This research focuses on educators' experience of implementing outcomes-based education in grade nine in secondary schools in South Africa. Two schools were chosen as settings for the qualitative research project. Three focus groups with 20 educators, two focus groups with 14 managers and seven personal interviews were conducted. Twelve classrooms were also observed where grade nine learners were being taught. Findings indicated that some educators found the experience of implementing OBE positive in that it improved their repertoire of facilitating and assessing skills. The reasons for citing OBE as a negative experience were given as the following: an increased workload, poor training and lack of follow-up by the Department and the school management team's degree of involvement. Recommendations were made on how to ease the burden on educators implementing OBE in their classrooms and to empower school managers to manage the implementation of OBE within their respective areas of responsibility. / Educational Studies / M. Ed. (Education Management)

Mathematics, as a subject, is used in various scientific careers as a selection tool. It is regarded as the cornerstone of scientific literacy. However, since learners in South Africa do not perform optimally in mathematics they do not enjoy international recognition. Education renewal is ongoing, and South Africa currently follows an outcomes-based (OBE) approach. The teaching of mathematics cannot be renewed successfully if assessment methods are not regularly adapted to meet new developments in the field. The incorporation of an OBE approach at school level made it necessary to facilitate assessment renewal in tertiary mathematics at the Tshwane University of Technology (TUT). TUT is engaged in a merger of three institutions, which has made the development of new curricula and teaching material essential. Hence this a perfect time to introduce assessment renewal. The primary purpose of this thesis is to report on the research study and its results, and to make recommendations for improving the practice. The overarching research hypothesis in this study is that a suitable assessment would probably enhance the effectiveness of a student’s learning. The research focused on the following questions: -- To what extent are outcomes-based strategies effectively and regularly introduced in the teaching of mathematics at TUT? -- Will tertiary mathematics facilitators be prepared to implement outcomes-based strategies at TUT? -- To what extent are outcomes-based strategies strategies in subjects supported by mathematics implemented at TUT? -- How does the ecology of TUT affect the implementation of outcomes-based strategies? -- What other factors could influence the level of implementation of OBS at TUT? -- Have any of the mathematics facilitators at TUT received suitable and adequate training in the implementation of outcomes-based strategies? -- What are the possible implications of the study for TUT’s assessment policy? Action research was chosen as the research design because it is ideally suited to improving practice. Quantitative and qualitative data were collected through questionnaires, personal interviews, interviews with focus groups, observations, documentation and a reflective diary. The main findings are as follows:– -- OBE strategies are not being introduced throughout TUT in the teaching of mathematics. -- Group work and peer assessments are rare occurences. -- Some lecturers are convinced that new assessment methods would lower the standard of their teaching. -- Uncertainty about the merger and the varying teaching conditions at the different campuses tend to inhibit lecturers, making them less willing to undertake assessment renewals. -- TUT should review its admission criteria. -- The lecturers cited large class groups, a lack of marking assistance and ignorance about OBE as reasons for failing to undertake assessment renewal. The study prepared respondents for assessment renewal. In the interim, however, TUT has introduced a Policy on Teaching, Learning and Technology, whereby OBE has been selected as the teaching model for TUT. In future, respondents will receive training and guidance in the implementation of OBE. This study has hopefully made a significant contribution to this positive development. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2007. / Curriculum Studies / unrestricted

This study examines the Oba of Benin Royal Ugie ceremonies, which is an annual religious and cultural event celebrated by the Benin speaking people of Edo State, Nigeria. As a communal and spiritual activity, the Oba and people of Benin kingdom mark the Ugie festivals with Musical and dance performances. Within this context, the study adopts the historical and participant approaches as its method of contending that some events during the Oba of Benin Royal Ugie festival ceremonies are colorful theatrical performances. The organizational structure of the Oba of Benin Palace as it relates to the observance of Ugie festival ceremonies is also discussed in this research. This study also examines the role Ewini music plays in the various Oba of Benin Royal Ugie festival ceremonies, thereby looking at its origin, socio-cultural context, formation procedure, instrumentation, and organizational set-up. This research also recommends different ways in which music practitioner can benefit by applying a theatrical approach to the study of these royal Ugie ceremonies and its music and also the ability of the festival ceremonies to continue to act as an instrument of stability and unity for the people of Benin kingdom, by bringing people from different walks of life together during the performance at Ugie ceremonies. For clarity, all non-english words are defined in the glossary section on page 73. / Art History, Visual Arts and Musicology / M.Mus.