Philosophiae Doctor - PhD / Hierdie tesis was onderneem as 'n empiriese studie wat fokus op kurrikulumimplementering in 'n afgesonderde geografiese streek in post-apartheid Suid-Afrika, bekend as die Overberg. Die identiteitsbasis waarvolgens onderwysers Kurrikulum 2005 ontvang en implementeer, dien as die sentrale fokus vir 'n onderneming van hierdie studie. My sleutelbevindinge het ek geneem op die basis van empiries- interpretatiewe tegnieke, wat insluit observasies en semi-gestruktureerde onderhoude. Hiervolgens het ek bevind dat die persoonlike, ontologiese, kontekstuele, opleiding, professionele en pedagogiese invloede, 'n impak gehad het op die samestelling van identiteitsbasis van onderwysers in die Overbergstreek. Dié onderwysers het Kurrikulum 2005 ontvang en geïmplementeer in die lig van hul vorige identiteite. Ek het die empiriese resultate van dié studie vergelyk met die konseptuele raamwerk van my literatuur studies. Dié resultate het aangedui dat daar 'n gaping tussen 'n kurrikulumformulering en 'n kurrikulum-implementering bestaan. Dié gaping verwys na die behoefte om die 'stemme' van onderwysers op die vlak van 'n kurrikulumbeleidformulering, aan te hoor en te verreken. Die studie benut dus kwalitatiewe en interpretiewe metodes, sodat die institusionele gedrag en stem-identiteite van onderwysers verstaan kan word. Die studie stel voor dat die impak van die onderwyser se sosio-kulturele konteks soos ingebed in hul biografieë, primêr is die vorming van hul professionele identiteitsbasis. Relevant tot dié studie, is hoe onderwysers op Kurrikulum 2005 respondeer op die basis van hul identiteite.

The study entails the design of a public school in the Pretoria inner city that will serve the needs of a growing number of residents in the area. Influences that shaped the design include the school’s connection with the urban context, needs set by the current educational system and a commitment to sustainable development. A mutualistic relationship between school and city is created. The inner city serves as an energetic and sustaining growth medium for the school. The school becomes a beacon of education for the urban community. Architecture creates the opportunity for a positive flow of information and inspiration between school and city. Functions of the school and city blend. Boundaries between the two become blurred. Architecture becomes flexible. Urban or educational needs can lead to a re-shaping of the building’s function or internal organisation. A temporary stability is provided. Architecture makes the user aware of is or her place in the physical and social context of the environment, just as the user makes the architecture aware of its place. / Dissertation (MArch(Prof))--University of Pretoria, 2006. / Architecture / unrestricted

This research investigates the education of entrepreneurship to learners with learning difficulties. It is important to keep in mind the rights and possibilities of a learner with learning difficulties. Two entrepreneurship programmes were presented to two different groups of learners at Oom Paul School. Learners with learning disabilities can be categorised as poor performers, learners with behavioural and emotional problems, development problems (for example a language deficit), as well as learners with permanent disabilities- physically, intellectual and sensorial. An important part of this research will focus on the discussion on the causes of learning difficulties and problems of learners. One of the most important aims in education, especially in teaching learners with learning difficulties, is to guide learners to become a part of adulthood and the business world as a responsible and active member of society. Unfortunately, there are many learners who- after a successful school career seems to get "lost" along the way, because of society's discrimination. Several entrepreneurial programmes have been developed and have been implemented with great success at various schools, with reference in particular to the programmes "Business Ventures" and "Entrepreneurskap: jou eie besigheid". Above mentioned programmes are developed for main stream education and are not necessarily suitable for learners with learning difficulties. According to literary studies on education on entrepreneurship, this study field is relatively new in RSA and that no research regarding entrepreneurship education for learners with learning difficulties has been done. This research has pointed out that the teaching and education of entrepreneurship to learners with learning difficulties can be successful with a few adjustments. The new outcomes-based curriculum for general education and training for further education is Curriculum 2005. This curriculum is learner centred and is beneficiary for the learner with disabilities and difficulties. The principles of outcomes-based curriculum (Curriculum 2005) contribute to the accommodation of all learners in their diversity and needs. The society is looking forward to the implementation of this new curriculum, due to the fact that discrimination against learners with learning disabilities/difficulties will no longer be part of our education. Awareness of entrepreneurship and teaching of entrepreneurship is part of the eight learning areas and also one of the critical outcomes of Curriculum 2005. Entrepreneurial awareness can offer a meaningful contribution to solve an essential problem in the RSA. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000

