Published Article / Problem-based learning (PBL) is a learner-centred strategy that can be used to achieve the objectives of Outcomes Based Education (OBE). The Hospitality management program has no evidence of a fixed learner-centred didactic approach such as PBL, E-learning or Resource-based learning (RBL). In considering PBL, we raised questions: Why PBL? To what extent are staff and learners prepared for PBL? What are the characteristics of the curriculum when implementing PBL etc? This paper highlights these and other questions. The outcome shows that principles of PBL are extremely applicable to Hospitality but that timetabling within the program is a concern.

Swaziland changed its pedagogy from the teacher-centred O level to IGCSE which is learnercentred. In preparation for a pedagogical change, some logistics were put into place; amongst these, teacher development. Research points out that what the teacher does in class is significant and has a bearing in the learner’s outcomes, therefore appropriate and adequate teacher training should be afforded to the implementers of a new pedagogy. This study seeks to find out how Swazi teachers were trained in preparation for the pedagogical change. The study was done in a qualitative manner, whereby semi-structured interviews were used as a method of collecting data. The study revealed that even though teachers were trained for the implementation of the new pedagogy, the training was not effective because it was for a few days, no effective follow up was made and it also did not take into consideration the teachers’ pedagogical needs, it assumed a one-size-fit all approach.

Philosophiae Doctor - PhD / This study is part of a larger school-based research project aimed at training science teachers to integrate argumentation into K-12 science instruction. The current study examined the effect of an argumentation-based training programme on pre-service science teachers’ ability to use an argumentation-based instructional model (ABIM) to implement a learner-centred curriculum in selected Eritrean middle school science classrooms. The study was situated within the social constructivist and argumentation theoretical frameworks. A predominately qualitative research approach was utilized to address the purpose and the research questions of this study. The research design was primarily a case study of a cohort of 25 undergraduate middle school pre-service science teachers, enrolled in a teaching practice course in January, 2013 under the auspices of the Department of Science, College of Education at Eritrea Institute of Technology (EIT). None of the pre-service teachers involved in the study had taken a formal course work, workshops or seminars on argumentation instruction. Six of the 25 pre-service teachers were selected for an in-depth qualitative analysis using purposive sampling technique (Groenewald, 2004; Flyvbjerg, 2006). This study utilized multiple data collection instruments including, questionnaire, argument-based tasks, classroom observation, interview, reflective questionnaire, video-tape class lessons and field notes. Argumentation framework as espoused in the work of Toulmin (1958) and Ogunniyi (2004) were utilized as the units of analysis for the data collected in the study. Furthermore, the study considered a variety of validity and ethical protocols to ensure the findings and interpretation generated from the data were valid.

A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Mathematics, Science and Technology Education at the University of Zululand, 2014 / This research was designed to ascertain teachers‟ perceptions on learner-centered teaching in the discipline of mathematics in basic education. The first aim of the study was to determine the extent to which teachers background training contributes to perception of learner-centred approach in the teaching of mathematics. The second aim sought to determine the extent to which teachers’ professional experience contributes to perception of learner centered approach in the teaching of mathematics. The third aim of the study was to determine the extent to which teachers background training contributes to learner-centred practices in the teaching of mathematics. Lastly, the fourth aim was to determine the extent to which teachers’ professional experience contributes to practices of learner-centred approach in the teaching of mathematics. To achieve the aims, a questionnaire and observation schedule was designed to collect the data. The questionnaire was primarily subjected to validation by the researcher through Exploratory Factor Analysis (EFA). This instrument was first administrated to three hundred and nine primary school teachers of the provinces of Inhambane, Gaza and Maputo. After the piloting was performed the final version of the questionnaire was then applied to four hundred eight six primary school teachers and from this sample three hundred seventy three completed and returned the questionnaires. The returned questionnaires were then correctly analyzed. Three of four aims were connected to four hypotheses. To evaluate whether teacher background training and type of training have significant effects on teacher perceptions of learner-centred teaching approach an ordinal regression analysis was performed. To test whether would there be a relationship between teachers‟ professional experience and their approach to teaching mathematics and whether will there be a relationship between teachers‟ background training and their approach to teaching mathematics, a Chi-square test of independence was used. To evaluate whether teachers use learner-centred teaching an observation schedule was also used. The results show that teachers teaching experiences as well as type of training did not have significant effect on their perceptions of learner-centred teaching. The results of this study have also shown that teachers‟ professional experience as well as the type of training teachers have received in teaching methods has no significant effects on the type of approach (teacher or learner-centred approach). Teachers of basic education prefer to use both approaches when they teach mathematics. Results from observation schedule show that teachers do not use learner-centred approach. Instead, they use teacher-centred teaching. Lastly, the results were discussed taking in account the literature reviewed within the framework of educational psychology applied to mathematics teaching. Finally suggestions were made on how to understand more deeply the question of teachers‟ perceptions of learner-centred teaching. The most important suggestion is that research should be done regarding teachers mathematics self-efficacy, how teachers perceive their own knowledge of learner-centred approach and how do they practice it. / Scientific Council of UDEBA-LAB

