The introduction of Outcomes-Based Curriculum 2005, has meant that the learning area of Life Orientation has undergone significant changes. These changes encompass both the scope of the learning area of Life Orientation, and the implementation of Life Orientation. The aim of this investigation has been to examine the implications of Outcomes-Based Curriculum 2005, for Life Orientation as well as to propose a method of assisting this implementation. The training of facilitators has met with mixed results and there is still confusion surrounding Curriculum 2005, and the learning area of Life Orientation. The development of an implementation model was therefore proposed and developed to assist Life Orientation facilitators to make the transition from a theoretical understanding to the practical implementation. The results of the study determined that the facilitators were overwhelmingly in support of the implementation model. They found it provided a logical and comprehensive framework, which would be helpful in assisting them with planning their learning programmes. In order to understand more fully the effectiveness of the implementation model in the classroom reality, it will however be necessary to undertake a study over a longer term with participating facilitators. A number of other issues also were investigated as part of this study. From this it was determined that facilitators feel they require more training to implement an Outcomes-Based appro'ach particularly with regard to assessment. Facilitators have also not yet fully understood what constitutes the learning area of Life Orientation, nor their tasks as a facilitator. / Psychology of Education / D. Ed. (Psychology of Education)

This study begins by analysing and exploring problems associated with (a) history teaching as part of the Human and Social Sciences learning area, (b) history teaching within an Outcomes-based approach, and (c) history teaching and racism. In an effort to provide solutions to these problems the study proceeds to propose a framework for teaching history within the Human and Social Sciences learning area, to suggest a viable Outcomes-based approach to teaching history in the context of this learning area, and an attempt is also made to provide criteria for an anti-racist approach to history teaching. Further, teaching and learning strategies of how far learners can exhibit antiracist perspectives and attitudes have been developed. Overall, the study found that an interdisciplinary approach - intended to preserve history's identity within the Human and Social Sciences learning area- is worthwhile and essential, given the rich potential of the discipline to enrich and even gain from the unique insights that other disciplines within the learning area can provide. It is evident that history, either by itself or in association with other disciplines, lends itself well to Outcomes-based Education; and that while it is important and necessary to differentiate between learning outcomes on the one hand, and aims and objectives on the other, the former and the latter two demonstrate some significant overlaps. Given the crucial importance of improving race and a range of other relations in South Africa, the findings of the study seem to prove to be a feasible and indeed critically important way in which history teaching could deal with racial and other forms of viprejudice, injustice and discrimination. This seems to be the case because the findings reveal that learners registered progress in various aspects of anti-racist history teaching. Given the gains by learners, therefore, an Outcomes-based history teaching within the Human and Social Sciences learning area would seem to be an essential approach to learning programme development in the South African system of education and training. / Educational Studies / D. Ed. (Didactics)

The study focuses on challenges in the development of learner-centred and process-oriented teaching and learning in the learning areas, natural science (NS) and mathematics in South African schools. The aim of NS is to develop scientifically literate learners. The three Learning Outcomes (LOs) and the accompanying Assessment Standards (ASs) should enable learners to understand the science products or system of ideas such as underlying theories and principles. The LOs point out the learner’s abilities to use the sciences products or system of ideas. Educators encounter challenges in the application of the LOs and ASs in teaching and learning activities. Against this background, a mixed method study was conducted in selected schools in the Tshwane South District in Gauteng. Data were gathered by document analysis, focus groups and a questionnaire to gauge how the educators are applying the LOs and ASs. Findings indicated that lessons plans were inadequate and educators were not familiar with curriculum documents. / Science and Technology Education / M. Ed. (Natural Sciences Education)

The dissertation describes the experiences of senior secondary students taking an online course for the first time to further their language education. The experiences are presented from the perspective of students, of supervising teachers and the 'virtual' teacher. Issues of importance with younger learners are identified and discussed and guidelines for the conduct of online courses at school level developed. It is proposed that online courses may have a worthwhile place in school education if specific learning needs can be met using this medium.

Human activities that involve interactions amongst three players i.e. nature, humans and technology, continue to impact negatively on the Earth's biosphere. The impact is tremendous: consumption of resources at an unsustainable level leading to rapid loss of natural resources and biodiversity. The plea to reverse this negative trend is as valid now as it were many years ago. While some progress has been made to develop strategies to wisely manage and protect the Earth's resources, the state of the environment is still fragile. Strategies are far from satisfactory: hence the grounds for a new commitment in a manner best suited to a country's needs and resources. In recent years, research in indigenous knowledge systems has been pursued in an attempt to develop a deeper understanding of its complex linkages with the environment. Incorporating some of these linkages in the science curricula provides opportunities for learners to make informed choices to address individual and society's needs by extracting relevant elements from Western science and indigenous knowledge systems. This research focuses on the use of indigenous knowledge in science education offered to grade eight and nine learners in South African schools. As part of this education, science curricula, teaching methodologies and resources therefore should be developed in response to the changing needs of learners and their communities. A close look at the natural science learning area of Curriculum 2005 shows that the South African curriculum developers have under-used indigenous knowledge in the teaching and learning of science at school level. The conceptualization of an inclusive and just science education has been evaded. Perceptions elicited from a small group of academics, well versed in IK, indicate that the majority of South African science teachers will embrace the inclusion of indigenous knowledge in the natural science learning area but will require significant assistance from the Department of Education. The key to deal with this daunting task is for the relevant role players to establish partnerships with the knowers and holders of indigenous knowledge and to operate in a neutral, noble and altruistic manner and that in itself in the present context is highly problematic. / Educational Studies / Thesis (D. Ed.)