This research investigates the education of entrepreneurship to learners with learning difficulties. It is important to keep in mind the rights and possibilities of a learner with learning difficulties. Two entrepreneurship programmes were presented to two different groups of learners at Oom Paul School. Learners with learning disabilities can be categorised as poor performers, learners with behavioural and emotional problems, development problems (for example a language deficit), as well as learners with permanent disabilities- physically, intellectual and sensorial. An important part of this research will focus on the discussion on the causes of learning difficulties and problems of learners. One of the most important aims in education, especially in teaching learners with learning difficulties, is to guide learners to become a part of adulthood and the business world as a responsible and active member of society. Unfortunately, there are many learners who- after a successful school career seems to get "lost" along the way, because of society's discrimination. Several entrepreneurial programmes have been developed and have been implemented with great success at various schools, with reference in particular to the programmes "Business Ventures" and "Entrepreneurskap: jou eie besigheid". Above mentioned programmes are developed for main stream education and are not necessarily suitable for learners with learning difficulties. According to literary studies on education on entrepreneurship, this study field is relatively new in RSA and that no research regarding entrepreneurship education for learners with learning difficulties has been done. This research has pointed out that the teaching and education of entrepreneurship to learners with learning difficulties can be successful with a few adjustments. The new outcomes-based curriculum for general education and training for further education is Curriculum 2005. This curriculum is learner centred and is beneficiary for the learner with disabilities and difficulties. The principles of outcomes-based curriculum (Curriculum 2005) contribute to the accommodation of all learners in their diversity and needs. The society is looking forward to the implementation of this new curriculum, due to the fact that discrimination against learners with learning disabilities/difficulties will no longer be part of our education. Awareness of entrepreneurship and teaching of entrepreneurship is part of the eight learning areas and also one of the critical outcomes of Curriculum 2005. Entrepreneurial awareness can offer a meaningful contribution to solve an essential problem in the RSA. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000

Summaries in English and Afrikaans / This study was undertaken because of the realisation that a new approach to teacher education will have to be followed if teachers are to be empowered to teach within the framework of the new educational dispensation, Curriculum 2005. Because such a change implies a new curriculumfor teacher training there is a need for research on how providers will have to adapttheir training approach and curriculum to meet the challeng.es of Curriculum 2005. In this study the development of a model for outcomes-based learning programme design is undertaken. To achieve this: outcomes-based education systems in the USA, Australie, New Zealand, Canada and England are investigated; he unique model of outcomes-based education that is being implemented in Soutr Africa is described and explained; requirements for the training of teachers in the context of outcomes-based education and Curriculum 2005 are identified and described; a model for outcomes-based learning programme design is developed to serve as a possible framework for the design of learning programmes for teaeher education for outcomes-based education in South-Africa. The study shows that outcomes-based teacher education has received only scant attention in the rest of the world. It is also shown that the design of learning programmes for outcomes-based education requires a somewhat different approach than traditional curriculum design, where content play such a dominant role. A model for outcomes-based teacher.education is suggested to facilitate the development of such programmes. It is hoped that the model will be of use and that it will contribute to sensible learning programmes which will empower teachers to function successfully in an outcomes-based education system. / Hierdie studie het ontstaan uit die besef dat 'n nuwe benadering tot onderwysersopleiding gevolg sal moet word as onderwysers in staat gestel moet word om die nuwe kurrikulum, Kurrikulum 2005, op uitkomste- gebaseerde wyse in die praktyk te fasiliteer. Omdat so 'n verandering 'n nuwe kurrikulum impliseer is daar 'n behoefte aan navorsing om te bepaal hoe onderwysersopleidingsinstansies hul opleidingsbenadering en-kurrikulum moet aanpas om aan die eise van die nuwe kurrikulum en die nuwe onderrigrnodel in Suid-Afrika te voldoen. In hierdie studie is daar gepoog om 'n model vir uitkomste-gebaseerde leerprogramontwerp, vir die·opleiding van Suid-Afrikaanse onderwysers te ontwikkel. Om dit te kon regkry is: 'n ondersoek geloods na uitkomste-gebaseerde onderrigstelsels in die VSA, Australie, Nieu-Zeeland, Kanada en Engeland; die ontstaan en ontwikkeiing van die unieke model van uitkomste-gebaseerde onderrig wat tans in Suid-Afrika geimplementeer word, beskryf en verklaar; vereistes vir die opleiding van onderwysers geidentifiseer en beskryf binne die konteks van 'n uitkomste-gebaseerde onderrigrnodel en Kurrikulum 2005; 'n model vir uitkomste-gebaseerde leerprogram ontwikkel wat as moontlike raamwerk kan dien vir die ontwerp van leerprogramme vir opleiding van onderwysers vir uitkomste-gebaseetde onderrig in Suid-Afrika. Hierdie studie toon aan dat uitkomste-gebaseerde onderwysersopleiding nog weinig aandag geniet het in die res van die wereld. Daar word ook aangetoon dat die ontwerp van leerprogramme vir uitkomste-gebaseerde onderwysersopleiding 'n ietwat ander benadering vereis as wat gegeld het in tradisionele kurrikulumontwerp, waar inhoude so 'n dominante rol speel. 'n Model vir leerprogramontwerp vir uitkomste-gebaseerde onderwysersopleiding word voorgestel om die ontwikkeling van sodanige programme te vergemaklik. Daar word vertrou dat die model van waarde sal wees en daartoe sal meewerk dat sinvolle leer-programme antwerp sal word wat onderwysers in staat sal stel om suksesvol binne die stelsel van uitkomste-gebaseerde onderrig te funksioneer. / Teacher Education / D Ed. (Didactics)