Published Article / The Academic Planning Committee of the Central University Of Technology, Free State stated in April 2003 that academic success depends on academic institutions to create a learner-centred educational environment. In a learner-centred approach to the facilitation of learning, curriculum design, instruction and assessment focuses on what the learner should be able to do successfully. The mentioned Learner-centeredness is closely related to the principles of outcomes-based education (OBE). The purpose of this article is, therefore, to explore the feasibility of a learner-centred approach to the facilitation of learning in the context of Financial Accounting I, by considering the possible implementation of the four essential principles of OBE.

This thesis was generated from an action research project, the aim of which was to improve the learning process at the Polytechnic of Agriculture, University of Jember, East Java. The proposition argued is that the implementation of learner-centred approaches in a formal tertiary education setting will assist educators and learners to meet their needs. Further, the approaches will motivate participants in the learning process to be both self-responsible and self-directed learners. Participatory approaches were utilised to induce improvement in the Polytechnic's practices, student satisfaction and contributions to learning by the outside community. Participants included students, the Director, the Associate Director for Academic and Head of School. Information was also collected from outsiders. The outcomes from the project were: students were responsible for their own learning; staff were able to act as professional facilitators; and curriculum development. There are still some unresolved issues, and it was recommended that further research of effectiveness of learning approaches in formal tertiary education needs to be carried out. / Master of Science (Hons)

China's open-door policy to the West has created a great demand for Chinese speakers of English. But the existing formal language institutions are far from enough to meet such a great need. Consequently, large numbers of people will have to learn English by themselves, self-directed to different extents, depending on the facilities available to them. There are also large numbers of potential selfdirected learners who do not yet know where to start and how to tackle the task. Self-directed learning, either of English or of other subjects, has always played an important role in China as an alternative form of education. There have been many successful self-directed learners who have made remarkable contributions to the country in different fields. However, self-directed learning of English on a large scale is still a relatively new phenomenon. Some proper guidance and the learners' awareness of the likely difficult areas will make the learning both more effective and more efficient. This study will attempt to examine the gradual change from teacher-centred teaching and learning to learner-centred teaching and learning and the development of self-directed learning. Then the study will try to provide information on some of the self-directed learning programmes of interest to Chinese learners. Afterwards, the study will examine the basic needs and characteristics of Chinese self-directed learners. The greater part of this study will be devoted to the likely areas of difficulty of self-directed learners in China and some possible ways to solve them. The last part will deal with study skills in self-directed learning and use of resources available.