The aim of this study was to investigate the design and implementation of early intervention programmes used for disadvantaged learners in South Africa. The focus was on the Grade R class since it has been introduced to prepare learners for formal schooling. The extent to which the programme could influence the learner's skills were investigated. The design is defined in terms of the structure, goals, and content of the programme. The implementation strategy in this investigation is explained in broad terms to include ECD policies, delivery structures and modes, teacher preparedness and arrangements made at school level. The investigation was conducted as a case study in disadvantaged school-based Grade R classes of the Gauteng province. It established that the design of the Grade R programme followed the constructivist approach by combining the developmental and behavioural approaches to teaching. The design was commendable with regard to its goals and its duration. However, concerns were raised with regard to the structure and content of the Learning Area Programmes. An alternative design is recommended. The success of any programme depends to a large extent on implementation strategies used for delivery. This investigation established that policy formulation at national level followed international trends. Implementation power was devolved to the provincial departments in order to accommodate provincial diversity. However, structural deficits and undefined line functions were identified at provincial and district levels. The impact of this deficiency was evident in the Grade R classes. Finally this study concluded that although learners showed developmental gains, this cannot be regarded as the influence of the Grade R teaching because this age group is still developing and the change could be ascribed to maturation. The learners did not acquire basic literacy skills. Their poor language and intellectual abilities remain extremely low. / Educational Studies / D.Ed.(Psychology of Education)

Life Orientation is one the learning areas which was introduced by Curriculum 2005 in the General Education and Training band. Its inclusion in the Further Education and training curriculum from 2005 is indicative of its unsurpassed importance to learners. However, these changes have brought about challenges and uncertainty among educators. A literature study was done to discuss the concepts of Life Orientation content, the role of educators, the skills Life Orientation educators should possess and adolescence. The different approaches in relation to the teaching of Life Orientation were also explained. A survey study, using a quantitative research design, was done to investigate educators' response on their knowledge of Life Orientation content, Life Orientation skills and adolescent development. The results of the study indicate that Life Orientation educators lack confidence in these three areas. Therefore, educators require training to equip them to cope with the challenges of the learning area, Life Orientation. / Educational Studies / M.Ed. (Specialisations in Guidance and Counselling)

Educational Studies / D. Ed.(Psychology of Education)Educational Studies

The introduction of Outcomes-Based Curriculum 2005, has meant that the learning area of Life Orientation has undergone significant changes. These changes encompass both the scope of the learning area of Life Orientation, and the implementation of Life Orientation. The aim of this investigation has been to examine the implications of Outcomes-Based Curriculum 2005, for Life Orientation as well as to propose a method of assisting this implementation. The training of facilitators has met with mixed results and there is still confusion surrounding Curriculum 2005, and the learning area of Life Orientation. The development of an implementation model was therefore proposed and developed to assist Life Orientation facilitators to make the transition from a theoretical understanding to the practical implementation. The results of the study determined that the facilitators were overwhelmingly in support of the implementation model. They found it provided a logical and comprehensive framework, which would be helpful in assisting them with planning their learning programmes. In order to understand more fully the effectiveness of the implementation model in the classroom reality, it will however be necessary to undertake a study over a longer term with participating facilitators. A number of other issues also were investigated as part of this study. From this it was determined that facilitators feel they require more training to implement an Outcomes-Based appro'ach particularly with regard to assessment. Facilitators have also not yet fully understood what constitutes the learning area of Life Orientation, nor their tasks as a facilitator. / Psychology of Education / D. Ed. (Psychology of Education)

This study begins by analysing and exploring problems associated with (a) history teaching as part of the Human and Social Sciences learning area, (b) history teaching within an Outcomes-based approach, and (c) history teaching and racism. In an effort to provide solutions to these problems the study proceeds to propose a framework for teaching history within the Human and Social Sciences learning area, to suggest a viable Outcomes-based approach to teaching history in the context of this learning area, and an attempt is also made to provide criteria for an anti-racist approach to history teaching. Further, teaching and learning strategies of how far learners can exhibit antiracist perspectives and attitudes have been developed. Overall, the study found that an interdisciplinary approach - intended to preserve history's identity within the Human and Social Sciences learning area- is worthwhile and essential, given the rich potential of the discipline to enrich and even gain from the unique insights that other disciplines within the learning area can provide. It is evident that history, either by itself or in association with other disciplines, lends itself well to Outcomes-based Education; and that while it is important and necessary to differentiate between learning outcomes on the one hand, and aims and objectives on the other, the former and the latter two demonstrate some significant overlaps. Given the crucial importance of improving race and a range of other relations in South Africa, the findings of the study seem to prove to be a feasible and indeed critically important way in which history teaching could deal with racial and other forms of viprejudice, injustice and discrimination. This seems to be the case because the findings reveal that learners registered progress in various aspects of anti-racist history teaching. Given the gains by learners, therefore, an Outcomes-based history teaching within the Human and Social Sciences learning area would seem to be an essential approach to learning programme development in the South African system of education and training. / Educational Studies / D. Ed. (Didactics)