Summaries in English and Afrikaans / This study was undertaken because of the realisation that a new approach to teacher education will have to be followed if teachers are to be empowered to teach within the framework of the new educational dispensation, Curriculum 2005. Because such a change implies a new curriculumfor teacher training there is a need for research on how providers will have to adapttheir training approach and curriculum to meet the challeng.es of Curriculum 2005. In this study the development of a model for outcomes-based learning programme design is undertaken. To achieve this: outcomes-based education systems in the USA, Australie, New Zealand, Canada and England are investigated; he unique model of outcomes-based education that is being implemented in Soutr Africa is described and explained; requirements for the training of teachers in the context of outcomes-based education and Curriculum 2005 are identified and described; a model for outcomes-based learning programme design is developed to serve as a possible framework for the design of learning programmes for teaeher education for outcomes-based education in South-Africa. The study shows that outcomes-based teacher education has received only scant attention in the rest of the world. It is also shown that the design of learning programmes for outcomes-based education requires a somewhat different approach than traditional curriculum design, where content play such a dominant role. A model for outcomes-based teacher.education is suggested to facilitate the development of such programmes. It is hoped that the model will be of use and that it will contribute to sensible learning programmes which will empower teachers to function successfully in an outcomes-based education system. / Hierdie studie het ontstaan uit die besef dat 'n nuwe benadering tot onderwysersopleiding gevolg sal moet word as onderwysers in staat gestel moet word om die nuwe kurrikulum, Kurrikulum 2005, op uitkomste- gebaseerde wyse in die praktyk te fasiliteer. Omdat so 'n verandering 'n nuwe kurrikulum impliseer is daar 'n behoefte aan navorsing om te bepaal hoe onderwysersopleidingsinstansies hul opleidingsbenadering en-kurrikulum moet aanpas om aan die eise van die nuwe kurrikulum en die nuwe onderrigrnodel in Suid-Afrika te voldoen. In hierdie studie is daar gepoog om 'n model vir uitkomste-gebaseerde leerprogramontwerp, vir die·opleiding van Suid-Afrikaanse onderwysers te ontwikkel. Om dit te kon regkry is: 'n ondersoek geloods na uitkomste-gebaseerde onderrigstelsels in die VSA, Australie, Nieu-Zeeland, Kanada en Engeland; die ontstaan en ontwikkeiing van die unieke model van uitkomste-gebaseerde onderrig wat tans in Suid-Afrika geimplementeer word, beskryf en verklaar; vereistes vir die opleiding van onderwysers geidentifiseer en beskryf binne die konteks van 'n uitkomste-gebaseerde onderrigrnodel en Kurrikulum 2005; 'n model vir uitkomste-gebaseerde leerprogram ontwikkel wat as moontlike raamwerk kan dien vir die ontwerp van leerprogramme vir opleiding van onderwysers vir uitkomste-gebaseetde onderrig in Suid-Afrika. Hierdie studie toon aan dat uitkomste-gebaseerde onderwysersopleiding nog weinig aandag geniet het in die res van die wereld. Daar word ook aangetoon dat die ontwerp van leerprogramme vir uitkomste-gebaseerde onderwysersopleiding 'n ietwat ander benadering vereis as wat gegeld het in tradisionele kurrikulumontwerp, waar inhoude so 'n dominante rol speel. 'n Model vir leerprogramontwerp vir uitkomste-gebaseerde onderwysersopleiding word voorgestel om die ontwikkeling van sodanige programme te vergemaklik. Daar word vertrou dat die model van waarde sal wees en daartoe sal meewerk dat sinvolle leer-programme antwerp sal word wat onderwysers in staat sal stel om suksesvol binne die stelsel van uitkomste-gebaseerde onderrig te funksioneer. / Teacher Education / D Ed. (Didactics)