Establishing proficient practices for technology teaching and learning is an immense challenge, especially since technology is a new subject that was added as one of the new learning areas within the South African education curriculum. This happened when the South African education system was reviewed after the 1994 democratic elections and OBE was chosen as not only the hub, but the underpinning philosophy of education. As part of the challenges that followed implementing a new subject, when technology was first implemented, there were no qualified teachers to teach it, and there were no official academic programmes to train those who were inevitably selected to teach it. After a while, the government found out that all was not well with the national curriculum technology and that in many schools, it was not as well taught as other subjects. From ever since, institutions of higher learning and service providers across the country made efforts to develop programmes and offer formal training in technology education. This study intended to carefully examine how technology academic programmes are conceptualised, planned, and implemented; and how that contributes to efficient training and development of student-teachers in technology education. This it did by purposefully sampling the University of Pretoria (UP) and performing a case study on its technology education pre-service programme. The investigation necessitated the concept: "the essential features of an effective and comprehensive technology education programme", which the researcher believes are inescapable because they forms the core, effect and success of technology programmes' design features; and they have a propensity to guide educational practice to enhanced performances and yield. From literature, the essential features are centred on programme design, content, teaching methods, programme coordination, staffing, student assessment policies and practices and the context of study. The investigation at UP started with programme conceptualisation and planning, which the researcher performed by interviewing the developers, designers and the lecturing staff. She then performed document analysis on the study guides and university general programme to investigate programme content; and she did lecture observations to explore teaching methods. The results of the study indicated that UP technology education pre-service programme is conceptualised and planned based on problem-based learning, project-driven approach and standard-based design. The lecturing staff applies learner-centred, activity-based, and outcome-based approaches that provide student teachers with opportunities to engage in authentic, real-life problems. The programme content consists of modules that are made up of study units that engage various technology concepts and knowledge base. They have good resources and specialised venues for technology teaching and learning. UP-D&T is balanced and auspicious; students and lecturers are enthusiastic and positive about the activities of this programme. However there exist a few hiccups, which are resembled in the level at which certain essential features are engaged within UP-D&T. The designers and lecturing staff might want to conduct some impact studies of this programme, as well as evaluations of practice on student-teachers presently training and those who were trained under this programme in the past. The study reflected in-depth descriptions of how technology education programmes can be comprehensively designed; by providing a window, patterns, essential features and rubrics for enhanced planning, practice and implementation. Discussions thereof might serve to mobilise, critique and further the discourse on effective pre-service teacher education. / Dissertation (MEd (Science and Technology Education))--University of Pretoria, 2008. / Curriculum Studies / unrestricted

After decades of implementing a teacher-centred curriculum in Botswana, a learner-centred curriculum was introduced into the education system in 1998. The course of this, teachers had to make a paradigm shift that radically affected the manner in which they were expected to assess learners. I utilised a qualitative case study as the basis for this research which sets out to investigate how the release of teachers influence their assessment practices. The following three findings emerged from this study: Firstly, although the curriculum recommended a learner-centred approach, teachers have been inadequately trained and prepared for learner-centred assessment. Secondly, despite their inadequate training, it seems that teachers had developed confidence in their ability to carry out these new assessment practices. Thirdly, despite this radical policy change, many teachers are still utilizing teacher-centred assessment practices. Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Humanities Education / unrestricted

SUBMITTED IN PARTIAL FULFILMENT OF A DEGREE OF MASTER IN EDUCATION Wits School of Education, Curriculum Studies University of the Witwatersrand, South Africa 2015 / This study presents an exploration of the pedagogic modalities displayed by SiSwati and English teachers during teaching and learning in two Swaziland government schools. The study further seeks to explore the links between the pedagogic choices teachers make in the classroom and the socio-cultural context of Swaziland. The idea of pedagogic modalities being classified as either learner-centred or teacher-centred is used as a starting point for the study but the dichotomy set up between these two modes is challenged. The study uses a phenomenological qualitative methodology. It uses semi-structured interviews and lesson observations of two teachers who teach both SiSwati and English in two different government high schools located in the Lubombo region of Swaziland. A major finding of the study was that both teachers’ understandings of learner-centred pedagogy only partially engaged with descriptions of learner-centred pedagogy as outlined in the literature reviewed for this research. This finding highlights the possibility that teachers are not empowered to confidently describe their own practice in teacher-centred terms. It was also found that the teachers’ perceptions of knowledge, their view of their own role and the learners’ role in the classroom influenced the pedagogic approaches selected by each teacher during teaching and learning. Additionally, some pedagogic moves could be linked to the socio-cultural context of Swaziland. The study also revealed that learner- and teacher-centred modalities are not mutually exclusive. It was found that despite being predominantly teacher-centred in their practice, teachers were able to draw on techniques classified in both modes. This means teachers displayed variety in their practice, exhibiting what Brodie, Lelliot and Davis (2002) describe as “hybrid practice” (p. 545), as they used a range of approaches that fit with local views about knowledge, learner participation and the teachers’ role in the classroom. Finally the study calls for further empirical research that documents teachers’ practices in order to generate a theory which would describe pedagogy from the perspective of teachers and their context. This would place sub-Saharan African teachers at the centre of the debate, rather than keeping them on the periphery, silenced as their practice is spoken over and interpreted by the dominant and hegemonic culture of those who would promote LCE in developing country contexts. Key words: pedagogy, pedagogic modality, learner-centred, teacher-centred, pedagogic choices, binary, socio-cultural context, Swaziland.