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The learning area life orientation within outcomes-based educationToddun, Susan 11 1900 (has links)
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)
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The learning area life orientation within outcomes-based educationToddun, Susan 11 1900 (has links)
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)
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The relationship between a disadvantaged home environment and the self-concept of children : a guidance and counselling perspectiveMagano, Meahabo Dinah 06 1900 (has links)
The escalating figures of unemployment and poverty in South Africa are posing a threat to the nuclear family. The deteriorating conditions in the home environment, particularly regarding material provision, has led to an increase in disadvantaged home environments. The investigation in this study focused mainly on the self-concepts of adolescents from disadvantaged home environments. The aim of the research was to see how the home environment influences the self-concept of an adolescent in disadvantaged areas.
The literature study showed that factors such as unemployment, poverty, low socio-economic background, single parenthood, absent parents, parents' level of literacy and parenting styles were associated with disadvantaged home environments. With regard to the self-concept the researcher probed the physical, emotional, social, academic and general self-concepts.
An empirical investigation was undertaken regarding grade 9 and 11 learners in Hebron in the North West Province. A structured questionnaire was developed focusing on home environment and self-concept.
By using Pearson's correlation, ANOVA and Tukey's t-test, findings indicated that there is a significant relationship between home environment and the self-concept. The adolescent's emotional self-concept is affected by religion, supervision at home (parent or guardian) and the number of siblings in the family. Moreover, girls had a better social self-concept than boys. On the whole the physical, academic, social and general self-concepts were not affected by religion, number of siblings in the family and different kinds of supervision. With regard to the physical self-concept it was found that it differed with age.
Therefore, the educators who facilitate Life Orientation in the General Education and Training (GET) band and Life Skills in the Further Education and Training (FET) band should assist children who come from disadvantaged home environments by applying intervention strategies suggested by the researcher in this study to foster positive self-concepts in adolescents. Positive self-concepts are key factors for successful learning, general behavioural patterns and high participation in school activities. Upgrading of educators is also recommended so that they are fully equipped to assist a learner who is from a deprived home environment. / Educational Studies / D.Ed.(Psychology of Education))
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The relationship between a disadvantaged home environment and the self-concept of children : a guidance and counselling perspectiveMagano, Meahabo Dinah 06 1900 (has links)
The escalating figures of unemployment and poverty in South Africa are posing a threat to the nuclear family. The deteriorating conditions in the home environment, particularly regarding material provision, has led to an increase in disadvantaged home environments. The investigation in this study focused mainly on the self-concepts of adolescents from disadvantaged home environments. The aim of the research was to see how the home environment influences the self-concept of an adolescent in disadvantaged areas.
The literature study showed that factors such as unemployment, poverty, low socio-economic background, single parenthood, absent parents, parents' level of literacy and parenting styles were associated with disadvantaged home environments. With regard to the self-concept the researcher probed the physical, emotional, social, academic and general self-concepts.
An empirical investigation was undertaken regarding grade 9 and 11 learners in Hebron in the North West Province. A structured questionnaire was developed focusing on home environment and self-concept.
By using Pearson's correlation, ANOVA and Tukey's t-test, findings indicated that there is a significant relationship between home environment and the self-concept. The adolescent's emotional self-concept is affected by religion, supervision at home (parent or guardian) and the number of siblings in the family. Moreover, girls had a better social self-concept than boys. On the whole the physical, academic, social and general self-concepts were not affected by religion, number of siblings in the family and different kinds of supervision. With regard to the physical self-concept it was found that it differed with age.
Therefore, the educators who facilitate Life Orientation in the General Education and Training (GET) band and Life Skills in the Further Education and Training (FET) band should assist children who come from disadvantaged home environments by applying intervention strategies suggested by the researcher in this study to foster positive self-concepts in adolescents. Positive self-concepts are key factors for successful learning, general behavioural patterns and high participation in school activities. Upgrading of educators is also recommended so that they are fully equipped to assist a learner who is from a deprived home environment. / Educational Studies / D.Ed.(Psychology of Education))
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