op hierdie aspekte te verstaan. Husserl gebruik die uitdrukking ‘returning to the things themselves’ wanneer hy verwys na die belangrikheid en oorspronlikheid van ervaring (vermeld in, Derrida, 1967; Spanos, 1976; Groenewald, 2004). Om hierdie rede is ‘n fenomenologiese metode gevolg om die lewenservaringe van drie swart onderwysers vas te vang. Hierdie fenomenologiese vertolkende ondersoek word deur veelvoudigemetodes van inligtingsinsameling gekenmerk. Inligting in hierdie studie oor die deelnemers se ervaringe is vekry deur middel van individuele onderhoude, en die ontleding van die inhoud daarvan. Addisionele inligting is verkry deur veldnotas. Die doelwit van die veldnotas was om die deelnemers se direkte ervaringe en waarnemings in besonderhede te beskryf. Die ontledingsbenadering van elke deelnemer is gedoen binne die raamwerk van Husserl, Heidegger en Merleau-Ponty wat gegrond is op teorieë wat die belangrikheid van plek en tyd uitbeeld. Die resultate van hierdie studie het getoon dat die onderliggende psige van elke deelnemer deur die nalatenskap van apartheid negatief beïnvloed is. Hierdie negatiewe denkpatrone waardeur die onderwysers se idees formuleer vorm die kollektiewe ingesteldheid waardeur hulle hul onderrigswêreld skep. Verder het die studie onthul dat hul aanbieding van die NKV meestal gedryf word deur ou gewoontes wat binne hul denke gekristalliseer het. Hulle vind dit dus moeilik om deur hierdie ou gewoontes te breek. Hul denke wissel gedurig tussen die verlede en die hede en roep die verlede voortdurend binne die hede. Alhoewel die bevindinge van hierdie studie gekoppel is aan plek en tyd is daar ‘n konstante struweling tussen die fenomenologiese self en hul ou gesette denke.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This qualitative multiple case study explored the subjective experiences of four science teachers during the transition process from Natural Sciences in the General Education and Training (GET) band to Life Sciences in the Further Education and Training (FET) band. The study was guided by one main research question and four sub-questions. Data were collected using simple observation, an open-ended questionnaire, semi-structured interviews and photographic evidence. The study revealed that the experiences of the teachers are dependent upon their years of teaching experience, the quality of in-service training and workshops, available resources, the support the teacher receives from the school and the Department of Education and how each school is individually managed. The findings in this study further revealed that teachers feel alone and abandoned by the Department of Education, as there is very little to no support and communication between the teachers and the Department. The teachers reported that there is a misalignment between the content and assessment requirements in Grade 9 and Grade 10, which causes learners to struggle to adapt in Grade 10. Teachers then resort to measures such as structuring the GET more like the FET and reorganising and modifying the content of Natural Sciences across grades 8 and 9 in an effort to better prepare learners for Grade 10 Life Sciences. All the teachers who participated in the study revealed that they did not receive sufficient training to assist them with the transition process from GET to FET. Reasons offered included that in-service training and workshops focused more on administration instead of providing teachers with the necessary context-specific training required to implement the National Curriculum Statement. It is therefore evident that highly skilled teachers are needed to ensure a smooth transition from GET to FET. Teachers need to participate in curriculum initiatives, as it is the teachers who are ultimately responsible for implementing new curriculum initiatives. / AFRIKAANSE OPSOMMING: In hierdie kwalitatiewe veelvuldige gevallestudie is die subjektiewe ervarings van vier wetenskaponderwysers tydens die oorgangsproses van Natuurwetenskappe in die Algemene Onderwys en Opleiding (AOO-)band na Lewenswetenskappe in die Verdere Onderwys en Opleiding (VOO-)band ondersoek. Die studie is deur een hoofnavorsingsvraag en vier subvrae gerig. Data is deur eenvoudige waarneming, ’n oopeinde-vraelys, semigestruktureerde onderhoude en fotografiese bewyse ingesamel. Die studie het aan die lig gebring dat die ervarings van onderwysers afhang van hul onderwyservaring, die gehalte van indiensopleiding en werkswinkels, beskikbare hulpbronne, die ondersteuning wat die onderwyser van die skool en die Departement van Onderwys ontvang, en hoe elke skool individueel bestuur word. Die bevindinge van hierdie studie toon voorts dat onderwysers vervreem en afgesonder van die Departement van Onderwys voel, aangesien daar baie min of geen ondersteuning en kommunikasie tussen die onderwysers en die Departement is nie. Die onderwysers voer aan dat daar nie ooreenstemming is tussen die inhoud en assesseringsvereistes in graad 9 en 10 nie, wat meebring dat leerders sukkel om in graad 10 aan te pas. Onderwysers wend hulle dan na maatreëls soos om die AOO meer soos die VOO te struktureer en die inhoud van Natuurwetenskappe in graad 8 en 9 te herorganiseer en te wysig in ’n poging om leerders beter vir Lewenswetenskappe in graad 10 voor te berei. Al die onderwysers wat aan hierdie studie deelgeneem het, het aangedui dat hulle nie genoegsame opleiding ontvang het om hulle met die oorgangsproses van AOO na VOO te help nie. Redes hiervoor het ingesluit dat indiensopleiding en werkswinkels meer op administrasie fokus as wat dit onderwysers van die nodige konteksspesifieke opleiding voorsien om die Nasionale Kurrikulumverklaring te implementeer. Dit is duidelik dat hoogs opgeleide onderwysers nodig is om ’n suksesvolle oorgang van AOO na VOO te verseker. Onderwysers behoort toegelaat te word om insette tot kurrikuluminisiatiewe te lewer, aangesien dit uiteindelik die onderwysers is wat verantwoordelik is vir die implementering van nuwe kurrikuluminisiatiewe.